6 research outputs found

    Entrepreneurs Success and Creativity in Business Education

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    The study investigated entrepreneurs success and creativity in business education.  Two research questions were posed to guide the study while one hypothesis was formulated and tested at 0.05 level of significance.  A total of 245entrepreneurs were studied out of 818 entrepreneurs from four local governments in Rivers State.  The instrument for the study was named Entrepreneurs Success and Creativity in Business Education Questionnaire (ESCBEQ), with a modified four point Likert scale ranging from High Extent to No Extent. Six entrepreneurs validated the instrument and a reliability test using test-retest method yielded a correlation of 0.89.  Mean rating and standard deviation was used to analyze the research questions and t-test for large group mean was used to test the hypothesis. Findings revealed that entrepreneurs success depends on creativity to a moderate extent and that creativity is necessary in entrepreneurship business success. Also the study revealed that business education promotes entrepreneurs success.  Based on the findings, discussions and conclusions drawn, recommendations made amongst others were that importance of creativity and the need for business education should be made not only to entrepreneurs but to the populace.  Entrepreneurs who succeeded through creativity and business education knowledge should educate those not applying creativity as it is essential in business success.  Enlightenment campaign about business education and creativity in business success should be carried out seriously by entrepreneurs who used them to succeed. Key words: Entrepreneurs, Success, Creativity, Business Education, Entrepreneurship, Courage, Mentoring, Ideas, Networking, Collaboration

    Promoting Knowledge of Climate Change (CC) amongst Nigerians: Implications for Education Managers

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    Rising sea levels, due to thermal expansion of the ocean, and higher frequency and intensity of coastal and inland storms threaten coastal communities worldwide. The implementation of pro-active, planned adaptation to reduce community vulnerability is strongly dependent upon people's awareness of the threat posed to their communities at the local level.  With a focus on university lecturers in South-South Nigeria, a group of people expected to be knowledgeable; this study set out to look at the concept, nature and scope of climate change, its types and causes, global impacts and specific impacts on Nigeria and, its knowledge and to assess their level of awareness and the extent to which they discuss it. The results from the academic staff of six universities in South-South Nigeria (n=342) revealed that only 13 per cent know very much of climate change and 61 per cent never discussed it among themselves.  Those who know and discuss it are mainly in the sciences whose areas of specialization and course contents are climate change related. Based on the findings, it was recommended that climate change clubs be established in universities. Lecturers of Education Management and Environmental Sciences should collaborate to man the clubs as well as organize Workshops and seminars on climate change from time to time to create awareness. They should also post slogans on climate change at strategic points on campus. Keywords: Climate change, Awareness, Communication, University lecturers, Global warming, Global impact, South-south Nigeri

    Teachers’ Knowledge and Application of Classroom Management Techniques in Business Education

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    The study investigated teachers’ knowledge and application of classroom management techniques in business education.  Two research questions were posed to guide the study while one hypothesis was formulated and tested at 0.05 level of significance.  A total of 86 teachers were studied, purposive sampling was employed for the study.  The instrument for the study was named Teachers’ Knowledge and Application of Classroom Management Techniques in Business Education Questionnaire (TKACMTBEQ), with a four point modified Likert scale of highly extent to no extent. 6 teachers validated the instrument and a reliability coefficient test using test-retest method yielded a correlation of 0.89.  Mean rating was used to answer the research questions while T-test for large group mean was used to test the hypothesis.  Findings revealed that teachers’ knowledge in classroom management and the application of classroom management techniques is not significantly different from each other and that most teachers are yet to be knowledgeable on issues relating to classroom management techniques.  Conclusion drawn from the study is that where teachers manage their classrooms effectively, students will certainly gain from every lecture and will be happy to find themselves in such teachers’ class and also be proud of such teachers wherever they may be found.  Based on the findings and conclusion drawn from the study, recommendations made amongst others were that teachers should be well equipped and knowledgeable on classroom management and ensure that techniques such as counselling approach, rote discipline, addressing the needs of students both in terms of what they teach and how they teach, facial expressions and gestures, and devoting time to each individual learner are employed in the classrooms. Keywords: Teachers Knowledge, Application, Classroom Management, Techniques, Business Education

    Making of an Entrepreneurial University in the 21st Century - Global Universities as a Role Model

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    This paper looks at what it takes to make a university entrepreneurial in the 21st century, especially with the global trend of Entrepreneurship Education.  Universities need to be entrepreneurial so as to churn out graduates who will create, rather than seek jobs.  The high rate of unemployment globally, calls for this.  The paper focuses on the concept of and economic perspective of Entrepreneurship and Entrepreneurship Education as well as portraying universities as role model in teaching entrepreneurship in the 21st century. The paper finally suggested establishment of Entrepreneurship Centre in each university, fully equipped with resources; internet connectivity and a globally friendly delivery system and assessment for the teaching of Entrepreneurship Education in universities. Keywords: Entrepreneurship Education, Entrepreneurial University, 21st Century, Global universities, Entrepreneurship concepts, Economic perspective, Entrepreneurship Centre, Internet connectivity, Self-employment, Delivery system and assessment
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