Gender Differential Effect Of Business Education Students’ Human Capital On Sustainable Economic Development

Abstract

This research investigates the relationship between business education students’ human capital and core values of sustainable economic development from a gender perspective. This research specifically investigates four interrelated questions. First, do male and female business education students experience different types of general human capital? Second, do male and female business education students possess different types of specific human capital? Third, do differences in both male and female business education students’ general human capital have a differential effect on sustainable development of Nigerian economy? And finally, do differences in both male and female business education students’ specific human capital have a differential effect on sustainable development of Nigerian economy? To answer these questions, bivariate correlation was employed. The hypotheses were tested using analysis of variance and multiple regressions. Using a survey data of all the final-year undergraduate students (<em>N </em>= 375) of business education in Federal Universities in South-South geopolitical region of Nigeria, the results showed a positive correlation between general and specific human capital and core values sustainable development. Male and female business education students experience almost the same type of general human capital. The results also showed that male students possess higher level of specific human capital than female students. The results further showed that changes or variations in core values of sustainable development caused by both general and specific human capital are higher in male than the female students. Logical conclusions and implications for future practices are discussed.

Effect of industrial work experience in developing Technical and Vocational Education undergraduates’ employability skills

“…One major reason behind this finding could be that the differences between male and female TVE undergraduates on the possessions of employability skills are because women do not have equal access to observe role models or participate in experiential learning (Johnsen & McMahon, 2005;Fischer et al, 1993). These social plagues seem to hinder female TVE undergraduates from possessing employability skills (Edokpolor & Chukwuedo, 2018). This finding further supports the general assumption of social feminism that male and female students are exposed to different learning experiences and ways of thinking (Carter & Williams, 2003).…”

“…In Nigeria, TVE covers the following: (1) technical colleges; (2) vocational enterprise institutions (VEIs); and (3) National vocational qualification framework (NVQF). The bottom line is that TVE is intended to prepare recipients for career progression in various occupations and professions; equip recipients with the necessary knowledge and skills for job creation; and provide recipients with knowledge about business (Edokpolor & Egbri, 2017).…”

Beşeri̇ Sermaye Ve Sürdürülebi̇li̇r Kalkinma: Oecd Ülkeleri̇ İçi̇n Panel Veri̇ Anali̇zi̇

“…Sermayenin yoksulluk üzerindeki etkisi ise negatiftir. Edokpolor (2019), Nijerya'da beşeri sermaye ve sürdürülebilir kalkınma arasındaki ilişkiyi bulmak amacıyla ülkede yer alan Federal Üniversitelerde işletme bölümünde okuyan 375 (268 kadın, 107 erkek) öğrenciye anket uygulamıştır. Yapılan anketten elde edilen verilere çoklu regresyon ve varyans analizi uygulanmıştır.…”

“…Bu sebeple, 34 OECD ülkesi için eğitim harcamaları sürdürülebilir kalkınma açısından önemli bir faktördür. Ayrıca tahmin sonuçları mevcut literatürü desteklemektedir (örn.Babasanya vd., 2019;Edokpolor, 2019;Badita, 2015; Edokpolor ve Chukwuedo, 2018). Engle -Granger nedensellik testinin de gösterdiği üzere eğitim harcamaları ile sürdürülebilir kalkınma, uzun dönemde karşılıklı nedenselliğe sahiptir.…”