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THE PERCEIVED EFFECT OF MANAGEMENT EDUCATION ON

THE INDIGENIZATION OF SELECTED NIGERIAN

MULTINATIONAL CORPORATIONS

DISSERTATION

Presented to the Graduate Council of the

North Texas State University in Partial

Fulfillment of the Requirements

For the Degree of

DOCTOR OF PHILOSOPHY

By

Samson Oladele Oshunkentan, B.B.A., M.B.A.

Denton, Texas

December, 1987

Oshunkentan, Samson Oladele, The Perceived Effect of

Management Education on the Indigenization of Selected Ni-

gerian Multinational Corporations. Doctor of Philosophy

(College Teaching), December, 1987, 216 pages, 14 tables, 12

appendices, and 121 bibliographic titles.

The problem of this research concerned the perceived

effect of management education on the indigenization of

selected multinational corporations in Nigeria. The related

purposes of the investigation were to analyze data from the

respondents in multinational corporations, higher education-

al institutions and government parastatals to identify the

differences and similarities that existed between the per-

ceptions of general managers, managing directors, management

educators, government officials, and final-year business

administration students. Four areas addressed in the in-

quiry were to: identify the management training objectives

for Nigerian higher education institutions, determine the

perceived effect of management education on the indigen-

ization of selected Nigerian multinational corporations,

ascertain the increased number of Nigerians who assumed

management positions between 1973 and 1984, and examine the

perceived effect of management education on the job perfor-

mance of the management education graduates.

A total of 191 or 90.93 percent of those contacted

participated in the study. The final instrument was hand-

delivered to each participant, and the completed question-

naires were key punched into the MUSIC computer. The one-

way analysis of variance (ANOVA), followed by Duncan's

Multiple Comparison Test, was used to determine where signi-

ficant differences exist. A 0.05 level of significance was

established to determine the critical differences in

response.

From the analyses of the data the following conclusions

were drawn.

1. The respondents perceived that Nigerian management

education had achieved the training objectives directed to

meet the needs of the selected multinational corpora-

tions.

2. The overall response indicates that most graduates

in Nigerian management schools were adequately prepared in

core courses, which they found useful on the job.

3. The respondents perceived the increases in Nigerians

at all levels of management positions, and reduction in

number of expatriate managers.

4. The respondents also perceived that management edu-

cation contributed to their overall performance on the job.

TABLE OF CONTENTS

Page

LIST OF TABLES vi

Chapter

I. INTRODUCTION 1

Statement of the Problem Purposes of the Study Research Questions Background and Significance of the Study Limitations of the Study Basic Assumptions Definitions of Terms Instrument Procedures for Collection of Data Procedures for Treatment of Data Summary

II. REVIEW OF RELATED LITERATURE AND RESEARCH 20

Introduction Problems of Management and Management

Education in Nigeria The Development of Management Education

in Nigeria The Development of Managerial Skills Management Education and Indigenization

in Nigeria The Multinational Corporations in Nigeria The Similarities between Nigerian

Universities and Multinational Corporations

The Expatriate Managers and the Nigerian Economy

The Effects of Management Education Summary and Conclusions

III. PROCEDURES FOR COLLECTION AND TREATMENT OF DATA 75

Introduction Population of the Study Selection of Sample Research Design Survey Instrument

iii

Pilot Study Procedures for Collection of Data Procedures for Treatment of Data Summary

IV. PRESENTATION AND ANALYSIS OF DATA 86

Introduction Questionnaire Response Analysis of the Data

University Management Training Objec-tives Meeting the Employment Needs in Multinational Corporations in Nigeria

Proficiency of Nigerian Management Education Graduates

Perceived Effect (PE) of Management Education Programs (MEPs) on Job Performance

The Effect of Management Education on Multinational Corporations

Perceived Effect of Management Education on Management in Multinational Cor-porations in Nigeria

Effect of Nigerian Management Education Programs (MEPs) on Management Graduates

Summary of Findings

V. SUMMARY, FINDINGS, CONCLUSIONS, IMPLICATIONS AND RECOMMENDATIONS FOR FUTURE RESEARCH 120

Summary of Major Findings Discussion of Major Findings Implications

Recommendations for Further Research

APPENDICES

A. Questionnaire on Perceived Effect of Manage-ment Education with Cover Letter and Advance Letter

B. Letter to Dr. Hunger and Wheelen Seeking Permission to Use or Adopt the Instrument and Reply from J. D. Hunger.

C. Letter for Pilot Study D. Letters to the Senior Deputy Registrar, Univer-

sity of Lagos, Requesting Tickets and Financial Assistance to Enable the Researcher to Travel to Nigeria

IV

E. Reply to the Letter Sent to the Senior Deputy Registrar, University of Lagos, Accepting Financial Responsibility for the Research

P. Letter from the Acting Head of the Department of Business Administration, University of Lagos Regarding the Collection of Data

G. Letter from the Centre for Management Develop-ment in Lagos, Nigeria Pertaining to the Selection of the Research Topic

H. Guidelines on the Granting of Business Permits and Expatriate Quota to Companies and Other Organizations in Nigeria

I. Some Financial Institutions in Nigeria J. Some Management Education and Training

Institutions in Nigeria K. Participating Organizations, Universities,

Polytechnics, Colleges of Technology, and Technical Universities, Corporate Partici-ipants and Nigerian Government Agencies

L. Nigerian Enterprises Promotion Act 1977 and Nigerian Enterprises Promotion (Alteration Lists of Scheduled Enterprises) Order 1981

BIBLIOGRAPHY 205

LIST OF TABLES

Table Page

I. Questionnaire Responses 87

II. Educational Background of Respondents 88

III. Highest Educational Level Achieved by

Respondents 89

IV. Educational Institutions of Respondents . . . . 90

V. Number and Percentage of Respondents by Organizations 91

VI. Expatriates Reported by General Managers and Managers in Private Corporation 92

VII. Perceptions of Achievement of Management Training Objectives in Nigerian Universities 94

VIII. Responses to Achievement of Management Education Training Objectives by Position Held, Major Field, Highest Educational Level, Country, Place of Employment, and Percentage of Expatriates 97

IX. Total Respondents' Perception of Proficiency of Nigerian Management Education Graduates in Management Education Core Courses 100

X. Analysis of Responses for Perceived Effect of Management Education Programs on Management by Position Held, Major Field, Highest Educational Level, Country, Place of Employment, and Percentage of Expatriates 101

XI. Total Respondents Perception of the Effect of Management Education on Management in Multinational Corporations 105

VI

XII. Responses to Level of Management Education in Multinational Corporations in Nigeria by Position Held, Major Field, Highest Educational Level, Country, Place of Employment, and Percentage of Expatriates 107

XIII. Total Respondents' Perception of Quality and Suitability of Management Education to Job Performance 110

XIV. Responses to Quality and Suitability of Management Education to Job Performance by Position Held, Major Field, Highest Educational Level, Country, Place of Employment, and Percentage of Expatriates 112

vix

CHAPTER I

Introduction

Africa's long dependence on expatriate managers has

been the result of a lack of technical and management exper-

tise among Africans themselves, according to Julius Nyerere

and Safavi (16, p. 121? 21, p. 319). The major problem for

most developing African nations, and for Nigeria in particu-

lar, is the shortage of native (indigenous) executive

personnel. This constitutes a major hindrance in effective

implementation of the projects and programs under the Niger-

ian Second National Development Plan, 1970-1974. The

shortages of technical and managerial manpower resources

extend to almost all sectors of the Nigerian economy

including agriculture, industry, transport, construction,

health, communication, and others (17, p. 2).

The Nigerian government, therefore, spends millions of

naira each year on management education at Nigeria's univer-

sities and technical colleges. Government officials,

business educators, and business executives wonder whether

this investment pays off. Do these programs really work?

Do the beneficiaries of management education perform better

on the job after graduation? Does the multinational corpo-

ration reap the bottom-line benefits of improved profits,

reduced costs, and higher productivity? Does the management

education program result in a smooth transfer from expa-

triate to Nigerian managers?

Safavi (21) believes that after a majority of African

countries gained independence in I960, the natural resource,

manpower, and infrastructure requisites for industrial

development were available. However, capital equipment and

technical know-how were imported. Independence brought

increases in government owned and managed, parastatal, or

state supported privately owned enterprises. The perfor-

mance of all these enterprises was below expectations due to

breakdowns resulting from unskilled management. The situa-

tion caused great loss and waste.

Mazrui (16, p. 191) supports Safavi, Nyerere, and

others in contending that African independence is political.

The heavy weight of foreign economic and cultural domination

persists. African economies, for example, depend too much

upon foreign capital and upon capital intensive projects and

too little on the efficient use of surplus labor. According

to Mazrui, African countries are still importing foreign

goods almost indiscriminately, rather than developing

schemes for substituting local products.

Safavi (21, p. 319) who conducted a four year study of

management education programs (MEPs) and management develop-

ment programs (MDPs) in fifty-seven African countries

concluded that despite abundant natural resources, Africa

faced a bleak economic future, owing in large part to its

inability to train capable managers. Sabot (20, pp. 332-

338) supported both Nyerere and Safavi (17, 21), concluding

that a lack of qualified managers was one of the four main

obstacles to industrialization in Africa.

Similar concerns were expressed by Nigeria's fed-

eral and state governments; the Center for Management

Development, Business Educators, and Scholars? the Nigerian

Association of Schools of Management Education and Training

(NASMET); the Nigerian Employer Consultative Association

(NECA)? and the Manufacturers Association of Nigeria (MAN).

In spite of efforts to improve management education in

Nigeria, programs are frequently attacked as being ineffec-

tive and theoretical, with no practical application (1, p.

26). There is a need to review the progress of management

education over the past two decades and to assess the ef-

fects of management education on the indigenization of

Nigerian multinational corporations.

Since 1972, the Nigerian government has sought to en-

courage the participation of Nigerians in ownership and

management of enterprises in Nigeria. Multinational corpo-

rations are most affected. Iyanda and Bello (11, p. 1)

believe that multinational enterprises in Nigeria represent

a critical component of the Nigerian economy. Foreign pri-

vate investment in Nigeria rose from 473.3 million naira,

two years after the country gained independence in 1962, to

2,429.8 million in 1975 (11, pp. 1-2). The Nigerian

Enterprise Promotion Decree, popularly known as the Indi-

genization Decree, brought an urgent need for rapid

development of managerial skills among Nigerians. The chal-

lenge for the provision of management education for

Nigerians has been taken up by Nigerian universities, poly-

technics, technical colleges, and other professional

institutions.

Statement of the Problem

This study examines the perceived effect of undergrad-

uate management education on the indigenization of selected

Nigerian multinational corporations.

Purposes of the Study

The purposes of the study are as follows:

1. To identify the management training objectives for

Nigerian higher education institutions?

2. To determine the perceived effect of management

education on the indigenization of selected Nigerian

multinational corporations held by students, management

educators, managers, and government officials;

3. To determine if there have been increased numbers of

Nigerians who assumed management positions from 1973 to

1984; and

4. To examine the perceived effect of management

education in Nigeria on the job performance of graduates.

Research Questions

1. How well have Nigerian management schools fulfilled

the training objectives with regard to the present employ-

ment needs in Nigerian multinational corporations?

2. How proficient in core subject areas are the grad-

uates of Nigerian management schools with regard to job

performance?

3. Have the Nigerian managers in multinational corpora-

tions increased in number and level of responsibility

between 1972 and 1984?

4. How has Nigerian management education affected the

graduates in selected areas with regard to quality and

suitability of management education to job performance?

Background and Significance of the Study

In 1959 the Nigerian government appointed a commission

headed by Sir Eric Ashby to investigate, over a twenty year

period, Nigeria's needs in post-secondary and higher educa-

tion. The Ashby Commission provided the framework for

Nigerian manpower development from 1960 to the present (17,

pp. 1-7). One section of the Ashby report was a quantita-

tive analysis of estimates of Nigeria's needs for high level

manpower. The analysis was based on identified needs and

the number of Nigerian managers necessary to attain a

specific pattern of economic growth. The author of this

section, Harbison (6), recommended the establishment of more

higher education management institutions to enable the Ni-

gerian government to meet needed managerial manpower.

Since 1960, there has been rapid expansion in manage-

ment education programs provided by formal institutions of

higher learning in Nigeria. Yet, no one has measured the

effects or what impact these programs have had on the indi-

genization of Nigerian multinational corporations. The

first Nigerian school of business administration was opened

in October of 1961 at the University of Nigeria, Nsukka, with

technical assistance from the United States Agency for

International Development (U.S.A.I.D.) and input from the

faculty of Michigan State University. The first group of

business administration students was graduated in 1964.

However, as Iyanda and Bello (11, p. 6) observed,

Nigerian multinational corporations constituted only 1.8

percent of the total employees in 1965. The number rose to

3.1 percent in 1972 and to 3.5 percent in 1973. The in-

crease in Nigerian management staff since 1974 has resulted

partly from the government policy of indigenization, which

began in 1972 (11, p. 9). After two decades of management

education in Nigeria the effect of Nigerian management edu-

cation on the indigenization of Nigerian multinational

corporations must be examined. The main questions are where

are we now and what are we to do next?

The Center for Management Development (CMD) in Nigeria

undertakes and encourages research into local management

problems and trends. CMD (5) believes that there is a need

for periodic review of management education programs in

Nigeria to ensure their continued relevance to the achieve-

ment of indigenization and to the achievement of Nigeria's

needs in general.

During a Management Research Agenda (MRA) (5, pp. 1-

50), a distinguished panel of leading Nigerian management

practitioners and scholars examined six hundred management

problems in Nigeria and reached an agreement on twenty-four

which required priority attention for solutions. Among the

problems identified was that "the transfer of technological

skills and information from expatriates to Nigerians which

is necessary to make indigenization meaningful will continue

to present problems" (5, p. 12). The need to evaluate the

outcome of management education and training activities will

become clearer as the cost of such activities continues to

rise (5, p. 12).

Imoisili (10, pp. 40-53), in his research on comparative

analysis of key factors in multinational and indigenous com-

panies in Nigeria, concluded that Nigerian multinational

corporations are going to rely more on Nigerian managers to

manage their operations. It is, therefore, helpful for them

to know how far away their practices are from those of

Nigerians.

In order to determine the effect of management educa-

tion, it is necessary to recognize that it includes

planning, organizing, directing, and controlling the opera-

tions of a variety of organizations. Thus, management

education is provided in accounting, marketing, insurance,

finance, banking, personnel management, administrative man-

agement, and computer science.

Blumenfield and Holland (2, pp. 637-640) considered the

effect of management education on the transferral of know-

ledge a trainee makes from learning to the work environment.

There is a need to find out whether management-desired

changes occurred as a result of management education. The

implications of the findings of such a study for Nigerian

businesses, management educators, multinational corpora-

tions, and government policymakers with regard to the

country's indigenization scheme must be examined. Bolar (3,

pp. 34-40) believes that the effects of management education

can also be noted in terms of quality and suitability of

formal management education. The specifics are changes in

individual characteristics, behavioral changes, work perfor-

mance, output, and other results which are definable and/or

to some extent tangible.

There is also a need to know the effects of specific

variables in management education. Such variables include

understanding of political, social, and economic

environments of business and a knowledge of basic subjects

applicable to business (e.g., economics, psychology, English,

and mathematics). Other variables are the development of

problem solving abilities, the development of analytical

abilities, and the development of techniques of application

of basic subjects such as forecasting, personnel, report

writing, and statistics to business. In addition the ef-

fects of knowledge of business principles should be studied.

Finally, how the application of management education affects

positions such as general managers, sales managers, and

accountants occupied by graduates needs examination.

Hunger and Wheelen (8, pp. 11-19) identified the key

factors for assessing the effectiveness of management educa-

tion in terms of the learner's understanding of the basic

subjects applicable to business and the development of

understanding of the business environment and its applica-

tion to job functions. It may also be necessary, however,

to find out the effect of business education with regard to

Iboko's and Adaralegbe's (9, pp. 97-101; 1) criticisms of

Nigerian business education as being too theoretical, with

little or no practical application. Iboko (9) feared that

as long as management theory is isolated from management

practice, management education will remain ineffective in

promoting the efficiency of functional systems.

Measurement of the effectiveness of management educa-

tion with regard to the indigenization of selected Nigerian

10

multinational corporations seems to be a vital and incisive

way of knowing the outcome of management education with

regard to the performance of graduates. Morano (15) be-

lieves that such management evaluation can best be achieved

through a comparison of the course objectives with the

terminal behavior of the graduates. Blumenfield and Holland

(2, pp. 637-640) observe that such an evaluation from the

point of view of the organization is to try to answer the

question of how management education is contributing to the

attainment of the organizations objectives.

In view of the findings of the Center for Management

Development and the recommendations of management experts

and scholars, it seems necessary to conduct research on the

perceived effect of management education on the indigeniza-

tion program in Nigeria over the last decade. (See Appendix

G.)

Limitations of the Study

The study was limited in the following ways.

1. Only Nigerian universities, colleges of business

administration, colleges of technology and polytechnics, and

business schools that are members of the Nigerian Associa-

tion of Schools of Management Education and Training

(NASMET), a total of 30 different institutions, were inves-

tigated.

11

2. Only selected major Nigerian multinational corpora-

tions were investigated.

3. The survey excluded companies or corporations that

are fully owned and managed by Nigerians.

Basic Assumptions

For the purpose of this research it was assumed that

the perceptions of general managers, managing directors,

personnel and department managers, management educators,

Nigerian Federal government officials in parastatals and

final year business administration students represent a

cross section of the perceptions of Nigerians regarding the

effects of management education on the indigenization of

selected multinational corporations in Nigeria.

It was also assumed that the respondents were competent

to assess the effect of management education on the indigen-

ization of multinational corporations in Nigeria.

Definitions of Terms

Ordinary National Diploma is the degree granted after

completion of semi-professional programs, offered by col-

leges of technology and lasting two years after high school,

to prepare students for intermediate management positions.

Higher National Diploma is the degree granted after

completion of the four year professional programs, regarded

as the equivalent of a university degree, offered by

12

colleges of technology and polytechnics for training in

specific management areas.

Centre for Management Development (CMD) is the arm of

the Nigerian Council for Management Education and Training

set up by the Nigerian federal government to formulate

policies and guidelines for the coordination of management

education and training.

National Labor Commission is the organization set up by

the Nigerian federal government to take head counts on labor

and work hand in hand with the National University Commis-

sion in areas of manpower needs.

Nigerian National University Commission is the central

university organization set up by the Nigerian federal gov-

ernment to supervise the programs and administration of all

federal government universities.

Nigerian National Diploma is the Nigerian replacement

for the British Higher National Diploma, a program similar

to the Higher National Diploma.

Professional Diploma is the diploma awarded by the

British external professional bodies and considered the

equivalent of a bachelor's degree (e.g., Institute of Market-

ing Diploma).

Bachelor of Science in Business Administration is the

university undergraduate program in a specialized area of

management.

13

Industrial Training Fund (ITF) is the Nigerian federal

government organization assigned to provide technical train-

ing programs to students who are on a short-term attachment

to industry for practical training of three months or less

and to organize sandwich courses on industrial accident

prevention.

Expatriate is a foreign expert or specialist in a

special management or technical area employed by a Nigerian

organization.

Indigenization Decree is a Nigerian military government

legislative mandate which prescribes equal participation of

Nigerian citizens (natives or indigenous) in ownership and

management of enterprises. In addition, its objective was

that Nigerian nationals should be more involved in the

policy formulation relating to the nation's economic

resources.

Multinational Corporation is a corporation holding for-

eign participation in ownership and management.

Instrument

A questionnaire on the perceived effect of management

education on indigenization of multinational corporations in

Nigeria was designed specifically for this study. (See

Appendix A.) The questionnaire consists of two sections.

Section one seeks general demographic information about

managers, business educators, government officials, and

14

students. Section two focuses on the perceived effect

of management education on the indigenization of Nigerian

multinational corporations. The effects are identified in

terms of training objectives, the degree of proficiency of

graduates in core courses taken, the improved status of

Nigerian managers in multinational corporations with regard

to the increased number and level of responsibility, and

quality and suitability of management education to job per-

formance. The objectives selected were those identified at

the Conference of NASMET, in Huckabee's (7) report in his

doctoral dissertation and in the research on undergraduate

business education in the United States by Hunger and

Wheelen (8).

The categories used to classify the perceived effects

of management education were obtained through a review of

literature on the measurement and evaluation of training and

the empirical evaluation of training effectiveness (2, 3,

34). All of the questions were selected and modified from

the set of questions suggested by Kirkpatrick (12, pp. 21-

28) as appropriate in evaluating training programs. The

statements are on a five-point Likert format (14) , and were

measured on a continuous scale and treated as interval level

data (15) .

A pilot test on the questionnaire was conducted to

ensure that the correct meanings were conveyed and that

valid data with regard to the effect of management education

15

on the indigenization of Nigerian multinational corporations

was collected. The content's validity was established by

submitting the statements to a panel of experts to determine

whether or not the items represented appropriate effects of

management education. The panel's comments were used to

revise or reject items. The panel of experts consisted of

Nigerian management educators, who are members of NASMET,

managers and directors of related Nigerian federal govern-

ment agencies, and management and education professors at

North Texas State University.

Procedure for Collection of Data

Permission was secured from the selected organizations.

Then, a packet containing a cover letter explaining the

purpose of the study was hand-delivered to each respondent.

(See Appendix A.) One week was allowed for the completion

of the questionnaires. Each questionnaire was coded for the

purpose of identifying those who did not respond. Those

participants who did not respond were called upon person-

ally to collect the completed questionnaires. Misplaced or

lost questionnaires were replaced. A total of 191 question-

naires was completed constituting a 90.95 percent return.

Procedures for Analyzing the Data

The data provided by the survey instrument were com-

piled, tabulated, and reported. Tables were constructed to

16

reflect the choices selected for each survey question. The

sums of item responses for sections of the questionnaire on

university training objectives, proficiency in the core

subject areas, management education effects on Nigerian

multinational corporations and the quality and suitability

of management education to job performance were computed.

One-way analysis of variance (ANOVA) was used to deter-

mine whether or not significant differences existed among

perceptions held by the five groups. A significant F-test

was followed by the Duncan's Multiple Comparison Test, to

identify differences among the various groups. The F-ratios

were obtained using the following formula:

F = MS with df = k - 1, N - k (18, p. 295). M S w

The significance of the ratios were reported in the study.

Summary

Chapter I has introduced the study, stated the problem,

the purposes of the study, the research questions, and the

background and the significance of the study in Nigeria. It

has also provided definitions of terms, outlined the limita-

tions of the study, and summarized the procedure.

Chapter II presents a review of literature based on

pertinent information and research related to the perceived

effect of management education on the indigenization of

selected Nigerian Multinational corporations. Related lit-

erature is included which presents the problems and

17

development of management education in Nigeria, the develop-

ment of managerial skills, management education and

indigenization, the multinational corporations, Nigerian

universities and the expatriate managers in Nigeria.

Chapter III describes the study, defines the popula-

tion and the survey instrument, and describes the details

of the procedures followed in completing the study. Chapter

IV contains an analysis of data. Chapter V presents a

summary of the study, findings, conclusions, and recommenda-

tions for future research based upon the research

investigations.

18

CHAPTER BIBLIOGRAPHY

1. Adaralegbe, A. A.f Nigerian National Curriculum Confer-ence, Ibadan, Nigeria, Heinemann Educational Books, 1972.

2. Blumenfield, Warren S. and Max G. Holland, "A Model for Empirical Evaluation of Training Effectiveness," Training and Development Journal, L, No. 8 (August, 1971), 638-640.

3. Bolar, Malathi, "Evaluating Management Development in Programs in Industry," Training and Development Journal, XXIV, No. 3 (March, 1970), 34-39.

4. Borg, Walter R. and M. D. Gall, Educational Research: An Introduction, 3rd ed., New York, Longmans, Inc., 1979.

5. Centre for Management Development, A Management Research Agenda for Nigeria, Lagos, Centre for Management Development, 1981.

6. Harbinson, F. H., A Human Resource Approach to the Development of African Nations, New York, Longmans, Inc., 1979.

7. Huckabee, June, "A Comparison of Perceptions Held by Three Significant Groups Concerning Management Training Programs in Two-Year Colleges in the United States," unpublished doctoral dissertation, North Texas State University, Denton, Texas, 1970.

8. Hunger, J. David and Thomas L. Wheelen, An Assessment of Undergraduate Business Education in the United States, Charlottesville, Virginia, 1980.

9. Iboko, John I., "Management Development and Its Develop-ing Patterns in Nigeria," Management International Review, XVI, No. 3 (1976), 97-104.

10. Imoisili, I. C., "Key Success Factors in Multinational and Indigenous Companies in Nigeria: A Comparative Analysis," The Columbia Journal of World Business, X, No. 3 (Fall, 1978), 40-53.

19

11. Iyanda, Olukunle and Joseph A. Bello, Employment Effect of Multinational Enterprises in Nigeria/ Working Paper No. 10, Geneva, International Labor Organiza-tion, 1979.

12. Kirkpatrick, Donald L. and Ralph F. Catalanello, "Eval-uating Training Programs: The State of the Art," Training and Development Journal, XXII, No. 5 (May, 1968), 2-9.

13. Labovitz, Sanford, "The Assignment of Numbers to Rank Order Categories," American Sociological Review, XXXV, No. 3 (June, 1970), 515-524.

14. Likert, Rensis, The Human Organization, New York, McGraw-Hill, 1967.

15. Morano, Richard, "Measurement and Evaluation of Train-ing," Training and Development Journal, XXIX, No. 7 (July, 1975), 42-46.

16. Mazrui, M. A., "The African University as a Multina-tional Corporation: Problems of Preparation and Dependency," Harvard Educational Review, XLI, No. 21 (May, 1975), 190-210.

17. Nyerere, Julius, "Manufacturing and Services," in William A. Hance, Black Africa Develops, Boston, Mass., Crossroads Press, 1977," 121.

18. First National Conference of Management Educators in Nigeria, Proceedings, Benin City, 1975.

19. Roscoe, John T., Fundamental Research Statistics for Behavioral Science, 2nd ed., Chicago, Holt, H n e -hart, and Winston, Inc., 1975.

20. Sabot, R. H., "Barrier to Development in Africa," African Affairs, LXXI (July, 1972), 332-337.

21. Safavi, Farrokh, "A Model for Management Education in Africa," Academy of Management Review, VI, No. 2 (April, 1981), 319-331.

CHAPTER II

REVIEW OF RELATED LITERATURE AND RESEARCH

Introduction

The review of literature in this chapter is classified

under eight major subdivisions. These subdivisions

give a brief overview of the problems of management and

management education in Nigeria, illustrate the development

of business education in Nigeria, report developments of

management skills, survey the management education and indi-

genization decrees in Nigeria, demonstrate the roles of

multinational corporations in Nigeria, investigate the rela-

tionship of African universities to multinational

corporations, present the roles of expatriate (foreign)

managers in the Nigerian economy, and review studies of the

evaluation of the effectiveness of management education.

Problems of Management and Management Education in Nigeria

The labor supply in Nigeria is enigmatic in the sense

that Nigeria has been witnessing both a surplus and shortage

of manpower, growing unemployment and acute manpower short-

age in every subsector of the economy, according to

Onyemelukwe (83, p. 166). Nigeria still depends heavily on

expatriate managers and technicians in both private and

public sectors of the economy. Management education and

20

21

indigenization decrees, however, aim at reducing this con-

tinuing dependency at all levels in the multinational

corporations.

Several writers claim that in spite of abundant natural

resources, Africa faces a bleak economic future owing to its

inability to train capable managers (55; 69, pp. 192-193;

78, p. 121; 91? 96, p. 319). Nyerere (78, p. 121) claims

that the dependency of African business organizations on

expatriate managers is a result of shortages of technical

and management know-how among the Africans. Safavi (97, p.

319), however, supports the view of Nyerere and Mazrui (78,

70) in claiming that the majority of African countries who

gained their independence in the 1960s had the natural

resources, manpower, and infrastructure requisite for

industrial development, but capital equipment and technical

know-how had to be imported.

Independence has brought an increase in government

owned and managed (parastatal) or state supported, privately

owned and managed enterprises in African countries. Unfor-

tunately, the performances of all these enterprises were

below expectations because of breakdowns resulting from

unskilled management. This led to great waste and loss (70?

97, p. 69). Sabot (94) along with Nyerere, Mazrui, and

Safavi (78, p. 121? 70, pp. 192-193? 95, p. 319) believe

that a lack of qualified managers is one of the four main

obstacles to industrialization in Africa. Safavi's writing

22

(95, p. 319) indicates that the inability of the African

nations to train capable managers for their industrial,

commercial, and service organizations has been the main

inhibitive factor to real economic growth and social devel-

opment in Africa (94).

Nigeria, as an independent African nation since October

1, 1960, is facing the same problems identified by many of

these authorities. Nigerian management education has been

criticized by Adaralegbe, Iboko, Safavi, and Nwosu (1, 55,

95, 76). Adaralegbe (1, p. 24) observes that Nigerian

higher education in the past tended to be more theoretical

and philosophical, having been fashioned after the pattern

of great European universities.

Adaralegbe suggests that emphasis should be placed on

practical education which would help create things, and

exploit the riches of Nigeria. Iboko (55, pp. 97-104)

supports Adaralegbe, Safavi and Nwosu (1, p. 24; 95, p. 319;

76, pp. 32-34) in claiming that education constitutes a

problem for developing countries. Adaralegbe therefore

called for improvement of management education to enable the

developing countries to transform underdevelopment into

development. Ugberaese (103) also believes that management

education in Nigeria is being subjected to increasing criti-

cisms on several grounds because there is a growing concern

that private and public management executives need a broader

management education.

23

Nigeria is a developing West African nation with a per

capita income of $1,010 in 1984, a 1984 population of 87.6

million people, and an adult literacy rate of 34 percent in

1980 (3). Nigeria, with its abundance of mineral resources,

is still a major importer of raw agricultural and industrial

products. The Nigerian federal government is concerned

about its dependence on imported food, raw industrial mate-

rials, and technical and managerial manpower which could be

provided locally (103, p. 30). Eluka (31) believes that

development cannot be achieved through accumulation of oil

money alone and that capital itself does not bring develop-

ment, unless a country has competent managers to put those

resources into good use.

Nwosu and Mazrui (76, pp. 32-34; 70) observe that

Nigeria has no competent managers. Consequently, some of

the lucrative commercial organs of the Nigerian government

are failing. The Guardian, a Nigerian newspaper (100, p.

6), claims that all Nigerian businesses have performed below

expectations in the past. It urges the Nigerian government

to examine them thoroughly with the intention of making them

better. Similar concerns are expressed by Nyerere, Udo Udo-

Aka, Nambudiri and Saiyadain (78, p. 121; 104, p. 2; 73, pp.

63-65). They believe that management in Nigeria needs to be

reexamined with the intention of upgrading it and enabling

it to play a more effective role in a developing Nigeria.

24

Nwosu (76, pp. 23-34) believes that the Nigerian feder-

al government extended an invitation to foreign management

teams when it was discovered that Nigerian Airways, the

Nigerian Ports Authority, and the Nigerian Railways had

management problems. Consequently, Dutch, Indian, and Swiss

management teams were invited to the country in 1978-1979

(31, pp. 32-34). Nwosu believes that the Dutch, Indian, and

Swiss management styles are effective, but Nigeria cannot

afford the luxury of continuing dependence on external man-

agement teams (76).

According to Nyerere, the dependence of Africa on ex-

ternal management teams has had a devastating effect. The

degree of dependency comes under question when it appears

that there is no program to prepare Africans to achieve the

same level of skills as their expatriate counterparts (78).

However, Nyerere cautions that a rapid localization or indi-

genization could also be counterproductive (78).

Nambudiri and Saiyadain and Udo Udo-Aka (73, p. 63;

104) identify the lack of quality management education and

shortage of technicians and skilled craftsman as the cause

of delay of transfer of technology and development of strong

indigenous mamigerial cadre in Nigeria. However, Nambudiri

and Saiyadain (73) observe that a total supply of 1750

professionally trained managers which Nigerian universities

25

were expected to produce between 1975-1980 was still less

than required, in 1978, 50,000 expatriates of various na-

tionalities were employed in public and private industries

as well as government departments in Nigeria (73, p. 65).

This number rose to 78,868 in 1981. The expatriates are

composed of Europeans 33.8 percent, Asians 22.17 percent,

Africans 17.7, percent and others 26.89 percent (101).

The First National Conference on Management Education

in Benin City (89), May 17-19, 1975, deliberated on "Manage-

ment Education for National Development. It recommended

that there was a need to concentrate on the successful

implementation of the Nigerian Enterprises Promotion Decree

No. 4, 1972, referred to as the indigenization decree (91,

p.14). (See Appendices H and L and Table II.) The Decree,

it was noted, listed twenty two industries which must be

fully owned by Nigeria in 1974 and thirty three other indus-

tries of which 40% must be fully owned by Nigerians.

According to Adamalekun, management education there-

fore would have to receive more attention to achieve this

goal. Prior to Nigerian independence, management education

received very little direct attention in the development of

Nigeria's educational system (2, p. 37). Managerial and

supervisory jobs were the exclusive preserve of expatriates

in private and public sectors of the economy. Adamolekun

and Zahradeen (2; 110, p. 36) observe that the provision of

management education for Nigerians was in conformity with

26

the requirements of the Nigerianization policy of the

1960s. That policy was made urgent by the indigenization

policy of 1974 and the Business Enterprises Promotion Decree

No. 3 of 1974 (91, p. 14). (See Appendices H and L.)

The enormity of the manpower requirements in Nigeria's

economy seems to be generally recognized, judging from the

substantial expansion of educational and training facilities

and the staff development programs envisaged under the Na-

tional Development Plans in Nigeria (38). Additional

universities have been established, seven of which concen-

trate on training technological manpower. The founding of

the new universities and the expansion of existing ones were

expected to increase undergraduate enrollment in Nigerian

universities from 57,700 in 1979-1980 to 105,000 in 1984-85,

an average annual increase of about 16.4 percent, according

to the Nigerian Development Plan, 1980. Similarly polytech-

nics were also expected to increase their enrollment from

32,000 in 1979-1980 to 80,000 in 1984-1985 (38, p. 91).

Onyemelukwe observed in 1974 that there were 5,530

Nigerians in the professional and managerial cadre of Niger-

ian manufacturing. Onyemelukwe believed this was a low

figure for a country the size of Nigeria, as it is an aver-

age of five Nigerians per industrial establishment. The

non-Nigerians who belong to the professional and managerial

group constitute only one-third of the professional and

27

managerial personnel in Nigeria (83) . This excessive

dependence on (foreign) expatriate personnel is inconsistent

with the indigenization policy, according to Oyemelukwe (83,

p. 166).

Iboko, writing on management development and its devel-

oping patterns in Nigeria, shares similar opinions with

Farmer and Richman, Harbison, Drucker, and Eluka (34, 48,

28, 31) on the importance of management education. Iboko

(55) believes that a major cause of the retarded progress of

most underdeveloped countries, including Nigeria, is under-

developed managerial capability, in other words, inadequate

management education is the major cause of retarded pro-

gress. Iboko (55, p. 28) emphasizes that, with Nigeria's

annual population growth of 2.7 percent and the rapid expan-

sion of the size and technology of public and private

organizations, the underdeveloped managerial capability of

most Nigerian leaders has been stretched beyond limits.

Iboko suggests that this situation must be addressed (55).

Adamolekun, the president of the Nigerian Association

of Schools of Management Education and Training (NASMET), in

his presidential address in 1979, stated that it is diffi-

cult for anyone to seriously question the belief that

Nigeria suffers from management underdevelopment (2, p. 7-

8). Adamolekun and Iboko (3, 55) both observe that there is

hardly any sector of Nigeria's national life that is effec-

tively and efficiently managed. There is abundant evidence

28

of ineffective management in schools and universities, the

civil service, public corporations and state-owned

companies, the judiciary, and the Nigerian army. Nigerians

all experience varying degrees of hardship at the hands of

those who manage the admission of children to schools and

universities, and their encounters with the civil service

reveal various forms of inept management (2).

Adamolekun (2) identifies the sources of Nigeria's

problems as the work environment, the organizational struc-

ture, the prevailing leadership style, and other conditions

in the workers' environment. In order to find a solution to

the poor attitude of Nigerian workers toward their work, he

suggests that systematic and careful attention be paid to

the improvement of the totality of the work environment.

Nwamuo (77, p. 39) notes that school subjects such as

British and European history, the British Constitution,

English literature, and geography of the British Isles are

taught so perfunctorily that students have only to memorize

notes. According to Nwamuo (77), these students avoid se-

rious reading. This system inherited from Britain neglects

Nigerian cultural and social backgrounds and tends to alien-

ate the average Nigerian from his cultural environment in-

stead of developing positive values within the Nigerian

society. The neglect of Nigerian needs has made it virtual-

ly impossible for the educational system to provide the

29

manual skills and expertise necessary for successful indus-

trial and agricultural development.

The Development of Management Education in Nigeria

Management education was not available in any of the

Nigerian universities until a decade after the first univer-

sity was created. The University College of Ibadan opened

its doors in 1948. The arrival of business and management

education coincided with the granting of Nigerian indepen-

dence. Asika (11, p. 40) thought that the ceremonial

development of management education in Nigeria was a result

of the Nigerian opinion of higher education. There has been

an objection to offering university degree programs in busi-

ness education on the grounds that management or business

administration had no substantial academic content compar-

able to the traditional core of university studies (11).

Safavi, Ashby, and Eddy (95, 10, 30) did not attribute this

characteristic to Nigerian universities alone, but to all

African universities which religiously followed the European

or British doctrine that management education could not be

for university classroom academic consumption, but could be

readily acquired through on the job practical experience.

The Ashby (9) Commission was assigned to conduct an

investigation in 1959 into Nigeria's needs in the field of

post-school certificate and higher education over the next

twenty years. The Ashby report provides a useful

30

perspective on the historical development of management

education in Nigeria. Ashby recommended that some profes-

sional courses, such as in banking, accounting and

management be offered in Nigerian universities (9, 10). The

Ashby report also made two important recommendations on

management education: First, technical institutes should

provide full-time post-secondary, general commercial courses

and second, higher management education should be carried

out in the university at the post-graduate level. The

establishment of the University of Lagos to provide courses

leading to degrees in commerce and business administration

was in response to the report's recommendations (9, 10).

According to Ashby and Harbison (9, pp. 269-270; 49) if

manpower projections were constantly reviewed, and if the

size and shape of higher education were adjusted to manpower

needs, Nigeria could ensure that its development would not

be inhibited by lack of skilled manpower. Importantly, with

review, Nigeria could minimize the danger of undergraduate

unemployment that became a problem in India (9, p. 270).

Following the Ashby Commission's recommendations, the

Nigerian government expanded the old universities in Ibadan,

Nsukka, and ife. Today, after two decades of management

education in Nigeria, other Nigerian universities have begun

offering management education and consultancy services to

thousands of students and to client organizations all over

Nigeria, according to Ejiofor (32, p. 21).

31

According to Ejiofor and Olumorin (32, 81), the manage-

ment education courses of the various academic institutions

have ranged from general to specific professional management

studies in administrative, production management, personnel,

and marketing. The courses are based on behavioral sciences

and include quantitative analysis. Advanced master's degree

courses in business administration are offered at some uni-

versities. The University of Lagos, Ahmadu Bello

University, the University of Ife and the University of

Nigeria at Nsukka, and other Nigerian universities run man-

agement seminars and conferences through continuing

education programs or extension services (81, p. 66).

The professional bodies, management institutes, the

Institute of Personnel Management (I.P.M.), The Nigerian

Institute of Management (NIM) , the Institute of Chartered

Accountants of Nigeria (ICAN), the Centre for Management

Development (CMD) and many other groups are conducting

courses, semineirs, conferences, and, in some cases, conduct-

ing professional examinations for management aspirants.

Complementary efforts have been made by some government

ministries, agencies, parastatals, private business enter-

prises, and with management consultancy organizations to

offer courses and training in management education {32, pp.

21-46; 80, p. 87).

32

The Development of Managerial Skills

The development of relevant managerial skills needed to

fulfill the indigenization decree in Nigeria became a major

problem according to Adamalekun, Adaralegbe, Olumorin, and

Onyemelukwe (1, 2, 81, 83). Therefore, the First Conference

of Management Educators in Nigeria was called to deliberate

on the issue.

The general theme of the First National Conference of

Management Educators held in 1975 was "Management Education

for National Development," during which several manpower

needs for the country were revealed. The conference brought

an awareness of the need for management education to focus

on the importance of the sucessful implementation of the

Nigerian Enterprises Promotion Decree No. 4 of 1972, des-

cribed as the Indigenization Decree (89, p. 37; 91, p. 10).

In the Nigerian context, evidence indicated that train-

ing in managerial skills prior to Nigerian independence

received very little direct attention. The colonial govern-

ment discouraged industrial development by deemphasizing

technical or business education and over dramatizing the

economic advantages of export-oriented resource exploitation

according to Onyemelukwe and Adamalekun (83, p. 176; 2).

This was because managerial and supervisory jobs were the

exclusive preserve of expatriates. The education and train-

ing of Nigerians in managerial and executive skills after

independence tended to be according to the requirements of

33

Nigerianization policy in the 1960s. Later this was made

more urgent by the Indigenization policy of 1974 and the

Business Enterprise Promotion Decree No. 3 of 1974 which

were designed to provide native managers and technicians

(89, p. 37).

The Center for Management Development, the operational

arm of the Nigerian Council for Management Education, organ-

ized the First National Conference on Management Development

at the University of Ibadan in 1974. The theme of that

conference was "Management Development: The Challenge of

Indigenization." The conference focused national attention

on management development problems, and in particular, on

those problems raised by implementation of the indigeni-

zation scheme. The conference examined how agencies

involved in the management development process could cooper-

ate in order to produce Nigerian managers equipped with

relevant managerial skills needed to assume managerial posi-

tions previously held by the expatriate managers. The

participants, drawn from all sectors of the national econo-

my, expressed the need for cooperation in the various fields

of management education and training among the institutions

in Nigeria.

The conference agreed that there was a need for coordi-

nation and stimulation of management research, curriculum

planning, management teacher development, and the sharing of

34

technical and support services. The forum for management

educators from universities and polytechnics, colleges of

technology, and representatives of selected professional

management bodies and management training and development

institutions, examined the state of management education in

Nigeria. Suggestions were provided on the strategy that

should be adopted so that management education institutions

could contribute not only to the increased number of Niger-

ian managers, in the multinational corporations, but also be

able to gear their programs to meet the future management

needs of both the private and public sectors of the national

economy (2, p. 1).

A serious lack of executive capacity was reported to be

a major hindrance to implementation of the Second Develop-

ment Plan of 1970-1974. There were shortages of the

technical and managerial manpower needed to sustain the

indigenization scheme. These problems brought enormous

management difficulties in public corporations and state

owned companies (39). According to the Nigerian Third Na-

tional Development Plan 1975, the importance of well-

educated professional managers to high productivity and the

richness of life is obvious. Without an adequate supply of

managerial skills, a society will progress little, if at all

(35).

Peter Drucker (1974) believes that the underdeveloped

countries are not really underdeveloped, but undermanaged

35

(28, p. 17). Education for economic and social development

means, above all, the provision of adequate management edu-

cation that is up-to-date and management techniques that are

development oriented according to Eluka (31, p. 17).

Therefore, Drucker and Eluka believe that the development of

Nigerian managers in relevant managerial skills constitutes

a step forward in Nigeria's economic development (28, 31).

Management Education and Indigenization in Nigeria

According to Rimlinger and Stremlau (91), indigenization

of the economy and of management was a factor of a new

nationalism sweeping across Africa in the 1970s. The na-

tionalsim of the 1950s and early 1960s had aimed mainly at

establishing political institutions that were independent of

colonial rule. African nations have since come to realize

that genuine independence involves not only control over

political processes, but also control over their economic

resources (91, p. 10). Although the end of colonial rule

terminated the administrative tutelage of colonial powers,

there was no counterpart to this termination in the economic

sphere. Nigeria does not intend to completely sever its

ties with foreign investors. The problem is how Nigerians

can benefit from foreign capital and expertise without being

dominated by or subservient to them (26, p. 22; 41, p. 2) .

The Nigerian government promulgated Indigenization

Decree No. 4 in 1972. (See Appendices H and L and Table

36

II.) The decree states that this program was to be carried

out by preparing Nigerians to assume functional, technical,

administrative, and management positions in multinational

corporations.

According to Rimlinger and Stremlau, and Ivory Coast

Quinquenal de Development Economique Social et Culturel

1971-75 (91 p. 10; 86, p. 28), several advantages were

thought to be associated with the indigenization policy

(86). First, as indigenous staff replace expatriates, the

share of national income that flows to the indigenous popu-

lation increases. According to Rimlinger and Stremlau (91),

figures published recently by the West African nation of

Ivory Coast show that although expatriates hold only 6.1

percent of the jobs in the corporate sector, they draw 41.1

percent of the total salaries (86, p. 28). Rimlinger and

Stremlau believe that a situation like this may lead to a

great loss of foreign exchange. Such circumstances can be

forstalled through the education and development of indige-

nous staff to perform the same functions previously carried

out by expatriates. Unfortunately, no figures indicating

the extent of national income paid to expatriates in Nigeria

in terms of profits, interest, wages, and salaries are

available, but the cost can be assumed to be substantial

(86, p. 28? 91).

Second, indigenous people keep a larger share of their

income within the country than do expatriates. They also

37

spend less on imported goods. A shift in income from expa-

triates to nationals helps the country's balance of payments

according to Rimlinger and Stremlau (91).

Third, indigenization provides employment to qualified

nationals. Nigeria's Second National Development Plan

stated that the government cannot continue to tolerate a

situation in which high-level Nigerian personnel, educated

and trained at great cost to the nation, are denied employ-

ment in their own country by foreign business establishments

(91).

Fourth, the pressure for indigenization will give the

nationals more rapid access to jobs with greater responsi-

bilities. This, in turn, will hasten the process of on-the-

job training and the acquisition of managerial and technical

skills and experience. An employer is more likely to pro-

vide supplementary training to employees if he wishes those

employees to assume management positions (89, pp. 10-16).

According to Bayo, Eluka, and Rimlinger and Stremlau,

the trend of indigenization was characterized by a desire

for economic nationalism and independence (13; 31; 91,

pp.10-15). However, it was discovered that such economic

independence can only be possible by reorganizing existing

management education in Nigeria. According to Adamalekun,

the Nigerian government's approach to meeting intermediate

and high level management manpower needs is twofold: (1)

38

the provision of formal management education in the coun-

try's higher educational system, which would prepare

individuals for managerial, supervisory and technical

functions, and (2) management education and management

development would upgrade the efficiency and effectiveness

of working managers and the process of replacing expatriates

with indigenous personnel. The Nigerian government expected

these processes to be completed in the 1980s (2, p. 15).

The Institute of Personnel Management of Nigeria in

1984 examined the indigenization of management positions

among the enterprises classified as follows (1975):

1. Enterprises exclusively reserved for Nigerians

(Schedule 1 Enterprises);

2. Enterprises in which Nigerians must hold a minimum

of 60% of the shares (Schedule 2 Enterprises)? and

3. Enterprises in which Nigerians must hold a minimum

of 40% of the shares (Schedule 3 Enterprises) (74) (See

Appendices H and L.)

According to the NIPM Conference report (75), the mem-

bers of the conference saw indigenization in terms of

Nigerians taking over from expatriates rather than in terms

of the influence or control Nigerians in senior and top

management positions exercise over their enterprises (75).

It was observed that the senior management positions in

schedule 1 and 2 enterprises had been indigenized although a

few strategic decision making positions were still held by

39

expatriates. Most of the enterprises listed as Schedule 3

Enterprises did not as yet fully exist in Nigeria. However,

in the few which had begun, the control remained largely in

the hands of expatriates (75). Inadequate training and

experience of Nigerians for the technology employed in

Nigerian Enterprises were identified among others as two of

the major factors militating against desirable indigeniza-

tion (75, pp. 1-3).

The conference made three recommendations in their

report.

1. The employment of expatriates should be more closely

monitored and controlled.

2. Officials need to demonstrate initiative and effec-

tive administrative leadership.

3. "State-ism" which imposes considerable barriers on

interstate mobility of labor and which eventually renders

the use of available skilled manpower ineffective should be

stopped {75, pp. 1-3).

The Multinational Corporations in Nigeria

Multinational corporations in Nigeria can be classified

according to Brown and Tepstra (19, 99). The existence of

these corporations for the purposes of economic exchange

received different opinions from different nations. A clear

understanding of the nature and the roles of multinational

corporations explains why some countries took different

40

devices to equate the benefits the corporations provide the

host country.

Multinational corporations in Nigeria can be classified

into three categories: international businesses, firms, or

transnational corporations. International business func-

tions across national boundaries. However, this does not

always require a movement of goods between nations (99, pp.

7-8) .

The concept of the multinational corporation lends

itself to the idea that "no man is an island unto himself."

This applies to economics as to other kinds of human activi-

ties (99). Some form of economic exchange has characterized

the history of mankind, almost from the beginning (99, pp.

7-8). The firm's international interest can be identified

in various ways: percentage of assets, personnel, sales

and/or profits, and the extent to which company decision

making considers international as well as domestic markets

(99). Brown (19, p. 82) acknowledged that the word "multi-

national" conjures up a picture of something sinister. Many

people see a multinational entity as a mighty octopus whose

objective is the maximization of profit at all costs. Brown

(19) also asserts that, in order to achieve this end, such

corporations resort to all kinds of devices such as bribery

and corruption; the manipulation of local culture; the ex-

ploitation of local labor; the manipulation to their own

41

advantage of markets and world prices, particularly those of

raw materials; the "rigging" of the world monetary system;

and the imposition of alien technologies. Some even think

of multinationals as threatening national sovereignty and

believe that they do defraud and exploit the poorer and

weaker nations of the world (6, p. 82).

According to Iyanda and Bello (58), the question of

multinationals has become an emotional international issue

in Third World countries, including Nigeria. Therefore, the

indigenization scheme, or Nigerianization, is directed to-

wards ensuring that Nigerians are not victims of suspicions

and to ensure that there is no wide gap between the aspira-

tions and objectives of the multinationals on one hand and

Nigeria on the other (58, pp. 1-3).

Brown (19, p. 82) also believes that governments will

be less suspicious of a company whose board is not solidly

representative of one foreign nationality. It will be less

suspicious still if the representative who deals with them

is a fellow countryman who speaks their language and under-

stands their attitudes.

The concern of Nigerian multinational firms is based on

the competence of the Nigerian managers. The production of

competent managers is based on whether or not the management

education institutions in Nigeria are producing the right

quality and quantity of labor needed to translate growth

into development according to Harbison and Eluka (48; 31, p.

42

28). In a study commissioned by the overseas liaison com-

mittee of the American Council on Education, he wrote, "In

the final analysis, the wealth and prosperity of nations

depend upon the development and effective utilization of

human resources" (31, p. 28).

Iyanda and Bello (58, pp. 1-3) noted that multinational

enterprises (NMNEs) are among the most controversial phenom-

ena of today's world economy. For instance, foreign private

investment in Nigeria rose from 473.5 million naira in 1962

to 2,429.8 million naira in 1975 (58). Eze (33, pp. 109-

130) observed that multinational training and development

practices in Nigeria need to improve. Eze believes the

expatriate quota system adopted by the Nigerian government

is not only intended to ensure that jobs needing higher and

middle-level manpower are subsequently taken over by

Nigerians, it is also to provide a framework under which

Nigerians, through a program of attachment or provision of

formal or informal management education, are given the

opportunity to acquire the crucial qualifications needed for

a skilled indigenous labor pool. (See Appendices H and L.)

In a survey of four multinational corporations in Ni-

geria, Eze found that as of March 31, 1979, a multinational

construction company in Nigeria employed 11,052 workers, of

whom 312 held management positions. Eze then observed that

193, almost two-thirds, of the management staff were expa-

triates (29, pp. 109-130; 33, pp. 8-10).

43

The Similarities Between Nigerian Universities and Multinational Corporations

Mazrui claims that the university is a cultural cor-

poration with political and economic consequences. The

multinational commercial company is an economic corporation

with political and cultural consequences (70, p. 193). As

multinational corporations respond to the decisions of home

offices so also do African universities respond faithfully

to decision makers in Europe. Mazrui described the African

independence as only partial with a great dependence on

foreign nations for economic and cultural inputs.

Many characteristics attributed to commercial multina-

tional corporations in Africa also apply to what Mazrui (70)

referred to as African universities. He (70, pp. 190-110)

claimed that most African universities started as overseas

extensions of European metropolitan institutions, and deci-

sions about priorities for educational developments followed

the dictates of parent cultural corporations in Britain,

France, or Belgium. In the past, African universities were

not autonomous. Even today they rely on cultural exports

from Europe. African universities and multinational busi-

nesses both face the same fundamental problem of how to

decolonize the process of modernization without ending it.

The University of Ibadan, established in 1948, was

formerly University College, Ibadan, Nigeria, and was the

44

first Nigerian university. It was an affiliate of the

University of London for more than a decade. Makarere

College, in Uganda and University College at Legon, in

Ghana, were all originally branches of the University of

London (70, p. 194). For each of these universities, stu-

dent admission requirements were specified by the University

of London. The Inter-university Council for Higher Educa-

tion in London in cooperation with these universities

appointed both lecturers and professors. London approval

was also sought for syllabi. Examinations were also

controlled by London; the examination questions were first

formulated in Africa and submitted to London for criticism

or revision (70). Mazrui believes that similar procedures

were followed in other overseas branches of European

universities. The French African universities were overseas

extensions of French universities. French students were

permitted to register at the University of Dakar in West

Africa in fulfillment of their French undergraduate program

in France (70).

According to Ashby (10), Ahmadu Bello University in

Zaria, Nigeria and the University of Nigeria Nsukka were the

first Nigerian non-European universities established in

1962, as a direct result of the recommendations of the

American and Anglo Nigerian Commission. The Commission,

financed by the Carnegie Corporation, consisted of three

Africans, three Americans and three Englishmen. The

45

Commission also recommended that Nigerian Higher Education

should be limited firmly to manpower needs (9, 10, 48, 49).

In the past, academic programs in higher educational

institutions in Africa resembled those of Europe and the

United States. However, Ashby believes that higher educa-

tion institutions must be sufficiently responsive to remain

relevant to the society which it supports {9, p. 2) . Man-

agement education, if it is to serve any purpose, should be

relevant to the society it serves according to Ashby.

Many African universities started as liberal arts col-

leges rather than as training centers for skilled manpower.

Prejudice against technical and management education was

inherited from colonial powers according to several authors

(11, p. 11; 70, p. 201; 5, p. 38). Ashby believes that the

British, who ruled Nigeria until 1960, permitted management

education as a professional diploma course in polytechnics,

but considered it as having no place in the university.

Nigerians adhered to this idea until Dr. Nnamdi Azikwe

borrowed the idea of the American land-grant model, which

encouraged the study of applied subjects in universities.

The Expatriate Managers and the Nigerian Economy

According to Adamalekun (2), expatriate managers were

used to fill the quantitative gap in Nigeria, before and

after Nigerian independence. However, the increased

reliance of Nigerian multinational corporations on

46

expatriate managers has not significantly reduced the

magnitude of shortages of Nigerian managers. Adamalekun and

Nyerere (2, 78) believe the expatriates had no program to

train the indigenous managers and the dependence of African

nations on expatriate managers tended to inflate the cost of

their economic development (2, 78).

The Nigerian government reported that in Nigeria,

immediately after independence, there were difficulties in

recruiting in adequate numbers, the technicians, scientists,

engineers, and other skilled personnel essential for the

implementation of development programs (41, p. 3). In

Nigeria, when emphasis was placed in industrialization, it

was discovered that most of the Nigerian labor force was

ill-equipped. In addition, there has been serious criti-

cism, especially from abroad and by expatriate employers in

Nigeria, that the local labor is very inefficient. These

two factors emphasize the need for education and training at

all levels (1;41, p. 3).

The Nigerian government manpower (41) reported that

manpower is the greatest asset any country can develop. In

the more advanced developed countries of the world there is

an emphasis on manpower development for economic progress.

For example, the rapid economic recovery of Germany from the

excessive destruction of capital and resources during the

Second World War appears to have resulted primarily from the

47

skills and technical know-how of the people (41). The

economic recovery of Japan, after the atomic bombs of

Hiroshima and Nagasaki, was possible by Japanese technical

and management know-how according to Nigerian government

report. Even in the U.S.S.R. and the U.S.A., the post-war

races in arms and space conquest have brought out clearly

that the winner may not necessarily be the country with the

greatest capital or the most natural resouces, but may be

the nation which has invested most in manpower, particularly

in the development of scientists, engineers and managers

(41, p. 4). Manpower, in the context of economic develop-

ment, means much more than population or labor force, it

means physical human beings and their skill content, as

acquired through education, training and experience accord-

ing to the Nigerian government report.

The Nigerian government manpower reported that the

Nigerian economy began as an overseas extension of the

British economy. Nigeria was meant to be a ready supplier

of raw materials for feeding British industry as well as an

outlet for surplus British products (41). The Nigerian

government initially relied on moral justice and the opera-

tion of schemes such as "expatriate quota" to help increase

the involvement of Nigerians in the operation of foreign

owned businesses. However, the measure was inadequate in

meeting national objectives, particularly in the face of

acute and continuing shortages of essential managerial and

48

technical know-how according to Nigerian government manpower

report. The most drastic and thorough action taken by the

Nigerian government was to indigenize the Nigerian economy

with the promulgation of the Nigerian Enterprises Promotion

Decrees of 1972 and 1977 (84). (See Appendices H and L.)

The Nigerian Enterprise Promotion Decrees of 1972,

1977, and 1981 aimed at one prime objective, to promote and

protect Nigerian participation in all areas of the Nigerian

economy (39, p. 4; 42, p. 14;, 76, p. 13; 78, p. 3). (See

Appendix L.) Nigerian businesses were classified into three

major categories as discussed earlier. Enterprises are

reclassified from time to time and published in the Gazette

(43, pp. 125-129).

The Nigerian Enterprise Promotion Board became the

principal body charged with the responsibility for effective

implementation of the Decree. As a result of the indigeni-

zation decree, there is no enterprise in Nigeria today which

is fully foreign owned. However, it is one thing to own

businesses jointly, and it is another to control and manage

them. Regrettably, in spite of indigenization decrees, the

management of businesses is still firmly in the hands of

foreigners (42, p. 14). There are several reasons for

foreign control of these businesses. The Nigerian share-

holdings are so diffused and scattered that even when

majority ownership is Nigerian, the strength to challenge

49

the foreign minority interests has not been mustered. Addi-

tionally, Nigerian shareholders are interested in dividends

rather than management and control. Most importantly, the

former foreign owners have implemented many devices to en-

sure continued domination in the businesses they have sold

(42) .

The Nigerian government has empowered the Federal Min-

istry of Internal Affairs to review the Immigration Act of

1963, the Nigerian Enterprise Promotion Act of 1977, the

Company's Act of 1968, and the Business Names Act of 1961.

This is in order to regulate business activities in Nigeria,

primarily the employment of Nigerians for strategic manage-

ment positions. The Federal Ministry of Internal Affairs

requires that the Board of Directors of all companies re-

flect the ratio of equity participation of 60 percent

Nigerians and 40 percent foreigners in respect to businesses

in Schedule II and 40 percent Nigerians and 60 percent

foreigners in respect to businesses in schedule III

according to the Nigerian government (40).

According to the Nigerian government,certain positions

cannot be filled by expatriates except where it is absolute-

ly necessary. Any expatriate with less than 5-10 years

experience cannot be approved for positions of Managing

Director or General Manager. It is required that all

marketing staff be Nigerians. All administrative and

50

personnel positions must be filled by Nigerians (40). The

Nigerian government prescribes that when an expatriate

serves as a financial director, a Nigerian must be financial

controller or chief accountant to understudy and take over

the position of finance director. All companies granted

expatriate quota are expected to train Nigerian staff to

effectively take over within a specified period (40, p. 9-

11). (See Appendices H and L.)

In spite of government efforts to ensure that no posi-

tions for which Nigerians are available are occupied by

expatriates, expatriate management teams have always been

involved with the management of Nigerian enterprises (40).

In 1978, the Nigerian government announced the choice of an

Indian management team to take over the crippled Nigerian

Railways corporation. The teams arrived in Nigeria in 1979

and took over with a promise to convert the persistently

large operation deficits into profit over the three years

(93) .

The Nigerian government signed a similar agreement with

KLM Dutch management team to assist in the management of

Nigerian Airways. Eluka (31, p. 50) thought that the Niger-

ian government's invitation to the foreign management team

was a result of failures of some of the lucrative commercial

organs of Nigerian government. Nigerian Railways and Niger-

ian Airways are among the problem organizations of the

Nigerian government. Eluka (31, p. 50), however, feels that

51

the management styles of the Indians, the Dutch, and the

Swiss have been working well in Nigeria.

Bauer (14), however, argues that control imposed by

African governments, such as licensing of trading enter-

prises, diminish the aggregate volume of trade and economic

interest of African producers, consumers and workers. Bauer

believes that such restrictions reduce the economic

activities of the more efficient firms and individuals,

while providing an opportunity for the less efficient firms.

This widens the margin of competition for both African and

foreign firms. Bauer suggested that government subsidy for

the participation of African entrepreneurs in trade will

yield more positive economic results than restrictions on

alien entrepreneurs (14).

Expatriates are not limited only to multinational cor-

porations in Nigeria. Bayo (13, p. 2) calls on the Nigerian

government to review expatriate appointments. According to

Bayo, the number of foreign nationals in federal and state

civil service should be reviewed for the purpose of finding

solutions to Nigerian economic and social problems. The

Guardian confirmed a report that there are 1,078 expatriates

among the total 8,087 Nigerian university staff, making a

total of about 13.3 percent of the total university staff in

1985 (101). Umesi (108, p. 18) questioned the rationale

behind increasing the number of expatriates in Nigeria, in

52

spite of downward trends in the Nigerian economy. The

statistics published by the Nigerian Department of Immigra-

tion shows that the number of expatriates increased from

45,000 in 1979 to 55,000 in 1980 which represented an annual

increase of 18.1 percent. In 1981, the expatriate figures

in Nigeria increased to 78,868,an increase of 14 percent

over the previous year (13, p. 2).

On the issue of expatriate quota,

an inquiry by the Nigerian National Manpower Secre-tariat, on the stock of management employed in the various ministries of the Federal Civil Service, revealed an acute shortage of all categories of skilled manpower. The shortage is particularly serious for the high-and-middle-level categories and is most severe with respect to technical man-power. When all ministries were combined, the extent of shortages, as measured by the ratio of vacancy to total established positions, ranged from about 33 percent in respect of accountants to about 61 percent for such technical categories as architects/town planners. A similar inquiry on employment in Federal government corporations and companies showed that the vacancy rate in most of the corporations was about 55 percent in respect of engineers and other high-level technical man-power, 65 percent for middle-level technical manpower, and about 50 percent for senior adminis-trative/managerial manpower (35, p. 28).

The recruitment of skilled manpower from abroad under the

First National Development Plan (40) was accepted as an

important temporary solution to the problem of inadequate

manpower in high and middle management. Recruitment of

expatriates was rationalized for both private and public

organizations with regard to positions which are reserved

for Nigerians and the specific allocation was described in

53

an expatriate quota approved by the Nigerian government (40,

pp. 1-10).

The most recent official statement on the contribution

of expatriates to plugging the manpower gap in Nigeria is

the analysis of expatriate quota returns reveals that total expatriate quota allocation increased by 58 per cent between 1975 and 1976 and that the increase in quota allocation was 63 per cent in respect to architects and surveyors, 45 per cent in respect to engineers and technicians, 30 percent in respect to administrative/managerial manpower. In contrast, the increase in expatriate quota allocation was about 45 per cent and 48 per cent respectively, during the last two years preceding the plan period, i.e. April 1973, March 1974, and April 1974-March 1975 (35, p. 28).

According to Adamalekun (2) the increased reliance on

expatriates has not significantly reduced the magnitude of

the skilled manpower shortage. Indeed, it appears that the

manpower shortage is widening in direct proportion to the

efforts at recruiting expatriates. Adamolekun, has observed

that some expatriate technical officers were recruited as

engineers, and, in some cases, expatriates have been re-

cruited to prevent qualified Nigerian graduates from having

the opportunity to acquire experience on the job (2, pp. 7-

8) .

Reliance on experts from overseas, therefore, has gen-

erally tended to unduly inflate the cost of Nigerian

economic development. In some cases, expatriate-controlled

and multinational private organizations refused to train

Nigerians (2, 83). According to Adamolekun the extent to

54

which Nigerians relied on expatriate managers to assist the

country in overcoming the management problems must be ques-

tioned. Thus, the real danger is that the capacity of

Nigerians to manage may atrophy due to lack of opportunity.

This became more serious in the 1980s as reports persist

that many expatriates do not assign critical managerial

functions to Nigerians (2, pp. 7-8? 11, p. 9; 85, p. 8).

According to Adamalekun (2) expatriate managers have

been used to fill the quantitative gap and to provide a

qualitative model of management for Nigerians since 1979.

This is exemplified by the Dutch team involved in the man-

agement of Nigerian Airways and the involvement of the

Indian Railways team with Nigerian Railways. Since the

expatriate staff of those management teams constitutes less

than 2 per cent of the entire work force, any successes

recorded by them must therefore be credited to the Nigerians

who worked with them.

Concerning the contribution of expatriate managers to

the management development trends in Nigeria, Adamolekun (2)

contends that the reliance on expatriates to scale down both

the quantitative and qualitative dimensions of Nigerian

management underdevelopment problems should be reduced.

Expatriates are not miracle men and Nigeria must de-empha-

size its reliance on them. Expatriates should not be

recruited if they cannot be replaced with equally competent

55

Nigerians according to Adamalekun. Expatriate unwillingness

to hire and train Nigerians must stop. Adamolekun believes

that by the end of the 1980s the proportion of expatriate

to native staff should be the same as that in developed

countries (2, pp. 7-8).

The Effects of Management Education

Management education programs are generally conceded to

be more difficult to evaluate than manual or technical

skills programs, according to Kirkpatrick (64). Behavior

change on the job is difficult to measure and results tend

to be very long range. Professional educators, however,

have struggled with similar problems for years and have met

with success according to Kirkpatrick (64).

One evaluation model developed by leading educators on

the National Study Committee on Evaluation of Phi Delta

Kappa, an international society of professional educators,

is called CIPP (87). CIPP is an acronym for Context, Input,

Process, and Product (45, p. 52; 87). The CIPP model is

valuable in evaluating management education because it is

practical, effective, efficient balanced, and comprehensive.

With the CIPP model, information is gathered before and

during the education program. Thus it is a formative eval-

uation model rather than a summative evaluation model (45,

87). Galvin (46, p. 82) stated that evaluation is often

confused with measurement. Like good measurement, good

56

evaluation is rigorous and accurate. However, good evalua-

tion makes use of both description and judgement (46).

Galvin conducted a survey of preferences and practices

of selected models. He asked the members of the American

Society for Training and Development ASTD to select either

Kirkpatrick1s model C, reaction, behavior, learning results,

or the CIPP model. CIPP received more favorable responses

(63). Gavlin's conclusion was that if a training specialist

used a narrow approach to curriculum development, then Kirk-

patrick' s model would be adequate to determine the

effectiveness of the program. However, if a broad approach

to curriculum development was used a model with a broad

approach such as CIPP would be a good match.

Hogarth (51, p. 90) believes that the variables ini-

tially relevant to explaining the perceived effect of

management education are the type of organization or com-

pany in which the participants are employed; the personal

attributes of the managers, such as age, education and

seniority in the company; the type of job a manager performs

such as staff or line jobs in marketing or finance; and

hierarchical level in the company might also be a factor.

Tyler (102) also suggested that the four major sources for

identifying the perceived effect of management education are

the students, the business society, the managers, and the

subject matter specialists or the management educators (52,

53) .

57

Blumenfield and Holland (15) believe that management

education is expected to induce certain changes in an

individual. These changes can be in work behavior, manage-

rial, individual characteristics, attitudes, and changes in

work performance or output (15, p. 34). Bolar referred to

Friedlander (45, pp. 289-307) in saying that emphasis on

evaluating the effectiveness of management education is not

only based on behavioral changes of the individual within

the organizational context, but also on changes in the

organization and in the organic system of which the individ-

ual is one interacting part. It assumed that changes in

individual behavior will lead to increased effectiveness.

This, rather than change per se, is the purpose of manage-

ment education. Morano believes that measurement of

management education's direct contribution to the organiza-

tion is rather difficult. Morano (72, p. 42-43), however,

thinks that course objectives, once set, are for measuring

the effectiveness of the course. Once the objectives are

set in terms of measurable terminal behaviors, all that has

to be done is to compare the objectives of the course with

behavior after instruction using a validated instrument.

Blumenfield and Holland (15, pp. 638-640) stated that eval-

uation of management education should be based on the

determination of when and how management desired changes

occur after the training. Effectiveness of management edu-

cation can be evaluated by answering the question, "Is the

58

behavior change as a result of the management education

experience?" (15) Such an evaluation should have value for

those in education, government, business, and industry who

must make curricular and budgetary decisions regarding man-

agement education. Blumenfield and Holland feel that this

type of evaluation has received less than adequate atten-

tion.

Lee and Dean (67, pp. 32-37) consider that an effective

management education program must improve the quality of

human resources in terms of knowledge, skills, and job

performance. The goal of management education programs is

to purposely change the manager's job behavior and to in-

crease personal effectiveness in the organization (95, pp.

32-37). The success of university sponsored management

education programs can be evaluated from many standpoints

according to Lee and Dean (67, pp. 33-37). Lee and Dean

(67, pp. 33-37) asked a sample of managers who participated

in a management education program whether or not the program

had brought about a change in their personal effectiveness

and had increased rewards from their jobs. They were asked

to rate several important aspects of the job learned on the

program. These results were then compared with what the

participants felt about the primary value of the management

education program in general. The variables that are most

important with regards to the participants perceived effect

59

of management education programs are those which represent

an improvement of job effectiveness (67, 68).

Ahanotu (4, p. 40) believes that education is one of

the major agents of managerial effectiveness. It consti-

tutes a process by which relevant managerial atitudes and

beliefs are formed, transmitted and learned in a managerial

setting. Modern education in developing countries relates

then to the management system through the selection,

recruitment and training of effective managers.

An important reference on management effectiveness is

Imoisili's study on management practices in Nigeria.

Imoisili (56), in an attempt to explain managerial

effectiveness in Nigeria, applied the Negandi and Parasad

comparative management model to managerial effectiveness.

In his survey of eighteen large business organizations,

indigenous as well as American and European multinational

corporations, he concluded that the key factors which make

for management effectivess or non-effectiveness in Nigerian

corporations are perception of the Nigerian environment,

managerial philosophy and style, planning, delegation, and

control. He also noted that a manager's training and pro-

fessional background and internal and external complexities

influenced the managerial effectiveness in Nigerian organi-

zations.

Kilby (62) studied 234 managers and entrepreneurs in

various industries in Nigeria. In his study, he used output

60

arid rate of profit as a measure of effectiveness. Kilby

hypothesized that those managers with more education were

more likely to have a larger body of knowledge available for

decision making. Moreover, Kilby hypothesized that the

mathematical ability of an educated manager facilitates the

computation of transactions and the use of records as an

instrument in company analysis. Therefore, analytical

skills acquired through management education were expected

to have a positive relationship to managerial philosophy and

effectiveness. Kilby concluded that companies with higher

output and profit had managers with higher educational at-

tainment. There could then be a positive relationship

between management education and performance. It could also

be inferred that a company's profits are the result of

effective managers, and the effectiveness of managers is a

result of their management education.

Another important study is Ogbuehi's research on the

correlates of leadership effectiveness of managers in

Nigeria. Ogbuehi (79) used the new managerial Grid Rating

Questionnaire (MGR) and the Leader Behavior Description

Questionnaire (LBDQ-XII) to measure the criterion variable,

leadership effectiveness of individual business leaders in

their job capability, and execution of managerial functions.

Ogbuehi found a significant relationship between management

61

education and the perceived effectiveness of a manager in

Nigeria and the effectiveness on the job.

Clement (25, p. 11) quoted Campbell, Dunnette, Lawler,

and Weik (21) in his review of literature to support the

fact that in the last decade, less than a third of the

studies had measured the effects of training on the individ-

ual job performance or on the results such as sales,

profits, or productivity. According to Clement, most eval-

uation focused on training outcomes such as trainee

reactions toward the course or improvement in knowledge,

typically assessed during or just after a course. In addi-

tion, very few studies compared the relative effectiveness

of two or more techniques of training. Moreover, no studies

had measured the influence of individual differences on the

outcomes of training. Others had investigated how the suc-

cess of training might vary with the level of a trainee's

prior experience of education (25, p. 11).

Ammons and Niedzielski-Eichner (8, p. 211) believe that

numerous journal articles directed toward employee training

lack the absence of adequate evaluation, especially those in

programs intended to enhance management and supervisory

performance in both the public and private sectors. Ammons

and Niedzielski-Eichner commented on the contributions of

Blumenfield and Holland, Brim-Donohoe, Brown, Bunker and

Cohen, Dopyera and Pitone, Hyde and Shafritz, Kearsley, and

Smith (15, 17, 18, 20, 27, 54, 61, 98). They classify these

62

authorities as critical of the method of evaluation of

management training. Ammons and Niedzielski-Eichner calls

for the need for rigorous evaluation for programmatic

reasons.

Management education programs funded simply on the

presumption of effectiveness, with little in the way of hard

evidence to support that presumption, seem questionable.

Ammons and Niedzielski-Eichner (8) criticized management

education program evaluations which go no further than work

load measures or assessment of trainee satisfaction with the

program. Evaluations based upon the number of trainees per

instructor, per hour or per budgeted amount of money, or

upon the popularity of the offering are extremely shallow.

The most realistic approach to evaluation of management

education is to place an emphasis on the product of train-

ing, its impact on skills, knowledge, and on-the-job

performance.

Summary and Conclusions

The review of literature on the perceived effect of

management education noted that there is a positive rela-

tionship between management education and performance. A

company's profits are the result of effective managers and

the effectiveness of managers is a result of their manage-

ment education. Kilby, Ahanotu, Olumorin, Clement, Ogbuehi,

Imoisili, and Ammons and Neidzielski-Eichner (4, 81, 25, 79,

63

57, 8) agreed that those managers with more education were

more likely to have a larger body of knowledge for manage-

ment decision making. Suggested measures for management

education effectiveness included the product of training,

its impact on skills, knowledge, on the job performance and

course objectives. However, meaningful evaluation of man-

agement education must be based on the performance of the

managers, the transfer of training or education to the job

performance.

In addition, management education in Nigeria should be

reviewed in terms of relevance and need of the country at

that particular time. Management education, therefore,

changes with the needs of the nation. University management

education in Africa is a replica of multinational corpora-

tions. Most African universities started as an overseas

extension of European Universities. In most parts of Afri-

ca, expatriate management still dominates. The Nigerian

attempt to remove the expatriate control and gradually re-

place it with Nigerian managers sparked the Nigerian

government policy of indigenization in 1972. Expatriates

are important to the Nigerian economy, but with the acute

shortage of foreign exchange to pay for imported labor and

goods, Nigeria can no longer afford the luxury of full

dependence upon expatriate managers.

64

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41. Federal Republic of Nigeria, Federation of Nigeria National Manpower Board, Manpower Situation in Nigeria, Lagos, Federal Ministry of Information, 1963.

68

42. Federal Republic of Nigeria, Federal Republic of Niger-ia Economic and Statistical Review, Lagos, Federal Government Press, 1978.

43. Federal Republic of Nigeria, "Nigeria Enterprise Promo-tion, Alteration of List of Scheduled Enter-prises," Official Gazette, LXVIII, (August 14, 1981) .

44. Federal Republic of Nigeria, Nigeria Enterprises Promo-tion Decree, 1977, Lagos, Nigerian Enterprise Promotion Board, 1977.

45. Friedlander, F., "The Impact of Organizational Training Laboratories Upon the Effectiveness and Interac-tion of Outgoing Work Groups." Personnel Psychology, XX (1967), 289-307.

46. Galvin, Jane C., "What Can Trainers Learn from Educa-tors About Evaluating Management Training?"

Training and Development Journal (August, 1983), 52-57.

47. Griffiths, Horace F., "A Study Defining Eight Objec-tives of Business Programs in Public Community Colleges and Determining the Importance of These Objectives," unpublished doctoral dissertation, Michigan State University, East Lansing, Michigan, 1967.

48. Harbison, F. H., A Human Resource Approach to the Development of African Nations, New York, Long-mans, 1979.

49. Harbison, F. H., Manpower Situation in Nigeria, (Preli-minary Report), Lagos, Federation of Nigeria, National Manpower Board, 1963.

50. Hawrylshn, Bohdan, "Management Education - A Concep-tual Frame-work," in Bernard Taylor and Gordon L. Lippitt (Ed), Management Development and Training Handbook, McGraw Hill Book Co., 1975, 169-170.

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69

52. Huckabee, June A., "A Comparison of Perceptions Held by Time Significant Groups Concerning Management Training Programs in Two-Year Colleges in the United States," unpublished doctoral dissertation, North Texas State University, Denton, Texas, 1970.

53. Hunger, J. David and Thomas L. Wheelen, An Assessment of Undergraduate Business Education in the United States, Charlottesville, The University of Virgi-nia, Foundation, 1980.

54. Hyde, A. C., and J. M. Shafritz, "Training, Development and Personnel Management," Public Personnel Man-agement, VIII (November-December, 1979), 344-349.

55. Iboko, John I., "Management Development and Its Devel-oping Patterns in Nigeria," Management Interna-tional Review, XVI, No. 3 (1976), 97-104.

56. Imoisili, I. C., "Management Practices and Organization Effectiveness. A guide to Conceptual Emphasis on Developing Nigerian Managers," unpublished doctor-al dissertation, Columbia University, New York, New York, 1977.

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62. Kilby, P., African Enterprises: The Nigerian Indus-tries, Stanford, California, Hoover Institution, 1975.

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CHAPTER III

PROCEDURES FOR COLLECTING AND TREATMENT OF DATA

Introduction

This investigation was intended to identify the per-

ceived effect of management education on the indigenization

of multinational corporations in Nigeria. The perceived

effect of management education is based on responses from

Nigerian managers and directors of multinational corpora-

tions, management educators in Nigerian universities and

colleges of technology, academic and administrative person-

nel in Nigerian government parastatals, and management

education students in Nigerian universities. Comparisons of

the perceived effect of management education "PEME" were

made among these groups. The population, the survey instru-

ment, data collection and treatment are discussed in detail

in this chapter.

Population of the Study

The population for this study comprised five signifi-

cant groups: (1) management educators of selected Nigerian

universities, (2) management educators of colleges of tech-

nology or polytechnics in Nigeria, (3) managing directors

and managers of selected Nigerian multinational corpora-

tions, (4) government officials of selected agencies

75

76

responsible for management education in Nigeria, and (5)

final-year business administration students of selected

Nigerian universities.

The management educators were deans, directors, heads

of departments, professors, and lecturers in business admin-

istration. The managers were managing directors, general

managers, and personnel or departmental managers in selected

Nigerian multinational corporations. The Nigerian govern-

ment officials were from the Centre for Management

Development, the Administrative Staff of the College of

Nigeria (ASCON), and the Nigerian Institute of International

Affairs. The final-year business administration students

were majoring in accounting, finance, administrative manage-

ment, marketing, economics or business administration. (See

Appendix K for a listing of all participating organizations.)

Selection of Sample

Using a table of random numbers according to Borg and

Gall (4, p. 732), thirty management educators in the six

oldest Nigerian universities, forty management educators in

the eight oldest polytechnics, fifty managers, twenty

government officials, and seventy final-year students were

selected. A total of two hundred and ten subjects was

selected.

Selections were made through the addresses of the man-

agement educators in each university and college of

77

technology bulletins. The addresses of business managers

available in the Nigerian Employers Consultative Association

(NECA) and staff directory, the addresses of government

officials published in the staff directory of each ministry

and by federal government agencies; and the students' names

published by Joint Admission Matriculation Board (JAMB) and

by each university faculty or College of Business Adminis-

tration were used for the sample selection.

Research Design

Descriptive and comparative (3, pp. 128-176) approaches

were used to ensure an in-depth examination of the effec-

tiveness of management education programs (MEPs) in Nigeria.

This approach was deemed necessary because of the nature of

the research topic, the characteristics of the population

and the questionnaire used for the study (1, p. 13).

The beneficiaries of management education in Nigeria

are primarily in ten major organizations classifications

identified in the questionnaire and also classified in the

Nigerian Industrial directory. The Nigerian Industrial

classification was used to select the subjects for this

study.

Survey Instrument

The questionnaire utilized was designed specifically

for this study. (See Appendix A.) The questionnaire

78

consisted of two sections. Section One sought general demo-

graphic information about the respondents. Section Two

focused upon the perceived effect of management education

(PEME) on the indigenization of Nigerian multinational cor-

porations. The effects were identified as training

objectives, the degree of proficiency of graduates in core

courses taken at College, the improved status of Nigerian

managers in multinational corporations with regard to an

increased number and level of responsibility, and the

quality and suitability of management education on job per-

formance. The elements were identified at the Conference of

Nigerian Association of Schools of Management Education and

Training, and reported by Huckabee and by Hunger and Wheelen

(6, 5).

The categories used to classify the perceived effect of

management education were derived from a review of the

literature on the measurement and evaluation of trainng and

of empirical evaluation of training effectiveness (11, p.

34). All of the evaluation questions were selected and

modified from the set of questions suggested by Kirkpatrick

(7, pp. 21-28) as appropriate in evaluating training pro-

grams. The statements are in a five-point Likert format and

measured on a continuous scale and treated as interval level

data (1, p. 13). The questionnaire on the perceived effect

of management education is a modified version of the Manage-

ment Education Assessment Questionnaire designed by Hunger

79

and Wheelen (5, pp. 13-57). The Hunger and Wheelen

questionnaire was designed to measure the objectives and

values of undergraduate business education in the United

States; however, they believed it could be applied to all

education acquired by an individual.

Pilot Study

The questionnaire was administered to a pilot group of

thirty. This group was representative of the population

that participated in the main study. The pilot group con-

sisted of general managers, managers, management educators

and government officials. The questionnaire was hand-deliv-

ered to each respondent, and one week was allowed for the

completion and collection of the instrument. Fifteen ques-

tionnaires were completed.

The completed questionnaires were coded on IBM computer

forms. All data collected for the pilot study were then

analyzed using the SPSSX Reliability Test. The variables in

the questionnaire were sub-classified into training objec-

tives of management education programs (TR), the perceived

effect of core courses with regard to job performance (PE),

the perceived effect of management education on the

multinational corporations (MC) and the quality and

suitability of management education to job performance (JP).

Cronbach's alpha, a measure of internal consistency, was

computed for each of these four measures.

80

The following results were obtained. On reliability

analysis on the eleven items regarding training objectives

(TR), the reliability coefficient of .7982 was obtained,

indicating a high degree of consistency, and considered

reliable according to Ray (9, pp. 140-142). The twenty five

items regarding perceived effect (PE), produced a mean of

81.2857, a standard deviation of 11.8933, a standardized

item alpha of .8941, and an alpha of .8883. The obtained

coefficient of .8883 indicated a high reliability.

The eight items classified under the perceived effect

of management education on the multinational corporations

(MC) produced a mean of 27.3571, a standard deviation of

5.1681. A reliability coefficient of .7368 obtained is an

indication of high reliability.

The last twelve items classified under job performance

(JP) produced a mean of 45.928, and a standard deviation of

5.9416. The obtained reliability coefficient of .8840 was

considered high. Therefore, the reliability coefficients

found for the questionnaire based on reliability analysis

was high. Consequently, no change was made in the question-

naire.

Procedures for Collection of Data

The questionnaire and a cover letter explaining the

purpose of the study (Appendix A) was hand-delivered to all

subjects. One week was allowed for the completion and

81

return of each questionnaire. A sixty-five percent rate of

return was required.

The researcher followed up on the completion and

return of the questionnaires personally. A total of one

hundred and ninety one completed questionnaires and a return

rate of 90.93 percent was obtained. The return rate of 191

respondents compiled of 2.6 percent general managers, 23.5

percent department managers, 34.5 percent management educa-

tors, 8.9 percent government officials and 30.5 percent

students. All responses received within a six week time

period of administration of the questionnaire were included

in the study.

Procedures for Treatment of Data

The data furnished by each respondent were key

punched by the data entry section of the North Texas State

University Computer Center, and stored in MUSIC file. All

data were coded according to each variable, each stated

management education objective, and each group of respon-

dents. A one-way analysis of variance, using SPSS-X (11)

was written for the program. The data were analyzed in

sections and the categories of items identified in each

question.

Section One of the questionnaire produced the demo-

graphic variables. Section Two produced data on the per-

ceived effect of management education in the form of a

82

Likert-type scale with five possible choices. This was

treated as an interval level scale (4, 5, 9). A low of 1

was associated with "not at all" and a high of 5 represented

"very well." Each response to the questionnaire in section

two was assumed to yield interval level data, according to

Labovitz (6, p. 515). Items 7-17 represented the training

objectives (TR). The total training objectives TOTR items

TR 07 to TR 17 were summed and computed. The total per-

ceived effect of management education PE 18 to PE 42 (TOTPE)

were also summed and computed. The total effect of manage-

ment education on multinational corporations (TOTMC) MC 43

to MC 50 were also summed and computed. Finally, the per-

ceived effect of management education on job performance

(TOTJP) JP 51 to JP 62 were summed and computed.

A one-way analysis of variance (ANOVA) was computed to

indicate whether or not significant differences existed

among the perceptions of each of the five groups concerning

the perceived effect of management education. A computation

of one-way analysis of variance followed by Duncan's Multi-

ple Comparison Test was the basis of the analysis. The

determination of the significance of each stated item was

set at the .05 level of significance. The F-ratio was ob-

tained according to Roscoe (9) and the significance ratios

are reported.

83

Summary

Chapter III has described the population for this

study, the survey instruments, pilot study, the procedures

for the collection of data, the treatment of data, and the

types of statistical analysis used. The data collected from

one hundred and ninety-one respondents, consisting of man-

aging directors, managers, managing educators, government

officials and students, were analyzed using SPSS-X one way

analysis of variance (ANOVA). The detailed analysis of data

is presented in Chapter IV.

84

CHAPTER BIBLIOGRAPHY

1. Andres, Frank M., Laura Klem, Terrence N. Davidson, Patrick M. O1Mailey, and Gary L. Rodgers, A Guide for Selecting Statistical Techniques for Analyzing Social Science Data, Ann Arbor, The Institute for Social Research, The University of Michigan, 1981.

2. Blumenfield, Warren S. and Max G. Holland, "A Model for Empirical Evaluation of Training Effectiveness,"

Training and Development Journal, L, No. 8 (August, 1971), 637-640.

3. Borg, Walter R., Applying Educational Research, New York, Longmans, 1981.

4. Borg, Walter R., and M. D. Gall, Educational Research: An Introduction, 3rd Ed., New York, Longmans Inc., 1979.

5. Hunger, J. D., and Thomas L. Wheelen, An Assessment of Undergraduate Business Education in the United States, Charlottesville, University of Virginia, 1980.

6. Huckabee, June, "A Comparison of Perceptions Held by Three Significant Groups Concerning Management Training Programs in Two-Year Colleges in the United States," unpublished doctoral dissertation, North Texas State University, Denton, Texas, 1970.

7. Kirkpatrick, Donald L., and Ralph F. Catalanello, "Eval-uating Training Programs: The State of the Art,"

Training and Development Journal, XXII, No. 5 (May, 1968), 2-9.

8. Labovitz, Sanford, "The Assignment of Numbers to Rank Order Categories," American Sociological Review XXXV, No. 3 (June, 1970), 515-524.

9. Roscoe, John T., Fundamentals of Research Statistics for Behavioral Science, 2nd ed., Chicago, Holt, Rhine-hart, and Winston Inc., 1975.

10. Ray, S. Williams, Basic Statistic, New York, Meredith Corporation, 1968.

85

11. SPSS-X Users Guide, 2nd ed., Chicago, SPSS, Inc., 1986.

12. Tracey, William R., Evaluating Training and Development Systems, New York, American Management Associa-tion, Inc., 1968.

CHAPTER IV

PRESENTATION AND ANALYSIS OF DATA

Introduction

The purpose of this study is to determine the perceived

effect of management education on indigenization of multina-

tional corporations in Nigeria (1, 6, 9, 8). The study

involves the perceptions of training objectives, proficiency

of management graduates in core courses, the effect on

multinational corporations, and job performance held by five

different groups of respondents.

Questionnaire Response

The data presented in this chapter were obtained

through responses to a questionnaire given to selected sub-

jects in Nigeria. Table I presents the number delivered, the

response rate and percentage of return of each of the five

groups of subjects.

A total of 191 questionnaires or 90.93 percent was

received from the 210 subjects. The largest number of

responses was from management educators; the second largest

number was students. The third largest group of respondents,

a total of 25.7 percent was a combination of managers (manag-

ing director and general managers) in multinational

corporations in Nigeria. The highest rate of return was from

86

TABLE I

QUESTIONNAIRE RESPONSES

87

Group Position Number Sent

Number Responding

Percentage of Total Returns

1 Managing Directors/ General Managers 5 5 2.6

2 Managers 45 44 23.1

3 Management Educators 70 66 34.5

4 Government Officials 20 17 8.9

5 Students 70 59 30.9

TOTAL 210 191 100

this combination of managers, while the lowest rate of

return was from the students.

Table II contains the educational backgrounds of the

respondents. Respondents were asked to indicate their major

field of study in college.

The large majority of the respondents' educational

backgrounds is in the business, management and economics

area. Very few respondents have backgrounds in engineering,

physical sciences, social sciences or education.

The data presented in Table III show the highest educa-

tional levels attained by the respondents. Each respondent

TABLE II

EDUCATIONAL BACKGROUND OF RESPONDENTS

88

Group Major Field Resp. % of Total

1

2

3

4

5

6

Arts & Humanities

Business, Management/Economics

Engineering/Physical Sciences

Social Sciences

Education

Others

8

145

17

14

2

5

4.1

76.0

8.9

7.3

1 .1

2.6

TOTAL 191 100

was asked to indicate the highest educational level at-

tained.

It is obvious in Table III that the respondents range

from high school graduates to doctoral graduates. The larg-

est single group of respondents, 33.5 percent, are high

school graduates. Among the sixty-four respondents with

high school as the highest educational attainment, 59 of

them or 30.9 percent, are current undergraduate business

administration students. The other five respondents with

high school as the highest educational attainment belong to

managers who have a high school qualification. However, it

is also significant that 122 or 63.8 percent of all respon-

dents have a minimum of a bachelor's degree or its

89

TABLE III

HIGHEST EDUCATIONAL LEVEL ACHIEVED BY RESPONDENTS

Group Highest Educational Level Respondents %

1 High School (5 9 are current students) 64 33.5

2 Ordinary National Diploma (OND)* 5 2.6

3 Higher National Diploma (HND)** 11 5.8

4 Bachelor of Science/B.A. 28 14.6

5 Master of Science or M.B.A. 62 32.5

6 Doctorate or Ph.D 21 11.0

TOTAL 191 100

1 w N-4 W >-J JLm V W •

**Equivalent of bachelor's degree.

equivalents In addition, 83 or 43.4 percent of the total

respondents have a master's degree and above. This is ex-

tremely high for any developing African nation as this group

constitutes the cream of the society.

Table IV presents the data on the location of these

educational institutions. Respondents were asked to indi-

cate the location of the educational institutions where they

studied or are currently studying.

The educational institutions of the respondents are

both Nigerian and foreign. Clearly, the largest number of

respondents attended educational institutions in Nigeria. A

total of 117 or 61.2 percent of the respondents attended

educational institutions in Nigeria. However, a total of 74

90

TABLE IV

EDUCATIONAL INSTITUTIONS OF RESPONDENTS

Group Position # Sent Rsp. Educ. Inst. Total h of Total Nigeria Foreign Returns Returns

1-2 Managers 50 23 26 49 25.7%

3 Management Educators

70 28 38 66 34.5%

4 Gov't. Officials

20 7 10 17 8.9%

5 Students 70 59 0 59 30.9%

Total 210 117 74 191 100%

respondents or 38.7 percent studied in overseas educational

institutions. It is also significant to note that at least

one out of every two top Nigerian managers, or management

educators in this study, studied in overseas countries.

The number and percentages of respondents by the type

of organization with which they are associated are presented

in Table V. These respond .its are from private industries

as well as educational institutions.

The respondents represent eleven types of organizations.

The majority of the respondents (65.4 percent) are from

educational institutions because current students are in-

cluded. Almost one-third of the respondents are employed in

private corporations. (See Appendix K.) Of the total

91

TABLE V

NUMBER AND PERCENTAGE OF RESPONDENTS BY TYPES OF ORGANIZATIONS

Group Organizations No. Of Resp.

Resp. %

1 Petrochemicals 4 2.5

2 Pharmaceuticals 3 1.5

3 Mining & Crude Extraction 8 4.1

4 - Building & Construction 2 1.0

5 Trading Company 4 2.5

6 Automobile Assembly 6 3.2

7 Banking & Insurance 5 2.6

8 Textile & Apparels 5 2.6

9 Food & Beverages 23 12.0

10 Higher Education Institution or College/University 129 65.4

11 Others 2 2.6

TOTAL 191 100

respondents, 6.6 percent respondents came from petrochemi-

cals, mining, and crude extraction. These companies

constitute a large portion of Nigerian private corporations.

Respondents from food and beverages, insurance, trading

companies, and the banking sector make up 17.6 percent of

the total respondents.

The data presented in Table VI show the percentages of

expatriates reported by general managers and managers in

private corporations. The reported number of expatriate

management staff in the organizations ranges from zero to

twenty percent.

92

TABLE VI

PERCENTAGE OF EXPATRIATES REPORTED BY GENERAL MANAGERS AND MANAGERS IN PRIVATE CORPORATIONS

Expatriate Percentage

No. of Respondents

Percentage of Private

Organizations

1 6 - 2 0 1 2.0

11 - 15 2 5.0

6 - 1 0 4 9.0

0 - 5 42 84.0

Tota 1 49 100

A large number of managers report a low percentage^ of

expatriates. There is the possibility that some of the

respondents have no expatriate managers on their staffs.

Out of a total of 49 respondents in private organizations,

46 respondents or 93 percent report the percentage of expa-

triate staff at 10 percent or less. Only 7 percent report

expatriate staff of more than 10, percent and no respondent

reports expatriate staff above twenty percent. It may also

be noted that 84 percent of Nigerian private organizations

93

are reported as not having more than 5 percent expatriate

staff in their organizations.

Analysis of Data

The first research guestion for this area concerns

the perceived effect of management education on the indigen-

ization of selected multinational corporations in Nigeria.

In order to properly determine how well Nigerian management

"/programs/schools have fulfilled the training objectives

designed to provide Nigerian management personnel for the

multinational corporations, the respondents were asked to

evaluate the accomplishment of eleven training objectives of

undergraduate business education in Nigeria.

The perceptions of the achievement of management train-

ing objectives in Nigerian universities are presented in

Table VII. The respondents' perceptions are reported on

eleven management training objectives.

The questions were designed to enable the respondents

to utilize one of the five rating categories available to

judge the achievement of each training objective: "not at

all," "not too well," "somewhat," "fairly well," and "very

well." For the purpose of this study, the analysis is made

on the basis of combining categories in order to view more

perceptible differences, as well as to be comparable to

earlier studies (2, 3, 10, 11, 12).

94

TABLE VII

PERCEPTIONS OF ACHIEVEMENT OF MANAGEMENT TRAINING OBJECTIVES IN NIGERIAN UNIVERSITIES

Training Objective Percentage of Responses

Not Somewhat Very At All Well N* % of N % of N 1 of

Tota: Tota] Total Specific position in given

industries 8 7 4 5 . 6 j 4 1 | 2 1 . 4 6 3 3 3 . 0 Specific position common to)

0

several businesses 3 4 1 7 . 8 | 3 6 j 1 8 . 9 1 2 1 6 3 . 3 General work in specific I

1 2 1

functional areas of business j 3 1

I 1 6 . 0 ! 4 0 2 0 . 9 1 2 0 6 3 . 1 Responsible general manage- I ment position | 6 2 1 3 2 . 3 j 4 8 | 2 5 . 3 8 1 4 2 . 4

Knowledge of current busi- I 8 1

ness practices J 5 6 j 2 9 . 2 5 9 i 3 0 . 9 7 6 3 9 . 9 Knowledge of business prin-l

7 6

ciples e.g. managerial 1 economics 3 0 1 5 . 9 3 8 • 1 9 . 8 1 2 3 6 4 . 3

Knowledge of basic subjects 1 2 3

applicable to business | 2 4 1 2 . 6 2 9 1 5 . 3 1 3 8 7 2 . 1

Application of basic sub- J 1 3 8

jects to business 2 8 1 4 . 4 4 6 2 4 . 1 1 1 7 6 1 . 5 Analytical abilities 3 9 2 0 . 6 5 1 2 6 . 8 1 0 1 5 2 . 6 Problem solving abilities 3 8 | 2 0 . 0 6 0 3 1 . 3 9 3 4 8 . 7 Understanding of political/J

9 3

social/economic environ- I ments of business I

* X T — i n i

3 4 j 1 7 . 8 4 9 2 5 . 7 1 0 8 5 6 . 5

"ine responses for "not at all" and "not too well" are

combined under "not at all." The responses for "fairly

well" and "very well" are combined under "very well." The

responses for somewhat are reported as "somewhat." The

three-category scale provides for more appropriate inter-

pretation in and answering the research question on how well

95

the training objectives are achieved. The detailed percep-

tion of the respondents concerning the management training

objectives in Nigerian universities classified under the

five categories of responses are in Appendix A.

Training objectives are considered to be achieved when

50 percent or more of the respondents are shown in Table VII

under the category "very well." The responses under "some-

what" are those reported as "somewhat" and should be

considered as partial achievement.

The results of the analysis indicate that the majority

of the training objectives are well achieved. The four

objectives that are partially achieved are training for:

specific positions in given industries, responsible general

management positions, knowledge of current business prac-

tices, and problem solving abilities. Training in basic

subjects applicable to business receive the highest rating

with 72 percent; training for specific positions in given

industries receive the lowest rating of 33 percent. A

middle rating is given to problem solving abilities, know-

ledge of current business practices, and responsible general

management positions, and training for specific positions in

the given industries. However, seven of the eleven train-

ing objectives are considered to be well met regarding the

present employment needs in Nigerian multinational corpora-

tions. Four others are partially met, therefore, overall

96

the respondents indicate that the objectives are being met.

The rating category of "not at all" on all the training

objectives ranged from 12.6 percent to 45.6 percent. There-

fore, the overall response indicates that the training

objectives are achieved.

University Management Training Objectives Meeting the Employment Needs in Multinational

Corporations in Nigeria

The results obtained with regard to the other research

questions are discussed in this section. To determine how

well Nigerian management education programs (MEPs)/schools

have fulfilled the training objectives with regard to the

employment needs of the selected multinational corporations

in Nigeria, a comparison of the stated perceptions of

managing directors, general managers, managers, management

educators, government officials and students on the totality

of the perceived effect of training objectives (TOTTR) is

made.

The results of the comparative analysis by position held,

major field, highest educational level, country, place of em-

ployment, and the percentage of expatriate staff are shown in

Table VIII. One-way analysis of variance (ANOVA) was used for

the analysis of data.

97

TABLE VIII

RESPONSES TO ACHIEVEMENT OF MANAGEMENT EDUCATION TRAINING OBJECTIVES BY POSITION HELD, MAJOR FIELD, HIGHEST EDUCATIONAL LEVEL, COUNTRY,

PLACE OF EMPLOYMENT AND PERCENTAGE OF EXPATRIATES

Demographic Variables

Source Degree of

Freedom

Sum of Squares

Mean Squares

F Ratio

Between groups 5 316.0874 63.2175 1.0773

Position Within Held groups

Total

185

190

; 10856.2581

111172.3455

58.6825

Between groups 5 296.3312 59.2662 1.0222

Major Within Field groups

Total

184

189

10668.5320

10964.8632

57.9812

-

Between groups 5 74.4189 14.8838 .2556

Highest Educational Level

Within groups

Total

182

187

10598.5758

10672.9947

58.2339

Between groups 4 380.0540 95.0135 1.6860

Country Within groups 183 10312.7545 56.3538

Total 187 10692.8085

98

TABLE VIII—Continued

Between groups

'

875. 7043 97. 1894 1.7114

Place of Employment

Within groups

Total

179

188

10165.

11039.

2745

9788

56. 7892

Between groups 5 147. 4521 29. 4907 .4949

Percentage of Expatriate

Within groups

Total

185

190

11024.

11172.

8934

3455

59. 5940

Table VIII shows no significant differences in the ry

responses based on any of the variables. Thereforef there

is no significant difference in the perceptions of respon-

dents with regard to the level of achievement of the

management education training objectives. The participants

therefore perceived that the management education training

objectives had adequately fulfilled the training objectives

with regard to the employment needs of the selected multina-

tional corporations in Nigeria.

Proficiency of Nigerian Management Education Graduates

The second research question for this area concerns the

respondents' perception of proficiency of Nigerian management

education graduates in management education core courses.

In order to better analyze the data on the proficiency of

99

graduates in management education in selected core courses

and pinpoint specific areas where more training may be

needed, the respondents were asked to identify the subject

areas where the graduates are proficient with regard to job

performance. The respondents reported in five rating cate-

gories of "highly inadequate," "inadequate," "adequate,"

"proficient," and "highly proficient" for the evaluation of

each core course. Combined categories are used for easy

discussion of data and to be comparable to earlier studies

(2, 3, 10, 11, 12). The responses of "highly inadequate"

and "inadequate" are combined under one category, "inade-

quate," while the responses of "adequate", "proficient," and

"highly proficient" are combined under the second category,

"adequate."

Table IX then reports the responses to these core

courses in two categories. Detailed responses are in Appen-

dix A.

Twenty-three core courses are rated adequate by more

than 50 percent of the respondents. Courses in economics

principles are rated adequate by the highest percentage,

96.3, followed by marketing, 90.4 percent. Clearly, the

respondents perceive business graduates as being adequate or

proficient in twenty-three {or 92 percent) of the total of

twenty-five areas. The core courses in which the respon-

dents think that management education graduates are not pro-

ficient or are "inadequate" are rated so by less than 50

100

TABLE IX

TOTAL RESPONDENTS' PERCEPTION OF PROFICIENCY OF NIGERIAN MANAGEMENT EDUCATION GRADUATES IN

MANAGEMENT EDUCATION CORE COURSES

Core Courses Inadequate Adequate Core Courses N* % of

Tota 1 N % of

Total Accounting Principles 26 13.7 165 86.3 Accounting Managerial 46 22.8 145 77.2 Banking 54 28.1 137 71.9 Business Law 39 20.5 152 79.5 -

Business Policy 27 13.9 164 86.1 Business and Society 33 17.4 158 82.6 Computer Programming 134 70.2 57 29.8 Computer-Use MIS 136 71.0 55 29.0 Economics Principles 7 3.7 184 96.3 Economics Managerial 20 10.3 171 89.7 English, Writing 26 13.4 165 86.6 Finance, Corporate 28 14.4 163 85.6 Finance, Managerial 37 19.3 154 80.7 Labor Relations 35 18.5 156 81.5 Marketing 18 9.6 173 90.4 Mathematics 41 21.6 150 78.4 Money and Banking 45 23.3 146 76.7 Organization Behavior 35 ; 18.1 156 81.9 Organization Theory 28 14.9 163 85.1 Personnel 19 10.1 172 89.9 Psychology 66 34.7 125 65.3 Report Writing 38 19.7 153 80.3 Retailing 52 27.1 139 72.9 Security Analysis 95 49.5 96 50.5 Statistics 36 19.1 155 80.9

percent of the respondents. These are (1) computer pro-

gramming and (2) computer use.

Perceived Effect (PE) of Management Education Programs (MEPs) on Job Performance

This section describes the proficiency of the graduates

of Management Education Programs (MEPs) in Nigeria,

101

TABLE X

ANALYSIS OF RESPONSES FOR PERCEIVED EFFECT OF MANAGEMENT EDUCATION PROGRAMS ON MANAGEMENT BY POSITION HELD,

MAJOR FIELD, HIGHEST EDUCATION LEVEL, COUNTRY, PLACE OF EMPLOYMENT AND PERCENTAGE

OF EXPATRIATES

Demographic Variables

Source Degree of

Freedom

Sum of Squares

Mean Squares

F Ratio

Between groups 5 1841.1641 368.2328 2.0647

Position Held

Within groups

Total

184

189

32815.2780

34656.4421

178.3439

Between groups 5 405.9086 81.1817 .4401

Major Field

Within Groups

Total

183

188

33757.9010

34163.8095

184.4694

Between groups 5 472.1386 94.4277 .5080

Highest Educational Level

Within groups

Total

181

186

[ 33645.4871

34117.6257

i185.8867

Between groups 4 3122.8935 780.7234 4.5836*

Country Within groups

Total

182

186

31000.2937

32123.1872

170.3313

102

TABLE X—Continued

Between groups i 9

1556. 9160 172. 9907 .9357

Place of Employment

Within groups

Total

! 178

187

32907.

34464.

3127

2287

184. 8725

Between groups 5 3 48. 6645 69. 7329 .3740

Percentage of Expatriates

Within groups

Total

184

189

37307.

34656.

7776

4421

186. 4553

of confidence. at 0.05 level

regarding usefulness to job performance. The responses of

the participants are identified by position, major field,

highest educational level, country where the respondents

studied, place of employment, and expatriate percentage.

ANOVA was used to analyze the data. These results are in

Table X. The significant results have been identified with

an asterisk.

It is obvious that the responses are significant when

only one variable is utilized. Significant differences

regarding the perceived effect of management education and

its usefulness on the job are reportedly based on country

where the person studied.

Duncan's Multiple Comparison Test indicates that there

is a significant difference in the perceptions of

103

respondents who attend educational institutions in different

countries. The computed group mean for the respondents who

studied in various institutions are as follows: Overseas

universities, 73.1, Nigerian polytechnic, 76.5, Nigerian

universities 80.1, Overseas polytechnic, 84.3, and Corre-

spondence Colleges overseas, 94.6. The significant

difference in the perceptions of the respondents who studied

in foreign countries may be a result of the fact that the

perceptions of those who studied in foreign countries were

influenced by their foreign educational backgrounds. There-

fore, those with some foreign education perceived that the

graduates of management education in Nigeria are less profi-

cient in selected core courses. However the beneficiaries

of Nigerian management education perceived that their train-

ing adequately prepared them for their jobs.

The Effect of Management Education on Multinational Corporations

The third research question for this area concerns the

respondents1 perception of the effect of management educa-

tion on management in multinational corporations. To

highlight the respondents' perceptions of the effect of man-

agement education on multinational corporations in Nigeria,

the respondents were asked to indicate their level of agree-

ment on eight variables. The five categories scale of

"strongly disagree," "disagree," "undecided," "no opinion,"

"agree," and "strongly agree" are combined into three for

104

easy discussion of the data as well as to be comparable to

earlier studies (2, 3, 10, 11, 12). The responses are

combined into "disagree," "undecided," and "agree."

"Strongly disagree" and "disagree" are combined as "disa-

gree." "Agree" and "strongly agree" are combined as

"agree." The "undecided" is reported as "undecided."

Table XI shows the respondents' perceptions of the

effect of management education on management in multination-

al corporations in Nigeria. The detailed responses under

the five categories scale are available in Appendix A.

The larger percentages of agreement concerning the

effect of management education on management in multina-

tional corporations in Nigeria are found on, an increase in

the number of Nigerian top managers, an increase in the

percentage of Nigerian middle managers, a decrease in

percentage of expatriate managers, an increase in number of

Nigerian lower managers, an increase in total wages paid to

Nigerian managers between 1972 and 1984. The respondents

did not agree on a decrease in percentage of expatriate

technical managers, a decrease in total wages paid to

Nigerian managers between 1982-1984, and the multinational

corporations involvement in design of management education

curriculum in Nigeria.

105

TABLE XI

TOTAL RESPONDENTS' PERCEPTION OF THE EFFECT OF MANAGEMENT EDUCATION ON MANAGEMENT IN MULTINATIONAL

CORPORATIONS

Management Effect . Disc iqree ' Undecided Agree ; N* % of ,

total N j% of

total N % of

total Increase percentage of j, Nigerian top managers j 14 '7.5 42 22 135 70.5

Increase percentage of Nigerian middle managers} 9 4.7 18 9.6 164 85.7

Decrease percentage of [ expatriate managers | 34 18.0 27 14.3 130 67.7

Decrease percentage of expatriate technical managers 88 46.0 36 19.0 69 34.9

Increase number of Niger-ian lower managers 22 11.6 21 11.1 148 77.3

Increase in total wages paid to Nigerian mana-gers between 1972-84 30 15.5 38 19.7 123 64.8

Decrease in total wages paid to Nigerian mana-gers between 1972-84 100 52.1 j 42 : 21.8 49 26.1

Multinational Corpora-tions were more involved in the design of management curri-culum 94 *3.7 49 25.4 48 24.9

*N = 191.

Perceived Effect of Management Education on Management in Multinational Corporations in Nigeria

The intent of this analysis is to determine if there

are differences in perceptions of respondents regarding the

106

amount of improvement occurring from 1972-1984 concerning

the responsibilities assumed by managers who are beneficia-

ries of Nigerian management education. The result of the

analysis is shown in Table XII.

A one-way analysis of variance is the basis of the

analysis and a level of significance of .05 is established

for the analysis and interpretation of data. Table XII

presents the analysis of responses on the level of effect of

management education on management in multinational corpora-

tions in Nigeria by position held, major field, highest

education level, country, place of employment and percent-

ages of expatriate staff. Significant differences in

responses are identified with an asterisk.

Significant differences in perceptions among the

respondents occur only in the area of percentage of expa-

triates reported. Therefore, no significant differences in

perceptions among respondents are found in the other five

areas.

The Duncan Multiple Comparison Test procedure shows

that the groups with expatriate percentage of 10-16 and of

16-20 are different from those with lower expatriate per-

centage of 0-5. The mean of the responses according to the

percentage of expatriate staff in their organizations are as

follows: 16 to 20 percent expatriate staff, 25.0? 6 to 10

percent expatriate staff, 25.4; and 0 to 5 percent

107

TABLE XII

RESPONSES TO THE LEVEL OF EFFECT OF MANAGEMENT EDUCATION ON MANAGEMENT IN MULTINATIONAL CORPORATIONS IN

NIGERIA BY POSITION HELD, MAJOR FIELD, HIGHEST EDUCATIONAL LEVEL, COUNTRY,

PLACE OF EMPLOYMENT AND PERCENTAGE OF EXPATRIATES

Demographic Variables

Source Degree of

Freedom

Sum of Squares

Mean Squares

F Ratio

1 Between groups 5 72.0261 14.4052 .7578

Position Held

Within groups

Total

! 1 8 4

189

3479.7844

3569.8105

19.0097

Between groups 5 28.4533 5.6907 .2944

Major Field

Within groups

Total

j 183

' 188

3537.2080

3565.6614

19.3290

Between groups 5 108.2431 21.6486 1.146.7

Highest Educational Level

Within ' groups

Total

181

186

3416.9868

3525.2299

18.8784

Between groups 4 151.0052 37.7513 1.0392

Country Within groups

Total

182

186

3369.3477

3520.3529 1

18.5129

108

TABLE XII—Continued

Place of Employment

Between groups

Within groups

Total

178

187

264.9816

3259.9705

3524.9521

29.4424 11.6076

18.3144

Percentage of Expatriates

Between groups

Within groups

Total

184

189

256.5108

3313.2997

3569.8105

51.3022

18.0071

2.8490*

•Shows statistically significant of confidence.

coefficient at 0.05 level

expatriate staff, 27.6. Therefore, the groups with the

lowest expatriate staff of 0 to 5 percent are significantly

different from those with expatriate percentage of 6 to 10

percent and 16 to 20 percent.

This means that the group with the lowest expatriate

staff in their organizations, or 84 percent of the respon—

d e n ts, perceived that there was more improvement occurring

from 1972 to 1984 concerning the responsibilities assumed by

managers who are beneficiaries of Nigerian management educa-

tion. However, those with higher expatriate percentage in

their organizations perceived that there was less improve-

ment .

109

Effect of Nigerian Management Education Programs (MEPs) on Management Graduates

The fourth research question for this section concerns

the respondents * perception of how management education pro-

grams affect the graduates with regard to the quality and

suitability of management education to job performance. The

analysis of data on how management education programs af-

fect the graduates on the job is presented in Table XIII.

The respondents were asked to express the extent to which

they have been affected by the twelve variables. The twelve

items are presented in Table XIII.

Each respondent evaluated the effect of management

education on the quality and suitability of management

education to job performance on a five category scale of

"not at all," "not too well," "somewhat," "fairly well," and

"very well." Again, a combined percentage is used for easy

discussion of the data as well as to compare to earlier

studies (2, 3, 10, 11, 12). Detailed responses are found

in Appendix A. Response percentages are combined for

"not at all" and "not too well" under "not well." The

response percentages are also combined for "fairly well" and

very well under "well." The category somewhat is reported

as "somewhat."

The respondents feel that they have been affected with

regard to (a) feelings of achievement, (b) sensitivity to

employee needs, (c) orientation to Nigerian goals, (d)

110

TABLE XIII

TOTAL RESPONDENTS' PERCEPTION OF QUALITY AND SUITABILITY OF MANAGEMENT EDUCATION TO JOB PERFORMANCE

Perceived Effect .Not .Well Somewhat Well N* i % of N % of •N % o'f'

tota] total total

Feeling of achievement 26 13 .7 45 23.7 120 62 • 6 Sensitivity to employee needs 1-7 8 .8 60 31.4 114 ! 59 . 8 Orientation to Nigerian goals 15 8 .0 47 24.5 129 67 .5 Opportunities for employment 25 13 .2 55 28.9 111 57 . 9 Getting along with subordi-

111 57

nates/others 11 ; 5 .7 2 6 13.6 164 80 .7 Awareness of Nigerian prob-

164 80

lems 10 5 .3 28 14.7 ! 153 i 80 .0 Productivity and achievement 11 5 .8 29 15.3 1 5 1 78 . 9 Application of knowledge to.

1 5 1 78

business 26 13 .8 , 63 i 32.8 102 | 53 .4 Formulating and solving prob-

102 | 53

lems 12 6 .3 27 ! 14.1 1 152 79 .6 Communication skills 14 7 .3 23 12.0 | 154 80 .7 Leadership and interpersonal

154 80

skills 10 5 . 2 i 28 14.7 ! 153 80 .1 General help on the job 9 4 .8 30 15.8 ! 152 79 .4

*N = 191.

opportunity for employment, (e) getting along with

subordinates and others, (f) awareness of Nigerian problems,

(g) productivity and achievement on the job, (h) applica-

tion of knowledge gained to business, (i) formulating and

solving problems, (j) communication skills, (k) leadership

and interpersonal skills, and (1) general help on the job.

On the whole the respondents perceived the above variables

have a positive effect on their job performance.

More than 50 percent of the respondents on all twelve

items feel they have been affected by management education.

Ill

Results of awareness of Nigerian problems, communication

skills, and leadership and interpersonal skills are rated

high by the largest percentage of respondents.

Differences in the mean responses according to the

variables used in the study are found in Table VIII.

One-way ANOVA is used to identify the differences.

Significant differences are identified with an asterisk.

Significant differences in the perceptions of respon-

dents occur in responses classified by highest educational

level and country where they studied. Therefore, no signi-

ficant differences in the perceptions among respondents are

found in the other four areas.

Respondents grouped according to education level at-

tained differ significantly on how management education

programs affect them as to the quality and suitability to

the job performance. An F ratio of 2.4089 was obtained.

The computed F ratio of 2.4089 is higher that the required

critical table value at the .05 level of significance.

Therefore, there are significant differences in the percep-

tions of respondents based on highest educational level.

The Duncan Multiple Comparison Test was used to find

out where the differences exist (4, 7, 8). The respondents

with high school as their highest education attainment are

significantly different from those with bachelor's, master's

and doctorate degrees. The computed group mean for the

112

TABLE XIV

RESPONSES TO QUALITY AND SUITABILITY OF MANAGEMENT EDUCATION TO JOB PERFORMANCE BY POSITIONS HELD,

MAJOR FIELD, HIGHEST EDUCATIONAL LEVEL, COUNTRY, PLACE OF EMPLOYMENT AND

PERCENTAGE OF EXPATRIATES

Demographic Variables

Source Degree of

Freedom

Sum of Squares

Mean Squares

F Ratio

Between groups 5 419.7674 83.9535 1.7451

Position Held

Within groups

Total

185

190

8900.1279

9319.8953

48.1088

Between groups 5 292.7194 58.5439 1.1983

Major Field

Within groups

Total

184

189

8989.1964

9281.9158

48.8543

Between groups 5 569.7652 113.9530 2.4089*

Highest Educational Level

Within groups

Total

182

187

8609.4848

9179.2500

47.3049

Between groups 4 242.0993 60.5248 1.2476

Country Within Groups

Total

183

187

8877.7517

9119.8511

48.5123

113

TABLE XIV—Continued

Between groups 9 515.8492 57.3166 1.1976

Place of Employment

Within groups

Total

179

188

8566.7223

9082.5714

47.8588 .

Between groups 5 805.3018 161.0604 3.4994*

Percentage of

Expatriates

*Shows stati

Within groups

Total

sti 1 1 \r I

185

190

n rrn-i -P i /-*-?***

8514.5934

9319.8953

46.0248

of confidence.

respondents according to their highest educational

qualifications are as follows: High School, 42.0; Ordinary

National Diploma, 44.0; Master of Science Degree, 46.1;

Bachelor of Science, 46.9; Doctorate Degree, 49.4; and

Higher National Diploma, 49.6.

The respondents, with the high school diploma as their

highest educational qualifications and also with the lowest

group mean of 42.0, are significantly different from those

with Higher National Diploma, Bachelor's of Science degree,

and the doctorate degree as their highest educational quali-

fications. Clearly, the respondents with doctorate and

master's degrees have higher group means than those with

lower educational qualifications. The higher the level of

educational attainment, the higher the group means reported.

114

The respondents, therefore, perceived to be positively

affected with regard to the quality and suitability of

management education to job performance as they attained

higher educational level. It was observed that the higher

the level of educational achievement, the greater the level

of feeling of achievement derived with regard to the suita-

bility of management education to their job performance.

Respondents, identified by the expatriate percentage in

the organization, differ significantly on how management

education programs affect them as to the quality and

suitability to the job performance. The result of the ANOVA

shows a calculated F ratio of 3.4994, higher than the

required critical F table value of 2.26 at the .05 level of

signficance. There is significant difference in the per-

ceptions of respondents classified by percentages of

expatriates in their organizations.

The means of the responses according to the percentage

of expatriate staff in their organizations are as follows:

16 to 20 percent expatriate staff, 45.6; 6 to 10 percent

expatriate staff, 45.6; and 0 to 5 percent expatriate staff,

47.9. The group with the lowest expatriate staff in their

organization 0 to 5 percent produce the highest group mean

of 47.9 and is significantly different from those groups

with higher expatriate percentage of 6 to 10, 11 to 15, and

16 to 20. However, a significant difference is determined

115

between groups with 0 to 5 percent and 11 to 15 percent of

expatriate staff in their organizations.

The respondents with the lowest expatriate percentage

in their organizations expressed greater achievement with

regard to quality and suitability of management education to

their job performance, than those respondents reporting

higher expatriate percentage. Apparently, those respondents

with lower percentages of expatriate staff in their

organizations expressed greater achievement in the exercise

of the educational skills.

Summary of Major Findings

The following are the major findings of the study.

1. Seven of the eleven training objectives are per-

ceived as being met by Nigerian management education. The

other four training objectives are perceived to be partially

achieved. None of the eleven training objectives was con-

sidered as not being met. Therefore, the Nigerian

management schools have fulfilled the training objectives

with regard to the present employment needs in the selected

Nigerian multinational corporations.

2. Based on the demographic variables of position held,

major field of study, highest educational level attained,

country where studied, place of employment, and percentage

of expatriates in management, no significant differences in

116

the perceptions of the achievement of training objectives

through Nigerian management education were found.

3. Twenty-three out of twenty-five core courses in

Nigerian management education are rated adequate by a major-

ity of the respondents. The core courses the respondents

rated inadequate are computer programming and computer use.

4. No significant differences in the perceptions re-

garding the effect of management education programs on job

performance were found in five of the six variables used for

the comparisons. The respondents who studied outside Niger-

ia, however, responded in a significantly different way to

the effect of Nigerian management education on job perfor-

mance .

5. The respondents perceive that management education

in Nigerian universities had positive effects on the multi-

national corporations through an increase in Nigerian top

managers, middle managers, lower managers, the level of

responsibilities assumed by those managers, wages paid to

Nigerian managers, and a decrease in expatriate managers.

The respondents do not believe that management educa-

tion had an effect on a decrease in expatriate technical

managers, a decrease in total wages paid to Nigerian

managers, or the involvement of the multinational corpora-

tions in the design of the management education curriculum.

6. No significant differences were found in perceptions

regarding the effect of management education on management

117

in multinational corporations in Nigeria for five of the six

demographic variables. The overall responses indicate that

management education made significant contributions between

1972 and 1984 concerning the responsibilities assumed by

managers who are the beneficiaries of Nigerian management

education. The only significant difference was reported on

responses by expatriate percentage in the organizations.

However, this indicates that the respondents in organiza-

tions with a higher expatriate percentage in their

organizations perceived that there were fewer improvements

while those with a lower expatriate percentage in their

organizations perceived more improvements occurring between

1972 and 1984.

7. A majority of the respondents perceive that the

Nigerian management education had a positive effect on their

overall job performance.

8. No significant differences in the perceptions re-

garding how management education programs affect the grad-

uates on the job performance were found in four of the six

demographic variables. Based on the demographic variables

the only significant differences are found on highest

educational level of respondents and the percentage of

expatriates in the organizations.

A detailed summary of the study, the findings, and the

conclusions are presented in Chapter V. The implications

118

and recommendations for future research are also presented

in the same chapter.

119

CHAPTER BIBLIOGRAPHY

1. Barrett, J. E., "The Case for Evaluation of Training Expenses," Business Horizons, (April, 1969), 67-72.

2. Bond, Floyd A., Dick A. Leabo, and Alfred W. Swinyard, Preparation for Business Leadership, Ann Arbor, The University of Michigan, 1964.

3. Hunger, J. David and Thomas L. Wheelen, An Assessment of Undergraduate Business Education in the United States, Charlottesville, The University of Virginia, 1980.

4. Kirkpatrick, D. L., "Techniques for Evaluating Training Programs," A four part series beginning in November, 1979, Issue of the Training Directors Journal, (November, 1979), 21-24.

5. Parker, Treadway D., "Statisatical Methods for Measuring Results," in R. L. Craig, Training and Development Handbook, New York, McGraw-Hill BoolTCo., 1976, 19-23.

6. Phillips, Jack J., Handbook of Training Evaluation and Measurement Methods, Houston, Gulf Publishing Com-pany, 1983, 36.

7. Tracey, W. R., Management Training and Systems, New York. AMACOM, 1974:

8. Tracey, W. R., Management Training and Development Sys-tems, New York, American Management Association, Inc., 1968.

9. Warr, P., Bird, M. and N. Rackham, Evaluating Management Training, London, Gower Press, 1970.

10. Wheelen, Thomas L., "The MBA and his Employer: A Con-trast in Attitudes," MBA, VI, No. 2 (1971), 1-4.

11. Wheelen, Thomas L., "Executives can Agree on Student Training," Personnel Journal, L, No. 5 (1971), 405-406.

12. Wheeler, E. A., "Economic Consideration for Industrial Training," Training and Development Journal, XXIII, No. 1 (January, 1969), 14-18.

CHAPTER V

SUMMARY, FINDINGS, CONCLUSIONS, IMPLICATIONS AND

RECOMMENDATIONS FOR FUTURE RESEARCH

Introduction

The purpose of this study was to gather and analyze

data to identify the differences and similarities that may

exist among the five groups on the perceived effect of

management education on the indigenization of selected Ni-

gerian multinational corporations. The study concentrated

on four questions. The research questions were designed to

identify management training objectives for management edu-

cation in Nigeria, to discover the increases or decreases in

numbers of Nigerians who assumed management positions in

multinational corporations between 1972 and 1984, to deter-

mine the overall effect of management education on the

multinational corporations, and to assess perceptions of

individual job performance.

The instrument used in the study is a questionnaire on

the perceived effect of management education. The

questionnaire, developed by Hunger and Wheelen (5, pp. 43-

55) was refined by management and education professors at

North Texas State University and by Nigerian management

educators, managers in multinational corporations, and

government officials in Nigeria. A pilot study was carried

120

121

out in Nigeria to assure the content validity of the

instrument.

One hundred and ninety one of two hundred and ten

subjects responded constituting a 90.93 percent response

rate. The groups comprised five managing directors/general

managers, forty-four managers, sixty-six management educa-

tors, seventeen Nigerian government officials and fifty-nine

final-year business administration students. The respon-

dents came from six Nigerian universities, eight colleges of

technology, and twenty-one private corporations.

The questionnaire was hand—delivered to each respon-

dent. After the data were gathered, a one-way analysis of

variance program was used to test for significant

differences between the perceptions held by each pair of the

five groups of respondents. All statistically significant

as well as insignificant results were reported and discussed

in tabular representations. A 0.05 level of significance

was set for the analysis and interpretation of data. The

following sections of this chapter present a summary of

major findings in this study, findings, discussion of find-

ings, conclusions, implications and recommendations for

further research.

122

Summary of Major Findings

The following are the major findings of the study.

1. Seven of the eleven training objectives are per-

ceived as being met by Nigerian management education. The

other four training objectives are perceived to be partially

achieved. None of the eleven training objectives was con-

sidered as not being met. Therefore, the Nigerian

management schools have fulfilled the training objectives

with regard to the present employment needs in the selected

Nigerian multinational corporations.

2. Based on the demographic variables of position held,

major field of study, highest educational level attained,

country where studied, place of employment, and percentage

of expatriates in management, no significant differences in

the perceptions of the achievement of training objectives

through Nigerian management education were found.

3. Twenty-three out of twenty-five core courses in

Nigerian management education are rated adequate by a major-

ity of the respondents. The core courses the respondents

rated inadequate are computer programming and computer use.

4. No significant differences in the perceptions re-

garding the effect of management education programs on job

performance were found in five of the six variables used for

the comparisons. The respondents who studied outside Niger-

ia, however, responded in a significantly different way to

123

the effect of Nigerian management education on job perfor-

mance.

5. The respondents perceive that management education

in Nigerian universities had positive effects on the multi-

national corporations through an increase in Nigerian top

managers, middle managers, lower managers, the level of

responsibilities assumed by those managers, wages paid to

Nigerian managers, and a decrease in expatriate managers.

The respondents do not believe that management educa-

tion had an effect on a decrease in expatriate technical

managers, a decrease in total wages paid to Nigerian man-

agers, or the involvement of the multinational corporations

in the design of the management education curriculum.

6. No significant differences were found in perceptions

regarding the effect of management education on management

in multinational corporations in Nigeria for five of the six

demographic variables. The overall responses indicate that

management education made significant contributions between

1972 and 1984 concerning the responsibilities assumed by

managers who are the beneficiaries of Nigerian management

education. The only significant difference was reported by

respondents based on the expatriate percentage in their

organizations. However, this indicates that the respondents

in organizations with higher expatriate percentage in their

organizations perceived that there were fewer improvements

while those with lower expatriate percentage in their

124

organizations perceived more improvements occurring between

1972 and 1984.

7. A majority of the respondents perceive that the

Nigerian management education had a positive effect on their

overall job performance.

8. No significant differences in the perceptions re-

garding how management education programs affect the grad-

uates on the job performance were found in four of the six

demographic variables. Based on the demographic variables

the only significant differences are found on highest educa-

tional level of respondents and the percentage of

expatriates in the organizations.

Discussion of Major Findings

The discussion of the findings of this study is divided

into four sections, each relating to one research question,

on the perceived effect of management education on the

indigenization of selected multinational corporations in

Nigeria. There are four main research questions and

comparisons were made under each main question. The statis-

tical results are presented in Tables VII through XIV.

1. The analyses of respondents' perceptions regarding

how well Nigerian management education fulfilled the train-

ing objectives found that seven out of the eleven training

objectives were well met and four others partially met

(Table VII). None of the eleven management training

125

objectives was considered as not being met. Training

objectives were considered met when at least fifty percent

of the respondents' perceptions rating of "fairly well," or

"very well" met. Training objectives were well met for the

following: specific positions common in business, e.g. cost

accountants, general work in specific functional areas of

business, business principles, application of basic subjects

to business, analytical abilities, and understanding of

economics environment of business.

The four objectives partially met were training for.

specific positions in given industries, e.g. supermarket

manager, responsible general management positions, current

business practices, and problem-solving abilities. On the

whole, the overall response indicates that all training

objectives were met.

The analysis of responses was made on how well Nigerian

management education programs had fulfilled the training

objectives with regard to employment needs of selected mul-

tinational corporations in Nigeria. Significant differences

among the respondents* perception was also sought. It was

found that there were no significant differences of opinion

among the respondents as to the management education pro-

gram's (MEPs) fulfillment of the training objectives with

regard to employment needs. The respondents perceived that

126

all the training objectives were met. {See Tables VII and

VIII.)

There were no significant differences among the respon-

dents' perceptions when grouped by position, major field of

study, highest education level attained, country where they

studied, place of employment, and expatriate percentage in

the organization. The statistical analysis revealed no dif-

ferences in opinion with regard to any of the questions. On

the whole, they perceived that the training objectives were

meeting the needs of the selected multinational corpora-

tions. (See Tables VII and VIII.)

Ogbuehi (11) found that there is significant relation-

ship between management education and perceived effective-

ness of a manager in Nigeria, and the effectiveness on the

job. Therefore, the fulfillment of the Nigeria management

education training objectives with regards to the employment

needs in the multinational corporations in Nigeria is a step

forward in the process of achieving the desired effective-

ness on the job. The overall findings support Ogbuehi's

research.

The study also rejects Adaralegbe's (2) observation

that Nigerian management education was more theoretical and

philosophical than practical, because the respondents

perceived that the management education they received in

Nigeria lends itself to practical application on the job.

The findings also reject Adaralegbe's (1) observation that

127

there had been serious criticisms from abroad and by expa-

triate employers in Nigeria that the local labor is very

inefficient.

2. The analysis of responses was also made on how

proficient the graduates of management education programs in

Nigeria were with regard to the level of proficiency at-

tained, and the usefulness of the subject content to job

performance. The analysis of responses on the proficiency

of graduates of management education in core courses found

the management education graduates were adequately prepared

in twenty-three out of twenty-five areas. However, the two

areas where the respondents felt that the management educa-

tion graduates were inadequately prepared are in (1) compu-

ter programming and (2) computer use. The analyses found

that the graduates were perceived to be adequately prepared

in 92 percent of the core courses.

The analyses indicate no significant differences among

respondents' perceptions when grouped by positions held,

major field, highest education level attained, place of

employment, and percentage of expatriates in the organi-

zation. (See Table X.) However, there is significant

difference in the perceptions of the respondents who re-

ceived their education outside Nigeria. (See Table X.) The

respondents perceived that the graduates of management edu-

cation are proficient in most of the core courses. However,

128

the respondents with some foreign education perceived that

graduates of management education in Nigeria are less profi-

cient in the selected core courses.

Although, Nwosu, Mazrui, Nambudiri and Saiyadain (8,

10, 9} observed that Nigerian commercial and government

enterprises are failing because of incompetency among

Nigeria managers, the research findings did not however

support these previous observations. The overall responses

indicate that beneficiaries of Nigeria management education

are competent, adequately prepared, and proficient in all

the selected training objectives. Therefore, the failing

commercial enterprises may be due not to the inadequate

preparation of the beneficiaries of Nigeria management edu-

cation but to other work related variables.

Imoisili (6) indicates that a manager's training and

professional background and internal and external

complexities influence the managerial effectiveness in

Nigerian organizations. This particular study emphasize the

effects of management education and the possibility of

professional background. No emphasis was made on other

internal and external complexities.

3. The analyses of responses regarding how management

education affected multinational corporations between 1972

3nd 1984 indicated increases in the number of Nigerian top,

middle, and lower managers in the multinational corporations

and in the total wages paid to Nigerian managers.

129

There was a decrease in expatriate managers between 1972 and

1984, but some increases in expatriate technical managers.

Moreover, the multinational corporations are not involved in

the design of the management education curriculum.

The analysis of the responses was made on how manage-

ment education had affected multinational corporations in

Nigeria between 1972 and 1984. Analysis indicates no signi-

ficant difference in the perceptions of respondents. There

is a consensus in the perceptions of respondents that

management education positively affects the multinational

corporations in Nigeria when grouped by position held, major

field of study, location of education institution, and

organization classification. However, there is significant

difference among the perceptions held based on expatriate

percentage in the respondent's organization. The respon-

dents with lower expatriate percentage perceived that there

was more improvement occurring from 1972 to 1984 than those

with higher expatriate percentage.

Adamalekun (1) and the First National Conference on

Management Development at Ibadan, Nigeria, in 1974 (3) called

on management institutions in Nigeria to produce Nigerian

managers who will be equipped with managerial skills needed

to assume management positions previously held by expatriate

managers. Adamalekun was expecting the process of upgrading

and developing the Nigerian managers and replacing the

130

expatriate managers with the indigenous managers to be com-

pleted in the 1980s. This research study found that most

of the organizations surveyed in this study had very few

expatriate staff. This study therefore confirms the high

hope of Adamalekun, because most of the positions formerly

occupied by the expatriates had been subsequently given to

Nigerian managers.

The research findings reject the observations made by

Eze and Onyemelukwe (4, 12). Eze's survey of four multina-

tional corporations in 1979 found that almost two thirds of

the management staff of a construction company in Nigeria

were expatriates. Onyemelukwe later observed that one third

of the non-Nigerian managers are in the professional and

managerial personnel in Nigeria. The findings of this study

however indicate most of the companies in this study have

less than six percent expatriate staff.

4. An analysis of respondents was made on how manage-

ment education had affected the graduates with regard to the

quality and suitability to job performance. It was found

that the respondents perceived that management education had

positive impact on job performance. However, the

areas where the respondents felt they were mostly affected

were in communications skills with 80.7 percent, awareness

of Nigerian problems with 80.7 percent, leadership and

interpersonal skills with 80.1 percent, and productivity and

achievement with 78.9 percent. The overall perception

131

indicates that management education program has a positive

effect on their job performance.

Significant differences were sought regarding how

management education programs affected the respondents with

regard to the quality and suitability of preparation for a

job. The analysis showed no significant difference among

respondents when grouped by position, major field of study,

location of educational institution, and place of employ-

ment. Significant differences in perceptions are reported

for the group of respondents with the highest education

level and with expatriate staff in the organiza-

tion. (See Table XIV.) Therefore, the respondents perceive

that management education has had a positive effect on

quality and job performance. Management education ade-

quately prepared them for their jobs.

The findings of this study however support Kilby's (7)

observation that companies with higher output and profit had

managers with higher education attainment. The respondents

are satisfied with the management education program. The

respondents perceived that their educational training had

positively contributed to their self fulfillment,

productivity and achievement. However, it was also found

that the respondents derived greater satisfaction with

regard to quality and suitability of management education to

job performance, with increases in satisfaction as they

132

attained higher educational levels. Also, the respondents

with the lowest expatriate percentage in their organizations

derived greater satisfaction than those respondents with

higher expatriate percentages.

Conclusions

Based on the findings of the study, the following

general conclusions regarding the perceived effect of

management education on the indigenization of selected

multinational corporations in Nigeria are drawn.

1. It appears that management education in Nigerian

universities has achieved the stated training objectives of

meeting the employment needs of the selected multinational

corporations.

2. The overall perceptions of the respondents seems to

indicate that management education programs have adequately

prepared the student to contribute effectively to selected

multinational corporations.

3. It seems that management education has considerably

reduced the continuing dependency of Nigerian multinational

corporations on the expatriate managers.

4. Management education appears to have positively

contributed to managerial performance of the respondents.

Implications

The results of this study provide the information that

until now, had not been available to the Nigerian employers,

133

management institutions and the government. Until now, no

one had any factual knowledge concerning the perceived

results of indigenization policy, in fact, there was no

adequate information on the relevance of management educa-

tion programs to the employment needs of multinational

corporations in Nigeria.

Therefore, the study has implications for self-assess-

ment of government, institutions, and multinational

corporations. If indigenization meant active participation

of Nigerians in management and ownership in these indus-

tries, efforts may also be made not only to insure high

quality of staff and personnel in those organizations, but

to involve the multinational corporations in the preparation

of the management education programs. Therefore, it ap-

pears, the indigenization of management positions in

multinational corporations will be a success if reliable

statistical data regarding manpower forecasts are readily

available and efficiency of management trainees and managers

are determined from time to time. Poor diagnosis of man-

power needs may cause the management education to fall short

of expectations.

The increase in wages paid to Nigerian managers between

1972 and 1984 and the reduction of expatriate managers in

multinational corporations in Nigeria implied a consider-

able saving in foreign exchange for the Nigerian government.

134

The implication is that more Nigerians have assumed higher

management positions. However, the increases in expatriate

technical managers are in consonance with the high techno-

logy required in Nigerian petroleum, automobile, and iron

and steel industries. The expatriate technical managers may

not decrease until qualified Nigerians are found for those

positions.

The adequacy of Nigeria management education programs

may therefore be interpreted to mean a step forward for

Nigeria to transform underdevelopment to development. The

inadequacy of respondents1 preparation in the computer pro-

gramming and computer use calls for immediate attention.

Also, the significant differences reported by the respon-

dents who studied in various countries on the effect of

management education program on the job performance has the

indication that those who studied in foreign countries per-

ceived their programs, foreign experience and training to

be more rewarding than the Nigerian management education

programs. Their perception was based on international

perspective.

The reduction of expatriates in the multinational cor-

porations implies that more Nigerians are now replacing the

expatriates. The implication is that as the indigenous

staff replaces the expatriates the share of the national

income that flows to the indigenous population increases.

This constitutes a gain in foreign exchange for Nigeria

135

because Nigerian managers are likely to keep a larger share

of their income within Nigeria. The shift in income from

the expatriates to Nigerians may help Nigeria's balance of

payment.

The research finding indicated the need for establish-

ment of a procedure for periodic evaluation of all Nigerian

management personnel with the intent to determine those who

met the minimal standards. There may be a possibility of a

need for expatriate managers to account for the development

of Nigerian subordinates.

Moreover, the Nigerian management education institu-

tions, the Nigerian government and the Centre for Management

Development may need to construct a follow-up system in

Nigerian management education programs. This follow-up

system will enable the organizations, institutions, and the

government to assess the progress of management education

towards the achievement of indigenization programs. This

implies that the management training objectives can be

modified from time to time to fit the needs of the Nigerian

multinational corporations and other organizations. The

effectiveness of the management education programs on the

individual, the multinational corporations, and the nation

as a whole must be continuously measured and monitored in

terms of quantifiable results.

136

Recommendations for Further Research

1. The study should be replicated, particularly with

larger samples.

2. Additional research topics might include

a) the perceived effect of management development on

the indigenization of selected multinational corporations in

Nigeria.

b) an evaluation of management education programs in

selected universities in Nigeria.

c) an evaluation of the five years of Royal Dutch KLM

management of Nigerian Airways Corporation.

d) an evaluative study for three years of Rail India

Technical and Economic services' management of Nigerian

Railways corporation.

e) an evaluation of the Nigerian management schools for

accountability between 1962-1987.

f) the impact of management educators on the graduates

of Nigerian universities.

g) a comparison of the perceptions of Nigerian manage-

ment educators who have been educated in Nigeria with those

educated overseas with regard to the relevance of management

education in Nigeria.

137

CHAPTER BIBLIOGRAPHY

1. Adamalekun, Ladipo, "Presidential Address: Some Thoughts on Management Underdevelopment in Nigeria," in Bayo Akerele (Ed), Management Education in Nigeria: Con-cepts, Problems and Prospects, Lagos, Nigerian Association of Schools of Management Education and Training (NASMET) and Centre for Management Develop-ment (CMD), 1980, 36.

2. Adaralegbe, A. A., Nigerian National Curriculum Confer-ence, Ibadan, Nigeria, Heinemann Educational Books, 1972, 24.

3. Centre for Management Development (CMD), Management Edu-cation for National Development, (Background paper), Benin City, First National Conference of Management Educators in Nigeria, 1973.

4. Eze, Osita C., "A Case Study on Manpower Training in Nigeria," in Multinational Training Practices and Development, Geneva, International Labor Organiza-tion, 1981, 109-130.

5. Hunger, J. D., and Thomas L. Wheelen, An Assessment of Undergraduate Business Education In the United States, Charlottesville, University of Virginia, 1980.

6. Imoisili, I. C., "Key Success Factors in Multinational and Indigenous Companies in Nigeria: Comparative Analysis," The Columbia Journal of World Business. X, No. 3 (Fall, 1978), 40-53.

7. Kilby, P., African Enterprises: The Nigerian Industries, Stanford, California, Hoover Institution, 1975.

8. Mazrui, M. A., "The African University as a Multinational Corporation: Problems of Penetration and Dependen-cy," Harvard Educational Review, XLV. No. 2 (Mav. 1975), 191-210:

9. Nambudiri, C. N. S., and Saiyadain, M. S., "Management Problems and Practices in India and Nigeria," Colum-bia Journal of World Business, XIII, No. 2 (Summer. 1978) 62-70.

138

10. Nwosu, Humphrey N., "Nigeria's Third Development Plan, 1975-1980," Africa Today, XI, No. 1 (Fall, 1981). 8-12.

11. Ogbuehi, David A., "The Correlates of Leadership Effec-tiveness of Managers," unpublished doctoral dissertation, University of San Francisco, San Fran-cisco, California, 1980.

12. Onyemelukwe, J. 0. C., Industrialization in West Africa, New York, St. Martin's Press, 1984.

APPENDIX A

QUESTIONNAIRE ON PERCEIVED EFFECT OF MANAGEMENT

EDUCATION WITH COVER LETTER, ADVANCE LETTER,

AND DETAILED RESPONSES

139

140

DEPARTMENT OF BUSINESS ADMINISTRATION UNIVERSITY OF LAGOS

YABA. NIGERIA.

P.O. Box 137 TELEPHONE: 80OSGO;529. (30 L ino ) Eat. 606

TELEGRAMS: U N I V E R S I T Y .

Dear Participant:

You and your organization have been selected to participate in an extremely important research study. A questionnaire that 1 am utilizing in this research study will reach you within a f€?w weeks. My supervisor in this study is Dr. Dwane Kingery, North Texas State University.

The study is entitled "The Perceived Effect of Management Education on Indigenization of Selected Nigerian Multinational Corporations."

We would be pleased if you participate in this study. The primary objective of this study is to determine how well management education in Nigeria are meeting the needs and expectations of employers, management educators, government and the students. It is through this study that we can assess the effect of management education as perceived by you, the employer and management educator. Therefore, it is important that you fill out and return the questionnaire, since, the more replies we receive, the more important your opinions become.

If you, however, feel the questionnaire does not adequately cover your experience with regards to the effect of management education on multinational corporations, please feel free to enclose additional comments or information. We believe a study of this nature is unique and timely after two decades of management education in Nigeria.

Thank you in advance for your cooperation.

Sincerely,

a*SON O. OSHUNKENTA SENTAN P.O. Box 9499 North Texas State University Denton, TX 76203

141

DEPARTMENT OF BUSINESS ADMINISTRATION

UNIVERSITY OF LAGOS

YABA, NIGERIA.

P.O. Box 137 TELEPHONE: MftSMU529, (M LI* TtUSOHAHS: UNIV1181TY.

June 18, 1985

Dear Sir:

T am conductinq a research under the supervision of Dr. Dwane Kingery and Dr. Mary S. Thibodeaux at North Texas stat® university Denton, Texas U.S.A. The research is on The Perceived Effect of Management Education on the ̂ Indenization of Selected Nigerian Multinational Corporations . Your cooperation Is'much needed to complete this que.tionn.ir..

Your earlv completion and return of this questionnaire in the self addressed envelope will be appreciated.

Sincerely,

( l b s - * SMSON O. OSHUNKENTAN P.O. Box 9499 North Texas State University Denton, TX 76203 U.S.A.

142

AIM'END IX A

Section I

QUESTIONNAIRE ON PERCEIVED EFFECT OF MANAGEMENT EDUCATION

All replies to this questionnaire will be kept strictly confii^nH-.! i person will bo identified on the final „ a t . / Upon co^letion'o^thi Til ^ questionnaires will be destroyed. Space has been provided for the answers to each question. If more space is needed, the reverse side to the sheet may be used.

DEMOGRAPHIC DATA

Please circle one as may be applicable.

Example: What position do you hold?

© General Manager/Managing Director 2. Personnel Manager/Department Manager 3. Management Educator/Trainer 4. Government Official 5. Student 6. Other: Specify _____

1. What position do you hold?

1. General Manager/Managing Director 2. Personnel Manager/Departmental Manager 3. Management Educator/Trainer 4. Government official 5. Student 6. Other: Please specify

2. What is your major field of study?

1. Liberal Arts/Humanities 2. Business/Economics or Management Related 3. Engineering or Physical Sciences 4. Social Sciences 5. Education 6. Other: Please specify

3. What is the highest educational level you have attained?

1. High School 2. Ordinary National Diploma or the Equivalent 3. Higher National Diploma or its Equivalent 4. Bachelor's Degree 5. Master's Degree 6. Doctorate Degree

4. Where did you obtain your education. Check as many as applicable.

1. Nigerian University 2. Nigerian Polytechnic/College of Technology 3. Overseas University 4. Overseas Polytechnic/College of Technology 5. Correspondence College Overseas

5. How is your organization classified.

1. Petrochemicals 2. Pharmaceuticals 3. Mining k Crude Extraction 4. Building t Construction 5. Trading Company 6. Automobiles Assembly 7. Banking & Insurance 8. Textiles and Apparels 9. Food and Beverages

10. Higher Education Institution

6. what is the approximate percentage of expatriates in your organization.

1. 81-100% 6. 11-15% 2. 61-80% 7. 6-10% 3. 41-60% 8. 0-5% 4. 21-40% 5. 16-20%

143

Section II (1)

Hi rcrt ion^

A. Read each item carefully.

B. Consider cach item in terms ot you, and the orci.minatiori you represent.

C. Consider the effect of n;mogcmcnL education on the uvtr all job performance.

D. Decidc whether a score of 1, 2, 3, 4, or 5 should be given cach item.

E. Circle one score following cach itcn.

University/College Activities and Training Objectives

In terms of your own industry or organization which you rcproson What is your pcxrccptiori of what Nigerian Management Education ui done to meet the present employmei needs in Nigerian Multi-national Corporations.

Please circle one of these answers:

Example; Nigerian Universities/College of technology Bus Schools provide:

1. Not at all 2. Not too well 3. Somewhat 4. Fairly well 5. Very well

Universities

Training for specific positions in given industries, e.g. store manager for supermarket, 1 2 3 4 5

Training for specific positions common to several businesses, e.g. cost accountants, 1 2 3 4 b

Training for general work in specific functional areas of business, e.g., sales man-agement. 1 2 3 4 5

Training for responsible general management position. e.g. vice-presidcnt, pro-duction division. 1 2 3 4 5

Training in current business practices, e.g. salary admin-istration procedure. 1 2 3 4 5

Training in business prin-ciples, e.g. managerial economics. 1 2 3 4 5

Training in basic subjects applicable to business, e.g. economics, psychology English, mathematics. 1 2 3 4 5

Training in techniques of application of basic subjects to business, i.e. fore-casting, personnel, report

writing, statistics. 1 2 3 4 5

Training to develop analytical

abilities. 1 2 3 4 5

Training to develop problem solving abilities. 1 2 3 4 5 Training to develop under-standing of political, social and economic environment of business. 1 2 3 4 5

3 # 4

Scction II (2)

PERCEIVED EFFECT

in which of the following subjcct a rear, is a person v.itli a Dachclor * 3 degree in Business earned in Nigeria proficirnt. with regards to the job performance. I'leauc indicate the level of proficiency by circling one.

Exorpie : 1. highly inadequate 2. inadequate 3. adequate 4 . proficient 5. highly proficient

JZ TJ O1 o •H c jz -h

18. Accounting Principles

19. Accounting Managerial

20. Banking

21. Business Law

22. Business Policy

23. Business and Society

24. Computer Programing

25. Computer - Use MIS

26. Economics - principles

27. Economics - Managerial

28. English - Writing

29. Finance - Corporate

30. Finance - Managerial

31. Labor Relations

32. Marketing

3 3. Mathematics

34. Money and Banking

35. Organization Behavior

36. Organization Theory

37. Personnel

38. Psychology

39. Report Writing

40. Retailing

41. Security Analysis

42. statistics

2

2

2

2

2

2

2

2

2

2

2

2

2

2

2

2

2

2

2

2

2

2

2

2

2

3

3

3

3

3

3

3

3

3

3

3

3

3

3

3

3

3

3

3

3

3

3

3

3

3

C TJ O

a Q> -r-i >-, <D T5 C r-l U CP tJ* U a, a; c 0J flj QJ O Q; 0 Q) 10 TJ u u U -H C O CP O1 T) P c aj 10 fO

Section II (3)

NIGERIAN MANAGERS IN MULTINATIONAL CORPORATIONS

To what extent do you believe Nigerian Multinational Corporations have been affected by management education in Nigeria between 1972-1984. Circle one to indicate your level of agreement.

1. strongly disagree 2. disagree 3. undecided no opinion 4. agree 5. strongly agree

0) a) u CT» n3 ui -rH

TJ >i rH C o u u

4 3. Increase in percentage of Nigerians at the top management levels

44. Increase in percentage of Nigerians at the middle management levels.

45. Decrease in percentage of expatriates of management levels.

46. Decrease in percentage of expatriates at the tech-nical level-

47. Increase in number of Nigerians at lower management levels

48. Increase in total wages paid to Nigerian managers between 1972 - 1984.

49. Decrease in total wages paid to expatriate managers between 1972 - 1984.

50. Multinational corporations have considerate input in designing management education curriculum in Nigeria.

I 4 €

Section II (4)

QUALITY AND SUITABILITY OF MANAGEMENT EDUCATION TO JOB PERFORMANCE

To what extent do you believe you have been affected by your management education in Nigeria with regards to the following:

r-i

r—4 rH <D r-H fC u

O na 4J o X 03 4J 3 03 (U -P o Z

o z

O

1 2 3

1 2 3

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

51. Feeling of achievement

52. More sensitive to employees

53. More oriented to Nigerian goals 1 2 3

54. Opportunities for employment prospects

55- Ability to get along with others

56. More aware of national problems

57. Productivity and achievement on the job

58. Transfer and application of the knowledge to local organizations

59. Competency in formulating and solving problems

60. Communication skills on the job

61. Leadership and later personal skills

62. Management education offered me most help with regards to my job

Respondent_

Position

Organization/Company

OJ r-H £ rH

<D >1 2 r—11 u >i •H U

4 5

4 5

Thank you for your cooperation.

147

DETAILED RESPONDENTS1 PERCEPTION OF ACHIEVEMENT OF MANAGEMENT TRAINING OBJECTIVES IN

NIGERIAN UNIVERSITIES

Training Objectives 1 2 3 4 5*

Specific position in indus-tries ' 18.3 27.3 21.4 30.0 3.0

Specific position common to several businesses 6.8 11.0 18.9 31.0 32.3

General work in specific 32.3

functional areas of business 4.8 11.2 20.9 38.5 24.6 Responsible general management

position 13.2 19.1 ! 25.3 31.2 11.2 Current business practices 9.0 20.2 30.9 31.4 8.5 Business principles 5.3 10.6 19.8 40.4 23.9 Basic subjects applicable to

business 6.3 6.3 15.3 29.2 42.9 Application of basic subjects

to business 1.6 12.8 24.1 35.3 26.2 Analytical abilities 3.8 16.8 26.8 36.8 15.8 Problem solving abilities 5.4 14.6 31.3 33.0 15.7 Understanding of social/econ.

environments of business 3.7 14.1 25.7 36.6 19.9

Percentage of Respondents

well; 5 = very well. = Somewhat; 4 = Fairly

148

DETAILED RESPONDENTS' PERCEPTION OF PROFICIENCY OF NIGERIAN MANAGEMENT EDUCATION GRADUATES IN

MANAGEMENT EDUCATION CORE COURSES

Core Courses 1 2 3 , 4' " !' Lj W

Accounting Principles 0.5 13.2 48.2 29.6 ! 8.5 Accounting Managerial 0.5 22.3 44.7 26.1 6.4 Banking 4.9 23.2 43.2 21.6 7.1 Business Law 1.1 19.4 43.0 30.6 5.9 Business Policy 0.5 13.4 39.4 34.9 11.8 Business and Society 2.2 15.2 39.6 31.0 12.0 Computer Programming 24.5 45.7 21.3 7.4 1.1 Computer-Use MI*S 28.0 43.0 22.6 5.9 0.5 Economics Principles 0.0 3.7 38.5 39.1 18.7 Economics Managerial 0.0 10.3 40.5 34.6 14.6 English, Writing 2.7 10.7 32.6 39.6 14.4 Finance, Corporate 2.1 12.3 49.7 25.2 10.7 Finance, Managerial 1.1 18.2 43.3 28.3 9.1 Labor Relations 3.2 15.3 45.5 28.6 7.4 Marketing 1.1 8.5 30.4 38.8 20.7 Mathematics 3.2 18.4 48.4 22.6 7.4 Money and Banking 3.2 20.1 46.0 I 25.9 4.8 Organization Behavior 1.1 17.0 40.4 i 36.2 5.3 Organization Theory 0.5 14.4 37.8 37.2 10.1 Personnel 1.1 9.0 45.5 33.3 11.1 Psychology 5.3 29.4 45.5 16.1 3.7 Report Writing 2.1 17.6 43.3 26.7 10.3 Retailing 5.3 21.8 42.6 i 23.9 6.4 Security Analysis 13.3 36.-2 36.2 12.2 2.1 Statistics 1.6 17.5 46.0 29.1 5.8

*1 = Highly inadequate; 2 = Inardequati e; 3 = Adequate; 4 • =r

Percentage of Respondents

Proficient; 5 = Highly proficient.

149

D E T S I L E D M A N A G E M E N T

Percentage of Respondents Management Effect

Increase percentage of Nigerian top managers

Increase percentage of Nigerian middle managers

Decrease percentage of expatriate managers

Decrease percentage of ex-patriate technical managers

Increase number of Nigerian lower managers

Increase in total wages paid to Nigerian managers between 1972-84

Decrease in total wages paid to Nigerian managers between 1972-84

Multinational Corporations more involved in design of management curriculum

10.6

14.8

35.4

2.1

22.3

15.3

13.4

29.8

34.4

2 2 . 0

14.3

19.0

19.7

21.8

25.4

54.7

51.5

47.6

29.6

42.6

47.4

18.1

20.1

^ P i n i o n r ^ ^ e e n " : = " U c i d U n o

15.8

34.2

20.1

34.7

17.4

8 .0

4.8

150

DETAILED RESPONDENTS' PERCEPTION OF QUALITY AND SUITABILITY OF MANAGEMENT EDUCATION TO JOB PERFORMANCE

Perceived Effect Pei rcentacre of Resoonc lents

Perceived Effect 1 2 3 ! 4 j 5*

Feeling of achievement 3.2 10.5 23.7 41.1 21.5 Sensitivity to employee needs 1.1 7.7 31.4 39.4 20.4 Orientation to Nigerian goals 1.6 6.4 24.5 36.6 30.9 Opportunities for employment 1.1 12.1 28.9 39.5 18.4 Getting along with subordi-

18.4

nates/others 1.0 4.7 13.6 46.6 34.1 Awareness of Nigerian problems j 2.1 3.2 14.7 36.3 43.7 Productivity and achievement 0.5 5.3 15.3 49.5 29.4 Application of knowledge to

49.5

business 1.1 , 12.7 32.8 34.9 18.5 Formulating and solving

18.5

problems 1.6 4.7 14.1 46.1 33.5 Communication skills 0.0 7.3 12.0 47.2 33.5 Leadership and interpersonal

skills 0.5 4.7 14.7 43.5 36.6 General help on the job

* 1 = a f - a l l . O - ' JIT*

1.1 3.7 15.8 37.9 41.5

well; 5 = Very well. = Somewhat; 4 = Fairly

APPENDIX B

LETTER TO DR. HUNGER AND WHEELEN SEEKING PERMISSION

TO USE OR ADOPT THE INSTRUMENT AND REPLY

FROM J. D. HUNGER

151

152

APPENDIX B

LETTER TO DR. BUNGER AND WHHELEN

P.O. Box 9499 North Texas State University Denton, TX 76203 O.S.A.

Dr. J.D. Hunger 300 Caver Hall College of Business Administration Iowa State University Ames, Iowa 50011

Dr. T.L. Wheelen School of Business Administration University of South Florida Tampa, Florida 33620

Dear Sir:

While going through some of the Journals and Publications I found your publication to be very interesting and out-standing. • I felt it is necessary to do a similar study with regards to indigenization of Nigerian multinational corporations. I felt it is necessary to modify your instruments to make it relevant to Nigerian multinational corporations. The results of the study will be based on my findings in Nigeria. Society, culture, geography, law, and economic conditions and indigenization decree, and government will make the study different.

I am, therefore, asking for your permission to carry on the study and to use your instruments. I shall be obliged if you could send some of your original findings that may assist me in the study. You will receive credit for all of these.

The title of the study will be "Perceived Effect of Management Education on Indigenization of Selected Nigerian Multinational Corporations.* This study will be carried out under the direction and supervision of Dr. Dwane Kingery, the Chairman of my doctoral committee.

Your cooperation in providing « with required information

appreciated^0" t 0 U 8 C y° U r i n s t r u*«nt8 be highly

Sincerely,

smSOH O. OSBUNKENTAN Doctoral Student North Texas State University Denton, Tx 76203 U.S.A.

1 5 3

The State University 4400 University Drive School of Business Administration in Northern Virginia Fairfax, Virginia 22030 Department of Management

(703) 323-2750

George Mason University

November 18, 1986

Mr. S. 0. Oshunkentan P0 Box 9*499 North Texas S t a t e Univers i ty Denton, Texas 76203

Dear Mr. Oshunkentan:

You have our permission to use our inst rument and my modified version of our ins t ruments for your r e sea rch . We only ask tha t you re fe rence our work app rop r i a t e ly in any publ ica t ion or wr i t t en summaries of your r e sea rch . Our ins t ruments a re included in f u l l i n our monograph published by the Mclnt i re School of Commerce Foundation, Monroe H a l l , Univers i ty of Vi rg in ia , C h a r l o t t e s v i l l e , Vi rg in ia ,

P lease send us a r e s u l t of your f i n d i n g s .

S i n c e r e l y ,

Jj X) J . D. Hunger P ro fesso r of S t r a t e g i c Management

Thomas L. Wheelen P ro fes so r of S t r a t e g i c Management

JDH/lmr

APPENDIX C

ADVANCE LETTER

154

155"

APPENDIX C

LETTER FOR PILOT STUDY

P.O. Box 9499 North Texas State University Denton, TX 76 203 September 15, 1985

Dear Sir:

I am conducting a study under the supervision of Dr. Dwane Kingery at North Texas State University, Denton, Texas U.S.A. The study is on the Perceived Effect of Management Education on the Indigenization of Selected Nigerian Multinational Corporations. Your cooperation is much needed to complete this questionnaire.

Enclosed is a questionnaire designed for the study. This instrument is a modified version of Dr. Huckabee, Dr. Hunger and Dr. Wheelen on their studies on management education. We have expressed permission of Dr. Huckabee, Dr. Hunger and Dr. Wheelen to modify and use the instrument for the purpose of this study•

Please feel free to make suggestions, as to any addition(s) and/or deletion(s) as you regard adequate. Your review of the questionnaire will go a long way to help us establish validity for the instrument.

Your early response and return of this questionnaire will

t>e appreciated.

Sincerely,

^SAMSON 0. OSHUNKENTAN Doctoral Student North Texas State University Denton, TX 76203 U.S.A.

APPENDIX D

LETTERS TO THE SENIOR DEPUTY REGISTRAR, UNIVERSITY

OF LAGOS, REQUESTING TICKETS AND FINANCIAL

ASSISTANCE TO ENABLE THE RESEARCHER TO

TRAVEL TO NIGERIA

156

15-7

APPENDIX D

ADVANCE LETTER

P.O. Box 9499 North Texas State University Denton, TX 76 20 3 September 15, 1984

Dear

You have been selected to participate in an extremely important research study. A questionnaire that I am utilizing in this research study will reach you within a few weeks. My supervisor in this study is Dr. Dwane Kingery, North Texas State University.

The study is entitled "Perceived Effect of Management Education on Indigenization of Selected Nigerian-Multi-national Corporations."

We would be pleased if you participate in this study. The primary objective of this study is to determine how well management education in Nigeria 'are meeting the needs and expectations of employers and management educators. It is through this study that we can assess the effect of management education as perceived by you, the employer and management educator. Therefore, it is important that you fill out and return the questionnaire, since, the more replies we receive, the more important your opinions become.

If you, however, feel the questionnaire does not adequately cover your experience with regards to the effect of management education on multinational corporations, please feel free to enclose additional comments or information. We believe a study of this nature is unique and timely after two decades of management education in Nigeria.

Thank you in advance for your cooperation.

Sincerely,

w SON O. OSHUNKEftTAN

Doctoral Student North Texas State University Denton, TX 76203 U.S.A.

I S ®

June 28, 1985

The Senior Deputy Registrar Staff Welfare University of Lagos Lagos, Nigeria

Dear Sir:

TRAVEL TO NIGERIA TO COLLECT DISSERTATION DATA

My graduate committee had written you six months earlier to inform you that I am supposed to collect data in Nigeria between May and June 1985f in response to your letter and telegram. I wrote again on May 20 and June 12, 1985 demanding a travel ticket to enable me to come to Nigeria to collect the data.

In addition, I had written to you two years earlier asking you to make necessary arrangements for my journey to Nigeria to collect the data. All these attempts were made purposely to prevent loss of time through delay - which could prolong the time duration needed to complete my program.

I am now just sitting around after my committee approved my study, waiting for airline ticket to enable me to cojne to Nigeria. Will you please write to tell me what you expect me to do at this stage.

However, I assume the cost of this project will be about ^5,000, although I do not have any specific information on domestic flights and accommodations in Nigeria as of now. You may wish to be accurate by determining the total travel expenses based on my letter of May 20, 1985. Any further delay may cause me a year set back.

Sincerely yours,

Sa&tStfff'o. Oshunkelitam P.O. BOX 9499 North Texas State University Denton, Texas 76203

June 12, 1985

The Senior Deputy Registrar Staff Welfare University of Lagos Lagos, Nigeria

Dear Sir:

My committee approved my research on "The Perceived effect of Management Education on the indigenization of Nigerian Multi-national. Corporations." The data are to be collected in Nigeria.

Kindly send me a travel ticket reading Dallas-New York London-Lagos and Lagos-London New York-Dallas. The only delay I have now is the issue of travel ticket. Since the time is running out, I presume you will act on this urgently to prevent further delay in my studies.

Sincerely,

( &... SAMSON O. OSHUNKENTAN P.O. Box 9499 North Texas State University Denton, TX 76203 U.S.A.

APPENDIX E

REPLY TO THE LETTER SENT TO THE SENIOR DEPUTY REGISTRAR,

UNIVERSITY OF LAGOS, ACCEPTING FINANCIAL

RESPONSIBILITY FOR THE RESEARCH

160

161

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lift 5 0 OSHUNKEttTAN PO BOX S4&9 NORTH TEXfiS STATE U N I V E R E I T r

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APPENDIX F

LETTER FROM THE ACTING HEAD OF THE DEPARTMENT OF

BUSINESS ADMINISTRATION, UNIVERSITY OF LAGOS

REGARDING THE COLLECTION OF DATA

163

164

DEPARTMENT OF BUSINESS ADMINISTRATION

UNIVERSITY OF LAGOS

YABA, NIGERIA

TEtf'HOMf; 0 2 O 3 1 I ; S 2 8 . ( 3 O Ltn«» f *«. 6 0 S

r f l fC«4NI : U N I V E R S I T Y .

22nd October, 1985

K r. 8. C . C; s hu nk e nta n, Dept. of Bus. Admin., IJni v?rf, it̂ r of Lagos, Akoka.

Dear I-*r. Cshunkertan,

I have been advised by the Ag. Dean to call for your R e s e a r c h Proposal, and to discuss it with you in the light of vcur itinerary for data collection. Will you please send in advance a copy of the proposal to me, and also corne in for discussion on Friday October 25 by 11 ,00a.m.

Please keek this arrangement and appointment time strictly. I have other meetings before, and after your own.

Yours sincerely,

Abel Ekpo-Ufot (Ag. Head of Bus.)

APPENDIX G

LETTER FROM THE CENTRE FOR MANAGEMENT DEVELOPMENT IN

LAGOS, NIGERIA PERTAINING TO THE SELECTION OF

THE RESEARCH TOPIC

165

166

CENTRE FOR MANAGEMENT DEVELOPMENT Cable 4 T«le(r»mt f K O R O D U ROAD. P. O. BOX 7648.

MANDEV. LAGOS ILUPEJU LAGOS, NIGERIA,

Telephones;

961138. 960968. ^61167. 964731

Director - General UDO UOO - AKA Ph D

Our Ref: CMP/LIB/18, August 23, 1983"

Mr. Dele Oshunkentan, P. 0. Box 9499, North Texas, State University, Denton, Texas 76203.

Dear Mr. Oshunkentan,

Please refer to your letter of June 10, 1903. The letter arrived in July, having been held up in transit, where it was soiled to a point of illegibility. At the tine the letter arrived here, I had started my leave.

Originally, X took a casual leave, but towards its expiration, I had to go on annual leave because my VW engine caught fire and got partially burnt and I needed time to fix it. Eventually, I resumed work only last week* This explains the lateness of the reply to your letter, and also your two personal messages, both of which reached me by proxy, since I was not immediately around the office at the time the messages came through.

On consultation with our Education and Training Division, the following suggestions were forwarded to us for onward transmission to you in respect of your research interests for a terminal degree:

(a) The Effect of Management Education/Development on Indigenization of Multinational Corporations;

(b) Management Education/Development Trends in Nigeria;

./2*

- 2 -

(c) The Impact of Management Education/Development Institutions on Trainees* Performance;

(d) Management Education and Training in Nigeria in the 1980s: A Predictive Analysis.

As soon as you decide on any of the suggested research topics, or any one elsef we would be pleased to assist you with as much information as we can lay our hands on, working on tne assumption tnat you will keep us informed continuously of the progress on this effort.

We have extended your kind regards to our Director—General, Dr. Udo Udo-Aka as expressed in your letter, and in return he wishes you resounding success in all your endeavours.

You may wish to establish a formal relationship with the head of our Education and Training Division, Dr* Michael O. Ladipo as an appreciation of his interest in your work, and also for possible further assistance.

Other matters mentioned in your letter will receive attention at personal level and communicated to you soonest.

Yours sincerely,

J* O, Fasanya, Ph.D. CHIEF LIBRARIAN.

cc: Director—General cc: Dr. M. 0* Ladipo*

JOF/HE.

APPENDIX H

GUIDELINES ON THE GRANTING OF BUSINESS PERMITS AND

EXPATRIATE QUOTA TO COMPANIES AND OTHER

ORGANIZATIONS IN NIGERIA

168

1&9

GUIDELINES ON THE GRANTING OF

BUSINESS PERMITS AND

EXPATRIATE QUOTA TO

COMPANIES AND OTHER ORGANISATIONS

PUBLISHED BY

BUSINESS DEPARTMENT FEDERAL MINISTRY OF INTERNAL AFFAIRS

FEDERAL SECRETARIAT COMPLEX (PHASE I)

IKOYI, LAGOS. JANUARY, 1985

iter

SCHEDULES 1, 2 and 3 OF NIGERIAN ENTERPRISES PROMOTION

DECREE, 1977

Schedule 1

ENTERPRISES EXCLUSIVELY RESERVED FOR NIGERIANS

1. Advertising and public relations business. 2. All aspects of pool betting business and lotteries. 3. Assemblyof radios, radiograms, record changers, television sets, tape recorders and

other electric domestic appliances not combined with manufacture of components. 4. Blending and bottling of alcoholic drinks. 5. Blocks and ordinary tile manufacture for building and construction works. 6. Bread and cake making. 7. Candle manufacture. 8. Casinos and gaming centres. 9. f in<*maa and other places of entertainment.

10. Commercial transportation (wet and dry cargo and fuel). 11. Commission agents. . . . , 12. Departmental stores and supermarkets having an annual turnover ot less than

N2,000,000. . t . , 13. Distribution agencies excluding motor vehicles, machinery and equipment ana spare

parts. . | 14. Electrical repair shops other than repair shops associated with distribution of electrical

iiockIs# 15. Establishments specialising in the repair of watches, clocks and jewellery, including

imitation jewellery for the general public. 16. Estate agency. 17. Film distribution (including cinema films). 18. Garment manufacture. 19. Hairdressing. . 20. Ice-cream making when not associated with the manufacture of other dairy products. 21. Indenting and confirming. 22. Laundry and dry-cleaning. 23. Manufacturers' representatives. . . . . . 24. Manufacture of jewellery and related articles, including imitation jewellery. 25. Manufacture of suitcases, brief cases, hand-bags, purses, wallets, portfolios and

shopping bags. 26. Municipal bus services and taxis. 27. Newspaper publishing and printing. 28. Office cleaning. 29. Passenger bus services of any kind. 30. Poultry farming. 31. Printing of stationery (when not associated with printing of books). 32. Protective agencies. 33. Radio and television broadcasting. 34. Retail trade (except by or within departmental stores and supermarkets). 35. Rice milling.

iff

36. S ingle t manutacture. 37. Stevedoring and shorehandiing. 38. Tyre retreading. 39. Travel agencies. 40. Wholesale distribution of local manufactures and other locally produced goods.

SCHEDULE 2

ENTERPRISES IN RESPECT OF WHICH NIGERIANS MUST HAVE AT LEAST 60 PER CENT EQUITY INTEREST

t. Banking—commercial, merchant and development banking. 2. Basic iron and steel manufacture. 3. Beer brewing. 4. Boat building. 5. Bottling of soft drinks. 6. Business services (other than machinery and equipment rental and leasing) such as

business management and consulting services ; fashion designing. 7. Clearing and forwarding agencies. 8. Canning and preserving of fruits and vegetables. 9. Coastal and inland waterways shipping.

10. Construction industry. 11. Departmental stores and supermarkets having annual turnover of not less than

N2,000,000. 12. Distribution agencies for machines and technical equipment. 13. Distribution and servicing of motor vehicles, tractors and spare parts thereof or

similar objects. 14. Fish and shrimp trawling and processing. 15. Fertilizer production. 16. Grain mill products except rice milling. 17. Industrial cleaning. 18. Insecticides, pesticides and fungicides. 19. Internal air transport (scheduled and charter services). 20. Insurance—all classes. 21. Lighterage. 22. Manufacture of bicycles. 23. Manufacture of biscuits and similar dry bakery products. 24. Manufacture of cement. 25. Manufacture of cosmetics and perfumery. 26. Manufacture of cocoa, chocolate and sugar confectionery. 27. Manufacture of dairy products, butter, cheese, milk and oiier milk products. 28. Manufacture of food products like yeast, starch, bawg powder, coffee roasting ;

processing of tea leaves into black tea. 29. Manufacture of furniture and interior decoration. Manufacture of metal fixtures for

household, office and public building. 30. Manufacture of leather footwear. 31. Manufacture of matches. 32. Manufacture of metal containers.

172

J J. Manufacture of paints, varnishes or other similar articles

p & ' m d f i S e ^ p T i ^ o t t l ^ u ^ ^itchenware,

! "%£s£r " d , u t e t A k ^ » « z ^ r * . : of t y r „ » d , u b e s f o r

3/. Manufacture of soap and detergents.

39. Other manufacturing^dustrieTstch^non m t o ' e ^ d ^ S ' m i I a r a r t i c l e s -umbrellas, canes^uttons brooms a n d b ^ P e n s ' P e n c i l s-

cigarette holders. crushes, lampshades, tobacco pipes and 40. Mining and quarrying. 41. Oil milling, cotton ginning and crushing industries 42. Paper conversion industries. es. 43. Plantation sugar and processing.

« : p ! w i ™ f r o b t U r e f 0 r C r o p s ' * " " > » d — crops.

47. Petro-chemical fcedstMk^u'strieT1 ' V e n e e r e o t h c r w o o d conversion industries.

49.' p Pu t ^ ° p e S P e r i , ' d i C ' , S ™d SUCh , i k e '

s?: 1232} SfpSSgjp'-. 52. Screen printing on cloth, dyeing.

Inland and coastal shipping

Is : T S S I e X S i W " h i" d U S t r i" ' distribution ofn.es,. 56. Wholesale distribution of imported goods. 57. Photographic studios, including commercial and aerial photography.

SCHEDULE 3

ENTERPRISES IN WHICH NIGERIANS MUST HAVE AT LEAST 4(1 PER CENT EQUITY INTEREST *

L ^ d T h e £ £ i f y i n g ^ b , C n d i n g ° f s P i r i t s s u c h ethyl alcohol, whisky, brandy, gin 2. Tobacco manufacture

5. j t a t o . „f isS3S" ^ m ™ « b <»*>•<*** eh». 7 Man l l?«U r e °r ***** earthenware.

. Manufacture of glass and glass products. 8. Manufacture of burnt bricks and structural clay products.

plastering' « < « , gypsum and in „ a s b " t o s Products ; graphite products ' m m e r a l Wool» abrasive ;

173

11. Manufacture of (fabricated metal) cutlery, hand tools and general hardware.

12. Manufacture of structural metal products-components of bridges, tanks, metal doors and screens, window frames.

13. Manufacture of micesllaneous fabricated metal products, except machiner> and equip-ment, such as safes and vaults ; steel springs furnaces ; stoves, and the like.

14. Manufacture of engines and turbines.

15. Manufacture of agricultural machinery and equipment.

16. Manufacture of metal and wood working machinery.

17. Manufacture of special industrial machinery and equipment, such as textile and food machinery, paper industry machinery, oil refining machinery and equipment, and the like.

18. Manufacture of office, computing and accounting machinery.

19. Manufacture of other machinery and equipment except electrical equipment, pumps, air and gas compressors ; blowers, air-conditioning and ventilating machinery : refrigerators, and the like.

20. Manufacture of electrical industrial machinery and apparatus.

21. Manufacture of radio, television and communication equipment and apparatus. 22. Manufacture of electrical appliances and houseware.

23. Manufacture of electrical apparatus and supplies not elsewhere classified, such as insulated wires and cables, batteries, electric lamps and tubes, fixtures and lamp switches, sockets, switches, insulators and the like.

24. Ship building and repairing (excluding boat building). 25. Manufacture of railway equipment.

26. Manufacture of motor vehicles and motor-cycles. 27. Manufacture of aircraft.

28. Manufacture of professional and scientific and measuring and controlling equipment, such as laboratory and scientific instruments, surgical, medical and dental equipment, instruments and supplies and orthopaedic and prosthetic appliances.

29. Manufacture of photographic and optical goods. 30. Manufacture of watches and clocks. 31. Ocean transport/shipping. 32. Oil servicing companies.

33. Storage and warehousing—the operation of storage facilities and warehouses (including bonded and refrigerated warehouses) for hire by the general public.

34. Textile manufacturing industries. 35. Hotels, rooming houses, camps and lodging places. 36. Data processing and tabulating services (on a fee or contract basis). 37. Production of cinema and television films (or motion picture production). 38. Machinery and equipment rental and leasing. 39. All other enterprises not included in Schedule 1 or 2 not public sector enterprises.

4. CLASSIFICATION OF ENTERPRISES

Business activities in Nigeria, are classified under three categories usually referred to as Schedules I, II, and III under the NEP Act, 1977.

Schedule I: Consists of business activities exclusively reserved for Nigerians.

Schedule II: Consists of activities or enterprises in which Nigerians and Aliens can operate as a joint venture BUT the Nigerians equity participation MUST not be less than 60% equity interest.

Schedule III: Consists of a list of activities/enterprises in which Nigerian equity interest as a joint venture with Aliens MUST not be less than 40%.

The Schedules, however, are subject to review from time to time as dictated by prevailing circumstances. It is necessary therefore that all business concerns in the country as well as any Alien wishing to esta-blish business in Nigeria or to be employed by any organisation in Nigeria should be conversant with the NEP Act, 1977. NOTE: Alien or a group of Aliens CANNOT operate any enter-

prises listed in Schedule II and III without Nigerian equity participation unless such foreign organisation has been granted exemption from part (x) of the companies Act by the Government.

5. ESTABLISHMENT OF BUSINESS: (a) Joint Ventures are restricted to activities in Schedule II and III.

Where activities cut across the two Schedules, the business is classified in Schedule II.

(b) Composition and Appointment of Boards of Directors Boards of Directors of companies should be made to reflect the ratio of equity participation of 60%/40% in respect of businesses in Schedule II and 40%/60% in respect of businesses in Schedule III.

Names of representatives or sponsors of projects to be appointed Directors should be given in the appropriate paragraph in Form T' l with clear indication as to which sponsoring organisations they a e representing. Such names will be listed on the company's Busi-

t i o n a f e r m i t ' W h u " e V e r t h e r e a r e c h a n § e s o f Directors or in organisa-tional sponsorship, the Ministry should be informed to effect

shoSdVe S e d f ' h e B U S i" e S S P e r m , t T h C f o U o w i n 8 d « » < s

< 0 question^ ° f resignation/te™ation of the Director in

(u) a certified copy of excerpts of minutes of the Board of Direc-tors meeting (signed by a Director and Secretary) at which the termination/resignation of the Director was accepted and the appointment of new Directors was made. Appointments of Directors should be made to reflect the ratio of equity parti-cipation in a joint venture business.

(c) Companies Granted Exemption Under Part X of the Companies Act:

own?HPtfnnS f r ° m I o c a I . i n c o r P°rat ion are usually granted to wholly owned foreign companies to enable them execute specific Govern-o r £n°Jt " a t , 0 n a l i m P ° r t a n c e - They are however, usually OUK H 1 incorporate if they intend to execute other projects

tside the ones for which they were specifically exempted. Expa-nate quota positions granted to such companies are usually with-

drawn on completion x>f such contracts. In cases where the wholly owned foreign company has established a Nigerian chapter the quota positions are transferred to it to execute the project if its completion extends beyond the exemption period unless, of course the exemption is extended. The foreign company is not allowed to participate in any business undertaking other than the one for which it was granted exemption.

(d) Wholly owned Nigerian Companies

No formal Business Permit is required from the Minister of Inter-nal Affairs to establish such companies, but the Minister's approval becomes necessary when such a company wants to > (i) involve any foreigner to participate as a shareholder;

and/or (ii) employ the services of foreigners as employees of the company.

(e) Establishment of Engineering Consultancy and other Professional Consultancies:

176

Joint Ventures: This falls under Schedule III. The provisions of Council of Regis-tered Engineers of Nigeria Act (COREN) are strictly adhered to, i.e. all Nigerian partners must be qualified professionals register-able with COREN. For this category of venture, Board representa-tion is flexible.

(f) Establishment of Private Hospitals or Educational Institutions

The applicant companies should obtain prior clearance or approval of the Ministry of Health or Education as appropriate in the State in which such a hospital or institution will be located.

(g) Private Airlines, Air-Charter, etc. The applicant companies should obtain necessary approval from the Federal Ministry of Transport and Civil Aviation before apply-ing.

(h) Oil Companies Applications by Oil Companies for new quota or renewal are sent to the Nigerian National Petroleum Corporation for necessary advice and recommendations which are taken into consideration in the processing and granting of quota requests.

(i) Fish Trawling The applicant companies should obtain prior clearance such as letter of assurance etc. from the Federal Department of Fisheries of the Federal Ministry of Agriculture, Water Resources and Rural Development and Nigerian Ports Authority before applying for Business Permit and expatriate quota positions.

(j) Integrated Agriculture and Manufacturing Sectors The applicant companies should submit documentary evidence such as feasibility report or any other evidence of preparedness for early take-off of business. In the case of manufacture of drugs the prior approval of the Federal Ministry of Health should be obtained before applying.

1 7 ?

6. LOCATION OF COMPANIES:

(i) Wholly owned Nigerian Companies can establish any where in the country without prior approval of the Minister.

(ii) Joint Ventures

In cases of companies with foreign participations, sponsors are always advised in their own interest n o t . to establish

[businesses until and unless approval for such locations, has been given by the Minister of Internal Affairs and/or the

i Minister of Commerce and Industries.

The Ministers have the prerogative to refuse the location of any enterprise(s) in the proposed place of choice of appli-cants. Hence applicants are required to indicate two alternative locations to their first choice of location.

7. GRANT OF QUOTA OF GENERAL MANAGER TO WHOLLY OWNED NIGERIAN COMPANIES

Depending on the nature of business activity, factors responsible for the grant of quota of General Manager to indigenous Companies are as follows :-

a. To enable such Companies compete effectively with partly owned foreign Companies;

b. There are quite a good number of Nigerians who have the capital to invest but lack the ability and time to run the busi-ness themselves.

c. Very often, and because of the depressed economic situation, some foreign suppliers of goods usually wrongly, repose more confidence in the management of Nigerian business where expatriates are involved either as partners or employees, parti-cularly where contracts for which such foreign suppliers are made under long term or short term credit facilities.

8- RENEWAL OF QUOTA POSITIONS Companies are expected to submit renewal requests three months

to the expiring date of such s u o t a on the revised Form T2 and pay a non-refundable fee of N25.00 when submitting applications for Renew-al/Additional quota position. Companies granted temporary quota positions are expected to train as far as possible within the period

tion(s) could be .granfed. The of suc£ post

o " e ~ ; d r V f ? f r ° m C ° m p a n y t 0 C O m P a ny and t he S

in renewing a quota^ositio^^h^sT'in^ude^6- ' ^ ; ; ; — - *

ness P n ° n t y w h l c h G o v emment attaches to the type of busi-

(111) level and availability of manpower in the relevant field •

involved. C ° m p a n i e S a n d t h e "Penalised nature o f l h e quota

9 PERIOD OF RENEWAL

Period of renewal depenas on the importance of the position and availability of a successor. Renewals are usually granted for durations of between one to two vears. Where auota Dositions have been tagged non-renewable, it means that such positions should be Nigerianised within the period for which they are renewed.

10. ADDITIONAL QUOTA POSITIONS

In most cases, companies are granted at the intitial stage what is regarded as "Establishment Quota Positions" for effective planning execution etc. and eventual take-off. When fully established some additional quota may be granted if fully justified by increased scope of activities and/or dearth of local expertise.

11 /STAY OF ACTION'

Companies seeking renewal of their expiring quota positions are normally required to put in their requests about three months to the dates of expiration to enable careful scrutiny of the application to be made and ensure the necessary consultations with relevant govern-ment bodies which may include meetings with applicants. When a company applies for renewal in good time and a decision could not be given before the expiration of the quota positions, a 'stay of action' could be applied for by the company and given to extend the validity of the quota temporarily for a month to three months

179

12. PETITIONS

Petitions could be submitted on decisions conveyed but will only be considered on the basis of any fresh evidence produced.

13. POSITIONS WHICH SHOULD NOT BE FILLED BY EXPATRIATES

Except where it is absolutely necessary and convincing, the follow-ing positions should not be filled by expatriates: -

(a) Engineers (with less than 5 years post-qualification experience and who are not registrable with COREN).

(b) Supervisors/Artisans with less than 5 years experience.

(c) Managing Director/General Manager Any expatriate with less than 5 - 1 0 years post-qualification experience (depending on the type of industry), even if he is a shareholder, will not be approved for any of the positions.

(d) Marketing Department All marketing staff should be Nigerians;

(e) Administrative/Personnel Department All administrative staff should be Nigerians;

( 0 Finance Department Where the position of Finance Director is held by an expa-triate, a Nigerian Financial Controller/Chief Accountant with requisite powers should exist. Where the Financial Controller is an expatriate, a Nigerian Chief Accountant must be there to under-study and take over from him.

(g) Technical Department Where there is an expatriate Technical Director, there should be a Nigerian Operation and Technical or Factory Manager who will under-study and take over from the expatriate.

(h) Medical Personnel Except in exceptional circumstances, quota would not be allowed in Medical Institutions in Urban Areas in the follow-ing fie Ids:-(1) General Duty

180

(2) Medicine (3) Obstretics and Gynaecology (4) Pharmacy ( 5 ) Radio-graphy (6) Nursing (7) Surgery (8) Dental Surgery (9 ) Industrial and Public Health.

(i) Charitable and Church Organisations

Charitable and Church Organisations are expected to be registered under the land perpetual succession Act before they can enjoy any facilities with the Ministry. This Ministry will consider applications for the services of experts for specific projects but will not approve applications in respect of evangelists.

0 ) Positions Reserved for Nigerians in the Manufacturing 3 fin T P V flip An and Textile Industries

In the manufacturing industry in general, and the textile industry especially, the positions listed in Appendix 'A' should be reserved generally for Nigerians.

NOTE. List not exhaustive and subject to constant review.

14. GRANT OF PERMANENT UNTIL REVIEWED (P.U.R.) QUOTA

a. In Joint-venture companies whose operations are classified in Schedule II/III of the Nigerian Enterprises Promotion Act, 1977, the position of Managing Director/General Manager/ Chairman, e.t.c. (or whatever title they choose as Chief Exe-cutive to represent the interest of foreign investors will be granted on P.U.R. basis, but a Nigerian must be his/her imme-diate deputy.

b. P.U.R. positions are now usually granted after two years when it is proven that the company has taken off but it can be granted ab-initio to companies which produce satisfactory evidence that it can take off immediately.

c. Except in exceptional circumstances acceptable to this Minis-try, no company should have more than one (1) quota posi-tion on P.U.R. basis.

m

(2) Medicine (3) Obstretics and Gynaecology (4) Pharmacy (5) Radio-graphy (6) Nursing (7) Surgery (8) Dental Surgery (9) Industrial and Public Health.

(i) Charitable and Church Organisations

Charitable and Church Organisations are expected to be registered under the land perpetual succession Act before they can enjoy any facilities with the Ministry. This Ministry will consider applications for the services of experts for specific projects but will not approve applications in respect of evangelists.

(j) Positions Reserved for Nigerians in the Manufacturing and Textile Industries

In the manufacturing industry in general, and the textile industry especially, the positions listed in Appendix 'A' should be reserved generally for Nigerians.

NOTE: List not exhaustive and subject to constant review.

14. GRANT OF PERMANENT UNTIL REVIEWED (P.U.R.) QUOTA

a. In Joint-venture companies whose operations are classified in Schedule I.I/III of the Nigerian Enterprises Promotion Act, 1977, the position of Managing Director/General Manager/ Chairman, e.t.c. (or whatever title they choose as Chief Exe-cutive to represent the interest of foreign investors will be granted on P.U.R. basis, but a Nigerian must be his/her imme-diate deputy.

b. P.U.R. positions are now usually granted after two years when it is proven that the company has taken off but it can be granted ab-initio to companies which produce satisfactory evidence that it can take off immediately.

c. Except in exceptional circumstances acceptable to this Minis-try, no company should have more than one (1) quota posi-tion on P.U.R. basis.

182

1 5 ? ^ S A N E S S ACTIVITIES FOR WHICH QUOTA IS GRANTED FOR A MAXIMUM OF FIVE (5) YEARS

, t . • ( ? u ° t a m a y b e granted for the activities listed in Appendix 'r* (this list is subject to periodic review) for a maximL of rfve m years after which the positions should be Nigerianised ThM#» vines are ones in which expatriates are likely

nsnp V S P e C U l l y W h e r e s u c h a c t i v i t ies are coupled with mainte nance and where equipment are fairly sophisticated or complex.

16. TRAINING PROGRAMME

nnn 5 v0 n ? p a n ' e s a r e expected to establish training department where

non exist, and where the company is too small to do so a number of

1TF or"boSth "^enewa?1 T " r e S O U r c e s t o « e t h e r to establish one or use

i i t- or both. Renewal of expatriate quota would only be granted when a company has demonstrated that all attempts at traininf its Nigerian staff to take over effectively from expatriates within a specified period have been unsuccessful due to circumstances beyond its control Com panies are also expected to send their staff for training in both local and overseas institutions or on attachment to reputable organisations.

17. GENERAL

a" e v e r y Po s i t ion renewed more than once, there must be a Nigerian to understudy the incumbent before it is ever renew-ed again. The Nigerian will be so groomed as to be able to replace the expatriate within a reasonably short time.

b. Except in exceptional circumstances, no quota position would be renewed for more than five (5) times or for a period in excess of 10 years from the date quota was initially granted, except on P.U.R. This provision applies equally to all positions including those redesignated in one form or another after the initial approval.

c. All positions withdrawn by the Ministry should be vacated by the incumbents within 2—3 months of such withdrawal or such other time that may be fixed by the Ministry and the company should submit to the Ministry, proof of the depar-ture of the incumbents shortly thereafter.

1&3

SCHEDULE OF BUSINESS ACTIVITIES FROZEN FOR THE GRANT OF BUSINESS PERMIT AND

EXPATRIATE QUOTA

Schedule I of Enterprises Promotion Act, 1977

1. Advertising and public relations business;

2. All aspects of pool bett ing business and lotteries;

3. Commission agents

4. Distribution agencies excluding motor vehicles; machinery and

equipment and spare-parts;

5. Electrical repair shops other than repair shops associated with

distribution of sophisticated electrical goods;

6. Hair dressing;.

7. • Ice cream making when not associated with the manufactur ing

of diary products ;

8. Indenting and confirming;

9. Laundry and dry-cleaning;

10. Wholesale distribution of local manufactures and o ther locally

produced goods;

1 1. Blending and bottl ing of alcoholic drinks;

12. Blocks and Ordinary tile manufacture for building and cons-

truct ion works;

13. Cinema and o ther places of en ter ta inment ;

14. Estate Agency;

15. Film Distribution (including cinema films)

16. Manufacturers representatives;

17. Off ice Cleaning;

18. Protective Agencies;

19. Stevedoring and Shorehandling;

20. Travel Agencies.

BUSINESS ACTIVITIES FOR WHICH QUOTA IS GRANTED FOR A MAXIMUM OF 5 YEARS

a. ENTERPRISES UNDER SCHEDULE I

(1) Assembly of Radios, Radiograme, Record Changers, Tele-vision Sets, Tape Recorders and other Electric Domestic appliances not combined with manufacture of components.

(2) Casinos and gaming centres where attached to Star-Hotels.

(3) Bread and Cake making and Garment Manufacturing.

b. ENTERPRISES UNDER SCHEDULE II

(1) Manufacture of plastic household products such as plastic dinnerware, tablesware, kitchenware, plastic mats, plastic shoes, plastic crates, plastic bottles and plastic containers;

(2) Distribution Agencies for machine and Technical equipment where there is maintenance;

(3) Manufacture of Cosmetics and Perfume; (4) Manufacture of furniture and interior-decoration; (5) Restaurants, Cafes and other eating and drinking places; (6) Photographic studies, including commercial and aerial photo-

graphy; (7) Departmental stores and Supermarkets having annual turn-

over of not less than N2 million; (8) Paper Conversion industries.

Schedule II of the Act

1.

3.

Business services, such as management and consulting services, fashion designing;

Clearing and forwarding Agencies; Industrial cleaning;

4. Printing of books; 5.

6.

Establishments specialising in the repair of watches, clocks and jewellery, including imitation jewellery;

Screen printing on Cloth, dyeing.

Schedule Iil of the Act

1. Machinery and equipment rental and leasing;

Hotel, Rooming houses, Camps and lodging places except 5 Star Hotels or hotels of international standards.

Schedule of Business activities currently frozen for the grant of expatriate quota and establishment of joints partnership are1

on Appendix 'B\ This list is subject to periodic review and each application will be treated on its own merit.

186

mi

POSITION RESERVED FOR NIGERIANS - ALL INDUS-TRIES (EXCLUDING OIL, AND PRIVATE AIR TRANS PORTATION AND SPECIALISED ORGANISATIONS)

a.

b.

c.

d.

Financial staff

Sales, Marketing & Commercial staff Purchasing staff Administrative staff

a.

H. TEXTILE INDUSTRY

Co-ordinator Folding Manager Carding Master Winding Master Sizing Master Drawframe Manager Ringframe Manager Materials Controller Dye Maintenance Supervisor Warp Kniting Technician Stantering Technician/Technologist Warp Technician Yarn Technician/Technician Weaving Maintenance Engineer/Technician Stores Controller Dyehouse Manager/Chemist Factory Manager Electrical Engineer Weaving Technician Knitting Technician Dyeing Assistant

Maintenance Engineer/Supervisor Embroidery Technician

Except at the apex of large organisations with proven international connections.

I.

m.

n.

o.

P-q-

r.

s.

w.

188

HI. TEXTILE INDUSTRY

The following positions should be granted ab-initio for a specific period of four (4) years on non-renewable basis and not subject to any renewals :-

a. Weaving Master/Manager b. Dye Master

c. Loom Maintenance Engineer/Technician d. Processing Manager

IV. MEDICAL PERSONNEL

Quota would not be granted in Urban areas in the following fields:-

a. General Duty

b. Medicine

c. Gynaecology

d. Pharmacy

e. Radiography

f. Nursing

g. Surgery

h. Dental Surgery

i. Industrial and Public Health.

APPENDIX I

SOME FINANCIAL INSTITUTIONS IN NIGERIA

189

SOME FINANCIAL INSTITUTIONS IN NIGERIA I . BANKS—GENERAL

(A) Central Bank of Nigeria

INDIGENOUS COMMERCIAL BANKS (A) (1) Bank of the North

(2) African Continental Bank (3) National Bank (4) Wema Bank (5) Pan African Bank (6) New Nigeria Bank (7) Mercantile Bank (8) Co-operative Bank of Western Nigeria (9) Co-operative Bank of Eastern Nigeria

(10) Kaduna Co-operative Bank (11) Kano Co-operative Bank.

(C) ALIEN COMMERCIAL BANKS (1) Barclays Bank (2) Standard Bank (3) United Bank for Africa (4) Savannah Bank (5) Bank of India (6) Arab Bank (7) International Bank for West Africa (8) Societe Generale (Nig.) Ltd.

(D) MERCHANT BANKS AND ISSUING HOUSES (1) Nigerian Acceptances Limited (2) ICON Limited (Merchant Bankers) (3) First National City Bank of Chicago Limited (4) C.T.B. Stockbrokers Limited (5) Chase Merchant Bank Nigeria Limited (6) U.D.T. Bank (Nigeria) Limited.

I I . INVESTMENT COMPANIES/BANKS

(1) Nigerian Industrial Development Bank Limited (2) Nigerian Bank for Commerce and Industry (3) New Nigeria Development Company Limited (4) Nigerian Agricultural Bank Limited (5) Odu'a Investment Company Limited (6) New Nigeria Investment Limited (7) Kano State Investment Company Limited (8) Plateau State Investment Company Limited (9) Kwara State Investment Corporation

(10) Ogun State Investment and Credit Corporation (11) Oyo State Investment and Credit Corporation (12) Ondo State Investment and Credit Corporation (13) Central Investment Company Limited (14) Investment Trust Company Limited (15) Development Finance Company Limited

1 * 1

(16) Federal Mortgage Bank (17) Kaduna State Investment Company Limited.

I I I . INSURANCE COMPANIES (1) National Re-Insurance Corporation (2) National Insurance Corporation of Nigeria (3) British American Insurance Company Limited (4) Law Union and Rock Insurance Company Limited (5) Royal Exchange Assurance Nigeria Limited/New Africa Insurance

Company Limited (6) National Employers' Mutual General Insurance Association Limited (7) New India Insurance Company Limited (8) West African Provincial Insurance Company Limited (9) Sun Insurance Office Limited

(10) Guinea Insurance Company Limited (11) United Nigeria Insurance Company Limited/Life Insurance Limited/

Provident Insurance Limited (12) Crusader Insurance Company Limited (13) American International Insurance Company Limited (14) Mercury Assurance Limited (15) Lion of Africa Insurance Limited (16) Rivbank Insurance Limited (17) Bendel Insurance Company Limited (18) Greater Nigeria Insurance Company Limited (19) Gateway Insurance Company Limited (20) The Universal Insurance Company Limited (21) African Alliance Insurance Company Limited.

I V . AGRICULTURAL ORGANISATIONS (1) Nigerian Cotton Board (2) Nigerian Rubber Board (3) Nigerian Groundnut Board (4) Nigerian Cocoa Board (5) Nigerian Roots and Tubers Board (6) Nigerian Grains Board (7) Nigerian Palmproduce Board (8) Nigerian Agricultural Bank.

V . HOUSING (1) N.N.D.C. Properties Limited (2) Lagos State Development and Properties Corporation (3) IbiTe Properties Limited (4) Bendel Development and Housing Authority (5) Nigerian Housing Authority (6) Weftiabod Estates Limited (7) Oyo State Housing Corporation (8) Ogun State Housing Corporation (9) Ondo State Housing Corporation

(10) Anambra State Housing Corporation (11) Imo State Housing Corporation (12) Federal Mortgage Bank.

V I . MISCELLANEOUS (1) Nigerian Mining Corporation (2) Nigerian National Petroleum Corporation

APPENDIX J

SOME MANAGEMENT EDUCATION AND TRAINING

INSTITUTIONS IN NIGERIA

192

193

SOME MANAGEMENT EDUCATION AND TRAINING INSTITUTIONS/ INSTITTITFS rxr mi.—ota lNO' INSTITUTES IN NICLRIA

1. Institute of Administration, University of Ife, Ife.

2. University of Lagos, Lagos.

3. Yaba College of Technology, Yaba, Lagos. 4. Auchi Polytechnic,

Auchi. 5. College of Science and Technology,

Port Harcourt. 6. Continuing Education Centre,

University of Lagos, Lagos.

7. Polytechnic Institute, Ibadaa.

8. Institute of Management and Technology, Institute of Administration, P.M.B. 1079, Enugu.

9. College of Technology, Ilorin.

10. Co-operative Management Institute, Calabar.

11. Institute of Administration, Ahmadu Bello University, Zaria.

12. Ministry of Trade, Co-operative College, Enugu.

1 J. Faculty of Business Administration, University of Nigeria, Nsukka.

14. Polytechnic Institute, Kaduna.

15. Nigerian Institute of Management, Adelabu, Surulere, Lagos.

16. Centre for Management Development, Ikorodu Road,

17, Industrial Training Fund, Jos.

18. Institute of Personnel Management of Nigeria, Lagos.

APPENDIX K

PARTICIPATING ORGANIZATIONS, UNIVERSITIES, POLYTECHNICS,

COLLEGES OF TECHNOLOGY, AND TECHNICAL UNIVERSITIES,

CORPORATE PARTICIPANTS AND NIGERIAN

GOVERNMENT AGENCIES

194

195

PARTICIPATING ORGANIZATIONS

UNIVERSITIES

1. University of Nigeria, Enugu Campus, Faculty of Business

Administration, Enugu, Anambra State, Nigeria,

2. University of Lagos, Faculty of Business Administration

Afcoka, Yaba, Lagos, Nigeria.

3. Ahmadu Bello University, Faculty of Business Administra-

tion, Zaria, Nigeria.

4. University of Ibadan, Department of Banking, Economics

and Finance, University of Ibadan, Ibadan,

5. University of Ilorin, Faculty of Business Administration,

Ilorin, Nigeria,

6. University of Benin, Faculty of Business Administration

Benin City, Nigeria.

7. University of Ife, Faculty of Administration, Ile-Ife,

Nigeria.

POLYTECHNICS AND COLLEGES OF TECHNOLOGY

AND TECHNICAL UNIVERSITIES

1. Yaba College of Technology, Department of Management and

Business Studies, Yaba, Lagos, Nigeria.

2. Kaduna Polytechnic, Department of Management Studies,

Kaduna, Nigeria.

3. Rivers State University of Science and Technology,

Management Department, Portharcourt, Nigeria.

4. College of Technology, Calabar, Nigeria.

5. Kwara College of Technology, Ilorin, School of Business

and Management Studies, Ilorin, Nigeria.

6. The Polytechnic, Ibadan, School of Business and

Management Studies, Ibadan, Nigeria,

7. Auchi Polytechnic, School of Business and Management

Studies, Auchi, Bendel State, Nigeria.

8. Anambra State University of Technology, (ASUTECH),

Enugu, Nigeria.

CORPORATE PARTICIPANTS

1. Pfizer Products, Ltd, Industrial Estate, P.M.B. 1111

Ikeja, Lagos, Nigeria.

2. Berger Paints, Nigeria Ltd, Oba Akran Ave, P.O. Box 1052

Ikeja, Lagos, Nigeria.

3. Agip Nigeria Ltd, 18 Adeyemo Alakija St., Victoria

Island, Lagos, Nigeria.

4. Metal Box Toyo Glass, Badagry Rd, P.O. Box 2515, Lagos,

Nigeria.

5. Lever Brothers Nigeria Ltd, 13-15 Dockyard Rd, P.O.

Box 15, Apapa, Lagos, Nigeria.

6. Julius Berger, Nigeria Ltd, Lagos, Nigeria.

7. Costain Construction Nigeria Ltd, Lagos, Nigeria.

8. O.T.C. Nigeria Ltd, Lagos, Nigeria.

9. A.G. Leventis Nigeria Ltd, Apapa, Lagos, Nigeria.

10. U.A.C. Nigeria Ltd, Training School, Apapa, Lagos,

Nigeria.

11. P.Z. Nigeria Ltd, Ilupeju, Lagos, Nigeria.

I f ?

12. Volkswagen of Nigeria Ltd, Badagry Rd, Lagos, Nigeria.

13. Leyland Motors Nigeria Ltd, Iwo Road, Ibadan, Nigeria.

14. United Bank for Africa (UBA), Lagos, Nigeria,

15. Union Bank of Nigeria Ltd, Training School, Yaba

Lagos, Nigeria.

16. Nigeria Textile Mills Ltd, Oba Akran Ave, P.M.B. 1051,

Ikeja, Lagos, Nigeria.

17. Gulness Nigeria Ltd, Oba Akran Ave, Box 1071, Ikeja

Lagos,

18. Food Specialities Nigeria Ltd, Ilupeju, Lagos,

Nigeria.

19. Foremost Dairies Nigeria Ltd, Box 367, Apapa, Lagos,

Nigeria.

20. Flour Mills of Nigeria Ltd, P.O. Box 341, Apapa,

Nigeria.

21. Nigerian Employers Consultative Association (NECA)

Yaba, Lagos, Nigeria.

GOVERNMENT AGENCIES

1. The Administrative Staff College of Nigeria, Topo,

Badagry, Nigeria.

2. The Nigerian Center for Management Development, Lagos,

Nigeria 3. The Nigerian National Petroleum Corporation (NNPC) ,

Lagos, Nigeria.

4. The Institute of international Affairs, Victoria

Island, Lagos, Nigeria.

APPENDIX L

NIGERIAN ENTERPRISES PROMOTION ACT 1977 AND NIGERIAN

ENTERPRISES PROMOTION (ALTERATION LISTS OF

SCHEDULED ENTERPRISES) ORDER 1981

198

3 9 9

Ex iraci) din ary

4 ® }

. . ; . ^ T \ \

TT7' •? y " n V T» ? • / » * T # •

a i n e p n i L y C ^ j i . J. i j L ^ ^ < v i L * J i . c 2 .

0, / n r » • n n « ,

tociai- ' i y a s e l t e

No. 40 Lagos - 14th August, 1981 Vol.68

Covan>h*rj Notice 2\o. 649

The following is published as Supplement tc this Gazette :— •

Nigerian Enterprises Promotion (Alteration of List of bchcduled Enterprises) Order 1981 . . B 125

Printed and Publuhfd by The Federal Government Pre^vLa^os, Nireri-u FGP !3C6;SS2/i7t5ro

Annua! l,yJon from I?t J-r.-̂ xv, l?5l i* LacJ , N»2, 0-.uts*J« : >.ti (outface M~iD, KJ3 (S*cg»h1 C!J*« Air M*ii) JYrirtit ;«;>•<• 2' St ;-cr *o;v.\ S^'scr-icri whr* w.'th to obr.iL-i Garcttt *firr Irt JUnu*ry should ^rriy **> th« Fetlerii Government Vrinttr, Ljjv* t»ir -rv.mdcj ScDi<np;;j;i.

(90J)

200

Supplement to Official Gazette Extraordinary No. 40, Vol .63, I4th August 1981—Part B

S J . 13 of 1931

NIGERIAN ENTERPRISES PROMOTION ACT 1977

(1977 No. 3)

Niger ian Enterprises Promotion (Alteration of Lists of Scheduled Enterprises) Order 1981

Commencement : 15th June 1981.

In exercise of the powers conferred by section 16 of the Nigerian Enterprises Promot ion Act 1377, z.zd of all other powers enabling m e in that behalf, I, the Minister of Industries, with the prior approval of «hr. President of the Federal Republ ic of Nigeria, hereby m a k e the fo l lowing Order :

1. For Schedules 1. 2 and 3 of the Act, there shall be substituted the Amendment Schedules contained in the Schedule to this Order, of the Sche^

dule to Act N o , 3 of 1977.

2. This Order may be cited as the Nigerian Enterprises Promotion (Alteration of Lists of Scheduled Enterprises) Order 19S1.

S C H E D U L E

* " S C H E D U L E 1 Section 4

ENTERPRISES EXCLUSIVELY RESFRYED FOR NIGERIANS

1. Advertising and public relations business.

2. All aspects of poo! betting business and lotteries.

3. Assembly of radios, radiograms, record cliangers, television sets, tape

recorders and other electric domestic appliances not combined with manufacture of components.

4* Blending and bottling of alcoholic drinks.

5. Blocks and ordinary tile manufacture for building and construction works.

6. Bread and cakt making.

7. Candle manufacture.

S. Casinos and gaining centres.

9. Cinemas and other places of entertainment.

10. Commercial transportation (wet and dry cargo and fuel).

11. Commission agents.

12. Departmental stores and supermarkets having an annual turnover of less than. N2,000,U00.

13. Distribution agencies excluding motor vehicles, machinery and equipment and spare parts.

14. Electrical repiir shops other than repair shops associated with distribution of electrical goods.

Citation.

M

15. Eofate agency; * - • :

16. Film attribution (including cincrna films*. 17. Huirdressing.

18. Icc-CTcarn making when not associated with the manufacture of o t j c r dairy products. -

19. Indenting and confirming. 20. Laundry and dry-c!c\nine.

-21 . Manufacturers'representatives. 22. Manufacture ot" subcases, brief case.-, harm-bugs, purses, wallets,

portioLos and shopping bacs. 23. Municipal bus services and taxis. 24; Newspaper pubh'shir.e and printing. 25. Office cleaning. 26. Passenger bus services of any kind. 27. Poultry farming.

28. Printing of stationery (when not associated with printinc of books). 29. Protective agencies. 30. Radio and television broadcasting. 31. Retail trade (except by or within departmental stores and super-

markets). 32. Singlet manufacture. : ' 33. Stevedoring and shorehandling. 34. Tyre retreading. 35. Travel agencies. . -36- Wholesale distribution of Ioc.il manufactures and other locally

produced goods, •

S C H E D U L E 2 * Sections

ENTERPRISES IS RESPECT OF WHICH NIGERIANS MUST

HAVE MAJORITY INTEREST :

1. Banking—commercial, merchant and development banking. 2. Basic iron.and steel manufacture. 3. Beer brewing. • 4. Boatbuilding. . . - ^ ' 5. Bottling of soft drinks. 6. Business services (other than machinery and equipment rental and .leasing) such as business management and consulting services ; fashion designing.

7. Clearing and forwarding agencies. S. Canning and preserving of fruits and vegetables. 9. Coastal and in'.\nd waterways shipping.

10. Construction industry. 11. Departmental stores and supermarkets haVing annual turnover of

not ie^s than N^coo.ooo. 12. Distribution agencies for machines and technical equipment. 13. Distribution and servicing of motor vehicles, tractors and spare

parts thereof or similar objects. 14. K<t;;bii'ihment> >pccuiising in the repair of watcher, clocks and

jewellery, including imitation jewellery for the general public. 15. Fish and shrimp trawling and processing. 16. Garment manufacture.

2 0 #

S C H E D U L E 3 Section 6

ENTERT?J?r.3 TO WHICH SECTION 6 APPLIES

1. Distilling, rect ifying - . id b l end ing of s p i n s s u c h as ethyl alcohol, whisky, brandy, q:n and the like.

2. Fertil^sr production. 3. M a n u f a c t u r e cf basic industr ia l chemicals (organic a n d inorganic). 4 . ^ o b a c c o manu/ ' ic ture . 5. M a n u f a c t u r e of syn the t ic resins, plastic materials a n d m a n - m a d e

fibres except glass. 6 . M a n u f a c t u r e of drugs a n d medicines. 7. M a n u f a c t u r e of po t t e r / , ch ina a n d catmernvare. 8. Manufacture of ^rlass and glass products. '9. M a n u f a c t u r e ol b u r n t br icks a n d structural clay p roduc t s .

10. M a n u f a c t u r e or miscellaneous non-meta i ic minera l p roduc t s such as concrete , gypsum and plas ter ing products, inc lud ing ready-mixed concre te ; mineral wool, abrasive ; asbestos p r o d u c t s ; graphi te products .

11. M a n u f a c t u r e of pr imary non - f e r rous metal p roduc ts s u c h as ingots, bars a n d billets ; sheets, s tr ips, cirales, cecrous, rods , tubes , pipes a n d wire rods, casting a n d extrusions.

12. M a n u f a c t u r e of (fabricated metal) cutlery, h a n d tools a n d general hardware .

13. M a n u f a c t u r e of s t ructural metal p roduc t s -componen t s of b r idges , t anks , metal doors a n d screcns and window frames.

14. ManufavUire of miscellaneous fabricated metal p roduc t s , except machinery a n d equ ipmen t , such as safes and vaul ts ; steel spr ings fu rnaces ; stoves, a n d the like.

15. M a n u f a c t u r e of engines a n d tu rb ines . 16. M a n u f a c t u r e of agricultural machinery and e q u i p m e n t . 17. M a n u f a c t u r e of metal a n d wood working machinery. 18. M a n u f a c t u r e of spccial indus t r ia l machinery a n d e q u i p m e n t , such

as textile and food machinery , paper industry machinery , oil ref in ing machinery a n d equipment a n d the like.

19. M a n u f a c t u r e of office, c o m p u t i n g and accounting mach ine ry . 2 0 . M a n u f a c t u r e of o ther machinery and equ ipment except eicctricai

equ ipmen t , pumps , air and gas compressors ; blowers, a i r -condi t ion-ing a n d ventilating machinery ; refrigerators and the like.

21 . M a n u f a c t u r e of clectrical indust r ia l machinery rmd appara tus .

22 . M a n u f a c t u r e of radio, television and communicat ion e q u i p m e n t and

appara tus . 23 . Manufac tu re of electrical appliances a n d houseware. 114. M a n u f a c t u r e of electrical appara tus ar.d s u p p l e s no t elsewhere

classified, such as insulated wires and cables, batteries, ciectric l amps a n d

• tubes , f ixtures and lamp switches, sockets, switches, insulators and

the like. 25 . S h i p bui lding and repairing (excluding beat bu i ld ing) . 26. Manufacture of railway equipment. 27. Manufac tu re of moto: vehicles a n d motorcycles. 28 . Manufac tu re of aircraft . . 29 . Manufac tu re 'of professional and scientific and measur ing and con-

trolling equ ipment , such as I Moratory and scientific i n s t rumen t s , surgical, medical and dental e q u i p m e n t , ins t ruments a n d suppl ies and or thopaedic and prosthetic appl iances .

2 0 3

30. Manufacture of photographic and optica! enods.

31. Miiuucturc at" warclics ?.nd clocks.

32. Manufacture of cement.

33. Manufacture of metal containers.

34. Agricultural Plantation for tree crops, grains m d other cash crops. 35. Ocean transport/shipping. "

36. Oil servicing companies*

37. Storage and warehousing-the operation of storage facilities and ware-houses (including .oruled and reiriirc.ated warehouses) for hire bv

• the general public. ' •

38. Textile manufacturing industries.

39. Hotels, rooming houses, camps and lodging places.

40. Data processing and tabulating services (on a fee or contract basis).

^ ducdon)Ct'0n C ' a e n i a television films (or motion picture pro-

-42. Machinery and equipment rental and leasing.

43. All other enterprises not included in Schedule 1 or 2 not beine public sector enterprises. 8

45. Sugar Plantation and processing."

MADE at Lagos this 15th day of June 1981.

ADAMU CIRO.MA,

Minister of Industries

EXPLANATORY .VOTE

{This note does not form part of the above Order but is intended to explain its purport)

The Order transfers certain items from Schedule 1 of die \>erinn Enterpnses Promct.on Act 1977 to Scheduled thereof in the f,ce of l.-ck of interest therein by Nigerians ; and the particular enterprises involved are

I S m i l i i , 4 . m M U UrC j e W e ! l e r y ' = 3 r m e n t m^-uueture and

Some items have also been transferred from Schedule 2 to Schedule 1 mainly to attract further orei^ investment in , ie , - 0 f thehu.e L i u l cVoe j diture not readuy a\aj!able IccoJIv and lor t srest^ion rerioc! fr- _%.

b . forthcoming. These ' [ S c™ I a"- e r s * * establishment an J running of ^riculSrai

plantations for raising tree ciops, grains ar.d other cash crops. 3

2 0 4

17. Grain mill p-oducrs including ricc milling. 18. Industrial cleaning. -19. Insecticides, pc-ncides and . fun? : : :des . 20 . Internal air transport (scheduled and charter services). 21 . Insurance— \\I classes. 22. Lighterage. 23. Manufacture of bicycles. 24. Manufacture of biscuits "and similar dry bakery products. 25 . ManufajCture of cosmctics and p e r f u m e r y / 26 . Manufacture of cocoa, chocolate and sugar confectionery. 27 . Manufacture of dairy products, butter, cheese, miik and other milk

products.

*.3- Manufacture of food products like yeast, starch, baking powder, coffce roasting ; processing of tea leaves into black tea.

29 . Manufacture of furniture and interio. decoration. Manufacture of metnl fixtures for household, ofHcc and publ ic gui ld!ng.

30. Manufacture of jewellery and related articles, including irnmitation jewellery. . ~

31 . Manufacture of leather footwear. •' 32. Manufacture of matches.

33. Manufacture of paints, varnishes or other similar articles. 34. Manufacture of plastic product* such as plastic dinnerware, table-

ware, kitchen ware, plastic mats, plastic machinery parts, bottles, tubes and cabincts.

35 . Manufacture of rubber products, r i c h e r footwear industrial a n d mechanical rubber specialities s u c h as g loves mats sponges and forms.

36. Manufacture of tyres and tubes for bicycles and motorcycles ; of tyres and tubes for motor vehicles.

37. Manufacture of soap and detergents. 38 . Manufacture of wire, nails t washers, bolts, nuts , rivets and other

similar articles. 39. Other manufacturing industries such as non-rubber and non-

plastic toys, pens, pencils, umbrellas, canes, buttons, brooms and brushes, lamp-shades, tobacco pipes and cigarctte holders.

40 . M i n i n g and quarrying. 41 . 0»1 milling, cotton ginning and crushing industries. 42. Paper conversion industries. 43 . Printing of books. 44.* Production of sawn timber, p lywood, veneers and other wood

convci"?*on industries.

45* P e t r o - c k m i c a l feedstock industries.

4 6 . Publ ishing of books, periodicals a n d such Like. 47 . P u l p and paper milis.

48 . Restaurants, cafes and other eating and 'drinking places. 4 9 . Salt refinery and packaging.

50 . Screen printing on cloth, dyeing. 51 . Inland and c o i t a l shipping. 52 . Slaughtering, storage associated with industrial processing and

distribution of meat. 53. Tanneries and leather finishing.

54 . Wholesale distribution of imported roods . 55. Photographic studios, including coir.uicrci.it -md aerial photography. 56 . T i n smelting and processing.

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Newspapers

Bayo, Josy, "Review of Expatriates Appointments," Nigerian Tribune, February 17, 1984.

Bauer, Peter, "Problems of African Trade, the Role of Expatriates in West Africa," West Africa, August 18, 1962.

Nwosu, Humphrey N., "Nigeria's Third Development Plan, 1975-1980," Africa Today, XI, No. 1, Fall, 1981.

"Bracing up for a Fight, ASUU Is Prepared to Go to War over Rationalization of Courses," Newswatch Magazine, June 2, 1986.

216

"Peugeot Automobile and Nigerianization," Nigerian Concord International, May 8-15, 1984.

Root Magazine, Queen's Street, Mayfair, London, Root Pub-lishing Co., 1980.

The Guardian Newspaper, Lagos, Nigeria, February 7, 1984.

, Lagos, Nigeria, May 24, 1985.

Umesi, Roseline, "Expatriate Figures," Sunday Times, January 15, 1984.