Creativity is thinking up new things. Innovation is doing new things. —Theodore Levitt, “Creativity Is Not Enough” There are many viewpoints concerning innovation and many concepts of what innovation involves. These viewpoints and concepts vary by industr

JOURNAL OF EDUCATIONAL REVIEW Vol. 6•No. 2•April-June 2013J E R

© Serials Publications

ENTREPRENEURSHIP MANAGEMENT AS A FACTOR IN ATTAINMENT OF WORLD-CLASS UNIVERSITY STATUS IN UNIVERSITIES SOUTH-EAST OF NIGERIA

GHIAHA, Gertrude-Theresa Uzoamaka University of Nigeria, Nsukka, Nigeria, Department of Educational Foundations, (Administration and Planning Unit)

ONU, Francis Madueke University of Nigeria, Nsukka, Nigeria, Department of Vocational Studies

Nigeria, like other countries in the world, has joined the global competitions and comparisms. Unfortunately, none of her universities was ranked among the owners of world’s great universities or the world-class universities in the previous and current rankings. Nigerian universities, especially those in the South-East (SE) are making every effort to attain the world-class university status (WCUS), come next ranking. The purpose of this study is to investigate if Entrepreneurship Management ETM is a factor to the attainment of WCUS by SE Nigerian universities. A descriptive survey research design was employed for this study. A multistage sampling technique was used to select 450 academicians, administrators and university students from three out of the ten universities in the SE of Nigeria, used for the study. A-37 – item researcher designed instrument, was used after a face validation by three expects and a trial testing. With a 0.77 reliability coefficient obtained after a Cronbach Alpha coefficient analysis, the instrument was found reliable. The data was analyzed using means, standard deviation for the six research questions and ANOVA for the one hull hypotheses that guided the study. The results show that ETM can lead to WCUS to a Large Extent in the SE Nigerian universities. The hypotheses tested also show no significant difference in the mean scores of the participants in this regard. It was concluded that WCUS can be attained in SE universities if ETM is employed by the management of the universities. It was therefore recommended among others that principal officers of the universities should be appointed based on their ETM abilities and also that the members of the university management should be trained in ETM, while all Administrators, Planners, Post graduates and undergraduates of all universities in Nigeria should be taught Elements of ETM to enable then practice same in their places of work so that world-class status can be attained in Nigeria at all levels of the educational system.

INTRODUCTION Glo baliza tion h as g iv en rise to m illen n ium development and global competitions which have not only awakened the minds of many nations including Nigeria to clamor for global recognitions but also to ensure that they are not left behind in technological and other forms of developments. As a result, Nigeria has mapped out strategies not only for global competitions but also to become one of the words ranking economies by Gross Domestic Product (GDP) through her vision 20-20-20, (Imogie, 2010). To achieve the vision 20-20-20 Nigeria needs

to develop her knowledge economy which has to be done through her institutions of higher learning. At 50, Nigeria can boost of over 90 universities. This implies that quantity is no longer the problem of higher education in Nigeria, but quality.

The quali ty and stand ar d of Niger ian universities have been seriously and severally criticized, since (after the Nigerian civil war of the late 1960s). The complaints range from lack of commitments on the part of lecturers, due to poor motivation, remuneration, recognition, to inadequate teaching and learning facilities and funds. This

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resulted to the inability of Nigerian universities to attract the best students as lecturers and also to the non attraction of international staff and students from abroad. (Imogie 2010; Oyebode, 2008; Bako 2005).

These problems seem to be more precarious in the South-Eastern (SE) universities in Nigeria judging by their conditions, resulting from the devastations caused by the civil war. It is therefore not surprising that no Nigerian university was ranked among the WCUs from 2004 when it all started to the most recent in 2012.Worse still, no university in South Eastern Nigeria was among the first 200 in the African ranking of WCU from the first ranking in 2004 (Levin, Jeong and OU, 2006. (http://www.webometrics.info, 2011) to the 10th in 2012, except South Africa (www.universityrating 2012/13/worldranking).

Wor ld-cl ass is a ne w con cept i n glo bal comparisons. Universities being the ivory tower of education and producer of high level manpower, world over, are quick to imbibe this concept and also implement it. World-Class Universities (WCU) have several definitions. Shanker, (1996) remarked that world-class implies high standards. He further observed that universities referred to as WCU are great universities that have excellence in all educational ramifications, including excellence in resources management, r esear ch, qual ity of lecturers and students as well as contributions to the society. In this study WCU is conceived as a university with basic features that will make any university prestigious in her programmes, research, publications, personnel management, (especially for academic staff and students) innovations, collaborations, industrial linkages and entrepreneurship through international acknowledgements and or certificates. This implies that world-class can be measured by international awards to the universities and university staff, university management or the vice-chancellor, as a result of the achievements recorded by individuals or by management. World class also involves excellence in all forms of students’ education including high quality research, knowledge sharing, and knowledge management, teaching and learning management, staff developments, socio-cultural and scientific activities of the university community. A close look at the concept of world-class university indicates that becoming a WCU is not an easy task and so requires an innovative type of management which only be provided by entr epreneurship management.

Entrepreneurship is a relatively new concept in the field of management. It involves building trust, eff ective commu nic ati on, an d seek ing se lf- improvement, possessing technical skills, making good decisions, being a role model and a risk taker, or an innovation (Fernald, Solomon and Terabishy 2005). To Fer nal d et al, (2005) entrepreneurial leaders ar e inn ovator s, par adigm pionee rs, visionaries and trust leaders. The role of the leadership and or management in ac hieving organizational goals cannot be over-emphasized.

Manage ment means g etting thing s done through others or machines (including computers). It is a catalyst that initiates actions, arranges human and material resources for achievement of visi ons. I t is t he mos t impo rtant factor of production. This definition under sc ores the importance of management in the attainment of WCUS in So uth Ea st (SE ) Nige ria. M any prof ession als, e con omi sts, adminis tratio ns, behaviour scientists and psychologists believe that management has a lot to do with the way and to where an organization moves. (Chiaha, 2004).

The criteria for measuring WCU have been the concern of two major studies – The H igher Education Supplement (THES) and the Shanghai Jiao Jong University Studies (SHJU) (Fernald et al, 2005).The THES published the world’s university ranking in 2004 and 2005. It and listed 200 best universities in 31 countries of the world. In this ranking no African university was in this list. The universities were from Europe, Australia, US, Canada and Brazil and two in Russia. The 2005 ranking benchmark was based on a survey of 2,375 academicians’ world over representing 40% of the total score. The participants include academicians in science, technology, social science, biomedicine and arts on equal representation. Other measures include:

• number of times that research papers are cited by academicians,

• staff-student ratio, • measure based on the views of international

employers on which universities they prefer to recruit from (added for the 2005 ranking), and peer review score. (Levin et al 2006: 4 & 5).

This ranking was criticized for not considering quality in terms of institutional characteristics that affect quality such as quality research, quality students and quality lecturers and because nothing is indicated on teaching process or its effectiveness.

ENTREPRENEURSHIP MANAGEMENT AS A FACTOR IN ATTAINMENT OF WORLD-CLASS… 151

The SHJU ranking also did not indicate quality but used; alumni score, that is prestigious prizes received by the alumni, to indicate quality of the university.

Both studi es, ho wever, r anke d Har v ard University as the best WCU.

Whi le some peo ple pe rc eiv e WCUS as advantageous and would want to sent their wards to such universities others frown at it because in Shanker’s (1996) opinion, it could do more harm than good to average students since high scoring will, “raise the failure rates of students who are just getting by”. He further noted that students of average ability are not just university–bound achievers because they meet much higher academic standard than their peers. This situation may not likely to occur in a university management by an Entrepreneur as he will device a means of ensuring that all students benefit from the world class policies and practices.

Management ability is seen as an essential ingredient of an entrepreneur. (Akeredolu & Adetokubo in Sulaiman (2010). Sulaiman (2010) desc ribes entre pren eu r ship as a p r oc ess of identifying developing and bringing a vision of life which results in creation of new ideas under risky conditions. Usman and Aminu (2010) perceive it as a change agent. Like Schumpeter, the researcher believes that a WCU manager will not only transform the Nigerian university and restore their old glory but also help in achieving the much desired WCU status in Nigeria.

There are several theories of entrepreneurship; Sulaiman (2010), identified seven of them but this study is interested in the Schumpeter’s theory. Schumpeter who was a mathematical economist believed in combinations. This implies that no one particular theory or management style is the best. There is need to combine theories to get the best out of all. Entrepreneurial management is a combination of participative, innovative and transformational management.

Si x t heor i es of educat i onal management and l eader shi p wer e pr opounded by Bush (2003). They i ncl ude t he for mal , col l egi al , pol i t i cal , subj ect i ve am bi gu i t y an d a cu l t u r al m odel w i t h t h ei r cor r espon di n g l eader sh i p st yl es.Th i s st u dy i s i n t er est ed i n col l egi al model wh i ch r ecogn i zes exper t i se an d en cou r ages par t i ci pat i on of al l st akehol der s and pr ofessi onal s i n t he management of t he uni ver si t i es. Accor di ng t o Bush (2003: 68) “t h e col l egi al m odel has been adopt ed by m ost u ni ver si t i es,” Gat t er i n B ush (2003) per cei ves

u ni ve rs it ie s as “ bo tt o m he av y an d ad vi se d that management should reflect wide distribution o f kn o wl ed g e an d c omp et e nc e. Su pp o rt in g collegiality, William and Blackstone (1983:94) asserts that, “any organization which depends on high level professional skills, operates more efficiently with col legial management. This s ee ms to in di c at e t ha t a n e nt r ep r en eu r ia l man ager has t he capaci t y of appl yi ng col l egi al management and i t s cor r espondi ng par t i ci pat i ve an d t r an sf or m at i on al l eader sh i p st y l e i n i nst i t ut i onal admi ni st r at i on.

Thi s st udy at t empt ed t o i nvest i gat e how st aff and students of Sout h-East er n Niger i an univer si ti es per cei ve t he management of t hei r i nst i t ut i ons wi t h r egar ds t o t he effor t s of t he management t owar ds at t ai nment of WCU S.

STATEMENT OF THE PROBLEM

The South-Eastern part of Nigeria comprises of five states that have suffered most during the Nigerian civil war. Since the war in the early 1970s, efforts are being made by these states to catch up with other universities in Nigeria. Added to thi s is the cur rent r ac e f or W orld - Cla ss University Status (WCUS) in which they are seriously involved. Attainment of WCUS by these universities involves a serious paradigm shift that requires a special type of leadership style, with a Schumpeterian Entrepreneur who is seriously committed to staff and students affair s. As Nigeria is pr epar ing for the next ranking of WCUS, the big question arises; can the South- Eastern univer sities in Nigeria ever attain WCUS? If so how can it be made possible? The answers to the above questions seem to rest on the leadership of the universities. It is believed by the researchers and supported by literature that the manager sets the way through his vision and other members of the organization follow. Th e r e ar e v ar i o u s l e ad e r s h i p s t y l e s , b u t c o n s i d e r i n g t h e c r u c i a l n e e d f o r N i g e r i an universities to attain WCUS and the tough road to WCUS, it is necessary for this study to exploit the use of entrepreneurship management style as a factor to the attainment of WCUS by the universities in South-East of Nigeria.

PURPOSE OF STUDY

The purpose of this study is to identify the extent to which Entrepreneurship Management (ETM) in terms of building trust, visionary leadership, making g ood dec isions, r ole modeling , self-

152 JOURNAL OF EDUCATIONAL REVIEW, 6(2) 2013 © Serials Publications

improvement, risk-taking and being innovative by management can lead to the attainment of WCUS as perceived by the stakeholders.

RESEARCH QUESTIONS

The following six research questions guided the study:

1. To what extent can building trust by the management lead to the attainment of WCUS?

2. To what extent can visionary leadership of management lead to the attainment of WCUS?

3. To what extent can making good decisions by management lead to the attainment of WCUS?

4. To what extent role modeling by management lead to the attainment of WCUS?

5. To what extent can self-improvement by management lead to the attainment of WCUS?

6. To what extent can risk-taking and being innovative by management lead to the attainment of WCUS?

HYPOTHESES

One hull hypothesis guided this study. HO

1 : There is no significant difference between

the mean ratings of academic staff, adm inistr ative staf f and stude nts with regards to the extent to which entrepreneurship management can lead to the attainment of WCUS?

METHODOLOGY

A descriptive survey research design was adopted for this study. The population consisted of all the ten universities in the South-East zone of Nigeria and all the academic staff, administrative staff and students of the ten universities under study. A multi-stage proportionate sampling technique was used to select 55 academicians, administrators and students each from three of the institutions (two federal and one state university) making a total of 495 respondents. The instrument is a researcher constructed Likert-type 37-item questionnaire, titled World-Class University Entrepreneurship Management Factor Questionnaire (WCUEMFQ) with six clusters in line with the research questions. Cluster one has ten items for collecting data on

buil ding t rust. Cluste r two is on visi on ary leadership with five items; Cluster three has six items for collecting data on making good decisions. Cluster four deals with role modeling and has five items while cluster five has six items for gathering data on self-improvement. Finally the last cluster deals with taking risks and being innovative and has five items. The demographic data deals with type of university, location, status of respondent and gender. The instrument has options of very large extent (VLE); large extent (LE), small extent (SE) and very small extent (VSE) and weighted 4,3,2,1 respectively.

The face validation was done using three experts each in entrepreneurial studies, educational administration & planning and measurement & evaluation at the University of Nigeria, Nsukka. The reliability was ascertained after a trial testing of the instrument on 15 participants, five students, five administrators and five academics from a private university in Enugu. After the analysis using a Cronbach Alpha coefficient a reliability coefficient of 0.77 was obtained. Data collected was analyzed using means, and standard deviation for the research questions and analysis of variance (ANOVA) for the null hypothesis. The decision level was reached using real limits of numbers according to the following mean ranges.

Mean Range Decision Level

3.05 and above VLE 2.05 – 3-04 LE 1.05 – 2.04 SE 0.00 – 1.04 VSE

Using three research assistants the instrument was administered and collected immediately by hand. Out of the 495 instruments administered, 450 were returned and used for the study.

RESULTS

The results of this study are presented in the seven tables below.

Table 1 shows that out the six items the respondents, the respondents perceived only that two, giving immediate solution to staff and student’s problems and building confidence in staff and students can lead to WCUS to a very large extent. The total grand mean ratings of the participants on the extent building trust by management can lead to world-class university status is 2.88 (Large Extent).

ENTREPRENEURSHIP MANAGEMENT AS A FACTOR IN ATTAINMENT OF WORLD-CLASS… 153

Table 1 Mean Rating of Participants on the Extent Building Trust by Management can Lead to WCUS

Academic staff Admini. Staff Students N = 150 N = 150 N = 150

Sl. No. Questionnaire Items x SD Dec x SD Dec x SD Dec Total x

1. Hard work by management. 3.58 0.94 VLE 3.07 0.87 VLE 2.82 0.83 LE 3.15 VLE 2. Giving immediate solutions to staff 3.49 0.93 VLE 3.38 0.91 VLE 2.91 0.84 LE 3.26 VLE

and students’ problems. 3. Maintaining constant communication 2.88 0.84 LE 2.94 0.85 LE 2.96 0.86 LE 2.92 LE

with staff and students. 4. Making staff and students perform 2.06 0.71 LE 2.28 0.75 LE 2.00 0.70 SE 2.11 LE

highly beyond expectations. 5. Believing in staff and students’ 2.49 0.78 LE 2.72 0.82 LE 3.13 0.88 VLE 2.78 LE

abilities to Attain word-class status. 6. Building confidence in staff and 2.96 0.86 LE 3.06 0.87 VLE 3.20 0.89 VLE 3.07 VLE

students. Grand Mean 2.19 0.84 LE 2.90 0.84 LE 2.83 0.83 LE 2.88 LE

Table 2 Mean Ratings of Participants on the Extent Visionary Leadership can Lead to WCUS

Academic staff Admini. Staff Students N = 150 N = 150 N = 150

Sl. No. Questionnaire Items X SD Dec X SD Dec X SD Dec Total X

1. Articulation of vision and mission 2.80 0.83 LE 3.07 0.87 VLE 3.01 0.86 LE 2.96 LE statements towards building a WCU

2. Being very enthusiastic about the vision 2.92 0.85 LE 2.78 0.83 LE 2.79 0.83 LE 2.83 LE 3. Communicating the vision to all 2.06 0.71 LE 2.99 0.86 LE 2.82 0.83 LE 2.62 LE

stakeholders. 4. Constantly reminding staff and 3.54 0.93 3.00 0.86 LE 3.20 0.89 SE 3.24 VLE

students aboutthe vision. 5. Committing staff and students to 2.19 0.84 LE 1.90 0.68 SE 2.13 0.72 VLE 2.31 LE

achieve thevision. Grand Mean 2.84 0.83 LE 2.74 0.82 LE 2.79 0.82 LE 2.79 LE

Table 2 shows that out of five items, only one, constantly reminding staff and students about the vision, was perceived to a very large extent. The

grand total mean rating of participants on the extent visionary leadership can lead to WCUS is 2.79 (Large extent).

Table 3 Mean Ratings on the Extent can Led to WCUS Making Good Decision

Academic staff Admini. Staff Students

Sl. N = 150 N = 150 N = 150

No. Questionnaire Items X SD Dec X SD Dec X SD Dec Total X

1. Involving students in decision-making. 3.38 0.91 VLE 3.04 0.87 LE 3.30 0.90 VLE 3.24 VLE 2. Use of experts in decision-making. 2.17 0.73 LE 1.79 0.66 SE 1.94 0.69 SE 1.96 SE 3. Immediate withdrawal of unpopular decisions. 3.56 0.94 VLE 3.11 0.87 VLE 3.05 0.87 VLE 3.24 VLE 4. Using only Professors in decision-making. 2.19 0.73 LE 1.84 0.67 LE 1.88 0.68 SE 1.97 SE 5. Making timely decisions. 2.94 0.85 LE 3.00 0.86 LE 2.79 0.83 LE 2.19 SE 6. Involving all stakeholders in decision-making. 2.97 0.86 LE 3.10 0.87 VLE 2.94 0.85 LE 3.00 SE

Grand Mean 2.86 0.83 LE 2.64 0.80 LE 2.69 0.80 LE 2.73 LE

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Table 3 shows that out of the six items only two, involving students in decision making and immediate withdrawal of unpopular decisions were perceived

to a very large extent. Total grand means of the participants on the extent making good decision by management can lead to WCUS in 2.73 (Large Extent).

Table 4 Mean Ratings of Participants on the Extent. Role Modeling by Management can Let to

WCUS N = 450

Academic staff Admini. Staff Students

Sl. N = 150 N = 150 N = 150

No. Questionnaire Items X SD Dec X SD Dec X SD Dec Total X

1. Exhibiting exemplary character. 2.92 0.85 LE 2.99 0.86 LE 2.78 0.83 LE 2.89 LE 2. Exhibiting world-class university 2.89 0.72 LE 2.86 0.84 LE 2.89 0.84 LE 2.88 LE

behaivours(high intellectual behaivours). 3. Engagement of Nobel Laureates in 2.17 0.73 LE 1.96 0.7 SE 2.05 0.71 LE 2.60 LE

the university 4. Clear about staff and students’ 1.64 0.64 SE 3.03 0.86 SE 1.88 0.68 SE 2.18 LE

expectations of management. 5. Well exposed/experienced in 3.13 0.88 VLE 3.10 0.87 VLE 2.94 0.69 LE 3.05 VLE

international affairs. Grand Mean 2.55 0.76 LE 2.78 0.82 LE 2.50 0.75 LE 2.61 LE

Table 4 shows out the five items only one, wel l expo sed in inter nation al aff aires was perceived to a very large extent while the total

gr a nd mea n sco r e of parti cipan ts on the extent role modeling can lead to WCUS is 2.61 (Large Extent).

Table 5 Mean Ratings on the Extent. Self-improvement by Management can Lead to WCUS = N 450

Academic staff Admini. Staff Students

Sl. N = 150 N = 150 N = 150

No. Questionnaire Items x SD Dec x SD Dec x SD Dec Total

1. Management ready to learn. 2.80 0.83 LE 3.02 0.86 LE 2.70 0.84 LE 2.90 2. Encouraging staff and students to develop 3.07 0.87 VLE 2.99 0.86 LE 2.89 0.84 LE 2.98

themselves. 3. Have a competitive mindset. 2.42 0.77 LE 2.92 0.85 LE 2.72 0.82 LE 2.68 4. Have an entrepreneurship mindset. 2.79 0.83 LE 2.81 0.83 LE 2.80 0.83 LE 2.79 5. Experienced in the management of 3.08 0.87 VLE 2.78 0.83 LE 2.52 0.79 LE 2.79

world-class university. 6. Produced by a world-class university. 1.83 0.67 SE 2.00 0.70 LE 1.72 0.65 SE 1.85

Grand Mean 2.66 0.80 LE 2.75 0.82 LE 2.59 0.79 LE 2.67

Table 5 shows that out of the six items, none was perceived to a very large extent. The total grand mean score of the participants on the extent self- improvement can lead to WCUS is 2.67 (Large Extent).

Table 6 shows that out of five items only one, searching for new ways of doing things, was perceived to a very large extent. The total grand mean ratings of the participants on the extent risk taking and being innovative can lead to WCUS is 2.94 (Large Extent).

Table 6, shows that the f-value, 10.3291 is lower than the table value 3.0426. the decision level is not significant.

FINDINGS

The study found that building trust, visionary leadership, making good decisions, role modeling, self improvement, risk taking and being innovative can lead to WCUS to a large extent. This implies that entrepreneurship management can lead to

ENTREPRENEURSHIP MANAGEMENT AS A FACTOR IN ATTAINMENT OF WORLD-CLASS… 155

WCUS in the universities South East of Nigeria to a large extent. This finding is supported by the hypothesis which shows that there is no significant differ ence between the mean r atings of the academic, administrative staff and students in this regard.

DISCUSSION AND CONCLUSION

It is not surprising that the participants perceived that entrepreneurship management can lead to the attainment of WCUS to only a large extent instead of to a very large extent. The findings also show that the hypotheses tested supports the finding as there is no significant difference between the three groups of participants in their perception on the extent ETM can lead to WCUS. This is probably bec ause entrep r en eu r ship educa tion and entrepreneurship management are still new and are currently being introduced in the universities following the National University Commission (NUC) directive that entrepreneurship education should be introduced in Nigeria. The findings seem to suggest that the university community is recently realizing the importance of ETM in our educational system. However the findings support other studies

on the relevance of entrepreneurship management in achieving excellence and quality in organizations.

RECOMMENDATIONS

It is recommended that; 1. Effort should be made to appoint university

leaders with entrepreneurship leadership skills to manage Nigerian Universities.

2. The university managements in Nigeria should be encouraged to use ETM practices in their administration.

3. All university principal officers should be made to undergo conferences and seminars on entrepreneurship management as soon they assume duty as new managers so that WCUS can be attained in SE universities in Nigeria.

4. Entrepreneurship education should be made compulsory to students of educational management, administration and planning, so that they can practice ETM where ever they are employed to work.

5. All students should be taught entrepreneur- ship education no matter the discipline or course of study.

References

Bush, T., (2003), Theories of Educational Leadership and Management. Ed. 3rd London: Sage Publications.

Cater, A. M. (1996), An Assessment of Quality in Graduate Education, 80.

Chi ah a, G.T. U. a n d Ez e, J. U. ( 2009) , Y o uth Preparation for Entrepreneurship in Nigeria Universities. Journal for Educational Review (JER). 2.(2) India. Serial Publications, pp. 269-278.

Table 6 Mean Ratings on the Extent Risk Taking and Innovations can Lead to WCUS N = 450

Academic staff Admini. Staff Students

Sl. N = 150 N = 150 N = 150

No. Questionnaire Items X SD Dec X SD Dec X SD Dec Total X

1. Challenging old ways of doing things. 3.11 0.87 VLE 2.86 0.84 LE 2.76 0.83 LE 2.19 LE 2. Rewarding creativity, imagination and 3.15 0.88 VLE 2.97 0.86 LE 2.84 0.84 LE 2.98 LE

Originality, and not necessarily success. 5. Searching for new ways of doing things. 3.17 0.88 VLE 3.34 0.91 VLE 3.11 0.87 VLE 3.20 VLE 4. Encouraging research and knowledge 2.80 0.83 LE 3.00 0.86 LE 3.11 0.87 VLE 2.97 LE

sharing. 5. Ready to do anything to attain WCUS/ 2.04 0.71 LE 2.89 0.84 LE 2.91 0.84 LE 2.61 LE

have a Great passion for building WCUS Grand Mean 2.85 0.83 LE 3.01 0.86 LE 2.94 0.85 LE 2.93 LE

Table 7 Summary of ANOVA on Different between the Means ratings of Participants Entrepreneurship

Management Source No x sd df T- T- Dec

value value

Academic staff 150 2.72 0.80 447 0.3291 3.0426 Administrative 150 2.82 0.83 Not staff signi- Students 150 2.70 0.80 ficant

156 JOURNAL OF EDUCATIONAL REVIEW, 6(2) 2013 © Serials Publications

Chiaha, G.T.U. (2004). Introduction to School Management. Lagos, Ton Printers.

Chiaha, G.T.U., Eze, J.U. and Agu, R.U (2009), The Imperatives of Entrepreneurship Education on Unemployed Youths in Nigeria: Implication for Policy. Journal of Education Review (JER) 2 (2) India: Serial Publication, pp. 177-183.

————(2011), Colleges and Universities and Open Access Initiatives. http://www.webometrics.info/ premierleague.html>

Fernald, L.W. Jr, Solomon, G.T. and Terabishy, A., (2005), A New Paradigm: Entrepreneurship Leadership. Southern Business Review, Spring.

Imogie, A. I. (2010), A New Paradigm for Teachers Preparation. Paper Presented at the 2010 Annual National Conference Organized by the Institute of Education UNN. April 26-29.

Levin, H. M., Jeong, D. W and Ou, D. (2006), What is a World-Class University? Paper. Presented at the

Conference of the Comparative and International Education Society, Honolulu, Hawai: March 6.

Okafor, C. (2010), The Effects of Entrepreneurship Education on Students Entrepreneurial Actions: A Study of Covenant University and Babcock Universities Students M. S. Sagagi and J. Mitra Readings on African Entrepreneurship. Kano; Bayecio University and Essex Business School, University of Essex, U.K. p. 83.

Oyebode, A. (2008), The Vision 20-20-20 and Nigerian University. Convocation Lecture Delivered at Koki State University, Oct. 10.

Shanker, A. (1996), Defining World-Class Standards. Organization for Quality Education. New York Times October 29, 1995, What Secondary Schools Abroad are Expected to know, p. 5.

Sulaiman, S. N. (2010), Entrepreneurship: Theories, Concept and Perspectives: Kano, Nigeria. Triumph Publishing Company Ltd.

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