Gender enrolment status in higher education courses : a situation assessment and analysis of a South Eastern Federal University
For two decades now, there has been a heightened interest on gender equity in educational access. This interest is stimulated by the realization that one of the most effective strategies for promoting economic and social development in developing countries is education for all. In recognition of the positive impact of girl-child education, various organizations (UNICEF, UNESCO, CEDAW, CIDA, FAWEN) have mounted many intervention programs and campaigns aimed at closing the wide gender gap in access to and achievement in education in Africa. A situation assessment and analysis on gender enrolment status in different countries by UNICEF in 2003 indicated that significant gender disparities still exist in many African countries. Though Nigeria made meaningful progress in ensuring gender equity in this area at the primary education level with a gender gap ratio of only 5 percent, however, being a highly patriarchal society, home and societal roles are still gender stereotyped. This is reflected in the admissions into different higher education courses in the universities. This paper assesses the gender status in enrolment into different faculties in a south eastern university in Nigeria. Enrolment status by male and female students into arts and science based courses offered in this university from 2008 to 2011 was assessed. Four research questions guided the study. Results indicated that in spite of the profuse efforts made so far to bridge the gender gap in education access in Nigeria, many higher education courses are still being construed as either masculine or feminine. Evidence of this gender gap, it is hoped, will sensitize the government, educational institutions and the general public on the current gender situation in human capital empowerment for necessary interventions.
Determinant factors of entrepreneurship intentions of electronic technology education students in Nigerian universities
The major purpose of this study was to explore the determinant factors of entrepreneurship intentions of Electronic Technology Education students in Nigerian universities. The study explored the influence of entrepreneurial factors as well as entrepreneurial learning experiences activities on the entrepreneurial intentions of Electronic Technology Education students in the universities. The study adopted a correlational survey research design. The population for the study was 366 Electronic Technology Education undergraduate students. There was no sampling as a result of the manageable size of the population. The students were surveyed by direct contact using questionnaire. They were asked to indicate the entrepreneurship learning experiences activities they were participating in/would participate in as part of their curriculum. Data collected were analysed using descriptive statistics and multiple regressions. The findings show that the more entrepreneurial activities students are engaged in, the less the influence of entrepreneurial factors on their entrepreneurial intentions and this significantly increased entrepreneurial intentions of students who prefer career choice as an entrepreneur. The findings also revealed that there is a positive relationship between gender, age, career choice, parents’ occupation, and entrepreneurial intentions of Electronic Technology Education undergraduate students. It was recommended that Electronic Technology Education undergraduate students should see career options with a balance view in order to understand their abilities before deciding to venture in any electronic business enterprise.
Cultural Politics and Women in Singapore Higher Education Management
This article reports on part of a larger study of women in higher education senior management in Singapore, Thailand, and Hong Kong. I present a case study of nine academic women working in senior positions spread across three tertiary education institutions in Singapore [1]. I begin with a review of current conceptualisations of glass ceilings, followed by an overview of this study. I then outline aspects of state legislation of family values and housing policy in order to set a framework within which to situate the women’s comments and my analysis. Next I focus on the women’s interpretations of how cultural values and practices mediate Singaporean gender politics in the context of higher education. This is followed by an explication of the women’s career aspirations, their perceptions of gender differences in management and leadership styles, and their views on the value of institutionalised gender equity programmes.