This is a survey research aimed at determining the impact of National Universities Commission's accreditation exercise on personnel in the business education programmes of the universities in the Southeast Geopolitical Zone of Nigeria. One research question and one null hypothesis guided the study. The population comprised 66 respondents made up of 6 directors of academic planning and 60 academic staff of the departments of Business Education of the six universities in the zone. A researcherdeveloped instrument duly validated by three experts was used for data collection. Test re-test method was used for testing the reliability of the instrument. With the use of the Pearson Product Moment, the reliability coefficient correlation was found to be 0.86 which was considered adequate for the study. The mean and standard deviation were used to answer the research question while t-test was used to test the null hypothesis.
Since 21st century began over two decades ago, there seems to be a paradigm shift in educational values across the globe. This has left us with the options of either to swim or sink. In order not to sink, educational systems of most countries of the world began to rethink educational practices in order to remain relevant in this knowledge economy and communication technology driven age. Up to the advent of the twenty-first century, education systems around the world concentrated on training their students to simply acquire content and knowledge. Students were therefore seen as needing to learn reading and numerical skills in order to acquire content and information. But more recently, information and knowledge have become widely available and simple to obtain because of advances in technology and communication. Business education has been thought to be an instructional model that instills in its client the necessary applicable skills, talents, and competencies for independence. Even though these abilities are still vital and relevant, but are no more enough to keep degree holders employed in the volatile and competitive economy. As a result, there is a massive disparity between the information and expertise that students gain in university and those that they would need succeed in quintessential 21st century cultures and organizations. It is necessary to modify toward offering learners a set of abilities that depended not just on intellect but on all interrelatedness of mental, behavioral, and affective traits if we are to react appropriately to these contemporary innovation, target audience, and cultural transformations. In considering this, the paper examined the concepts of 21st century education, 21st century learning objectives, the concept of business education, and the communication technological skills in 21st century required of graduates. Also, conclusions and key recommendations were offered.
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