THE IMPACT OF MANAGEMENT EDUCATION IN HIGHER EDUCATION ON GENERATING OFFICE STAFF (A CASE STUDY IN BOLGATANGA POLYTECHNIC)
CHAPTER ONE
INTRODUCTION
BACKGROUNDOF THE STUDY
Management education has been shown to be crucial in providing students with not only knowledge, but also skills, training, and the most effective learning models (Oyugi, 2014). In recent years, institutions have begun teaching management programs, which has increased students’ inspiration and motivation. People are born with management traits, but these traits must be developed through the acquisition of skills and the expansion of one’s knowledge.
The polytechnic plays a significant role in developing and training students for careers in management. According to Zhang et al. (2014), polytechnic students’ perceptions of management career development are most influenced by the institution’s teaching environment, and they are most likely to start their own businesses.
The continually expanding number of institutions offering management education programs must be justified (Lange et al., 2011). Long-term, Management education has a significant positive impact on both individuals and the economy as a whole. These values assist individuals in establishing their own businesses, acquiring skills, and growing professionally.
Management education is viewed as a means of enhancing and equipping students with sufficient skills and ideas for making things happen. This helps students develop the attributes, knowledge, and skills necessary to launch a business. With management education, graduates are able to acquire management characteristics that can influence their office personnel behavior (Ediagbonya, 2013).
1.2 STATEMENT OF RESEARCH PROBLEM
Schools have adopted management education programs in recent years, but numerous scholars have protested their ineffectiveness. Surlemont (2009) stated, “Sceptic actors within the education system have made it known that education is perceived as a means by which the private sector infiltrates and corrupts the classroom. The average Nigerian student has a job-seeking mentality, and it is anticipated that management education will shift this mentality towards job creation.
There have been contradictory findings regarding the extent to which management education can affect students’ attitudes (Moore, 2011). Moreover, some academics contend that many graduates who claim to have received management education lack business vision clarity. In other words, despite their management mindset, some of them still encountered business failures, which could possibly be attributed to a lack of vision clarity.
The utility of management education is contingent on its capacity to foster graduates’ skill and creativity. According to Arvanite (2009), management education must be a tool for stimulating and challenging students to be creative and develop innovative ideas, which leads to the establishment and maintenance of businesses and other investment opportunities with the appropriate status.
Unfortunately, there is a dearth of research pertaining to the extent to which management status facilitates graduates’ innovative abilities. In this context, this study examined how management status facilitates the development of innovative skills in graduates.
Possessing the necessary qualities and skills is a crucial aspect of becoming an entrepreneur. Gartner (1990) demonstrated that management is comprised of individuals with unique personality traits and skills. It is surprising to learn that a significant number of graduates lack the ability to take risks because they are either afraid or unsure of the outcome. In the curriculum of the institutions, management education is given little consideration.
Akinyemi (1987) notes that the educational institutions, as few as they were, remained factories for churning out white-collar workers without a specialized profession, and management skills were not envisioned for the educational system. This difficulty may arise due to a lack of skilled labor and inadequate infrastructure.
1.3 OBJECTIVE OF STUDY
The following are the study’s objectives:
Determine the impact management mindset has on graduates.
Determine how management status influences the innovative skill development of graduates.
Determine how graduates’ management ability influences their willingness to assume responsibility.
Determine the overall effects of management education on the behavior of office staff.
1.4 RESEARCH QUESTION
These research questions served as the basis for the study:
How does a management mindset enhance the clarity of a graduate’s business vision?
How does management status facilitate the innovation skills development of graduates?
How does management capability encourage risk-taking among graduates?
What effect does management education have on the behavior of office personnel?
1.5 RESEARCH HYPOTHESIS
The following hypothesis is derived from the research problems and objectives:
Management mindset does not significantly improve graduates’ business vision.
Management status does not significantly promote the innovation skills development of graduates.
Management capability does not significantly enhance graduates’ risk-taking abilities.
The outcomes of management education have no significant effect on office personnel conduct.
1.6 SCOPE OF STUDY
This research was conducted at Bolgatanga Polytechnic, which is located in Sumbrungu, Upper east region, in the western region of Nigeria. The focus of the project is on students. This research endeavors to determine the relationship and impact of management education outcomes on the behavior of office personnel.
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THE IMPACT OF MANAGEMENT EDUCATION IN HIGHER EDUCATION ON GENERATING OFFICE STAFF (A CASE STUDY IN BOLGATANGA POLYTECHNIC)