AAU JOURNAL OF BUSINESS EDUCATORS

COMPENSATION PACKAGES AND ACCESS BANK EMPLOYEES’ JOB PERFORMANCE IN AKWA IBOM STATE, NIGERIA

EFFIONG EFFIONG EBIEME — 2026-06-20

This study investigated the influence of compensation packages on Access Bank employees’ job performance in Akwa Ibom State, Nigeria. Anchored on Herzberg’s Two-Factor and Vroom’s Expectancy theories. The descriptive research design was adopted. The population comprised 142 banking professionals, from which a sample of 105 was selected using a stratified random sampling technique. Data were collected via a validated “Compensation Packages and Employees’ Job Performance Questionnaire” (CPEJPQ), with Cronbach’s alpha reliability co-efficient value of 0.73. Results revealed that monetary compensation (e.g., Financial incentives and welfare) and non-financial compensation (e.g., recognition and career development) significantly influenced job performance; with non-monetary rewards showing a stronger impact on long-term commitment. The authors conclude that while financial stability prevents dissatisfaction, psychological motivators drive superior service delivery. It was recommended, among others, that Access Bank Managers should endeavor to prioritize merit-based promotion and recognition schemes.

EXAMINING ENTREPRENEURIAL RISK-TAKING AS A PREDICTOR OF SMALL MANUFACTURING ENTERPRISE SURVIVAL IN SOUTH-WEST NIGERIA

IBRAHIM ADEWALE ABIOLA — 2026-06-25

This study examined entrepreneurial risk-taking as a predictor of small manufacturing enterprises survival in South-West Nigeria. This study adopted descriptive research design of survey type. The population consisted 6,910 registered small manufacturing enterprises owners/managers from the six states in South-West Nigeria. A multi-stage sampling procedure was employed to draw 423 registered owners/managers in three states (Lagos, Oyo and Ogun) in South-West Nigeria. Two instrument, Risk Taking Questionnaire and Small Manufacturing Enterprises Survival Questionnaire were used for data collection. Descriptive statistics such as mean and standard deviation were used to analyse the research questions while multiple regression was employed to test the hypothesis at a 0.05 alpha level of significance. Findings indicate that entrepreneurial risk-taking showed a statistically significant negative influence on small manufacturing enterprises’ survival. It was concluded that excessive or poorly managed risk-taking can reduce the chances of manufacturing business continuity under volatile and resource-constrained environment. It was recommended that entrepreneurs in the manufacturing sector should endeavor to adopt a calculated and well-managed approach to risk-taking rather than engaging in excessive or poorly planned risks.

DIGITAL LITERACY SKILLS AND ACADEMIC ACHIEVEMENT: EVIDENCE FROM UNDERGRADUATE STUDENTS IN PUBLIC UNIVERSITIES

EMMANUEL OSARO OGBEIDE — 2026-07-01

This study investigated the correlation between digital literacy skills and academic achievement of undergraduate students in Ambrose Alli University, Ekpoma, Nigeria. The study was guided by research questions and a hypothesis. A correlational research design was adopted. The population comprised all undergraduate students of Ambrose Alli University, from which a sample was determined using Yamane’s formula for sample size calculation. The instrument for data collection was a structured questionnaire. Its reliability was determined via Cronbach’s alpha, yielding a coefficient of 0.82, indicating high level of internal consistency. Data were analyzed using descriptive statistics (mean, standard deviation, frequency counts, percentages) and inferential statistic (Pearson’s Product Moment Correlation). Findings revealed that undergraduate students demonstrated moderate levels of digital literacy skills, and their academic achievement profile varied across faculties. A significant positive correlation was established between digital literacy skills and academic achievement. The authors conclude that digital literacy skills were critical for enhancing undergraduates’ academic success. It was recommended among others that universities should endeavor to invest in digital literacy training in order to foster students learning outcomes.

NASCENT TECHNOLOGIES AND TEACHING EFFECTIVENESS: EVIDENCE FROM BUSINESS EDUCATORS’ IN PUBLIC UNIVERSITIES

EMMANUEL IGNATIUS AKPAN — 2026-07-01

The study examined the influence of nascent technologies on business educators teaching effectiveness in public universities in South-South, Nigeria. Two research questions were posed and two hypotheses were formed and tested at a 0.05 level of significance. A descriptive correlational research design was used to achieve the purpose of the study. Census or total population approach was used to select 226 business educators in public universities in South-South, Nigeria who participated in the study. A structured questionnaire was the instrument for data collection. The instrument was validated by three experts, two in Business Educators and one in Measurement and Evaluation. Cronbach’s alpha was used to determine the reliability, which yielded a good reliability coefficient indexes. Data was collected and analyzed using simple linear regression statistical tool. The findings reveal that artificial intelligence (AI) and Internet of Things (IoT) significantly influenced the teaching effectiveness of business educators in public universities in South–South Nigeria. The authors recommended that Business educators should endeavor to leverage more on the use of AI and internet computing in teaching for effectiveness and clarity on some subject matters in relation to the overall growth of the students in the foreseeable future.

GOVERNANCE AND SUSTAINABILITY OF ICT-DRIVEN SYSTEMS IN OPEN AND DISTANCE LEARNING

WILLIAMS ELENODE AYONOTE — 2026-07-29

Information and Communication Technologies (ICT) have become the backbone of modern Open and Distance Learning (ODL) systems, enabling institutions to deliver flexible and accessible education across geographic boundaries. However, many ICT-driven initiatives in higher education institutions fail to achieve long-term sustainability due to excessive reliance on individual actors rather than institutional frameworks. This study investigates the phenomenon commonly described as “strong individuals versus strong institutions” in the management of ICT-driven projects in ODL environments. Using qualitative analysis, document review, and case studies from open and distance learning institutions in Africa, Europe, and Asia, the research examines how personalization of ICT systems, lack of institutional governance, and weak knowledge transfer mechanisms contribute to project failure. Findings reveal that many ICT initiatives are developed and managed using personal communication channels, private accounts, or undocumented system architectures controlled by individual developers or administrators. These practices lead to institutional dependency on specific individuals, making systems difficult to maintain when leadership changes occur. The study argues that sustainable digital education systems require institutional ownership, governance frameworks, documentation standards, collaborative management, and capacity development among technical staff. The paper concludes that building strong institutions rather than relying on strong individuals is essential for the long-term sustainability of ICT-driven projects in ODL environments. Recommendations are provided for institutional policy development, ICT governance structures, knowledge management practices, and accountability mechanisms.