International Journal of Research and Innovation in Social Science (IJRISS) |Volume VI, Issue XII, December 2022|ISSN 2454-6186
Eze, Solomon Uchechukwu1, Akam, Godwin Uche2, Okeke, M. C3
1Department of Business Administration, Nnamdi Azikiwe University Awka. Nigeria
2&3Department of Business Administration, Chukwemeka Odumegwu Ojukwu University, Igbariam Campus, Nigeria
Abstract: Human capital development among students have suffered because of lack of entrepreneurial skill acquisition which would have been incorporated into them while still in the university. This study is aimed at investigating the relationship between students’ entrepreneurial skill acquisition and human capital development in state universities in South- Eastern, Nigeria. The study is predicated on Dekeyser’s theory of skill learning (2007). The idea contends that learning a broad range of abilities exhibits a striking resemblance in development from early information representation through early behavioral modifications to ultimately fluent, spontaneous, mostly easy, and highly competent behavior. The study employed descriptive survey research design. The study’s 1325 participants were divided into 307 samples using Taro Yamane’s statistical technique. The test was run at a significance level of 0.05 after the data were analyzed using both descriptive and inferential statistics. The study found a substantial and positive correlation between students’ human capital development and skill acquisition at state universities in South-East Nigeria. The study recommended that students acquire entrepreneurial skills so they can create jobs rather than looking for them after graduation.
Keywords: Entrepreneurial, skill, acquisition, human capital, development
I. INTRODUCTION
Skill acquisition has been recognised as a source of wealth creation that helps to improve the minds of youth towards entrepreneurial development in an environment that is competitive and business oriented like Nigeria (Ombugus and Umaru, 2017). This serves as mechanism for employment generation poverty alleviation, business concept innovation, productivity and risk taking among others.
In order to provide the degree of knowledge and skills required to harness the opportunities inherent entrepreneurship that could lead to economic development of a given nation, skills acquisition was included into educational institutions (Abayomi & Odozi, 2014). In light of this, the government has implemented a number of skill-acquisition initiatives, such as the addition of entrepreneurship courses and the creation of vocational and skill-acquisition centers and departments in institutions of higher learning throughout the states. Such programs aimed to influence teenagers’ abilities, attitudes, aspirations, competencies, and creativity in particular, as well as the use of microcredit to practice entrepreneurship, generate