THE EFFECT OF MANAGEMENT EDUCATION IN TERTIARY EDUCATION IN PRODUCING OFFICE PERSONNEL (A CASE STUDY IN BOLGATANGA POLYTECHNIC)

CHAPTER ONE

INTRODUCTION

• BACKGROUND OF STUDY

 

Management education has been demonstrated as a critical factor in providing not only knowledge, but skills, training and best learning models for students, (Oyugi, 2014). In recent times, management program is being taught in institutions which has raised a level of inspiration and intention among students. It has been found out that people are born with management traits but those traits must be developed by acquiring skills and expanding ones knowledge. The polytechnic plays a major role in the area of developing and training students in the management career path. Zhang et al (2014), stated that “the teaching environment in the institutions is most influential for the polytechnic students in their perceptions for management career development and they are most likely to venture into their own businesses. There must be a justification for the constantly growing number of institutions offering management education programs (Lange et al., 2011). On the long run, Management education has a great value and positive effect on both individuals and the economy in general. These values therefore help individuals to create their own businesses, acquisition of skills and training and development.

Management education is seen as a way by which students are enhanced and equipped with enough skills and ideas that can be used to make things happen. This helps students to increase in their attributes, knowledge and capabilities to set up a business venture. With management education in place, graduates have the ability to acquire some management traits which can influence the graduate’s office personnel behavior (Ediagbonya, 2013).

1.2               Statement of Research Problem

 

In recent years, management education programs have been adopted by schools but different scholars have cried out to prove their lack of efficiency. Surlemont (2009) stated that “Sceptic actors which are around the education system have made aware the idea that education is seen as a way by which the private sectors invade and corrupt the class room. An average Nigerian student has a job seeking mindset and it is expected that management education would change the mindset of the students towards job creation. There have been conflicting findings on the extent to which management education could influence the mindset of the students (Moore, 2011). Some scholars further argued that many graduates who claimed to have been exposed to management education do not have clarity of business vision. In other words, in spite of their management mindset, some of them still experienced business failures and this failure, perhaps, could be attributed to lack of clarity of vision.

The usefulness of management education is dependent on its ability to develop the skill and innovative abilities of graduates. Arvanite, (2009) stated that management education must be a tool for stimulating and also challenging students to become creative and also develop innovative ideas which therefore brings about setting-up and sustaining of a business other investment opportunities with the right status. Unfortunately, there is paucity of research as regards the extent to which management status facilitates innovative abilities of the graduates. It is against this backdrop that this study examined how management status facilitates the development of graduates’ innovative skills.

Possessing the right attributes and abilities is a major step to becoming an entrepreneur. Gartner (1990) illustrated that management involves individuals with distinct personality characteristics and abilities. It is surprising to know that quite a large number of graduates do not have the capability to take risks, they are either afraid or uncertain about the outcome of the risk. There is not much consideration for management education in the curriculum of the institutions. Akinyemi (1987) notes the educational institutions, few as they were, remained factories for producing white collar jobbers with no special profession nor was management skills envisaged in the educational system. This challenge may arise as a result of lack of skilled manpower and insufficient infrastructure.

1.3               Objective of Study

The objectives of the study are as follows:

• To determine the effect of management mindset on graduates.
• Determine how management status facilitates the development of graduates innovative skills.
• Determine how management capability of graduates facilitates graduates willingness to take
• Determine the overall effects of management education outcome on office personnel behavior.

1.4    Research Question

 

The following research questions were gotten to guide the study:

 

1. How does management mindset enhance the clarity of business vision of graduate?
2. How does management status facilitates the development of graduates innovative skills?

• How does management capability facilitate graduates willingness to take risk?

1. What is the effect of management education outcome on office personnel behavior?

1.5   Research Hypothesis

 

The following hypothesis is based on the problems and objectives of this research work:

1. Management mindset does not significantly enhance clarity of business vision of graduates
2. Management status does not significantly facilitate the development of graduates’ innovative skills

• Management capability does not significantly facilitate the risk taking abilities of the graduates

1. Management education outcomes has no significant effect on office personnel behavior

 

1.6    Scope of Study

This research was carried out in Bolgatanga Polytechnic which is situated at the Western region of Nigeria, Sumbrungu, Upper east region. The project is focused on students. This project tries to find out the relationship and effect of management education outcome on office personnel behavior.

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