Business Educators’ Perceived Career Advancement Job Satisfaction for Achieving Viable Business Education Programme in Tertiary Institutions in Nigeria (Published)
The study examined business educators’ career advancement job satisfaction for achieving viable business education programme in tertiary institutions in Nigeria. Descriptive survey research design was adopted and was carried out in South Eastern Nigeria. The population of the study was four hundred and twenty-five business educators in South Eastern Nigeria. Due to the small size of the population, the entire population was studied; therefore, there was no sampling. The instrument for data collection was structured questionnaire. The instrument was validated by three experts. Based on their comments, some corrections were made on the questionnaire to enhance the validity of the research instrument. Cronbach Alpha reliability method was used and overall reliability coefficient of 0.97 was established. Data for the study were collected with the help of four research assistants. Data collected were analyzed using mean and standard deviation to answer research question while ANOVA was used to test the hypothesis. The study found that availability of regular training programme, ease of access to training institutions, freedom to attend workshop, seminars and conferences, freedom to organize students for academic interaction, provision for academic staff coaching, linkages with modern business organizations for training collaboration and academic staff mentoring among others are the business educators’ career advancement job satisfaction for achieving viable business education in tertiary institution Nigeria. The result of the hypothesis showed that there was no significant difference in the mean ratings of business educators in the polytechnics, colleges of education and universities on the business educators’ career advancement job satisfaction for achieving viable business education programme in tertiary institutions in Nigeria. Based on the findings, it was recommended, among others, that management of tertiary institution in Nigeria should develop policy regarding career development opportunities in tertiary institutions that can enhance job performance of business educators in tertiary institutions
Keywords: Business Education, Job Satisfaction, business educators, career advancement
Return on Investment (ROI) In Business Education on Undergraduate Skills Development (Published)
This study determined the influence of ‘Return on investment in Business Education on undergraduate skills development in Federal Universities in Nigeria. The 5 specific objectives postulated were structured into 5 research questions and 5 null hypotheses. The survey design was adopted for the study. A population of 2080 was used of which 460 (22%) respondents were sampled for the study, using multi-stage sampling technique. The researcher designed two sets of questionnaires: Investment in Business Education Questionnaire (IBEQ) and; Undergraduates’ Skills Development in Business Education Questionnaire (USDBEQ) generated data for the study. The instruments were validated by five experts. The reliability coefficients using Cronbach Alpha reliability analysis were 0.86 and 0.79 for IBEQ and USDBEQ respectively. The null hypotheses were tested using Multiple Regression Analysis (MRA). The findings made were that ‘Return on Investment’ in Business Education: office accommodation; classroom space; physical facilities; equipment; library facilities; significantly influence undergraduate skills development. The null hypotheses were rejected. It is concluded among others that investment in Business Education will continue to yield proportionate returns in terms of undergraduates’ skill development. Recommendations made are that: more academic staff should be employed for Business Education Programme in order to reverse the lopsided ratio of lecturer to student; lecturers should be provided with office accommodation; the ratio of practical to theory in Business Education curriculum should be 60: 40; among others.
Keywords: Business Education, Investment, Returns, Skill
Challenges to the Development of Instructional Packages for Business Education Programme in Universities in South-East Nigeria (Published)
Challenges to the development of instructional packages for business education programme in universities in South-East Nigeria, formed the basic objective for this research. The study adopted a descriptive survey research design. Two research questions and two null hypotheses guided the study. The population was 57 Federal and State university lecturers in business education. No sampling was adopted because of the manageable size of the population. The instrument used for data collection was a questionnaire which was validated by three experts. The reliability of the instrument was determined using Cronbach Alpha which yielded a coefficient of 0.79. Mean with standard deviation was used for data analysis and the t-test statistics was used to test the null hypotheses at .05 level of significance. The findings include: inadequate funding of our universities for curriculum development, use of obsolete instructional facilities in our universities, among others. Recommendations made include: adequate fund should be provided by the federal and state government on the development of instructional packages and proper regulation of universities instructional packages should be carried out on regular basis.
Keywords: Business Education, Challenges, Curriculum Development, Instructional packages, National Universities Commission
Influence of Institutional Variables on Employability Skills Acquisition among Business Education Students in Tertiary Institutions In Cross River State, Nigeria (Published)
This study determined the influence of institutional variables on employability skills acquisition among Business Education students in tertiary institutions in Cross River State, Nigeria. Survey research design was employed in carrying out the study. Data were collected using a researcher-made questionnaire which was validated by two Vocational Educators and an expert in Measurement and Evaluation. A reliability estimate of .80, .81 and .87 was achieved for the research variables using Cronbach Alpha Statistical Analysis, after a trial test was conducted using 20 final year Business Education students in University of Uyo who did not form part of the main study sample. The questionnaire was administered to 400 final year Business Education students using stratified and accidental sampling techniques. Data analysis was done, while two (2) hypotheses were formulated and tested for significance using Simple Linear Regression Statistical Technique. Analyzed data were presented in form of tables and the results revealed that there is significant influence of classroom climate and instructional method on employability skills acquisition among Business Education Students. Based on the findings of the study, it was recommended among others that the teacher should always utilize practical method of instruction that can help the students concretize what they learn and apply it in real life situation as learnt.
Keywords: Business Education, Cross River State, Employability Skills, Institutional variables, Nigeria
An Overview of Mobile Application in Business Education Content Delivery among Student of Vocational and Technical Education (Published)
This paper examines mobile application in content delivery of Business education. Mobile Learning (M- Learning) as a new concept in the learning process which emphasizes the ability to facilitate the learning process without being tied to a physical location. Specifically, the study assessed devices for mobile learning, concept of Business education and its content, roles and advantages of mobile devices in learning Business education content. The study was conducted at University of Benin, Ugbowo campus, Benin City, Edo State. The population for the study was 140 students of 100level to 400level Vocational and Technical Education Department. Structured questionnaire were used to collect data from the 140 students. Data collected were analysed through content analysis and the Statistical Packages for Social Sciences. Pie chart and histogram were used to present results of quantifiable data. Results shows that students are willing to use the mobile technology in learning process and they have a positive perception and awareness to mobile technologies and will use the elements in mobile technology in learning process to improve their performance and interest in the learning of Business education. It is therefore recommended that teachers should be informed of the importance of Mobile Learning and how it can be used to help students exploit their leisure and change it into productive activity. Facilitators also should be trained on how to produce teaching materials and prepare their courses to suit Mobile Learning.
Keywords: Business Education, Content Delivery, Mobile Application, Student