ASSESSMENT OF KNOWLEDGE AND ATTITUDE OF UNDERGRADUATE RADIPOGRAPHY STUDENTS TOWARDS ENTREPRENEURSHIP: (A CASESTUDY OF UNIVERSITY OF NIGERIA ENUGU CAMPUS)

ABSTRACT

Entrepreneurship increases the capital output and income of a nation, it is accompanied by growth and increases output which allow more wealth to be distributed all her citizen. This study sought to determine the knowledge and attitude of radiography students towards entrepreneurship. The survey study 189 undergraduate radiography students in university of Nigeria Enugu campus. The data was collected using structured questionnaire which in addition to demographic data collected information on knowledge, attitude and aspiration of radiography student towards entrepreneurship. The data was analyzed using descriptive statistic of frequency, percentage, chi square and t-test. The result revealed that 80% of the students agreed to entrepreneurship with positive attitude.75.5% of the students recorded high entrepreneurship score. The entrepreneurial attitude of radiography students does not depend on gender. The entrepreneurial aspiration of radiography students is not gender dependent. Students radiography has not acquire enough practical skill since only 13.2% of the students who have underwent entrepreneurship education and training have both practical and theoretical experience

LIST OF TABLES

Table 1 Gender Distribution

Table 2 Age Distribution.

Table 2  Age Distribution

Table 3 students’ exposure to entrepreneurship education /training

Table 4 respondent’s basis of entrepreneurship training

Table 5 respondent’s basic knowledge of entrepreneurship

Table 6 students’ response on start-up capital

Table 7 students’ response on purpose of profit

Table 8 respondents’ attitude towards entrepreneurship

Table 9 students’ response on entrepreneurial aspiration.

Table10 entrepreneurship knowledge across gender

Table 12 (a):  An independent Samples T-test Analysis Of Gender Difference in students’ Entrepreneurial Attitude.

Table 13 test for difference in entrepreneurial aspiration of  male and female

ABSTRACT

Entrepreneurship increases  the  capital output  and income  of a nation  and it  is  accompanied  by   growth  and  increased output  which  allow  more  wealth  to be   distributed   by the  various  participants.  This study sought to determine the knowledge and attitude of undergraduate radiography student towards entrepreneurship. The survey study 189 undergraduate Radiography student in university of Nigeria Enugu campus.  The data  was collected  using structured  questionnaire  which in addition to demographic data collected information  on knowledge ,attitude  and aspiration  of  radiography student  towards entrepreneurship  the data  was analyzed  using  descriptive  statistics  of  frequency  and percentage, Chi square  and t- test .  The result revealed that there is entrepreneurial knowledge gap between male and female  with  male scoring  63.2% and the female  36.2%. 80% of the student agree   to entrepreneurship   with positive attitudes. 75  .5% of the  students  recorded  high entrepreneurial  aspiration score .The entrepreneurship   knowledge of radiography student  are not  gender dependant .The entrepreneurial  attitude  of radiography students  doesn’t’  depend on  gender. The entrepreneurial  aspiration  of the radiography student  is  not gender  dependent .Student  radiographer  have  not acquired  enough entrepreneurial practical skills since  only  13.2% of  the student underwent entrepreneurship education  and training  have practical experience .

TABLE OF CONTENTS

Title Page _ _ _  _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _  _ _ _ i

Approval Page _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _  _ii

Certification _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _  _ _iii

Dedication _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _  _ __ _iv

Acknowledgment _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ __v

List of tables _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _  _­vi

Abstract _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _  _­­­­­­­­ vii

Table of content_ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _­viii

Chapter 1

• Background _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ ­1
• Statement of problem__ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ 4
• Objective of study__ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ 4
• Hypothesis __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _  4­­
• Significant of study __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _5
• Scope of study__ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ 5
• Literature review_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ 6

Chapter 2

THEORETICAL BACKGROUND

2.0     Entrepreneurship————————————————————— 12

2.1     Entrepreneurs———————————————————————12

2.2     Attitude————————————————————————–13

2.3 Entrepreneurship History in Nigeria­­_  ___   ___  ____  __ _ _ _ _ _ _ _ _ _ _ _ _ _ __13

2.4 Comparismbetween Entrepreneurship Development in Nigeria And That of Other Advanced Countries._ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 15

2.5 Nigerians’ value system and Entrepreneurships._ _ _ _ _ _ _ _ _ _ __ _ _ 17

2.6 Scope of Entrepreneurship_ _ _ _ _ _ _ _ __ _ _ _ _ _ _ __ _ __ _ _ _19

2.7 Entrepreneurial Traits__­_­­ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ __________________20

2.8 Entrepreneurial Tasks.­_ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ 23

2.9 Need For Entrepreneurship in National Economy­­­_ __________ 28                    Chapter 3

3.0     Research design ————————————————————-  30

3.1     Target population ———————————————————-  30

3.2     Sample  size —————————————————————  30

3.3     Sampling technique —————————————————- 31

3.4     Selection criteria ………………………………………………………….  31

3.4.1  Inclusion criteria……………………………………………………..        31

3.4.2 Exclusion Criteria—————————————————— 32

3.5 Instrument for Data Collection.————————————–  32

3.6 Procedure for Data Collection………………………………………….  32

3.7 Data Analysis  …………………………………………………………….  32

RESEARCH METHODOLOGY———————————————-30

Chapter 4

DATA PRESENTATION————————————————————

Chapter 5

5.1 discussions

5.2 summary of the findings

5.3 Recommendation

5.4 conclusions

5.5 limitations

5.6 Areas of further research

References

Bibliography

Appendages

INTRODUCTION

1.1 BACKGROUND

Entrepreneurship has been recognized as an important element in the dynamics of modern economies. Entrepreneurship which can be understood as “the mindset and process to create and develop economic activity” has significantly raised interest among practitioners, scientists and politicians over the last decades¹. The last decade also witness a rapid spread in entrepreneurship education. The inevitability of its global acceptance is occasioned by its capability of new venture creation, promotion of entrepreneurial aspiration and contribution of economic development. This impressive and rapid growth of entrepreneurship is attributed to the power of education in promoting social, economic, political, and spiritual well-being of an individual and social development.

Education has been the instrument in the development of man to enable him live an effective and meaningful life and to be able to contribute towards the development of society in which he finds himself. Many colleges and universities, various government and non-government agencies, provide entrepreneurial programs and training for the development of entrepreneurship³. Fostering entrepreneurship among students has become an important topic in universities and governments’ as well as in research. The positive role of universities in developing entrepreneurial intention and to explore the factors influencing entrepreneurial behaviour of students are confirmed by a number of studies⁴ that help to explain the Emergence of entrepreneurial intention among students as well as suggested that stimulation of entrepreneurship education can influence the students’ attitudes and knowledge towards entrepreneurship. The introduction of entrepreneurship programs into the curriculum of the universities would enhance students’ attributes and further develop awareness of entrepreneurial opportunities and skills to form entrepreneurial Venture.⁴

Recent studies have emphasized that entrepreneurial attitude and knowledge of the students influence their entrepreneurial behaviour. Ayiribi⁵ found that students in tertiary institution in Lagos state have positive attitude towards entrepreneurship. Any one that is entrepreneurial inclined will be creative in generating ideas and will also posses the ability to recognise, analyze and take advantage of a business opportunity. The desire for entrepreneurship among college students were borne out of the desire to be one’s own boss, financial autonomy, avoidance of unemployment syndrome and retrenchment in work places. Mathew et al showed that a gender difference existed in the entrepreneurial aspiration of colleges’ students and Lee reported that new venture creation and desire to establish one is a male dominated activity.

However, the unemployment situation in Nigeria is a source of concern to both the government and populace. The problem is compounded by factors such as early retirement, job losses and almost zero employment growth in most government and business establishment. The country is at the same time experiencing astronomical increase in the number of institution of higher learning particularly with the introduction of private universities. These institutions would turn out graduates yearly to seek jobs in an already saturated job markets. The policy option is to promote self- employment and entrepreneurship as presently clamoured by stakeholders. A research effort in this direction is therefore worthwhile. It is in view of this background that this study was conducted to assess the knowledge and attitude of radiography students towards entrepreneurship.

1.2 STATEMENT OF PROBLEM 

• The entrepreneurial aspiration of radiography students has not been documented.
• To the best of my knowledge there is Paucity of literature that has surveyed the knowledge and attitude of Radiography students towards entrepreneurship.
• Mathew et al found that a gender difference existed in the entrepreneurial aspiration of colleges’ students and Lee reported that new venture creation and desire to establish one is a male dominated activity. Is this also true for radiography students? Let’s find out.

1.3 OBJECTIVE OF THE STUDY

This research would

• Determine the entrepreneurial knowledge of Radiography students.
• Determine the attitude of radiography students towards entrepreneurship.
• Determine if gender influences the attitude and aspiration of radiography student towards entrepreneurship.

1.4 HYPOTHESIS

H2: There is no gender difference in the entrepreneurial attitude of radiography students.

H 2: The entrepreneurial aspiration of radiography students does not depend on gender.

1.3 SIGNIFICANCE OF THE STUDY

Theresearch findingwill

• Be useful in developing strategies that will enhance entrepreneurship in radiography curriculum.
• Also help radiography educators in selecting teaching methods that will enhance entrepreneurship among radiography students.

1.5 SCOPE OF THE STUDY

Second to final year radiography students in university of Nigeria Enugu campus.

1.6 LITERATURE REVIEW        

Research has been carried out on the entrepreneurship propensity of university students as a source of future entrepreneur and the result reveals that their attitude and knowledge of entrepreneurship are likely to shape their inclination to start their own business in future.⁶

Shepherd et al opined that any one that is entrepreneurial inclined will be creative in generating ideas and also posses the ability to recognise, analyze and take advantage of a business opportunity.⁷

To increase the level of entrepreneurial initiative among students, it is needful to increase positive attitudes towards entrepreneurship, so attitudes can be viewed as the stepping stone to Entrepreneurial intentions.7

However, the attitudinal approach has been utilised in many fields including in evaluating entrepreneurship education. As a given behaviour will depend on the person’s attitude towards that behaviour, attitude would measure the extent of one’s value positively or negatively.8

There are numerous interconnections between attitudes and various interrelated objects. Shepherd and Douglas⁹ examined people who are in the process of choosing between career alternatives and expected that these attitudes are associated with the degree of intention to become an entrepreneur. These attitudes were those toward independence, financial risk, hard work and income and ‘positive’ attitudes towards all four of these objects should be expected to generate an intention to undertake entrepreneurship activity.

Entrepreneurship knowledge and skills can be learnt from entrepreneurship courses at the university level and through the introduction of these concepts at secondary schools and places of higher education,¹¹ hence, he  stated that university curricula should focus on encouraging autonomy and independence, innovation and creativity, as well as risk-taking.¹¹

Higher education institutions play an important role in the generation of high technical entrepreneurial capacity. This is the creation of skills, incentives and a cultural environment favourable to the provision of instruments for the economic growth.¹²

The impact of entrepreneurship education has been recognised as one of the crucial factors that help youth understand and foster an entrepreneurial attitude. It has being noted that due to the influence education could have on the attitude and aspiration of the youth, there is need to understand how to develop and nurture potential entrepreneurs even while they are in school.¹³

Entrepreneurships skill were also identified as the most important in preparing graduates from higher learning for labour market.¹⁴ 

Fishbein¹⁵ theorized that beliefs are feelings, perceptions and knowledge over a certain object or idea that can be acquired through direct experience and through communication and learning. Accordingly, the positive or negative attitude of the students towards entrepreneurial activities is a function of his/her held beliefs on those attributes associated with entrepreneurship.¹⁵

The behaviour of an individual is greatly determined by his or her attitude and that attitude depicts how positive or negative, favourable or unfavourable a person feels towards that particular idea, objects or situation in question.¹⁵ 

According to national policy on education¹⁶ one of the goals of tertiary education is to instil in her students both the physical and intellectual skills which enables individual to be self-reliant and useful member of the society.

Attitude and motivation has an important role as they have been reported as the most critical factors for success in learning and one acquires knowledge through learning.¹⁷

A study by Gorman¹⁸ shows that attitude and motivation are the two factors that are strongly correlated with the learners’ achievement. Therefore, the relationship between the students owns background often influences their attitude towards their learning.

Collins¹⁹ carried out a meta-analysis of achievement motivation on entrepreneurship among forty-one students; he find out  that individuals who pursued entrepreneurial careers scored significantly higher on achievement motivation than individuals who pursued other types of careers.

Urve²⁰ identified students’ attitudes and intentions toward entrepreneur ship, their personal characteristics and future plans in connection with entrepreneurship education. They used Lakert scale for measurement of students’ attitudes, their entrepreneurial characteristics and behavioural habits towards entrepreneurial activities. Their findings showed that despite a considerable share of respondents thinking about entrepreneurship, most of them do not want to start business after graduation, but postpone this to a more distant future.

In all developed countries, entrepreneurship and enterprises education have been introduced and penetrated educational system at various level ²¹ entrepreneurship should be introduced into the national curriculum at all levels from primary school through universities, either as part of other subjects or as a specific topic in its own. He also noted that entrepreneurship activities can play a vital role in employment rate of university graduates and therefore need to be supported and improved at all education.¹⁴

Zamani and aziza²² revealed that because of a reduction in government services that help employ university graduates, learning entrepreneurship skills can be useful to students in finding employment.

For entrepreneurship program to be implemented successfully there is a need to determine the attributes associated with entrepreneurship and the attitude towards them.²³

Generally, positive judgments, attitudes, and perceptions typically relate to entrepreneurship and appear to play an important role in the formation of entrepreneurial intentions.²⁴

However, such self-appraisals not only refer to the overall task of founding one’s own business but also to the different specific tasks related to becoming an entrepreneur.²⁵

Stevenson et al²⁶ pointed that attitude is especially useful for understanding and explaining a behaviour and attitude can be defined as the individual’s belief that a concept, service or product is a good idea.²⁶

Mathew et al²⁸ showed that a gender difference existed in the entrepreneurial aspiration of colleges’ students

A study by hayford²⁹ shows a high level of entrepreneurial aspiration among college students in Singapore. The desire for entrepreneurship among college students were borne out of the desire to be one’s own boss, financial autonomy, avoidance of unemployment syndrome and retrenchment in work places.

Ayiribi³¹ found that students in tertiary institution in Lagos state have positive attitude towards entrepreneurship

Kiadese³² reported that students in tertiary institution in ogun state have high level of entrepreneurship aspiration.

Lee³³ reported also that new venture creation and desire to establish one is a male dominated activity

Pradeed Brijlal³⁴ reported an entrepreneurial knowledge gap between male and female student in South Africa. The relative low score of females are of concern as it may limit the number of females that may start business after graduation.

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