Download complete project material on Assessment Of Entrepreneurship Education Need Of Office Professionals In Office Technology And Management (Otm) from chapter one to five
Abstract
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High rate of unemployment spurred by economic recession and increased technological impact in the society’s job market is dealing its hot blow on the nations graduates especially the office technology and management students.
However, the growing number of students rushing for the traditional white collar employment opportunities on graduation rather than seeking to become entrepreneurs has caught some education institutions and administrators off guard. This study therefore was embarked upon purposely to assess the entrepreneurship education needs of office professionals in Kaduna Polytechnic. Four research questions were designed to guide the course of the investigation.
Literature postulation of different divergent views and approaches of distinguishing authors on the topic reviewed.The research was a case study of OTM department of College of Business and Management Studies, Kaduna Polytechnic. The population for the study was 309 made up of HNDI and II and NDI and II Students of 2015/2017 and the lecturers. Sampling was drawn using percentage formula 40 percent was used which gave 124 respondents.
A set of structured questionnaire was used to collect data for analysis from the respondents. Simple mean technique on a frequency distribution table with four point Likert type scale was used to analyze the data collected from the various respondents. The findings show that knowledge, skills; attitude and action are the basic needs for entrepreneurship education.
The study was able to identify the basic components of entrepreneurship education which include: knowledge, skills; attitude, creativity, adaptability, networking and so on. From the analysis, it was discovered that the learning methods of entrepreneurship education needed for training the office professionals in Kaduna Polytechnic should be based on traditional business plan process approach to bring out the best of entrepreneurs, focusing on teaching the skill for new venture creation, and transmitting declarative knowledge, focus on the exploitation rather than exploration and management approach method to train the students on planning and financing.
It was also found that the entrepreneurship education competency needs of office professionals includes being creative to plan and manage project, knowledge helps to learn and understand entrepreneurship ethical position, attitude help to use initiative. The elements of entrepreneurship education needs of office professionals includes taking risk and adjusting to every economic situation, to adopt self-efficiency self-belief, self-assurance, self-awareness and feeling of empowerment, perseverance when faced with setback and obstacles and attitude to develop certain behaviors.
It was concluded that there are different approaches and learning methods of entrepreneurship education which include education for entrepreneurship, education about entrepreneurship and knowledge about entrepreneurship. It was recommended that education through entrepreneurship should be embedded in different topics in a cross-curriculum manner as it is best to teach OTM students.Entrepreneurship as a method approach should always focus on the exploitation rather than exploration phase.
Practical experience should be advocated for the students of OTM, Kaduna Polytechnic to give then a firsthand knowledge of the field.
TABLE OF CONTENTS
TITLE PAGE.. i
DECLARATION.. ii
APPROVAL.. iii
DEDICATION.. iv
ACKNOWLEDGEMENT.. v
Abstract vi
TABLE OF CONTENTS. vii
CHAPTER ONE.. 1
INTRODUCTION.. 1
1.1 Background of the study. 1
1.2 Statement of the Problem.. 3
1.3 Purpose of the Study. 4
1.4 Research Questions. 5
1.5 Significance of the Study. 5
1.6 Scope of the Study. 6
1.7 Definition of Terms:. 7
CHAPTER TWO.. 9
REVIEW OF RELATED LITERATURE.. 9
2.1 Introduction. 9
2.2 Concept of Entrepreneurship. 9
2.3 Concept of Entrepreneurship Education. 17
2.4 Concept of Office Profession:. 28
2.5 Different Approaches to Entrepreneurship Education. 30
2.6 Entrepreneurship Education Competency Needs of Office Professionals. 35
2.7 Entrepreneurial Skill needs of Office Professionals in OTM department, KPT.. 37
2.8 Summary of the Review.. 40
CHAPTER THREE.. 41
RESEARCH METHODOLOGY.. 41
3.1 Introduction. 41
3.2 Research Design. 41
3.3 Area of the Study. 41
3.4 Population of the study. 42
3.5 Sample size/ Sapling technique. 42
3.6 Instrument for Data Collection. 43
3.7 Validation of Instrument. 43
3.8 Method of Instrument Administration. 44
3.9 Method of Data Analysis. 44
CHAPTER FOUR.. 45
DATA PRESENTATION AND ANALYSIS. 45
4.1 Introduction. 45
4.2 Data Presentation and Interpretation: 45
4.3 Major Findings. 50
4.4 Discussion of Findings. 52
CHAPTER FIVE.. 54
SUMMARY, CONCLUSION AND RECOMMENDATIONS. 54
5.1 Summary. 54
5.2 Conclusion. 56
5.3 Recommendations. 56
5.4 Areas for Further Studies. 57
REFERENCES. 59
APPENDIX.. 61
CHAPTER ONE
INTRODUCTION
1.1 Background of the study
Every year, large number of students graduate from various institutions of learning to go and face the labor market for employment which happens to be an age long tradition all over. These graduates including the polytechnic office technology and management students are usually disappointed with the rate of unemployment caused by global recession and advancement in technology which has reduced the number of workers and has affected career path of most graduates.
As unemployment tends to be on upward trend despite all stimulatory policies and institutional support to reduce its rate, it therefore became necessary for policy makers to move towards entrepreneurship education in other to produce graduates who will create employment opportunities and promote industrialization.
Although there is evidence of entrepreneurial activities and informal entrepreneurship training in Nigerian traditional societies, entrepreneurship education is a new development in the educational sector. Hence the directive by NUC that all tertiary institutions in Nigeria to include entrepreneurship education in their curricula from 2006/2007 academic year. By so doing, entrepreneurship education became a part of course content in the polytechnics and other tertiary institution of Nigeria (Vincent and Farlow 2008; Akpomi 2009).
Where ever you turn today,stories abound of the enormous social, economic and educational benefits of entrepreneurship. As a result, entrepreneurship education programs are proliferating in polytechnics and universities around the country. Whereas 15 years ago only a handful of schools offered courses in entrepreneurship, today more than 1,500 polytechnics and universities offer some form of entrepreneurship training (Amoor, 2008).
Further to this, Amoor posit that there are currently more than 100 active institution-based entrepreneurship centers in the country and more than 270 endowed positions in entrepreneurship, an increase of 120 percent in just the last seven years. Despite the growing number of new and expanding educational programs in this area, many schools have been slow to respond to the increasing student and community interest.
According to Adelakin (2008), the growing number of students rushing for traditional employment opportunities than to become entrepreneurs has caught some business school and administrators off guard. Many are still questioning whether entrepreneurship is worth the investment, whether entrepreneurship training enhances the students’ abilities to compete in today’s job market, and whether their entrepreneurship students make stronger and more successful business leaders.
Entrepreneurship Education seeks to prepare people to be responsible, enterprising individual who have the attitudes, skill and knowledge necessary to achieve the goal they set for themselves to live a fulfilled life (E.U. 2012).
By all appearances, the tertiary institutions Entrepreneurship Program seemed to be successful. But how had the program affected the office technology and management students it had graduated over the years? Where are they now? What are they doing? Are they faring better than other high school graduates? What kind of return had the Polytechnics/tertiary institutions received for its many years of investment in entrepreneurship education? All these queries spurred the researcher to conduct an assessment of entrepreneurship education needs of office professionals in the polytechnics.
Office Technology and Management programme according to Etonyeaku (2010) is loaded with information technology as core courses. For the Polytechnic OTM students to be relevant and functional in the modern business environment, it is imperative for them to be loaded with needed skills as most other skills have become obsolete.
These skills will enable them fit into modern offices as well as being self employed. Based on this, Uperaft and Goldsmith (2000) cited in Nwokocha (2012) reports that higher education needs to be transformed due to the rapid changes in technology. For OTM graduates (Office Professionals) to be effective in the work environment, it is important for tertiary institutions to recognize these changes and reverse their curriculum to contain these new knowledge, skills and attitude; using the entrepreneurship education approach that involves the learner in the process of being an entrepreneur.
1.2 Statement of the Problem
High rate of unemployment spurred by economic recession and increased technological impact in the society’s job market is dealing its hot blow on the nations’ graduates especially the office technology and management students. However,the growing number of students rushing for the traditional white collar employment opportunities rather than seek to become entrepreneurs has caught some business school and administrators off guard.
Many are still questioning whether entrepreneurship is worth the investment, whether entrepreneurship training enhances the students’ abilities to compete in today’s job market, and whether their entrepreneurship students make stronger and more successful business leaders. This scenario has created a gap of what the students’ need from the entrepreneurship education programme.
An assessment of entrepreneurship education needs of OTM students in the polytechnic educational institution can determine the degree to which it has accomplished its objectives and it justifies the resources committed to it.
By all appearances, the tertiary institutions entrepreneurship program seemed to be successful. But how had the program affected the office technology and management students it had graduated over the years? Where are they now, what are they doing, and are they faring better than other school graduates?
The researcher further wondered how the approach and learning methods to the delivery of entrepreneurship program,had impacted on the competency and entrepreneurial skills need of the Polytechnic graduates especially the office technology and Management students. What kind of return had the Polytechnics/tertiary institutions received for its many years of investment in entrepreneurship education?
It is based on this background that the study is embarked on to sought to bridge the gap created between the entrepreneurship education programme input, evaluation and outcome(end products).
1.3 Purpose of the Study
The major purpose of this study is to assess the Entrepreneurship Education Needs of Office Professionals in Kaduna Polytechnic Office Technology and Management department. Specifically, the study will tend among others to:
1. Determine the entrepreneurship education learningmethod needs of OTM department students in KPT.
2. Ascertain the entrepreneurship education competencyneeds of OTM department students, in KPT.
3. Identify the elements ofentrepreneurship education needsof office professional students in KPT.
4. Identify the entrepreneurial skill needs of OTM student in KPT.
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