International Journal of Educational Benchmark (IJEB) - Vol. 8, Issue 1, July/September 2017

Benchmark Journals INTERNATIONAL JOURNAL OF EDUCATIONAL BENCHMARK (IJEB),
eISSN: 2489-0170 pISSN:2489-4162 University of Uyo

Table 1: Summary of Mean and Standard Deviation of Post-test Scores of Control and
Experimental Group

Groups N Mean Std. Deviation
Individual approach
Cooperative approach 62 42.50 7.45
Source: Field Study 2016.
70 66.36 12.96

Table 1 shows that the control group had a mean of 42.50 and a standard deviation of 7.45,
while the experimental group had a mean of 66.36 and a standard deviation of 12.96 in their post-test.
This means that the experimental group scored higher marks in business plan writing as they worked
cooperatively in group of five than the control group who worked individually.

Null Hypothesis 1

There is no significant difference in the students’ mean score in business plan writing when taught
with cooperative learning approach as against individualized learning approach.

Table 2: Summary of Independent t-test Analysis for the Effect of Cooperative Learning
Activity on Students’ Academic Performance in Business Plan Writing

Levene's Test t-test for Equality of Means
for Equality of

Variances

F Sig. T df Sig. (2- Mean Std. 95% Confidence
tailed) Diff. Error Interval of the
Diff. Difference

Lower Upper

VAR00001 Equal 10.26 .002 -12.74 130 .000 -23.86 1.87 -27.56 -20.15
variances -13.14 112 .000 -23.86 1.82 -27.45 -20.27
assumed

Equal
variances
not assumed

Source: Field Study, 2016.

Table 2 shows that the levene’s test at 0.002 is less than the p value of 0.05. Therefore, using
SPSS for the interpretation of the result, the equal variance not assumed result will be used. The
results shows that the null hypothesis of no significant difference in students’ mean score in business
plan writing when taught with cooperative learning approach as against individualized learning
approach is rejected as t ration of – 13.14, degree of freedom 112 and p value of 0.000 (Sig. 2 tailed).

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This means that there is significant difference in the mean score of the two groups in bankable
business plan writing.

Research Question 2: What is the difference in students’ mean scores in business plan writing on the
basis of homogeneous ability group as against heterogeneous abilities group when taught with
cooperative learning approach?

Table 3: Summary of Mean and Standard Deviation of Post-test Scores of Students in
Homogeneous and Heterogeneous Grouping

Groups N Mean Std. Deviation

High Achiever Only 30 62.35 13.55

Middle Achievers 40 70.14 11.31
combined with Low
Achievers

Source: Field Study, 2016.

Table 3 shows that students who are in high achievers group had a mean of 62.35 and a
standard deviation of 13.55; while students in heterogeneous group made up of middle achievers and
low achievers had mean scores of 70.14 and standard deviation of 11.31 respectively. This means that
heterogeneous grouping has profound effect on the performance of students in business plan writing
when cooperative learning approach is used.

Null Hypothesis 2: There is no significant difference in students’ mean scores in business plan
writing on the basis of homogeneous ability group as against heterogeneous abilities group when
taught with cooperative learning approach.

Table 4: Summary of Independent t-test Analysis of Post-test Score of Students in Homogeneous
and Heterogeneous Grouping

Levene's Test for t-test for Equality of Means

Equality of

Variances

F Sig. t df Sig. Mean Std. 95% Confidence

(2tailed) Diff. Error Interval of the

Diff. Difference

Lower Upper

Equal

variances 2.41 .13 -2.62 68 .01 -7.77 2.98 -13.73 -1.85
VAR00001 assumed

Source: Field Work, 2016
Table 4 shows that the levene’s test at 0.13 is greater than the p value of 0.05. Therefore,

using SPSS, for the interpretation of the result, the equal variance assumed result will be used. The
results shows that the null hypothesis of no significant difference in students’ mean scores in business

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eISSN: 2489-0170 pISSN:2489-4162 University of Uyo

plan writing on the basis of homogeneous ability group as against heterogeneous abilities group when
taught with cooperative learning approach is rejected as t ratio of – 2.62, degree of freedom 68 and p
value of 0.01 (Sig. 2 tailed). This means that there is significant difference in the mean score of the
two groups in bankable business plan writing, with those in the heterogeneous group performing
better.

Discussions of findings

The results show that students in cooperative learning activity group performed significantly
better than those in individualized learning activity group. The difference in their performance can be
traced to the interdependence of each of the student on each other contribution in the learning process.
For instance, when writing the accounting aspect of the business plan, the students that understand
accounting most is likely to guide others while when writing the marketing aspect of the business
plan, the student that understands marketing best is likely to help others to take the right decision and
so on. The complimentary efforts of all members of the group account for the positive effect of
cooperative learning activity. This finding is supported by Gillies (2003) who stressed that
cooperative learning has positive effects on students’ academic performance. It is also in line with the
opinion of Johnson and Johnson (2009) when they noted that the positive interdependence component
associated with cooperative learning effectiveness allows students to perceive that they are linked
with each other in such a way that one cannot succeed unless everyone succeeds.

The results also show that students in the heterogeneous group performed significantly better
than those in the homogenous group. This is as a result of the fact that a heterogeneous group has
students with different abilities and each can contribute to attaining the learning objectives based on
their capacities. Supporting the need for heterogeneity of the group, Stahle and Van Sickle (1992)
outlined heterogeneity of the group as one of the conditions that must be met in forming a cooperative
learning group.

Implication of the Findings

1. The findings of the study have implication for training and retraining of Business
educators and entrepreneurship educators on how to use cooperative learning approach in
enhancing their students’ performance in real-life or close to real-life entrepreneurial
activities.

2. The findings of this study have implication on the composition of ability groups in every
cooperative learning group in other to allow for interdependency effect.

Conclusion

In conclusion, it will be realized from the findings of the study that cooperative learning is
important in guiding students toward the development of interdependent spirit and unity in their
future business endeavours. This is due to the fact that students differ significantly in their ability,
knowledge and skills and if their diverse areas of strength can be pooled together to start en masse
leaning movement, they are capable of orchestrating inclusive growth and success in their
performance. Therefore, students’ learning activities through cooperative tasks must continued to be
promoted during inside and outside classroom activities since they aimed at making them appreciate
the importance of working together towards common goals and objectives. This is the only way the
nation’s socioeconomic development can be achieved since it relies mostly on the cooperative works
of graduates who are potential human resource for the nation’s socioeconomic growth.

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Recommendations

Based on the findings of the study and the conclusion drawn, therefore, the following
recommendations are put forward for implementation:

1. That any Business educator responsible for the implementation of entrepreneurship in
business education curriculum should utilize cooperative learning activities to enable
students aid each other in the learning process.

2. That Business educators intending to use the cooperative approach should mixed the
students based on their ability level in order to form a heterogeneous group which tends
to have significant effect on learning objective than a homogeneous one.

3. That Business educators should use cooperative learning activities to complement other
teaching methods in order to create the spirit of unity among their students and encourage
those with common goals to work together to the path of success.

References

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Technical Teachers’ Competency and Utilisation of Information and
Communication Technology (ICT) for Effective Instructional Delivery in

Technical Colleges in Akwa Ibom State

Okworo, Gibson Samuel (Ph.D)

Department of Educational Technology and Library Science
Faculty of Education

University of Uyo, Uyo
e-mail: [email protected]

&

Gabriel, Chibuzor Job (Ph.D)

National Open University of Nigeria
Port Harcourt Study Centre, Port Harcourt

e-mail: [email protected]

Abstract
Information communication technology (ICT) has been recognized to be a very powerful tool
in education reform that every teacher must have understanding of how it affects their
subject specialization and how to apply it in teaching of technical education programme,
since teachers have a vital role in bringing about this understanding in students. A survey
design was adopted, with two research questions and two hypotheses, tested at 0.05 (5%)
level of significance guided the study. The respondents for the study consisted of 210
technology teachers. Mean and standard deviation were used to answer the research
questions, while t-test statistics was employed to test the hypotheses. The findings of the study
revealed among others that technology teachers are expected to be skilled in using media
and tools to address differences in student ’s learning and performance; media and
technology to support learning of students; and develop performance tasks that require
students to locate and analyse information. It was recommended that State Government
should ensure that her policy statement regarding the provision of necessary infrastructure
and training for the integration of ICT in the school system is effectively implemented and
technology in vocational education teachers should be encouraged to vigorously pursue ICT
training with seriousness. This could be achieved by making computer available and ensure
effective internet connectivity which will provide opportunities to educational leapfrog into
the modern era.

Key Word: Competency, Utilisation of Information Communication Technology, Effective
Instructional Delivery

Introduction

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Information is the basic need for proper interaction in the society and global at large,
it is the bedrock of communication that facilitate technology in social and economic
relationship among people as well as creating medium for educational understanding of skills
in teaching and learning processes.

Information Communication Technology (ICT) has been recognised to be a very
powerful tool in education reform (UNESCO, 2008). The Federal Government of Nigeria
fully appreciates the role of ICT in national development; consequently, it has put in place in
the year 2011, a policy document entitled the National Policy for Information Technology.
The policy clearly spelt out the ICT vision, mission and policies for Nigeria. Also, FGN
(2013) acknowledged the importance of using ICT in improving knowledge and thus states in
the national policy that government shall provide necessary infrastructure and training for the
integration of ICT in advancing knowledge and skill in the modern world. It is assumed that
government policy has been implemented; teachers in our school system must have acquired
ICT skills which help them for effective instructional delivery as well as facilitating teaching
and learning. No wonder Nwiyi (20-07) pointed out that computer acquisition and use is an
important aspect of the teaching and learning process. If a teacher is to function effectively,
and meet the challenges of the 21st century, the teacher education process must make
adequate provision of individualised computer training for would be technology teachers, for
a better output.

Information communication t6echnology according to Curtin (2002) “is a set of
activities that facilitate by electronic means, the capturing, storage, processing, transmission,
and display of information”. It is also defined by the United Nations Scientific, Educational
and Cultural Organisation (UNESCO) as the “combination of the computer,
telecommunication and media technologies. These technological tools according to Chaka
(2008) include computers, the internet, broadcasting technologies (radio and television) and
telephone.

Adewoyin (2006) opined that a good number of researchers have shown that the
quality of learning and teaching can be significantly enhanced when ICT is approached and
utilised as an intellectual multi-tool. In view of the importance attached to ICT, relevant
authorities in Nigeria have made the acquisition of basic ICT skills and capabilities part of
national minimum standards for certification and practice at both Nigeria certification in
education, and degree in education. The relevant authorities include National Commission
for Colleges of Education (NCCE), National University Commission (NUC) and Teacher
Registration Council. In the word of Njoku (2006) these developments are the strongest
indication ever that the era of teachers without ICT skills are gone. To show that you are a
teacher today, you must prove your e-capabilities because that has a lot to tell about the stuff
you are made of.

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For technology education teacher to meet up with the demands of the global world,
they must be dynamic to innovations in the educational system. This will enable technology
subjects to achieve the objectives for which it was established. According to UNESCO and
ILO, and FGN, technical and vocational education is further understood to be an integral part
of general education, a means of preparing for occupational fields and for effective
participation in the world of work, an aspect of lifelong learning, a preparation for
responsible citizenship and a method of facilitating poverty alleviation. In Nigeria, technical
and vocational education courses are taught in secondary schools, technical colleges, colleges
of education (technical) and polytechnics to produce semi-skilled-manpower,
craftsmen/master craftsmen, technical teachers at Nigeria Certificate in Education (NCE)
level and technicians/technologist, in various sector of the economy for industrial and
technological development (Federal Ministry of Education, 2000

In technology education, students have to relate directly with tools, equipment,
materials and situations. Such can be visualized through ICT. ICT plays a vital role in
sourcing, assessing, retrieving and managing information that can facilitate teaching and
learning. If technology teachers are ICT compliance, they can browse on the internet to get
useful materials or information which could be of help in technology education instruction.
They can use computer to store and retrieve information, television and radio which form
part of technological tools can also be used as instructional strategy to facilitate teaching and
learning which will enhance their competencies. Competency is a standardized skill or set of
skills for an individual to properly perform a specific job. Encarta (2009) described
competency as ability to do something well, measured against a standard especially acquired
through experience or training.

Vocational education according to Wikipedia (2010) can be classified as teaching
procedural knowledge. This can be contrasted with declarative knowledge, as used in
education in a usually broader scientific field, which might concentrate on theory and
abstract conceptual knowledge, characteristic of tertiary education. Vocational education cam
be at the secondary or post-secondary level and can interact with the apprenticeship system.
Increasingly, vocational education can be recognised of prior learning and partoial academic
credit towards tertiary education (e.g. university) as credit; however, it is rarely considered in
its won form to fall under the traditional definition of higher education.

Technology education materials can be stores in disk, CD-ROM and cassette which
can be used during instruction. Any teacher who is knowledgeable in the use of ICT skills is
at liberty to judiciously use any of these technologies to enrich teaching and learning. In
agreement with the above facts Chaka (2008) succinctly stated that ICT can provide access to
information source, enable communication, create interacting learning environment and
promote change in methods of instruction. Quality and access to up-to-date and materials can
be improved while offsetting some cost of text books.

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Statement of the Problem

Majority of technical vocational teachers in our secondary schools and technical
colleges do not have fundamental knowledge of ICT skills. This was blamed on the death and
competencies level of ICT facilities in most TVE institutions for the training of students.
Based on the fore-going, this study intend to determine the competencies required of
technology education teachers in the use of ICT and the extent technology teachers use ICT
to improve their instructional delivery.

Research Questions

1. What is the competencies level of ICT in technology education teachers to enhance
effective instructional delivery?

2. To what extent do technology teachers use ICT to improve effective instructional
delivery in technology education?

Null Hypotheses

Ho1: There is no significant difference in the mean responses of technology teachers
regarding the competencies level required of technology education teachers to
enhance effective instructional delivery?

Ho2: There is no significant difference in the mean responses of technology teachers
regarding the extent they use ICT to improve effective instructional delivery in
technology education?

Methodology

The study employed survey design. This method allows the researcher to have a vivid
description of the competencies level and extent at which technology teachers use ICT in
teaching technology education for effective instructional delivery in government technical
colleges in Akwa Ibom State. The population of the study comprised of 210 technology
teachers in the six state owned technical colleges in Akwa Ibom. No sample or sampling
technique was carried out as the entire population was used due to the small number.

The instrument tagged “Technology Teachers Competency and Utilisation of
Information and Communication Technology for Effective Instructional Delivery
(TTCUICTEID) was constructed by the researcher and was validated by experts in the field
of instructional technology. The reliability of the instrument was determined using Cronbach
Alpha and 0.84 internal consistency coefficient was established. The instrument
administration was carried out by the researcher with the help from the Head of Departments

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of all the schools used. The data collected on the study was analysed using mean and t-test
analysis for research question 1 and 2.

Result

Research Question 1

What is the competencies level ICT required of technology education teachers to
enhance effective instructional delivery?

Null Hypothesis 1: There is no significant difference in the mean responses of technology
teachers regarding the competencies level required of technology education teachers
to enhance effective instructional delivery.

The data for answering research question 1 for testing null hypothesis 1 are presented in
Table 1.

Table 1: Mean and t-test Analysis of the Responses of Technology Teachers to

Enhance Effective Instructional Delivery (N = 210)

S/N Competencies Level ICT Required of X̄ 1 X̄ 2 X̄ G Remark t-cal Sig
(2-tail)
Technology Education Teachers to

Enhance Effective Instructional

Delivery

1. Starting and shutting down computer 4.21 3.90 4.08 Agreed 2.010 0.06
system/peripherals

2. Identifying and use of icons, menu and 4.42 4.18 4.32 Agreed 1.100 0.28
windows

3. Make backup copies of document and 3.92 3.90 3.92 Agreed 0.060 0.96
files

4. Protecting and acre for storage media 3.64 3.63 3.64 Agreed 0.030 0.98

5. Cut, copy and paste documents/texts 3.78 3.63 3.72 Agreed 0.430 0.67

6. Using words processing for typing and 3.90 3.93 3.93 Agreed 0.170 0.87
other applications

7. Design and management of learning 3.78 3.63 3.72 Agreed 0.430 0.67
environment and resources

8. Incorporate use of media and technology 3.84 3.95 3.83 Agreed 1.270 0.24
for teaching where applicable

9. Using computer and video source for 4.21 3.90 4.08 Agreed 2.010 0.06
large screen

10. Ability to add and delete records on 3.84 3.95 3.83 Agreed 1.270 0.24
computer

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11. Use media and tools to address 3.85 3.81 3.84 Agreed 0.170 0.87
differences in children’s learning and 0.87
0.11
performance 0.87
0.11
12. Use media and technology to support 3.92 3.90 3.92 Agreed 0.170
learning of students with special needs

13. Develop performance tasks that require
students to locate and analyse information 4.57 4.09 4.36 Agreed 1.620
as well as draw conclusion

14. Select and create leaning experiences 4.42 3.72 4.12 Agreed 0.170
relevant to learners and based upon
principles of effective teaching

15. Use a variety of media and communicate 4.57 4.09 4.36 Agreed 1.628
results clearly

Table 1 show that the respondents agreed with all the 15 items on the competencies
level of ICT required of technology education teachers to enhance teaching and students’
learning level. the data shows general trend of agreement on starting and shutting down
computer system/peripherals; identifying and use of icons, menu and windows; make backup
copies of document and files; protecting and acre for storage media; cut, copy and paste
documents/texts; using words processing for typing and other applications; design and
management of learning environment and resources; incorporate use of media and
technology for teaching where applicable; using computer and video source for large screen;
ability to add and delete records on computer; use media and tools to address differences in
children’s learning and performance; use media and technology to support learning of
students with special needs; develop performance tasks that require students to locate and
analyse information as well as draw conclusion; select and create leaning experiences
relevant to learners and based upon principles of effective teaching; use a variety of media
and communicate results clearly. The result in Table 1 shows that all the items had their
calculated significant (2-tailed) values greater than 0.05. This implied that there is no
significant mean difference between the responses of technology teachers in technical
colleges on the competencies level of ICT required of technology education teachers to
enhance effective instructional delivery.

Research Question 2: To what extent do technology teachers use ICT to improve
technology education instruction?

Null Hypothesis 2: There is no significant difference in the mean responses NCE Technical
and B. Ed. technology teachers regarding the extent they use ICT to improve
technology education instruction.

The data for answering research question 2 for testing hypothesis 2 are presented in Table 2.

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Table 2: Mean and T-Test Analysis of the Responses of Technical Teachers in

Technical Colleges on the Extent they use ICT to Improve Technology

Education Instruction (N = 210)

S/N Competencies Level ICT Required of X̄ 1 X̄ 2 X̄ G Remark t-cal Sig

Technology Education Teachers to (2-tail)
Enhance Effective Instructional

Delivery

1. I use CD-ROM to obtain relevant 2.28 2.72 2.12 Disagreed 2.96 0.72
materials on vocational/technical from
internet

2. I make use of Corel Draw in developing, 2.14 2.63 2.92 Disagreed 2.41 0.64
design and drawing as well as printing
materials

3. I use Microsoft Excel in recording 2.92 2.60 2.68 Disagreed 2.33 0.08
students work in vocational/technical
education

4. I use variety of media to communicate 2.64 2.63 2.64 Disagreed 0.03 0.97
results clearly to technology education
students

5. I make use of media and technology to 2.52 2.62 2.04 Disagreed 2.76 0.84
support learning of students with special
needs

6. I use media and technology to attend to 2.71 2.63 2.68 Disagreed 0.30 0.77
differences in children’s learning and

performance

7. I usually connect video and devices with 0.61
computer to present information for large 2.14 2.81 2.00 Disagreed 2.11

screen display for students

8. I incorporate the use of media and 2.64 2.63 2.64 Disagreed 0.02 0.98
technology for teaching where applicable

9. I browse on the internet to get relevant
materials in teaching technical/vocational 3.85 3.45 3.68 Agreed 2.27 0.42

programmes

10. I use storage devices to store relevant 3.63 3.74 3.55 Agreed - 0.78
information obtained from internet 0.43

11. I use cassette to record relevant materials 3.32 3.23 3.28 Disagreed 2.11 0.09
from radio

12. I use media and tools to address 3.18 3.13 3.12 Disagreed 2.96 0.72
differences in children’s learning and

performance

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Table 2 shows that respondents disagreed with 10 out of the 12 items on the extent at
which technology teachers use ICT to improve technology education instruction. This
suggested that majority of technology/vocational teachers are not fast in using ICT to
improve instruction as there were general disagreement with the majority of the items which
include: make use of Corel Draw in developing, design and drawing as well as printing
materials; use Microsoft Excel in recording students work in vocational/technical education;
use variety of media to communicate results clearly to technology education students; use
media and technology to attend to differences in children’s learning and performance; also,
majority disagree that they can incorporate the use of media and technology for teaching
where applicable. However, they agree that they can use storage device to store relevant
information obtained from the internet and use media and tools to address differences in
children’s learning performance. The result in Table 2 shows that all the items had their
calculated significant (2-tailed) values greater than 0.05. This implied that there was no
significant mean difference between the responses of respondents on the extent at which
technology teachers use ICT to improve technology education instruction.

Discussion of Findings

The findings of the study are substantiated by some conceptual framework of scholars
with precedence to research questions and purpose of the study.

The data presented in Table 1 provided Answer to research question and hypothesis 1,
the findings revealed that starting and shutting down computer system/peripherals;
identifying and use of icons, menus and windows; make backup copies of document and
files; design and management of learning environment and resources; incorporate use of
media and technology for teaching where appropriate; use media and tools to address
differences in children’s learning and performance; use media and technology to support
learning of students with special needs; develop performance tasks that require students to
locate and analyse information as well as draw conclusion; select and create learning
experiences relevant to learners and based upon principles of effective teaching and use a
variety of media and communicate results clearly are the competencies required of
technology teachers to enhance effective technology instructions.

These findings are in consonance with the opinion of Adewoyin (2006) and Njoku
(2006) who emphasized that ICT has radically influenced the way knowledge and
information are generated, developed and transmitted. They also explain that ICT has
reduced the entire world into global village and replaced the use of physical strength in
performing tasks with automations. The teacher at best today is a facilitator, a motivator, a
guardian, or a counsellor. Consequently, since ICT now holds sway, there is the need to catch
up fast so as not to become redundant they added.

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By analysis to Table 2 which provided answer to research question and hypothesis 2,
findings revealed the extent at which technology teachers use ICT to improve technology
education instruction. Findings indicate that majority of technology teachers are not fast in
using ICT to improve instruction as they disagree with the majority of the items which
include: making use of Corel-draw in developing, design and drawing as well as printing
materials; use Microsoft Excel in recording students’ work in vocational/technical education;
use variety of media and communicate results clearly to technology education students; use
media and technology to attend to difference in children’s learning and performance.

Finding also shows that majority disagree that they can incorporate the use of media
and technology for teaching where appropriate; use storage devices to store relevant
information obtained from the internet and use media and tools to address differences in
children’s’ learning and performance enhances self-reliance and employment, prevents
wasteful expenses, improve production, manufacturing and creativity, prolong the service life
span of equipment hence reduce hard earned money spent, buy new one and improve safety
operations and life span of facilities, improves mastery of knowledge and skills in use of
machines and equipment, expose students and staff to opportunities that will help them
develop managerial skills. This finding supported the view of Chaka (2008) in her study who
found out that most secondary school teachers do not know much about ICT skills and as
such could not use ICT in obtaining information and materials foe effective instructional
delivery.

Adewoyin (2006) lamented that we do not have resources and infrastructure in place
to cope with the challenges and at the same time our education and training systems are not
adequately and effectively equipped to provide opportunity of retraining as many as possible.
Aimola (2010) explained that there is dearth of ICT facilities in most technical colleges for
the training of students. The high cost of computer and teaching aids ownership is a major
constraint to acquisition of the items access to affordable and reliable internet connectivity is
only available in few institutions, facilities and offices, mostly in the urban areas. Even then,
power fluctuations have considerably reduced the reliability of the access and inadequate
bandwidth also makes access difficult. Realizing this problem, Nwiyi (2007) advised that
teacher education process must make adequate provision of individualised computer training
for would be teachers.

Hence, Chaka (2008) recommended that National policy for ICT should be
implementing foe effective instructional delivery. The inability of the respondents to use ICT
facilities has far reaching implications in the achievement of global educational objectives in
the 21st century.

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Conclusion

Given the different views expressed by technology teachers on competencies and
utilization of information & communication technology (ICT) for effective instructional
delivery, it is worthwhile for government, policy makers of technical and vocational
education in Nigeria to consider proper ways of incorporating technical and vocational
education with information and technology acquisition to implement modernized and
innovative learning and instructional programme through enforcement of national policy for
information technology in Nigeria in order to make every teacher to have understanding of
the importance of ICT and how it affects their subject specialisation as well as its application
in teaching of technology education programme, since pedagogy in education n is the perusal
of teachers achievement that plays a vital role in bringing about the understanding of
technology application to students’ learning.

Recommendations

Based on the findings of the study the following recommendation were made

1. State Government should ensure that her policy statement regarding the provision of
necessary infrastructure and training for the integration of ICT in the school system is
effectively implemented, through making certain percentage of its annual budget for
the development of ICT industry in Nigeria.

2. Technology teachers should be encouraged to vigorously pursue ICT training with
seriousness. This could be achieved by making computer available, establishing
facilities and ensure effective internet connectivity which will provide opportunities
to educational leapfrog into the modern era.

References

Adewoyin, J.A. (2006). The place of Information and Communication Technology in
Designing and Utilising Instructional Materials in C.O Tiamiyu: Understanding New
Technology in Instructional Media/Materials Utilisation. A book of preceding on a One
Day Train the Trainer Open Workshop, (48-68).

Aimola, A.O. (2010). Milestone, Problems and Challenges in the Management of Technical
Vocational Education Institutions in Nigeria. Unpublished Lead paper on Workshop for
Technical Vocational Education: University of Ibadan.

Chaka, J.G. (2008). Information and Communication Technology (ICT) as a Vital Tool in the
Education Sector reform in Nigeria. Nigeria Journal of Sociology in Education (NJSE).
2(2), 182-190.

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Encarta (2009). Encarta dictionary tool. Encarta Professional.

Federal Government of Nigeria (FGN) (2013). Technical and Vocational Education
Development in Nigeria in the 21st century with the blue print for the Decade 2001-
2010. Abuja: Federal Ministry of Education.

Njoku, Steve. (2006). Teachers, ICT and the Challenges of the 21st Century. 25th AOCOED
Distinguish Lecture Series. Adeniran Ogunsanya College of Education Otto/Ijanikin.

Nwiyi, G. U. (2007). Teacher Education in Nigeria: Challenges for the 21st Century. A
Journal of Today’s Education. 10 (3), 1-5.

Obi, V. C. (2005): Information Communication Technology Skills Needed by Business
Education Teachers for Effective Instruction in the Secondary Schools in Enugu State.
The Journal of World Council for Curriculum and Instruction, Nigeria Chapter 4 (2),
99-106.

UNESCO & ILO (2002). Technical and Vocational Education and Training for the Twenty-
first Century. Paris: UNESCO.

UNESCO (2008). Perspective of information and communication technology. Co-operative
between educational institutions and ICT in technical and vocational education. Berlin:
UNESCO Publication.

Wikipedia (2010). Technical and Vocational Education and Training Programme.
http//:www.incorporationofictintvetraining.com

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Ethnical Relativity and Entrepreneurship for Effective Market System,
Economic Growth and Development

Etokeren, Marcus S.

Department of Business Education
College of Education, Afaha Nsit

Abstract
Nigeria is a very dynamic society in which businesses and economic activities driven by
entrepreneurs are fundamental to economic growth and development. The ethical matrix in
business practices can be understood through the comprehension of the fundamentals of ethical
theories and the inextricability of ethics and business practices as well as entrepreneurship and
ethics. Businesses are from the society, for the society and inhere in the society. Hence the
potency of ethics to elicit from entrepreneurs’ cognitive adaptability in understanding ethical
dilemma in business practices and appropriating commensurate ethical stroke on such dilemma
for holistic functioning of the market and the economy is all the education every entrepreneur,
stakeholder, customers and the society need. From these, entrepreneurs’, customers’ and
stakeholders’ self- efficacy, self-monitoring and self-concept will be enhanced and the sleaze in
the market places mitigated if not completely eradicated. It is therefore recommended among
others that business ethics be taught in our tertiary institutions. Seminars organized for
teachers of technical and vocational education, entrepreneurs and in particular small and
medium scale entrepreneurs. The paper concludes that entrepreneurs need more ethnical
orientation that will help them to be more functional and pragmatic in the discharge of their
fiduciary responsibilities.

Introduction
Nigeria is a very dynamic society and like every other society, business activities are

very fundamental to its economic growth and development. The drivers of the economic
activities are the entrepreneurs be it private or corporate. Thus, all business activities is from the
society, for the society and inhere in the society. Society as acknowledged by Marrian Levy as
cited in Morrish (1975) is a group of human-beings sharing a self-sufficient system of action
which is capable of existing longer than the life span of the individual. In corroborating this
assertion, Aberle as cited in Morrish (1975) avers that society’s identity and continuity persist
and inhere in the system of action in which the actors participate rather than in the actors. In
this light, businesses are not operated in a vacuum and as such need a framework and processes
to enable operators of business discharge their fiduciary responsibilities. This further explains
the fact that business is itself an institution that has its distinct focus, rules and modus operandi.
Corroborating this fact, Boatright (2009) avers that business are single purpose institutions
conceived and managed in order to engage in economic activities. In support of this, Jenning
(2012) holds that businesses are group of individuals accountable to shareholders, creditors and
others who may be affected but are not always part of the businesses’ decision processes and
ethical analysis. This further lay credence to the fact that businesses inhere in the people and the

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society for a symbiotic relationship. Further synthesizing the definitions of business and views,
apart from the inextricable symbiotic relationship between the society, the people and business
is the fact that entrepreneurs and business managers in attempt to discharge their fiduciary
responsibilities are in constant touch or relationship with clients, shareholders, customers,
creditors, suppliers, employees and members of the larger society. These interactions are prone
to generate many challenges and conflicts that could inevitably put operators of business on
their wit ends ostensibly because of the heterogeneous nature of the people with attendant
individual differences. These individual differences give rise to the diverse business zeal, goals,
objectives and visions as practiced by business zealots. This is why there is a great deal of
sleaze in business such as scams, fraud, high-tech corruption, marketing of fake products, tax
evasions and lots more. These are suggestive of decimation of ethical behaviours in business
conduct by entrepreneurs and managers as a tradeoff for mouthwatering profit. The imperatives
to curb these excesses require entrepreneurs to keep learning and to educate themselves on the
crucibles of what could make them effective in the society without necessarily injuring the
society. Thus, any form of education should be education for the society with core essence to
understanding the flaws in their (entrepreneurs) analyses and reasoning processes as well as
types of pressure that caused them to do what is wrong or unethical.

In view of these, ethical orientation of the entrepreneurs becomes a necessity to mitigate
the injury caused the society by the excesses of some zealous entrepreneurs.

This paper is therefore oriented as follow:
i. Synopsis of Theories of Ethics
ii. Ethnics and Business Practice
iii. Entrepreneurs and Business Ethics
iv. Summary and Conclusion
v. Recommendations
Synopsis of Theories of Ethics

Ethics from philosophical view point is the study of what is right and what is wrong.
Invariably, it is the study of morality (Boatright, 2009) Ethics brings about self-restraint not
prompted by any law but by conscience or morality and ethical standard is not standard of the
law. In effect, ethical standard are generally accepted rules of conduct that governs society the
rules of which must be standard and expectation of behavior (Jenning, 2012). The slight
distinction between ethics and morality is that morality is society specific and is time, place and
class oriented (Morrish, 1975).

Ethics in ordinary life differs from business ethics. Business ethics has to do with
authenticity and integrity of the enterprise. This implies following or out rightly serving the
business, the cultural goals of the enterprise, its owners, its customers, and its employees as
anyone short of adherence to these percepts is not a businessman and therefore not ethical in
strict business sense (Jenning, 2012).

Ethics from philosophical perspective could be descriptive or normative; descriptive
ethics involves empirical inquiry into the actual rules and standards of a given group and also
sought and understand the ethical reasoning processes while normative ethics deals with what
we ought to do predicted upon reasoning and moral judgment.

Theories of ethics are divided into two distinct groups–Teleological theories and
Deontological theories. Teleological Theories: The crux of these theories is that actions are
justified by virtue of the end they achieve rather than some features of the action themselves.
The theories obligate one to perform actions that will produce result with greatest possible

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balance of good over bad. Deontological Theories: Obligate us to act not because of the
benefits derivable by so acting but to act purely by virtue or nature of the action(s) or the rules
from which they follow. For instance, lying is wrong by its nature regardless of the
consequences or outcome.

According to Boatright (2009), Jenning (2012), Nelson and Quick (1997), the many
theories of ethics include among others utilitarian theory, divine command theory, ethical
egoism theory, moral relativism theory, the Right or entitlement theory, social contact or
contactarian and justice theory, virtue ethic theory.
For effect and for the purpose of this paper a few of these theories that greatly impact business
enterprises are considered as here under:
i. Divine Command Theory: The crux of this theory is that natural law (God) is the sacrosanct
determinant of certain right and conduct. In this respect, ethical dilemma is resolved according
to the tenet of one’s faith no matter what the society does; he or she is not drifted from the
tenet.
ii. Utilitarianism: Is integral to teleological ethics. This ethical theory obligates us only to include
the interest of everyone in our consideration but not to act in a way that advances every
individual interest. This theory seems not to place value on observing rules except “Rule of the
Thump”. The two variants of utilitarianism are Act Utilitarianism and Rule utilitarianism. In
Act utilitarianism, an action is right if and only if it produces the greatest balance of pleasure
(good) over pains for everyone. In the Rule utilitarianism, the theory firmly insists on rules of
morality and role obligation. Thus an action is right if and only if it conforms to a set of rules,
the general acceptance of which should produce greatest balance of goods over pains for
everyone. Basically, in classical utilitarian, an action is judged to be right by virtue of the
consequences of performing the action. For instance, telling a lie or bluffing is considered right
in so-far-as it produces better consequences than any alternative course of action. No emphasis
is placed on observing rules. The many component parts of utilitarianism are:
i. Consequentialism which holds that the rightness of action is determined solely by their
consequences. However, Kantian ethics noted that moral obligation arises solely from a moral
law thus they are categorical imperatives giving sense of direction on what to do.
ii. Hedeonism is concerned with the fact that the only utility is the pleasure and only pleasure is
the ultimate good (right) thing to be derived from any action.
iii. Maximalism: holds that utility accrues only when critical comparison of good and bad are
weighted and the ultimate outcome is outstandingly good though the bad consequences are also
taken into consideration.
iv. Universalism: gives very strong consideration to the consequences that affect everyone.

In-spite of the sub-units of utilitarianism, the crux in the concept is that it obligates us

not even to ignore our own interest rather to place it higher above the interest of anyone else.

Ethical Egoism Theory: The core concept of the theory is that everything is determined by

self-interest (i.e. our self-interest is critical and should therefore unite our judgment to our own
ethical ego without infringement on others’ ego. This indeed requires maintenance of order and

legal protection put in place so as to check mate ethical egoist. Adam Smith in support of Ms.
Ayn Rand and Atlas Shrugged – the proponents of this theory as cited by Jenning (2012), notes

that ethical egoism is critical in business but warned that human beings are rational and
understand that fraud is in no one’s self interest not even that of the perpetrator who does

benefit temporarily but within time caught up by the state official with subpoenas. Adam Smith

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argued that many believe they can lie or cheat in business transactions and get away with it
without the hindsight that the business community will soon spread the word “don’t do business
with him (them) because he (they) cannot be trusted.” This is the paradox of ethical egoism.

Moral Relativism Theory: The proponent of this theory belief centers on the fact that
pressure of the moment is the determinant of ethical decision. Thus it is the pressure of the
moment that justifies ethical dilemma. In classical moral relativist mode, a little fraud to help a
company or business survive was ethically acceptable at that time. Thus the theory is time
dependant or situational.

Virtue Ethics Theory: The theory fundamentally anchors on moral character rather
than on right action. Aristotle as cited in Boatright (2009) emphasized that ethics is to enable us
lead successful and rewarding life “good life.” Virtue is a character trait that manifests itself in
habitual action. Robert Solomon the proponent of virtue ethic as cited in Jenning (2012)
highlights basic elements that make or constitute a virtuous businessman to include among
others ability, acceptance, amiability, articulateness, attentiveness, autonomy, caring, charisma,
compassion, cool headedness, courage, determination, fairness, generosity, graciousness,
gratitude, heroism, honesty, humility, humour, independence, integrity, justice, loyalty, pride
and prudence. Business is not absolute since there could be some slight deviation from the
virtue of the day to day life. Thus every businessman needs business related character trait that
reflects the peculiar situation he is confronted with. Indeed a character trait contributes to that
purpose.

Entitlement Theory: The theory as propounded by Robert Nozick and cited in Jenning (2012)
and Boatright (2009) holds, as core feature, the process by which distribution come about. He
avers that whatever arises from a just situation by just step is itself just. The principle of just
transfer and the principle of just original acquisition holds as far as the exchange is purely
voluntary, with no force or fraud; therefore the resulting redistribution is just. The theory
concludes that people through dint of hardwork, shrewd trades or plain good luck would most
likely amass great wealth. Thus the rich is not obligated to aid the poor and forcing him to do so
tantamount injustice. The theory further avers that the point of justice is not to promote human
wellbeing or to achieve a state of equality but it is to protect our right.

In summary, the classical essence of business (firm) in a market system is to maximize
the return on investment (profit). The market system operates largely without explicit
consideration of what is right or just but premised on the forces of supply and demand.
Entrepreneurs therefore are to be flexible in choice of ethical theories to resolve ethical
dilemma. This implies that they must overtly show adequate cognitive adaptability for a
business success without necessarily compromising the core concept of the business and
without leaning too heavily on a given ethical theory but ensure effective application of that
which resolve a given ethical dilemma at a given time situation. Consequently, all the theories
are critical to business operations but their application is diverse and adaptive.

Ethics and Business Practices
To be able to establish the inextricable relationship between ethics and business

practice, it is pertinent to state briefly and that within the construct of business perspective,
what business ethics is all about. Business ethics as asserted by Weihrich, Cannice and Koontz
(2008), is concerned with truth and justice and has a variety of aspects such as the expectations
of the society, fair competition, advertising, public relations, social responsibility, consumers

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autonomy and corporate behavior. This assertion corroborates Center and Jackson (2003) as
they note that ethics are standards set by a profession, organization or oneself based on
conscience – “What is right or fair to others as well as to one-self”. In the views of Nelson and
Quick (1997) ethics reflect the way values are acted out. They noted rather succinctly that
individual differences in values, locus of control, Machiavellianism and cognitive moral
development are important influence in ethical behavior. Thus and as noted by Kay (1975),
values and imperatives exist in the “within” of man’s self-reflective nature. The core concept
alluded here is that ethics and values are inextricably related in the formation of behavior and
approach to ethical issue both in business and private life. Ethics therefore prospect to entrench
in business practices discipline that will permeate and overtly manifest in our daily lives,
attitude, conduct and interaction with others in the market places and allied environment. This
is quite apt from the perspective that business has distinct features which is, according to
Boatright (2009), economic character that prompt out interaction with and building up
relationship with customers, creditors, suppliers, stakeholders and members of the larger
society. Thus business ethics attempt to prompt entrepreneurs to think clearly and deeply about
ethical issues in business and to arrive at conclusions that are mutually accommodating and
supportive by the strongest possible argument. For instance, Boatright went further to note that
trading is often accompanied by hard bargaining in which both sides conceal their full hand and
perhaps engage in bluffing, use of false or deceptive claims and tricks such as “bait-and-
switch.” This assertion is corroborated by Kotler (2001) when he averred that ethical issues
include false and deceptive advert, bribery, stealing trade secret, quality and safety, warranties,
price fixing and discrimination among others. All of these are application of ethical theories in
practice which depends strictly on the entrepreneurs’ disposition, character traits and indeed the
society. The analogue here encapsulates the fact that ethics most often conflict with practical
demand of business and engender more complex uncertainties about ethical obligation in
practical business circumstances or situation. The wand that is essentially axiomatic which can
resolve the impass is the Golden rule of do unto others as you would want it done unto you.
This again elicit the inner complex psychological element called “Conscience” which brings to
the fore the issue of morality. However Kay (1975) holds that moral conduct is a consequence
of moral conviction and commitment to moral values. This position is subscribed to by Kotler
(2001) when he opined that business successes and continually satisfying the customers and
other stakeholders are intimately tied to adaptation and implementation of high standard of
business and marketing conduct. This conduct he loudly noted in based on ethics and moral
trimmed by rules and legislations. Thompson, and Strickland III (2001) allude to the fact that a
management that truly cares about business ethics is proactive and therefore steers away from
ethically or morally reprehensible business opportunities and business practices and such
actions reflect integrity and high ethical standard. Integrity is integral to virtue ethics.

Consequently one can without equivocation conclude that establishment of a credo or
code of conduct in any enterprise is a conscious strategic attempt to resolve the impasse
between ethics and business practices. Credo is indeed a moral statement with intent to elicit
moral imperatives from the entrepreneurs, stakeholders, customers, suppliers, creditors and the
larger society. From it (credo) one can decipher the moral and ethical precept of the enterprise
or organization. For instance, UBA (United Bank for Africa) displays conspicuously in their
banking halls what can be termed a “credo” in it simplistic form which is “HEIR”.
The acronym “HEIR” is translated thus:
H = Humility

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E = Empathy
I = Integrity
R = Resilience
This basic template highlights the ethical conduct the bank and its staff operate as a pivot of
appeal to customers’ patronage. Besides it tacitly instill in her workforce the ethical values and
moral imperatives required of her workforce for the enterprise to remain in business in a chaotic
and competitive environment like Nigeria.

Credo is virtue in action; it defines you and your ethical boundaries and is usually a
handy respite when faced with ethical dilemma. Credo grounds entrepreneurs and means that an
entrepreneur need to find a way to describe itself in terms or qualities that are part of itself no
mater what happens to the entrepreneur financially or professionally. For instance the 4 way
test of Rotary which is: Is it the truth; Is it fair to all concern; Will it build goodwill and better
understanding; Will it be beneficial to all concerned exemplifies the virtues of the club and its
members. Credo is integral to corporate culture (Nelson & Quick 1997); Jennings (2012). In the
light of all these, one can conclude that ethical theories and business practices are knittingly
collaborated and organically applied in resolving ethical dilemma in the market places and in
economic circumstances.

Entrepreneurship, Ethics and Business Practice
Entrepreneurship, though writers do not have a concise definition, has overtime

metamorphosed from the primordial Macro Polo perspective to the Richard Cantillon (founder
of the term) to the new, more encompassing perspective that incorporates creativity and
innovation. Entrepreneurship according to Timmons, and Spinelli (2009), is a new
management, new education, new not-for-profit philanthropy management paradigms. Hisrich,
Peters and Shepherds (2009) aver that entrepreneurship is the process of creating something
new with values by devoting the necessary time and effort; assuming the accompanying
financial, psychic and social risks and receiving rewards of monetary and personal satisfaction
and independence. This definition is corroborated by Ekwere and Ekwere (2015); Timmons, et
al. (2009). The distinct economic role of entrepreneurs therefore is to initiate and constitute
change in the structure of business and society through entrepreneurial processes.
Consequently, entrepreneurs are skilled at seeing opportunity and going after them, they see
needs and understand how to meet them in a way that produces profit (Maxwell, 2007). This
myth is corroborated by Beno (1999) as he holds that the opulence of an entrepreneur is
intrinsic in wearing his thinking hat – yellow and green hats respectively. Beno went further to
aver that the characteristics of a yellow hat include being positive, constructive, logical and
practical, strive to find logical support for value and benefits, generative, speculative and looks
into the future for best possible scenario with intent to add value. The green hat involves being
creative of new ideas, new concepts, new perception, new approach to problems, use creative
pause to consider alternatives and usually a lateral thinker. Lateral thinking, Beno argued, is a
set of attitude, idioms and technique for cutting across patterns in a self-organizing asymmetric
patterning system as a means to generate new concept and perceptions, vision and be practical
in approach. Prentiss, (2009) describes such attitude as “Breaking though the skill of restricted
thinking,” In overt acknowledgement of the onerous responsibility of entrepreneurship,
Thompson and Strickland (2001) succinctly expressed that crafting strategy is partly an
exercise in astute entrepreneurship – actively searching for opportunities to do new things or to
do existing things in new ways. Corroborating this view, Prentiss (2009) assert that “to have all
you want bring all you have; courage, mental strength, dignity, honesty, truthfulness,

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responsibility, trustworthiness, tolerance, compassion, kindness, consideration, fairness,

morality and justice. Ekwere et el (2015) subscribe to this assertion.
Deductively, these authors’ perspectives exude basic characteristics of unmitigated

entrepreneurship that are intrinsic in business ethics and a critical nexus for international best

practices, be it corporate, individual or government. However, in Nigeria, there seem to be

substantial disconnect between ethics and business practices by most entrepreneurs. The sleaze

in businesses as practiced in Nigeria today are instructive to the disconnect between ethics and

international best practice. This is considered to be predicated upon the attitude, values of the

entrepreneurs, the society, culture and education. For instance most entrepreneurs use guerrilla

tactics to squeeze every kobo from customers and exploit maximally every situation. This

guerrilla tactics precipitates lack of trust, cynicism, questionable ethics and anxiety in the

market places; Confield and Hewitt (2000) averred.

In Nigeria, for instance, copious headlines in the print media support this view. In Daily
Sun Newspaper of February 2, 2016 (page 26) was the headline “Fake bakery operators invade
Calabar… engage in business without approval from the regulatory authority.” The Nation
Newspaper of May 16, 2014 (page 12) reported thus “65% of registered firms owed 2 years tax,
75% of registered small and medium enterprises are not captured in the tax net of FIRS.” The
Punch Newspaper of September 9, 2016 (page 12;30) had this headline “N107bn Fraud: court
freezes ex-revenue workers account; 90% of imported products not verified by SON.” Similarly

The Nation Newspaper of August 14, 2013 (page 7), reported on Federal Government losing

N80bn to corporate tax evasion. The Nation Newspaper of September 21, 2016 (page 1)

reported that banks were abetting corruption. Shehu Musa, former Secretary to the Federal

Government of Nigeria in apparent reprimand of entrepreneurs on these unconscionable
practices remarked thus “In Nigeria not only are officials corrupt but corruption has become
official” (Daily Sun Newspaper Vol. 13, 3490, Friday September 9, 2016, (page 45). In these

contexts, one can aver that there is a critical abuse of the utilitarian and virtue ethical theories

by entrepreneurs in the conduct of business. These conflicts seen in entrepreneurs are tangent to
Canfield’s (2000) opinion “in business, win-win means having a genuine concern for others.”

The central idea in win-win approach in business practice is that it is a precursor to building

core relationship with customers in that customers are the heart of any business; implying

therefore that entrepreneurs ought to be ethical in the conduct of businesses both in private life

and in the market places. Kay (1975) holds that the jettisoning of entrepreneurial ethics by

entrepreneurs are predicated upon their social class. He observed that various social classes

have different ideas of what is right and what is wrong and therefore have different set of

values. Thus social class or status and moral judgment and values are correlated. Similarly,

most ethical practices in business are predicated upon culture as entrepreneurs from varied

cultural background exhibit in business varied ethical and moral practices and values. Hoyer,

and Maclinns (2007) subscribe to this fact as they note that simple culture variations are
apparent in morality and behavior albeit values. They went further to identify types of values –

terminal, instrumental and domain-specific values. From entrepreneurship perspective, two

major inevitable and inextricable values play out in business practices albeit in market places

and these are instrumental and domain-specific values. Honesty is integral to instrumental

values while materialism albeit profit cruise is integral to domain-specific values. Honesty is

integral to virtue ethics. In the light of these, entrepreneurs that evade tax payment, cutting

corners, use guerrilla tactics, defraud customers, steal, sell poor quality and sub-standard

products have debased values and debased ethical behaviours. Various legislations,

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establishment of various regulatory bodies such as Nigeria Standard Organization (NSO),
NAFDAC, price Control Board, Customers Protection Council et al are intended to check-mate
the excesses of these entrepreneurs. Extant laws are enshrined in Companies and Allied Matters
Act 2004 (CAMA). Investment and securities Act, Public enterprises Act at al are for same
purpose and benchmarks ethical principles for businesses and their operators.

Consequently, entrepreneurs need to sense with feelings and not with thinking, Sensing
with feelings according to Sniderman, Bulmash, Nelson and Quick (2009) implies making
decision based on values and perceived impacts of the decision on others while sensing with
thinking implies decision based on logic and fact which are likely to alienate by ignoring the
impact of the decision on others. This is corroborated by Timmons, et al. (2009). Therefore,
good entrepreneurship and ethics are inextricably related for productive and effective
entrepreneurial engineering.

To further highlight the actions of the entrepreneurs, they can very well justify their
actions when viewed from the perspectives of moral relativism, virtue ethics, egoistic ethics and
entitlement ethics. However, from utilitarian standpoint, these entrepreneurs are applying their
knowledge of utility concept in the negative since they tend to ignore the injury their action is
causing the society, and customers and the implication of their action in the future of the
business.

However, ethics is potentially to elicit or appeal to the cognitive adaptability of
entrepreneur in understanding the ethical dilemma and consciously apply ethical theory that
will mitigate the dilemma. Here, lies the paradox of ethical theories in business practices.
Conclusion

Business ethics deals with authenticity and integrity of the enterprise relative to
serving the business, the cultural goals of the enterprise, its owners, its customer and its
employees. It reflects the way values are acted out though such reflection is substantially
influenced by locus of control, cognitive moral development and adaptability of the
entrepreneur. Whatever it is, ethics prospects to entrench in business practice discipline that
will overtly manifest in our daily lives, attitude, conduct and interaction with others in the
market place and allied environment.

Ethical theories are mixed grilled with plethora of choices for entrepreneurs to obligate
themselves with relative to their character traits, perceptions, cultural and moral values all of
which are sign posted by their business credos and the society’s moral and value system. This
however is axiomatic since the market system operates largely without explicit consideration of
what is right or just but rely on the forces of supply and demand. All of these notwithstanding,
entrepreneurs need to overtly show adequate cognitive adaptability to reflect their distinct
economic role – which principally is to initiate and constitute change(s) in the structure of
business, economy and the society through entrepreneurial process. Education is the hallmark to
mitigate the sleaze in the market place and the society.
Recommendations

The following are recommended as measures to propitiate the excesses of zealous
entrepreneurs:-
1. The culture of honesty, hard-work, and effectuation of sanctions on negative values should be
revived more vigorously/rigorously by the state holders in Business Education.
2. Change is here advocated among entrepreneurs to scuttle the sleaze in the market places.
3. Government should re-orient the school curriculum to emphasize the type of education that will
promote innovations, creativity and moral significance that inhere in hard-work.

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4. Individuals should accept full responsibility for others, shun sharp practices, promotes self
esteem, self efficacy, self-actualization, imbibe and practice worthy ethical principles.

5. Government policies and commitment to social justice should be unequivocal.
6. Government and government agents should not compromise or effectuate selective justices, so

that the whole cultural and value system are not perverse.
7. Citizens should have confidence and trust in the government. In this way the social and moral

structure of the society would not jettisoned for unwholesome moral maladies.
8. As education is the way out of maladies in the market places, citizenry should be trained on

government regulations and laws pertaining to business irrespective of their lack of economic
education background.

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