BUSINESS EDUCATION STUDENTS ENTREPRENEURSHIP SKILLS ACQUISITION IN DIGITAL ERA FOR SELF-EMPLOYMENT IN UNIVERSITIES IN RIVERS STATE
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- NGN 3000
BACKGROUND OF THE STUDY
According to the Australian Government (2015), the contemporary educational system serves to develop an individual's attitude, behavior, skills, and competence so that they may generate value in a number of contexts and places, such as government owned, charity, organization, and institutional settings. Education in business is not exempt from this. Business Education in Africa, and Nigeria in particular, aspires to attain a sustainable level of economic growth via the engagement of professors, instructors, and students in entrepreneurial activities based on skill acquisition. In Nigerian post secondary institutions, entrepreneurship education is still in its infancy. This means that business education will determine the quality of the business workforce, which is vital for global economic growth and entrepreneurship education (Udo, 2016).
Business education is the element of vocational and technology education that provides the business, economic, and education-related information, skills, and competencies needed to teach business courses in secondary schools, colleges, and universities (Udo, 2016). Similarly, it was maintained that business education prepares students for growth on the job or in a firm, as well as for managing their own business affairs and operating efficiently as consumers and citizens in a commercial economy (Barrett, 2017).
To develop basic skills for future personal use; to acquire the basic knowledge and skills of business education; to relate the acquired knowledge and skills to national development; to develop basic skills in office occupation; to provide the necessary background for teaching in business subject; to prepare students or further training in business studies; and to provide orientation and orientation. This shows that valued aims of business education cannot be attained if the need of acquiring entrepreneurial skills is not stressed in tertiary curriculum implementation (Udo, 2016). All of these objectives may be reached for sustainability through the development of entrepreneurial skills.
Business education prepares students for profitable jobs and a sustainable way of life, as well as intellectual, behavioral, and interpersonal development (Saidu, Dahiru & Suleiman, 2017). Education on entrepreneurship is a component of business education (Udo, 2016). It is essential to underline that the essence of entrepreneurship is the efforts of individuals to translate ideas into economic opportunities (Afolabi, 2015).
Entrepreneurship is the capacity to recognize and analyze business possibilities, take the required measures, and execute activities in order to profit on such chances while paving the road to financial success. Entrepreneurship is the drive and capacity of an individual to search out investment opportunities, to establish using one's own initiative to develop a company idea into a new venture, and to manage the enterprise efficiently (Abdulkadir 2016). Furthermore, Abdulkadir (2016) suggested that an entrepreneurial society and culture require an entrepreneurial mentality. This mindset is essential for the economic growth of any nation, especially developing ones like Nigeria. This is similar with the view of Afolabi (2015), who defined entrepreneurship as the willingness and capacity of an individual, a firm, or an organization to recognize an environmental shift and capitalize on it in order to develop goods or services for public consumption.
Entrepreneurship, according to the Association of Business Educators of Nigeria (ABEN) (2017), is the development of the necessary skills, ideas, and management competences for independence. According to Edoho (2015), the engine that propels a nation's economy is entrepreneurship, which produces new industries, young entrepreneurs, employment, and wealth for society. The inclination for students of business education to become entrepreneurs is not restricted to a particular ability. Diverse combinations of entrepreneurial traits, abilities, and characteristics will be demonstrated and acquired by a variety of individuals (Edoho 2015). These habits may be practiced, developed, and taught; hence, it is essential for all children to get entrepreneurship education (Ayatse, 2013). According to Hinton, Towell, MacFarlane, Refling, & Amesbury (2017), technology plays a vital role in the teaching and transfer of entrepreneurial skills to Business Education students in the current digital age.
The expansion of technology has permeated every aspect of our lives. Employers want their workers to have the skills essential to live, work, and thrive in a digital age (Onajite, 2016). Consequently, digital literacy is essential for preparing children for the workforce. The set of abilities required for full participation in a knowledge-based society is digital literacy. It includes the knowledge, skills, and behaviors connected with the effective use of digital technology for communication, expression, collaboration, and advocacy (Lynch, 2017). As digital technology is adopted globally and disrupts the labor market, digital literacy is a crucial and increasing concept that impacts the status of the current and future workforce. Digital literacy is closely correlated with an individual's employability, which is the combination of traits and skills that enable a person to obtain and maintain a job, or to grow in the workplace (Radovan, 2016).
Digital literacy is the capacity to utilize a range of technologies to get information, solve problems, and carry out tasks. Also included in digital literacy is the capacity to operate securely and ethically online (Australian Government, 2016). Developing digital literacy involves providing students with the opportunity to use digital technologies when it is appropriate and useful, as well as encouraging active, creative, and critical uses of digital technologies, which can help students advance their subject knowledge while developing digital literacy. Developing digital literacy in the classroom helps students to apply their knowledge of digital technology to their academics and encourages them to think critically and creatively about their work. Digital literacy may aid students in understanding how to effectively utilize technology on the workplace (Barret, 2017).
However, authors such as Salisu, (2021) and Ukairo, (2017) have challenged the incapacity of tertiary institutions, namely business education programs, to sufficiently prepare students and graduates for real-world circumstances. According to Nwaokolo (2019), the increased unemployment rate among university graduates in Nigeria, particularly in universities in Rivers State, is due to a lack of functional education that will train Nigeria's abundant human resources to be creative, innovative, entrepreneurial, and business opportunity seekers who will transform opportunities and material resources into sustainable goods and services
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