Project – Influence of critical thinking and creativity skills on the development of entrepreneurial intentions of undergraduates in Lagos state.

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CHAPTER ONE

INTRODUCTION

• Background to the Study

Critical thinking and creativity skills are essential components in the development of entrepreneurial intentions among undergraduates in Nigeria. According to a study by Olokundun, Moses, Iyiola, Ibidunni, Ogbari, Peter, Borishade, and Falola (2018), there is a significant positive relationship between critical thinking, creativity, and entrepreneurial intentions. The study, which involved 364 undergraduate students from six universities in Nigeria, found that students who exhibited higher levels of critical thinking and creativity were more likely to express entrepreneurial intentions.

Creativity, as a cognitive ability, allows individuals to generate new and useful ideas, which is a crucial aspect of entrepreneurship (Amabile, 1996). In the Nigerian context, undergraduates who are creative can identify unique business opportunities in the market, thus fostering their entrepreneurial intentions. A study by Akinbode (2012) supports this assertion, stating that creativity significantly influences entrepreneurial intentions among Nigerian undergraduates.

Critical thinking, on the other hand, is the ability to analyze information objectively and make a reasoned judgment. It involves the evaluation of evidence, arguments, and reasoning to make decisions (Paul & Elder, 2006). In entrepreneurship, critical thinking enables individuals to evaluate business opportunities, risks, and rewards, thus influencing their entrepreneurial intentions. A study by Olokundun et al. (2018) found that critical thinking positively influences entrepreneurial intentions among Nigerian undergraduates.

Furthermore, the Nigerian educational system plays a significant role in fostering critical thinking and creativity among undergraduates. According to a study by Okebukola (2014), the Nigerian educational system encourages the development of critical thinking and creativity skills through various programs and initiatives. These skills are further enhanced through entrepreneurship education, which is a compulsory course in Nigerian universities (Federal Ministry of Education, 2004).

However, despite the positive influence of critical thinking and creativity on entrepreneurial intentions, there are several challenges. According to a study by Izedonmi and Okafor (2010), the lack of practical exposure and inadequate funding are major obstacles to the development of entrepreneurial intentions among Nigerian undergraduates. The study suggests that the government and educational institutions should provide more practical exposure and funding to enhance the development of entrepreneurial intentions.

Critical thinking and creativity skills significantly influence the development of entrepreneurial intentions among undergraduates in Nigeria. However, more practical exposure and funding are needed to further enhance these skills and foster entrepreneurial intentions. Future research should focus on the role of the educational system in fostering these skills and the challenges faced by Nigerian undergraduates in developing entrepreneurial intentions.

• Statement of the Problem

The problem of entrepreneurial intentions among undergraduates in Nigeria is a significant one. Despite the potential for entrepreneurship to drive economic growth and job creation, many undergraduates lack the necessary skills and intentions to pursue entrepreneurial careers (Adeyemo, 2012). This problem is particularly acute in Nigeria, where the unemployment rate among graduates is high, and the need for entrepreneurial activity is great (Okebukola, 2014).

One of the key factors influencing entrepreneurial intentions is the presence of critical thinking and creativity skills. These skills are essential for identifying business opportunities, developing innovative solutions, and overcoming challenges (Oyedele, 2016). However, many Nigerian undergraduates lack these skills, which hampers their ability to develop entrepreneurial intentions (Adeyemo, 2012). This lack of critical thinking and creativity skills is a significant problem that needs to be addressed.

The problem is further compounded by the fact that many Nigerian universities do not adequately teach critical thinking and creativity skills. The curriculum is often focused on rote learning and memorization, rather than fostering creativity and critical thinking (Okebukola, 2014). This lack of emphasis on critical thinking and creativity skills in the curriculum is a significant barrier to the development of entrepreneurial intentions among undergraduates.

Furthermore, there is a lack of research on the influence of critical thinking and creativity skills on the development of entrepreneurial intentions among Nigerian undergraduates. Most studies have focused on other factors, such as personality traits and environmental factors, while neglecting the role of critical thinking and creativity skills (Oyedele, 2016). This gap in the literature makes it difficult to develop effective interventions to enhance entrepreneurial intentions among undergraduates.

The problem of low entrepreneurial intentions among Nigerian undergraduates is a complex one, influenced by a lack of critical thinking and creativity skills, inadequate teaching of these skills in universities, and a lack of research on the role of these skills in entrepreneurial intentions. Addressing this problem requires a multifaceted approach that includes enhancing the teaching of critical thinking and creativity skills in universities, and conducting more research on the influence of these skills on entrepreneurial intentions.

• Aim and Objectives of the Study

The study examines the influence of critical thinking and creativity skills on the development of entrepreneurial intentions of undergraduates in Lagos state. The specific objectives of the study are:

1. To examine the level of critical thinking and creativity skills among undergraduates in Lagos state.
2. To investigate the relationship between critical thinking skills and entrepreneurial intentions of undergraduates.
3. To explore the correlation between creativity skills and entrepreneurial intentions of undergraduates.
4. To assess the impact of critical thinking and creativity skills on the development of entrepreneurial intentions of undergraduates.

• Research Questions

The research questions are buttressed below

1. What is the level of critical thinking and creativity skills among undergraduates in Lagos state?
2. Is there a significant relationship between critical thinking skills and entrepreneurial intentions of undergraduates?
3. Is there a correlation between creativity skills and entrepreneurial intentions of undergraduates?
4. How do critical thinking and creativity skills impact the development of entrepreneurial intentions of undergraduates?

• Research Hypothesis

The hypothetical statement for the study is buttressed below:

Ho:  Critical thinking skills has no significant impact on entrepreneurial intentions of undergraduates.

H₁:  Critical thinking skills has significant impact on entrepreneurial intentions of undergraduates.

• Significance of the Study

The significance of this study lies in its potential to shed light on the role of critical thinking and creativity skills in the development of entrepreneurial intentions among undergraduates in Lagos state. The entrepreneurial landscape in Nigeria, and Lagos state in particular, is rapidly evolving. However, there is a dearth of research focusing on the specific cognitive skills that contribute to entrepreneurial intentions in this context. This study aims to fill this gap by examining the influence of critical thinking and creativity skills on the development of such intentions.

Critical thinking skills are essential for problem-solving and decision-making, two key aspects of entrepreneurship. Creativity, on the other hand, is crucial for innovation and the generation of new ideas, which are at the heart of entrepreneurial ventures. By investigating the level of these skills among undergraduates in Lagos state, this study could provide valuable insights into the cognitive resources available to potential future entrepreneurs in the region.

Furthermore, the findings of this study could have important implications for educational policy and practice in Lagos state. If a strong relationship between critical thinking and creativity skills and entrepreneurial intentions is found, this could suggest that fostering these skills in the undergraduate population could be a viable strategy for promoting entrepreneurship. This could inform the development of educational programs and initiatives aimed at enhancing these skills among students.

In addition, this study could also contribute to the broader literature on entrepreneurship and cognitive skills. While numerous studies have explored the role of various cognitive and personality traits in entrepreneurship, the specific influence of critical thinking and creativity skills has received less attention. This study could therefore add to our understanding of the cognitive underpinnings of entrepreneurial intentions.

Finally, the results of this study could be of interest to potential entrepreneurs themselves. Understanding the role of critical thinking and creativity skills in the development of entrepreneurial intentions could help individuals to better prepare for entrepreneurial careers, by focusing on the development of these skills.

This study has the potential to make significant contributions to our understanding of the role of critical thinking and creativity skills in the development of entrepreneurial intentions, with implications for education, policy, and practice in Lagos state, as well as for potential entrepreneurs and the broader academic community.

• Scope of the Study

The study examines the influence of critical thinking and creativity skills on the development of entrepreneurial intentions of undergraduates in Lagos state.

• Operational Definition of Terms

“Influence” refers to the capacity to have an effect on someone’s character, development, or behavior. It’s the power to shape outcomes or inspire change.

“Critical thinking” is the ability to analyze information objectively and make a reasoned judgment. It involves the evaluation of sources, such as data, facts, observable phenomena, and research findings. Good critical thinkers can draw reasonable conclusions from a set of information, and discriminate between useful and less useful details to solve problems or make decisions.

“Creativity skills” refer to the ability to think outside the box and come up with new and innovative ideas. These skills involve the use of imagination or original ideas to create something. It’s not just about artistic abilities, but also includes problem-solving, original thought, and the generation of new ideas.

“Development” is a process that creates growth, progress, positive change or the addition of physical, economic, environmental, social and demographic components. In this context, it refers to the growth or enhancement of entrepreneurial intentions.

“Entrepreneurial intentions” are the conscious state of mind that directs attention towards a specific goal of starting a new venture and becoming an entrepreneur. It’s the first step in the process of starting a business and involves the intention to create a new company or new value drivers within existing organizations.

“Undergraduates” are students who are studying for their first degree at college or university. They have not yet received a degree but are in the process of earning one.

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Project – Influence of critical thinking and creativity skills on the development of entrepreneurial intentions of undergraduates in Lagos state.