Challenges in the Era of Globalization - iaabd

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Proceedings of the 12th Annual Conference © 2011 IAABD confidence (3.3), imaginative skills, (3.1), independence (3.1), and persistence (3.1). The chi-squares (X 2 ) for the various competencies examined with p-value ranging between 0.05 > p > 0.01 are indicative of a significant association between entrepreneurship education and key enterprising competencies and skills development at between 95% and 98% confidence level. This finding supports the hypothesis H2 that entrepreneurship education influences students’ enterprising competencies and skills development. The finding further suggests that the engendering key enterprising competencies and skills examined are aided by both tertiary education and entrepreneurship education. This is revealing indeed especially against the backdrop that entrepreneurship education is a semester course compared to degree programmes as a whole extending over a four- year period at tertiary level. Evidently acquisition of creativity is possible in the university environment. This finding demonstrates that the university environment appears to stimulate students towards acquisition of creativity. Table 3 outlines the students’ career intentions before exposure to entrepreneurship programme. Interestingly over 77% (77.4% or n=24) of the respondents initially intended to go into employment compared to 16.1% (n=5) who wanted to further their studies. However, 6.5% (n=2) initially aspired to self-employment. Table 3. Immediate Career Intentions of Respondent Prior to Entrepreneurship Course No. % Further studies 5 16.1 Employment 24 77.4 Self-Employment 2 6.5 Total 31 100 Table 4 presents the results of the respondents’ immediate career intentions, which is within one to two years of graduation. The majority of the respondents 64.5% (n=20) aspire to work in the employment of others. It was also instructive that 25.8% (n=8) of the respondents aspire to work for themselves following the exposure to entrepreneurship. Apparently, a career in the employment of others represents the major career intentions and aspirations of both groups of respondents. The correlation co-efficient between students’ exposure to entrepreneurship or not and career intentions suggest that there is a significant relationship between exposure to entrepreneurship and career intentions (Kendal’s tau_b = 0.591, p < 0.05). The level of significance is at 98% confidence level. Table4. Immediate Career Intentions of Respondents after Graduation No. % Correlation Tests Further studies 1 3.2 Kendall’s tau_b 0.528 Employment 20 64.5 Significance 0.05 (two-tailed) Self-Employment 8 25.8 Spearman’s rho 0.602 170
Challenges in the Era of Globalization Edited by Emmanuel Obuah Others (Not stated) 2 6.5 Significance 0.06 (two-tailed) Total 31 100 The ‘significance’ of the relationship between entrepreneurship education and career intentions of the student respondents is not surprising. The entrepreneurship programme aims to provide insights into the role of entrepreneurs and small business in society and attempts to develop core skills and attributes necessary for entrepreneurship such as creative problem-solving, diagnostic skills, communication and project management. It also provides an enriching integrative educational experience such as the development of business plans and business consulting, which allows students to integrate accounting, finance, marketing and other business disciplines. It appears that the entrepreneurship programme both aided in engendering key enterprising competencies and skills and encouraged over one-in-four (25.8% or n=8) of the respondents to include self-employment in the career intentions compared to 6.5% (n=2) prior to exposure to entrepreneurship (see Table 3). The results and statistical tests outlined in Table 5 indicate the extent of the perceived influence of the entrepreneurship education programmes on the career intentions of the respondents. Table 5: Influence of Entrepreneurship Programme on Career Intentions No. % Correlation Tests Not at all - - Kendall’s tau_b .345 Very little extent 4 12.9 Significance 0.05 (two-tailed) Average Extent 6 19.3 Spearman rho .430 Great Extent 11 35.5 Significance level 0.05 (two-tailed) Very Great extent 10 32.3 Total 31 100 Weighted Av. Score 3.9 Majority of the respondents, 67.8% (n=21) thought that the entrepreneurship programme has either a ‘great or very great extent’ influence on their career intentions. The weighted average score of 3.9 on a five-point scale, with one representing no influence at all and five for a very great extent of influence, also confirms the respondents’ perception. Moreover, there is a statistical significant relationship between respondents’ entrepreneurship education programmes and career intentions (tau_b = 0.345, p > 0.05) at 95% confidence level. The implication is that entrepreneurship education programme of the respondents positively influence their career intentions. This finding statistically supports the sub-hypothesis H3 that purports that an entrepreneurship education programme influences students’ career intentions. Evidently, a significant relationship exists between entrepreneurship education programmes of respondents and their career intentions. This finding is quite interesting for a number of reasons. First, it suggests a vote of confidence for the entrepreneurship educational programmes offered at KNUST, as indicated by high approval ratings. It demonstrates also that perhaps the entrepreneurship programmes and curricula match with students’ expectations. Second, it is also an affirmation of the role of the university as an organisation with a great influence on the societal development through the programmes it offers. 171
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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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Assessment of pollutants in nigeria
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Figure 1: Lagos off shore survey po
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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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Figure 1.Framework for Bank selecti
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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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Factor Item Loading Imaginative 0.4
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Figure 1: Components of Data Analys
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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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Results Challenges in the Era of Gl
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Figure1.1Inflation and Indexation R
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Football Spectatorship Challenges i
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