A Reformulation of business education curriculum for the development of career opportunities among undergraduates of South Nigerian Universities

Abstract

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.

Entrepreneurship Education and Student Intention to Launch a Business: Does Entrepreneurial Knowledge and Skills Acquisition Act as a Mediator?

“…The huge gap between the knowledge and skills acquired by a student and those required to start a new business exist because such a student is prepared for the 21st century world of work using an abstract-based curriculum that suite the 20th century workplace. This curriculum tends to prepare university students to become effective servants who act as effective followers to few 'entrepreneurs' (Ile & Edokpolor, 2020). This means that university students participated in a dysfunctional EE programme whose curriculum or learning system is dominated by theories in the classroom.…”

Knowledge management and pedagogical innovativeness of vocational educators, the mediating role of transformational leadership style

“…;Dixit & Upadhyay, (2021);Ile & Edokpolor, (2020) who stated that the existence of a formal knowledge management practices in the scientific research in higher education institutions are positively correlated with organisational learning and innovation.Jurnal Pendidikan TeknologiKejuruan, Vol. 6, No.…”

Promoting Students’ Academic Performances and Interests in Blocklaying and Concreting Works using a Futures-Wheel Instructional Strategy versus Problem Solving: Implications for Sustainable Development

“…It is geared towards the production of educated men and women who can effectively work with their brains and hands. The disciplinary philosophy and contents of blocklaying and concreting are based on the fundamental needs of equipping students with the basic knowledge and requisite skills to adequately prepare them for the challenges of the world of work (Edokpolor & Ile, 2020).…”