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| Relationship between University Entrepreneurial Education, Vocational Skill Acquisition Programme, Perceived Family Support, Proactive Personality and Entrepreneurial Intention of Undergraduates of a Nigerian University Proactive Personality
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Omokhabi, Abiola Adiat Ph.D
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Abstract:
The National Universities Commission (NUC) mandates that all Nigerian universities and other higher education institutions provide all students with Entrepreneurship Education (EEd) as a subject. As required by NUC, the University of Ibadan Centre for Entrepreneurship and Innovation was founded to give students access to entrepreneurial knowledge, abilities, and awareness. In order to give students practical entrepreneurial skills, the Department of Adult Education launched the Vocational Skills Acquisition Programme (VOSAP). Therefore, this study filled the void. This study adopted correlation design, sample was made up of final year students studying at Department of Adult Education. The purposive sampling technique was used to select the participants. The following instruments were employed; The EEd, VOSAP, Perceived Family Support (PFS), Proactive Personality (PP) and Entrepreneurial Intention (EI). In addition to content validation and trial testing of the instruments, ten undergraduates who aren't part of the slated respondents were consulted. For University EEd, the Cronbach Alpha reliability test gave a value of 0.65, for VOSAP 0.67, and for PFS; emotional support (0.62), appreciative support (0.60), instrumental assistance (0.67), informative support (0.66), PP (0.71), and EI (0.69). The results show that undergraduates have level of entrepreneurial intention. It also shows that university education (? = .244, P <.05), VOSAP (? = .362, P <.05), perceived family support (? = .404, P <.05), and proactive personality (? = .501, P <.05), respectively had significant correlations with entrepreneurial intention of undergraduates. Entrepreneurial Education, VOSAP, Perceived Family Support, Proactive Personality had significant joint contribution to their entrepreneurial intention (F (4; 38 =64. 940, Adj. R2=0.699), accounting for 69.9% of its variance. In order to maintain undergraduates' attention, universities should offer entrepreneurial seminars, training, and real projects and universities should also work with their in-house entrepreneurship centers to help undergraduates develop an original company plan as part of their degree
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