Practical Business Education Components and Production of Graduates for the Global Workforce in Public Universities in Cross River State

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EDET E. OKON, Patricia A. Olom, Antigha A. Okpo, Patience U. Ushie, and 14 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-7384037/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract This study examined the influence of practical components of Business Education on the production of globally competitive graduates in public universities in Cross River State, Nigeria. The practical components investigated included Accounting Education, Entrepreneurship Education, Office Management Education, and Marketing and Distributive Education. Anchored on the Skill Complementarity Theory by Stephany and Teutloff ( 2022 ), the study adopted a descriptive survey design. The population comprised all final-year Business Education students across the two public universities in the state. A structured questionnaire was used to collect data from a sample of 97 respondents, and the instrument was validated and found reliable with a Cronbach Alpha coefficient of 0.87. Five research questions guided the study alongside five corresponding null hypotheses tested using Analysis of Variance (ANOVA) and multiple regression analysis at a 0.05 level of significance. Findings revealed that Accounting Education had a statistically significant influence on the production of globally competitive graduates (F = 8.787, p = .004). Entrepreneurship Education also showed a significant influence (F = 28.565, p = .000). However, Office Management Education did not significantly influence the production of globally competitive graduates (F = 2.371, p = .127). In contrast, Marketing and Distributive Education had a significant effect (F = 16.752, p = .000). The joint influence of all four components was also statistically significant (F = 8.447, p = .000, R = .518, R² = .269), indicating that the practical components collectively accounted for 26.9% of the variance in graduate competitiveness. The findings imply that integrating strong practical components in business education, especially in Accounting, Entrepreneurship, and Marketing is crucial for enhancing graduate employability in a globalised economy. The study concludes that practical components in Accounting, Entrepreneurship, and Marketing and Distributive Education significantly enhance the production of globally competitive graduates in public universities in Cross River State. Office Management Education, however, showed no significant impact in its current form. The joint contribution of all four components was statistically significant, underscoring the importance of integrated practical training in Business Education. It recommends that public universities revise curricula to strengthen practical exposure in these areas while addressing weaknesses in Office Management training. Practical Business Education Accounting Education Entrepreneurship Education Office Management Education Marketing and Distributive Education Graduate Competitiveness Employability Skills Higher Education Skill Complementarity Curriculum Development Introduction In today’s interconnected global economy, higher education institutions face mounting pressure to produce graduates who are both academically proficient and practically skilled for workforce success. Business education, particularly in public universities in Cross River State, Nigeria, must evolve to prepare students for participation in global markets through specialized areas such as Accounting Education, Entrepreneurship Education, Office Management Education, and Marketing and Distributive Education. Integrating practical learning with theoretical instruction is essential for producing globally competitive graduates. Practical components such as internships, simulations, project-based learning, and digital tools develop critical thinking, problem-solving, and decision-making skills, although challenges such as inadequate resources and qualified personnel persist (Okon & Ewuru, 2023 ; Okon, 2021 ; Taylor & Black, 2021 ; Adams et al., 2023 ). Accounting Education blends theoretical understanding of financial systems with practical training in accounting software, internships, and case studies (Taylor & Black, 2021 ). Okon ( 2018a ) calls for digital tools and real-time data analysis to align competencies with global practices, though outdated curricula remain a barrier. Entrepreneurship Education cultivates innovation, creativity, and self-reliance through startup simulations, business planning, and mentorship (Adams et al., 2023 ). Okon ( 2015 ) highlights the need for experiential learning to bridge gaps between classroom instruction and venture creation, while funding and infrastructure constraints persist. Office Management Education equips students with organizational skills, integrating office automation, information management, and communication tools to meet workplace demands (Wang & Chen, 2020 ; Okon, 2021 ), but technology access and industry alignment remain issues. Marketing and Distributive Education develops strategic marketing capabilities through market research, sales simulations, and customer analysis (Nguyen et al., 2021 ). Okon ( 2018b ) urges integration of digital marketing and analytics to meet evolving industry needs. Despite their central role, public universities in Cross River State face debates over whether curricula meet employer expectations (Olawale et al., 2022 ). Okon ( 2018a ) stresses aligning outcomes with industry needs by embedding employability skills such as communication, teamwork, and digital literacy. This study therefore investigates how practical components across the four specializations influence graduate competitiveness, aiming to inform curriculum reform. The framework for this study integrates practical business education, employability skills, global competencies, curriculum innovation, inclusive education, digital literacy, and industry - university collaboration. Practical business education provides hands-on learning, case studies, simulations, internships that enable the application of theory to real-world contexts, fostering skills vital for international engagement. Employability skills, including communication, teamwork, leadership, and adaptability, are crucial for functioning effectively in multicultural environments (Bennett et al., 2020 ; Mokoena, 2021 ; O’Connell et al., 2020 ; Deming & Noray, 2020 ). Global competencies, namely: cultural awareness, adaptability, and knowledge of international trade—are embedded through courses in global business ethics, international marketing, and cross-cultural communication (González-Pérez et al., 2020 ; Zhang & Li, 2021 ). Curriculum innovation ensures relevance by incorporating emerging trends, interdisciplinary perspectives, and experiential learning (Chankseliani & McCowan, 2021 ; Terblanche & De Clercq, 2021 ). Inclusive education broadens participation and perspectives, while digital literacy, proficiency in productivity tools, CRM systems, and collaborative platforms—enables adaptability in a technology-driven market. Industry–university collaboration connects academic preparation to professional demands, aligning graduate skills with employer expectations. The Skill Complementarity Theory (Stephany & Teutloff, 2022 ) underpins this study, positing that the value of a skill increases when complemented by other competencies. Applied here, technical expertise gains greater value when paired with soft skills, global awareness, and digital literacy. For instance, accounting proficiency is enhanced by data analytics and communication skills; entrepreneurship benefits from combining creativity, financial literacy, and leadership; office management is strengthened by digital skills and problem-solving; marketing becomes more effective when combined with cultural sensitivity and analytics. Practical business education’s role in workforce readiness is well documented. Suleman and Lourenço ( 2020 ) found it provides real-world experiences essential for grasping business complexities, while Bennett et al. ( 2020 ) note its capacity to build critical thinking and adaptability. Mokoena ( 2021 ) observed that exposure to business environments increases professional confidence. In accounting, interaction with industry tools enhances competence; in entrepreneurship, incubator programs foster an entrepreneurial mindset (Albright et al., 2022 ); in office management, internships strengthen organizational leadership (Terblanche & De Clercq, 2021 ); in marketing, practical exposure to consumer analysis and digital strategies sharpens campaign management (Stephens et al., 2020 ). Employability skills, highly valued by employers, are linked to career success and satisfaction (Mokoena, 2021 ; O’Connell et al., 2020 ). These skills are critical in entrepreneurship, where adaptability and creativity drive venture success (Bennett et al., 2020 ); in office management, where leadership and time management support operational efficiency; and in marketing, where communication and negotiation are key to engaging clients (Stephens et al., 2020 ). Global competencies prepare graduates for cross-border collaboration and market engagement (González-Pérez et al., 2020 ). They are critical for entrepreneurship in accessing international markets, for marketing in adapting to cultural variations in consumer behavior (Suleman & Lourenço, 2020 ), for accounting in applying international standards (Zhang & Li, 2021 ), and for office management in adapting to global systems (Stephens et al., 2020 ). Curriculum innovation ensures alignment with shifting business landscapes, incorporating trends such as AI, sustainability, and data analytics (Chankseliani & McCowan, 2021 ). Innovative methods like flipped classrooms and collaborative projects enhance practical skills (Terblanche & De Clercq, 2021 ), while entrepreneurship benefits from design thinking and lean startup models (Bennett et al., 2020 ). In marketing, digital integration meets evolving industry expectations (Suleman & Lourenço, 2020 ). Integrating practical education, employability skills, global competencies, curriculum innovation, inclusivity, digital literacy, and industry collaboration offers a holistic model for producing adaptable, skilled graduates in Cross River State’s public universities—capable of thriving in the competitive global marketplace. Inclusive education ensures that all students, regardless of background, have equal opportunities and resources. In business education, inclusivity fosters diversity in classrooms, preparing students to work in diverse teams. Stephens et al. ( 2020 ) found that inclusive practices benefit underrepresented groups and enrich learning for all, enhancing creativity, problem-solving, and teamwork—skills vital for the global workforce. O’Connell et al. ( 2020 ) showed that inclusivity boosts engagement and achievement. In office management, it prepares students to manage diverse teams equitably; in marketing, it supports culturally sensitive campaigns and critical thinking on social justice and sustainability (González-Pérez et al., 2020 ). Digital literacy is now essential. With reliance on digital platforms, analytics tools, and collaboration technologies, graduates must be proficient in these areas to remain employable (Deming & Noray, 2020 ). In accounting, it enables work with advanced software and digital reporting. In entrepreneurship, tools like e-commerce platforms and social media support business growth (Albright et al., 2022 ). In office management, digital communication and project management tools enhance efficiency (Stephany & Teutloff, 2022 ). Marketing increasingly depends on digital strategies, social media analytics, and online advertising (Suleman & Lourenço, 2020 ). Industry–university collaboration aligns curricula with labor market needs. Partnerships provide internships, mentorship, and job placements, enhancing employability (Zhang & Li, 2021 ). In entrepreneurship, students learn from experienced founders; in marketing, they gain exposure to current practices (Stephany & Teutloff, 2022 ). Such collaborations offer real-world experience, leadership development, and feedback that keeps curricula relevant. Literature on practical components in Accounting, Entrepreneurship, Office Management, and Marketing underscores their role in producing globally competitive graduates. Practical methods, case studies, internships, simulations, boost employability. Accounting students benefit from financial analysis and tax simulations; marketing students from digital campaigns and CRM exercises. A key strength is the focus on global competencies - cultural awareness, adaptability, and international communication through cross-cultural case studies and exposure to global business (Zhang & Li, 2021 ). These prepare students for multinational contexts. Industry–university collaboration is strength, bridging theory and practice through internships and curriculum input from employers. However, gaps remain. Few longitudinal studies track the long-term career effects of practical business education, limiting insight into sustained impact on leadership and adaptability. Much research is Nigeria-focused, reducing global generalizability; comparative studies could broaden perspectives. The intersection of inclusivity and practical learning is underexplored more work is needed on designing inclusive experiential opportunities for diverse student populations. Emerging technologies - AI, blockchain, big data are reshaping business, yet research on integrating these into curricula is limited. Similarly, interdisciplinary learning remains underexamined; combining practical components from multiple business areas could yield more versatile graduates. Addressing these gaps through longitudinal, comparative, inclusive, tech-focused, and interdisciplinary research would refine the role of practical business education in developing adaptable, globally competitive graduates ready for an evolving marketplace. Statement of the problem Despite the growing emphasis on practical training in Business Education, graduates from business-related programs in Nigerian public universities, particularly in Cross River State, continue to exhibit a significant skills gap when entering the workforce. This gap is characterized by a mismatch between the theoretical knowledge imparted in classrooms and the practical competencies required by employers in the global business environment. Employers consistently report that graduates, although academically sound, often lack the hands-on skills necessary for effective decision-making, problem-solving, and adaptation in rapidly changing international markets. Although practical components such as internships, industry collaborations, and project-based learning are integral parts of business education programs in many universities, these components are often either inadequately implemented or misaligned with current industry demands. This lack of alignment between the skills taught in the classroom and those demanded by the global workforce may be contributing to the underperformance of graduates, who struggle to meet the expectations of employers across sectors such as Accounting, Entrepreneurship, Office Management, and Marketing. Furthermore, Business Education in Cross River State is confronted with challenges in effectively integrating practical learning across all its specialized areas. While each area - Accounting Education, Entrepreneurship Education, Office Management Education, and Marketing and Distributive Education - offers practical components designed to enhance graduate readiness, these components are often not robust enough to equip graduates with the global competencies required in a competitive and ever-evolving job market. Therefore, this study seeks to investigate the influence of practical components in these specialized fields of Business Education on the production of globally competitive graduates in public universities in Cross River State. It will explore whether the current curriculum and practical training modules are adequate in narrowing the skills gap and equipping graduates with the skills necessary for global success. Objectives of the study To determine the influence of practical components in Accounting Education on the production of globally competitive graduates in public universities in Cross River State. To determine the influence of practical components in Entrepreneurship Education on graduate readiness for the global workforce in public universities in Cross River State. To determine the influence of practical components in Office Management Education on the employability of business education graduates in Cross River State. To determine the influence of practical components in Marketing and Distributive Education on the development of globally relevant skills among graduates in Cross River State. To determine the joint influence of practical components in Accounting, Entrepreneurship, Office Management, and Marketing and Distributive Education on overall graduate output for the global workforce in public universities in Cross River State. Research questions The study sought answers to the following five research questions: What is the influence of practical components in Accounting Education on the production of globally competitive graduates in public universities in Cross River State? How do practical components in Entrepreneurship Education influence the production of globally competitive graduates in public universities in Cross River State? What is the influence of practical components in Office Management Education on the production of globally competitive graduates in public universities in Cross River State? How do practical components in Marketing and Distributive Education influence the production of globally competitive graduates in public universities in Cross River State? What is the joint influence of practical components in Accounting, Entrepreneurship, Office Management, and Marketing and Distributive Education on the production of globally competitive graduates in public universities in Cross River State? Null hypotheses This study sought to test five null hypotheses at .05 levels of significance. There is no significant influence of practical components in Accounting Education on the production of globally competitive graduates in public universities in Cross River State. There is no significant influence of practical components in Entrepreneurship Education on the production of globally competitive graduates in public universities in Cross River State. There is no significant influence of practical components in Office Management Education on the production of globally competitive graduates in public universities in Cross River State. There is no significant influence of practical components in Marketing and Distributive Education on the production of globally competitive graduates in public universities in Cross River State. There is no significant joint influence of practical components in Accounting, Entrepreneurship, Office Management, and Marketing and Distributive Education on the production of globally competitive graduates in public universities in Cross River State. Research methods This study adopted the descriptive survey research design, which enables the collection of data from a representative sample to describe prevailing conditions and examine relationships between variables. It is suitable for exploring how practical components in Accounting Education, Entrepreneurship Education, Office Management Education, and Marketing and Distributive Education influence the production of globally competitive graduates. This design allows data collection from a natural setting without manipulation, ideal for identifying patterns and trends in educational contexts. The study was conducted in Cross River State, Nigeria, located in the South-South geopolitical zone and bordered by Benue, Ebonyi, Abia, and Akwa Ibom States, and Cameroon. The state has a population of over three million, with Calabar as the capital. It hosts major public universities offering business education programmes - the University of Calabar and the University of Cross River State, which integrate theoretical and practical training. The state’s socio-economic diversity and government commitment to education provide a relevant context for investigating graduate preparedness for the global workforce. The population consisted of all 297 final-year business education students in the two public universities. Final-year students were chosen because they have completed the curriculum and can provide informed responses. The study covered the four specializations under investigation. A multi-stage sampling technique was used. Purposive sampling selected universities offering Business Education programmes, and only the University of Calabar was used. Stratified sampling grouped students by specialization, and proportional simple random sampling selected respondents from each stratum, ensuring fair representation. The final sample comprised 97 students proportionally distributed across the four specializations. Data were collected using a researcher-designed structured questionnaire titled Questionnaire on the Influence of Practical Components of Business Education on the Production of Globally Competitive Graduates in Public Universities (QIPCOBE-GRAD). The instrument reflected the study’s research questions and hypotheses, with sections covering independent variables (practical components in each specialization) and the dependent variable (production of globally competitive graduates). Items were rated on a four-point scale. Content validity was ensured through expert review by two business education specialists and one expert in educational measurement and evaluation. Their feedback informed revisions for clarity and relevance. Reliability was determined through a pilot test involving 30 final-year students from a public university outside the study area. Cronbach’s Alpha yielded an overall coefficient of 0.87, with subscale coefficients ranging from 0.81 to 0.89, indicating high internal consistency. The researcher, assisted by trained research assistants, administered the questionnaire after obtaining permission from university management and departmental heads. Participants were briefed on the study’s purpose, assured of confidentiality, and gave informed consent. Questionnaires were completed during lecture periods and collected immediately to ensure a high response rate. Data collection spanned four weeks. Data were coded and analyzed using SPSS. Descriptive statistics (mean, standard deviation) addressed research questions, while multiple regression analysis tested the hypotheses at a 0.05 significance level. This allowed assessment of both individual and joint effects of the independent variables on the dependent variable. Ethical standards were strictly observed, including voluntary participation, confidentiality, anonymity, and prior ethical clearance from the appropriate authorities. Results Research question one What is the influence of practical components in Accounting Education on the production of globally competitive graduates in public universities in Cross River State? To provide an answer to this research question, responses from Items 1 to 8 of the questionnaire were analyzed. These items represent the practical components embedded in Accounting Education, such as simulations, software application, fieldwork, tax and audit training, IFRS usage, and updates to match industry standards. The responses were examined in relation to Items 33 to 42, which assessed the dependent variable - production of graduates for the global workforce, covering elements like digital competence, cross-cultural communication, adaptability, soft skills, and global employability. Table 1 Model Summary Showing the Influence of Practical Components in Accounting Education on the Production of Globally Competitive Graduates in Public Universities in Cross River State Model Summary Model R R Square Adjusted R Square Std. Error of the Estimate 1 .291 a .085 .075 2.15663 a. Predictors: (Constant), Accounting To answer research question one, a simple linear regression analysis was conducted to determine the influence of practical components in Accounting Education on the production of globally competitive graduates in public universities in Cross River State. The model summary in Table 1 shows a correlation coefficient (R) of 0.291, indicating a low positive relationship between practical components in Accounting Education and the global competitiveness of graduates. The R Square value of 0.085 reveals that approximately 8.5 percent of the variance in the production of globally competitive graduates is explained by the practical components in Accounting Education. The adjusted R Square value of 0.075 accounts for the number of predictors in the model, suggesting a slightly lower but still meaningful explanatory power. The standard error of the estimate is 2.15663, indicating the average deviation of the observed values from the predicted values in the model. This result suggests that while the influence of practical components in Accounting Education on graduate global competitiveness is positive, it is relatively weak. Nonetheless, it provides evidence that experiential learning in accounting contributes to preparing graduates for the global workforce, albeit to a modest extent. Research question two How do practical components in Entrepreneurship Education influence the production of globally competitive graduates in public universities in Cross River State? This research question was addressed using data from Items 9 to 16 of the questionnaire, which captured the practical dimensions of Entrepreneurship Education. These included business plan development, startup projects, and market research, mentorship, and enterprise simulations. The responses to these items were interpreted in conjunction with Items 33 to 42, which assess the outcome variable, namely the extent to which graduates are prepared for integration into the global workforce. Table 2 Model Summary Showing the Influence of Practical Components in Entrepreneurship Education on the Production of Globally Competitive Graduates in Public Universities in Cross River State Model Summary Model R R Square Adjusted R Square Std. Error of the Estimate 1 .481 a .231 .223 1.97651 a. Predictors: (Constant), Entreprenwurship To answer research question two, a linear regression analysis was carried out to examine the influence of practical components in Entrepreneurship Education on the production of globally competitive graduates in public universities in Cross River State. The model summary in Table 2 indicates a correlation coefficient (R) of 0.481, suggesting a moderate positive relationship between the practical components in Entrepreneurship Education and the global competitiveness of graduates. The R Square value is 0.231, meaning that about 23.1 percent of the variance in the production of globally competitive graduates can be explained by the practical entrepreneurship components. The adjusted R Square value of 0.223 confirms that the model maintains good explanatory strength even when adjusted for the number of predictors. The standard error of the estimate is 1.97651, indicating the average distance between the observed and predicted values. This result implies that practical components in Entrepreneurship Education have a meaningful and moderate influence on graduate readiness for the global workforce. The inclusion of activities such as business plan development, market research, startup initiatives, and mentorship clearly contributes to equipping graduates with relevant entrepreneurial competencies and global employability skills. Research question three What is the influence of practical components in Office Management Education on the production of globally competitive graduates in public universities in Cross River State? Responses to Items 17 to 24 of the questionnaire formed the basis for answering this research question. These items assessed practical training in office software, administrative tools, internship experience, document handling, communication tasks, and ethics simulations. Their influence was measured against Items 33 to 42, which represent the dependent variable focusing on graduates' readiness for global roles, digital fluency, intercultural adaptability, and professional conduct across borders. Table 3 Model Summary Showing the Influence of Practical Components in Office Management Education on the Production of Globally Competitive Graduates in Public Universities in Cross River State Model Summary Model R R Square Adjusted R Square Std. Error of the Estimate 1 .156 a .024 .014 2.22655 a. Predictors: (Constant), Office_Management To answer research question three, a simple linear regression analysis was performed to determine the influence of practical components in Office Management Education on the production of globally competitive graduates in public universities in Cross River State. The model summary in Table 3 reveals a correlation coefficient (R) of 0.156, indicating a weak positive relationship between the practical components in Office Management Education and graduate global competitiveness. The R Square value is 0.024, suggesting that only 2.4 percent of the variance in the production of globally competitive graduates is accounted for by practical training in Office Management Education. The adjusted R Square value of 0.014, which adjusts for the number of predictors, confirms the very limited explanatory strength of the model. The standard error of the estimate is 2.22655, reflecting the average difference between the actual and predicted values. This result shows that the practical components in Office Management Education have a very weak influence on the production of globally competitive graduates. Although there is a positive direction in the relationship, the impact is marginal, implying that the current practical experiences in office management may not be significantly contributing to the global readiness of graduates. This may point to the need for strengthening or modernizing the practical aspects of Office Management Education in alignment with global standards. Research question four How do practical components in Marketing and Distributive Education influence the production of globally competitive graduates in public universities in Cross River State? To answer this question, responses from Items 25 to 32 were analyzed. These items reflect hands-on training in sales campaigns, customer analysis, branding, distribution tasks, marketing simulations, and digital marketing practices. The influence of these practical exposures was evaluated against Items 33 to 42, which relate to the dependent variable assessing the preparedness of graduates to participate and compete effectively in the global workforce. Table 4 Model Summary Showing the Influence of Practical Components in Marketing and Distributive Education on the Production of Globally Competitive Graduates in Public Universities in Cross River State Model Summary Model R R Square Adjusted R Square Std. Error of the Estimate 1 .387 a .150 .141 2.07836 a. Predictors: (Constant), Marketing_Distributive To answer research question four, a linear regression analysis was carried out to evaluate the influence of practical components in Marketing and Distributive Education on the production of globally competitive graduates in public universities in Cross River State. The model summary in Table 4 reveals a correlation coefficient (R) of 0.387, indicating a modest positive relationship between practical marketing components and graduate global competitiveness. The R Square value is 0.150, which means that 15 percent of the variance in the production of globally competitive graduates can be explained by practical components in Marketing and Distributive Education. The adjusted R Square value of 0.141, which accounts for the number of predictors in the model, confirms the reliability of this relationship. The standard error of the estimate is 2.07836, showing the average deviation between observed and predicted values. This result suggests that practical components in Marketing and Distributive Education have a moderate influence on graduates’ readiness for the global workforce. Experiences such as digital marketing, promotional campaigns, market research, and product branding appear to contribute meaningfully to developing the competencies needed by graduates to function in international business environments. Enhancing these components further could help strengthen the global employability profile of business education graduates. Research question five What is the joint influence of practical components in Accounting, Entrepreneurship, Office Management, and Marketing and Distributive Education on the production of globally competitive graduates in public universities in Cross River State? This question was addressed by jointly analyzing Items 1 to 32, which encompass the practical business education components across the four domains. These were collectively evaluated in relation to Items 33 to 42, which measure the dependent variable - production of graduates for the global workforce. The analysis was aimed at determining the overall impact of interdisciplinary practical training on graduate employability, global competencies, and international readiness. Table 5 Model summary showing the joint influence of practical components in accounting, entrepreneurship, office management, and marketing and distributive education on the production of globally competitive graduates Model Summary Model R R Square Adjusted R Square Std. Error of the Estimate Change Statistics R Square Change F Change df1 df2 Sig. F Change 1 .518 a .269 .237 1.95898 .269 8.447 4 92 .000 a. Predictors: (Constant), Marketing_Distributive, Accounting, Office_Management, Entreprenwurship Model summary results reveal a correlation coefficient (R) of 0.518, which indicates a moderate positive relationship between the combined practical components of business education and the production of globally competitive graduates. The R Square value of 0.269 implies that approximately 26.9 percent of the variance in graduate global readiness can be jointly explained by the practical components in the four business education areas. The adjusted R Square value of 0.237, which adjusts for the number of predictors, confirms that the model maintains reasonable explanatory strength. The standard error of the estimate is 1.95898. The F Change statistic is 8.447 with a significance value (Sig. F Change) of 0.000, indicating that the model is statistically significant and the predictors collectively make a meaningful contribution to explaining the outcome. Table 6: Coefficient correlation matrix showing the interrelationships among practical components of business education This table presents the correlation coefficients among the four predictor variables. The relationships include a low positive correlation between Marketing and Accounting (r = 0.068), a moderate negative correlation between Entrepreneurship and Accounting (r = -0.586), and a moderate negative correlation between Entrepreneurship and Marketing (r = -0.359). Office Management shows weak or negligible correlations with the other variables. These results suggest that while there is some degree of interrelationship among the independent variables, the correlations are not so high as to suggest serious multicollinearity. Table 7 Collinearity diagnostics for practical components in business education predicting graduate global competitiveness Coefficients a Model Unstandardized Coefficients Standardized Coefficients T Sig. 95.0% Confidence Interval for B Correlations Collinearity Statistics B Std. Error Beta Lower Bound Upper Bound Zero-order Partial Part Tolerance VIF 1 (Constant) 8.059 4.067 1.982 .051 − .019 16.136 Accounting − .018 .189 − .011 − .096 .923 − .394 .358 .291 − .010 − .009 .581 1.721 Entreprenwurship .492 .156 .399 3.159 .002 .183 .801 .481 .313 .282 .498 2.009 Office_Management − .015 .046 − .032 − .329 .743 − .108 .077 .156 − .034 − .029 .858 1.166 Marketing_Distributive .259 .120 .219 2.156 .034 .020 .498 .387 .219 .192 .769 1.300 a. Dependent Variable: Production_of_Graduates Collinearity diagnostics provide further insight into the structure of relationships among the predictors. The table shows that Dimensions 3, 4, and 5 have condition indices of 37.049, 44.959, and 68.085 respectively, all of which exceed the threshold of 30, indicating possible multicollinearity. In Dimension 5, the variance proportions for accounting (0.90), Entrepreneurship (0.43), and the Constant (0.52) suggest significant collinearity between Accounting and Entrepreneurship practical components. This could imply redundancy or overlapping information between these two predictors in the regression model. The regression model used to answer research question five demonstrates that the joint influence of practical components across Accounting, Entrepreneurship, Office Management, and Marketing and Distributive Education is statistically significant. The model explains 26.9 percent of the variance in the production of globally competitive graduates, suggesting that collectively, practical exposure across these four domains contributes meaningfully to graduates’ global readiness. This affirms the value of interdisciplinary experiential learning in business education. However, the intercorrelation and collinearity diagnostics reveal a cautionary insight. Although the predictors are not excessively correlated, moderate multicollinearity exists particularly between Accounting and Entrepreneurship components. This suggests that while the joint model is valid and significant, interpretations of the individual contributions of these predictors should be made carefully, as their effects may overlap. In summary, the findings support the notion that integrated practical business education enhances graduate preparedness for the global workforce. However, refining the distinctiveness and complementarity of training components, especially between Accounting and Entrepreneurship may further strengthen the impact and clarity of outcomes in future program designs. Null hypotheses This study tested five null hypotheses at .05 levels of significance. Null hypothesis one There is no significant influence of practical components in Accounting Education on the production of globally competitive graduates in public universities in Cross River State. This hypothesis was tested using data from Items 1 to 8, which represent the practical components in Accounting Education, including simulations, use of accounting software, auditing, tax preparation, and application of international standards. These were statistically compared with Items 33 to 42, which measure the dependent variable - production of globally competitive graduates. The analysis determined whether practical components in accounting significantly relate to global graduate readiness. Table 8 ANOVA Summary testing the influence of practical components in accounting education on the production of globally competitive graduates in public universities in Cross River State ANOVA a Model Sum of Squares df Mean Square F Sig. 1 Regression 40.870 1 40.870 8.787 .004 b Residual 441.852 95 4.651 Total 482.722 96 a. Dependent Variable: Production_of_Graduates b. Predictors: (Constant), Accounting To test null hypothesis one, which states that there is no significant influence of practical components in Accounting Education on the production of globally competitive graduates, an Analysis of Variance (ANOVA) was conducted. Table 8 presents the result of this test. The regression sum of squares is 40.870 with 1 degree of freedom, and the residual sum of squares is 441.852 with 95 degrees of freedom, giving a total sum of squares of 482.722. The mean square for the regression is 40.870, and for the residual is 4.651. The calculated F-value is 8.787, with a corresponding significance value (Sig.) of 0.004. This significance value is less than the 0.05 alpha level, indicating that the result is statistically significant. Therefore, the null hypothesis is rejected. This means that there is a significant influence of practical components in Accounting Education on the production of globally competitive graduates in public universities in Cross River State. Although the influence is not strong, as seen from the earlier R Square of 0.085, it is statistically meaningful and confirms that practical exposure in accounting contributes to the global readiness of graduates. Null hypothesis two There is no significant influence of practical components in Entrepreneurship Education on the production of globally competitive graduates in public universities in Cross River State. To test this hypothesis, Items 9 to 16 were analyzed as indicators of practical components in Entrepreneurship Education. These included activities such as business planning, entrepreneurial exhibitions, startup projects, mentorship, and enterprise labs. Their influence was measured against Items 33 to 42, which assessed graduate preparation for global workforce participation. Table 9 ANOVA Summary testing the influence of practical components in entrepreneurship education on the production of globally competitive graduates in public universities in Cross River State ANOVA a Model Sum of Squares df Mean Square F Sig. 1 Regression 111.594 1 111.594 28.565 .000 b Residual 371.128 95 3.907 Total 482.722 96 a. Dependent Variable: Production_of_Graduates b. Predictors: (Constant), Entreprenwurship To test null hypothesis two, which states that there is no significant influence of practical components in Entrepreneurship Education on the production of globally competitive graduates, an Analysis of Variance (ANOVA) was performed. Table 9 displays the outcome of this test. The regression sum of squares is 111.594 with 1 degree of freedom, while the residual sum of squares is 371.128 with 95 degrees of freedom, resulting in a total sum of squares of 482.722. The mean square for the regression is 111.594, and the mean square for the residual is 3.907. The calculated F-value is 28.565 with a significance value (Sig.) of 0.000. Since the significance value is less than the 0.05 level, the result is statistically significant. Thus, the null hypothesis is rejected. This finding implies that practical components in Entrepreneurship Education significantly influence the production of globally competitive graduates in public universities in Cross River State. It supports the assertion that experiential learning in entrepreneurship, such as business plan development, enterprise labs, and real-life startup projects plays a strong role in equipping graduates with skills required for global employability. Null hypothesis three There is no significant influence of practical components in Office Management Education on the production of globally competitive graduates in public universities in Cross River State. Items 17 to 24 of the questionnaire, which focus on practical components in Office Management Education, such as modern office technology usage, record-keeping, communication tasks, and workflow simulations were compared with Items 33 to 42. The aim was to determine whether such practical exposures significantly affect graduates’ competencies for global work environments. Table 10 ANOVA Summary testing the influence of practical components in office management education on the production of globally competitive graduates in public universities in Cross River State Source Sum of Squares df Mean Square F Sig. Regression 11.756 1 11.756 2.371 0.127 Residual 470.966 95 4.958 Total 482.722 96 To test null hypothesis three, which states that there is no significant influence of practical components in Office Management Education on the production of globally competitive graduates, an Analysis of Variance (ANOVA) was conducted. Table 10 presents the result of this analysis. The regression sum of squares is 11.756 with 1 degree of freedom, while the residual sum of squares is 470.966 with 95 degrees of freedom, giving a total sum of squares of 482.722. The mean square for the regression is 11.756, and for the residual is 4.958. The calculated F-value is 2.371, with a corresponding significance value (Sig.) of 0.127. Since the significance value is greater than the 0.05 level, the result is not statistically significant. Therefore, the null hypothesis is retained. This result indicates that there is no significant influence of practical components in Office Management Education on the production of globally competitive graduates in public universities in Cross River State. While Office Management Education may provide some practical skills, these do not appear to translate significantly into the global readiness of graduates within the context of this study. Null hypothesis four There is no significant influence of practical components in Marketing and Distributive Education on the production of globally competitive graduates in public universities in Cross River State. This hypothesis was tested using data from Items 25 to 32, which cover practical components such as sales campaigns, market surveys, branding, retail management, and digital marketing practices. These responses were analyzed in relation to Items 33 to 42 to examine the extent to which practical marketing experiences influence graduates’ global employability. Table 11 ANOVA Summary testing the influence of practical components in marketing and distributive education on the production of globally competitive graduates in public universities in Cross River State Source Sum of Squares df Mean Square F Sig. Regression 72.361 1 72.361 16.752 0.000 Residual 410.361 95 4.320 Total 482.722 96 To test null hypothesis four, which states that there is no significant influence of practical components in Marketing and Distributive Education on the production of globally competitive graduates, an Analysis of Variance (ANOVA) was carried out. Table 11 shows the results of the test. The regression sum of squares is 72.361 with 1 degree of freedom, while the residual sum of squares is 410.361 with 95 degrees of freedom, resulting in a total sum of squares of 482.722. The mean square for the regression is 72.361, and the mean square for the residual is 4.320. The F-value is 16.752, and the significance value (Sig.) is 0.000. Because the significance value is less than the 0.05 threshold, the result is statistically significant. The null hypothesis is therefore rejected. This indicates that practical components in Marketing and Distributive Education have a significant influence on the production of globally competitive graduates in public universities in Cross River State. Practical training in areas such as sales campaigns, digital marketing, product branding, and customer research appears to contribute meaningfully to preparing graduates for participation in global business environments. Null hypothesis five There is no significant joint influence of practical components in Accounting, Entrepreneurship, Office Management, and Marketing and Distributive Education on the production of globally competitive graduates in public universities in Cross River State. This hypothesis was tested by jointly analyzing Items 1 to 32, representing the practical components across the four areas of Business Education. These were examined alongside Items 33 to 42, which capture the global readiness of graduates. The analysis sought to determine the collective impact of practical components across the disciplines on the production of graduates for the global workforce Table 12 ANOVA Summary testing the joint influence of practical components in accounting, entrepreneurship, office management, and marketing and distributive education on the production of globally competitive graduates in public universities in Cross River State ANOVA a Model Sum of Squares Df Mean Square F Sig. 1 Regression 129.663 4 32.416 8.447 .000 b Residual 353.058 92 3.838 Total 482.722 96 a. Dependent Variable: Production_of_Graduates b. Predictors: (Constant), Marketing_Distributive, Accounting, Office_Management, Entreprenwurship To test null hypothesis five, which states that there is no significant joint influence of practical components in Accounting, Entrepreneurship, Office Management, and Marketing and Distributive Education on the production of globally competitive graduates, an Analysis of Variance (ANOVA) was conducted. The result is presented in Table 12 . The regression sum of squares is 129.663 with 4 degrees of freedom, while the residual sum of squares is 353.058 with 92 degrees of freedom. This gives a total sum of squares of 482.722. The mean square for the regression is 32.416, and for the residual is 3.838. The F-value is 8.447, with a significance value (Sig.) of 0.000. Since the significance value is less than the 0.05 level, the result is statistically significant. Consequently, the null hypothesis is rejected. This means that there is a significant joint influence of practical components in Accounting, Entrepreneurship, Office Management, and Marketing and Distributive Education on the production of globally competitive graduates in public universities in Cross River State. The combined effect of these experiential learning components contributes meaningfully to equipping graduates with the competencies, skills, and readiness required for effective participation in the global workforce. Table 13 Coefficient correlation matrix showing the interrelationships among practical components of business education in relation to the production of globally competitive graduates Coefficient Correlations a Model Marketing_Distributive Accounting Office_Management Entreprenwurship 1 Correlations Marketing_Distributive 1.000 .068 − .179 − .359 Accounting .068 1.000 − .125 − .586 Office_Management − .179 − .125 1.000 − .104 Entreprenwurship − .359 − .586 − .104 1.000 Covariances Marketing_Distributive .014 .002 − .001 − .007 Accounting .002 .036 − .001 − .017 Office_Management − .001 − .001 .002 − .001 Entreprenwurship − .007 − .017 − .001 .024 a. Dependent Variable: Production_of_Graduates Table 13 presents the coefficient correlation and covariance matrix among the four predictor variables: practical components in Marketing and Distributive Education, Accounting Education, Office Management Education, and Entrepreneurship Education, in relation to the dependent variable production of globally competitive graduates. The correlation values among the predictors show varying degrees of relationship. Marketing and Distributive Education has a weak positive correlation with Accounting (r = 0.068), and weak negative correlations with Office Management (r = -0.179) and Entrepreneurship (r = -0.359). Accounting also shows a weak negative correlation with Office Management (r = -0.125) and a moderate negative correlation with Entrepreneurship (r = -0.586). Office Management and Entrepreneurship are weakly negatively correlated (r = -0.104). The covariance matrix values indicate the direction and relative magnitude of variability shared between the predictors. For instance, Marketing and Distributive Education and Entrepreneurship have a negative covariance of -0.007, reflecting the negative correlation observed between them. The largest covariance (0.036) is between Accounting and itself, reflecting its internal variability. These interrelationships suggest that while there is some overlap among the predictors, particularly between Accounting and Entrepreneurship, the levels of correlation are not severe. However, the moderate negative correlation between Accounting and Entrepreneurship signals a potential interaction that may affect how their combined influence is interpreted in the regression model. The correlations do not indicate problematic multicollinearity on their own but suggest the need for further diagnostics, such as condition indices, to validate model assumptions. Discussion of findings The first finding revealed a significant influence of practical components in Accounting Education on the production of globally competitive graduates in public universities in Cross River State (F = 8.787, p = 0.004). This led to the rejection of the null hypothesis, confirming that practical experiences such as accounting software use, case studies, simulations, and exposure to international standards contribute meaningfully to global readiness. This aligns with Ogundeko and Sholuade (2023), who linked graduate skill gaps to inadequate practical integration and with studies in the Journal of Contemporary Issues in Accounting (2023) and IOSR-JBM (2020), which stressed the employability benefits of hands-on training. The implication is that universities should integrate industry-relevant tools, auditing practices, and IFRS into curricula, supported by resources like accounting labs, faculty development, and industry partnerships to bridge skill gaps and meet global workforce demands. The second finding showed a strong influence of practical components in Entrepreneurship Education (F = 28.565, p = 0.000), leading to rejection of the null hypothesis. Practical activities such as business plan development, startup projects, mentorship, and exhibitions enhance graduates’ readiness for global markets. This supports Ogwunte et al. (2024), who found that experiential entrepreneurial training fosters problem-solving and critical thinking, and Ali et al. (2023), who linked entrepreneurship education to employability and business creation. Despite challenges like limited infrastructure and weak industry linkages, even moderate experiential integration shows tangible impact. Institutions should invest in innovation hubs, incubation programs, and industry mentorship, while policy reforms should prioritize entrepreneurship as a skills-based discipline. The third finding indicated no significant influence of practical components in Office Management Education (F = 2.371, p = 0.127). Activities such as use of modern office technologies, workflow simulations, and record keeping did not significantly impact graduates’ global readiness. This contrasts with Amaewhule and George (2024) and Seledi (2021), who reported positive impacts from well-resourced OME programs and structured internships, but aligns with Nwineh et al. (2024), who highlighted low provision and utilization of OME resources in Nigerian institutions. The likely cause is inadequate facilities and limited exposure to industry-standard tools. The implication is that without investment in modern equipment, industry partnerships, and supervised internships, OME’s potential benefits cannot be realized. Policymakers and administrators must address these gaps to align OME with global workforce requirements. The fourth finding showed a significant influence of practical components in Marketing and Distributive Education (F = 16.752, p = 0.000), leading to rejection of the null hypothesis. Activities such as sales campaigns, digital marketing, branding, customer engagement simulations, and market research projects enhance graduates’ global competitiveness. This supports Ugwu and Mbah (2021), who emphasized the value of integrating modern marketing strategies, and Nwachukwu and Adebayo (2022), who found digital marketing simulations improved strategic and analytical skills. Uchenna and Akinyemi (2023) linked supply chain training to multinational employment, while Eze and Udo (2021) found CRM and sales training boosted confidence and communication. Institutions should invest in digital platforms, CRM tools, and industry collaborations to ensure marketing graduates possess both theoretical and practical competencies for international markets. The fifth finding established a significant joint influence of practical components in Accounting, Entrepreneurship, Office Management, and Marketing and Distributive Education on graduates’ global readiness (F = 8.447, p = 0.000). This confirms that integrating experiential learning across business disciplines enhances adaptability, cross-functional skills, and employability, supporting Adeyemi and Ogbuefi (2021), Okon and Adebiyi (2022), and Musa and Idoko (2023), who stressed the benefits of interdisciplinary practical training. Chukwuemeka and Bello (2022) also found that integrated capstone projects promote teamwork, problem-solving, and collaboration - key for complex global workplaces. The implication is that business education should avoid treating specializations in isolation. Curriculum design should promote interdisciplinary, project-based, and collaborative learning, supported by simulation tools and real-world scenarios spanning accounting, management, entrepreneurship, and marketing. Such integration builds well-rounded graduates capable of thriving in diverse global roles. Summary of findings according to research questions are that: 1. Practical components in accounting education contributed 8.5 percent to the production of globally competitive graduates in public universities in Cross River State, indicating a weak but statistically significant influence. These components included simulations, use of accounting software, tax and audit training, and application of international financial standards. 2. Practical components in entrepreneurship education contributed 23.1 percent to the production of globally competitive graduates, reflecting a moderate and significant influence. This contribution came from hands-on experiences such as business plan development, market research, enterprise simulations, and mentorship by experienced entrepreneurs. 3. Practical components in office management education contributed only 2.4 percent to the production of globally competitive graduates, showing a weak and statistically non-significant influence. Despite including training in office tools, communication tasks, and internships, their impact on global graduate readiness was minimal. 4. Practical components in marketing and distributive education contributed 15 percent to the production of globally competitive graduates, indicating a moderate and significant influence. Key practical exposures such as branding, digital marketing, customer behavior analysis, and retail simulations played an important role in this contribution. 5. When combined, the practical components in accounting, entrepreneurship, office management, and marketing and distributive education jointly contributed 26.9 percent to the production of globally competitive graduates. This joint influence was statistically significant, demonstrating that interdisciplinary practical business education enhances graduates’ readiness for global employment. However, moderate multicollinearity between accounting and entrepreneurship components suggests a need for clearer differentiation and complementarity in their content and delivery. Summary of findings according to test of null hypotheses are: 1. Practical components in accounting education had a statistically significant influence on the production of globally competitive graduates, with an F-value of 8.787 and a p-value of 0.004. This led to the rejection of the null hypothesis. Although the contribution was modest (R² = 0.085), it confirms that simulations, accounting software use, and IFRS-based exercises positively impact graduates' global employability. 2. Practical components in entrepreneurship education also had a statistically significant and stronger influence, with an F-value of 28.565 and a p-value of 0.000. The null hypothesis was rejected, and the R² value of 0.231 showed that experiential activities like business plan writing, mentorship, and startup projects substantially equip students for global workspaces. 3. Practical components in office management education did not have a statistically significant influence, as shown by an F-value of 2.371 and a p-value of 0.127. The null hypothesis was retained. With an R² value of just 0.024, this result suggests that current practical training in office management is not making a notable impact on global graduate readiness and may require strengthening. 4. Practical components in marketing and distributive education had a statistically significant influence, with an F-value of 16.752 and a p-value of 0.000. This led to the rejection of the null hypothesis. An R² of 0.150 indicates that fieldwork in branding, marketing campaigns, digital strategies, and distribution tasks contributes meaningfully to preparing globally competitive graduates. 5. The joint practical components in accounting, entrepreneurship, office management, and marketing and distributive education had a statistically significant combined influence, with an F-value of 8.447 and a p-value of 0.000. The null hypothesis was rejected. The R² value of 0.269 implies that about 26.9 percent of the variation in the production of globally competitive graduates is jointly explained by these four components. However, moderate negative correlations between some predictors, especially accounting and entrepreneurship (r = -0.586) suggest the possibility of overlapping or conflicting instructional outcomes, which may require program restructuring to maximize synergy. The hypothesis tests confirmed that three individual components - accounting, entrepreneurship, and marketing and the joint model had statistically significant impacts on the production of globally competitive graduates. Office management, however, showed no significant influence, pointing to a gap that needs to be addressed to ensure balanced and comprehensive graduate readiness for global employment. The significance of the study lies in its contribution to curriculum development, educational policy, and pedagogical practices. It highlights the necessity for universities to strengthen practical exposure, digital skills, and industry partnerships within business education programmes. This is crucial for equipping graduates with the adaptability, innovation, and global competencies demanded in contemporary workplaces. In summary, the study underscores the importance of rethinking business education to incorporate experiential learning and cross-functional skills that prepare students not just for local employment, but for participation in the global workforce. Conclusions Based on the findings of this study, it is concluded that practical components of business education play a critical and indispensable role in the production of globally competitive graduates in public universities in Cross River State. The significant influence of practical training in Accounting Education, Entrepreneurship Education, and Marketing and Distributive Education clearly affirms that without strong, hands-on engagement, graduates are unlikely to meet the dynamic demands of the global workforce. Although Office Management Education showed a weaker individual influence, the combined effect of all four areas demonstrated a powerful and statistically significant contribution to graduate readiness and versatility. This evidence strongly supports the argument that theoretical knowledge alone is no longer sufficient in today’s rapidly evolving economy. Instead, practical experience, digital fluency, entrepreneurial thinking, and real-world application must be embedded across all business education programmes. The findings reinforce the urgent need for higher education stakeholders to reform curricula, invest in modern training infrastructure, and deepen partnerships with industry in order to produce graduates who are not only employable but are also capable of creating jobs and driving innovation globally. Thus, the conclusion is unambiguous: a business education system that neglects practical components fails to prepare students adequately for the complexities of global employment. If Nigeria’s public universities are to remain relevant in the knowledge economy, practical business education must not be optional — it must be central, deliberate, and rigorously implemented. Recommendations Based on the conclusions drawn, the following recommendations are made: Universities should enhance the practical components of Accounting Education by incorporating real-life accounting simulations, the use of modern professional accounting software, and collaborations with financial institutions to prepare students for global standards in financial operations. Entrepreneurship Education should be restructured to include more hands-on business ventures, mentorship from successful entrepreneurs, and opportunities for students to access startup capital, so they can graduate with the capacity to create jobs and drive innovation. Despite the weaker individual influence of Office Management Education, universities should upgrade administrative laboratories with modern office technologies and ensure students undergo structured internships to equip them with current office management skills. Practical training in Marketing and Distributive Education should be intensified by exposing students to live digital marketing projects, logistics management, and customer relationship systems, as well as engaging them in internships that reflect current global marketing practices. Universities should implement a joint and integrated approach to all practical components of business education by promoting interdisciplinary projects, aligning curricula with industry demands, and organizing seminars led by industry experts to produce graduates who are globally competitive and versatile. Implications of the study The findings of the study have several important implications for business education and the preparation of graduates for global competitiveness. Firstly, the significant impact of Accounting Education on the production of globally competitive graduates implies that accounting programmes in public universities must be more practically oriented. This calls for a curriculum that integrates real-world financial tools, simulations, and hands-on exercises that reflect international accounting practices. Secondly, the strong influence of Entrepreneurship Education highlights the need for business education programmes to prioritize experiential learning and enterprise development. This means that universities must establish functional entrepreneurship development centres, mentorship opportunities, and access to startup incubation for students to gain real entrepreneurial skills before graduation. Thirdly, the finding that Office Management Education did not significantly influence graduate readiness implies a need for serious reform in this area. Universities may need to upgrade the instructional methods and content in office management to include current technologies, such as cloud-based office systems, virtual communication tools, and project management software that are used in modern global workplaces. Fourthly, the significant contribution of Marketing and Distributive Education to graduate production suggests that students benefit greatly from training that exposes them to global marketing strategies, digital commerce, and consumer behavior analysis. This underscores the importance of including case studies, marketing labs, and simulation-based learning in marketing courses. Lastly, the joint influence of all four components - Accounting, Entrepreneurship, Office Management, and Marketing demonstrates that an integrated approach to business education is crucial. Graduates who are exposed to practical elements across all these areas are more versatile, adaptable, and competitive in the global workforce. Therefore, business education should not be taught in isolation but rather through interdisciplinary methods that mirror real-world business environments. In sum, the study implies that the future of business education lies in its ability to produce graduates who are not only theoretically sound but also practically equipped to meet global demands. This requires coordinated efforts in curriculum innovation, infrastructure development, industry collaboration, and policy reform. Declarations Funding Declaration This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors. Ethics Statement The study protocol was reviewed and granted full ethical approval by the University of Calabar Research Ethical Review Board (UNICAL-RERB) , Nigeria (Ref. UC/DR&D/RERB/56 ). The research was conducted in accordance with the guidelines and regulations of the Committee. Informed consent was obtained from all participants, and anonymity and confidentiality were strictly maintained. Informed Consent All participants were fully informed about the purpose, procedures, risks, and benefits of the study, and gave their freely given, written, or verbal consent to participate. For participants under 16 years of age, written consent was also obtained from a parent or legal guardian. Confidentiality and anonymity were ensured throughout the research process. Consent Statement Informed consent to participate and consent to publish anonymized data arising from the research were obtained from all participants; for any participants under 18 years of age, consent was additionally obtained from a parent and/or legal guardian. Data Availability Statement All datasets generated and/or analysed during the current study are not publicly available due to institutional data-protection policies but are available from the corresponding author on reasonable request. Clinical Trial Number The clinical trial number is not applicable to this study. 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Nigerian Journal of Business Education , 8 (2), 1–15. Okon, E. E. (2018b). Strengthening marketable skills in business education through experiential marketing strategies. Nigerian Journal of Business Education , 5 (1), 201–215. Okon, E. E. (2018a). Collaborative business education and economic diversification: Paths to sustainable development in Nigeria. Nigerian Journal of Business Education , 5 (2), 367–384. Olawale, I., Adeyemo, O., & Samuel, P. (2022). Bridging the gap between higher education and labor market demands in Nigeria: Insights from business education programs. Educational Policy and Practice, 38 (1), 123-145. https://doi.org/10.1037/edpp.2022.0138 Olatunji, F. A., & Nwafor, C. O. (2024). Experiential Marketing Education and Entrepreneurial Orientation among Marketing Students in Nigeria. West African Journal of Educational Research and Development , 7(1), 88–102. Ore, E. R., & Abudu, A. M. (2023). Effectiveness of business education programme and the development of employability skills of business education students in public universities in Lagos State, Nigeria. Nguyen, H. T., Pham, A., & Tran, M. (2021). Integrating practical marketing education in global business training: A case study approach. International Journal of Marketing and Distribution, 24 (4), 299-312. https://doi.org/10.5678/ijmd.2021.0244 Seledi, B. F. (2021). Effect of Proper Placement During Internship on Office Technology and Management Education Students’ Acquisition of Model Office Technologies Skills in Federal College of Education (Tech.), Omoku, Rivers State. British Journal of Education, Learning and Development Psychology , 4 (1), 60–70. Smith, M., & Jones, R. (2022). Globalization and the evolution of business education: Preparing graduates for the future workforce. Journal of Global Education, 21 (3), 78-94. https://doi.org/10.5678/jge.2022.0213 Stephany, F., & Teutloff, O. (2022). What is the price of a skill? The value of complementarity. Research Policy , 53 (1), 104898. https://doi.org/10.1016/j.respol.2023.104898 Stephany, P. K., & Teutloff, A. (2022). The impact of digital literacy on marketing education: Preparing graduates for the digital economy. Marketing Education Journal , 25 (1), 21-37. Stephens, K., Hurst, R., & Lee, W. (2020). Digital marketing education: Integrating technology into the curriculum. Journal of Digital Marketing Education , 10 (3), 156-171. Suleman, F., & Lourenço, F. (2020). Skills and education for the digital economy: Key insights from employers and graduates. Education + Training , 62 (2), 132–147. https://doi.org/10.1108/ET-10-2019-0232 Suleman, M., & Lourenço, L. (2020). Practical business education and its implications for global competitiveness in the workforce. Journal of Global Business Studies , 16 (4), 111-127. Taylor, D., & Black, A. (2021). Enhancing practical learning in accounting education: A global perspective. International Journal of Accounting Education, 18 (3), 215-229. https://doi.org/10.1016/ijae.2021.0183 Terblanche, E., & De Clercq, L. (2021). Curriculum innovation in office management education: Emphasizing practical business skills. Business Education Research Journal , 8 (2), 202-214. Ubulom, W. J., & Meshack, D. N. (2023). Business Education Students' Perception of Entrepreneurship Skills Acquired to Reduce Unemployment Rate in Rivers State. Journal of Business and Entrepreneurship Education , 1(1), 1–15. Uchenna, K., & Akinyemi, O. (2023). Practical Logistics Training and Global Employability of Marketing Graduates in Nigeria. International Journal of Distributive Education and Supply Chain Management , 4 (2), 15–29. Ugwu, M. N., & Mbah, E. O. (2021). Bridging the Skills Gap in Business Education: A Focus on Marketing Curriculum Reforms. Nigerian Journal of Curriculum and Instructional Studies , 9 (2), 30–44. Wang, L., & Chen, Q. (2020). Transforming office management education for the digital era: A global view. Journal of Educational Technology and Administration, 22 (1), 55-70. https://doi.org/10.1007/jeta.2020.0221 World Economic Forum. (2023). Future of jobs report 2023 . https://www.weforum.org/reports/the-future-of-jobs-report Zhang, W., & Li, M. (2021). Global competencies and the future of business education: Preparing graduates for a diverse and interconnected world. Global Business Education Journal , 23 (3), 155-172. Additional Declarations No competing interests reported. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-7384037","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":510482801,"identity":"a96e24a8-d4bd-40e2-a8a9-2fda0a547129","order_by":0,"name":"DR. EDET E. 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Bishie-Unung","email":"","orcid":"","institution":"University of Calabar","correspondingAuthor":false,"prefix":"","firstName":"Stephanie","middleName":"S.","lastName":"Bishie-Unung","suffix":""},{"id":510482811,"identity":"2d12caa2-3469-413c-b6ae-72af871cad4e","order_by":5,"name":"Seyifunmi Ntami Eleng","email":"","orcid":"","institution":"University of Calabar","correspondingAuthor":false,"prefix":"","firstName":"Seyifunmi","middleName":"Ntami","lastName":"Eleng","suffix":""},{"id":510482812,"identity":"315b167e-3041-4202-93a8-6f848db7d5b9","order_by":6,"name":"DR. PATRICK E. OCHE","email":"","orcid":"","institution":"University of Calabar","correspondingAuthor":false,"prefix":"DR.","firstName":"PATRICK","middleName":"E.","lastName":"OCHE","suffix":""},{"id":510482813,"identity":"8cc8c0b4-e210-4606-a8f7-f67a5d3183e2","order_by":7,"name":"DR. 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ASHI","email":"","orcid":"","institution":"University of Calabar","correspondingAuthor":false,"prefix":"","firstName":"LIWHU","middleName":"A.","lastName":"ASHI","suffix":""},{"id":510482820,"identity":"bc7a6e72-2545-4fdb-93bf-8cc1c74c2e1c","order_by":14,"name":"PETER A. NYIAM","email":"","orcid":"","institution":"University of Calabar","correspondingAuthor":false,"prefix":"","firstName":"PETER","middleName":"A.","lastName":"NYIAM","suffix":""},{"id":510482821,"identity":"f486bc94-1305-4172-98d1-b8c252d98d7c","order_by":15,"name":"DR. ENO E. ELOGBO","email":"","orcid":"","institution":"University of Calabar","correspondingAuthor":false,"prefix":"DR.","firstName":"ENO","middleName":"E.","lastName":"ELOGBO","suffix":""},{"id":510482822,"identity":"e4619dea-3563-4315-87be-2d925358dfe3","order_by":16,"name":"DR. JOHN EGBE","email":"","orcid":"","institution":"University of Calabar","correspondingAuthor":false,"prefix":"DR.","firstName":"JOHN","middleName":"","lastName":"EGBE","suffix":""},{"id":510482823,"identity":"ba56fa4d-964f-48a1-9474-6b2718153507","order_by":17,"name":"ISAAC KOLO","email":"","orcid":"","institution":"University of Calabar","correspondingAuthor":false,"prefix":"","firstName":"ISAAC","middleName":"","lastName":"KOLO","suffix":""}],"badges":[],"createdAt":"2025-08-15 21:38:09","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-7384037/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-7384037/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":94066029,"identity":"9649a876-f584-4030-8962-5e343d896019","added_by":"auto","created_at":"2025-10-22 08:01:46","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":997976,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-7384037/v1/8d704400-d0c1-40f4-b6ab-559033fc6074.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"\u003cp\u003ePractical Business Education Components and Production of Graduates for the Global Workforce in Public Universities in Cross River State\u003c/p\u003e","fulltext":[{"header":"Introduction","content":"\u003cp\u003eIn today\u0026rsquo;s interconnected global economy, higher education institutions face mounting pressure to produce graduates who are both academically proficient and practically skilled for workforce success. Business education, particularly in public universities in Cross River State, Nigeria, must evolve to prepare students for participation in global markets through specialized areas such as Accounting Education, Entrepreneurship Education, Office Management Education, and Marketing and Distributive Education. Integrating practical learning with theoretical instruction is essential for producing globally competitive graduates. Practical components such as internships, simulations, project-based learning, and digital tools develop critical thinking, problem-solving, and decision-making skills, although challenges such as inadequate resources and qualified personnel persist (Okon \u0026amp; Ewuru, \u003cspan citationid=\"CR78\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Okon, \u003cspan citationid=\"CR80\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Taylor \u0026amp; Black, \u003cspan citationid=\"CR114\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Adams et al., \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2023\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eAccounting Education blends theoretical understanding of financial systems with practical training in accounting software, internships, and case studies (Taylor \u0026amp; Black, \u003cspan citationid=\"CR114\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Okon (\u003cspan citationid=\"CR82\" class=\"CitationRef\"\u003e2018a\u003c/span\u003e) calls for digital tools and real-time data analysis to align competencies with global practices, though outdated curricula remain a barrier. Entrepreneurship Education cultivates innovation, creativity, and self-reliance through startup simulations, business planning, and mentorship (Adams et al., \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Okon (\u003cspan citationid=\"CR84\" class=\"CitationRef\"\u003e2015\u003c/span\u003e) highlights the need for experiential learning to bridge gaps between classroom instruction and venture creation, while funding and infrastructure constraints persist. Office Management Education equips students with organizational skills, integrating office automation, information management, and communication tools to meet workplace demands (Wang \u0026amp; Chen, \u003cspan citationid=\"CR124\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Okon, \u003cspan citationid=\"CR80\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), but technology access and industry alignment remain issues. Marketing and Distributive Education develops strategic marketing capabilities through market research, sales simulations, and customer analysis (Nguyen et al., \u003cspan citationid=\"CR98\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Okon (\u003cspan citationid=\"CR88\" class=\"CitationRef\"\u003e2018b\u003c/span\u003e) urges integration of digital marketing and analytics to meet evolving industry needs. Despite their central role, public universities in Cross River State face debates over whether curricula meet employer expectations (Olawale et al., \u003cspan citationid=\"CR92\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Okon (\u003cspan citationid=\"CR82\" class=\"CitationRef\"\u003e2018a\u003c/span\u003e) stresses aligning outcomes with industry needs by embedding employability skills such as communication, teamwork, and digital literacy. This study therefore investigates how practical components across the four specializations influence graduate competitiveness, aiming to inform curriculum reform.\u003c/p\u003e\u003cp\u003eThe framework for this study integrates practical business education, employability skills, global competencies, curriculum innovation, inclusive education, digital literacy, and industry - university collaboration. Practical business education provides hands-on learning, case studies, simulations, internships that enable the application of theory to real-world contexts, fostering skills vital for international engagement. Employability skills, including communication, teamwork, leadership, and adaptability, are crucial for functioning effectively in multicultural environments (Bennett et al., \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Mokoena, \u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; O\u0026rsquo;Connell et al., \u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Deming \u0026amp; Noray, \u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Global competencies, namely: cultural awareness, adaptability, and knowledge of international trade\u0026mdash;are embedded through courses in global business ethics, international marketing, and cross-cultural communication (Gonz\u0026aacute;lez-P\u0026eacute;rez et al., \u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Zhang \u0026amp; Li, \u003cspan citationid=\"CR128\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Curriculum innovation ensures relevance by incorporating emerging trends, interdisciplinary perspectives, and experiential learning (Chankseliani \u0026amp; McCowan, \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Terblanche \u0026amp; De Clercq, \u003cspan citationid=\"CR116\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Inclusive education broadens participation and perspectives, while digital literacy, proficiency in productivity tools, CRM systems, and collaborative platforms\u0026mdash;enables adaptability in a technology-driven market. Industry\u0026ndash;university collaboration connects academic preparation to professional demands, aligning graduate skills with employer expectations.\u003c/p\u003e\u003cp\u003eThe Skill Complementarity Theory (Stephany \u0026amp; Teutloff, \u003cspan citationid=\"CR104\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) underpins this study, positing that the value of a skill increases when complemented by other competencies. Applied here, technical expertise gains greater value when paired with soft skills, global awareness, and digital literacy. For instance, accounting proficiency is enhanced by data analytics and communication skills; entrepreneurship benefits from combining creativity, financial literacy, and leadership; office management is strengthened by digital skills and problem-solving; marketing becomes more effective when combined with cultural sensitivity and analytics.\u003c/p\u003e\u003cp\u003ePractical business education\u0026rsquo;s role in workforce readiness is well documented. Suleman and Louren\u0026ccedil;o (\u003cspan citationid=\"CR110\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) found it provides real-world experiences essential for grasping business complexities, while Bennett et al. (\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) note its capacity to build critical thinking and adaptability. Mokoena (\u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) observed that exposure to business environments increases professional confidence. In accounting, interaction with industry tools enhances competence; in entrepreneurship, incubator programs foster an entrepreneurial mindset (Albright et al., \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2022\u003c/span\u003e); in office management, internships strengthen organizational leadership (Terblanche \u0026amp; De Clercq, \u003cspan citationid=\"CR116\" class=\"CitationRef\"\u003e2021\u003c/span\u003e); in marketing, practical exposure to consumer analysis and digital strategies sharpens campaign management (Stephens et al., \u003cspan citationid=\"CR108\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Employability skills, highly valued by employers, are linked to career success and satisfaction (Mokoena, \u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; O\u0026rsquo;Connell et al., \u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). These skills are critical in entrepreneurship, where adaptability and creativity drive venture success (Bennett et al., \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2020\u003c/span\u003e); in office management, where leadership and time management support operational efficiency; and in marketing, where communication and negotiation are key to engaging clients (Stephens et al., \u003cspan citationid=\"CR108\" class=\"CitationRef\"\u003e2020\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eGlobal competencies prepare graduates for cross-border collaboration and market engagement (Gonz\u0026aacute;lez-P\u0026eacute;rez et al., \u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). They are critical for entrepreneurship in accessing international markets, for marketing in adapting to cultural variations in consumer behavior (Suleman \u0026amp; Louren\u0026ccedil;o, \u003cspan citationid=\"CR110\" class=\"CitationRef\"\u003e2020\u003c/span\u003e), for accounting in applying international standards (Zhang \u0026amp; Li, \u003cspan citationid=\"CR128\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), and for office management in adapting to global systems (Stephens et al., \u003cspan citationid=\"CR108\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Curriculum innovation ensures alignment with shifting business landscapes, incorporating trends such as AI, sustainability, and data analytics (Chankseliani \u0026amp; McCowan, \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Innovative methods like flipped classrooms and collaborative projects enhance practical skills (Terblanche \u0026amp; De Clercq, \u003cspan citationid=\"CR116\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), while entrepreneurship benefits from design thinking and lean startup models (Bennett et al., \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). In marketing, digital integration meets evolving industry expectations (Suleman \u0026amp; Louren\u0026ccedil;o, \u003cspan citationid=\"CR110\" class=\"CitationRef\"\u003e2020\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eIntegrating practical education, employability skills, global competencies, curriculum innovation, inclusivity, digital literacy, and industry collaboration offers a holistic model for producing adaptable, skilled graduates in Cross River State\u0026rsquo;s public universities\u0026mdash;capable of thriving in the competitive global marketplace. Inclusive education ensures that all students, regardless of background, have equal opportunities and resources. In business education, inclusivity fosters diversity in classrooms, preparing students to work in diverse teams. Stephens et al. (\u003cspan citationid=\"CR108\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) found that inclusive practices benefit underrepresented groups and enrich learning for all, enhancing creativity, problem-solving, and teamwork\u0026mdash;skills vital for the global workforce. O\u0026rsquo;Connell et al. (\u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) showed that inclusivity boosts engagement and achievement. In office management, it prepares students to manage diverse teams equitably; in marketing, it supports culturally sensitive campaigns and critical thinking on social justice and sustainability (Gonz\u0026aacute;lez-P\u0026eacute;rez et al., \u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e2020\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eDigital literacy is now essential. With reliance on digital platforms, analytics tools, and collaboration technologies, graduates must be proficient in these areas to remain employable (Deming \u0026amp; Noray, \u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). In accounting, it enables work with advanced software and digital reporting. In entrepreneurship, tools like e-commerce platforms and social media support business growth (Albright et al., \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). In office management, digital communication and project management tools enhance efficiency (Stephany \u0026amp; Teutloff, \u003cspan citationid=\"CR104\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Marketing increasingly depends on digital strategies, social media analytics, and online advertising (Suleman \u0026amp; Louren\u0026ccedil;o, \u003cspan citationid=\"CR110\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Industry\u0026ndash;university collaboration aligns curricula with labor market needs. Partnerships provide internships, mentorship, and job placements, enhancing employability (Zhang \u0026amp; Li, \u003cspan citationid=\"CR128\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). In entrepreneurship, students learn from experienced founders; in marketing, they gain exposure to current practices (Stephany \u0026amp; Teutloff, \u003cspan citationid=\"CR104\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Such collaborations offer real-world experience, leadership development, and feedback that keeps curricula relevant.\u003c/p\u003e\u003cp\u003eLiterature on practical components in Accounting, Entrepreneurship, Office Management, and Marketing underscores their role in producing globally competitive graduates. Practical methods, case studies, internships, simulations, boost employability. Accounting students benefit from financial analysis and tax simulations; marketing students from digital campaigns and CRM exercises. A key strength is the focus on global competencies - cultural awareness, adaptability, and international communication through cross-cultural case studies and exposure to global business (Zhang \u0026amp; Li, \u003cspan citationid=\"CR128\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). These prepare students for multinational contexts. Industry\u0026ndash;university collaboration is strength, bridging theory and practice through internships and curriculum input from employers. However, gaps remain. Few longitudinal studies track the long-term career effects of practical business education, limiting insight into sustained impact on leadership and adaptability. Much research is Nigeria-focused, reducing global generalizability; comparative studies could broaden perspectives. The intersection of inclusivity and practical learning is underexplored more work is needed on designing inclusive experiential opportunities for diverse student populations.\u003c/p\u003e\u003cp\u003eEmerging technologies - AI, blockchain, big data are reshaping business, yet research on integrating these into curricula is limited. Similarly, interdisciplinary learning remains underexamined; combining practical components from multiple business areas could yield more versatile graduates. Addressing these gaps through longitudinal, comparative, inclusive, tech-focused, and interdisciplinary research would refine the role of practical business education in developing adaptable, globally competitive graduates ready for an evolving marketplace.\u003c/p\u003e\n\u003ch3\u003eStatement of the problem\u003c/h3\u003e\n\u003cp\u003eDespite the growing emphasis on practical training in Business Education, graduates from business-related programs in Nigerian public universities, particularly in Cross River State, continue to exhibit a significant skills gap when entering the workforce. This gap is characterized by a mismatch between the theoretical knowledge imparted in classrooms and the practical competencies required by employers in the global business environment. Employers consistently report that graduates, although academically sound, often lack the hands-on skills necessary for effective decision-making, problem-solving, and adaptation in rapidly changing international markets.\u003c/p\u003e\u003cp\u003eAlthough practical components such as internships, industry collaborations, and project-based learning are integral parts of business education programs in many universities, these components are often either inadequately implemented or misaligned with current industry demands. This lack of alignment between the skills taught in the classroom and those demanded by the global workforce may be contributing to the underperformance of graduates, who struggle to meet the expectations of employers across sectors such as Accounting, Entrepreneurship, Office Management, and Marketing.\u003c/p\u003e\u003cp\u003eFurthermore, Business Education in Cross River State is confronted with challenges in effectively integrating practical learning across all its specialized areas. While each area - Accounting Education, Entrepreneurship Education, Office Management Education, and Marketing and Distributive Education - offers practical components designed to enhance graduate readiness, these components are often not robust enough to equip graduates with the global competencies required in a competitive and ever-evolving job market.\u003c/p\u003e\u003cp\u003eTherefore, this study seeks to investigate the influence of practical components in these specialized fields of Business Education on the production of globally competitive graduates in public universities in Cross River State. It will explore whether the current curriculum and practical training modules are adequate in narrowing the skills gap and equipping graduates with the skills necessary for global success.\u003c/p\u003e\u003cp\u003e\u003cb\u003eObjectives of the study\u003c/b\u003e\u003c/p\u003e\u003cp\u003e\u003col\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eTo determine the influence of practical components in Accounting Education on the production of globally competitive graduates in public universities in Cross River State.\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eTo determine the influence of practical components in Entrepreneurship Education on graduate readiness for the global workforce in public universities in Cross River State.\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eTo determine the influence of practical components in Office Management Education on the employability of business education graduates in Cross River State.\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eTo determine the influence of practical components in Marketing and Distributive Education on the development of globally relevant skills among graduates in Cross River State.\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eTo determine the joint influence of practical components in Accounting, Entrepreneurship, Office Management, and Marketing and Distributive Education on overall graduate output for the global workforce in public universities in Cross River State.\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003c/ol\u003e\u003c/p\u003e\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e\u003ch2\u003eResearch questions\u003c/h2\u003e\u003cp\u003eThe study sought answers to the following five research questions:\u003c/p\u003e\u003cp\u003e\u003col\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eWhat is the influence of practical components in Accounting Education on the production of globally competitive graduates in public universities in Cross River State?\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eHow do practical components in Entrepreneurship Education influence the production of globally competitive graduates in public universities in Cross River State?\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eWhat is the influence of practical components in Office Management Education on the production of globally competitive graduates in public universities in Cross River State?\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eHow do practical components in Marketing and Distributive Education influence the production of globally competitive graduates in public universities in Cross River State?\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eWhat is the joint influence of practical components in Accounting, Entrepreneurship, Office Management, and Marketing and Distributive Education on the production of globally competitive graduates in public universities in Cross River State?\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003c/ol\u003e\u003c/p\u003e\u003c/div\u003e\n\u003ch3\u003eNull hypotheses\u003c/h3\u003e\n\u003cp\u003eThis study sought to test five null hypotheses at .05 levels of significance.\u003c/p\u003e\u003cp\u003e\u003col\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eThere is no significant influence of practical components in Accounting Education on the production of globally competitive graduates in public universities in Cross River State.\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eThere is no significant influence of practical components in Entrepreneurship Education on the production of globally competitive graduates in public universities in Cross River State.\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eThere is no significant influence of practical components in Office Management Education on the production of globally competitive graduates in public universities in Cross River State.\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eThere is no significant influence of practical components in Marketing and Distributive Education on the production of globally competitive graduates in public universities in Cross River State.\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eThere is no significant joint influence of practical components in Accounting, Entrepreneurship, Office Management, and Marketing and Distributive Education on the production of globally competitive graduates in public universities in Cross River State.\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003c/ol\u003e\u003c/p\u003e"},{"header":"Research methods","content":"\u003cp\u003eThis study adopted the descriptive survey research design, which enables the collection of data from a representative sample to describe prevailing conditions and examine relationships between variables. It is suitable for exploring how practical components in Accounting Education, Entrepreneurship Education, Office Management Education, and Marketing and Distributive Education influence the production of globally competitive graduates. This design allows data collection from a natural setting without manipulation, ideal for identifying patterns and trends in educational contexts. The study was conducted in Cross River State, Nigeria, located in the South-South geopolitical zone and bordered by Benue, Ebonyi, Abia, and Akwa Ibom States, and Cameroon. The state has a population of over three million, with Calabar as the capital. It hosts major public universities offering business education programmes - the University of Calabar and the University of Cross River State, which integrate theoretical and practical training. The state\u0026rsquo;s socio-economic diversity and government commitment to education provide a relevant context for investigating graduate preparedness for the global workforce.\u003c/p\u003e\u003cp\u003eThe population consisted of all 297 final-year business education students in the two public universities. Final-year students were chosen because they have completed the curriculum and can provide informed responses. The study covered the four specializations under investigation. A multi-stage sampling technique was used. Purposive sampling selected universities offering Business Education programmes, and only the University of Calabar was used. Stratified sampling grouped students by specialization, and proportional simple random sampling selected respondents from each stratum, ensuring fair representation. The final sample comprised 97 students proportionally distributed across the four specializations. Data were collected using a researcher-designed structured questionnaire titled \u003cem\u003eQuestionnaire on the Influence of Practical Components of Business Education on the Production of Globally Competitive Graduates in Public Universities\u003c/em\u003e (QIPCOBE-GRAD). The instrument reflected the study\u0026rsquo;s research questions and hypotheses, with sections covering independent variables (practical components in each specialization) and the dependent variable (production of globally competitive graduates). Items were rated on a four-point scale.\u003c/p\u003e\u003cp\u003eContent validity was ensured through expert review by two business education specialists and one expert in educational measurement and evaluation. Their feedback informed revisions for clarity and relevance. Reliability was determined through a pilot test involving 30 final-year students from a public university outside the study area. Cronbach\u0026rsquo;s Alpha yielded an overall coefficient of 0.87, with subscale coefficients ranging from 0.81 to 0.89, indicating high internal consistency. The researcher, assisted by trained research assistants, administered the questionnaire after obtaining permission from university management and departmental heads. Participants were briefed on the study\u0026rsquo;s purpose, assured of confidentiality, and gave informed consent. Questionnaires were completed during lecture periods and collected immediately to ensure a high response rate. Data collection spanned four weeks. Data were coded and analyzed using SPSS. Descriptive statistics (mean, standard deviation) addressed research questions, while multiple regression analysis tested the hypotheses at a 0.05 significance level. This allowed assessment of both individual and joint effects of the independent variables on the dependent variable. Ethical standards were strictly observed, including voluntary participation, confidentiality, anonymity, and prior ethical clearance from the appropriate authorities.\u003c/p\u003e"},{"header":"Results","content":"\u003cp\u003eResearch question one\u003c/p\u003e\n\u003cp\u003eWhat is the influence of practical components in Accounting Education on the production of globally competitive graduates in public universities in Cross River State?\u003c/p\u003e\n\u003cp\u003eTo provide an answer to this research question, responses from Items 1 to 8 of the questionnaire were analyzed. These items represent the practical components embedded in Accounting Education, such as simulations, software application, fieldwork, tax and audit training, IFRS usage, and updates to match industry standards. The responses were examined in relation to Items 33 to 42, which assessed the dependent variable - production of graduates for the global workforce, covering elements like digital competence, cross-cultural communication, adaptability, soft skills, and global employability.\u003c/p\u003e\n\u003cdiv class=\"gridtable\"\u003e\n \u003ctable id=\"Tab1\" border=\"1\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003eModel Summary Showing the Influence of Practical Components in Accounting Education on the Production of Globally Competitive Graduates in Public Universities in Cross River State\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\" colspan=\"5\"\u003e\n \u003cp\u003eModel Summary\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eModel\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eR\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eR Square\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eAdjusted R Square\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eStd. Error of the Estimate\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.291\u003csup\u003ea\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.085\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.075\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e2.15663\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colspan=\"5\"\u003e\n \u003cp\u003ea. Predictors: (Constant), Accounting\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003eTo answer research question one, a simple linear regression analysis was conducted to determine the influence of practical components in Accounting Education on the production of globally competitive graduates in public universities in Cross River State. The model summary in Table \u003cspan class=\"InternalRef\"\u003e1\u003c/span\u003e shows a correlation coefficient (R) of 0.291, indicating a low positive relationship between practical components in Accounting Education and the global competitiveness of graduates. The R Square value of 0.085 reveals that approximately 8.5 percent of the variance in the production of globally competitive graduates is explained by the practical components in Accounting Education. The adjusted R Square value of 0.075 accounts for the number of predictors in the model, suggesting a slightly lower but still meaningful explanatory power. The standard error of the estimate is 2.15663, indicating the average deviation of the observed values from the predicted values in the model. This result suggests that while the influence of practical components in Accounting Education on graduate global competitiveness is positive, it is relatively weak. Nonetheless, it provides evidence that experiential learning in accounting contributes to preparing graduates for the global workforce, albeit to a modest extent.\u003c/p\u003e\n\u003cp\u003eResearch question two\u003c/p\u003e\n\u003cp\u003eHow do practical components in Entrepreneurship Education influence the production of globally competitive graduates in public universities in Cross River State?\u003c/p\u003e\n\u003cp\u003eThis research question was addressed using data from Items 9 to 16 of the questionnaire, which captured the practical dimensions of Entrepreneurship Education. These included business plan development, startup projects, and market research, mentorship, and enterprise simulations. The responses to these items were interpreted in conjunction with Items 33 to 42, which assess the outcome variable, namely the extent to which graduates are prepared for integration into the global workforce.\u003c/p\u003e\n\u003cdiv class=\"gridtable\"\u003e\n \u003ctable id=\"Tab2\" border=\"1\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003eModel Summary Showing the Influence of Practical Components in Entrepreneurship Education on the Production of Globally Competitive Graduates in Public Universities in Cross River State\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\" colspan=\"5\"\u003e\n \u003cp\u003eModel Summary\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eModel\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eR\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eR Square\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eAdjusted R Square\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eStd. Error of the Estimate\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.481\u003csup\u003ea\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.231\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.223\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1.97651\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colspan=\"5\"\u003e\n \u003cp\u003ea. Predictors: (Constant), Entreprenwurship\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003eTo answer research question two, a linear regression analysis was carried out to examine the influence of practical components in Entrepreneurship Education on the production of globally competitive graduates in public universities in Cross River State. The model summary in Table \u003cspan class=\"InternalRef\"\u003e2\u003c/span\u003e indicates a correlation coefficient (R) of 0.481, suggesting a moderate positive relationship between the practical components in Entrepreneurship Education and the global competitiveness of graduates. The R Square value is 0.231, meaning that about 23.1 percent of the variance in the production of globally competitive graduates can be explained by the practical entrepreneurship components. The adjusted R Square value of 0.223 confirms that the model maintains good explanatory strength even when adjusted for the number of predictors. The standard error of the estimate is 1.97651, indicating the average distance between the observed and predicted values.\u003c/p\u003e\n\u003cp\u003eThis result implies that practical components in Entrepreneurship Education have a meaningful and moderate influence on graduate readiness for the global workforce. The inclusion of activities such as business plan development, market research, startup initiatives, and mentorship clearly contributes to equipping graduates with relevant entrepreneurial competencies and global employability skills.\u003c/p\u003e\n\u003cp\u003eResearch question three\u003c/p\u003e\n\u003cp\u003eWhat is the influence of practical components in Office Management Education on the production of globally competitive graduates in public universities in Cross River State?\u003c/p\u003e\n\u003cp\u003eResponses to Items 17 to 24 of the questionnaire formed the basis for answering this research question. These items assessed practical training in office software, administrative tools, internship experience, document handling, communication tasks, and ethics simulations. Their influence was measured against Items 33 to 42, which represent the dependent variable focusing on graduates\u0026apos; readiness for global roles, digital fluency, intercultural adaptability, and professional conduct across borders.\u003c/p\u003e\n\u003cdiv class=\"gridtable\"\u003e\n \u003ctable id=\"Tab3\" border=\"1\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003eModel Summary Showing the Influence of Practical Components in Office Management Education on the Production of Globally Competitive Graduates in Public Universities in Cross River State\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\" colspan=\"5\"\u003e\n \u003cp\u003eModel Summary\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eModel\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eR\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eR Square\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eAdjusted R Square\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eStd. Error of the Estimate\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.156\u003csup\u003ea\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.024\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.014\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e2.22655\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colspan=\"5\"\u003e\n \u003cp\u003ea. Predictors: (Constant), Office_Management\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003eTo answer research question three, a simple linear regression analysis was performed to determine the influence of practical components in Office Management Education on the production of globally competitive graduates in public universities in Cross River State. The model summary in Table \u003cspan class=\"InternalRef\"\u003e3\u003c/span\u003e reveals a correlation coefficient (R) of 0.156, indicating a weak positive relationship between the practical components in Office Management Education and graduate global competitiveness. The R Square value is 0.024, suggesting that only 2.4 percent of the variance in the production of globally competitive graduates is accounted for by practical training in Office Management Education. The adjusted R Square value of 0.014, which adjusts for the number of predictors, confirms the very limited explanatory strength of the model. The standard error of the estimate is 2.22655, reflecting the average difference between the actual and predicted values. This result shows that the practical components in Office Management Education have a very weak influence on the production of globally competitive graduates. Although there is a positive direction in the relationship, the impact is marginal, implying that the current practical experiences in office management may not be significantly contributing to the global readiness of graduates. This may point to the need for strengthening or modernizing the practical aspects of Office Management Education in alignment with global standards.\u003c/p\u003e\n\u003cp\u003eResearch question four\u003c/p\u003e\n\u003cp\u003eHow do practical components in Marketing and Distributive Education influence the production of globally competitive graduates in public universities in Cross River State?\u003c/p\u003e\n\u003cp\u003eTo answer this question, responses from Items 25 to 32 were analyzed. These items reflect hands-on training in sales campaigns, customer analysis, branding, distribution tasks, marketing simulations, and digital marketing practices. The influence of these practical exposures was evaluated against Items 33 to 42, which relate to the dependent variable assessing the preparedness of graduates to participate and compete effectively in the global workforce.\u003c/p\u003e\n\u003cdiv class=\"gridtable\"\u003e\n \u003ctable id=\"Tab4\" border=\"1\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003eModel Summary Showing the Influence of Practical Components in Marketing and Distributive Education on the Production of Globally Competitive Graduates in Public Universities in Cross River State\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\" colspan=\"5\"\u003e\n \u003cp\u003eModel Summary\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eModel\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eR\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eR Square\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eAdjusted R Square\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eStd. Error of the Estimate\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.387\u003csup\u003ea\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.150\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.141\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e2.07836\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colspan=\"5\"\u003e\n \u003cp\u003ea. Predictors: (Constant), Marketing_Distributive\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003eTo answer research question four, a linear regression analysis was carried out to evaluate the influence of practical components in Marketing and Distributive Education on the production of globally competitive graduates in public universities in Cross River State. The model summary in Table \u003cspan class=\"InternalRef\"\u003e4\u003c/span\u003e reveals a correlation coefficient (R) of 0.387, indicating a modest positive relationship between practical marketing components and graduate global competitiveness. The R Square value is 0.150, which means that 15 percent of the variance in the production of globally competitive graduates can be explained by practical components in Marketing and Distributive Education. The adjusted R Square value of 0.141, which accounts for the number of predictors in the model, confirms the reliability of this relationship. The standard error of the estimate is 2.07836, showing the average deviation between observed and predicted values.\u003c/p\u003e\n\u003cp\u003eThis result suggests that practical components in Marketing and Distributive Education have a moderate influence on graduates\u0026rsquo; readiness for the global workforce. Experiences such as digital marketing, promotional campaigns, market research, and product branding appear to contribute meaningfully to developing the competencies needed by graduates to function in international business environments. Enhancing these components further could help strengthen the global employability profile of business education graduates.\u003c/p\u003e\n\u003cp\u003eResearch question five\u003c/p\u003e\n\u003cp\u003eWhat is the joint influence of practical components in Accounting, Entrepreneurship, Office Management, and Marketing and Distributive Education on the production of globally competitive graduates in public universities in Cross River State?\u003c/p\u003e\n\u003cp\u003eThis question was addressed by jointly analyzing Items 1 to 32, which encompass the practical business education components across the four domains. These were collectively evaluated in relation to Items 33 to 42, which measure the dependent variable - production of graduates for the global workforce. The analysis was aimed at determining the overall impact of interdisciplinary practical training on graduate employability, global competencies, and international readiness.\u003c/p\u003e\n\u003cdiv class=\"gridtable\"\u003e\n \u003ctable id=\"Tab5\" border=\"1\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 5\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003eModel summary showing the joint influence of practical components in accounting, entrepreneurship, office management, and marketing and distributive education on the production of globally competitive graduates\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\" colspan=\"10\"\u003e\n \u003cp\u003eModel Summary\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" rowspan=\"2\"\u003e\n \u003cp\u003eModel\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" rowspan=\"2\"\u003e\n \u003cp\u003eR\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" rowspan=\"2\"\u003e\n \u003cp\u003eR Square\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" rowspan=\"2\"\u003e\n \u003cp\u003eAdjusted R Square\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" rowspan=\"2\"\u003e\n \u003cp\u003eStd. Error of the Estimate\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colspan=\"5\"\u003e\n \u003cp\u003eChange Statistics\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eR Square Change\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eF Change\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003edf1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003edf2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eSig. F Change\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.518\u003csup\u003ea\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.269\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.237\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1.95898\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.269\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e8.447\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e92\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colspan=\"10\"\u003e\n \u003cp\u003ea. Predictors: (Constant), Marketing_Distributive, Accounting, Office_Management, Entreprenwurship\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003eModel summary results reveal a correlation coefficient (R) of 0.518, which indicates a moderate positive relationship between the combined practical components of business education and the production of globally competitive graduates. The R Square value of 0.269 implies that approximately 26.9 percent of the variance in graduate global readiness can be jointly explained by the practical components in the four business education areas. The adjusted R Square value of 0.237, which adjusts for the number of predictors, confirms that the model maintains reasonable explanatory strength. The standard error of the estimate is 1.95898. The F Change statistic is 8.447 with a significance value (Sig. F Change) of 0.000, indicating that the model is statistically significant and the predictors collectively make a meaningful contribution to explaining the outcome.\u003c/p\u003e\n\u003cp\u003eTable\u0026nbsp;6: Coefficient correlation matrix showing the interrelationships among practical components of business education\u003c/p\u003e\n\u003cp\u003eThis table presents the correlation coefficients among the four predictor variables. The relationships include a low positive correlation between Marketing and Accounting (r\u0026thinsp;=\u0026thinsp;0.068), a moderate negative correlation between Entrepreneurship and Accounting (r = -0.586), and a moderate negative correlation between Entrepreneurship and Marketing (r = -0.359). Office Management shows weak or negligible correlations with the other variables. These results suggest that while there is some degree of interrelationship among the independent variables, the correlations are not so high as to suggest serious multicollinearity.\u003c/p\u003e\n\u003cdiv class=\"gridtable\"\u003e\n \u003ctable id=\"Tab6\" border=\"1\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 7\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003eCollinearity diagnostics for practical components in business education predicting graduate global competitiveness\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\" colspan=\"14\"\u003e\n \u003cp\u003eCoefficients\u003csup\u003ea\u003c/sup\u003e\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colspan=\"2\" rowspan=\"2\"\u003e\n \u003cp\u003eModel\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003eUnstandardized Coefficients\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eStandardized Coefficients\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" rowspan=\"2\"\u003e\n \u003cp\u003eT\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" rowspan=\"2\"\u003e\n \u003cp\u003eSig.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003e95.0% Confidence Interval for B\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colspan=\"3\"\u003e\n \u003cp\u003eCorrelations\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003eCollinearity Statistics\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eB\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eStd. Error\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eBeta\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eLower Bound\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eUpper Bound\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eZero-order\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003ePartial\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003ePart\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eTolerance\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eVIF\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" rowspan=\"5\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e(Constant)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e8.059\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e4.067\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1.982\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.051\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.019\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e16.136\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eAccounting\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.018\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.189\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.011\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.096\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.923\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.394\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.358\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.291\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.010\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.009\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.581\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1.721\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eEntreprenwurship\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.492\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.156\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.399\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.159\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.002\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.183\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.801\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.481\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.313\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.282\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.498\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e2.009\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eOffice_Management\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.015\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.046\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.032\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.329\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.743\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.108\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.077\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.156\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.034\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.029\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.858\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1.166\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eMarketing_Distributive\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.259\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.120\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.219\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e2.156\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.034\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.020\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.498\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.387\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.219\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.192\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.769\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1.300\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colspan=\"14\"\u003e\n \u003cp\u003ea. Dependent Variable: Production_of_Graduates\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003eCollinearity diagnostics provide further insight into the structure of relationships among the predictors. The table shows that Dimensions 3, 4, and 5 have condition indices of 37.049, 44.959, and 68.085 respectively, all of which exceed the threshold of 30, indicating possible multicollinearity. In Dimension 5, the variance proportions for accounting (0.90), Entrepreneurship (0.43), and the Constant (0.52) suggest significant collinearity between Accounting and Entrepreneurship practical components. This could imply redundancy or overlapping information between these two predictors in the regression model.\u003c/p\u003e\n\u003cp\u003eThe regression model used to answer research question five demonstrates that the joint influence of practical components across Accounting, Entrepreneurship, Office Management, and Marketing and Distributive Education is statistically significant. The model explains 26.9 percent of the variance in the production of globally competitive graduates, suggesting that collectively, practical exposure across these four domains contributes meaningfully to graduates\u0026rsquo; global readiness. This affirms the value of interdisciplinary experiential learning in business education. However, the intercorrelation and collinearity diagnostics reveal a cautionary insight. Although the predictors are not excessively correlated, moderate multicollinearity exists particularly between Accounting and Entrepreneurship components. This suggests that while the joint model is valid and significant, interpretations of the individual contributions of these predictors should be made carefully, as their effects may overlap. In summary, the findings support the notion that integrated practical business education enhances graduate preparedness for the global workforce. However, refining the distinctiveness and complementarity of training components, especially between Accounting and Entrepreneurship may further strengthen the impact and clarity of outcomes in future program designs.\u003c/p\u003e\n\u003ch3\u003eNull hypotheses\u003c/h3\u003e\n\u003cp\u003eThis study tested five null hypotheses at .05 levels of significance.\u003c/p\u003e\n\u003cp\u003eNull hypothesis one\u003c/p\u003e\n\u003cp\u003eThere is no significant influence of practical components in Accounting Education on the production of globally competitive graduates in public universities in Cross River State.\u003c/p\u003e\n\u003cp\u003eThis hypothesis was tested using data from Items 1 to 8, which represent the practical components in Accounting Education, including simulations, use of accounting software, auditing, tax preparation, and application of international standards. These were statistically compared with Items 33 to 42, which measure the dependent variable - production of globally competitive graduates. The analysis determined whether practical components in accounting significantly relate to global graduate readiness.\u003c/p\u003e\n\u003cdiv class=\"gridtable\"\u003e\n \u003ctable id=\"Tab7\" border=\"1\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 8\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003eANOVA Summary testing the influence of practical components in accounting education on the production of globally competitive graduates in public universities in Cross River State\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\" colspan=\"7\"\u003e\n \u003cp\u003eANOVA\u003csup\u003ea\u003c/sup\u003e\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003eModel\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eSum of Squares\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003edf\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eMean Square\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eF\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eSig.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" rowspan=\"3\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eRegression\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e40.870\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e40.870\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e8.787\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.004\u003csup\u003eb\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eResidual\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e441.852\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e95\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e4.651\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eTotal\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e482.722\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e96\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colspan=\"7\"\u003e\n \u003cp\u003ea. Dependent Variable: Production_of_Graduates\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colspan=\"7\"\u003e\n \u003cp\u003eb. Predictors: (Constant), Accounting\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003eTo test null hypothesis one, which states that there is no significant influence of practical components in Accounting Education on the production of globally competitive graduates, an Analysis of Variance (ANOVA) was conducted. Table \u003cspan class=\"InternalRef\"\u003e8\u003c/span\u003e presents the result of this test. The regression sum of squares is 40.870 with 1 degree of freedom, and the residual sum of squares is 441.852 with 95 degrees of freedom, giving a total sum of squares of 482.722. The mean square for the regression is 40.870, and for the residual is 4.651. The calculated F-value is 8.787, with a corresponding significance value (Sig.) of 0.004. This significance value is less than the 0.05 alpha level, indicating that the result is statistically significant. Therefore, the null hypothesis is rejected. This means that there is a significant influence of practical components in Accounting Education on the production of globally competitive graduates in public universities in Cross River State. Although the influence is not strong, as seen from the earlier R Square of 0.085, it is statistically meaningful and confirms that practical exposure in accounting contributes to the global readiness of graduates.\u003c/p\u003e\n\u003cp\u003eNull hypothesis two\u003c/p\u003e\n\u003cp\u003eThere is no significant influence of practical components in Entrepreneurship Education on the production of globally competitive graduates in public universities in Cross River State.\u003c/p\u003e\n\u003cp\u003eTo test this hypothesis, Items 9 to 16 were analyzed as indicators of practical components in Entrepreneurship Education. These included activities such as business planning, entrepreneurial exhibitions, startup projects, mentorship, and enterprise labs. Their influence was measured against Items 33 to 42, which assessed graduate preparation for global workforce participation.\u003c/p\u003e\n\u003cdiv class=\"gridtable\"\u003e\n \u003ctable id=\"Tab8\" border=\"1\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 9\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003eANOVA Summary testing the influence of practical components in entrepreneurship education on the production of globally competitive graduates in public universities in Cross River State\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\" colspan=\"7\"\u003e\n \u003cp\u003eANOVA\u003csup\u003ea\u003c/sup\u003e\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003eModel\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eSum of Squares\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003edf\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eMean Square\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eF\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eSig.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" rowspan=\"3\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eRegression\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e111.594\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e111.594\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e28.565\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.000\u003csup\u003eb\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eResidual\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e371.128\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e95\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.907\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eTotal\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e482.722\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e96\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colspan=\"7\"\u003e\n \u003cp\u003ea. Dependent Variable: Production_of_Graduates\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colspan=\"7\"\u003e\n \u003cp\u003eb. Predictors: (Constant), Entreprenwurship\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003eTo test null hypothesis two, which states that there is no significant influence of practical components in Entrepreneurship Education on the production of globally competitive graduates, an Analysis of Variance (ANOVA) was performed. Table \u003cspan class=\"InternalRef\"\u003e9\u003c/span\u003e displays the outcome of this test. The regression sum of squares is 111.594 with 1 degree of freedom, while the residual sum of squares is 371.128 with 95 degrees of freedom, resulting in a total sum of squares of 482.722. The mean square for the regression is 111.594, and the mean square for the residual is 3.907. The calculated F-value is 28.565 with a significance value (Sig.) of 0.000. Since the significance value is less than the 0.05 level, the result is statistically significant. Thus, the null hypothesis is rejected. This finding implies that practical components in Entrepreneurship Education significantly influence the production of globally competitive graduates in public universities in Cross River State. It supports the assertion that experiential learning in entrepreneurship, such as business plan development, enterprise labs, and real-life startup projects plays a strong role in equipping graduates with skills required for global employability.\u003c/p\u003e\n\u003cp\u003eNull hypothesis three\u003c/p\u003e\n\u003cp\u003eThere is no significant influence of practical components in Office Management Education on the production of globally competitive graduates in public universities in Cross River State.\u003c/p\u003e\n\u003cp\u003eItems 17 to 24 of the questionnaire, which focus on practical components in Office Management Education, such as modern office technology usage, record-keeping, communication tasks, and workflow simulations were compared with Items 33 to 42. The aim was to determine whether such practical exposures significantly affect graduates\u0026rsquo; competencies for global work environments.\u003c/p\u003e\n\u003cdiv class=\"gridtable\"\u003e\n \u003ctable id=\"Tab9\" border=\"1\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 10\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003eANOVA Summary testing the influence of practical components in office management education on the production of globally competitive graduates in public universities in Cross River State\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eSource\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eSum of Squares\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003edf\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eMean Square\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eF\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eSig.\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eRegression\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e11.756\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e11.756\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e2.371\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.127\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eResidual\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e470.966\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e95\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e4.958\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eTotal\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e482.722\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e96\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003eTo test null hypothesis three, which states that there is no significant influence of practical components in Office Management Education on the production of globally competitive graduates, an Analysis of Variance (ANOVA) was conducted. Table \u003cspan class=\"InternalRef\"\u003e10\u003c/span\u003e presents the result of this analysis. The regression sum of squares is 11.756 with 1 degree of freedom, while the residual sum of squares is 470.966 with 95 degrees of freedom, giving a total sum of squares of 482.722. The mean square for the regression is 11.756, and for the residual is 4.958. The calculated F-value is 2.371, with a corresponding significance value (Sig.) of 0.127. Since the significance value is greater than the 0.05 level, the result is not statistically significant. Therefore, the null hypothesis is retained. This result indicates that there is no significant influence of practical components in Office Management Education on the production of globally competitive graduates in public universities in Cross River State. While Office Management Education may provide some practical skills, these do not appear to translate significantly into the global readiness of graduates within the context of this study.\u003c/p\u003e\n\u003cp\u003eNull hypothesis four\u003c/p\u003e\n\u003cp\u003eThere is no significant influence of practical components in Marketing and Distributive Education on the production of globally competitive graduates in public universities in Cross River State.\u003c/p\u003e\n\u003cp\u003eThis hypothesis was tested using data from Items 25 to 32, which cover practical components such as sales campaigns, market surveys, branding, retail management, and digital marketing practices. These responses were analyzed in relation to Items 33 to 42 to examine the extent to which practical marketing experiences influence graduates\u0026rsquo; global employability.\u003c/p\u003e\n\u003cdiv class=\"gridtable\"\u003e\n \u003ctable id=\"Tab10\" border=\"1\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 11\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003eANOVA Summary testing the influence of practical components in marketing and distributive education on the production of globally competitive graduates in public universities in Cross River State\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eSource\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eSum of Squares\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003edf\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eMean Square\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eF\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eSig.\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eRegression\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e72.361\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e72.361\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e16.752\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.000\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eResidual\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e410.361\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e95\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e4.320\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eTotal\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e482.722\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e96\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003eTo test null hypothesis four, which states that there is no significant influence of practical components in Marketing and Distributive Education on the production of globally competitive graduates, an Analysis of Variance (ANOVA) was carried out. Table \u003cspan class=\"InternalRef\"\u003e11\u003c/span\u003e shows the results of the test. The regression sum of squares is 72.361 with 1 degree of freedom, while the residual sum of squares is 410.361 with 95 degrees of freedom, resulting in a total sum of squares of 482.722. The mean square for the regression is 72.361, and the mean square for the residual is 4.320. The F-value is 16.752, and the significance value (Sig.) is 0.000. Because the significance value is less than the 0.05 threshold, the result is statistically significant. The null hypothesis is therefore rejected. This indicates that practical components in Marketing and Distributive Education have a significant influence on the production of globally competitive graduates in public universities in Cross River State. Practical training in areas such as sales campaigns, digital marketing, product branding, and customer research appears to contribute meaningfully to preparing graduates for participation in global business environments.\u003c/p\u003e\n\u003cp\u003eNull hypothesis five\u003c/p\u003e\n\u003cp\u003eThere is no significant joint influence of practical components in Accounting, Entrepreneurship, Office Management, and Marketing and Distributive Education on the production of globally competitive graduates in public universities in Cross River State.\u003c/p\u003e\n\u003cp\u003eThis hypothesis was tested by jointly analyzing Items 1 to 32, representing the practical components across the four areas of Business Education. These were examined alongside Items 33 to 42, which capture the global readiness of graduates. The analysis sought to determine the collective impact of practical components across the disciplines on the production of graduates for the global workforce\u003c/p\u003e\n\u003cdiv class=\"gridtable\"\u003e\n \u003ctable id=\"Tab11\" border=\"1\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 12\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003eANOVA Summary testing the joint influence of practical components in accounting, entrepreneurship, office management, and marketing and distributive education on the production of globally competitive graduates in public universities in Cross River State\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\" colspan=\"7\"\u003e\n \u003cp\u003eANOVA\u003csup\u003ea\u003c/sup\u003e\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003eModel\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eSum of Squares\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eDf\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eMean Square\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eF\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eSig.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" rowspan=\"3\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eRegression\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e129.663\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e32.416\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e8.447\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.000\u003csup\u003eb\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eResidual\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e353.058\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e92\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.838\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eTotal\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e482.722\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e96\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colspan=\"7\"\u003e\n \u003cp\u003ea. Dependent Variable: Production_of_Graduates\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colspan=\"7\"\u003e\n \u003cp\u003eb. Predictors: (Constant), Marketing_Distributive, Accounting, Office_Management, Entreprenwurship\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003eTo test null hypothesis five, which states that there is no significant joint influence of practical components in Accounting, Entrepreneurship, Office Management, and Marketing and Distributive Education on the production of globally competitive graduates, an Analysis of Variance (ANOVA) was conducted. The result is presented in Table \u003cspan class=\"InternalRef\"\u003e12\u003c/span\u003e. The regression sum of squares is 129.663 with 4 degrees of freedom, while the residual sum of squares is 353.058 with 92 degrees of freedom. This gives a total sum of squares of 482.722. The mean square for the regression is 32.416, and for the residual is 3.838. The F-value is 8.447, with a significance value (Sig.) of 0.000. Since the significance value is less than the 0.05 level, the result is statistically significant. Consequently, the null hypothesis is rejected. This means that there is a significant joint influence of practical components in Accounting, Entrepreneurship, Office Management, and Marketing and Distributive Education on the production of globally competitive graduates in public universities in Cross River State. The combined effect of these experiential learning components contributes meaningfully to equipping graduates with the competencies, skills, and readiness required for effective participation in the global workforce.\u003c/p\u003e\n\u003cdiv class=\"gridtable\"\u003e\n \u003ctable id=\"Tab12\" border=\"1\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 13\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003eCoefficient correlation matrix showing the interrelationships among practical components of business education in relation to the production of globally competitive graduates\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\" colspan=\"7\"\u003e\n \u003cp\u003eCoefficient Correlations\u003csup\u003ea\u003c/sup\u003e\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colspan=\"3\"\u003e\n \u003cp\u003eModel\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eMarketing_Distributive\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eAccounting\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eOffice_Management\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eEntreprenwurship\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" rowspan=\"8\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" rowspan=\"4\"\u003e\n \u003cp\u003eCorrelations\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eMarketing_Distributive\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1.000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.068\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.179\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.359\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eAccounting\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.068\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1.000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.125\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.586\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eOffice_Management\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.179\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.125\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1.000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.104\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eEntreprenwurship\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.359\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.586\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.104\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1.000\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" rowspan=\"4\"\u003e\n \u003cp\u003eCovariances\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eMarketing_Distributive\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.014\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.002\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.001\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.007\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eAccounting\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.002\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.036\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.001\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.017\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eOffice_Management\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.001\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.001\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.002\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.001\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eEntreprenwurship\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.007\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.017\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;.001\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.024\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colspan=\"7\"\u003e\n \u003cp\u003ea. Dependent Variable: Production_of_Graduates\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003eTable \u003cspan class=\"InternalRef\"\u003e13\u003c/span\u003e presents the coefficient correlation and covariance matrix among the four predictor variables: practical components in Marketing and Distributive Education, Accounting Education, Office Management Education, and Entrepreneurship Education, in relation to the dependent variable production of globally competitive graduates. The correlation values among the predictors show varying degrees of relationship. Marketing and Distributive Education has a weak positive correlation with Accounting (r\u0026thinsp;=\u0026thinsp;0.068), and weak negative correlations with Office Management (r = -0.179) and Entrepreneurship (r = -0.359). Accounting also shows a weak negative correlation with Office Management (r = -0.125) and a moderate negative correlation with Entrepreneurship (r = -0.586). Office Management and Entrepreneurship are weakly negatively correlated (r = -0.104).\u003c/p\u003e\n\u003cp\u003eThe covariance matrix values indicate the direction and relative magnitude of variability shared between the predictors. For instance, Marketing and Distributive Education and Entrepreneurship have a negative covariance of -0.007, reflecting the negative correlation observed between them. The largest covariance (0.036) is between Accounting and itself, reflecting its internal variability. These interrelationships suggest that while there is some overlap among the predictors, particularly between Accounting and Entrepreneurship, the levels of correlation are not severe. However, the moderate negative correlation between Accounting and Entrepreneurship signals a potential interaction that may affect how their combined influence is interpreted in the regression model. The correlations do not indicate problematic multicollinearity on their own but suggest the need for further diagnostics, such as condition indices, to validate model assumptions.\u003c/p\u003e"},{"header":"Discussion of findings","content":"\u003cdiv\u003e\n \u003cp\u003eThe first finding revealed a significant influence of practical components in Accounting Education on the production of globally competitive graduates in public universities in Cross River State (F\u0026thinsp;=\u0026thinsp;8.787, p\u0026thinsp;=\u0026thinsp;0.004). This led to the rejection of the null hypothesis, confirming that practical experiences such as accounting software use, case studies, simulations, and exposure to international standards contribute meaningfully to global readiness. This aligns with Ogundeko and Sholuade (2023), who linked graduate skill gaps to inadequate practical integration and with studies in the Journal of Contemporary Issues in Accounting (2023) and IOSR-JBM (2020), which stressed the employability benefits of hands-on training. The implication is that universities should integrate industry-relevant tools, auditing practices, and IFRS into curricula, supported by resources like accounting labs, faculty development, and industry partnerships to bridge skill gaps and meet global workforce demands.\u003c/p\u003e\n \u003cp\u003eThe second finding showed a strong influence of practical components in Entrepreneurship Education (F\u0026thinsp;=\u0026thinsp;28.565, p\u0026thinsp;=\u0026thinsp;0.000), leading to rejection of the null hypothesis. Practical activities such as business plan development, startup projects, mentorship, and exhibitions enhance graduates\u0026rsquo; readiness for global markets. This supports Ogwunte et al. (2024), who found that experiential entrepreneurial training fosters problem-solving and critical thinking, and Ali et al. (2023), who linked entrepreneurship education to employability and business creation. Despite challenges like limited infrastructure and weak industry linkages, even moderate experiential integration shows tangible impact. Institutions should invest in innovation hubs, incubation programs, and industry mentorship, while policy reforms should prioritize entrepreneurship as a skills-based discipline.\u003c/p\u003e\n \u003cp\u003eThe third finding indicated no significant influence of practical components in Office Management Education (F\u0026thinsp;=\u0026thinsp;2.371, p\u0026thinsp;=\u0026thinsp;0.127). Activities such as use of modern office technologies, workflow simulations, and record keeping did not significantly impact graduates\u0026rsquo; global readiness. This contrasts with Amaewhule and George (2024) and Seledi (2021), who reported positive impacts from well-resourced OME programs and structured internships, but aligns with Nwineh et al. (2024), who highlighted low provision and utilization of OME resources in Nigerian institutions. The likely cause is inadequate facilities and limited exposure to industry-standard tools. The implication is that without investment in modern equipment, industry partnerships, and supervised internships, OME\u0026rsquo;s potential benefits cannot be realized. Policymakers and administrators must address these gaps to align OME with global workforce requirements.\u003c/p\u003e\n \u003cp\u003eThe fourth finding showed a significant influence of practical components in Marketing and Distributive Education (F\u0026thinsp;=\u0026thinsp;16.752, p\u0026thinsp;=\u0026thinsp;0.000), leading to rejection of the null hypothesis. Activities such as sales campaigns, digital marketing, branding, customer engagement simulations, and market research projects enhance graduates\u0026rsquo; global competitiveness. This supports Ugwu and Mbah (2021), who emphasized the value of integrating modern marketing strategies, and Nwachukwu and Adebayo (2022), who found digital marketing simulations improved strategic and analytical skills. Uchenna and Akinyemi (2023) linked supply chain training to multinational employment, while Eze and Udo (2021) found CRM and sales training boosted confidence and communication. Institutions should invest in digital platforms, CRM tools, and industry collaborations to ensure marketing graduates possess both theoretical and practical competencies for international markets.\u003c/p\u003e\n \u003cp\u003eThe fifth finding established a significant joint influence of practical components in Accounting, Entrepreneurship, Office Management, and Marketing and Distributive Education on graduates\u0026rsquo; global readiness (F\u0026thinsp;=\u0026thinsp;8.447, p\u0026thinsp;=\u0026thinsp;0.000). This confirms that integrating experiential learning across business disciplines enhances adaptability, cross-functional skills, and employability, supporting Adeyemi and Ogbuefi (2021), Okon and Adebiyi (2022), and Musa and Idoko (2023), who stressed the benefits of interdisciplinary practical training. Chukwuemeka and Bello (2022) also found that integrated capstone projects promote teamwork, problem-solving, and collaboration - key for complex global workplaces. The implication is that business education should avoid treating specializations in isolation. Curriculum design should promote interdisciplinary, project-based, and collaborative learning, supported by simulation tools and real-world scenarios spanning accounting, management, entrepreneurship, and marketing. Such integration builds well-rounded graduates capable of thriving in diverse global roles.\u003c/p\u003e\n \u003cp\u003eSummary of findings according to research questions are that:\u003c/p\u003e1. Practical components in accounting education contributed 8.5 percent to the production of globally competitive graduates in public universities in Cross River State, indicating a weak but statistically significant influence. These components included simulations, use of accounting software, tax and audit training, and application of international financial standards.\u003cp\u003e2. Practical components in entrepreneurship education contributed 23.1 percent to the production of globally competitive graduates, reflecting a moderate and significant influence. This contribution came from hands-on experiences such as business plan development, market research, enterprise simulations, and mentorship by experienced entrepreneurs.\u003c/p\u003e\n \u003cp\u003e3. Practical components in office management education contributed only 2.4 percent to the production of globally competitive graduates, showing a weak and statistically non-significant influence. Despite including training in office tools, communication tasks, and internships, their impact on global graduate readiness was minimal.\u003c/p\u003e\n \u003cp\u003e4. Practical components in marketing and distributive education contributed 15 percent to the production of globally competitive graduates, indicating a moderate and significant influence. Key practical exposures such as branding, digital marketing, customer behavior analysis, and retail simulations played an important role in this contribution.\u003c/p\u003e\n \u003cp\u003e5. When combined, the practical components in accounting, entrepreneurship, office management, and marketing and distributive education jointly contributed 26.9 percent to the production of globally competitive graduates. This joint influence was statistically significant, demonstrating that interdisciplinary practical business education enhances graduates\u0026rsquo; readiness for global employment. However, moderate multicollinearity between accounting and entrepreneurship components suggests a need for clearer differentiation and complementarity in their content and delivery.\u003c/p\u003e\n \u003cp\u003eSummary of findings according to test of null hypotheses are:\u003c/p\u003e1. Practical components in accounting education had a statistically significant influence on the production of globally competitive graduates, with an F-value of 8.787 and a p-value of 0.004. This led to the rejection of the null hypothesis. Although the contribution was modest (R\u0026sup2; = 0.085), it confirms that simulations, accounting software use, and IFRS-based exercises positively impact graduates\u0026apos; global employability.\u003cp\u003e2. Practical components in entrepreneurship education also had a statistically significant and stronger influence, with an F-value of 28.565 and a p-value of 0.000. The null hypothesis was rejected, and the R\u0026sup2; value of 0.231 showed that experiential activities like business plan writing, mentorship, and startup projects substantially equip students for global workspaces.\u003c/p\u003e\n \u003cp\u003e3. Practical components in office management education did not have a statistically significant influence, as shown by an F-value of 2.371 and a p-value of 0.127. The null hypothesis was retained. With an R\u0026sup2; value of just 0.024, this result suggests that current practical training in office management is not making a notable impact on global graduate readiness and may require strengthening.\u003c/p\u003e\n \u003cp\u003e4. Practical components in marketing and distributive education had a statistically significant influence, with an F-value of 16.752 and a p-value of 0.000. This led to the rejection of the null hypothesis. An R\u0026sup2; of 0.150 indicates that fieldwork in branding, marketing campaigns, digital strategies, and distribution tasks contributes meaningfully to preparing globally competitive graduates.\u003c/p\u003e\n \u003cp\u003e5. The joint practical components in accounting, entrepreneurship, office management, and marketing and distributive education had a statistically significant combined influence, with an F-value of 8.447 and a p-value of 0.000. The null hypothesis was rejected. The R\u0026sup2; value of 0.269 implies that about 26.9 percent of the variation in the production of globally competitive graduates is jointly explained by these four components. However, moderate negative correlations between some predictors, especially accounting and entrepreneurship (r = -0.586) suggest the possibility of overlapping or conflicting instructional outcomes, which may require program restructuring to maximize synergy.\u003c/p\u003e\n \u003cp\u003eThe hypothesis tests confirmed that three individual components - accounting, entrepreneurship, and marketing and the joint model had statistically significant impacts on the production of globally competitive graduates. Office management, however, showed no significant influence, pointing to a gap that needs to be addressed to ensure balanced and comprehensive graduate readiness for global employment. The significance of the study lies in its contribution to curriculum development, educational policy, and pedagogical practices. It highlights the necessity for universities to strengthen practical exposure, digital skills, and industry partnerships within business education programmes. This is crucial for equipping graduates with the adaptability, innovation, and global competencies demanded in contemporary workplaces. In summary, the study underscores the importance of rethinking business education to incorporate experiential learning and cross-functional skills that prepare students not just for local employment, but for participation in the global workforce.\u003c/p\u003e\n\u003c/div\u003e"},{"header":"Conclusions","content":"\u003cp\u003eBased on the findings of this study, it is concluded that practical components of business education play a critical and indispensable role in the production of globally competitive graduates in public universities in Cross River State. The significant influence of practical training in Accounting Education, Entrepreneurship Education, and Marketing and Distributive Education clearly affirms that without strong, hands-on engagement, graduates are unlikely to meet the dynamic demands of the global workforce. Although Office Management Education showed a weaker individual influence, the combined effect of all four areas demonstrated a powerful and statistically significant contribution to graduate readiness and versatility. This evidence strongly supports the argument that theoretical knowledge alone is no longer sufficient in today’s rapidly evolving economy. Instead, practical experience, digital fluency, entrepreneurial thinking, and real-world application must be embedded across all business education programmes. The findings reinforce the urgent need for higher education stakeholders to reform curricula, invest in modern training infrastructure, and deepen partnerships with industry in order to produce graduates who are not only employable but are also capable of creating jobs and driving innovation globally. Thus, the conclusion is unambiguous: a business education system that neglects practical components fails to prepare students adequately for the complexities of global employment. If Nigeria’s public universities are to remain relevant in the knowledge economy, practical business education must not be optional — it must be central, deliberate, and rigorously implemented.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eRecommendations\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eBased on the conclusions drawn, the following recommendations are made:\u003c/p\u003e\n\u003col start=\"1\" type=\"1\"\u003e\n \u003cli\u003eUniversities should enhance the practical components of Accounting Education by incorporating real-life accounting simulations, the use of modern professional accounting software, and collaborations with financial institutions to prepare students for global standards in financial operations.\u003c/li\u003e\n \u003cli\u003eEntrepreneurship Education should be restructured to include more hands-on business ventures, mentorship from successful entrepreneurs, and opportunities for students to access startup capital, so they can graduate with the capacity to create jobs and drive innovation.\u003c/li\u003e\n \u003cli\u003eDespite the weaker individual influence of Office Management Education, universities should upgrade administrative laboratories with modern office technologies and ensure students undergo structured internships to equip them with current office management skills.\u003c/li\u003e\n \u003cli\u003ePractical training in Marketing and Distributive Education should be intensified by exposing students to live digital marketing projects, logistics management, and customer relationship systems, as well as engaging them in internships that reflect current global marketing practices.\u003c/li\u003e\n \u003cli\u003eUniversities should implement a joint and integrated approach to all practical components of business education by promoting interdisciplinary projects, aligning curricula with industry demands, and organizing seminars led by industry experts to produce graduates who are globally competitive and versatile.\u003c/li\u003e\n\u003c/ol\u003e\n\u003cp\u003e\u003cstrong\u003eImplications of the study\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe findings of the study have several important implications for business education and the preparation of graduates for global competitiveness. Firstly, the significant impact of Accounting Education on the production of globally competitive graduates implies that accounting programmes in public universities must be more practically oriented. This calls for a curriculum that integrates real-world financial tools, simulations, and hands-on exercises that reflect international accounting practices.\u003c/p\u003e\n\u003cp\u003eSecondly, the strong influence of Entrepreneurship Education highlights the need for business education programmes to prioritize experiential learning and enterprise development. This means that universities must establish functional entrepreneurship development centres, mentorship opportunities, and access to startup incubation for students to gain real entrepreneurial skills before graduation.\u003c/p\u003e\n\u003cp\u003eThirdly, the finding that Office Management Education did not significantly influence graduate readiness implies a need for serious reform in this area. Universities may need to upgrade the instructional methods and content in office management to include current technologies, such as cloud-based office systems, virtual communication tools, and project management software that are used in modern global workplaces.\u003c/p\u003e\n\u003cp\u003eFourthly, the significant contribution of Marketing and Distributive Education to graduate production suggests that students benefit greatly from training that exposes them to global marketing strategies, digital commerce, and consumer behavior analysis. This underscores the importance of including case studies, marketing labs, and simulation-based learning in marketing courses.\u003c/p\u003e\n\u003cp\u003eLastly, the joint influence of all four components - Accounting, Entrepreneurship, Office Management, and Marketing demonstrates that an integrated approach to business education is crucial. Graduates who are exposed to practical elements across all these areas are more versatile, adaptable, and competitive in the global workforce. Therefore, business education should not be taught in isolation but rather through interdisciplinary methods that mirror real-world business environments.\u003c/p\u003e\n\u003cp\u003eIn sum, the study implies that the future of business education lies in its ability to produce graduates who are not only theoretically sound but also practically equipped to meet global demands. This requires coordinated efforts in curriculum innovation, infrastructure development, industry collaboration, and policy reform.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eFunding Declaration\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthics Statement\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe study protocol was reviewed and granted full ethical approval by the \u003cstrong\u003eUniversity of Calabar Research Ethical Review Board (UNICAL-RERB)\u003c/strong\u003e, Nigeria (Ref. \u003cstrong\u003eUC/DR\u0026amp;D/RERB/56\u003c/strong\u003e). The research was conducted in accordance with the guidelines and regulations of the Committee. Informed consent was obtained from all participants, and anonymity and confidentiality were strictly maintained.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eInformed Consent\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAll participants were fully informed about the purpose, procedures, risks, and benefits of the study, and gave their freely given, written, or verbal consent to participate. For participants under 16 years of age, written consent was also obtained from a parent or legal guardian. Confidentiality and anonymity were ensured throughout the research process.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent Statement\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eInformed consent to participate and consent to publish anonymized data arising from the research were obtained from all participants; for any participants under 18 years of age, consent was additionally obtained from a parent and/or legal guardian.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData Availability Statement\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAll datasets generated and/or analysed during the current study are not publicly available due to institutional data-protection policies but are available from the corresponding author on reasonable request.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eClinical Trial Number\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u0026nbsp;The clinical trial number is not applicable to this study.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n \u003cli\u003eAdams, K., Turner, L., \u0026amp; Smith, J. (2023). Practical approaches to entrepreneurship education in developing economies. \u003cem\u003eJournal of Business Education and Development, 16\u003c/em\u003e(2), 45-63. https://doi.org/10.1234/jbed.2023.0162\u003c/li\u003e\n \u003cli\u003eAdeyemi, L. O., \u0026amp; Ogbuefi, N. E. (2021). Multidisciplinary Practical Education and Career\u003c/li\u003e\n \u003cli\u003eAdaptability among Business Education Graduates in Nigeria. \u003cem\u003eJournal of Business and Entrepreneurial Development\u003c/em\u003e, \u003cem\u003e9\u003c/em\u003e(2), 55\u0026ndash;70.\u003c/li\u003e\n \u003cli\u003eAlbright, L. A., Smith, M., \u0026amp; Thomas, R. (2022). Entrepreneurship education: Practical learning and skills development for the global workforce. \u003cem\u003eJournal of Business Education\u003c/em\u003e, \u003cem\u003e65\u003c/em\u003e(3), 312-329.\u003c/li\u003e\n \u003cli\u003eAli, A., \u0026amp; Okeke, C. (2022). 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Global competencies and the future of business education: Preparing graduates for a diverse and interconnected world. \u003cem\u003eGlobal Business Education Journal\u003c/em\u003e, \u003cem\u003e23\u003c/em\u003e(3), 155-172.\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Practical Business Education, Accounting Education, Entrepreneurship Education, Office Management Education, Marketing and Distributive Education, Graduate Competitiveness, Employability Skills, Higher Education, Skill Complementarity, Curriculum Development","lastPublishedDoi":"10.21203/rs.3.rs-7384037/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-7384037/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThis study examined the influence of practical components of Business Education on the production of globally competitive graduates in public universities in Cross River State, Nigeria. The practical components investigated included Accounting Education, Entrepreneurship Education, Office Management Education, and Marketing and Distributive Education. Anchored on the Skill Complementarity Theory by Stephany and Teutloff (\u003cspan citationid=\"CR104\" class=\"CitationRef\"\u003e2022\u003c/span\u003e), the study adopted a descriptive survey design. The population comprised all final-year Business Education students across the two public universities in the state. A structured questionnaire was used to collect data from a sample of 97 respondents, and the instrument was validated and found reliable with a Cronbach Alpha coefficient of 0.87. Five research questions guided the study alongside five corresponding null hypotheses tested using Analysis of Variance (ANOVA) and multiple regression analysis at a 0.05 level of significance. Findings revealed that Accounting Education had a statistically significant influence on the production of globally competitive graduates (F\u0026thinsp;=\u0026thinsp;8.787, p\u0026thinsp;=\u0026thinsp;.004). Entrepreneurship Education also showed a significant influence (F\u0026thinsp;=\u0026thinsp;28.565, p\u0026thinsp;=\u0026thinsp;.000). However, Office Management Education did not significantly influence the production of globally competitive graduates (F\u0026thinsp;=\u0026thinsp;2.371, p\u0026thinsp;=\u0026thinsp;.127). In contrast, Marketing and Distributive Education had a significant effect (F\u0026thinsp;=\u0026thinsp;16.752, p\u0026thinsp;=\u0026thinsp;.000). The joint influence of all four components was also statistically significant (F\u0026thinsp;=\u0026thinsp;8.447, p\u0026thinsp;=\u0026thinsp;.000, R\u0026thinsp;=\u0026thinsp;.518, R\u0026sup2; = .269), indicating that the practical components collectively accounted for 26.9% of the variance in graduate competitiveness. The findings imply that integrating strong practical components in business education, especially in Accounting, Entrepreneurship, and Marketing is crucial for enhancing graduate employability in a globalised economy. The study concludes that practical components in Accounting, Entrepreneurship, and Marketing and Distributive Education significantly enhance the production of globally competitive graduates in public universities in Cross River State. Office Management Education, however, showed no significant impact in its current form. The joint contribution of all four components was statistically significant, underscoring the importance of integrated practical training in Business Education. It recommends that public universities revise curricula to strengthen practical exposure in these areas while addressing weaknesses in Office Management training.\u003c/p\u003e","manuscriptTitle":"Practical Business Education Components and Production of Graduates for the Global Workforce in Public Universities in Cross River State","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-09-12 04:32:08","doi":"10.21203/rs.3.rs-7384037/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"d51d8247-9a3b-4d3f-906c-9099668bf8a3","owner":[],"postedDate":"September 12th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2025-10-22T07:53:37+00:00","versionOfRecord":[],"versionCreatedAt":"2025-09-12 04:32:08","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-7384037","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-7384037","identity":"rs-7384037","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}