Impact of Foreign Direct Investment on Business Education Curriculum Development in Nigeria: Evidence from the South East Zone

This study examined the impact of Foreign Direct Investment inflows on Business Education curriculum development in the South East geopolitical zone of Nigeria. FDI brings capital, technology, and international business practices that can reshape the competency demands placed on the local workforce. For Business Education, understanding how FDI trends influence curriculum relevance and revision is critical for maintaining programme alignment with the evolving economy. This study fills a gap in the literature by empirically linking macroeconomic dynamics with curriculum policy in Nigerian Business Education. A mixed-methods research design was adopted, combining a document analysis of Business Education curriculum revision records and investment data from the Nigerian Investment Promotion Commission, with a structured survey of Business Education curriculum planners and corporate HR managers. The population for the survey comprised 80 curriculum experts and 60 HR managers in South East-based FDI-receiving organizations. Data were analyzed using descriptive statistics, trend analysis, and thematic coding. Findings reveal that periods of significant FDI inflow in the South East, particularly in manufacturing and agribusiness, were associated with curriculum revision efforts in Business Education, though the linkage is informal and reactive rather than systematic. Key competency demands from FDI firms included digital supply chain management, international business communication, and financial compliance skills. The study recommends establishing a formal FDI-curriculum linkage mechanism within the National Universities Commission for Business Education. Keywords: foreign direct investment, curriculum development, business education, South East Nigeria, FDI-curriculum linkage