Challenges in the Era of Globalization - iaabd

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Proceedings of the 12th Annual Conference © 2011 IAABD individuals may be classified into five tendencies: the need for achievement, the need for autonomy, creative tendency, calculated risk-taking and drive and determination. It is apparent from the literature reviewed that certain key competencies and skills, such as need for achievement, need for autonomy, creativity, risk-taking and independence, are associated with enterprising behaviour. Evidence from the other school, nurture perspective on entrepreneurship development, indicates that empirical research has demonstrated a range of results regarding the relationship between education and entrepreneurship. There is certainly not a clear correlation between the two (Stokes and Wilson, 2010). However, the research does suggest that education in particular is important for female entrepreneurs (Bates, 1995). Additionally, it is claimed that an individual will be more likely to exploit an opportunity if they are better educated (Shane, 2003). Certainly, there has been a very significant growth in enterprise and entrepreneurship education in recent years both at school and university levels, and this is likely to have had an impact on the attitudes of young adults towards the possibilities of an entrepreneurial career path (Athayde, 2009). Recent position on the nature-nurture argument is a need for some caution not to over-state the role of specific personality type characteristics. As Shaver and Scott (1991) observe that not even the most resolute advocate for enduring personality differences between entrepreneurs and nonentrepreneurs would argue that a complete map of the human genome will reveal a specific gene that can separate new venture founders from everyone else. Nevertheless, a number of general traits or personality characteristics have been put forward as important influences in entrepreneurship and they include need for achievement; need for autonomy; locus of control; risk-taking and entrepreneurial self-efficacy (Vecchio, 2003). It is against the background of the reviewed literature and a consensus of the influencing factors of entrepreneurship that it is hypothesised that entrepreneurship education at KNUST aids in the enterprising competencies and skills development as well as influencing students’ career intentions. The following three sub-hypotheses are formulated for testing: H1: A tertiary educational programme at KNUST, at large, engenders students’ enterprising competencies and skills (such as creativity, need for independence, ability to deal with ambiguity, need for achievement and self-confidence) development. H2: An entrepreneurship educational programme at KNUST engenders students’ enterprising competencies and skills (such as creativity, need for independence, ability to deal with ambiguity, need for achievement and self-confidence) development. H3: An entrepreneurship educational programme at KNUST influences students’ career intentions. The study design The study was designed in a manner to evaluate the impact of entrepreneurship education offered to the undergraduate final year students at KNUST School of Business (KSB) in the 2009/2010 academic year to solicit their perceived impact of their exposure to entrepreneurship education on the development of five key enterprising competencies and skills development. With the total population of 310, ten percent (31 students) were randomly selected for the administration of questionnaire. The valid data were coded and results were analysed using an SPSS computer package. Significance of test results is reported in the three ways suggested by Coolican (1990, p.174), based on the probability level (p): ‘significant’: 0.05 > p < 0.01; ‘highly significant’: 0.01 > p < 0.001; and ‘very highly significant’: 0.001 > p. All probability values reported are based on two-tailed tests as each comparison has two possible directions. In addition two educationalists from Business and entrepreneurship were interviewed to gain further insights from the survey findings. FINDINGS Three enterprising competencies and skills that received strong approval ratings on a five-point scale in terms of degree programme’s ability to engender on the part of the respondents were independence (4.0), 168
Challenges in the Era of Globalization Edited by Emmanuel Obuah need for achievement (n-ach) (3.8) and self-confidence (3.7). These were significant between 92% and 99% confidence levels (Table 1). Table 1: Influence of Tertiary Education on Enterprising Competencies Development Competency Weighted Av. Score Pearson Chi-Square (X 2 ) Sig (p) values Creativity 3.0 5.632 0.02 Independence 4.0 4.107 0.03 Ability to Deal with Ambiguity 3.3 4.911 0.01 Achievement Oriented 3.8 1.494 0.04 Self-Confidence 3.7 3.812 0.04 The conclusion from this finding is that the hypothesis H1 suggesting that a tertiary degree programme influences students’ enterprising competencies and skills development is statistically supported. There is a significant relationship between tertiary education and key enterprising competencies and skills development. Respondents were to assess the influence of entrepreneurship education on the development of their key enterprising competencies and skills through the evaluation of the entrepreneurship initiatives and programmes they were exposed to during their undergraduate studies. Table 2 provides the summary of the weighted average scores on a five-point scale and statistical tests for the various enterprising competencies as evaluated by respondents. Table 2: Impact of Entrepreneurship Education on Enterprising Competencies Enterprising Competency Weighted Average Score Pearson Chi-Square Df Asymp Sig (2-tailed) Creativity 3.3 3.481 a 4 0.04 31 Independence 3.1 3.336 a 4 0.05 31 Ability to Deal with Ambiguity Achievement Oriented 3.0 4.298 a 4 0.05 31 3.0 1.914 a 4 0.03 31 Self-Confidence 3.3 3.545 a 4 0.02 31 a. Not assuming the null hypothesis. 1= No Influence 5= Very Great Extent Total No. Respondents All the five of the key enterprising competencies and skills proved that entrepreneurship education aids in their acquisition. The scored weighted averages above a three-point mark were creativity (3.3), self- 169
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Table of Contents Challenges in the
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Lennart Bangens, Goteborg, Sweden C
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Local Steering Committee Jacob Musi
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Track 1: Accounting, Finance, and I
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Abstract Challenges in the Era of G
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Abstract Determinants of Bank Lendi
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Empirical Results Challenges in the
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Table 3 Determinants of Competitive
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Research Findings Challenges in the
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Abstract: Study on Africa Governmen
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Abstract Challenges of Oil Revenue
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Abstract Land Based Sources of Poll
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Abstract On the Mitigation of Rever
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⎧κ ( ω) − ( 1− p) β ( ω)
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Assessment of pollutants in nigeria
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Figure 1: Lagos off shore survey po
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37. Provision of sound education fo
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The cost structure Challenges in th
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Empirical Analysis Challenges in th
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Variable Coefficient Std. Error t-S
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Abstract The Changing Requirements
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The Model, Data and Variable Defini
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Track 8: Gender and Economic Develo
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Empirical results Challenges in the
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Abstract Gender, poverty and sustai
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Figure 1.1: Spread of directorships
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Theoretical Framework Challenges in
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Single 18.1 Masters and above 35.3
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Source: Field survey, 2010 Table 3:
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Track 9: Global Studies and Politic
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Conceptual Definitions Challenges i
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Conclusions and Implications Challe
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Abstract Exploring Organisational R
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district hospitals: Evidence from N
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Defining the Organisational Culture
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Table 1: A Summary of Operating Ban
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Discussion and Conclusion Challenge
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Abstract What does Globalization me
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7. I see globalization as providing
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Research Methods approach Challenge
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Statement of the Problem Challenges
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Convenient location of banks Challe
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Banks in Ghana Challenges in the Er
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References: Challenges in the Era o
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Figure 5: Causal loop diagram inclu
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The study seeks to: • examine typ
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Figure 2: Customer Perception of MT
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Relationship Commitment Total 1264.
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Abstract Marketing Nigerian medicin
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References Challenges in the Era of
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Conclusion Dissatisfied 6 3.4 3.6 7
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Abstract Customer satisfaction with
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Methodology Challenges in the Era o
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Discussion Challenges in the Era of
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Postgraduate 19 Internet experience
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Conclusion Challenges in the Era of
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GOVERNMENT MoFED SECTORS Structure
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�− growth and represented by
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Figure1.1Inflation and Indexation R
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Football Spectatorship Challenges i
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