FACTORS INFLUENCING PERFORMANCE OF MICRO, SMALL AND MEDIUM SCALE ENTERPRISES IN BORNO STATE, NIGERIA: An Exploratory Study

2018 ◽  
Vol 05 (09) ◽  
pp. 26-33
Author(s):  
Fatimah Inuwa Usman ◽  
Fatima Alfa Tahir
Keyword(s):  
Social Sciences ◽  
Poor Performance ◽  
Small Sample ◽  
Government Policies ◽  
Alpha Coefficient ◽  
Medium Scale ◽  
Factors Influencing ◽  
Principal Factors ◽  
Entrepreneurial Training ◽  
The University

Micro, Small and Medium Scale Enterprises are considered the engine for growth of any nation. Yet, the performance of these enterprises leaves much to be desired. Scholars have asserted that this poor performance is influenced by numerous factors. The study explores the factors influencing the performance of Micro, Small and Medium Scale Businesses in Borno state, Nigeria. A small sample of MSME owners across Maiduguri metropolitan council were randomly surveyed using a single questionnaire. The content validity of the instrument was assessed by scrutiny and validation from two Professors of Management from the University of Maiduguri to ensure statements are clear and capture what they are intended to measure. The reliability of the instrument was also examined using the Cronbach alpha coefficient to ensure items are consistent in measuring each construct. Data was coded and analyzed with the aid of Statistical package for Social Sciences (SPSS) version 23. Results from the exploratory factor analysis showed infrastructural facilities, government policies, entrepreneurial training and insecurity were principal factors exerting influence on the performance of Micro, Small and Medium Scale Enterprises in Maiduguri.

scholarly journals DETERMINANTS OF CUSTOMER LOYALTY TO MOBILE PHONE BRANDS

2020 ◽  
Vol 5 (Special) ◽  
pp. 44-54
Author(s):  
Edith Onowe Odia ◽  
Simon Ayo Adekunle
Keyword(s):  
Social Sciences ◽  
Mobile Phone ◽  
Mobile Phones ◽  
Customer Loyalty ◽  
Demographic Variables ◽  
Benin City ◽  
Factors Influencing ◽  
Mobile Phone Usage ◽  
Level Of Significance ◽  
The University

This study empirically examined customer loyalty to mobile phone brands in Nigeria with specific objectives of establishing customers' preference for the different brands of mobile phone; ascertain the rationale for customer loyalty and preference for mobile phones; and examining the influence of demographic variables on customer loyalty to mobile phone usage. A survey research design with the use of questionnaire was adopted to generate the needed data for the study. The population of the study comprised users of mobile phones in the university community, ministries, and secondary schools in Benin City, Nigeria. Copies of questionnaire were administered to two hundred (200) respondents out of which one hundred and ninety-four (194) were returned and found useable. Statistical tools including simple percentage, mean, t-test and analysis of variance (ANOVA) were employed for data analysis through the use of Statistical Package for Social Sciences (SPSS 22.0). The study found that there is a significant relationship between respondents' demographics (gender, age and educational qualification) and customer loyalty at a 5% level of significance. Based on the investigated factors influencing mobile phone purchases such as quality, functionality, cost, durability and ease of maintenance, the study revealed that Nokia, Blackberry and Samsung are the most preferred mobile phones in Nigeria. The study, therefore, recommends that manufacturers of mobile phones should ensure that their products are of good quality, durable, affordable, easy to repair and capable of performing multiple functions so that those customers who like using more than one phone with different functional varieties can be loyal to a particular brand.

Environmental engineering education in conjunction with or as Part of social sciences curricula

2000 ◽  
Vol 41 (2) ◽  
pp. 47-54 ◽  
Author(s):  
H.H. Hahn
Keyword(s):  
Social Sciences ◽  
Engineering Education ◽  
Business Administration ◽  
Natural Sciences ◽  
Environmental Engineering ◽  
Basic Question ◽  
Basic Training ◽  
The University ◽  
Engineering Programme ◽  
Environmental Infrastructure

Traditionally in Germany environmental engineering education took place within the context of a civil engineering programme. There were reasons for this: the beginning of much of what we understand today to be environmental works fell within the parameters of city engineering. There were and are advantages mostly in view of the necessary planning, construction and operation of environmental infrastructure. There are also disadvantages which become more and more pronounced as the field of environmental protection expands: the civil engineer frequently lacks basic training in disciplines such as biology and chemistry and carries a large and sometimes burdensome knowledge of other less relevant subjects. Thus, educators begin to look for alternatives. This paper deals with an alternative that was developed some ten years ago and therefore has proven viable and successful: at the University of Karlsruhe students may choose to major in environmental engineering within the context or on the basis of an economics and business administration curriculum. The basic question here is as to what extent the student masters the field of environmental engineering if he or she has predominantly a solid background in social sciences and very little in natural sciences. The paper will describe the curriculum in structure and intensity and evaluate the accumulated knowledge and suitability of these students in terms of actual environmental problems. This will be done in terms of examination performance parallel and/or relative to traditionally trained civil environmental engineers as well as in terms of topics successfully treated in Masters' theses. In conclusion, it is argued that such combination of curricula should not be confined to economic sciences and environmental engineering but also be planned for legal sciences and environmental engineering.

scholarly journals Higher Education and Sustainable Development Goals (SDG)—Potential Contribution of the Undergraduate Courses of the School of Social Sciences of the University of Évora

2021 ◽  
Vol 13 (4) ◽  
pp. 1828
Author(s):  
Elisa Chaleta ◽  
Margarida Saraiva ◽  
Fátima Leal ◽  
Isabel Fialho ◽  
António Borralho
Keyword(s):  
Social Sciences ◽  
Economic Growth ◽  
Sustainable Development ◽  
Sustainable Development Goals ◽  
Quality Education ◽  
The Other ◽  
Potential Contribution ◽  
Decent Work ◽  
Development Goals ◽  
The University

In this work we analyzed the mapping of Sustainable Development Goals in the curricular units of the undergraduate courses of the School of Social Sciences at the University of Évora. Of a total of 449 curricular units, only 374 had students enrolled in 2020/2021. The data presented refer to the 187 course units that had Sustainable Development Goals in addition to SDG4 (Quality Education) assigned to all the course units. Considering the set of curricular units, the results showed that the most mentioned objectives were those related to Gender Equality (SDG 5), Reduced Inequalities (SDG 10), Decent Work and Economic Growth (SDG 8) and Peace, Justice and Strong Institutions (SDG 16). Regarding the differences between the departments, which are also distinct scientific areas, we have observed that the Departments of Economics and Management had more objectives related to labor and economic growth, while the other departments mentioned more objectives related to inequalities, gender or other.

Still focusing on the “essential 2:1”: exploring student attitudes to extra-curricular activities

2015 ◽  
Vol 57 (2) ◽  
pp. 184-203 ◽  
Author(s):  
Paul Greenbank
Keyword(s):  
Labour Market ◽  
Student Attitudes ◽  
Student Participation ◽  
Small Sample ◽  
Peer Norms ◽  
Market Outcomes ◽  
Content Type ◽  
Factors Influencing ◽  
Extra Curricular Activities ◽  
Degree Classification

Purpose – In order to compete for positional advantage in the graduate labour market students need more than a good degree classification. The evidence suggests that participation in extra-curricular activities (ECAs) can have a significant influence on labour market outcomes. The purpose of this paper is to examine the extent to which undergraduates engage in ECAs during their studies and analyses the factors influencing their participation in such activities. Design/methodology/approach – This study is based on a sample of 21 undergraduates in the Business School at a “new” university. These students completed two questionnaires in their first year of study. These were followed-up by in-depth interviews which were carried out in their first and final year of study. Findings – The study found that many of these students were not participating in ECAs because they lacked an appreciation of the value of ECAs to graduate employers. The students were also influenced by social and peer norms, especially the fact that their peers were not engaging in ECAs. Finally, the students often exhibited an extrinsic locus of control and dependency which was not conducive to engagement in ECAs. Research limitations/implications – The generalisability of the findings may be seen as limited by the fact that the study is based on a relatively small sample of students from one university. This research, however, provides detailed insights into the factors influencing student participation in ECAs and adds new perspectives to this under-researched area. Practical implications – The paper concludes by suggesting a range of inter-related approaches that higher education institutions could adopt in order to improve student participation in ECAs. These include careers education at all stages of the students’ studies; the use of unfreezing techniques in conjunction with case studies; a more substantial role for personal tutors; and the development of an institutional habitus that encourages autonomy and agency. Originality/value – Despite the importance of ECAs to graduate employers there have been relatively few studies into the factors influencing undergraduate participation in such activities.

Baylor University’s Football Stadia: Life Before McLane Stadium

2021 ◽  
pp. 1-20
Author(s):  
Chad Seifried ◽  
Tiffany E. Demiris ◽  
Jeffrey Petersen
Keyword(s):  
Contextual Factors ◽  
College Football ◽  
Media Attention ◽  
Factors Influencing ◽  
Current Review ◽  
Commercial Interest ◽  
History Of ◽  
The University ◽  
The Prestige

The present study offers a descriptive history of the football grounds at Baylor from 1894 to 2014. The current review identifies important individuals and notable events that impacted the football facilities at Baylor. Moreover, the contextual factors influencing each period of change were recognized, and it was determined if Baylor’s facilities followed the pattern of other regional peers. In the case of Baylor, football ultimately created social anchors for the institution and Waco because the increasing popularity and commercial interest in college football produced spectacles capable of providing a unique campus spirit. Next, the spectacle of football and spirit both established and improved alumni relationships and corresponded with interest in elevating the prestige of the university and city to attract students, visitors, and businesses to operate in the area. Finally, the construction of various Baylor football playing grounds produced significant media attention capable of boosting enrollments and recognition that Baylor was a major university.

scholarly journals Teacher training does a epistemological question?

Perspectiva ◽  
2017 ◽  
Vol 35 (1) ◽  
pp. 33-48
Author(s):  
Diana Estela Pipkin
Keyword(s):  
Social Sciences ◽  
Teacher Training ◽  
Secondary School ◽  
Classroom Practices ◽  
Buenos Aires ◽  
Epistemological Question ◽  
Teaching Careers ◽  
The University

What does the learning of social sciences to the trajectories of young citizens? What to teach social sciences in secondary school? Why curricular changes in Argentina did not change classroom practices? We believe that the answers to these questions involve, though not exclusively, in the field of teacher training. Precisely, this paper aims to reflect on the characteristics of the training of teachers of History and Sociology at the University of Buenos Aires, taking account both the disciplinary aspects of the pedagogical-comment- from our students and our experience as teachers of these teaching careers. We are concerned to analyze, in particular, the presence / absence of epistemological contained in the careers of these faculties and their implications when thinking teaching.

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