PERCEPTION OF STALKEHOLDERS ON ENTREPRENEURSHIP EDUCATION IN

UNIVERSITY OF ILORIN, NIGERIA

SUBMITED BY:

OKEDARE MICHAEL

17/25OE149

DEPARTMENT OF EDUCATIONAL MANAGEMENT, FACULTY OF EDUCATION,

UNIVERSITY OF ILORIN

PROJECT SUPERVISOR; DR R.L ABDULKAREEM

 CHAPTER ONE

INTRODUCTION

Background to the Study

Entrepreneurship Education is the incorporation of Entrepreneurs as a subject into the

Student’s Syllabus step by steps. It involves encouragement in starting a new business based on a

recognized business opportunity as well as operating and maintaining that business. The belief of

some people is that entrepreneurship education does not need to be taught and therefore, an

entrepreneur is born to be so. It should however be noted that for one to be a successful

entrepreneur (Mo and View,2020). Nigeria is not left out as part of the changing world in

economy, which yearns for a more articulated policy on small and medium enterprises(SMEs).

Most world economies are characterized by a large number of micro/cottage, Small and

Medium Scale Enterprises(SMEs), mainly in the informal sector. In many country’s economies,

they account for a large segment of productive population. Nigeria falls within this latter

category of nation’s economies. The SMEs in Nigeria accounts for 95% of non-oil productive

activities outside Agriculture, which positions the country as potentially strong agents of

economic growth and sustainable development (Udongo, 2003).

The stakeholders include the important contributors to Education and as provided by the

Federal Government of Nigeria in her effort to ensure that her citizens are self-employed,

Established the National Directorate of Employment in 1986. It is the belief of the government

that this agency will reduce unemployment, which is a bane of our society. The agency`s

operations include; Reactivation of Public Works, Promotion of Direct Labour, Self-

Employment, Organisation of Artisans into Co-operative and Encouragement of Culture of

Maintenance and Repairs [Razaq Baba,2021]. Job creation will be enhanced by quality

entrepreneurship education which will invariably reduce unemployment, poverty and social vices

in Nigeria (Maina, 2013). Entrepreneurship, therefore, is a gateway to employment in view of

volatile economic realities (Teshome, 2014).

Entrepreneurship Education has continued to feature as a captivating theme in local

summits and international conferences because of its potency as tool for combating

unemployment and other social-economic challenges inhibiting sustainable development in all

parts of the globe. Inclusion of entrepreneurship education into curricula of tertiary institutions

started in the United States of America as far back as 1947 (Kuratko, 2003) What we mean when

we discuss entrepreneurship in education differs significantly. Some mean that students should

be encouraged to start up their own company. This to me leans on a rather narrow definition of

entrepreneurship viewed as starting a business.

Creating new organizations is then viewed as one of many different means for creating

value. Why entrepreneurship is relevant to education has so far primarily been viewed from

economic points of view. This has worked fairly well for elective courses on higher education

level, but is more problematic when infusing entrepreneurship into primary and secondary levels

of education for all students. Here, a much less discussed but highly interesting impact that

entrepreneurship can have on education is the high levels of student motivation and engagement

it can trigger, and also the resulting deep learning. This report will argue that in line with a

progression model of when to infuse the stakeholders of entrepreneurship into education, the

question of what effects to focus on should also be progressively changing over time in the

educational system. Students can become highly motivated and engaged by creating value to

other people based on the knowledge they acquire, and this can fuel deep learning and illustrate
the practical relevancy of the knowledge in question. Those students that pick up strong interest

and aptitude for value creation in entrepreneurship can then continue with elective courses and

programs focusing on how to organize value creation processes by building new organizations.

Such an approach has far-reaching implications on how to plan, execute and assess

entrepreneurship in education, as it will be discussed in this report. When we infuse

entrepreneurship into education is increasingly clear in theory, but in practice much remains to

be done. In theory we should start at an early age with a wide definition of entrepreneurship

embedded across the curriculum and relevant to all students, preferably in preschool and primary

school. Later in the educational system, we should complement with a parallel voluntary and

more business-focused approach, applying a more-narrow definition of entrepreneurship. In

practice however, explicit entrepreneurial activities on primary education levels are rare. And on

secondary and tertiary levels most initiatives are business start-up focused, lacking

embeddedness into other teaching subjects. In vocational education and training, entrepreneurial

activities are frequent in terms of value creation for other people, but they are seldom connected

to the entrepreneurship domain and its tools, methods and processes for creating value. How to

make students more entrepreneurial to me is probably the most difficult and important question

in this domain.

Many researchers claim that the only way to make people more entrepreneurial is by

applying a learning-by-doing approach. But then the question of learning-by-doing needs to be

properly answered. There is increasing consensus among researchers that letting students work in

interdisciplinary teams and interact with people outside school/university is a particularly

powerful. This is one of the reason The Federal government directed all higher education

institutions in the country to run entrepreneurship studies programme as a compulsory course for
all students irrespective of their disciplines with effect from 2007/2008 academic session

(Bassey, Nwagbara and Bisong, 2014).

In 2006, the government of Nigeria announced the introduction of entrepreneurship

education as an entrepreneurship studies, to be integrated in the higher education Curriculum as a

compulsory course for students of specialization (Bassey, et.al, 2014). Effectively, the

implementation started in the 2007/2008 Academic Session. In pursuance of the full

implementation of entrepreneurship education, most of Tertiary Institutions established a

Coordinating Centre for entrepreneurship education to support students’ training. The Nigeria

University Commission (NUC) was given Presidential directives by the Ministry of Education to

supervise and coordinate the programme of introducing entrepreneurship education into Nigerian

institutions of higher learning (Amadi & Amakodi, 2019). The introduction of entrepreneurship

education into the University Curriculum is an empowerment strategy for graduate self-

employment, self-reliance and poverty reduction. Where appropriate skills, attitude and

knowledge accompanied with appropriate practical work are taught to the students, they would

on graduation become self-employed and employers of labour. This will reduce the rate of

unemployment if not completely eradicated and move Nigeria from a consumer to a producer

nation (Okah and Odelola, 2009).

Entrepreneurship education therefore was harped as the panacea for youth unemployment

and a catalyst for sustaining private sector-led growth. Entrepreneurship education therefore was

introduced to provide students in tertiary institutions with the knowledge, skills and motivation

to encourage entrepreneurial success in a variety of ventures. Entrepreneurship studies like any

other field has its objectives. Objectives of entrepreneurship studies in Nigeria Education at all

levels have articulated the national implementation strategy packages as part of long term
programmes to address gross unemployment and under employment, especially at graduation

level. This programme at maturity is expected to improve Nigeria economic growth through the

development of academic excellence.

For these reasons. Entrepreneurship studies is particularly relevant as most business,

attempt to reconcile the implementation aspects with profitability. This nexus is important and

will be of great interest for the academia, scientific community and even policy makers. It

outlined the core objectives of entrepreneurship education. It has been fully observed by this

researcher that these objectives have not been fully realized in Nigeria, this is due to numerous

challenges facing the implementation of Entrepreneurship Education. Entrepreneurship

education has a lot of challenges such as lack of policy implementation and inadequate funding

among others. Requirements for its effective implementation are also outlined. This study thus is

of the interest of investigating the perception of stakeholders on entrepreneurship education in

University of Ilorin, Nigeria

Statement of the Problem

Entrepreneurship, as one of the antidotes for National and Social Developments, is a major

driving force of the economy of every modern society. It cannot be ruled out in any development

plan of any nation. Largely because of the role it plays in the creation, building and

transformation of ideas into innovation, the need for entrepreneurship in every community

(including Nigeria) cannot be over-emphasized. Much effort has been put in place particularly, at

improving the Nigerian Economy through entrepreneurial development, but to date there is no

comprehensive data result to explain this strategic initiative. Entrepreneurship brings economic

and social mobility and is a nation's secret economic weapon (Oyedijo, 2015).
 Thus this therefore buttresses the proposition by Bolarin (2016) who asserts that the need to

carefully re-assess or re-evaluate the type and quality of education that is accessible to youths in

Nigerian educational institutions of learning becomes imminent. Equally, according to Anyaogu

(2019) who opined that educational institutions should be geared towards producing youths who

are relevant to the society and economy at large. Youths who will be able to make use of their

knowledge and skills acquired to alter and shape the environment while creating jobs that

empower the youths. The lack in depth of quality entrepreneurial education in various

educational institutions has rendered many youths irrelevant in Nigeria and has consequently led

to the rise of a lot of crimes which include amongst other things, kidnapping, prostitution, ritual

killings, human trafficking, fraud, gambling as well as oil pipe vandalism to mention but a few

(Adesina, 2013).

Human development index (HDI) an indicator that determines the wealth of any nation does

not speak well of Nigeria with Nigeria ranking 152nd position according to this index (UNDP,

2016). As such, it must be highlighted that poverty and unemployment continues to rise although

new educational reforms have been introduced by the government such as the introduction of 34

trade subjects that include catering, arts and craft, cosmetology, garment making to mention but

a few. As a consequence, investigating the perception of stakeholders on entrepreneurship

education in University of Ilorin is very important to this researcher, Nigeria is the interest of this

my study. To the best knowledge of this researcher, few studies have been done in this regard

and the were discussed about entrepreneurial education towards economic growth. While none

has discussed about economic goal attainment through entrepreneurial education; Having

identified this gap in literature, this study will seek to close the gap.
Purpose of the study

The main purpose of this study is to investigate the perception of stakeholders on

Entrepreneurship Education in University of Ilorin. Specifically, the study seeks to;

1. To ascertain the perception of lecturers on Entrepreneurship Education in the University

of Ilorin.

2. To determine the perception of students on Entrepreneurship Education in the University

of Ilorin.

3. To investigate the perception of business owners on Entrepreneurship Education in

University of Ilorin.

4. To identify the challenges of Entrepreneurship Education in University of Ilorin.

5. To suggest the solutions to the challenges of Entrepreneurship Education in University of

Ilorin.

Research Questions

The following research questions have been raised to guide the study

1. What are the perceptions of lecturers on Entrepreneurship Education in the University of

Ilorin?

2. What are the perceptions of students on Entrepreneurship Education in the University of

Ilorin?

3. What are the perceptions of business owners on Entrepreneurship Education in the

University of Ilorin?

4. What are the challenges of Entrepreneurship Education in University of Ilorin?

 5. What are the envisaged perception of solutions to the challenges of Entrepreneurship

Education by stakeholders in University of Ilorin?

Scope of the study

The content scope of the study is limited to Entrepreneurship Education and The Perceptions of

its Stakeholders of University of Ilorin. Stratified sampling technique will be used to select the

percentage of response of each and overall population. Research designed questionnaires tagged

Entrepreneurship Education Questionnaire (EEQ) and High or low perceptional out-come will be

correlated by the Data analysis using both percentage and mean statistical analysis to arrives at

significant level for determination for high or low perception.

Significance of the Study

The study could be of benefit to students, industry, government at all level, and society, among

others. Knowledge acquired from this study would enable students to be cognizant with how

critical the stakeholder’s environmental factors are contributing to the success of

Entrepreneurship Education and also how to effectively manage the factors in order to enhance

their performance in different businesses. It will also enlighten them on possible opportunities

awaiting them and taking them out of poverty and unemployment to life of opportunities as

leaders of tomorrow and providers of job. It would also help in their businesses to become more

sensitive to the uncontrollable factors that are external to their environment which impinges on

their business performance; how these factors can be effectively managed and top opportunities

achieved for enhancing productivity and profitability.

This study would have substantial benefits for business organizations as it would expose the

owners and managers of the enterprises to the principles that are needed to be known and
practiced purposively to effectively and efficiently manage their businesses and understand their

operating environment.

To the government, this study will immensely assist her to plan and develop the sectors

of an economy through Business Education programs and regulatory controls given to the youth.

In other words government could be adequately positioned to optimally expend her resources

and gain revenue through policies and educational programmes. Occasionally, government

benefits in a way of revenue generating through imports and exports by different firms. This

study would also be useful to the government in the formulation of policies towards youth’s

employments in Nigeria. It would also help the government in identifying the importance of

Business Educational programs sector in the achievement of youth employments for economic

development and national growth in Nigeria.

To youths, they are empowered through this research to learn new skill/capabilities by

adjusting to the trends towards the development and growth of their businesses and the economy.

In other words, the youth could develop and grow in marketing, production of goods and

services, agriculture, science and technology, finance and information. Through this study, youth

could begin to do things, which ordinarily they could not do. Training and development of

youth’s arc enhanced. This study also is capable of correcting certain anomalies likely to come

up following efforts of youths for development and growth. Thus, strength and weaknesses,

opportunities and threats are discovered and used for the advantage of developing and improving

the youths. This study would provide the organizations and society with the knowledge about

how to develop skills in the use of concepts, methods, and tools that can be used to transform

environmental pressures into positive business opportunities. To management practitioners, this

study will make them keep abreast of new developments and techniques in the practice of

employment and growth of youths for sustainable economy.

Operational Definition of Terms

Entrepreneurship Education: type of education tailored towards producing a self-reliant or

self-employed person. It is aimed at instilling into the learner traits such as: innovativeness,

ingenuity, resourcefulness, and endurance

Stakeholders Perception: This include the opinions of the lecturers and business owners in the

University of Ilorin

Challenges: These will focus on the problems of entrepreneurship education in the University of

Ilorin

Vocational Skill Acquisition: This is one of the skills that can be acquired by the students in the

University of Ilorin. It entails practical participation in production of goods and services. For an

example, Soap making, tye and dye.

Creativity Skill Acquisition: This teaches the skills and knowledge that are imperative to

starting an entrepreneurial venture.

Technology Skill Acquisition: This is the skill that enlighten the students about creation and

uses of tools in line with the requirement of the 21st century

 CHAPTER TWO

REVIEW OF THE RELATED LITERATURE

This chapter emphasized on the related concepts to the Study, however, this will be done under

the following sub-heading

Concept of Entrepreneurship

Definition of an Entrepreneur

Entrepreneurship Motivation and Phases of Entrepreneurial Activities

Stakeholders Perception on Entrepreneurship Education

Empirical Studies on Entrepreneurship Education and Stakeholders Perception

Appraisal of the Literature Reviewed

Concept of Entrepreneurship

The understanding of entrepreneurship owes much to the work of the economists Cantillion in

1775, Baptiste Say, Ludwig Von Mises, Clark, Marshall and Von Hayek till the end of the 19 th

century. Adam Smith and David Ricardo believed in capitalism but not in the existence of

entrepreneurship (John, 2011). The concept of entrepreneurship has a lot to do with how several

activities are carried out in an organization for effective outcomes. The concept of

entrepreneurship has been subjected to different definitions by different people depending on the

context of usage.

However, Joseph Schumpeter in 1934 writings gave credence to the definition of

entrepreneurship by his emphasis on “new combinations” of factors of production that leads to

technological change, in other words “innovation”. The core of entrepreneurship is innovation

while the core of innovation is creativity. Remove innovation from entrepreneurship, it becomes

normal, conventional or traditional activities in terms of products and services. (Schumpeter,

1934).

Entrepreneurship is a multifaceted phenomenon. Gangaiah and Viswanath (2014) explained the

genesis of term 'entrepreneurship' from the French word 'entreprendre' which originally means an

th organizer of musical or other entertainments. The word has been in use since the 16 century.

In Middle Ages the term 'entrepreneur' was referred to a person who was managing large

projects. He was not taking risk but was managing the projects using the resource provided

(Lakeus, 2014).

Further, he added that in the 17 century the word was extended to cover architects and

contractors engaged in activity, such as construction, fortification and public work. Robert and

Albert (2006) stated that only in the beginning of 18 century it was used to refer to economic

aspects. Some economists say that the term has been derived from German word 'unternehmen'

which literally means 'to take' or 'operation' or 'to undertake' which indicates the minimum

characteristics of an entrepreneur. The French economist Richard Cotillion is generally

accredited with being the first to coin the phrase in the context of what we view today as

'entrepreneurship' in about 1730 (Ahmad and Seymour, 2006).

Further they pointed out that in 19 and 20 century many eminent economists and scholars

including Adam Smith, Alfred Marshall and frank etc. elaborated on Cotillion's contribution,

adding leadership and recognizing entrepreneurship through organization ,but the key tenets of

risk taking and profit were nearly always retained as important features of entrepreneurship. In
this era of global work practices and technological innovations, there are individuals who always

'think outside the box'. These individuals have a passion for novelty and like to distinguish

themselves from the others. Legendary world entrepreneurs like Bill Gates, Steve Jobs, Narayana

Murthy and young entrepreneurs like Larry Page, Sergey Brin (co-founders of Google) and Mark

Zuckerberg (CEO of Facebook) have set the bar for being the most inspirational and influential

entrepreneurs in their respective fields.

Balasubramanian (2012) argued that entrepreneurship is a key facet of any nation's economy and

is the crucial driver for employment and economic growth. It touches human lives through

introduction of new technologies, products and services. Entrepreneurs, through their creativity

and dogmatic approach to overcome failure, improve the world by innovation and help build a

society that is richer, socially adept and technically advanced.

Kilby (2007) described the deplorable condition estimably, when he associated defining

entrepreneurship to hunting ‘heffalump’, the fiction animal. Entrepreneurship, like heffalump,

has been hunted by many entrepreneurial researchers with diverse trapping devices, but none has

succeeded in catching him. Those who claim to have sighted him reported that he is enormous,

but there is no consensus on his exactitudes. This analogy set this researcher on the task to find a

solution to this conflictual concept.

The concept of entrepreneurship has been around as long as man existed. Entrepreneurship is a

common vocabulary to many people today, a topic that occupies a prominent position on the

research agenda of scholars from variety of backgrounds and disciplines including economics,

sociology, political science, and psychology. Since the concept was established in early 1770s

(Hinddle and Gillin, 2002; Hebert and Link, 2008). It is a subject that has elicited a lot of interest
of people from all walks of life and occupations including scholars, educators, researchers and

policy makers.

The concept of Entrepreneurship has such a complex tradition within economic theories that

formulating a succinct definition is extremely difficult, and any attempt to do so will inevitably

exclude a valuable element of this history. An outline of the development of the term

Entrepreneurship will illustrate this point. The two authors notes that it is important to come to a

common definition of Entrepreneurship. To this end, Long (2003) provides an historical account

of the development and uses of the term. The root of the word can be traced as far back as 800

years, to the French verb entreprendre, or "to do something". Three hundred years later, a noun

form of the term appeared, and soon thereafter both verb and noun entered the English language.

In 1730, Richard Cantillon used Entrepreneur to mean “a self-employed person with a tolerance

for the risk he believed was inherent in providing for one's own economic’s well-being’’.

Evidence from several research also acknowledged toward the beginning of the Industrial

Revolution in 1830 that Jean-Baptiste Say further expanded the definition of a successful

Entrepreneur to include the possession of managerial skills. Entrepreneurship is therefore the

heart of the modern business – a force behind innovative businesses that characterize the modern

economy. It is the dynamic process of creating incremental wealth by individuals who assume

the major risks in terms of equity, time and/or career commitment of providing value for some

products or services (Kuratko and Hodgetts, 2008).

Again many writers have tried to provide a specific definition for entrepreneurship, identifying

what they believe makes entrepreneurship distinct from other forms of economics and

management thought and behaviour. The definitions incorporate a wide expanse of skills,
thought process, intentions and actual behaviours in an Entrepreneurial world. The diversity in

the emerging definitions seems only to foil attempts to establishing a universal definition. The

diversity seems to be expanding, making any condensation into a single summary definition

dubious and it is the intention of this researcher to keep it that way to allow for more insights and

thoughts into the subject

There is certain misperception about entrepreneurship that makes the understanding to be

unclear. If the perception is wrong, the outcome will be wrong. Hence the need for some

clarifications. Entrepreneurship is not Vocational Education, Business Studies, Skills

Acquisitions, Technical work or craftwork. It is neither all about self-employment,

proprietorship, petty trading, zealous trading, buying and selling nor oil and gas merchants. It is

not about motivational speaking, training or seminar organisation. It is not a synonym for small

businesses or Small and Medium Enterprises (SMEs) among others. Entrepreneurship is not a

life-long title, as soon as a firm stops innovation, it stops being entrepreneurial thence it is no

more entrepreneurship.

Entrepreneurship is a multidisciplinary course. It can be found in any discipline e.g. Medicals

and health, education, agriculture, business and so on. It is an agent of growth as it stimulates life

into any business or economy where there is deadness. In defining entrepreneurship some

authors focused on entrepreneurial firm (Carland, Hoy, Boulton and Carland, 2004);

entrepreneurial process (Gartner, 2005); entrepreneurial phenomenon (Brockhaus, 2007);

entrepreneurial behavior (Bird, 1989); the entrepreneurial event (Bird, 2009); or entrepreneurial

activities (Gartner, 2009).

Definition of an Entrepreneur

The word Entrepreneur, literally means a business person, promoter or commercial intermediary.

The earliest usage of the term ‘entrepreneur’ is recorded in 17 th century in the French military

history. The term entrepreneur comes from the French verb “entreprendre” and the German word

“unternehem” which is interpreted to mean “to undertake”. It refers to persons who undertook to

lead militant expeditions. Richard Cantillon, an eighteenth century Irish, living in France is

credited with the first to use the word “entrepreneur” in a business context, as someone who buys

goods at certain prices with a view of selling them at uncertain prices in the future and by so

doing bearing an uninsured risk.

Entrepreneur is the label usually given to someone who creates a new business activity in

the economy by introducing a new product or creating a new market or managing resources in

order to bring about something novel. The uniqueness of an entrepreneur is the creative and

innovative economic activities. Schumpeter, one of the twentieth century economists described

an entrepreneur as the ‘central actor in the process of change”. He further said “an entrepreneur

is a person who is willing and able to convert new ideas into a successful innovation”.

The entrepreneur is a specialist who uses judgement to deal with novel and complex

problems (Casson, 2002). He seeks to generate value, through creation or expansion of economic

activity, by identifying and exploiting new products/services, processes or markets (Stoke et al.,

2010). The entrepreneur undertakes the act, art and science of entrepreneurship.

The Entrepreneur is identified by the entrepreneurial functions he performs (functional

perspective) by interacting with the environment. This perspective has the preference for the

individual’s actions, that is, what he does. Entrepreneurs are doers and not dreamers. They are

change agents because they cause changes to occur. Some also assume that they can be identified
by their traits (personality perspective), who he is, that is, what makes him ‘tick’. Certain

characteristics such as high need for achievement, internal locus of control, boredom by routine,

risk-taking, dogged determination with perseverance and self-efficacy and others are

demonstrated. This personality trait has been subjected to a lot of criticisms till date.

Also, the entrepreneur can be identified by his behaviour (behavioural perspective), that is,

the functions, activities and actions as related to perception of opportunities and creation of

organisation. The dynamic learning perspective combined entrepreneurial behaviour with the

effect of the environment and the ability to learn and adapt has the business grows in discovering

an entrepreneur. This has more implication for an entrepreneur in an established large

organization.

In the management school context, an entrepreneur is the promoter who uses other people’s

capital to exploit opportunities. The economic school of thought asserted that an entrepreneur is

the one that brings together the factors of production with the provision of management and the

bearing of risks associated with the venture which is subjected to high criticism in modern times.

Schumpeter (2004) referred to an entrepreneur as one that forces ‘creative destruction’

across market and industries by its innovation. Peter Drucker submitted that an entrepreneur is

the only one who always searches for change, responds, and exploits it as an opportunity. Glueck

(1987) defined an entrepreneur to be an individual who creates a new firm and continues to

manage it until it is successful.

Mukufa (2011) described an entrepreneur as that person who organizes human and material

resources for the production of goods and services. He further said that the entrepreneur alone

bears the no-insurable risks in his enterprises. Moreover, an entrepreneur is a person who

identifies business opportunities and organizes required resources to initiate successful business
activity. The national commission on entrepreneurship defines an entrepreneur as one who takes

risks to start a business, works tirelessly to fulfill his visions, foresees a change, and develops

new product to take advantage of the change, uses innovations in technology or processes of

marketing to take them in new directions, and his committed to growth as far as the market place

allows. An entrepreneur is a naturally born or environmentally taught individual that starts a

process or manifests itself at various time, at different business configurations. It is quite

common for such individuals to be envied or unpopular because their contributions are not often

appreciated. The case of Joseph in the bible is an example.

Summarily, an entrepreneur is a creative person who is willing and able to convert valuable

new ideas into a successful innovation but often outside organizational bureaucracy with some

degree of freedom to pursue his unconventional ideas.

Entrepreneurship Motivations and Phases of Entrepreneurial Activities

The motivations for individual’s involvement in entrepreneurship can be perceived in two ways

opportunity-driven and necessity-driven entrepreneurship. Necessity-driven entrepreneurship is

described as “man-must-live” or “last resort” entrepreneurship. It is the entrepreneurship that an

individual undertakes entrepreneurial project out of need, poverty, unemployment, under-

employment, pressure from families and friends, or other social disasters, when all other options

are absent or unsatisfactory among others. Opportunity-driven entrepreneurship is the opposite of

necessity-driven entrepreneurship. It is a situation when an individual chooses to dive into

entrepreneurship because of his traits, skills, interest, and knowledge or identified opportunity.

An individual may abandoned his juicy and well-paid employment to be involved in

entrepreneurial activities in order to exploit a perceived business opportunity. However, as the

economy improves, the necessity-driven entrepreneurship gives way to opportunity-driven

entrepreneurial activity known as ‘U- curve’ hypotheses. Global Entrepreneurship Monitor

(2017) reported that Opportunity-driven entrepreneurs are more dominant in high-income

countries while necessity-driven are more in low-income countries (See GEM annual report for

statistics).

However, the result of GEM (2008) indicated that young people tend to be more involved in

entrepreneurial activity in every country regardless of the level of GDP per capita. Activities

differ depending on age group and level of education. In low-income countries, most people who

contemplate entrepreneurship have not completed secondary school while in high-income

countries education seems to be as positively related to business start-ups. For instance, in high

income countries 57% have post-secondary degree, 38% in middle-income countries and 23% in

low income countries. Entrepreneurship involves initiating changes. The phase of entrepreneurial

activities in an economy has a great impact on the motivation for entrepreneurship.

The level of entrepreneurship in an economy depends to an extent on the phase of its economic

development. The phase of entrepreneurial activities can be prominently explained by Todaro

and Smith (2006) that at the early stages of economic development, the primary sector

(subsistence agriculture and mining) dominate employment and output, later there are shifts to

the secondary (industrial) sector and finally, the tertiary (services) sector becomes the largest in

the economy and source of employment.

GEM (2018) highlighted three phases of economies: the factor-driven; Efficiency-driven

and innovation-driven. The factor-driven economies are countries with low levels economic

development that relies on the primary sector, that is, agriculture. Later extractive industries (like
mining, oil and gas) emerge and growth commences but the cravings for job in this sector leads

to over-supply of labour. Opportunities arises as people started self-employment. Various

institutions and infrastructure, macro-economic stability etc. are put in place which led to the

secondary sector or second phase, industrialisation and the growth of manufacturing and

commerce. This is the efficiency-driven economies which is opened up in supply chains, and

available opportunities for entrepreneurial new venture and small businesses. There will be

market efficiency, technological trajectory and trainings. The third is the tertiary sector, that is,

services (general, professional, ICT, technological etc.) that accommodates the knowledge

economy. This is the ‘innovation –driven’ economies, an environment for genuine innovation

enhances entrepreneurs search for opportunities to compete with the key-players in the economy.

At this instance, there will be entrepreneurial finance, education, government support,

infrastructural policies and regulations that will boost the technological base.

Every organization, no matter how conventional has an element of entrepreneurial behaviour.

The degree of entrepreneurship depends on the combination of innovativeness in terms of the

type of innovation they are engaged with; risk-taking (that is, the higher the innovation, the

higher the risk) and proactiveness (that is, the acting on the environment rather than reacting to

the environment with a focus on implementation with taking responsibility to bring innovation to

reality) involvement of the firm. The degree can be low, moderate or high. Low level of

entrepreneurship has no impact on the economy.

The number of times entrepreneurial events takes place within a firm over a given period of time.

Low frequency means less entrepreneurial initiatives.

The assessment of overall level of entrepreneurship in a firm is the combination of the frequency

and degree of entrepreneurship. Corporate entrepreneurship or intrapreneurship is the

introduction of entrepreneurship into an existing corporate organisation. It is the firm’s effort at

renewal through innovation and business development through venturing for sustainability and

competitive advantage. It is the act of turning new ideas into profitable realities in an existing

organisation. It makes an entrepreneur to function as an employee rather than an employer in

order to salvage the firm from death by introducing entrepreneurial activities into the venture.

This entrepreneur is referred to as ‘intrapreneur’ or ‘champion’. He is a person who focuses on

creativity and innovation, and transforms a dream, vision or an idea into a profitable venture

within the structure. He could explore either corporate venturing or strategic entrepreneurship as

the means of bringing innovation so as to convert the firm into an entrepreneurial organisation.

Entrepreneurship is developmental while intrapreneurship is restorative. Entrepreneurs start

businesses but intrapreneur revitalize to counter stagnation.

It is the introduction of a way of life that encourages entrepreneurship among all cadre of

employees and every facet of the organisation. It is a culture that promotes and rewards creativity

and innovation in an organisation. It breaks every bureaucracy and conventions for a favourable

environment. It inculcates entrepreneurship concept in its mission, moment and life in the firm.

Creativity: Creativity is the starting point of entrepreneurship concept. It is the core of and

foundation on which innovation stands. It is the predecessor of any invention. It is idea

generation that must be new, valuable and useful. The ideas could be generated through proper

imagination and use of initiative to identify and fill the existing gap, by seeking solution to

identified problem, through previous experience, knowledge of industry and market structures,

new knowledge acquired, personal change in perception, observations, survey, internet,

inspiration, brainstorming and so on.

Invention: Literally speaking, invention means creation or origination. It is bringing into

existence something completely new to the world. Invention is the act of developing, designing

or creating something, a new theory, system, style, method, machine or process that did not exist

before. Invention is a focused application of the human mind to the world that yields an original

creation with practical use, that is, technological. Invention is not a linear process, from idea to

product to economic impact. Invention is a complex interaction between human creativity,

technology and the market place. The consequential effect on the environment makes invention

to be referred to as disruptive innovation, radical innovation or breakthrough innovation.

Inventions are patentable but patent does not necessarily make it an invention.

Innovation: The onset of innovation is creativity. Innovation is the successful implementation of

the generated creative ideas. Innovation is the heart of entrepreneurship because without

innovation there is no entrepreneurship. In order to categorise any form of business or sector as

entrepreneurship, there must be innovation. Innovation literally means renovation or variation. It

is the successful implementation of creative ideas within an organization. Innovation is deviating

from the norm and doing it in a new and different way to make life better for the populace.

Hellriegel, Slocum and Jackson (2005) also described innovation as the process of creating and

implementing a new idea, which can take different forms. At the core of Schumpeter’s theory of

entrepreneurship is the concept of ‘innovation’, through which he initiated a strong connection

between entrepreneurship, technological development and economic progress (Schumpeter,

2006). He identified five dimensions of innovation as new ‘combinations of the factor of

production’ by an entrepreneur in reforming or revolutionizing the pattern of production:

1) Introduction of new or improved products/services (Product innovation);

2) Introduction of new or improved methods of production (Process innovation);

3) Opening of new market (Market innovation);

4) Identification of new sources of supply of raw materials (Resource innovation); and

5) Creation of new ways of organizing businesses (Organisational innovation).

Any form of entrepreneurship should be categorized into any of these dimensions of innovation.

In the lay man’s language, innovation is doing old things in new ways. Innovation is not

complete until it is accepted in the marketplace (Mitra, 2012). Inventors and innovators have

piloted a number of the greatest successes of the development movement.

Newness is very significant in entrepreneurship. When referring to “new” in Schumpeter terms

of innovation. It refers to

i) New to the world product/services;

ii) New to the market or environment products/services;

iii) New to the firm products/service lines;

iv) additions to product/service lines; product improvements/revisions;

v) New application for existing products/services;

vi) repositioning of existing products/services and cost reduction for existing

products/services.

Modes of Innovation
A firm that does not innovate will die due to the competition within and also globally. There are

four ways a firm can perform any innovation in Joseph Schumpeter dimensions. The first two are

of higher degree in innovativeness, risk-taking and proactiveness which can significantly affect

the national economy positively.

 I. Invention or revolutionary innovation /discontinuous innovation / radical innovation /

breakthrough innovation/ disruptive innovation: This results in products or services

that address a gap that that has not been addressed before. An untried technology that

is new to the world and changes the customers’ way of dealing with the issue.

Example is airplane.

II. Dynamically continuous innovation or synthesis: Dramatic improvement over the

existing product/service or combining two or more features. Example a laptop.

III. Continuous innovation or incremental innovation / a step-at-a-time innovation

extension: Improvement on an existing product by adding a feature to make it

different from others. Example is 50cl of soft drink aside the 35cl.

IV. Imitation or duplication: The copying, adapting, or mimicking the innovation of other

forms. Example Dell imitating HP printers.

Creative Destruction
Appropriate innovation leads to creative destruction. A concept introduced by Joseph

Schumpeter where existing poducts/ service are rendered obsolete due to the introduction of a

new one. People tend to go for the newest as against the old. Innovation is a force when accepted

in the market place.

Concept of Entrepreneurship Education

A definition is a starting point to a full understanding of the phenomena under discussion.

Through it one may be able to discover the essence, concerns and objectives of the phenomena

too. Similarly, the essence, concerns and objectives of entrepreneurship as a field of study (Hytti

2002; Hytti and O'Gorman, 2004; Jones and English, 2004; Henry et al., 2005; Gartner, 2010)

can be speculated here. These basic issues, emanating from a definition may be taken later to be
the basis for conceptually aligning entrepreneurship education with the appropriate target

audience, course contents and teaching methodologies.

However, for the sake of convenience , here opinion of some reviewers in the field are being

reflected in forthcoming paragraph. By reviewing the existing literature conflicting sides of

entrepreneurship schools of thoughts, and an inherent lack of a common definition of

entrepreneurship has been found (Sexton and Bowman, 2004). A debate was noticed in the

application of terms like entrepreneurship education versus enterprise education (Hynes, 2006;

Garavan and O'Cinneide, 2004) also a substitution of entrepreneurship education with

entrepreneurial education (Jones and English, 2004. Garavan and O'Cinneide (2004) argue that

there is a conceptual difference between entrepreneurship education and enterprise education: the

former has to do with creating an attitude of self-reliance and the later is for creating

opportunity-seeking individuals.

But to others, like Gibb (2003) as cited in Fank et al.(2005), the two terms are conceptually the

same, but contextually different. According to Gibb (2003) as cited in Fank et al. (2005)

entrepreneurship education is a term mainly used in America and Canada, and enterprise

education in the UK and Ireland. Another interesting observation is in the work of Jones and

English (2004) who have constantly substituted entrepreneurship education with entrepreneurial

education; and defining it as “a process of providing individuals with the ability to recognize

commercial opportunities and the insight, self-esteem, knowledge and skills to act on them”

(Jones and English, 2004, p. 2). Apart from the above controversy, most of the articles have

interchangeably used these terms (entrepreneurship education, enterprise education or even

entrepreneurial education) as Gorman et al. (2007); Wai and Man (2007) and Hynes (2008) cited

in their article.
While, Drucker (2005) and Nicholas (2008) mentioned entrepreneurs as a wealth creator,

challenge taker. Entrepreneurship education is study of source of opportunities and process of

discovery (Shane & venkataraman,2000; Nicholas,2008;Timmons,2009), in which an individual

endeavours ability of creativity, risk taking and turn their ideas into action (Communication

Commission 2006; European commission 2003;oxford dictionary 2005; and Jones and English

2004). Some researchers have pointed out that entrepreneurship education is training for

uncertain future (Kratko, 2007), which provides the capabilities of venture creation (Kirby, 2004;

Garavan and O'Cinneide, 2004).

But the focus of most of the reviewed literatures on entrepreneurship education is on: fostering

entrepreneurial attitude, skill, managerial attributes (Co and Mitchell, 2006; Henry et al., 2005a;

Galloway et al., 2005; Hytti and O'Gorman, 2004; Kirby, 2004; Bechard and Toulouse, 1998;

Gibb, 1993 as cited in Fank et al. 2005; Hills, 2008). Accordingly it has been shown in Figure 1

that 32 percent of the reviewed articles related entrepreneurship education to some kind of

educational (or training) process that is aimed at influencing individuals' attitudes, behaviours,

values or intentions towards entrepreneurship either as a possible career or to enhance among

them an appreciation of its role in the community.

Thus we can say that, an entrepreneur refers to an individual who has the ability to turn ideas

into action. It includes creativity, innovation and risk taking, as well as the ability to plan and

manage projects in order to achieve objectives. Accordingly, entrepreneurship education can be

defined as the process of professional application of knowledge, attitude, skills and

competencies. It is more than teaching students how to become independent business owners. It

is about creating and nurturing a learning environment that promotes entrepreneurial traits and

behaviours, such as becoming creative and independent thinker, risk taker, assuming
responsibility, and valuing diversity. Characteristics of entrepreneurship education,

Entrepreneurship education basically focuses on creation of entrepreneurial culture. It helps

potential entrepreneurs to identify and pursue opportunities. It is not limited to boosting start-

ups, innovative ventures and new jobs. Entrepreneurship is a competency for all, helping young

people to become creative and self confident in whatever they undertake. The basic

characteristics of entrepreneurship education as a discipline as obtained from the critical review

of the works related to it have been identified by the authors as follows :

1. It is a function of innovation (Contillon, 1931 and Kirby, 2004).

2. It is a function of fostering leadership (Kuratka and Harnsby, 2006).

3. It is an organizational building function (Vesper and William, 2007).

4. It is a function of high achievement (Vesper and William, 2007).

5. It involves creation and operation of an enterprise (Kuratka and Jenning, 2009).

6. It is process of creating value for customers by exploiting untapped opportunities (McGrath,

MacMillan and Scheinberg, 1992). 7. It is strong and positive orientation towards growth in

wealth, knowledge and employment (Robert, 1998). 8. It is concerned with attitudinal change,

risk taking abilities and turning idea in to actions (Gundary and Kickal, 1998). Thus as a

discipline entrepreneurship education always tries to inculcate some skill, so that one can play a

role of catalyst for socio-economical change. It gives force to shape the future society and one's

own life simultaneously

Staheholder’s Perception on Entrepreneurship Education

Entrepreneurship has often been linked with economic growth, historically by

Economists such as (Schumpeter 2014, Weber, 2010) and in present day studies, with most

researchers emphasising the key role that the stakeholders entrepreneurship plays on new

business creation (Audretsch and Fritsch, 2002). Entrepreneurship education is the main platform

used by various business schools and tertiary institutions to transfer entrepreneurial knowledge

into students while also developing in them entrepreneurial skills, behaviours and attitudes

required for these entrepreneurial activities. Studies examining perception of both the students,

lecturers, curriculum planners towards entrepreneurship education have reported stakeholders

and students indicating the importance of entrepreneurship education in creating successful

entrepreneurs (Dickson et.al. 2008). More importantly, the findings of most of these empirical

studies suggest that a significant and positive relationship between entrepreneurship education

and students preference for entrepreneurial activities (Keat et. al., 2011; Dabale and Masese,

2014; Dickson et. al., 2008).

Due to the increasing awareness on the potential influence entrepreneurship education

has on the level of entrepreneurial activities in a nation, policy-makers are beginning to pay

renewed interest on same (Fayolle, 2006). Therefore, there is the need for academics and

scholars who are the major stakeholders to focus on researches that continuously evaluates how

and if the entrepreneurship courses offered in tertiary institutions meet the prevailing needs of

the society while also impacting positively on economic growth.

Entrepreneurial knowledge is acquired from entrepreneurship education although to what

significant level is the relationship to Education as a process of learning is yet to be finally a

curtained and it usually takes place in a pedagogy i.e formal institution of learning such as

schools and other academic institutions, so it can be described as formal process that can lead to

the acquisition of knowledge. However, knowledge is more informally acquired through

experiences and has no boundaries or limitations (differenceBetween.net).

While education is tailored more towards acquiring knowledge, knowledge is more about

application, which is applying what you know to real life situations. Typically both tools should

be synonymous but in reality, it may not be so. Prior to now, the literature on academic

entrepreneurship has paid more attention to entrepreneurship education but entrepreneurial

knowledge should also be investigated in students since it is more related to application.

Economists have also hitherto paid more attention to the factors of production such as capital and

labour (skills) but these resources on their own are not sufficient without knowledge (Stokes

et.al. 2010). For adequate growth and development in every economy, there must be clear path of

developing, exploiting and diffusing knowledge.

In other words, knowledge is also now being agreed to be a vital determining factor in a

country’s economic growth (Stokes et.al., 2010). According to Drucker (1993), knowledge is the

only meaningful resource today. It is one of the most important assets for an organisation to

create value in order to achieve and maintain a sustainable advantage over their competitors.

Knowledge which consists of structured information is referred to as ‘explicit knowledge’

(Nonaka and Toyama, 2006). Explicit knowledge which defers from ‘tacit knowledge’ is

considered to be objective, rational and expressible in words; hence it becomes transferable

(Nonaka and Toyama, 2006). Therefore, entrepreneurship education is therefore a tool that can

be used to transfer the principles and fundamental concepts of entrepreneurship into students to

enable them develop the cognitive abilities to connect all necessary variables required to build an
economy. Acquiring entrepreneurial knowledge through entrepreneurship education would help

students develop specific knowledge that could addresses the proper functioning of an economy;

it may also inspire a change in their orientation and intentions towards entrepreneurial activities

Empirical studies on Entrepreneurship Education and Stakeholder’s Perception

One of the important macro-economic problems of Nigerian society is unemployment.

Unemployment exists partly because most of the products of the education system lack skills

required to either gain employment or start small scale businesses and successfully manage them.

The National Bureau of statistics (NBS, 2016) stated that the national unemployment rate for

Nigeria between 2010 and 2016 are 21.4 percent in 2010, 23.9 percent in 2011, 27.4 percent in

2012, 24.7 percent in 2013, 9.7 percent in 2014, 12.1 percent in 2015 and 13.4 percent in 2016.

With respect to age group, the National Bureau of Statistics data also showed that in 2016, the

unemployment rate of persons aged between 15 and 24 years stood at 21.5 percent and between

25 and 44 years stood at 20.1 percent. This indicates that the unemployment rate in Nigeria as at

2016 was high. Nigeria has a population of over 160 million. Out of this figure the labour force

stood at 78.48 million out of which 52.48 million were employed and 26 million unemployed out

of which 21million were youths (NBS, 2016)

Unemployment has led to the formulation for stakeholders perception in the educational

policies to provide relevant skills and attitudes necessary for individuals to be self-employed

rather than job seekers. Successive Nigerian governments have also introduced some measures

such as Operation Feed the Nation (OFN), Mass Mobilization for Self Reliance and Economic

Recovery (MAMSER), National Directorate of Employment (NDE), and National Poverty

Eradication Programme (NAPEP) to address the issue of unemployment in Nigeria (Oduwaiye,

2014). However, Oduwaiye regretted that these measures so far, have failed in solving the
problem of graduate unemployment in Nigeria which, according to him has assumed a new

dimension. The Federal Republic of Nigeria (FRN) (2013) in highlighting Nigeria’s quest to

meet her Millennium Development Goals (MDGs) and Vision 2020:20 emphasized the

acquisition of appropriate skills, and abilities as equipment for the individuals to live in and

contribute significantly to the development of the society. Olawolu and Kaegon (2012) called for

vocational education to empower the Nigerian youths with functional skills to live as a

productive member of the society and contribute to sustainable economic development.

In a research carried out by (Baba 2013) he believed that entrepreneurship is essentially

for rapid and sustained economic growth and development, it create the required manpower and

skills necessary for accelerated growth, reduce unemployment and poverty. He stressed that it is

therefore, strategic and wise for Nigeria to assign a significant and increasing role to

stakeholders or entrepreneurship in their effort to revamp its economy.

Aja-Okorie and Adali (2013) in their research on Achieving Youth Empowerment

through Repositioning Entrepreneurial Education in Nigerian Universities said that people

exposed to entrepreneurship frequently express that they have more opportunity to exercise

creative freedom, higher self-esteem and an overall greater sense of control over their own lives.

As a result many experienced business people who are the stakeholders, the likes of political

leaders, economist and educators believed that fostering a robust entrepreneurial culture will

maximize individual and collective economic and social success on a local, national and global

scale. They further said that given this assertions it is important to prepare youths and adults to

succeed in an entrepreneurial economy.

 Egbefo and Abe (2017) found out that Entrepreneurship education is a most effective

means for society to develop its members’ potentials to respond to the challenges of the future

especially the world of work and togetherness. The provision of relevant and appropriate skills

which is the focus of entrepreneurship education, represents a significant element of the overall

development pathway of the country. The great need for entrepreneurship development in

Nigeria today, more than ever, is necessitated by the rate of unemployment and its effect on both

the people and the nation and the need for small and medium enterprises. In spite of the fact that

entrepreneurship development has been regarded as the bulwark for employment generation and

technological development in Nigeria, the sector nevertheless has had its own fair share of

neglect with concomitant unpleasant impacts on the economy (Okpara, 2000).

Vocational education according to Nwazor and Nwaukwa (2015) is a special programme

that nurtures values in the learners alongside skill learning obtained at different levels of

education. Nwazor and Nwaukwa stated that in the process of vocational training, students are

expected to be exposed to scientific and technological trends, skills and ideals for better

adjustment to work through innovativeness and problem-solving. Business education an aspect

of vocational education is incorporated into the Nigerian education system right from the junior

secondary school for a gradual skill development. Business education is a broad area of

knowledge that deals with the entire enterprise system, preparing recipients for roles in business

as employees or employers. Business education provides skills, knowledge and attitudes

necessary for employment in specific business occupations.

Ubulom and Enyoghasim (2012) stated that business education emphasizes skills in areas

of accounting, keyboarding, office technology and management (OTM), and

marketing/distributive education among others. A business education graduate is therefore

expected to be versatile and able to work in any field of endeavour. Therefore, business

education graduates who are unable to secure government paid employment are expected to start

small business where they can practice acquired entrepreneurial skills.

Entrepreneurship skills are the ability to turn ideas into action (European Skills

Panorama, 2014). Entrepreneurial skills include positive work attitudes, effective

communication, responsibility acceptance and cooperation among other skills. According to

Osuala in Ubulom and Enyoghasim (2012), entrepreneurship skills taught in business education

include: communication skills, computation skills, personal reliability skills, economic

adaptability skills and group and organisational effectiveness skills. Similarly, Oborah in

Nwaukwa, Iloeje, Nzeh and Nwagu (2017) posited that acquisition of entrepreneurial skills

enable business education graduates to establish small scale businesses like photocopying,

computer and internet centers, computer and phone repair, and phone accessory sales, computer

training, printing press, rental services, and land and house agency among others and manage

them successfully. With these opportunities, business education is believed to be a veritable tool

for sustainable development, and tackling widespread retrenchment necessitated by global

economic recession

Sustainable development means progress, advancement, or qualitative changes that is

evident in a nation over a period of time (Olanipekun and Rabiu, 2015). Mbata (2009) viewed it

as all round development of individuals and concerns not only personality development, but also

nation building. Oguejiofor and Ezeabasili (2014) pointed out that the major tools for achieving

sustainable development are improving the quality of education, reorienting existing education

programme to address skill gaps, developing public awareness and understanding, and providing

training for all students to acquire functional skills required for nation building. The main goal of
sustainable development is to satisfy human needs and aspirations. Effective entrepreneurship

education is a potent system that can promote desired economic development. Effective delivery

of business education at the tertiary institution levels requires competent business educators,

well-designed courses, equipped offices, classrooms and laboratories (Nwazor and Nwaukwa,

2015).

Udoye and Ndum (2013) stated that quality assurance of entrepreneurship education

cannot take place without information and communication technology (ICT) resources in the

departmental laboratories as well as competent teachers. Hence, business educators should

possess competencies such as pedagogical competencies, technical, ICT competencies,

professional development, social, and supervisory competencies among others. This is to enable

them equip business students with entrepreneurial skills to survive in this dwindling economy

Equipping arts and social science education undergraduates with entrepreneurship skills

could depend on male and female business educators’ in-depth knowledge of pedagogical and

professional competencies and their ability to apply them in instructional delivery. Nwaukwa et

al. (2017) found that male and female business educators did not differ on the extent they apply

pedagogical competencies in teaching. However, Dessler (2007) revealed that gender was a

significant factor on the extent business educators possess pedagogical skills and apply them for

teaching.

Akanmu (2011) in his own research opined that products of the Nigerian University

system are too dependent on securing few available white collar jobs. He went further to say that

the situation is not only sympathetic but embarrassing that the vast human material resources

available to the country had not been trained and utilized to the advantage of the country utilizing
their individual talent and entrepreneurial mindset. He is of the opinion that there is a sharp

decline in required skilled graduates available to the labour market, that is, there is a gap between

the demand for and the supply of graduates into the market. Entrepreneurship education is to

help create the skills that the graduates need to close the gap between unemployment and the

unemployables.

Appraisal of the Literature Reviewed

The present chapter has made the attempt to review the concepts that are of utmost relevance to

the study. These concepts have been reviewed based on scholarly submissions and contributions

in the various extant studies. The chapter began with the review of the concepts such as concepts

of entrepreneurship, goals and relevance of entrepreneurship education were all reviewed

subsequently. Having reviewed the relevant concepts, the chapter concludes with the review of

the various related studies.

 CHAPTER THREE

RESEARCH DESIGN AND METHODS

This chapter deals with the Research Design and Methodology. The chapter is therefore

concerned with the procedure of sampling, instrumentations, validity and reliability of

instrument, for the collection of data and accurate analysis of data collected within the sampling

population.

Research Design

The Research designed adopts a perspective research design for this study of ‘‘The

Perception of Stakeholders on Entrepreneurship Education in University of Ilorin”. According to

Ajayi (1994). A perspective investigation into stakeholders on Entrepreneurship Education is less

complicated and most effective in data collection and in analyzing such data are very precise and

adjudged accurate. This makes it important and viable for this research. For this purpose, the

study would collect data from four stakeholders, from lecturer and from student of

Entrepreneurship Education population of about 70 students and lecturers in the Faculty of

Education of University of Ilorin.

Population of the Study

The population of the study comprised of Faculty of Education, Lecturers and Students in

University of Ilorin, Nigeria.

Sample Size and Sampling Procedure

Random sampling techniques will be used to select four stakeholders in the entire University of

Ilorin, while a total of seventy (70) respondents randomly selected from various departments in
the University of Ilorin. Below is the selections of Respondents from each of the four (2)

Stakeholders, Comprises of groups of perceived stakeholders in University of Ilorin.

S/NO GROUP OF STAKEHOLDERS RESPONDENTS

1 Lecturers in the Department as one of the major stakeholders 20
2 Students 50
TOTAL 70

Instrumentation
Research instrument used, was questionnaire, To collect data from respondents’, the selected

instruments were self-developed by the researcher purposely to elicit respondents’ opinion from

them as one of the major players as stakeholders.

Questionnaire: Is a form of research instrument which presented a set of question items to elicit

the responses of a particular participant on the issues of how they perceives the Entrepreneur and

Education as a research work. In this case, questionnaire was selected singularly to make it

effective to be administered and scored when carefully designed will gives a reliable

information. The adopted researcher made questionnaire was tagged “Entrepreneurship

Education among Five Stakeholders Questionnaire (EEAFS)”, It was sub-divided into two parts

i.e sections A and Section B.

Section A Elicits information of personal data from the respondents’, while section B ask Elicits

for the opinion of respondents’ on the questionnaire for an information on the Perception of

Stakeholders on Entrepreneurship Education. The items were on a 5 modified Likert Scale of

Strongly Agreed (SA), Agreed (A), Disagreed (D) & Strongly Disagreed (SD).

Validity and Reliability of Instruments

The validity of the instrument would be subjected to inspection by expert in University of Ilorin

such as our HOD in the Department of Educational Management and my supervisor to ensure
that the items on the questionnaires adequately covers the research questions for the study; also

to ensure language appropriateness and remove ambiguity in the items of the questionnaire, For

this purpose the questionnaire will be submitted earlier for verification to the experts.

Data Collection Procedure

This researcher envisaged two (2) stakeholders Perception in the University of Ilorin, Faculty of

Education with, the questionnaires, which were personally administered on the respondents. This

researcher presence in the schools is to clarifies necessary questions that might be asked by any

of the questionnaire respondent.

Respondents were given enough time to complete the questionnaires. The numbers of

questionnaires administered were seventy (70) questionnaires the researcher’s waited and

collected them back at the same spot or latter within a week.

Methods of Data Analysis

The data collected from the questionnaire would be analyzed in tabular form based on the

research questions of the study, Explanations follows immediately. The data obtained through

the questionnaires would be analyzed using the percentage and mean statistical applications

because it is about the simplest if the other three methods of reporting research works.

Decision: Whereas the mean score is above 2.50, this would be adjudged agreed in explaining

the phenomenon, while below 2.49 would be adjudged disagreed in explaining the situation

unless my supervisor decided otherwise.

 CHAPTER FOUR

DATA ANALYSIS AND RESULTS

This chapter dealt with collation, analysis and interpretation of data collected in

relation to the research objectives. The chapter presented the result of the analysis of the data

gathered from the respondents. Descriptive statistics of frequency, percentages and mean were

used to answer the research questions. However, the chapter is sub-divided into demographic

characteristics, answering research questions and discussion of findings. Three research

questions postulated in this study.

Demographic Data

This section presents the results of demographic of the respondents in frequency counts and

percentages.

Table 1: Distribution of the Respondents Based on Gender

Gender Frequency Percentage (%)

Male 35 50%

Female 35 50%

Total 70 100%

Table 1 shows that out of the 70 respondents that participated in the study, 35

representing (50%) are male, while 35 representing (50%) are female. 23 out of the respondents

who are male are students while 27 of the Female gender are students out of the sampled

respondent12
Table 2: Distribution of the Respondents based on role

Respondent status Frequency Percentage (%)

Lecturer 20 28.6%

Student 50 71.4%

Total 70 100%

Table 2 indicates the position held by each of the respondents sampled for this study. 20 (28.6%)

of the respondents are Lecturers in the University of Ilorin 12 of the respondents are male while

8 of the respondent are female, 50 respondents which is 71.4% respondents are students of

University of Ilorin according to the population sampled.

Table 3: Distribution of the Respondents Based on Age Bracket

Age bracket Frequency Percentage (%)

15-20 25 35.7

21-25 25 35.7

26 and above 20 28.6

Total 70 100%

Table 3 indicates the Age Bracket of the respondents sampled for this study. 25 (35.7%) of the

respondents are between the Age bracket of 15-20 years and 21-25 years respectively, 20

(28.6%) of the respondents are between the Age bracket of 26 years and above. It is observed

that all the lecturers are over 26 years of age according to data collected by the researcher,

research instruments are distributed to respondents who between Age 15-20 years and 21-25

years respectively without been bias.

Table 4: Distribution of the Respondents Based on Marital Status

Marital Status Frequency Percentage (%)

Single 39 55.7

Married 31 44.3

Total 70 100%

Table 4 indicates the Marital Status held by each of the respondents sampled for this study. 39

(55.7%) of the respondents are single, 31 (44.3%) of the respondents are married. 6 of the

respondents who are lecturers are ascertained to be single while 12 of them are married.

INTERPRETATION OF DATA

Research Question 1: What are the perceptions of Lecturers Entrepreneurship Education in the
University of Ilorin

Table 5: The need for Entrepreneur Education for Undergraduate of University of Ilorin

Item SA A D SD Mean

1. Entrepreneur education enables 5(25%) 9(45%) 6(30%) - 2.65

Undergraduate have intention of
becoming self-employed.
2. Entrepreneur education enables one to 9(45%) 5(25%) 6(30%) - 3.15
own a private business.
3. Increasing the Nigeria economic 4(20%) 10(50%) 6(30%) - 2.90
development through entrepreneurship
education.
4. Entrepreneur education reduce social 1(5%) 9(45%) 6(30%) 4(20%) 2.35
vices mostly acted by youths
5. To equip youth with skills needed for - 11(55%) 9 (45%) - 2.55
identifying business opportunities

Weighted average mean 2.72

Results on table 5 shows that 25% of the respondents strongly agree that entrepreneurship

education enables undergraduate have intention of becoming self-employed, 45% Agreed to it

while only 30% of the respondent disagreed, it can be proven that the mean of this question is

positive and can be concluded that Entrepreneur education enables undergraduate have intention

of becoming self-employed according to the lecturers. 45% of the respondents strongly agree

that entrepreneurship education enables one to own a private business, 25% Agrees to this

assertion, 30% disagree to this assertion. 20% of the respondent strongly agrees that the need for

entrepreneurship education increases the Nigeria economic, 50% of the respondent agree to it

while only 30% percent disagreed. 5% of the respondent also strongly agree that

entrepreneurship education reduce social vices mostly acted by youths, 45% agree to it, 30%

disagreed while 20% strongly disagreed to this assertion. 55% of the respondent agrees that

entrepreneurship education needs to equip students with skills or knowledge for identifying

business opportunities, 45% of the respondent disagree to this assertion.

Table 6: The approaches of providing entrepreneurial education in University of Ilorin

Item SA A D SD Mean

1. High zeal from my lecturers in 20(100%) - - - 4.00

providing entrepreneurship education
2. Lecturers involved are professionally 16(80%) 4(20%) - 2.80
trained in entrepreneurship
3. Workshops and seminars are organized - - 11(55%) 9(45%) 1.55
regularly in my department on
entrepreneurship education
4. My lecturers possess the qualities of a 8(40%) 12(60%) - - 3.40
good entrepreneur teacher
Weighted average mean 2.94

All the respondents strongly agreed that there is a high zeal from lecturers to students in
providing entrepreneurship education, 80% of the respondent also agreed that lecturers are
involved professionally in training students in entrepreneurship education while only 20% of the
respondent disagreed. 62% of the respondent disagreed that workshops and seminars are
organized in my department on entrepreneurship education while 38% strongly disagreed. 68%
of the respondents strongly agree that lecturers possess the qualities of a good entrepreneurship
teacher while 32% of the respondents agree to this assertion.

Table 7: What is the extent to which students exposed to entrepreneurial education are
willing to undertake the establishment of their own enterprises?
Item SA A D SD Mean

1. Students are engaged actively to 9(45%) 11(55%) - - 3.55

release their creativity and innovations
in entrepreneurship education
2. Student with the knowledge of 11(55%) 9(45%) - - 3.45
entrepreneurship education are willing
and prepared to start a viable business
3. Owning my business is very appealing 1 (5%) 13(65%) 6(30%) - 2.75
& important to me as a graduate of
entrepreneurship education
4. I am now equipped with skills needed - 20(100%) - - 3.00
for identifying business opportunities
Weighted average mean 3.19

45% of the respondent strongly agree that students are engaged actively to release their creativity

and innovations in entrepreneurship education, 55% agreed to this assertion and this item have a

mean of 3.55 which is set to be positive. 55% of the respondents strongly agree to the assertion

that students with the knowledge of entrepreneurship education are willing and prepared to start

a viable business, 45% of the respondent agreed to this assertion. 5% of the respondent strongly

agreed that owning a business is very appealing & important as a teacher of entrepreneurship

educaton, 65% agree to it while 30% of the respondent disagreed to this assertion. All the

respondents of this research work in the lecturer’s category agreed that they are equipped with

skills needed for identifying business opportunities.

Table 8: Any Current impact of entrepreneurial education among University graduates in
Nigeria?
Item SA A D SD Mean

1. Graduates set up business, which will 9(45%) 11(55%) - - 3.55

enable them to utilize the local
resources available to them on
entrepreneurship
2. Most of the graduates from my school 11(55%) 9(45%) - - 2.15
possess entrepreneurship skills because
they went through entrepreneurship
education
3. Graduates become employer of labor 1 (5%) 13(65%) 6(30%) - 2.60
to other disciplines?
4. Graduates with entrepreneurial skills - 20(100%) - - 3.65
benefits the society in engaging in
businesses
5. Graduates with entrepreneurship 11(55%) 9(45%) 2.40
education boast of their living standard
Weighted average mean 2.87

Results on Table 8 shows that 45% of the respondents strongly agreed that graduates set up

business, which will enable them to utilize the local resources available to them on

entrepreneurship while 55% of the respondents agreed to this assertion. 55% of the respondent

strongly agreed that most of the graduates from my school possess entrepreneurship skills

because they went through entrepreneurship education, 45% of the respondent agreed to this

assertion. 5% of the respondent strongly agreed that graduates become employer of labor to other

discipline, 65% agree to it while only 30% of the respondent disagreed to this assertion. 45% of

the respondents strongly disagree that graduates with entrepreneurship education boast of their

living standard while 55% agreed to this assertion.

Research Question 2: What are the perceptions of students on Entrepreneurship Education in
the University of Ilorin?

Table 9: The Need of providing entrepreneurial education in University of Ilorin

SA A D SD Mean
1. Entrepreneur education enables 23(46%) 19(38%) 8(16%) 3.14
Undergraduate have intention of
becoming self-employed.
2. Entrepreneur education enables one to 19(38%) 23(46%) 8(16%) - 3.22
own a private business.
3. Increasing the Nigeria economic 24 (48%) 18 (36%) 8 (16%) - 3.32
development through entrepreneurship
education.
4. Entrepreneur education reduce social 13 (26%) 19 (38%) 8 (16%) 10 (20%) 2.70
vices mostly acted by youths
5. To equip youth with skills needed for - 31 (62%) 19 (38%) - 2.60
identifying business opportunities

Weighted average mean 2.73

According to the results sampled from the opinion of the students of University of Ilorin of the

needs of providing entrepreneurship education in University of Ilorin. Results on table 9 shows

that 46% of the respondents strongly agree that entrepreneurship education enables

undergraduate have intention of becoming self-employed, 38% Agreed to it while only 16% of

the respondent strongly disagreed. 38% of the respondents strongly agree that entrepreneurship

education enables one to own a private business, 46% Agrees to this assertion, 16% disagree to

this assertion. 24% of the respondent strongly agrees that the need for entrepreneurship

education increases the Nigeria economic development, 36% of the respondent agree to it while

only 16% percent disagreed. 26% of the respondent also strongly agree that entrepreneurship

education reduce social vices mostly acted by youths, 38% agree to it, 16% disagreed while 20%

strongly disagreed to this assertion. 62% of the respondent agrees that entrepreneurship
 education needs to equip youths with skills or knowledge for identifying business opportunities,

38% of the respondent disagree to this assertion.

Table 10: The Approaches for Entrepreneur Education for Undergraduate of University of
Ilorin
SA A D SD Mean
6. High zeal from my lecturers in 50(100%) - - - 4.00
providing entrepreneurship education
7. Lecturers involved are professionally 40 (80%) 10 (20%) - 2.80
trained in entrepreneurship
8. Workshops and seminars are organized - - 31(62%) 19 (38%) 1.62
regularly in my department on
entrepreneurship education
9. My lecturers possess the qualities of a 34 (68%) 16 (32%) - - 3.68
good entrepreneur teacher
Weighted average mean 3.03

All the respondents strongly agreed that there is a high zeal from lecturers to students in

providing entrepreneurship education, 80% of the respondent also agreed that lecturers are

involved professionally in training students in entrepreneurship education while only 20% of the

respondent disagreed. 62% of the respondent disagreed that workshops and seminars are

organized in my department on entrepreneurship education while 38% strongly disagreed. 68%

of the respondents strongly agree that lecturers possess the qualities of a good entrepreneurship

teacher while 32% of the respondents agree to this assertion.

Table 11: What is the extent to which students exposed to entrepreneurial education are willing
to undertake the establishment of their own enterprises?
SA A D SD Mean

10. Students are engaged actively to 31 (62%) 19 (38%) - - 3.62

release their creativity and innovations
in entrepreneurship education
 11. Student with the knowledge of 19 (38%) 31 (62%) - - 3.38
entrepreneurship education are willing
and prepared to start a viable business
12. Owning my business is very appealing 13 (26%) 29 (58%) 8 (16%) - 3.10
& important to me as a graduate of
entrepreneurship education
13. I am now equipped with skills needed - 50(100%) - - 3.00
for identifying business opportunities
Weighted average mean 3.28

62% of the respondent strongly agree that students are engaged actively to release their creativity

and innovations in entrepreneurship education, 38% agreed to this assertion. 38% of the

respondents strongly agree to the assertion that students with the knowledge of entrepreneurship

education are willing and prepared to start a viable business, 62% of the respondent agreed to

this assertion. 26% of the respondent strongly agreed that owning a business is very appealing &

important as a student of entrepreneurship education, 58% agree to it while 16% of the

respondent disagreed to this assertion. All the respondents of this research work in the students’

category agreed that they are equipped with skills needed for identifying business opportunities.

Table 12: Any Current impact of entrepreneurial education among University graduates in
Nigeria?
Item SA A D SD Mean

14. Graduates set up business, which will 31(62%) 19 (38%) - - 3.62

enable them to utilize the local

resources available to them on

entrepreneurship

15. Most of the graduates from my school 19 (38%) 23 (62%) - 8 (16%) 2.22

possess entrepreneurship skills because

 they went through entrepreneurship

education

6. Graduates become employer of labor 13 (26%) 18 (36%) 19 (38%) - 2.88

to other disciplines?

7. Graduates with entrepreneurial skills 29 (58%) 21 (42%) - - 3.58

benefits the society in engaging in

businesses

8. Graduates with entrepreneurship 19 (38%) 18 (36%) 13 (26%) 2.12

education boast of their living standard

Weighted average mean 2.88

Results on Table 12 shows that 62% of the respondents strongly agreed that graduates set up

business, which will enable them to utilize the local resources available to them on

entrepreneurship while 38% of the respondents agreed to this assertion. 38% of the respondent

strongly agreed that most of the graduates from my school possess entrepreneurship skills

because they went through entrepreneurship education, 62% of the respondent agreed to this

assertion. 26% of the respondent strongly agreed that graduates become employer of labor to

other discipline, 36% agree to it while only 38% of the respondent disagreed to this assertion.

38% of the respondents agree that graduates with entrepreneurship education boast of their living

standard while 36% disagree and 26% of the respondents strongly disagreed to this assertion.

Table 13: What are the challenges of Entrepreneurship Education in University of Ilorin?

SA A D SD Mean

1. Lack of adequate financial provision 28 (40%) 42 (60%) - - 3.60

 2. Lack of awareness and enlightment on 42 (60%) 28 (40%) - - 3.40

Entrepreneurship

3. Insufficient and unskilled man-power 28 (40%) 42 (60%) - - 3.60

4. Lack of adequate teaching methods 42 (60%) 28 (40%) - - 3.40

and materials especially in technology

5. No foundation knowledge of 33 (47%) 24 (34%) 6 (9%) 7(10%) 3.19

entrepreneurship education

Weighted average mean 3.44

40% of respondent strongly agree that lack of adequate financial provision is a challenge while

60% of the respondents agree to it making it 42 respondents among the teachers and students

who see Lack of adequate financial provision as a challenge. 60% of the respondents strongly

agree that lack of awareness and enlightment on entrepreneurship education while 40% of the

respondents agree to this assertion. 40% of the respondents strongly agree that Insufficient and

unskilled man-power is a challenge to entrepreneurship education while 60% of the respondents

agree to this assertion. 60% of the respondents strongly agree that lack of adequate teaching

methods and materials especially in technology is a challenge for entrepreneurship education

while 40% of the respondents agree to this assertion. 47% of the respondent strongly agree that

No foundation knowledge of entrepreneurship education among the students, 34% of the

respondent agree while 9% of the respondents disagree, 10% of the respondents strongly

disagree to this assertion.

Discussion of Findings
According to the findings on the need of providing entrepreneurship education from the lecturers

and students, it can be seen over 70% of the respondents agree to the assertion that
entrepreneurship education enables undergraduate have intention in becoming self-employed.

With the introduction of GSE 301 in the University of Ilorin undergraduate curriculum, it does

give chance to some students to learn new skill and therefore make them capitalize on it as their

own source of financial stability as an undergraduate student. Also, most of the respondents

agree that entrepreneurship education enables one to own a private business without working

under anyone for monthly wages. Over 60% of the respondent agreed that entrepreneurship

education contributes to the economic development in Nigeria. Even though, this seems to be

true, corruption and some other bad habit engaged in by leaders and citizens of the country

hinder the effectiveness of small scale enterprise in the Nigerian economy thereby, making us

stagnant in one place. 55% of the respondents agree that entrepreneurship education reduce

social vices acted out mostly by youths by keeping them busy with their work. In a populated

area like Lagos state where majority of the population are skilled labor, the rate of bad

behaviours, distortion, extortion, cheating and stealing acted by youth doesn’t reduce at all thus

make it more rampant. This assertion can be raised once more that entrepreneurship education

reduce social vices acted out by youth but to a very low extent which doesn’t make it effective in

the society. Over 60% of the respondents agree that entrepreneurship education needs to equip

youth with skills for identifying business opportunities while only 40% of the whole respondents

disagree to this assertion. An average weighted mean of 2.72 and 2.73 from lecturers and

students respectively will make the researcher to conclude that the need for entrepreneur

education for undergraduates of University of Ilorin, it is evident that there is a positive response

to the need of entrepreneurship education among undergraduates in University of Ilorin

according.
 All the respondents agreed that there is a high zeal from lecturers to students in providing

entrepreneurship education. 80% of the respondents also agree that lecturers are involved

professionally in training students in practical entrepreneurship education course. According to

the findings, 58% of the respondent posits that workshop and seminars are not organized in their

various departments on the need and importance of entrepreneurship education. Majority of the

respondent agreed that lecturer possess good qualities of teaching entrepreneurhip education.

This became easy in university of Ilorin having the Entrepreneurship centre which only focus on

instructional delivery and practical aspects of entrepreneurship courses. A weighted average

mean of 2.94 according to the perception of lectures and 3.03 from students perspective, it is

evident that the approaches adopted by the University of Ilorin entrepreneurship centre is

positive and to a great extent.

Majority of the respondents agree that students are engaged actively to release their

creativity and innovations in entrepreneurship education, some creative innovations and skills are

usually displayed by the Technical and Entrepreneurship Centre of University of Ilorin to

encourage the students in their innovations. Also, majority of the respondent agree that students

with the knowledge of entrepreneurship education are willing and prepared to start a viable

business. In fact, some of the students are doing business and have financial stability as an

undergraduate which help them to advance in their search of knowledge in entrepreneurship

education and marketing skills. 70% of the respondent also agreed that owning a business is

very appealing & important as a student of entrepreneurship education which is great and good.

An average mean of 3.19 from the lecturers perspective and 3.28 from the students’ perspective

ascertained the extent to which students exposed to entrepreneurial education are willing to
undertake the establishment of their own enterprise; this is a positive response which shows to be

favourable to a greater extent.

Majority of the respondents agreed that graduates set up business, which will enable them

to utilize the local resources available to them on entrepreneurship. For those who are into

production entrepreneurs like adire, soap making, raw materials needed for these kind of utilities

are available for them locally instead of taking a long route to import such materials from

neighbouring countries. Also, most of the respondents agreed that graduates from University of

Ilorin possess entrepreneurship education because they went through entrepreneurship education.

Over 80% of the total respondent agreed that graduates become employer of labor to other

discipline rather been an entrepreneur and a boss on their own. Over 55% of the total

respondents disagree to the assertion that graduates with entrepreneurship education boast of

their living standard while only 45% of the respondent agree to the assertion. A weighted mean

of 2.87 according to lecturers and 2.88 from the students’ responses explained that there is a

positive current impact of entrepreneurship education among entrepreneurship graduates in

University of Ilorin. We can further say that there is a relationship between the students’ and

lecturer’s response on the current impact of entrepreneurial education in the university of Ilorin

even though the relationship is averagely high.

40% of respondent strongly agree that lack of adequate financial provision is a challenge

while 60% of the respondents agree to it making it 42 respondents who agree that lack of

adequate financial provision is a challenge to the development of entrepreneurial education.

Insufficient and unskilled man-power is a challenge to entrepreneurship education due to ecstasy

people see in office work thereby making small and medium scale organization not to grow

which definitely affects the growth of the country. Lack of adequate teaching methods and
materials especially in technology is a challenge for entrepreneurship education. Technical and

Entrepreneurship education also has it’s own subject methodology which is mostly practical

works and not theory unlike other discipline who based more on theoretical aspect of their course

work rather than practical. No foundation knowledge of entrepreneurship education among the

students. An average mean of 3.44 showed the extent these challenges are affecting the

development of entrepreneurship education in Nigeria and thus affecting the development of

economic growth in Nigeria. Actually, in Nigeria today, most students attending public schools

have a skill that they learn after school, some of them develop their background skill when the

enroll for tertiary education while some go for another course work entirely, this make it difficult

for them to comprehend to their new choice of skills.

 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATRION

SUMMARY

This chapter presents the summary of the results, conclusions and recommendations based on the

findings of the research.

Summary of Findings

Based on the analysed data, the following are the summary of the major findings of the study:

1. 35 representing (50%) are male, while 35 representing (50%) are female. 23 out of the 35

respondents who are male are students while 27 of the Female gender are students out of the sampled

respondent. 20 (28.6%) of the respondents are Lecturers in the University of Ilorin 12 of the

respondents are male while 8 of the respondent are female, 50 respondents which is 71.4%

respondents are students of University of Ilorin according to the population sampled. 25 (35.7%) of

the respondents are between the Age bracket of 15-20 years and 21-25 years respectively, 20 (28.6%)

of the respondents are between the Age bracket of 26 years and above. It is observed that all the

lecturers are over 26 years of age according to data collected by the researcher, research instruments

are distributed to respondents who between Age 15-20 years and 21-25 years respectively without

been bias. 39 (55.7%) of the respondents are single, 31 (44.3%) of the respondents are married. 6 of

the respondents who are lecturers are ascertained to be single while 12 of them are married.

2. Findings revealed that the perception of Lecturers and students towards entrepreneurship shows
an average mean of 2.73 and 2.72 under the need for Entrepreneur Education for Undergraduate of
University of Ilorin. It posits that the need of entrepreneurship education is not over-emphasised since
the average mean is positive to an average extent, findings also revealed that the approaches of
providing entrepreneurial education in University of Ilorin by the Technical and Entrepreneurship
centre and Entrepreneurship lecturers, 2.94 and 3.03 average mean was calculated from the lecturers
and students view respectively which shows that the approach in teaching entrepreneurship education
is good and at a very average extent. It is gathered both theoretical and practical aspect of
entrepreneurial course which is helping the student to gain a good insight about entrepreneurship
education. An average mean of 3.19 from the lecturers’ perspective and 3.28 from the students’
perspective ascertained the extent to which students exposed to entrepreneurial education are willing
to undertake the establishment of their own enterprise; this is a positive response which shows to be
favourable to a greater extent. A weighted mean of 2.87 and 2.88 according to lecturers’ the students’
respectively explained that there is a positive average current impact of entrepreneurship education
among entrepreneurship graduates in because they are influencing themselves and introducing
themselves to quick money making skills which will make them financially stable as a student
University of Ilorin.
3. Findings revealed that there was positive relationship between the perspective of lecturers and
students towards entrepreneurship education.
4. The study showed that challenges of entrepreneurship education in University of Ilorin. It was

evident from the findings that majority of the respondents claimed Lack of adequate financial provision,

Lack of awareness and enlightment on Entrepreneurship, Insufficient and unskilled man-power, Lack of

adequate teaching methods and materials especially in technology are loads of challenges facing

entrepreneurship education in University of Ilorin

Conclusion

The study revealed that perspective of stakeholders in entrepreneurship education low extent.

Majority of the respondents students claimed that the approaches been used in teaching

entrepreneurship education in University of Ilorin is great and good starting from the theoretical

aspect of entrepreneurship education and it’s practical aspect. Finding indicated that majority of

the respondents claimed Lack of adequate financial provision, Lack of awareness and enlightment on

Entrepreneurship, Insufficient and unskilled man-power, Lack of adequate teaching methods and

materials especially in technology are loads of challenges facing entrepreneurship education in University
of Ilorin; for that there was positive relationship on the challenges of entrepreneurship education

in University of Ilorin and it does influence significantly the development of entrepreneurship

education in University of Ilorin.

Recommendations

Based on the above findings and conclusions, the following recommendations are made:

1. The Entrepreneurship centre of the University of Ilorin should organize a sensitization

programme on the importance of entreprenership education to students and lecturers at

regular intervals.

2. Entrepreneurship Lecturers should be motivated on the use of entrepreneurship subject

teaching method for easy comprehension for the students.

3. On the part of Government, adequate financial budget should be set aside for the

development of entrepreneurship education through the Entrepreneurship centre in the

university of Ilorin, students can also pay a token of developmental fee towards technical

and entrepreneurship education

4. The library should be equipped with reading materials and entrepreneurship education.
 THE PERCEPTION OF STAKRHOLDERS ON ENTREPRENUERSHIP EDUCATION

IN UNIVERSITY OF ILORIN QUESTIONNAIRE.

Faculty of Education,
University of Ilorin,
P.M.B 1515,
Kwara State, Nigeria.
Feb 19, 2022.
Dear Respondent,
I am a final year students of the above named institution, I am to carry out a research on
the topic: The Perception of Stakeholders on Entrepreneurship Education in University of Ilorin,
Nigeria.
Your contributions shall be very helpful to me for the successful completion of this work. All
information provided shall be considered and used purely for academic purpose.
Thanks for your cooperation.

Yours Faithfully

OKEDARE MICHEAL

SECTION A

BIO DATA
Please tick and fill in the blank spaces where necessary

1. Name of Respondent
2. Gender (a) Male (b) Female
3. Respondents Status
Lecturers Students
4. Age of respondents
15 – 20 (b) 21 – 25 (c) 26 and above
5. Marital status
Single (b) Married
 6. Faculty…………………………………………………………………..

7. Department………………………………………………………………

SECTION B

Please kindly indicate the appropriate answers by ticking in the options below.

S/N PART A SA A D SD

Is there any Need for Entrepreneur

Education for Undergraduate of University
of Ilorin
1. Entrepreneur education enables
Undergraduate have intention of becoming
self-employed.
2 Entrepreneur education enables one to own a
private business.
3 Increasing the Nigeria economic development
through entrepreneurship education.
4 Entrepreneur education reduce social vices
mostly acted by youths
5 To equip youth with skills needed for
identifying business opportunities
Approaches of providing entrepreneurial SA A D SD
education in University of Ilorin
6 High zeal from my lecturers in providing
entrepreneurship education
7 Lecturers involved are professionally trained
in entrepreneurship
8 Workshops and seminars are organized
regularly in my department on
entrepreneurship education
9 My lecturers possess the qualities of a good
entrepreneur teacher
What is the extent to which students SA A D SD
exposed to entrepreneurial education are
willing to undertake the establishment of
their own enterprises?
10 Students are engaged actively to release their
creativity and innovations in entrepreneurship
education
11 Student with the knowledge of
 entrepreneurship education are willing and
prepared to start a viable business
12 Owning my business is very appealing &
important to me as a graduate of
entrepreneurship education
13 I am now equipped with skills needed for
identifying business opportunities
Any Current impact of entrepreneurial SA A D SD
education among University graduates in
Nigeria?
14 Graduates set up business, which will enable
them to utilize the local resources available to
them on entrepreneurship
15 Most of the graduates from my school possess
entrepreneurship skills because they went
through entrepreneurship education
16 Graduates become employer of labor to other
disciplines?
13 Graduates with entrepreneurial skills benefits
the society in engaging in businesses
14 Graduates with entrepreneurship education
boast of their living standard
5. Challenges facing Entrepreneur Education SA A D SD
among University Graduate in University
of Ilorin
15 Lack of adequate financial provision
16 Lack of awareness and enlightment on
Entrepreneurship
17 Insufficient and skilled man-power
18 Lack of adequate teaching methods and
materials especially in technology
19 No foundation knowledge of entrepreneurship
education