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Faculty of Management Sciences

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Author: search.filters.author.Kayode, Aderinsola E.

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    A scientometric review of the impacts of digital technologies on HEIs during COVID-19 pandemic
    (Ponte Academic Journal, 2022-06) Kayode, Aderinsola E.; Obiseye, Obiyemi O.
    Research has shown that the importance of Digital Technologies (DT) in enhancing productivity and performance in higher education institutions (HEIs) can never be underestimated, as was apparent during the COVID-19 pandemic. This pandemic, and consequent lockdown, impacted every aspect of human life globally, and the education system was not spared. Although much research related to the COVID-19 pandemic has been published, few studies have considered the impact of DT on education/learning during this period. Educators and students of HEIs had to rapidly adapt to the use of DT in delivering lectures, as well as for learning. Unfortunately, educators and students, as major HEI stakeholders, have not yet taken full advantage of the educational benefits of DT – hence the motivation for this research. The methodology adopted entailed a comprehensive, systematic and expository review of selected published articles on DT in journals, books and conference proceedings from different databases: Web of Science, Scopus, Google Scholar, Academia.edu and Research gate. This article presents the findings of a scientometric review of literature on the impact of DTs in HIEs, with a focus on events during the COVID-19 outbreak. It is hoped that the outcomes of this review will add to the growing body of knowledge about whether or not the adoption of DTs has had any significant impact on teaching, learning and assessment; as well as techniques for leveraging DT, even for learners in hard-to reach communities, in this new normal.
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    Entrepreneurship education and economic emancipation of youths in Oyo State, Nigeria, West Africa
    (International Journal of Research and Innovation in Social Science, 2022) Kayode, Aderinsola E.; Yakubu, Suleman; Netswera, Fulufhelo G.
    The primary aim of every citizen in any nation of the world is to be economically emancipated, as it enables one to be self-reliant rather than depending on parents, guardians or government for survival. However, the majority of Nigerian youths are living in abject poverty compared to their counterparts in developed countries. In an attempt to find a solution to the problem of acute poverty, this study investigated the relationship between entrepreneurship, education and the economic emancipation of youths in the Ibadan Metropolis, Oyo State, Nigeria. A sample of 350 respondents was selected through the purposive sampling technique. Three hypotheses were tested. A self-designed online survey questionnaire titled “Entrepreneurship Education and Economic Emancipation Questionnaire (EEEEQ)” was administered and used for data collection. Pearson Product Moment Correlation (PPMC) and multiple regression analysis were the statistical tools employed for data analysis. The findings revealed a significant relationship between entrepreneurship knowledge and economic emancipation among youths in Ibadan Metropolis, Oyo State, Nigeria (r=0.78, p<0.05). It was also shown that entrepreneurial skills and economic emancipation among youths in Ibadan Metropolis, Oyo State, Nigeria were significantly related (r=0.63, p<0.05). Based on the findings of the study, it was recommended that more emphasis should be given to entrepreneurial skill acquisition and to the adequate provision of learning tools and materials. Government should also make available grants for youth with potential to demonstrate and maximize their acquired entrepreneurial knowledge and skills.
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    Women in higher education institutions and the challenge of academic progression
    (2023-08-03) Anwana, Emem O.; Kayode, Aderinsola E.
    Female academics in Africa have historically faced several challenges that have hampered their advancement to positions of leadership in Higher Education Institutions (HEIs). The study's findings suggest that the COVID-19 pandemic contributed to women's inability to generate research outputs, which are required for advancement in HEIs. This problem was compounded by diverse degrees of infrastructural deficits and poor research funding. This study adopted a qualitative exploratory analysis approach whereby structured interviews were held with 20 female university academics in two African countries to examine the factors that inhibit need for HEIs to review the recognise the additional work that female academics perform in their homes and families. It provides recommendations that may be used by HEI managers to bridge the widening gender gap in leadership positions in HEIs in the selected African countries. The findings cannot be generalised as the sample was taken from female academics from public universities in only two African countries. The study could, however, assist HEI managers and policymakers find solutions to some of the issues affecting women's progression in HEIs.