Date of Award

1-1-1985

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Business and Vocational Education

Abstract

Problem. The problem of this study was that no standards were available which could be used to judge the effectiveness of undergraduate business teacher education programs in Nigeria. Therefore, a questionnaire was designed to measure perceptions of standards for these programs.Procedures. The questionnaire covered five program areas: General Studies, Foundational Business Studies, Specialized Business Studies, Professional Studies, and Research. Ten experts across six states in the United States were appointed to review the questionnaire. The final questionnaire was sent to three groups of Nigeria: department heads of business teacher education, business teacher educators, and chief education officers. Twenty-four higher institutions and twelve ministries of education across 17 States in Nigeria participated in the study.Results and Conclusions. Based upon the analyses of the data, the following standard preferences for undergraduate business teacher education in Nigeria were revealed: (1) Foundational Business Studies should comprise approximately a ratio of 1:4 (25%) of the total program. These should include accounting, business finance, business organization, information processing, management, economics, the relationship between government and business enterprises, business communication, business law, marketing, and organizational behavior. (2) Specialized Business Studies should comprise approximately a ratio of 1:4 (25%) of the total program. These should include typewriting, shorthand and shorthand transcription, office machines, word/data processing, office management, and on-the-job training programs. (3) Professional Studies should comprise approximately a ratio of 1:6 (16 2/3%) of the total program. These should consider human relations studies, teaching-practice theory, teaching practice, systematic evaluation of teaching practice, supervision of student teachers in teaching practice by qualified personnel, making preservice teachers knowledgeable about career education, and making preservice teachers aware of the value of professional organizations.Educational research activities should consider making preservice teachers aware of the basic nature of research, indirect use of research results within the field of business education, knowledge about current research in business education, and ability to search the library for professional literature which addresses research and development issues.

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