Business Education Curriculum Research Articles

Power Of Social Media on Academic Achievement of Business Education Students in Universities in Anambra State, Nigeria

This study determines the power of social media on the academic achievement of business education students in universities in Anambra State. One research question guided the study. The study adopted descriptive survey research design. The population of the study consisted of 719 business education students in the three universities offering the programme. The entire population was used for the study. A structured questionnaire was the instrument used for data collection. The reliability of the instrument was established using Cronbach Alpha it yielded an overall coefficient index of 0.81. Data collected for the study were analyzed using mean and to answer the research question. The findings of the study revealed that the power of social media does not affect the academic achievement of business education students. Based on the findings, it was concluded that social media enhances the academic achievement of business education students. Consequently, it was recommended among others that lecturers and university management should include social media in the business education curriculum.

Assessment of Mentoring/Experiential Learning Instructional Delivery Enhancement Strategies for Teaching Entrepreneurship Education in Business Education Programme in Tertiary Institutions in Bayelsa State

The research examined methods for enhancing the delivery of instruction in entrepreneurship education in the Business Education curriculum at tertiary institutions in Bayelsa State, Nigeria, by means of mentorship and experiential learning. The study investigated two hypotheses at the 0.05 level of significance and addressed two research questions using a descriptive survey research design. The population was made up of 89 lecturers in business education from Isaac Jasper Boro College of Education in Sagbama Bayelsa, Niger Delta University Wilberforce Island Bayelsa, and Federal University Otuoke, Bayelsa. All 89 academics were included as responders due to the manageable population size, hence removing the necessity of sampling. Utilizing a 5-point rating scale from Very High Extent (VHE) to Very Low Extent (VLE), with corresponding values of 5, 4, 3, 2, and 1, a structured, closed-ended questionnaire consisting of 26 items was utilized to gather data. Three experts validated the instrument, and the Chrobach Alpha reliability technique was used to certify its reliability. The device's reliability coefficient was found to be 0.783. Through in-person encounters with the respondents, data was collected, and all 89 questionnaires were totally completed, yielding a 100% return rate. The study issues were addressed through the use of mean and standard deviation in the data analysis, and the hypotheses were tested using t-test statistics. With a 5-point rating scale, mean values above 3.00 designated as "high extent" and those below 3.00 as "low extent," a cut-off point value of 3.00 was employed to interpret the results for the research topics. With regard to hypotheses, where the t-calculated (t-cal) value was less than the t-table (t-tab) value of 1.96 at a 0.05 level of significance and 87 degrees of freedom, the null hypothesis of no significant difference was considered. On the other hand, when the t-calculated (t-cal) value was greater than the t-table (t-tab) value of 1.96 at a 0.05 level of significance and 87 degrees of freedom, the null hypothesis was rejected. The results of the study lead to the conclusion that strategies for enhancing the delivery of experiential learning and mentoring interactions are useful for teaching entrepreneurship education in tertiary institutions' business education programs. The National Commission for Colleges of Education (NCCE), the Nigerian Educational Research and Development Council (NERDC), the National Teachers Institute (NTI), and the National University Commission (NUC) are among the organizations that are encouraged to become more involved in education reform and development. They should also be encouraged to support modern, student-centered instructional strategies in the implementation of entrepreneurship education curriculum in business education programs at the nation's postsecondary institutions.

Assessment of Business Educators' Perception of the Adequacy of Business Education Curriculum Content in Universities in Cross River State

The study sought to assess business educators' perceptions of the adequacy of business education curriculum content in universities in Cross River State. To achieve this purpose, three research questions and three hypotheses were raised. The study adopted a survey research design with a census and purposive sampling technique in selecting an area sample. The sample is made up of 39 lecturers at two major universities in the area where business education is offered. The study adopted a questionnaire titled "Business Educators' Perception of Business Education Curriculum Content Adequacy Scale (BEPBECCAS)." The instrument was divided into two sections. Section A was designed to elicit responses on the demographics of the respondents, such as gender, age, professional area, and academic rank, while Section B was designed to elicit information on the perception of the adequacy of business education curriculum content. Section B was made up of 20 items. The instrument was validated by two experts in measurement and evaluation, and the reliability of the scale was established using the Cronbach alpha technique. The coefficient of the subscale was 0.82, which showed that the instrument is reliable. Data were collected by the researchers, and the data were analyzed using population t-tests, independent t-tests, and one-way analyses of variance. The results presented showed that the extent of business educators' perception of the adequacy of business education curriculum content is significantly high, that male business educators do not differ significantly from female business educators in terms of their perception of the adequacy of business education curriculum content, and that there is a significant influence of professional area on business educators' perception of the adequacy of business education curriculum content.

Curriculum Development in Business Education: Challenges in Enhancing the Implementation

Business Education programme in Nigeria requires a proactive and effective assessment that can bridge the gap between theory and practice. This will go a long way in ensuring the correlation between skills and competency displayed by graduates of business education and the certificate they obtain to parade looking for white-collar jobs in the world of competition. This can only be achieved through a well-structured and update of business education curriculum. The curriculum development process include: curriculum content with details of what the teachers are expected to teach and each students expected to learn. Business education graduates should be able to put to practice the skills professed by their certificates. The study examines, concept of curriculum development, types of curriculum development models, principles of curriculum development, trends that will shape curriculum development. Some of the challenges in enhancing the implementation of business education curriculum are; Inadequate funding of business education programme, Poor maintenance of business education equipment, unstructured curriculum in business education and inadequate qualified lecturers. Among others, it was recommended that the university authorities should adequately fund Business education Programmes to enable them have a required facilities for effective teaching and learning and employing adequate qualified teachers to teach in business education programme

Reimagining the future of a business education program using appreciative inquiry

<span lang="EN-US">Rethinking the future of education has fueled momentum for large-scale change after the significant effects of the global pandemic. This momentum for change may require large amounts of positive affect by affirming and appreciating what works well during difficult times rather than identifying and understanding problematic areas. This study made use of appreciative inquiry in reimagining the future of a Business Education program in a private tertiary institution in the Philippines. Using naturalistic approach, 35 business education students and three teachers were interviewed using positive questions that amplify the positive core of the college. The participants unleashed the strengths of the college such as the implemented flexible modular setup, availability of the repository of educational resources, efficient communication during online learning, empowered student council, and group collaborations. Through inquiry and dialogue, participants co-created the reimagined future of the College of Business Administration which is a more flexible and inclusive means of delivering the Business Education Curriculum and upgraded and holistic learning experiences for the learners. Through the use of appreciative inquiry, the participants collectively leveraged the best practices of the college and their envisioned future to design high-impact strategies that can move the college decisively to its reimagined future.</span>

Societal Perception of Business Education Graduates in Nigeria

Purpose: This paper focused on the societal perception of Business Education graduates in Nigeria. Business Education is a course of study in higher institution of learning that provides specific business-related skills and education which are crucial to graduates of this programme to succeeding in the corporate world.
 Design/methodology/approach: The method used is the Qualitative method.
 Findings: The programme is purposely designed to produce competent, knowledgeable, skilful and efficient workforce who can favourably compete with the dynamics of work environment and also become self-reliant. However, most Business Education graduates are not well recognised by the society because of the negative perception such as less prestigious course of study and low public interest that the society have towards the programme.
 Practical implications: The study thus recommended among others that Business Education curriculum should be made more relevant, updated and tailored towards the development of graduates’ entrepreneurial and employability skills, government should make Business Education programme more lucrative and highly prestigious as it is a known fact that inconsistency in government policies is contributing to the poor perception the public holds towards Business Education programme in Nigeria, teaching and learning should be re-directed from theoretical to practical as this will make graduates of the programme more capable to perform wherever they find themselves and there should be serious public enlightenment on the relevance and prospects of Business Education in Nigeria.
 Paper type: Research paper

Inculcating Digital Contents, Technological Tools: Agents for Enhancing Business Education Curriculum for Skill Acquisition in Nigerian Universities

This study was on inculcating digital contents, technological tools as agents for enhancing business education curriculum for Skill Acquisition in Universities in Anambra State. Two research questions and null hypotheses were tested at a 0.05 level of significance. The study adopted a descriptive survey research design. A population of 34 business educators in Universities in Anambra state were used for the study. No sample was drawn for the study since the size of the population is manageable. The instrument used to collect data for the study was a structured questionnaire with two parts; part A contained items on the demography of respondents and part B contained items on the two research questions under the study. The questions were structured on a 5 point rating scale of Strongly Agree (SA); Agree (A), Moderately Agree (MA), Disagree (D) and Strongly Disagree. The instrument was validated b three experts, two from the Department of Business Education and one from Measurement and Evaluation. Cronbach Alpha reliability coefficient was used to test consistency of the instrument and a general coefficient of 0.81. Data collected was analyzed using arithmetic mean and standard deviation while t- test was used to test the hypotheses at 0.05 level of significance. When the p value was found to be equal or less than 0.05 alpha levels, the noted difference was said to be significant, therefore, the null hypothesis was be rejected. However, a p value found to be greater than 0.05, the noted difference was insignificant, therefore, the null hypothesis will be accepted. The findings of the study revealed that business education lecturers in universities in Anambra state agree that provision of instructional technology, inculcating digital contents can enhance business education curriculum for skill acquisition. These findings were discussed and conclusion was drawn. Relevant recommendations were made based on the findings of the study part of which included that Management of business education programme should incorporate digital tools and platforms that are relevant to various business disciplines, such as data analytics software, marketing automation platforms, project management tools, or simulation software. Provide hands-on training and practical exercises using these tools to develop students' proficiency in digital technologies applicable to the business context.

Business Education Curriculum Content and Entrepreneurial Skills Development of Business Education Students in Public Universities in Lagos State, Nigeria

This study examined the effectiveness of Business Education curriculum content and the entrepreneurial skills development of Business Education students in public universities in Lagos State, Nigeria. The study examined the extent to which Business Education curriculum content has helped to build students entrepreneurial skills. One hypothesis was formulated and tested at 0.05 level of significance. Descriptive survey research design method was adopted for the study. The population of the study was 100 to 400 level Business Education students from two public universities in Lagos State and purposive sampling technique was used to draw the sample size of 200 participants from the population. A four rating structured questionnaire titled “Effectiveness of Business Education Curriculum Content and Entrepreneurial Skills Development of Students’” (EBECESDS) was employed to gather data for the study. Regression statistics was used to test the hypothesis. Results from the findings revealed that Business Education curriculum content does not equip students with the required entrepreneurial skills needed to be self-reliant. Based on the findings, the study recommended that the curriculum content should be enriched and updated on a regular basis.

Electronic Infrastructure and the Sustainable Development of Business Education Programmes in the 21st Century

This study primary goal was to investigate the electronic infrastructure-based and the sustainable development of business education programmes in the 21st century. This study used a survey research approach, with 23 participants, including 14 male and 9 female of business education lecturers. There was no sample in this study because the total population was small enough to be studied as a whole. The necessary data were gathered using one study instrument known as the "Electronic Infrastructure-based and Sustainable Development of Business Education Programme Questionnaire" (EISDBEPQ). The questionnaire was validated by three experts: one from measurement and evaluation and two from the business education department. Cronbach Alpha statistics were used to test the instrument's reliability, and the results showed that it had an overall reliability coefficient of 0.94. The data collected were analyzed using mean and standard deviation, and the null hypothesis was tested using an independent t-test at the.05 level of significance. The findings of the study showed that electronic infrastructure-based programmes were not utilized, and strategies to improve the utilization of electronic infrastructure-based programmes are necessary for the sustainability of business education programs. It was concluded that it is critical to promote the use of electronic infrastructure in order to efficiently enhance the business education programme in Nigerian universities. And it was recommended, among others, that information and communication technology should indeed be highly interwoven into the business education curriculum to enhance the security of migrating the teaching process from the traditional method to the digital form.
 
 Received: 26 March 2023 / Accepted: 10 July 2023 / Published: 5 September 2023

DIGITAL TRANSFORMATION OF BUSINESS EDUCATION PROGRAM IN NIGERIAN UNIVERSITIES FOR 21ST-CENTURY SKILL ACQUISITION

This study examined digital transformation of business education program for 21st-century skill acquisition in Nigerian universities. Two purposes of the study were employed in this research work. two research questions guided the study and two null hypotheses which were tested at 0.05 level of significance. A descriptive survey design was adopted for the study. The population of the study comprised 34 business educators in universities in Anambra state. The entire population was used for the study since the population is manageable and accessible to the researcher. Hence, there was no sampling The instrument used to collect data for the study was a structured questionnaire with two parts; part A contained items on the demography of respondents and part B contained items on the two research questions under the study. The questions were structured on a 4-point rating scale of Strongly Agree (SA); Agree (A), Disagree (D) and Strongly Disagree. The instrument was validated b three experts, two from the Department of Business Education and one from Measurement and Evaluation. Cronbach Alpha reliability coefficient was used to test consistency of the instrument and a general coefficient of 0.76. Data collected was analyzed using arithmetic mean and standard deviation while t- test was used to test the hypotheses at 0.05 level of significance. When the p value was found to be equal or less than 0.05 alpha levels, the noted difference was said to be significant, therefore, the null hypothesis was be rejected. However, a p value found to be greater than 0.05, the noted difference was insignificant, therefore, the null hypothesis will be accepted. The findings of the study revealed among others that curriculum modernization, administration facilitate 21st century skill acquisition in universities in Anambra state. Based on the findings of the study, the researcher recommended that curriculum planners should revamp the business education curriculum to emphasize experiential learning and real-world application of knowledge and skills by integrating relevant and future-focused content, students can develop the skills required for success in the 21st century. There should be integration of digital literacy into the core curriculum of business education programs by designing courses and learning activities that explicitly incorporate digital tools and technologies relevant to the field, such as data analysis software, project management platforms, and digital marketing tools.

Societal Perception of Business Education Graduates in Nigeria

This paper focused on the societal perception of Business Education graduates in Nigeria. Business Education programme is purposely designed to produce competent, knowledgeable, skilful and efficient workforce who can favourably compete with the dynamics of work environment and also become self-reliant. However, most Business Education graduates in Nigeria are not well recognised by the society because of their negative perception towards Business Education as a course of study. The study thus recommended among others that Business Education curriculum should be made more relevant, updated and tailored towards the development of graduates’ entrepreneurial and employability skills, government should make the programme more lucrative and highly prestigious, teaching and learning should be re-directed from theoretical to practical as this will make graduates of the programme more capable to perform wherever they find themselves and there should be serious public enlightenment on the relevance and prospects of Business Educationin Nigeria.

Quality Assurance of Business Education Programme in Tertiary Institutions in Nigeria

Purpose: This paper discussed the concept of business education programme and the need for quality assurance in tertiary institutions. It examined the important roles of NUC, NCCE and TRCN in assuring quality in business education programme in Nigeria.
 Design/methodology/approach: This paper focused on the underlined heading as follows: objectives of business education, needs for business education ,quality assurance measuring parameters, constraints of quality assurance in business education such as; inadequate funding; staff recruitment; inadequate teaching and learning materials , control measures of quality assurance in business education, current efforts of ensuring quality in business education in Nigeria were discussed.
 Findings: On this note, it was recommended that Business Education curriculum should be revisited and tailored towards equipping for self-employment, among others. Therefore, cooperation and collaboration among Business Education’s stakeholders are needed in an attempt to achieve the stated objectives in Business Education by providing ample and proper modern facilities in tertiary institutions. Also, accreditation teams should be selected based on their integrity and not who you know, by this institutions will comply to put in place all the needful in order to be accredited. 
 Paper type: Research paper

OFFICE TECHNOLOGY MANAGEMENT'S INFLUENCE ON BUSINESS EDUCATION PROGRAMS IN NIGERIAN UNIVERSITIES

This study investigates the impact of office technology management on university business education programs. Business education is an essential component of Vocational Education in Nigeria's tertiary education system. Reforms in the nation's education delivery have resulted in a jumble of programs requiring the use of new technologies. As a result, the impact of office technologies on business education is a major theme. When the influence is positive, it indicates that the goal of integration is worthwhile; when it is negative, it indicates that there is a serious problem that necessitates some action. Because education is now centered on office technologies all over the world, business education cannot afford to ignore the significance of utilizing office technologies. As a result of their findings, the researchers concluded that a worthwhile business education curriculum should provide learning experiences that will equip lecturers and staff with the necessary competencies in the use of office technology, and students should be trained to meet the market demands of various occupations. It was suggested that business educators give their students an experiential foundation so that they can develop the necessary competencies.

Evaluation of Business School Graduates' Perspectives on the Impact of Technological Development on their Employability in the Indian Labour Market

The study looks into the impact of technological advancement on the employability of business graduates in the Indian labour market. The study had four particular aims, and four null hypotheses were developed as a guide. The study used a descriptive survey design method. A four-rating structured questionnaire titled "Modern Technology and Employability skills" (MTES) was used to collect data from 512 participants in the 2021/2022 business education postgraduates' admittance examination. Data was coded in SPSS and Pearson Product Moment Correlation Coefficient was calculated to test null hypothesis one. The second null hypothesis was tested using Chi-square, whereas the third and fourth null hypotheses were tested using ANNOVA. At the 0.05 threshold of significance, all four hypotheses were tested. Among other findings, the analysis demonstrates that business education curriculum contents in India do not provide students with generic abilities essential for employability in the Indian labour market in the current sophisticated technology period. Based on their findings, the researcher propose that all of the major abilities in modern technologies required by the Indian labour market be incorporated into the curriculum of business education programmes in Indian institutions

Integrating information technology into business education curriculum

Integrating information technology into business education curriculum

Problem-Solving and Self-Managemenr Skills Required for Effective Job Performance of Business Education Graduates as Perceived by Business Educators

The study is a survey of problem-solving and self-management skills required for effective job performance of business education students in southeast Nigeria. Three research questions and three null hypotheses tested at 0.05 level of significance guided the study. A four point, structured questionnaire constructed by the researcher with a reliability coefficient of 0.69 was used to collect data. The entire population of eighty-eight (88) business educators in the public universities in southeast Nigeria was considered affordable by the researcher; therefore, no sampling was made. 88 copies of the questionnaire were administered on the respondents but only 62 were correctly filled and returned thereby stabilizing the number of respondents at 62. Mean and z-test statistics were used to analyze collected data. While mean was used to answer the research questions, z-test was used to test the hypotheses at 0.05 level of significance. The results identified nine problem-solving skills and nine self-management skills required for effective job performance of business education graduates. The study also found that setting good examples by the teacher, setting reachable goals with the students, activity based teaching, allowing students direct themselves, teamwork, learner centred approach and guiding students to solve problems are good strategies for teaching problem-solving and self-management skills. Integration of problem-solving and self-management skills into the business education curriculum and setting good examples by business educators were recommended among others.

Examining Sustainability Education in Economics, Accounting and Finance in Tertiary Institutions in Ghana

Sustainability and sustainable development have aroused many debates and actions in all facets of human endeavors, including in developing countries. This study examined the extent to which tertiary business schools in Ghana embrace sustainability in their curricula. By using programs advertised on their respective institutions’ websites for the 2022-2023 academic year, and looking for programs that have sustainability or sustainability as a prefix. Additionally, the author relied on the examination timetable of the selected institutions for sustainability prefixes. The researcher finds that sustainability education in tertiary business faculties in Ghana is alarmingly low; despite the fact that corporate social responsibility as a course is taught in accounting courses, it is not enough to address sustainability issues in business faculties. This study recommends that it behooves the government and education regulators in partnership with large corporations to institute schemes that could entice business schools to include sustainability issues in their business education curricula.

Digital skills required by students of business educationin tertiary institutions for employment in the smalland medium enterprises in Enugu State, Nigeria

Business transactions in today’s modern economy primarily rely on the efficient application of digital technology.To satisfy their stakeholders, employers are searching for competent people with digital capabilities. Numeroussurveys indicate that the majority of graduates struggle to effectively use the necessary technology for onlinetransactions. This study identified the digital competencies needed by business school students at tertiaryinstitutions to work in Enugu State’s small and medium businesses. In order to do this, the study addressedfive research topics and assessed four hypotheses at a significance level of 0.05. The study used a design foraction group research. A total of 61 professionals working in digital firms and preparing students for the workforcemade up the study’s population. The respondents were surveyed using a 76-item structured questionnaire toobtain feedback on a four-point rating scale. Three professionals verified the tool. The Cronbach’s alpha reliabilitymethod was used to calculate the test’s internal consistency, and the result was 0.79. Weighted mean and standarddeviation were used to evaluate the instrument and address the research objectives, and analysis of variancewas carried out in SPSS to test the null hypotheses. According to the report, business education students inpostsecondary institutions needed 76 digital skills to get a job. Based on these conclusions, it was advised thatthe business education curriculum be improved to better suit all the digital skills specified by the pertinent expertsfor the students’ efficient training.

Rohvi

Study level/applicability This case was successfully taught in a second-year MBA marketing course on the science of behavior change. It would be suitable for first-year MBA and executive education programs. The material would work well on courses on women in business, women as leaders and women in data science. The female protagonist creates a tech platform and uses a data-driven model. Subject area Marketing – it was used in a module around leveraging existing insights and creating new ones in marketing strategies. The course is structured around a “pathway to behavior change” framework. This case focuses on the analysis segment of the model, introduces targeted behavioral challenge(s) and lends itself to identifying consumer insights, biases and behaviors. It uses that analysis to learn about the market, competition and gaps to fill. Case overview This case uses a startup in the retail industry to explore the leverage of behavioral science to enrich a business model and structure a marketing campaign. The material unfolds the testing of an innovative process and use of persuasion to align business practices with human behavior and scale. In addition, it gives the opportunity to discuss how a minimal tech solution could bring in market data and provide a test platform to larger clients.The founder of Rohvi, Sara Whiffen, created a platform that allowed shoppers to buy clothing items from local retail stores, use them and after a few wears, return the items for partial store credit. The business model was based on Whiffen’s experience in the automobile industry with used cars. Following her first few years in the business, Whiffen had to make some decisions around engaging clients on two sides – retailers and consumers. How can an innovative startup leverage behavioral science to persuade multiple stakeholders? Expected learning outcomes • Learn marketing concepts in material and a tech platform featuring a female protagonist and team; • practice evaluating a product and capturing value using behavioral science; • understand consumer/business biases and practice forming and delivering a persuasive message; • learn to leverage and create new insights to aid behavior change in business-to-consumer (B2C) and business-to-business (B2B) contexts; • analyze behavioral insights to identify new opportunities in a competitive marketplace; • unfold a framework to explore consumer motivation in recommerce; and • explore the use of experimentation in changing consumer behavior and improving decision-making. Supplementary materials Teaching notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes. Social implications Females need to be represented in core business education curriculum such as data analysis in addition to classes focused on social equity and business. This all female executive team pursued an innovative process built on a technology platform using a data-driven model to gain enterprise clients. The material offers an opportunity to explore sustainability. Subject code CSS 8: Marketing

Collaborative engagement experience-based learning: a teaching framework for business education

PurposeAn academic–practitioner divide exists suggesting the need for business education curriculum to more appropriately suit private-sector demands. This calls for pedagogical approaches that offer experiences and build skill sets to better prepare graduates for the workforce. The authors propose a framework, collaborative engagement experience-based learning (CEEBL), as a new pedagogical method for teaching and learning in business education. This research provides a viable solution to bridge the gap between academia and industry. The authors suggest CEEBL also offers business students new methods of engagement in the world of work.Design/methodology/approachThis exploratory study investigates the CEEBL framework applied to a business education course in competitive intelligence (CI) and a crisis simulation exercise that offer “real world” experiences to students. Data were collected in two semesters and included feedback from over 70 undergraduate students.FindingsResults suggest that the CEEBL framework provides students with the learning experiences to build much-needed skill sets. Additionally, Hallinger and Lu's (2011) assessment of overall instructional effectiveness showed positive statistical results for its dimensions.Originality/valueThe CEEBL framework is coined from two existing pedagogical underpinnings; collaborative engagement (CE) and experience-based Learning (EBL). These concepts offer insights into the ways in which CE promotes a rich learning experience. The new framework takes into consideration the relationship(s) among the dimensions of CE and EBL and how they intertwine with each other to create a pedagogical method that can better prepare students for a dynamic workplace. CEEBL can be easily adapted for online, hybrid or in-session teaching environments. Additionally, the framework offers flexibility in application to other disciplines while addressing current topics and issues through the capstone exercise.