International Journal of English

and Literature (IJEL)

ISSN(P): 2249-6912; ISSN(E): 2249-8028
Vol. 4, Issue 6, De c 2014, 95-104
TJPRC Pvt. Ltd.

INCLUSION OF ENTREPRENEURSHIP EDUCATION IN THE CURRICULUM OF

NIGERIAN UNIVERSITIES FORSELF RELIANCE: CHALLENGES AND PROSPECTS
P. N. UZOEGWU & CAJ ETAN IKECHUKWU EGB E
Depart ment of Arts Education, Un iversity of Nigeria, Nsukka, Nigeria

ABSTRACT
The study sought to find out the challenges and prospects of inclusion of entrepreneurship education in the
curriculu m of Nigerian universities for self reliance. Three research questions guided the study. The sample for the study
was 450 final year students who had taken entrepreneurship course in their third year in the Nsukka campus of the
University of Nigeria. The respondents were drawn through disproportionate random sampling technique. A 40-item
questionnaire was used to collect data from the respondents. Fifteen of the items were on attitudinal challenges; ten were
on methodological challenges, while fifteen were on the strategies that can increase the prospects of entrepreneurship
education. The instrument was face validated by three lecturers in the Faculty of Education, Un iversity of Nigeria, Nsukka.
The results were analysed using mean scores. The results showed that there were attitudinal and methodological challenges
facing entrepreneurship education at the University of Nigeria, Nsukka. So me strategies were also found to be capable of
boosting the prospects of entrepreneurship education in Nigerian universities. The paper recommended, among others, that
entrepreneurship education should not be taught as a general studies course; rather it should be domic iled in students
faculties or departments. Also, the entrepreneurship potentials of courses in students base departments should be explored
and imparted to the students using indepth, practical and exp loratory methods. More aggressive campaign should be
carried out to disabuse the minds of the students on the negative attitude they have to entrepreneurship education and self
emp loyment.

KEYWORDS: Entrepreneurship Education, Self Reliance, Un iversity Curricu lu m, Inclusion, Challenges and Prospects
INTRODUCTION
In Nigeria today the population is growing speedily, unemploy ment rate is rising astronomically wh ile job
opportunities are getting leaner and leaner. The unemploy ment rate has gone so high , reaching as high as 19.7% in 2010
(NBS, 2010). Graduate unemploy ment, a thing unheard of in the 1960s and 70s , has become endemic. Oduwaiye (2005)
reports that Nigerian tertiary institutions graduate over 20,000 students each year while in 2010, the federal government
promised only 10,000 jobs. The situation is even worse in 2014. Many graduates have waited for over five years for jobs
without any coming by. Abubakar (2010) concurs that in Nigeria, there are weak national economies, high population
growth and a growing labour force with high incidence of shrinking or stagnant wage employ ment opportunities especially
in the industrial sector.
Thus, in order to create opportunities for self employ ment, reduce poverty, add value to the economy and reduce
youth restiveness, the federal government directed institutions of higher learning to include entrepreneurship education in
their academic programmes as a way of addressing these challenges and promoting self reliance among the youths. As a
follow up, the Nigerian Universit ies Commission (NUC) in 2011 released entrepreneurship course contents and instructed
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P. N. Uzoegwu & Cajetan Ikechukwu Egbe

all universities to include them in their p rogrammes. It directed that every student must take the courses as a prerequisite
for graduation. With this direct ive, many universities are embedding into the programme, th ough many universities have
not yet complied.
What is entrepreneurship or entrepreneurship education? According to Ezedu m, Agbo and Odigbo (2011),
entrepreneurship is a management and leadership style that involves pursuing opportunities without regard to resources
currently controlled. It is an attempt at new business or new venture creation, such as self employ ment, a new business
organization, or the expansion of an existing business by an individual or a team. Holt (2006) defines entrepreneurship as
the process of bringing together creative and innovative ideas and exploring management and organizational skills to
combine people, money and resources to meet an identified need, thereby creating wealth. The word entrepreneurship is
derived fro m the French word entrepreneur, which means the one who undertakes (Akomaye and Osam, 2012).
Thus, an entrepreneur undertakes to bear the risks of pursuing a new business venture.
The aims and objectives of entrepreneurship education are many and varied. So me of these according to
UNESCO (2002) include educating individuals for and about business, providing educational opportunities for students
who are preparing for careers in professional fields or discip lines other than business (for example, med ic ine) to acquire
business knowledge and skills needed to function effectively in the world of work, and to provide career informat ion which
will assist students to relate their interests, needs and abilities to occupation opportunities in business. At the u niversity
level, the purpose of entrepreneurship education according to Enukoha, Meremikwu and Odey (2013) is to expose learners
to the knowledge, skills and attitudes geared to making the learners self emp loyed at the end of their university education.
Bro wn (2000) in the same vein states that entrepreneurship education is designed to inculcate competences, skills,
attitudes, values and abilit ies essential for recognizing business opportunities while developing the creative instincts in
students to make them eager to start their own business.
A lot of people have lauded the introduction of entrepreneurship education into the university curriculum.
So much praise singing has been done on what it can or is capable of doing. Many writers h ave seen it as the permanent
cure to unemploy ment in Nigeria. Enukoha, Meremikwu and Odey (2013) look forward to entrepreneurship education to
stem the rising unemployment rate in the country, reduce crime rate and create wealth, while contributing to the overall
national economic develop ment. Ifedili and Ofoegbu (2011) assert that gone are the days when graduates remain
unemployed for several years with no knowledge of available alternatives. Ifedili and Ofoegbu claim that today graduates
are well equipped to face the world of unemploy ment. This is in terms of having a compulsory course on entrepreneurship
education while in the university.
To what extent entrepreneurship education can realize the dreams espoused in the foregoing depends largely on
how it is run in the universities as well as the attitude of the recipients of the course to it. In the Un iversity of Nigeria, as in
many other universities, entrepreneurship education is run as a general studies course. It is usually o ffered by students at
300 level. At the University of Nigeria, Nsukka, the Centre for Entrepreneurship and Development Research (CEDR) is
entrusted with the responsibility of running the programme. It has a pool of staff drawn fro m different disciplines who
teach the courses (University of Nigeria, 2008). These courses emphasize conceptual issues espoused in very academic and
theoretical language. Preliminary observations of the researchers indicate that these courses are taught to large classes
using the lecture method, with business plans written in groups to satisfy continuous assessment requirements. Abukakar
(2012) categorically states that no amount of book based learning will make the students to acquire entrepreneurship skills.
Impact Factor (JCC): 4.0867

Index Copernicus Value (ICV): 3.0

Inclusion of Entrepreneurship Education in the Curriculum of

Nigerian Unive rsities for Self Reliance: Challenges and Prospects

97

Ukoha (2012) observed that the common methods used in teaching entrepreneurship education are the lecture and
discussion methods. Other methods such as tutorials, field trips to premises of successful entrepreneurship, role
play/dramatizat ion, use of models (successful entrepreneurs as resource persons), project method, problem solving, concept
mapping, seminar/workshops and career talk are less common.
It is probably based on the nature of the imp lementation of entrepreneurship education that some writers are
apprehensive of the ability of the programme to bring about self reliance among the youths . Ifedili and Ofoegbu (2011)
complain that at present the entrepreneurship education given to undergraduates in Nigerian universit ies seems to lack
good management and acceptable content. There appears to be no seriousness among many students participating in the
course as they see the course as one of those unnecessary courses imposed on them to fulfil graduation requirements .
Continuing, Ifed ili and Ofoegbu assert that the content and delivery of the course lac k proper knowledge, preparation and
attainment of the goals and objectives of the programme. Projects are done in groups with 10 15 students being found in
a group. One or two interested people opt to carry out the project while the names of others are just included for the award
of marks.
But more crit ical to the success of entrepreneurship education is the clarificat ion of the very concept of
entrepreneurship and the placement of boundaries on its meaning, purpose and goals. In academic journals almost
everything business is equated with entrepreneurship. Wilson (2008) opines that greater clarity is needed regarding the
purpose and goals of entrepreneurship education. Is every business man, fro m petty trader in the village to an owner of a
large company an entrepreneur? Is a graduate of mass communicat ion who decides to buy and sell musical instruments an
entrepreneur; or another graduate who borrows money from a bank and buys a motorcycle for commercial purposes? What
is the difference between business administration taught in the universities and entrepreneurship education? Clarity is also
needed on what entrepreneurship education can do and what it cannot do. It takes for granted that everybody can be an
entrepreneur and can create business. Ada (2012) makes it clear that one in ten people is a natural entrepreneur, possessing
the drive and ability to manage many tasks, and a fraction of that group actually succeeds in creating profitable enterprises .
Could this be the reason why entrepreneurship remains primarily elective according to Wilson (2008) in European
universities?
Somet imes, the distinction is made between entrepreneurship and small and med iu m scale enterprises (SMEs).
According to Wilson (2008) entrepreneurship in the United States refers to growth oriented ventures or companies, while
in Europe it is often equated with SMEs. Wilson points out that SMEs training programmes focus on functional
management skills for small business, while entrepreneurship training programmes focus on skills for b u ild ing, financing
and nurturing high-growth companies. In Nigeria, where does the meaning of entrepreneurship education lie?
Is entrepreneurship education in Nigeria in line with the thinking in the US or Europe or both? Does it extend to vocational
education and the training thereof? Does or can it replace traditional apprenticeship, wh ich Abubakar (2012) states offers
the largest opportunity for the acquisition of employable skills in the informal sector, accounting for 90 perce nt of all skills
training in the country? The scenario presented in the foregoing x-rays the fact that there is still cloud surrounding the
mean ing, nature, goals and direction of entrepreneurship education in Nigerian universities. This constitutes a challenge to
the implementation of the programme.
Apart from the clarification of the concept to arrive at the operational use of the term in the Nigerian setting it, is
also apt to observe that the perceptions of the students undertaking the programme in ter ms of their attitude to the
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rationality and imp lementation of the programme could constitute stumbling blocks to its success. Positive attitudes will
most likely make the students put in interest in the programme. But negative attitudes will make the students see it as a
course to be taken and forgotten. It is based on the seeming challenges espoused in the forgoing that this study is pushed to
find out the challenges and prospects of the inclusion of entrepreneurship education in the curriculu m of Nigerian
universities. It is, therefore , guided by three research questions:

What are the attitudinal challenges facing entrepreneurship education in Nigerian universities?

What are the methodological challenges facing entrepreneurship education in Nigerian unive rsities?

What are the strategies that can increase the prospects of entrepreneurship education in Nigerian universities?

METHODS
The study employed the descriptive survey research design because it involved eliciting information fro m a
sample of the population on the basis of which generalizat ions would be made about the entire population.
The area of the study was the University of Nigeria, Nsukka, Enugu State, Nigeria. It is one of the universities that
have successfully mounted entrepreneurship education as a general studies course and has operated the programme for
about four years. The population of the study comprised all final year students who had taken the course in their third year
in the Nsukka campus of the university. The sample for the study was 450 final year students who were drawn fro m the
population through disproportionate random samp ling technique. Fifty students were randomly sampled fro m each of the
nine faculties in the Nsukka campus of the university to make a total of 450 respondents . A 40-item questionnaire was used
to collect data from the respondents. Fifteen of the items were on attitudinal challenges, ten were on methodological
challenges, while fifteen were on the strategies that can increase the prospects of entrepreneurship ed ucation.
The instrument was structured on a four-point scale on which the respondents gave their opinions. The items in
the questionnaire were weighted thus: Strongly agree: 4 points; agree: 3 points; disagree: 2 points; and strongly disagree:
1 point, with a criterion mean of 2.50. The instrument was face validated by three lecturers in the Faculty of Education,
University of Nigeria, Nsukka.
A total of 450 copies of the instrument were ad ministered and retrieved fro m the respondents. Mean sco res were
used in analyzing the data. Any item with a mean rating of 2.50 and above was accepted as a challenge or a potent strategy
while any item with a mean rating less than 2.50 was not regarded as a strong challenge or good strategy. The cumulative
means score was used in making judgments on the entire research question.

RESULTS
The data got from the instrument are presented in tables 1 to 3 in line with the research questions that guided the
study.
Research Question 1
What are the attitudinal challenges facing entrepreneurship education in Nigerian universities?

Impact Factor (JCC): 4.0867

Index Copernicus Value (ICV): 3.0

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Inclusion of Entrepreneurship Education in the Curriculum of

Nigerian Unive rsities for Self Reliance: Challenges and Prospects

Table 1: Attitudinal Challenges Facing Entrepreneurship Education in Nigerian Uni versities

S/N
1
2
3
4

8
9
10
11

12
13
14
15

Items
The purpose of coming to the university is
not to learn to be self employed.
Everybody cannot be an entrepreneur.
There is greater joy in taking up paid
emp loyment than in facing the challenges of
self employ ment.
Courses on entrepreneurship education are
only to be passed and forgotten.
Entrepreneurship education diverts attention
on the need by government to create and
expand enterprises and provide
emp loyment.
Entrepreneurship education cannot replace
full-time apprenticeship in any commercial
venture.
Entrepreneurship education is meant for
those who do not have god fathers to secure
emp loyments for them.
Proponents of entrepreneurship education
secure paid employ ments for their children
and relations.
Nigerias business climate does not favour
the evolution of viable entrepreneurs.
It is not easy to secure funds to start off a
reasonable business.
There is no feedback of successful setting
up of businesses fro m those who had passed
through entrepreneurship programme.
Entrepreneurship education is only for those
who are not certain of getting employ ment
on graduation.
Graduates who have paid employ ments have
more power and dignity in the society.
Lecturers of entrepreneurship education are
on paid emp loyments themselves.
Entrepreneurship education does not have
any specific vocational skill to impart.
Cumulati ve Mean

Sa

SD

Decision

185

133

78

54

3.00

Accepted

206

117

59

68

3.02

Accepted

322

71

20

37

3.51

Accepted

53

72

225

100

2.17

Rejected

160

182

86

22

3.07

Accepted

316

70

34

30

3.49

Accepted

80

115

63

192

2.18

Rejected

192

126

96

36

3.05

Accepted

167

131

113

39

2.95

Accepted

277

64

81

28

2.87

Accepted

189

151

52

58

3.05

Accepted

71

65

116

198

2.02

Rejected

52

86

184

128

2.14

Rejected

372

77

3.82

Accepted

310

111

17

12

3.60

Accepted

2.93

Accepted

Table 1 presents the responses of students on the attitudinal challenges facing entrepreneurship education in
Nigerian universities. The table ind icates that items 1, 2, 3, 5, 6, 8, 9, 10 11, 14 and 15 had mean rat ings above the criter ion
mean of 2.50, wh ile items 4, 7, 12 and 13 had mean scores below the bench mark of 2.50. The cumu lative mean score of
2.93 shows that students attitude to entrepreneurship education is a challenge facing entrepreneurship education in
Nigerian universities.
Research Question 2
What are the methodological challenges facing entrepreneurship education in Nigerian universities?

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P. N. Uzoegwu & Cajetan Ikechukwu Egbe

Table 2: Methodol ogical Challenges Facing Entrepreneurshi p Edu cation in Nigerian Uni versities
S/N
1
2
3
4
5
6
7

10

Items
Entrepreneurship education is chiefly
taught using the lecture method.
Entrepreneurship education is taught in
large class sizes.
Entrepreneurship education is taught as
a general studies course.
There is no period of internship to
learn requisite skills in
entrepreneurship education.
Two semesters are not enough for the
acquisition of entrepreneurship skills.
Multimedia facilities for impa rting
entrepreneurship skills are not utilized.
Entrepreneurship education is
theoretically based.
There is lack of connection between
students discipline and the
entrepreneurship skills taught in
school.
There is lack of clear distinction
between the contents of
entrepreneurship education and those
of business administration.
Textbooks used in teaching
entrepreneurship education are highly
academic and not practically oriented.
Cumulati ve Mean

Sa

SD

Decision

216

134

57

43

3.16

Accepted

164

123

81

82

2.82

Accepted

327

106

12

3.68

Accepted

225

152

53

20

3.29

Accepted

107

186

110

47

2.78

Accepted

132

178

115

25

3.18

Accepted

159

181

96

14

3.08

Accepted

88

193

103

66

2.67

Accepted

124

222

73

31

2.98

Accepted

116

205

82

47

87

Accepted

3.05

Accepted

Data displayed in Table 2 show that all the items had mean ratings above the criterion mean of 2.50. Also, the
cumulat ive mean of 3.05 indicates that there are methodological challenges facing entrepreneurship education in Nigerian
universities. The respondents agreed that all the items constitute challenges to entrepreneurship education.
Research Question 3
What are the strategies that can increase the prospects of entrepreneurship education in Nigerian universities?
Table 3: Strategies for Increasing the Prospects of Entrepreneurshi p Education in Nigerian Uni versities
S/N
1
2

3
4

Items
Use of mult imedia in imp lementing
entrepreneurship education.
Incorporating entrepreneurs or
venture funders as guest speakers in
class.
Limiting classes to small groups (to
avoid large class size).
Integrating biographies of great
entrepreneurs in curriculu m contents
as motivators.
Exp lorat ion of entrepreneurship
potentials of different courses in
students base departments.
Use of field trips to designated
business sites.

Impact Factor (JCC): 4.0867

Sa

SD

Decision

163

185

77

25

3.08

Accepted

101

249

67

33

2.93

Accepted

116

174

89

71

2.74

Accepted

92

217

104

37

2.81

Accepted

183

190

41

36

3.16

Accepted

62

172

156

60

2.52

Accepted

Index Copernicus Value (ICV): 3.0

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7
8
9

10
11

12

13
14
15

Table 3: Contd.,
Devotion of more than two semesters
63 175
to entrepreneurship training.
Carv ing out time for internship in a
50
71
business organization.
Institution of entrepreneurial
78
64
counselling units (to help students
choose their pet projects).
Formation of business clubs by the
33
46
students.
Clear delineation of the concept, goals 97 138
and scope of entrepreneurship
education.
Enthronement of fair p lay/merit in
160 191
emp loyment in federal/state civil
service.
Use of competent personnel to teach
312 133
entrepreneurship education.
Aggressive national orientation on the 68 192
dignity of self emp loy ment.
Creat ion of enabling environ ment for
114 130
the commencement and sustenance of
private business.
Cumulati ve Mean

147

65

2.91

Accepted

242

87

2.19

Rejected

199

109

2.25

Rejected

206

165

1.88

Rejected

126

89

2.54

Accepted

62

37

3.05

Accepted

3.68

Accepted

113

77

2.56

Accepted

117

89

2.60

Accepted

2.73

Accepted

Table 3 presents the opinions of the respondents on the strategies that can increase the prospects of
entrepreneurship education in Nigerian universit ies. All the items in the table had mean ratings above the criterion mean
except items 8, 9 and 10 wh ich had mean scores of 2.19, 2.25 and 1.88 respectively. The cu mulat ive mean score of 2.73
reveals that some strategies can help to boast the prospects of entrepreneurship education in Nigerian u niversities.

DISCUSSIONS
Research question one sought to find out the attitudinal challenges facing entrepreneurship education in Nigerian
universities. The data revealed that out of the fifteen items responded to, the students felt positive about eleven o f them,
but they responded negatively to four of them. The majority of the items wh ich the students agreed to indicate that they
were not positively disposed to the entrepreneurship programme. For instance, they indicated , among others, that
everybody cannot be an entrepreneur; that entrepreneurship education diverts attention on the need by government to
create and expand enterprises and provide employ ment; that the lecturers of entrepreneurship education are on paid
emp loyments themselves , and that entrepreneurship education does not have any specific vocational skill to impart.
This finding disagrees with Ifedili and Ofoegbu (2011) that Nigerian graduates are well equipped to face the world of
unemploy ment in terms of having a compulsory course in entrepreneurship education while in the university.
This observation may not after all be true since the respondents indicated that entrepreneurship education does not impart
any specific vocational skill. In the absence of a vocational skill, how can they be equipped to face unemploy ment?
Students still look up to government to provide jobs and have not accepted entrepreneurship education fully. This negative
attitude may have bearing on why many of them according t o Ifedili and Ofoegbu (2011) do not take the programme
seriously.
This study also found out in Table 2 that there are a lot of methodological challenges facing entrepreneurship
education in Nigerian universities. The respondents agreed that the lecture method was the chief method used by the
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lecturers in teaching the course, usually in large classes without multimedia equip ment. Textbooks used are highly
academic while the course is taught theoretically. Th is finding agrees with Ukoha (2012) who found out that the common
methods used in teaching entrepreneurship education are the lecture and discussion methods. Entrepreneurship education
should essentially be taught using practically oriented methods, otherwise the students may gain nothing fro m it.
Furthermore, data on Table 3 show that some strategies may be useful in increasing the prospects of
entrepreneurship education in Nigerian universities. The respondents felt that the use of multimed ia in instructional
delivery, use of entrepreneurs as guest lecturers, use of field trips, expansion of time devoted for entrepreneurship training,
clear delineation of the concept, goals and scope of entrepreneurship education, and the integration of biographies of great
entrepreneurs in curriculu m contents are some of the potent strategies. However, they disagreed that internship and
formation of business clubs are viable strategies. This finding agrees with the findings of Wilson (2008) wh ich revealed
that in Europe entrepreneurs, many of them alu mni of the university, are brought into the classroom to speak to students as
well as to teach courses using experimental, real-life cases in their teaching. Ada (2012) also concurs that actual
entrepreneurs learn through learning by doing, by practical participation and expo sure to realities of business. So, actual
entrepreneurs could be brought into the classroom and transformed into teachers of entrepreneurship. Their business thus
becomes laboratory for students.

RECOMMENDATIONS
Based on the findings and subsequent discuss ion, the following reco mmendations are hereby made:

The goals and objectives of entrepreneurship education should be clearly delineated and pursued. Distinction
should be drawn between it and vocational train ing and business admin istration.

Entrepreneurship education should not be taught as a general studies course. Rather, it should be domiciled in
students faculties or departments. In that wise the contents will reflect the students disciplines.

Entrepreneurship potentials of courses in students base departments should be exp lored and imparted to the
students using, in depth, practical and explo ratory methods.

More aggressive campaign should be carried out to disabuse the minds of students on the negative attitude they
have to entrepreneurship education and self employ ment.

Govern ment should diversify the economic base and create more enterprises for emp loyment generation since
everybody cannot be an entrepreneur.

Vocat ional centres should be strengthened and expanded where graduates can be apprenticed to, since
entrepreneurship education offers no specific vocational skill.

The enabling environment, like easy access to credit facilit ies, should be created to help graduates with vocational
skills to commence and sustain their ventures.

CONCLUSIONS
Much has been said and written about the gains of entrepreneurship education, especially with regard to the
allev iation of unemploy ment. It is, however, the contention of this paper that there may not after all be elephant size profits
accruing fro m entrepreneurship education if it is not well implemented. Since entrepreneurship education does not equip
Impact Factor (JCC): 4.0867

Index Copernicus Value (ICV): 3.0

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Inclusion of Entrepreneurship Education in the Curriculum of

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graduates with vocational skills, but only to be able to recognize business opportunities and take the risks of exploit ing
them, it may not realize its much-over- blo wn goals of creating so many jobs for the ever growing labour market for self
reliance. The challenges that stand in its way fro m policy to implementation, fro m aims to methodology, should be
critically explored otherwise it will be a re-enactment of Introductory Technology, a programme that has yielded no
artisans, technologists or self-reliant individuals, as was noised during its introduction. Entrepreneurship education may be
consigned to the same position if urgent steps are not taken to make it functional.

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Abubakar, Z. S. (2010). Integrating in formation and commun ication technology (ICT) in fostering
entrepreneurship skills acquisition into the secondary school curriculu m for national development. Nigerian
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2.

Ada, N. A. (2012). Curriculu m and entrepreneurship skills acquisition in Nigeria: A keynote address. Nigerian
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Akomaye, S. A. & Osam, O. (2012). Functional curriculu m and entrepreneurship skills acquisition at secondary
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Bro wn, C. (2000). Entrepreneurial education teaching guide. Kansas City, M. O.: Kauffman.

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Enukoha, O; Meremikwu, A. & Odey, E. O. (2013). So me strategies for effective entrepreneurial education in
Nigerian universities. Journal of Curriculum and Instruction, 9 (2), 75 80.

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Ezedu m, C. E; Agbo, F. U; & Odigbo, G. O. (2011). Introduction to Entrepreneurship. Nsukka: Centre for
Entrepreneurship and Development Research, Un iversity of Nigeria, Nsukka.

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Holt, D. H. (2006). Entrepreneurship New venture creation. New Delhi: Prentice Hall.

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Ifedili, C. J. & Ofoegbu, F. (2011). Managing entrepreneurship education in Nigerian universities. European
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National Bureau of Statistics (2010). Labour Force statistics. Retrieved on 25th November 2010 fro m
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