1. Introduction Universities in Nigeria have been challenged by the situation of redesigning their curricula with a view to producing graduates with quality and essential skills that will make graduates creative, productive, dynamic, employable and potential entrepreneurs. The inability to acquire the necessary skills could make the graduates unfit in the labour market and incompetent to manage any business successfully. It has been observed that most universities in Nigeria are in the business of turning out graduates yearly, not minding the quality of skills acquired by the graduates (Akinyemi, Ofem & Ikuenomore, 2012; Shivoro, Shalyefu & Kadhila 2018). Consequently, poor skill acquisition on the part of the graduates is responsible for why most of them are incompetent and unable to contribute successfully to enterprise progress even though they are professionally or technically qualified (Edinyang, Odey & Gimba, 2015), inability to become successful firm owners (Diyoke, 2014), incompetency in the use of digital tools to construct new knowledge and analyze digital resources (McGuinness & Fulton, 2019), poor agribusiness development, low performance in agricultural sector (Kayode-Adedeji & Agwu, 2015), frustration, dejection, high level of dependence on family, friends and government (Ajufo, 2013), high poverty rate and increasing rate of unemployment (Afolabi, 2015). Be that as it may, it is becoming prominent that