Concerning on the rates social burden among the graduates of business education in Nigeria has provided an opportunity for the authors to extant the study to examine the current state of business education curriculum and the reformulation of business education curriculum equips the undergraduates with skills to start a business and engaging towards lifelong learning. A cross-sectional survey design was applied to achieve the objectives of the study. The design of the research is a quantitative method. Structured questionnaires were given to a sample of 289 participants (43 lecturers and 246 students) which were randomly selected across three universities in Nigeria. The data obtained are analyzed by the Statistical Package for Social Sciences (SPSS) version 23.0 and the mean statistic is used to answer the research questions and standard deviations are used to assess the degree to which participants’ scores are clustered around the mean. The results show that the business education curriculum is theoretical in nature, as such does not have the capability of preparing students to become entrepreneurs and lifelong learners. Hence, the data shows that most of the respondents vote for business education curriculum prepares student to work for the entrepreneurs with mean 3.49 for lecturers and 3.67 for students. Moreover, the result shows that a change in business education curriculum could help to equip students with skills to engage in becoming an entrepreneur. Therefore, the managers of business education should endeavor collaborations with major stakeholders to capable of integrating the 21st-century skills and apprenticeship models into the business education curriculum. It will help to equip undergraduates with the skills needed to pursue entrepreneurial and lifelong learning careers upon graduation.
This study investigated the extent of use of forensic accounting techniques in the detection of fraud in tertiary institutions in Anambra State, Nigeria. One research question guided the study and one null hypothesis was tested. Related literature pertinent to the study was reviewed which exposed the need for the study. Descriptive survey research design was adopted and a population of 280 accounting officers in universities, polytechnics and colleges of education in Anambra State were studied without sampling. Questionnaire developed by the researcher was used for data collection. Data were analyzed using mean, standard deviation and one way Analysis of Variance (ANOVA). Mean was used to answer the research question and standard deviation was used to explain how the responses of the accounting officers varied. ANOVA was used to test the hypothesis at 0.05 level of significance. Statistical Package for Social Sciences (SPSS) was used to analyze data collected. The results showed that accounting officers in tertiary institutions in Anambra State use forensic accounting techniques to a high extent in the detection of fraud. The results also showed that the accounting officers in universities, polytechnics and colleges of education differed significantly in their mean ratings on the use of forensic accounting techniques in the detection of management fraud in tertiary institutions in Anambra State. Scheffe post hoc test of multiple comparisons was conducted to determine the direction of the difference. Based on the findings, the researcher recommended, among others, that accounting officers should be African Research Review AFRREV VOL.12 (1), S/NO 49, JANUARY, 2018 67Copyright© International Association of African Researchers and Reviewer, 2006-2018 www.afrrevjo.net Indexed African Journals Online: www.ajol.info aware of the benefits of forensic accounting techniques in detecting fraud in their establishments and the severity of financial fraud as well as susceptibility of their organizations to fraud.
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