ABSTRACT

This study examined the impact of entrepreneurial skills on business education students towards self-employment in Federal College of Education (T) Asaba. Three (3) research questions guided the study. Literature was reviewed under conceptual framework and related empirical studies. A descriptive survey design was adopted for the study.  Population of the study is comprised of one hundred and eighty-seven (187) Business Education Students (Full-Time, Regular Part-Time and Part-Time NCE) in Federal College of Education (Technical), Asaba. Due to the manageable size of the population, all the 187 Business Education Students in Federal College of Education (Technical), Asaba.  Hence, there was no sampling. The instrument for data collection was a structured questionnaire, tiled: “Impact of Entrepreneurial Skills on Business Education Students Towards Self-Employment Questionnaire (IESBESTSEQ). Twenty copies of the validated questionnaire were administered on Business Education Students in Federal College of Education Umunze, Anambra State, using split-half method. Data collected was analyzed using Cronbach Alpha to ascertain the level of correlation which yielded a correlation coefficient of 0.78, indicating that it was reliable. One hundred eighty-seven (187) copies of the validated questionnaire was personally administered on the respondents by hand with the help of two research assistants and same 180 retrieved and analyzed using frequency count, mean and standard deviation statistics. Findings of the study revealed that strategic thinking, financial management and marketing and sales has positive impact on business education students towards self-employment in Federal College of Education (T) Asaba. It was recommended among others that College Management should provide financial literacy workshops and practical budgeting sessions through the Entrepreneurship Development Centre to strengthen students’ financial management skills.

CHAPTER ONE

INTRODUCTION

Background to the Study

Education serves as the cornerstone for developing human capacity, fostering innovation, and equipping individuals with the knowledge and skills required to meet societal needs. It goes beyond classroom learning to provide learners with practical abilities that can help them thrive in the face of economic and social challenges. Within this broad framework, Business Education emerges as a specialized field that integrates business knowledge with vocational competencies to prepare students for both paid employment and self-reliance.

In the context of rising unemployment and dwindling job opportunities, the acquisition of entrepreneurial skills has become critical for Business Education students, as these skills empower them to create and sustain business ventures, thereby positioning them towards meaningful self-employment. Business Education is widely recognized as a discipline that provides individuals with the knowledge, skills, and competencies necessary for active participation in the world of work and entrepreneurship. Okoli (2021) defines Business Education as a programme designed to equip learners with both practical and theoretical understanding of business concepts, thereby preparing them for gainful employment and self-reliance, which makes it a vital response to rising unemployment. Ogbuanya and Usoro (2020) describe Business Education as a comprehensive training system that integrates vocational, technical, and managerial skills for holistic development, stressing that it goes beyond clerical functions to include problem-solving, decision-making, and innovation. Agboola (2019) views Business Education as a discipline that blends pedagogy with business practices to develop competent individuals capable of contributing to national development, thus positioning it as a key driver of economic growth by linking classroom knowledge with real-life applications.

Through Business Education, students are equipped with different skills that leads to self-employment. A skill is the learned ability to act with determined results with good execution often within a given amount of time, energy, or both. Skills can often be divided into domain-general and domain-specific skills (Johnson, 2022). For example, in the domain of work, some general skills would include time management, teamwork and leadership, self-motivation and others, whereas domain-specific skills would be used only for a certain job. Skill usually requires certain environmental stimuli and situations to assess the level of skill being shown and used. A skill may be called an art when it represents a body of knowledge or branch of learning, as in the art of medicine or the art of war.  Although the arts are also skills, there are many skills that form an art but have no connection to the fine arts. Skill is typically defined as “the learned ability to bring about pre-determined results with maximum certainty; often with the minimum outlay of time or energy or both.” (Knapp, 2020). In contrast, Dreyfus and Dreyfus (2019) argue that skill should be defined according to the manner in which the mental machinery of the agent operates. That is, the highest level of skill occurs only when a skill is executed in a semi-automatic manner without conscious deliberation or mental representation. Skill is used to denote expertise that has been developed through training and experience, and includes trade and craft skills acquired by apprenticeship, as well as the high-level performance found in many domains, such as professional practice, the arts, games, and athletics (Breivik, 2018).

One notable skills students are equipped with is entrepreneurial skill. Entrepreneurial skills on the other hand refer to the set of abilities, attitudes, and competencies that enable individuals to identify opportunities, mobilize resources, and create value through innovative ventures (Knapp, 2020) . Eze and Nwankwo (2020) define entrepreneurial skills as the practical and cognitive capabilities required to establish, manage, and sustain enterprises, stressing that such skills foster creativity, resilience, and adaptability in dynamic business environments. Adeyemi (2021) explains entrepreneurial skills as a combination of technical, managerial, and interpersonal abilities that empower individuals to initiate business ideas, manage risks, and respond effectively to challenges, thereby ensuring the sustainability of enterprises. Okafor (2019) conceives entrepreneurial skills as the competencies that enhance self-reliance, employment generation, and economic growth, highlighting their role in reducing dependence on paid employment and promoting innovation-driven development.

Self-employment is generally understood as a form of work arrangement in which individuals create and manage income-generating activities independently, rather than depending on wage employment (Ibrahim, 2021). According to Olorunfemi (2020), self-employment involves individuals engaging in entrepreneurial or business ventures that allow them to exercise control over their time, resources, and operations, thereby fostering autonomy and self-reliance. Ibrahim (2021) defines self-employment as the condition where individuals initiate and sustain enterprises for personal income and wealth creation, which not only enhances their standard of living but also contributes to wider economic development through job creation. Chukwu (2019) explains self-employment as the pursuit of productive activities by individuals using their skills and creativity to generate livelihood, stressing that it reduces overdependence on limited wage opportunities and nurtures innovation-driven growth in society.

Different kinds of entrepreneurial skills that brings about employment includes, but not limited to Strategic thinking, financial management, marketing and sales. Strategic thinking is the cognitive process that enables individuals to anticipate future trends, evaluate complex situations, and make informed decisions that ensure long-term success. According to Nwachukwu (2021), strategic thinking involves the capacity to analyze situations critically, forecast challenges, and devise innovative solutions, which are essential qualities for both business leaders and students in today’s competitive environment. Adetunji (2020) defines strategic thinking as the intellectual ability to link present actions with future outcomes, emphasizing that it equips learners with foresight and adaptability in achieving personal and professional goals. Okeke (2019) explains strategic thinking as the systematic and creative approach to problem-solving that enhances planning, decision-making, and resource utilization, stressing that individuals with strong strategic thinking skills are better positioned to manage uncertainty and achieve sustainable growth.

Financial management on the other hand refers to the effective planning, organizing, directing, and controlling of financial resources in order to achieve individual, organizational, or societal goals. According to Adebayo (2021), financial management is the process of making informed decisions about the acquisition, allocation, and utilization of funds to ensure efficiency, sustainability, and growth. Okonkwo (2020) defines financial management as the systematic practice of handling monetary resources through budgeting, saving, investing, and controlling expenditure, stressing its importance in achieving financial stability and independence. Musa (2019) views financial management as the coordinated approach to managing income and expenses to maximize value, reduce risks, and support long-term objectives, highlighting its role in promoting accountability and effective resource utilization both in personal and business contexts.

Similarly, marketing and sales as entrepreneurial skills are interconnected business functions that focus on creating value for customers and generating revenue for organizations. According to Eze (2021), marketing is the systematic process of identifying customer needs, developing products or services to satisfy them, and communicating their value, while sales involve the direct interaction and persuasion that convert customer interest into actual purchase. In another perspective, Adekunle (2020) defines marketing and sales as complementary activities where marketing builds awareness and demand through strategic promotion, and sales capitalize on this demand to achieve transactions, stressing that both are crucial for business sustainability. Uche (2019) explains that marketing and sales encompass the skills and strategies required to attract, retain, and expand customer bases, highlighting their role in driving profitability, competitiveness, and long-term growth for individuals and enterprises alike.

            Entrepreneurial skills such as marketing and sales are critical in preparing students for successful self-employment. Mastery of marketing equips learners with the ability to identify customer needs, design value-driven products or services, and communicate effectively to attract and retain clients, while sales skills ensure that these efforts translate into sustainable revenue generation (Olaniyti, 2024). For Business Education students in Federal College of Education (Technical), Asaba, the acquisition of these skills means more than academic achievement; it represents a pathway to creating and managing their own ventures in a highly competitive economy where wage employment opportunities are limited.

Statement of the Problem

In recent times, the rising rate of unemployment among graduates in Nigeria has become a major concern for individuals, institutions, and the government. Business Education, as a vocational-oriented programme, is designed to equip students with entrepreneurial skills that could enable them to create jobs rather than depend solely on limited white-collar opportunities. Despite this intent, a large proportion of Business Education graduates continue to struggle with self-reliance and job creation, raising questions about the extent to which entrepreneurial skills are being effectively acquired and applied. Specifically, critical skills such as strategic thinking, financial management, and marketing and sales are central to successful entrepreneurship, yet there is evidence that many graduates still find it difficult to translate these competencies into viable business ventures.

Could this be due to gaps in the practical application of entrepreneurial training, inadequate mastery of financial and marketing principles, or limited exposure to real-life business strategies? It is against this backdrop that this study seeks to examine the impact of entrepreneurial skills on Business Education students towards self-employment in Federal College of Education (Technical), Asaba, with a particular focus on strategic thinking, financial management, and marketing and sales.

Purpose of the Study

The main purpose of the study is to examine the impact of entrepreneurial skills on Business Education students towards self-employment in Federal College of Education (T) Asaba. The study specifically seeks to:

1. Examine the impact of strategic thinking on Business Education students towards self-employment in Federal College of Education (T) Asaba.
2. Determine the impact of financial management on Business Education students towards self-employment in Federal College of Education (T) Asaba.
3. Assess the impact of marketing and sales on Business Education students towards self-employment in Federal College of Education (T) Asaba.

Research Questions

The study will answer the following research questions:

1. To what extent is the impact of strategic thinking on Business Education students towards self-employment in Federal College of Education (T) Asaba?
2. To what extent is the impact of financial management on Business Education students towards self-employment in Federal College of Education (T) Asaba?
3. To what extent is the impact of marketing and sales on Business Education students towards self-employment in Federal College of Education (T) Asaba?

Significance of the Study

This study could be of great benefit to students, Business Education Students, College Management, Policy Makers and Future Researchers.

This study is significant to Business Education students because it could expose them to the importance of entrepreneurial skills as a pathway to self-employment and financial independence. By examining strategic thinking, financial management, and marketing and sales, the study would enable students to appreciate the practical application of these skills in starting and sustaining small-scale businesses. It would also help students to build confidence in their ability to create wealth, reduce reliance on government jobs, and embrace innovation in tackling unemployment challenges. Ultimately, students could be better prepared to graduate not only as job seekers but as competent job creators who can contribute meaningfully to the economy.

For Business Education Students, this study would serve as a valuable guide in re-evaluating and strengthening their methods of teaching entrepreneurial concepts. By identifying the extent to which strategic thinking, financial management, and marketing influence self-employment, the study could help educators to focus more on practical and skill-oriented approaches rather than mere theoretical delivery. This would enable educators to better equip students with competencies that match the realities of the business world. It would also provide a basis for professional development and curriculum review, ensuring that Business Education graduates are adequately prepared for entrepreneurial ventures.

To the College Management, the findings of this study would provide insights into the effectiveness of the institution’s entrepreneurship education programmes and the adequacy of available facilities in promoting practical learning. The study could assist management in making informed decisions on curriculum enrichment, provision of entrepreneurial laboratories, and the establishment of business incubation centres within the college. By aligning training with industry demands, the management could boost the reputation of the college as a centre that produces competent graduates with the capacity to thrive as self-employed individuals, thereby addressing the problem of graduate unemployment.

The study holds relevance for policy makers, particularly those involved in education and youth empowerment. It could provide empirical evidence on the importance of entrepreneurial skills in reducing unemployment among graduates and improving national productivity. By highlighting the role of strategic thinking, financial management, and marketing skills, the study could guide the development of policies that support practical entrepreneurship training in Colleges of Education. Such policies could encourage increased funding, curriculum reforms, and partnerships with industries to ensure that entrepreneurship education produces tangible outcomes in terms of self-employment and economic growth.

Future researchers could find this study a useful reference material in exploring issues related to entrepreneurship and Business Education. The study would contribute to the growing body of knowledge by providing data, insights, and conclusions that could serve as a foundation for further investigations. It could also inspire comparative studies across other Colleges of Education or higher institutions to understand the broader impact of entrepreneurial skills on graduate employability.

Scope of the Study

This study focused the impact of entrepreneurial skills on Business Education students towards self-employment in Federal College of Education (T) Asaba. With particular emphasis on strategic thinking, financial management and marketing and sales. Respondents of the study are Business Education students in Federal College of Education (T) Asaba.

Pages:  67

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.