CHAPTER ONE INTRODUCTION 1.

1 Background to the Study The need for entrepreneurship education started emerging in the mid 1980s. This is because before this period, unemployment and poverty were not a national concern as it is currently. However, political instability and inconsistencies in the social-economic policies of successive government led to the emergence of high level of unemployment in the igeria. !n the mid 80s,

igeria economic collapsed while youth and graduate unemployment hit

the roof. There was large scale lay off of wor"ers and early retirements as a result of structural ad#ustment policies and bad economic trends in the country. !n the face of this, entrepreneurship which would have salvaged the situation was not encouraged. !t has been observed that tertiary education has not properly include philosophy of self reliance such as creating a new cultural and productive environment that will promote pride in primitive wor" and self discipline, encouraging people to ta"e part actively and freely in discussions and decisions affecting their general welfare, promoting new sets of attitudes and culture for the attainment of future challenges. wangwu $%00&' opined that the failure of universities to inculcate the above philosophy in students has led to wastages in terms of both human and
1

natural resources. This is because the youth and graduate from universities are not e(uipped with the s"ills with which to e)ploit the natural resources that abound in igeria. *ll these factors have rendered the pursuit of self-

reliance among our graduates difficult to retain. +ther problems identified by *yodele include irrelevant education that is boo"ish, theoretic and ,whitecollar #ob- oriented. *lso igeria.s macro-economic environment is unhealthy and unstable for a vivid entrepreneurship development, the fear of failure by the people to ta"e ris" on entrepreneurial activities, absence of infrastructural facilities, inade(uate wor"ing capital, lac" of ade(uate training, while an unstable and conducive political environment drives away investors that are planning to embar" on entrepreneurial activities. !n addition, government programmes are not designed to promote entrepreneurship. The high rate of many business enterprises as winding up prematurely conse(uent upon the employable youths and adults idle away. !t is against this bac"drop that this paper set to loo" into the constraints facing the teaching of entrepreneurship education in igeria universities. This entrepreneurship education cuts across all disciplines in the university. The igerian government in her effort to ensure #ob opportunities

for students after graduating from the universities established a compulsory entrepreneurship education course. /ith this "nowledge, students can set up
2

small business enterprises rather than remain #obless for a long period after graduation. This however, does not mean that entrepreneurship is synonymous to small business enterprise. However the relationship between the two is such that one cannot study one without mentioning the other. *ccording to 0latt $1988', entrepreneurship education was concerned with innovation and new ventures rather than as management of business once it was in operation. 0latt also found that &01 of schools offered elective courses in entrepreneurship while 201 had entrepreneurship as a ma#or re(uirement. *n entrepreneur is a ris" ta"er. He coordinates other factors of production, land, labour and capital for the production of goods and services. The whole idea for writing this pro#ect on constraints facing the teaching of entrepreneurship education in igeria universities is the increasing interest in the development of education programs to encourage and enhance entrepreneurship and put an end to these constraints and ensure that entrepreneurial education is properly taught and practiced in universities. 1.2 State ent o! the Pro"#e 3espite the compulsory entrepreneurship education in igerian igeria

universities, many graduates still remain unemployed for a long time after graduation. The entrepreneurship education delivered to undergraduates in
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their 200 level in some

igeria universities seems not to be meeting the aims

and the ob#ectives for the compulsory course, the content and management of the course seem to be porous. There seems to be high failure rate and many students struggle for the minimum pass mar". The purpose of establishing the entrepreneurship course seems to be defeated, the content and s"ills in the course is not put into practice after graduation, hence there is high rate of unemployment. There is need to find out how the course is managed and delivered, the constraints facing the teaching of the course in order to put away these constraints and meet the goals and ob#ectives of the course. 1.$ Re%earch &ue%t'on /hat are constraints facing the teaching of entrepreneurship education in igerian 4niversities5 1.( Pur)o%e o! the Study The purpose of this study is to determine constraints militating against the teaching of entrepreneurship education in igerian 4niversities. This

study therefore, will highlight and identify these constraints and suggest solutions to these constraints. 1.* S'gn'!'cance o! the Study

The e)perience of developed economies in relation to the roles played by entrepreneurs buttresses the fact that the importance of entrepreneurship cannot be overemphasi6ed especially among developing countries. This study will benefit students, lecturers, organi6ations, government and the public at large in various ways. !t will benefit the government by creating awareness on the effort being made by various igerian universities

on the implementation and achievement of government policy on 7ntrepreneurship 7ducation which the government has great interest. The lecturers will ad#ust to a better management and delivery of the course. This will bring about effective and efficient teaching and learning of 7ntrepreneurship 7ducation. The students will develop interest in 7ntrepreneurship 7ducation. They will be more serious with the course and can apply themselves in establishing small business enterprise in absence of employment opportunities after graduating from the universities. The employers will be happy to have wor"ers who are well s"illed and would help to increase the productivity of various companies. The public can benefit from being employed.

1.+ Sco)e and De#' 'tat'on o! the Study This study would discuss the meaning of 7ntrepreneurship and 7ntrepreneurship 7ducation8 it would focus on the constraints facing the teaching of 7ntrepreneurship 7ducation in igeria universities and the

solutions to the above constraints. The study therefore is delimited to entrepreneurship education lecturers in 3elta state 4niversity *bra"a, ovena 4niversity +gume, 4niversity of 9enin and *mbrose *li 4niversity 7"poma. 1., De!'n't'on o! Ter % -ho '% an Entre)reneur. 7ntrepreneur have been defined as people who have the ability to see and evaluate business opportunities, gather the necessary resources to ta"e advantage of them and initiate appropriate action to ensure success. He or she is an innovating individual who has developed an ongoing business activity where none e)isted before. * typical entrepreneur is a ris" ta"er, a man who braves uncertainty, stri"es out on his own and through native wit, devotion to duty and singleness and industrial activity where none e)isted before. He is a person that searches for change, responds to change and e)ploits change by converting change into business opportunity.

CHAPTER T-O /ITERATURE RE0IE2.1 Introduct'on

This chapter discusses the various aspects of entrepreneurial education while assessing the ideas of other authors relative to the sub#ect matter at hand. This will be done following this se(uence. The History and +rigin +f 7ntrepreneurship 7ntrepreneurship 7ducation as * :oncept *ssessment of 7ntrepreneurship 7ducation in igeria +b#ectives of 7ntrepreneurship 7ducation ;e(uirements <or *n 7ntrepreneur 7ntrepreneurship 7ducation as a :urriculum :oncept :urriculum :ontent for 7ntrepreneurship 7ducation :urriculum !mplications of 7ntrepreneurship 7ducation ;ole of 7ntrepreneurship 7ducation in 7conomic =rowth *nd 3evelopment. ;ole +f 7ntrepreneurship education in >ob :reation !n igeria 7ntrepreneurship 7ducation and ational ?ecurity :hallenges of igerian 4niversities +n 7ntrepreneurship 7ducation *ppraisal of @iterature ;eview 2.2 The H'%tory and Or'g'n o! Entre)reneur%h') +ne could argue that entrepreneurs have been around since the beginning of time. Aaranville $199%' implied that the historical perspective
8

of entrepreneurship has included the hunterBgather age, the agricultural age, the mercantile age, the industrial age, and the service age. :unningham and @ischeron $1991' indicated that the current word ,entrepreneurship- comes from the <rench verb ,entrependre- and the =erman word ,unternehmen,both which mean to ,underta"e- $as cited in :arton , Hofer and Aee"s, $1998'8 ?cholars, 9ygrave and Hofer, $1991' defined the entrepreneurial process as involving all the functions, activities and actions associated with the perceiving of opportunities and the creation of organi6ations to pursue them . The modern concept of entrepreneurship was introduced by ?chumpeter $192C' who defined entrepreneurs and entrepreneurship as followsD ,the carrying out of new combinations we call enterprise8 the individual whose function it is to carry them out is called entrepreneurs.- The e)planation of entrepreneurship is best viewed on continuum. * sociological view of entrepreneurship lies on one end of the spectrum while the opposing end indicates that entrepreneurship is no more than business development. :arton, et al., $1998' stated inter alia ,the essence of entrepreneurship is the pursuit of discontinuous opportunity involving the creation of an organization with the expectation of value creation to the participants -. =artner $1988' was however8 slightly more elementary with his definition indicating that entrepreneurship is the creation of organi6ations while Aaranville $199%' indicated that the power of business ownership is also called entrepreneurship. He further stated that this interpretation is only valid
9

if the owner.s resources are applied in ways that are more productive and yielding than those resources would be elsewhere. 2.$ Entre)reneur%h') Educat'on a% a Conce)t 7ntrepreneurship education is an educational programme that provides the students with the "nowledge, s"ills and motivation needed to start up a small scale business. !n other words, it promotes innovation or rather

introduces new products or services and mar"et strategies to the students to become outstanding entrepreneurs. 0enton and 7rvin $%000' define

entrepreneurship education as an educational discipline that prepares people, especially youth to be responsible, enterprising individuals who become entrepreneurs or entrepreneurial thin"ers that contribute to economic development and sustainable communities. !n other words, entrepreneurship education is a programme that provides discipline to an individual to assume the responsibility and the ris" for a business operation with the e)pectation of ma"ing a profit. !f this succeeds the entrepreneur reaps profits8 and if it fails, he ta"es the loss. Hisrich $%00%' in 0urya $%00E' defines entrepreneurship as the process of creating something different with value by devoting the necessary time and efforts, assuring the accompanying financial, psychological and social ris"s, and receiving the resulting rewards of monetary and personal satisfaction.

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*nother definition of entrepreneurship that is worthy of note is Aiami 4niversity of +hio $%002' (uoted in 0urya $%00E' which states that 7ntrepreneurship is a process of identifying, developing and brings a vision to life. The vision may be an innovative idea, an opportunity or simply a better way to do something. The end result of this process is the creation of a new venture, formed under conditions of ris" and considerable uncertainty. *lso according to 0uryi $%00E', entrepreneurship is a process through which individuals and groups pursue opportunity, leverage resources and initiative change to create value. Therefore, considering all the wor"s cited, entrepreneurship education generally provides creative s"ills and "nowledge needed to start and grow a business. !n other words, it prepares individuals to create and successfully operate a business enterprise. <or some other persons however, 7ntrepreneurship has been simply captured as the use of human courage to see" investment opportunities and establish a profit-oriented enterprise $!"eme and +nu, %00&'. 7ntrepreneurship is generally viewed as a process of creating something new. 3oing this involves a lot of time and effort devoted to ensure the tas"s at hand and the resultant effects include monetary and personal satisfaction as well as independence. 7ntrepreneurship involves creation process, conscious devotion of time and effort, involves ris" and has some rewards. =ana $%001', defined it as willingness and ability
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of an individual to see" out investment opportunities in an environment and be able to establish and run an enterprise successfully based on identified opportunities. Hisrich and Feters $%00%', simply captured the term as the dynamic process of creating incremental wealth. They went further to e)plain that entrepreneurship is the personali6ed version of actuali6ing one.s desire, ambition, and e)pression. 2.( A%%e%% ent o! Entre)reneur%h') Educat'on 'n N'ger'a The igerian educational system, which is a colonial heritage, does not have much consideration for entrepreneurship education. The colonial education was designed to assist colonial masters administer igeria better

by brea"ing the communication gap between the colonialists and the coloni6ed igerians. 7mphasis was placed on producing clerical and

administrative officers, teachers, clergy and other liberal arts graduates who would facilitate the westerni6ation process. *t independence, the post independence governments did not do much to restructure our education curricular, right from the primary, secondary through the tertiary stage. @iberal arts, through rote learning, dominated our educational system. *lthough our educational institutions have been e)panding with geometric proportion, curriculum restructuring has been with arithmetic progression. *"inyemi $198&' notes that our educational institutions, few as they were,

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remained factories for producing white collar #obbers with no special profession nor was entrepreneurial s"ills envisaged in the educational system. ?tahli $199%' shares the above view when he argues that in many ways the education currently offered to business students does not suit itself well to the active and e)perimental learning styles and needs of adult learners and future entrepreneurs. *pparently worried by the soaring unemployment rate, declining per capita income, youths restiveness in various parts of the country, the <ederal government directed Gall higher education institutions in the country to run entrepreneurship studies programme as a compulsory course for all students irrespective of their disciplines with effect from %00&B%008 academic session G$*"o#ie,%009'. *lthough the <ederal

=overnment made entrepreneurship education compulsory, some universities are yet to commence it with a modicum of seriousness. 9y ma"ing entrepreneurship studies compulsory, government is aiming at producing opportunity or "nowledge-based entrepreneurs who are e)pected to be critical growth drivers of our economy $*"o#ie, %009'. !t is heart-warming that government has made entrepreneurship studies compulsory in our tertiary institutions8 it is bad news that most of our universities are not yet ready for full implementation. *"inbami $%011' study on entrepreneurship studies in the country.s tertiary institutions notes thatD 3ifferent meanings are ascribed to entrepreneurship education in different tertiary institutions in the country. ?ome of these programmes commonly present entrepreneurial empowerment
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$77' programmes in the conte)t of vocational training rather than developing the spirit of entrepreneurship, which is the stimulation of entrepreneurship activities and performance in various disciplines. This creates challenge for entrepreneurship education definition. The country.s universities were not prepared for entrepreneurship education when they were compelled to commence it. !t is not clear whether any special fund has been made available to the universities for the prosecution of entrepreneurship education. The same conventional facilities for conventional education are being used in the universities. The same personnel for conventional courses are being used for the teaching of entrepreneurial studies in our universities. 2.* O"1ect'2e% o! N'ger'an Entre)reneur%h') Educat'on The igeria government, at the national and state levels has articulated the ational 7conomic 7mpowerment and 3evelopment ?trategy $ 773?'

and ?tate 7conomic 7mpowerment and 3evelopment ?trategy $?773?' pac"ages as part of a long term programmes to address gross unemployment and under employment, especially at post-graduation level. This programme, at maturity, is e)pected to power igeria economic growth through the

development of ?mall and Aedium ?cale 7nterprises $?A7s' $!dgho and 7shiotse, %011'. 7ntrepreneurship education is oriented towards different ways of reali6ing opportunities. This is what ma"es entrepreneurship education distinctive in its focus on reali6ation of opportunity, whereas management
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education is focused on the best way to operate e)isting hierarchies. 7ntrepreneurship education see"s to provide students with the "nowledge, s"ills and motivation to encourage entrepreneurial success in a variety of settings. 7ntrepreneurship education according to Faul $%00H' is structured to achieve the following ob#ectives. 1. To offer functional education for the youth that will enable them to be self-employed and self reliant. %. Frovide the youth graduates with ade(uate training that will enable them to be creative and innovative in identifying novel business opportunities 2. To serve as a catalyst for economic growth and development. C. +ffer tertiary institution graduates with ade(uate training in ris" management, to ma"e certain bearing feasible. H. To reduce high rule of poverty. E. :reate employment generation. &. ;eduction in rural I urban migration. 8. Frovide the young graduates with enough training and support that will enable them to establish a career in small and medium si6ed businesses. 9. To inculcate the spirit of perseverance in the youths and adults which will enable them to persist in any business venture they embar" on.

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10.:reate smooth transition from traditional to a modern industrial economy. 2.+ Re3u're ent% !or an Entre)reneur ot everyone agrees as to entrepreneurial characteristics. =endron $%00C' indicated that in the wor"place in some measure, everybody is an entrepreneur. 0lofsten $%000' stated that ,others believe it is possible to stimulate entrepreneurial behavior in many ways and that this leads to something positive-. /hile the above observations may be true, there appear to be three factors that appear to influence the decision to become an entrepreneur. 3yer $199C' indicated that ,these factors have either an individual, social or economic basis. !ndividual factors include the ability to ta"e ris"s and a tolerance for ambiguity. ?ocial factors often come from families where father or mother was self-employed. <amily support has an impact. 7conomic growth that creates business opportunities can also spawn entrepreneurial careers-. /u and 0nott $%00H' proposed that ,there are two distinct sources of uncertainty in entrepreneurial ventures8 1' uncertainty regarding mar"et demand, and %' uncertainty regarding one.s own entrepreneurial ability-. They further postulated that entrepreneurs display ris" with respect to demand uncertainty, but e)hibit overconfidence or ris" see"ing with respect to ability uncertainty. *lthough characteristics may be generali6ed, at times they can be substantiated by the primary target
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audience. 3yer $199C' indicated that many times, those who engage in entrepreneurial activities do not define themselves as entrepreneurs. 3yer $199C' further asserted that ,one.s orientation to an entrepreneurial role occurs in two stages. The first stage concerns the acceptance by an individual of what might be called the general entrepreneurial role. !f they create and own organi6ation, they have accepted an entrepreneurial role. The second stage in the development of an entrepreneurial role is what might be called the creation of a specific entrepreneurial role-. /inslow, ?oloman and Tarabishy $199&' indicated that entrepreneurs are usually see"ing rapid growth, immediate and high profits and a possible (uic" sellout with a large capital gain. 2., Entre)reneur%h') Educat'on a% a Curr'cu#u Conce)t

9rown $%000' as"ed the (uestion ,*re entrepreneurs born or are they taught5 7ducational institutions seem to have the answer to this age old (uestionD entrepreneurs can be taught-. /inslow, et al., $199&' also supported the notion of successful business formation via educational programs and industrial development programs. Hynes $199E' believed that the most fundamental issue relating to enterprise education is addressing the (uestion of whether entrepreneurship can be taught. <ifteen leading educators responding to Hynes survey indicated that entrepreneurship could be taught. 7ntrepreneurship education has been in e)istence for some time. AcAullan and @ong $198&' indicated that in the world, applied education in
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entrepreneurship can be traced as far bac" as 1928 to ?higeru <u#i, Frofessor 7meritus, 0obe 4niversity, >apan. They also stated that the 4.?. ?mall 9usiness *dministration reported that prior to 19H2, only the 4niversity of !llinois offered a course in small business or entrepreneurship development in the 4nited ?tates $as cited by /inslow, et al., 199&'. 7vidence suggests that the demand for specific, well-developed entrepreneurial training is (uite strong $?eymour, %001'. ?eymour $%001' further stated that ,while entrepreneurship training has e)isted only on the fringes of academe, a growing number of community colleges, universities and business schools in the 4nited ?tates now provide it in several forms-. 0lofsten $%000' indicated that the entrepreneurship and new business development program $7 F' in ?weden contains the following cornerstonesD business plans8 wor"shops8 mentoring8 supervision8 networ"ing, incubator facilities8 and seed financing. ?eymour $%001' reported that in 19&0 1E business schools had entrepreneurship programs. !n %000, the number

reached over 1,H00 universities or colleges offering entrepreneurship courses. ?he further reported that although a small number of universities offer formal programs in entrepreneurship, most ma#or universities offer at least one entrepreneurship class. ;obinson and Haynes $1991' found further evidence of this growth in the e)pansion of endowed positions in entrepreneurship. *s a starting point in the curriculum formulation process, Aaranville $199%' suggested the integration of three broadly based curriculum ob#ectives. Those
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ob#ectives includeD the e)ploration of the economic nature and role of entrepreneurship8 the discovery and e)amination of the principles of innovation8 and trac"ing the role of entrepreneurship and the principles of innovation as they occur in economic history. 2.4 Curr'cu#u Content !or Entre)reneur%h') Educat'on

?ociety has been very clear in its desire to include post-secondary entrepreneurship education in curriculum. ?ingh and Aagee $%00%,' indicated that demand is driving education. The demand is coming from proposed entrepreneurs and larger corporations in need of ,cross functional thin"ers with entrepreneurial s"ills-. =aravan and +.:inneide $199C' asserted that entrepreneurship education and training programs are aimed directly at stimulating entrepreneurship. Their definition of entrepreneurship is independent small business ownership or the development of opportunitysee"ing managers within companies. ?eymour $%001' summari6ed that the large motivator for students to get involved in entrepreneurship is their desire to ma"e money, something that college students, being one of the largest consumer groups in the nation, are notoriously either lac"ing or pursuing. 7ntrepreneurship classes may also be a result of demand. 3udley and 3udley $199H' affirmed that today.s students are much more career oriented than earlier generations. Hynes $199E' surmised that entrepreneurial education incorporates both informal and formal methods. The informal aspects of entrepreneurship education combine and integrate with the formal
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aspects of education. The informal aspects focus on s"ills building, attribute development and behavioral changes. 0olvereid $199&' further indicated that ,graduates who have ta"en a ma#or in entrepreneurship have stronger entrepreneurial intentions and act more entrepreneurially than other graduates. 7ntrepreneurship, at least to some e)tent, is a function of factors which can be altered through education.- =aravan and +.:inneide $199C' cited seven common ob#ectives of entrepreneurship education and training programs. Those ob#ective are toD ac(uire "nowledge germane to entrepreneurship8 ac(uire s"ills in the use of techni(ues, in the analysis of business situations, and in the synthesis of action plans8 identify and stimulate entrepreneurial drive, talent and s"ills8 undo the ris"-adverse bias of many analytical techni(ues8 develop empathy and support for all uni(ue aspects of entrepreneurship8 devise attitudes toward change8 and encourage new start-ups and other entrepreneurial ventures. Hynes $199E' declared that enterprise education is the process or series of activities which aims to enable an individual to assimilate and develop "nowledge, s"ills, values and understanding that are not simply related to a narrow field of activity, but allow a broad range of problems to be defined, analy6ed and solved. =endron $%00C' was bolder in his philosophy. He asserted that the driving (uestions are no longer whether entrepreneurship can or should be taught, but rather how to continuously improve its content and delivery to meet the needs of our current students. 7ntrepreneurship curriculum is also used as foundation
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for students who go to wor" for corporate *merica. 3udley J 3udley $199H' broadly stated that those who can operate in the twenty-first century.s business environment will have more information, more tas"s, and more responsibility. Aaranville $199%' proclaimed that those students who will be employed by large businesses will also (uic"ly reali6e the realities of competition and innovation. ;obinson and Haynes $1991' asserted that although the e)istence of formal organi6ations and academic programs are an indication of the depth or (uality of entrepreneurship education within the university, several other related indicators are also relevant. Those indicators include institutional resources and relationships. 2.5 Curr'cu#u I )#'cat'on% o! Entre)reneur%h') Educat'on

/hile there demonstrates a strong demand for post-secondary entrepreneurship curricula, particularly at the university level, supply does not seem to follow. ?ingh and Aagee argued that the growing shortage in the number of (ualified faculty to fill the entrepreneurship curriculum will become a very serious problem. 7ntrepreneurship curriculum has not received the same status as some of the more mature curriculum, such as corporate finance as mar"et research. *s a result, entrepreneurship has not been a primary focus for teaching and related research at the university level. 0lofsten $%000' believed that entrepreneurship should be viewed at three levels within a university structure. Ta"ing a macro point of view he posed that the creation and maintenance of an enterprising culture on the whole at
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the university should be on the forefront. He then indicated that separate courses in entrepreneurship needed to e)ist. There students could learn more about entrepreneurship as a sub#ect itself. 0lofsten $%000' further believed that on a final level, specific training programs for individuals who want to start their own enterprise should be integrated into the curriculum. 0urat"o $%002' correctly supported the idea as entrepreneurship is one of a culture I not #ust the creation of business. ?eymour $%001.' postulated that ,while every collegiate entrepreneur finds himself or herself in a uni(ue position with his or her venture, it would seem that the average student would do best to ta"e advantage of the resources that e)ist on college campuses, in order to gain real-world e)perience and lay the groundwor" for future endeavors, until they have completed their education and earned a mar"etable degree-. Teaching styles and demographics play a role in successful learning of entrepreneurship curriculum. Hatten and ;uhland $199H' reviewed a cooperative arrangement between colleges, universities, small business, and the 4.?. ?mall 9usiness *dministration. Two conclusions of student attitude toward entrepreneurship were derived. ?tudents who possessed an internal locus of control developed a more positive attitude toward entrepreneurship after they participated in a described cooperative program than students who did not possess an internal locus of control. They also discovered that student age was a factor in changing attitude toward entrepreneurship. The cooperative arrangement under review had a more powerful influence on
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students in the %0-%% year age brac"et in producing a positive change in their attitude toward entrepreneurship. /hile there is consensus that the university environment is one which can mold young minds, in the case of entrepreneurship education, this can serve as a dual-edged sword. ?eymour correctly argued that having hectic schedules and limited time tempts many students to (uit college to pursue their businesses. This is particularly true if those ventures seem poised to ta"e off. 7ntrepreneurship curriculum does not e)ist in a silo within business schools. 4niversities provide outreach, and in the case of land grant colleges, e)tension, to outlying areas. +utreach and e)tension e)tend economic development assistance to the community. Traditional economic development strategies for a region include business attraction, business retention and e)pansion, and business creation. 9usiness creation is most closely aligned to entrepreneurship. 3unn and ?hort $%001', through a survey of entrepreneurs and small business managers in northeast @ouisiana, indicated that the study of entrepreneurship would not only be beneficial to students but as a sound economic development strategy. Huffman and Kui(ley $%00%' further suggested that the university is important in attracting human capital to the local area and in stimulating entrepreneurial talent. !n addition to entrepreneurship classes, they indicate other support to stimulate this growth. This support includes university supported business incubators, business plan competitions and networ"ing events.
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2.16 Ro#e o! Entre)reneur%h') Educat'on 'n Econo 'c 7ro8th and De2e#o) ent. 7ntrepreneurship education, in combination with other business education programmes in igerian universities will contribute to the nation.s

economic growth and development in the following waysD1. !t will help to discover talented, competitive, creative and very s"illful individuals that are the nation.s innovative assets. %. !t will prepare individuals to be responsible and entrepreneurially conscious to contribute significantly to economic growth and development. 2. !t will build a connecting lin" that creates productive and very thoughtful citi6ens that can contribute to local, regional and national competitiveness. C. *ccording to *shmore $1991', entrepreneurship education inspires and motivates students to achieve while in school and use their "nowledge in a real world setting. ?he contributes further that entrepreneurship provides activities that build relationships, provide relevance for learning and encourage rigour in the efforts to develop academic s"ills to be competitive. H. !t will encourage the business education graduates to establish small scale businesses and sustain them. These small businesses form the

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cornerstone of future economic growth, #ob creation and wealth generation. 2.11 Ro#e o! Entre)reneur%h') Educat'on 'n 9o" Creat'on 'n N'ger'a The igerian government seems to have wo"en up to the reality that

the country needs to brea" away from the vicious cycle of poverty, infrastructure neglect, corruption and other problems. *ccording to 0olawole and +molayo $%00E', many individuals have difficulties in translating their business ideas to realities and creating new business ventures because of lac" of necessary information and s"ills to achieve their targets. To him, the university curriculum was in the past oriented towards ma"ing graduates suitable only for white-collar #obs. This underscores why millions of our youths and a lot of 4niversity graduates roam about the streets of the ma#or cities and towns in search of white-collar #obs. !t is necessary and possible to position igerian universities to stimulate economic growth through a

deliberate agenda of production of entrepreneurial graduates. !n many countries, including 4?, high schools offer entrepreneurship education for life-long trade, and many of them offer courses that enable students to meet their general academic re(uirement while learning a trade. However, because of these recent challenges in world economy, many schools have shifted emphasis to training in computers, information technology, and related fields. Fublic schools wor" closely with willing industries to establish curriculum and programmes to meet their s"ill demand.
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/here is

igeria in this history of entrepreneurship education5 /hile career

education has continued to thrive in many societies, it is unfortunately an area that is neglected in igeria $7meruwa, %00C'. The neglect of

entrepreneurship education is robbing the nation of the contribution their graduates would ma"e to the development of the economy. !t is therefore socially in#urious to neglect this important area or loo" down on its graduates. The society needs competent auto mechanics, and truc" drivers, plumbers, electricians, electronics and computers, database, web and networ" technicians, boo"-"eepers and cler"s, medical technicians, and nursing assistants, $and other personnel in this category' to function well. These are some of the s"ills in short supply in igeria. The half-ba"ed roadside

mechanics in the society often cause more damage to vehicles when they are contracted to service them and because of poor training some of the commercial drivers on the road and nurse assistants in the hospitals have sent many people to their early death. =iven these facts, it is a disservice to the society to neglect entrepreneurship education. !n igeria, graduates of

vocational and technical institutions are highly s"illed entrepreneurs, but the society does not seem to encourage the youths to have value for technical education. 4nfortunately, those who influence education policy in the society $legislators, educators, the media, etc' feel that graduates of technical and vocational institutions are not e(ual to university graduates8 hence there is need for effective strategies for entrepreneurship education in igeria.
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2.12 Entre)reneur%h') Educat'on and Nat'ona# Secur'ty The role of the entrepreneur and the private sector in matters of national security is a critically important element often overloo"ed. /hether it is offering support for intelligence gathering or counter-terrorism, private business has become an important tool in shaping the security of the igerian state. /ith the focus today on nuclear proliferation in !ran and 0idnapping in iger 3elta and 9o"o haram in the orth 0orea,

orth, not to mention a

variety of other countries and group of persons who have the capability $or will have the capability' of developing the bomb, security and intelligence has ta"en on an entirely new face. The development of security and intelligence solutions is a necessity. /hile the government does its #ob, private business is also doing its #ob by shaping their business to face a new "ind of global threat, which translates into a new "ind of national security threat. 9iological and chemical weapons are of ma#or concern, and while it has been the private sector which has developed much of this capability, it is also the private sector where security and intelligence solutions can be developed and applied to preventing the use of these elements in a terrorist attac". The mood of complacency is alive and well. Feople do not want to thin" about terrorism and many have already dismissed 911 as a distant tragedy. 9ut the threats against our country are alive and thriving. +ur intelligence community and law enforcement wor" around the cloc" to combat the daily threats against our nation. The private
27

sector has a vital role to play and many are wor"ing to ma"e our nation and our planet safe, secure and are providing a better future for our children and our grandchildren in the process. *s technological advances continue to evolve, so too do those who would use them for acts of blatant terror. 9usiness can and must become a cooperative force in the national security of the country. !t can ma"e great and monumental contributions to security and intelligence solutions for the %1st century. 3espite what some would have you believe, the national security of our country is not the governmentLs responsibility alone. !t re(uires the support of citi6ens, private business and the government in an effort to ma"e our national security second to none. 2.1$ Cha##enge% Educat'on The <ederal =overnment directive for immediate introduction of entrepreneurship education in all tertiary institutions in the country, including the universities has not only aggravated numerous problems confronting the country.s ivory towers, but has also created new challenges. These challenges include, but not limited to the followingD /ack o! Su!!'c'ent and Sk'##ed :an)o8erD igerian 4niversities do not o! N'ger'an Un'2er%'t'e% on Entre)reneur%h')

have ade(uate and high level manpower for effective teaching and learning of entrepreneurship education in the country. The available teachers were drafted from the e)isting faculties and have not got additional s"ills to cope with the challenges of the new curriculum. ?ince one cannot give what one
28

does not have, the e)pected products of the new entrepreneurship education may not perform any miracles if they are lectured by the same old lecturers. ?tumpf $1999' has noted that Gtraditional models of education fall short in their ability to lin" the "nowledge and concepts covered in the classroom to the s"ills and practice of entrepreneurship.. Ha%ty Pre)arat'on%; The government directive for immediate

commencement of the programme is appreciated as it underscores the importance attaches to it, yet preparations before the commencement were hasty. There should have been provisions for a pilot scheme in some selected faculties of selected universities before full scale implementation country wide. The introduction was similar to that of the 4niversal Frimary 7ducation, 4F7, by the +basan#o regime with the obvious conse(uent problems. Poor State o! In!ra%tructure; The poor state of infrastructure in igerian

universities is worrisome as the new entrepreneurship education will only worsen the situation. +beleagu- 6elibe and Aoru"u $%010' have noted that the state of infrastructure in igerian university system is, to say the least,

embarrassing. *part from those specific to universities as *cademic ?taff 4nion of 4niversities, *??4, has argued in several negotiations with the <ederal =overnment, infrastructures, such as, electricity, roads and telecommunications networ", generally, Genable entrepreneurs to access resources and mar"ets unencumbered by spatial-temporal limitations..
29

<au#ty <oundat'on; 7ducation is a continuous process, but the introduction of entrepreneurship education in the universities without first doing so at the secondary and primary levels tend to suggest that the new curriculum lac"s the necessary foundation. 7ntrepreneurship education should have

commenced at the lower levels before moving to the tertiary level, so that their products, s"ills and e)periences should form the fulcrum of the university entrepreneurship education. Inade3uate or outr'ght #ack o! !und'ngD Though the government directed for immediate commencement of entrepreneurship studies in all tertiary institutions, no special funds have been made to the universities in lieu of the new responsibilities. ew classroom bloc"s, wor"shops, laboratories, boo"s,

academic #ournals, lecturers, computers, among other materials are re(uired for successful prosecution of the new programme. 2.1( A))ra'%a# o! /'terature re2'e8 This chapter started with tracing the origin of entrepreneurship. !t further treated entrepreneurship education as a concept while assessing the ob#ectives of entrepreneurial education in igeria. !n continuation, it delved

into the curriculum assessment of entrepreneurial education and the various roles of entrepreneurial education in the development of the economy, capacity development, #ob creation and ational security. !t concluded by

identifying the "ey constraints to effective implementation and actuali6ation of the ob#ectives of entrepreneurial education in igeria.
30

CHAPTER THREE :ETHODO/O7= This chapter was discussed under the following sub headings 3esign of the ?tudy Fopulation of the ?tudy ?ample and ?ampling Techni(ues !nstrument for 3ata :ollection Malidity of the !nstrument *dministration of !nstrument Aethod of 3ata *nalysis $.1 De%'gn o! the Study The study adopted the descriptive survey research design. ?urvey research is a method of collecting information by as"ing (uestions, ?ometimes interviews are done face-to-face with people at home, in school, or at wor". +ther times (uestions are sent in the mail for people to answer and mail bac". !ncreasingly, surveys are conducted by telephone. However, the present study employed the face to face contact with the respondents.

31

$.2

Po)u#at'on o! the %tudy The population of the study includes all lecturers who teach

entrepreneurship education in 3elta state 4niversity, 4niversity of 9enin, *mbrose *li 4niversity 7"poma and ovena 4niversity +gume. $.$ Sa )#e and Sa )#'ng Techn'3ue%

The study employed the purposive sampling techni(ue. Thus the sampling procedure first identified these lecturers by visiting the various faculties of 7ducation and ?ocial sciences were these courses are taught and sampled the opinion of the lecturers. !n a whole, the opinion of H8 lecturers was sought and these involved lecturers who teach the course at various levels of the 4niversity education. $.( In%tru ent !or Data Co##ect'on

To guide this research, an instrument labeled 7ntrepreneurial 7ducation :onstrain Kuestionnaire >EEC&? was developed. The instrument consists of two sections of * and 9. the first section consist of the demographic variables while the other section consists of !tems that dealt with constraints of teaching 7ntrepreneurial education in igerian universities.
32

$.*

0a#'d'ty o! the In%tru ent !n the development of the research instrument, past research

(uestionnaires were analy6ed, and ideas were retrieved from them. To ascertain the validity of the instrument, the instrument was given to the research supervisor to ascertain content and face validity before the final instrument was developed. $.+ Ad 'n'%trat'on o! In%tru ent * total of H8 (uestionnaires were administered personally by the researcher. The content of the (uestionnaires were e)plained to respondents, while completed (uestionnaires were collected on the spot and their responses compiled and analy6ed later. $., :ethod o! Data Ana#y%'% 3escriptive statistics was used to analy6e the data. The research (uestions were answered employing the simple mean method and percentages given as o. of ;esponses N 100 Total ;esponse 1

33

CHAPTER <OUR PRESENTATION AND DISCUSSION O< RESU/TS This chapter presents the outcome of the statistical and data analysis of the study. !t will follow a step by step recap of the research (uestions followed by the test of hypothesis and discussion.

34

(.1

Pre%entat'on o! Re%u#t

Sect'on A; De ogra)h'c 0ar'a"#e% Ta"#e 1; Rank d'%tr'"ut'on o! /ecturer%

<re3uency Percentage Rank A%%'%tant /ecturer /ecturer 1@$ Sen'or /ecturer A%%oc'ate Pro!e%%orAPro!e%%or Tota#

4
1$ $2 * *4

1(
22 ** 5 166

The table above shows that 8$1C1' of respondents were assistant lectures, 12$%%1' @ecturer 1-28 2%$HH1' were senior lecturers and H$91' were either *ssociate professors or professors. Ta"#e 2; /e2e# o! EB)er'ence o! /ecturer%
<re3uency 1, 24 1$ *4 Percentage 25.$ (4.$ 22.$ 55.5 C 166 /e2e# o! EB)er'ence 1@* year% +@16 year% A"o2e 16 =ear% Tota#

This table indicates that 1&$%9.21' of respondents have had a teaching e)perience of 1-H years8 %8$C8.21' E-10 years and 12$%%.21' have had a teaching e)perience of over 10 years. Sect'on B; Te%t 0ar'a"#e% An%8er to Re%earch &ue%t'on Re%earch &ue%t'on; /hat are the :onstraints facing the teaching of

entrepreneurship 7ducation in igerian 4niversities5

Ta"#e $;
B 1

Con%tra'nt% o! Teach'ng Entre)reneur'a# Educat'on

A <>D? %0$2C.H' D <>D? 0$0' SD <>D? 0$0'
35

Con%tra'nt% o! Teach'ng SA Entre)reneur'a# Educat'on. <>D? @ac" of ade(uate infrastructural 28$EH.H' facilities to teach entrepreneurial

2 C H

&

8 9 10 11 1% 12 1C 1H

education is a problem Aany schools lac" inade(uate entrepreneur manpower for the effective teaching of the entrepreneurial education 3ue to hasty preparation there is no bac"ground to the course Gentrepreneur education@ow "nowledge bac"ground to entrepreneurial education affects students. interest. 4navailability of lecture halls for the large population of university students is a serious challenge to teaching the course. @ac" of proper administration and planning on the part of the university is a constrain to entrepreneurial education !nade(uate provision of necessary lecture materials to students is a limitation in entrepreneurship education @imited entrepreneurial s"ills on the part of the lecturers is a problem to entrepreneurial education @ac" of practical.s on the part of lecturer due to unavailability of infrastructuresBe(uipment. 4navailability of laboratory to carryout practical is a serious constrain to entrepreneurial education. <re(uent electricity interruption in the universities prevents practical.s thus ma"es the course ineffective 4navailability of finance and budgets for 7ntrepreneurial education is a serious challenge !mproper orientation concerning entrepreneurship limits students. interest and effective teaching. 4navailability of resource persons for entrepreneurial education is a serious constrain The si6e of students offering entrepreneurship is a challenge to teaching the course.

12$%%.C'

2C$H8.C'

11$%0'

10$1&'

1C$%C' C0$E9' 21$H2'

%E$CH' 18$21' %&$C&'

8$1C' 0$0' 0$0'

10$1&' 0$0' 0$0'

%%$28'

1&$%9'

1C$%C'

H$9'

1C$%C'

2%$H2'

E$10'

E$10'

10$1&'

%$2.C'

%E$CH'

%0$2C.C'

CH$&E' C0$E9' 1%$%1' 1C$%C' %1$2E' C8$82'

12$%C' 18$21' 18$21' 28$EE' 1C$%C' 10$1&'

0$0' 0$0' %H$C2' 0$0' 18$21' 0$0'

0$0' 0$0' 2$H' E$10' H$9' 0$0'

The table above presents the responses of lecturers on constraints facing the teaching of entrepreneurship education in igerian 4niversities. !tem 1
36

showed that all of the respondents believe lac" of infrastructures is a limitation while item % indicates that 801 of the respondents allege the unavailability of ade(uate manpower against the %01 that declined. !tem C and H however showed that 1001 of the respondents owe the challenge to limited lecture halls and bac"ground "nowledge of the course by students. :onsidering items E and &, it was discovered that E&1 and 891 of the respondents owe it to improper planning by administration and lac" of lecture materials respectively against the %21 and 111 that declined respectively. !n the same vein, all of the respondents owe the challenge to the epileptic supply of electricity and lac" of laboratory for practical as indicated by items 10 and 11. !tems 1% and 12 however owes it to lac" of budgeting by management and improper orientation of students as these items indicated a high percentage of affirmation showing H%1 and 901 respectively. !tems 1C and 1H however gave affirmation to the earlier observations made as it indicated a high level of claims to lac" of resource persons and students si6e offering the course. D'%cu%%'on o! <'nd'ng% The focus of this study was an assessment of constraints facing the teaching of entrepreneurship education in igerian 4niversities. Therefore,

the analysis of data presented above represents the responses of lecturers who have taught the course at various level of the university life. The analysis of the demographic data indicate that 8$1C1' of respondents were assistant lectures, 12$%%1' @ecturer 1-28 2%$HH1' were senior lecturers and H$91' were either *ssociate professors or professors. *lso, table % indicates that 1&$%9.21' of respondents have had a teaching e)perience of 1-H years8 %8$C8.21' E-10 years and 12$%%.21' have had a teaching e)perience of over 10 years.

37

!n answer to the research (uestion however, !tem 1 showed that all of the respondents believe lac" of infrastructures is a limitation while item % indicates that 801 of the respondents allege the unavailability of ade(uate manpower against the %01 that declined. !tem C and H however showed that 1001 of the respondents owe the challenge to limited lecture halls and bac"ground "nowledge of the course by students. These observations are in agreement with the observations of +beleagu- 6elibe and Aoru"u $%010' who alleged poor state of infrastructure in igerian universities as worrisome to the actuali6ation of the ob#ectives of the new entrepreneurship education curriculum. They also noted that the state of infrastructure in igerian

university system is, to say the least, embarrassing and that apart from those specific to universities as *cademic ?taff 4nion of 4niversities, *??4, have argued in several negotiations with the <ederal =overnment, infrastructures, such as, electricity, roads and telecommunications networ", generally, Genable entrepreneurs to access resources and mar"ets unencumbered by spatial-temporal limitations.. :onsidering items E and &, it was discovered that E&1 and 891 of the respondents owe it to improper planning by administration and lac" of lecture materials respectively against the %21 and 111 that declined respectively. !n the same vein, all of the respondents owe the challenge to the epileptic supply of electricity and lac" of laboratory for practical as indicated by items 10 and
38

11. !tems 1% and 12 however owes it to lac" of budgeting by management and improper orientation of students as these items indicated a high percentage of affirmation showing H%1 and 901 respectively. !tems 1C and 1H however gave affirmation to the earlier observations made as it indicated a high level of claims to lac" of resource persons and students si6e offering the course. The implication to these observations is that constrain to the actuali6ation of the ob#ective of entrepreneurial education is both administrative and student based. This claim is well supported by ?tumpf $1999' who noted that Gtraditional models of education fall short in their ability to lin" the "nowledge and concepts covered in the classroom to the s"ills and practice of entrepreneurship. !n the same vein, the failure of entrepreneurship education is also lin"ed to the introduction of the 4niversal Frimary 7ducation, 4F7, by the +basan#o regime with its obvious conse(uent problems since there have been no pilot trials in various faculties of different universities.

39

CHAPTER <I0E SU::AR=E CONC/USION AND RECO::ENDATIONS *.1 Su ary o! the Study

This study focused on the assessment of constraints facing the teaching of entrepreneurship education in igerian 4niversities. The study stated as its research ob#ective the identification of these constraints and suggestion of possible solutions to these challenges. The study however, reviewed various literatures as it relates to the teaching of entrepreneurship education in igeria and employed the survey research method in the research procedure sampling the opinion of H8 entrepreneurship education lecturers in four

40

4niversities. 9ased on the observations made during the field study, the following are summari6ed as the ma#or findings from the study. 1. 4navailability of infrastructure is a ma#or constrain to the teaching of entrepreneurship education in igerian 4niversities. %. !nconsistent electricity and unavailability of (uality laboratories for practical have limited the teaching of entrepreneurship education. 2. @ac" of proper planning and ade(uate budget on the part of school administrators have been a ma#or constrain to the teaching of entrepreneurship education. C. @ac" of interest by students has contributed greatly to effective teaching of entrepreneurship education in igerian universities. *.2 Conc#u%'on *t the end of this study, the researcher wish to conclude that constraints facing the effective teaching of entrepreneurship education in igerian 4niversities is both administrative and student based and includes the lac" of ade(uate infrastructure, manpower, student interest and electricity. *.$ Reco endat'on%

9ased on the conclusion made above, the researcher wishes to ma"e the following recommendations. 1. There should be an improvement in the carrying capacities of the lecture halls used for entrepreneurship education so that it will cater for more students.
41

%. There should be a drive and recruitment of more specialists in entrepreneurship education so that the wor"load on the lecturers will be reduced. 2. ?tudents should change their attitude and approach to entrepreneurship education so that the y can understand properly the course when it is taught. C. Frovisions should be made for the building of practical laboratories so as to close down the gap that e)ists between theory and practical. *.(Sugge%t'on !or <urther Re%earch 9ased on the general summary made above, ! wish to suggest that this research be repeated so as to cater for a wider range of lecturers in a different geo-political 6one of igeria,

RE<ERENCES *#ao, /ale $%00C' , eglect of Technical Mocational education increase youth unemployment-3+ 8 ,The Manguard, 3ec %2, %00C.
42

*lu"o, +.!. /ale-*we and =. *daramola $7ds'. !ntroduction to entrepreneurship development in igeria. *do-7"iti, 4 *3 Fress. at httpD www. emeraldinsight.com. *yodele, >.9. $%00E'. +bstacles to 7ntrepreneurship development in !n <.+motosho, T.0.+. igeria.

:arton, ;.9., Hofer, :./. J Aee"s, A.3. $1998' The entrepreneur and entrepreneurshipD operations definitions of their role in society. ;etrieved Aay %&, %012 from httpDBBwww.sbaer.usa.eduBresearchB1998B!:?9B"00C.htm. 3udley, ?.:. J 3udley, @./. $199H'. ew directions for the business curriculum. Journal of education for Business, &0$H', 20H-211. 3yer, /.=. $199C'. Toward a theory of entrepreneurial careers. Entrepreneurship: theory and practice, 19$%', &-%%. =endron, =. $%00C'. Fractitioners. perspectives on entrepreneurship educationD an interview with steve case, matt goldman, tom golisano, =eraldine laybourne, #eff taylor, and alan webber. Academy of Management Learning and Education, 2$2', 20%-21C. Hisrich ;oberts and Feters Micheals %00%! Entrepreneurship in the ?oviet 4nion and Fost-?ocialist ;ussia. ;etrieved Aay, %H, %012 from httpDBBwww.a#ol.infoBinde).phpBsabrBarticleBdownloadB&E2C%BEE800. Huffman, 3. and Kuigley, >.A. $%00%'. The role of the university in attracting high tech entrepreneurshipD a silicon valley tale. Annals of "egional #cience, 2E$2', C02- C19. Hynes, 9. $199E'. 7ntrepreneurship education and training I introducing entrepreneurship into non-business disciplines, Journal of $ndustrial %raining, %0$8', 10-18. 0enton 9./ and 7rvin @.9 $%000' ;e-engineering the undergraduate business core :urriculumD aligning business schools with business for improved performance 0lofsten, A. $%000'. Training entrepreneurship at universitiesD a swedish case. Journal of European $ndustrial %raining, %C $E', 22&-2CC.
43

0urat"o, 3.<. J Hodgetts, ;.A. $%00C' Entrepreneurship: %heory, &rocess, &ractice $Aason, +H8 ?outh-/ester '. 0urat"o, 3.<. $%002'. 7ntrepreneurship educationD emerging trends and challenges for the %1st century. '(() *oleman +oundation ,hite &aper #eries for the -.#. Association of #mall Business / Entrepreneurship. 0urya, 4. @. $%00E'. :oncept of entrepreneurship and types of entrepreneurs, in entrepreneurship education for vocational and technical students, %nd ed. 0ano, igeriaD 9enchmar" publishers @td. Hisrich and Feters $%00%', Aaranville, ?. $199%'. G7ntrepreneurship in the business curriculum. Journal of Education for Business0 +4 $1'D%&-2%. AcAullan, /.7. J @ong, /.*. $198&'. 7ntrepreneurship education in the nineties. Journal of Business 1enturing, %, %E1-%&H. Aeredith, +. $1982'. The Fractice of 7ntrepreneurship. =enevaD !nternational @abour +ffice. ational 9oard for Technical 7ducation $198&'. wangwu, !g. +. $%00&'D Higher education for selfrelianceD *n imperative for the igerian economy. 7*F publication pg. 1-8. +molayo 9. $%00E'. 7ntrepreneurship in Theory and Fractice. !n <. +motosho, T.0.+. *lu"o, +.!. /ale *we and =. *daramola $eds'. !ntroduction to 7ntrepreneurship development in igeria. *do-7"iti 4 *3 Fress. Faul, 7.+. $%00H'. 7ntrepreneurship education in 76ema Friscilla , Faul 7li6abeth +.8 *nio"e 9eatrice +., =odwin *.=. +"wuolise, :hi"we, *. 7heli, Henri 4. *nih $7ds' 7ntrepreneurship in Mocational 7ducation. 7nuguD +OP97@ Fublishers. ?eymour, .$%001'. 7ntrepreneurship education at community colleges. ;etrieved <ebruary 9, %00H from 0aufmann :enter for 7ntrepreneurial @eadership :learinghouse on 7ntrepreneurship 7ducation website at httpDBBwww.celcee.eduB publicationsBdigestB3ig01-0E.html. ?ingh, ;.F. J Aagee, 9. $%00%' 7ntrepreneurship 7ducationD !s there a growing crisis5 4npublished paper. ;etrieved <ebruary %&, %00H from httpDBBwww.celcee.eduB publicationsBedinfoB730%-10.html.
44

Teach, ;. J Ailes, A. $199&'. The academic career opportunities for doctoral students interested in the mar"etingBentrepreneurship interfaceD an e)ploratory study of 4.?. institutions. Mar2eting Education "eview, &$2', %2-%8. 4 7?:+ $%000'D /orld 7ducation ;eport %000. FarisD 4 7?:+. 1&8 Fages. /inslow, 7.0., ?olomon, =.T., Tarabishy, *. $199&' 7mpirical investigation into entrepreneurship education in the united statesD some results of the 199& national survey of entrepreneurial education. APPENDIF I Entre)reneur'a# Educat'on Con%tra'n &ue%t'onna're >EEC&? Flease fill were appropriate and tic" were necessary, be rest assured that your responses will be used for research purposes only. ?ection *D De ogra)h'c 0ar'a"#e% <acu#ty;GGGGGGGGGGGGGGGGGGGGGGGG Rank; *ss. @ec. $ ' @ec.1-2 $ ' ?nr. @ec. $ '. *ssoc. Frof. BFrof. $ ' /e2e# o! EB)er'ence; 1-H years $ ' E-10 years $ ' above 10 years $ '.

45

?B 1 % 2 C H E & 8 9 10 11 1% 12 1C 1H

:onstrains of Teaching 7ntrepreneurial 7ducation. @ac" of ade(uate infrastructural facilities to teach entrepreneurial education is a problem Aany schools lac" inade(uate entrepreneur manpower for the effective teaching of the entrepreneurial education 3ue to hasty preparation there is no bac"ground to the course Gentrepreneur education@ow "nowledge bac"ground to entrepreneurial education affects students. interest. 4navailability of lecture halls for the large population of university students is a serious challenge to teaching the course. @ac" of proper administration and planning on the part of the university is a constrain to entrepreneurial education !nade(uate provision of necessary lecture materials to the student @imited entrepreneurial s"ills on the part of the lecturers is a problem to entrepreneurial education @ac" of practical.s on the part of lecturer due to unavailability of infrastructuresBe(uipment. @ac" of conducive laboratories to carryout practical.s is a serious constrain to entrepreneurial education. <re(uent electricity interruption in the universities prevents practical.s thus ma"es the course ineffective 4navailability of finance and budgets for 7ntrepreneurial education is a serious challenge !mproper orientation concerning entrepreneurship limits students. interest and effective teaching. 4navailability of resource persons for entrepreneurial education is a serious constrain The si6e of students offering entrepreneurship as a course is a constrain to teaching the course.

?* *

?3

46