Educational Institutions In Nigeria Research Articles

Optimizing University administrative structures: Strategies for enhancing efficiency and effectiveness in higher education institutions in Nigeria

This study investigated the inefficiencies within Nigerian university administrative structures, prompted by ongoing challenges such as bureaucratic bottlenecks, poor coordination between academic and administrative units, and insufficient technological integration. These issues have hindered the effectiveness of university operations and negatively impacted staff and student satisfaction. The research adopted a mixed-methods approach, using both quantitative surveys and qualitative interviews to gather data from select Nigerian universities. The survey measured perceptions of administrative inefficiencies through Likert-scale questions, while interviews with key stakeholders provided deeper insights into structural challenges. The findings revealed significant delays in decision-making, caused by hierarchical administrative structures, as well as a lack of communication between academic and administrative units. Additionally, technological integration was found to be inconsistent and inadequate, exacerbated by financial constraints and insufficient training. These results were consistent with prior studies, highlighting the need for structural reforms to enhance efficiency. The study concluded that optimizing university administrative structures requires decentralizing decision-making, improving communication between departments, investing in modern technology, and implementing clear accountability mechanisms. Based on these findings, the study recommended promoting collaborative practices, adopting digital solutions, and fostering transparency to rebuild trust within the university community. Addressing these inefficiencies is crucial for improving institutional performance and ensuring Nigerian universities remain competitive in a rapidly evolving global educational landscape.

INSTITUTIONAL FACTORS AND USE OF E-RESOURCES IN THE FACULTY LIBRARY BY STUDENTS OF THE FACULTY OF THE SOCIAL SCIENCES, UNIVERSITY OF IBADAN, NIGERIA

The use of electronic resources (e-resources) has become essential in the digital age for improving students' educational experiences all over the world. Despite the abundance of digital resources, it is still difficult to effectively incorporate these tools into the learning process, especially in the context of higher education institutions in Nigeria. As information specialists, librarians are in the front lines of helping students navigate the complicated world of e-resources by offering them advice, assistance, and guidelines. Their proficiency with retrieval systems, metadata organization, and user instruction improves students' capacity to use e- resources for academic research and learning. This study looks into the relationship between institutional factors and the use of e-resources by students of Faculty of the Social Sciences, University of Ibadan. The study employed a descriptive survey design, while the random sampling technique was used to select 400 respondents among undergraduate and postgraduate students of Faculty of the Social Sciences, University of Ibadan, from whom data was collected through the aid of a questionnaire. The study found that the use of e-resources in the faculty library among the respondents was fairly high and the resources used include e-journals, e-books, Internet services, e-mail services and OPAC. It also found that the institutional factors that affect use of e-resources among the respondents include availability of computers, electricity supply, network speed, availability of login details, Internet connectivity, etc. The study hereby concludes that institutional factors determine the use of e-resources among students of Faculty of the Social Sciences, University of Ibadan.

Ethical Issues in Artificial Intelligence Adoption in African Higher Education Institutions in Nigeria

Purpose: The aim of the study was to investigate the ethical issues in artificial intelligence adoption in African higher education institutions. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: Ethical concerns surrounding the adoption of Artificial Intelligence (AI) in African higher education institutions reveal key findings from recent studies. These include issues of data privacy, transparency in AI algorithms, and ethical implications in decision-making processes. Universities in Africa implementing AI technologies must navigate challenges such as ensuring ethical data handling and maintaining transparency in AI systems. Unique Contribution to Theory, Practice and Policy: Ethical frameworks in AI adoption, critical theory & ethics of care may be used to anchor future studies on the ethical issues in artificial intelligence adoption in African higher education institutions. Embed ethics education into AI courses and training programs across African universities. Equip students, educators, and AI developers with the knowledge and skills to identify, analyze, and address ethical dilemmas associated with AI technologies. Develop and enforce clear, context-specific AI ethics policies and regulatory frameworks at national and institutional levels. These policies should outline guidelines for data management, algorithmic transparency, and ethical review processes.

Potentials Challenges of Twenty-First Century Pedagogies in Nigeria

The concept of 21st-century pedagogies is the creative use of technological-aided teaching methods for the benefit of the students based on the prevailing situation. The pedagogies include the use of technology integration, collaborative learning, student-centred learning, flipped classroom and gamification and game-based learning usually student-centred. The concept of pedagogy in Nigeria, as in many other countries, refers to the strategies, methods, and approaches employed in the teaching and learning process. The paper identified skills development, technology integration, increased student engagement, collaborative learning and teacher professional development as some potential that significantly contribute to enhancing the quality of education and equipping students with employable skills needed to succeed in the world of work. The paper identified technology barriers, teacher training and professional development, large class sizes, curricular rigidity, resistance to change and limited resources as some of the challenges confronting the use of 21st-century pedagogies in educational institutions in Nigeria. However, policy reforms, teacher training and professional development, technology integration, partnerships and research and monitoring are suggested as remedial plans to improve the use of 21st-century pedagogies in Nigerian schools.

Intention for internal whistleblowing to report sexual violence in higher education institutions: a Nigerian national study.

Sexual violence is prevalent in higher education institutions in Nigeria and stakeholders have encouraged staff and students to blow the whistle whenever they fall victim to or are aware of any sexual violence case. However, there is lack of data about whether the staff and students of these institutions have the intention to blow the whistle internally (within the institution) or not. There is also a lack of data on the existing reporting mechanisms or preferred whistleblowing mechanisms in these institutions. These have hindered the analysis of stakeholders' opinions on this topic. This data note presents a comprehensive quantitative and qualitative data set collected from staff and students of three categories of government owned higher education institutions (Universities, Polytechnics, Colleges of Education) in Nigeria. Data collection was between February and December, 2021, during which quantitative data were collected from 21,937 students and 3,108 staff. Qualitatively, 138 students and 111 staff participated in a total of 35 focus group discussion sessions. The study provides unique information on respondents' attitude, self-efficacy, and subjective norm to sexual violence whistleblowing. It also provides information on self-reported sexual violence experiences, whistleblowing intention, reporting systems in higher institutions and the preferred sexual violence whistleblowing mechanisms. In this data note, we provide a detailed account of the variables in the dataset and then highlight the potential of this study to contribute to improved sexual violence reporting in higher education institutions, thereby reducing the occurrence of the social menace.

Intention for internal whistleblowing to report sexual violence in higher education institutions: a Nigerian national study

Background Sexual violence is prevalent in higher education institutions in Nigeria and stakeholders have encouraged staff and students to blow the whistle whenever they fall victim to or are aware of any sexual violence case. However, there is lack of data about whether the staff and students of these institutions have the intention to blow the whistle internally (within the institution) or not. There is also a lack of data on the existing reporting mechanisms or preferred whistleblowing mechanisms in these institutions. These have hindered the analysis of stakeholders’ opinions on this topic. Methods This data note presents a comprehensive quantitative and qualitative data set collected from staff and students of three categories of government owned higher education institutions (Universities, Polytechnics, Colleges of Education) in Nigeria. Data collection was between February and December, 2021, during which quantitative data were collected from 21,937 students and 3,108 staff. Qualitatively, 138 students and 111 staff participated in a total of 35 focus group discussion sessions. The study provides unique information on respondents’ attitude, self-efficacy, and subjective norm to sexual violence whistleblowing. It also provides information on self-reported sexual violence experiences, whistleblowing intention, reporting systems in higher institutions and the preferred sexual violence whistleblowing mechanisms. Conclusions In this data note, we provide a detailed account of the variables in the dataset and then highlight the potential of this study to contribute to improved sexual violence reporting in higher education institutions, thereby reducing the occurrence of the social menace.

Gender, Leadership and Career Advancement in Higher Education Institutions in Nigeria and Ghana

Abstract Higher Education Institutions (HEIs) in most societies globally are perceived to be structured in an imbalanced way, such that one gender is of advantage over the other, most times the male gender. Extant research on gender and leadership has been criticised on different grounds, such as including a one-sided focus, the lack of gendered perspectives, and a neglect of structural, cultural and historical factors in research. This study interrogates the notion that the HEIs are gendered; examines the factors answerable for gender disparities in leadership positions in the selected universities in Nigeria and Ghana; and identifies ways leadership affects each gender’s career advancement in the selected institutions. The qualitative research method was adopted to elicit information from purposely selected men and women, who have held leadership positions, and those who aspired, but were denied in the selected universities. The study utilises the in-depth and key informant interview techniques. It concludes that women still remain under-represented in most male dominated higher education decision making positions, as a result of the institutional climate which does not give adequate room for gender equality and inclusiveness.

Corruption in Formal Adult Education in Nigeria: Implications for Sustainable National Development

This position paper took a cursory view of corruption, examined adult education, assessed corruption in formal adult education and highlighted the implications for sustainable national development in Nigeria. The paper concluded that concerted efforts must be put in place in order to curb the menace of corruption in adult education. Adult education is the poorest sector in education in terms of allocation of financial resources. Government allocates meagre financial resources annually to adult education organizations, yet corrupt financial practices are perpetrated by the operators of adult education institutions in Nigeria. There is equally the challenge of cheating in examination and examination malpractice. These have stifled the developmental needs of the country to be provided by adult education. It was suggested that the EFCC and ICPC should beam their searchlight on adult education sector of education with a view to recovering stolen funds arresting and prosecuting offenders of embezzlement and misappropriation of education funds; adult learners found guilty of corrupt practices should have their admission revoked; adult educators found guilty of the monetary extortion should be relieved of their jobs; and government should make it as a point of duty to allocate 3% of her education budget to adult education annually.

Teaching Creative Thinking Skills in Educational Institutions in Nigeria

Creative thinking is a multidisciplinary concept that falls within the brackets of higher order thinking skills and its teaching in educational institutions in the 21st century has become inevitable in Nigeria in particular and the global community at large, because change occurs in split seconds with prospects, challenges and corresponding crises that keep man in a complete state of apprehension and loss without corresponding skills to explore the environment to man’s advantage. Using the philosophical methodology, the paper discusses the teaching of creative thinking skills in educational institutions in Nigeria. The paper acknowledges that the inability of educational institutions in Nigeria to prioritize the teaching of creative thinking skills is responsible for the near to nothing level of productivity that exists in the Nigerian society compared to the number of educated persons in Nigeria. The paper strongly maintains that making the teaching of creative thinking a norm in Nigeria can be a springboard for entrepreneurial revolutions that can checkmate social vices in Nigeria. The paper makes recommendations, part of which are that education should be repositioned to prioritize the teaching of creative thinking to would-be teachers in the training of teachers in teacher education institutions, that instructional delivery across all tiers of education should be based on problem based and project based approaches that prioritize practical instead of theory, a development that demands providers and sponsors of education to be more committed and that the curriculum of educational institutions in Nigeria should incorporate realities of the 21st century among others. Keywords: Education, Teaching, Creative teaching, teaching creative thinking

Fighting the Monster Plagiarism among Postgraduate Students in Higher Educational Institutions in Nigeria

Fighting the Monster Plagiarism among Postgraduate Students in Higher Educational Institutions in Nigeria

Perceived Influence of Inflation on Nigeria Educational System: A Case Study of Federal Polytechnic, Oko.

This research work investigates the Perceived influence of inflation on the Nigerian educational system: a case study of Federal Polytechnic, Oko, in Orumba North Local Government Area of Anambra state. Three research questions were raised to guide this study. Descriptive survey research design was used to conduct this study. The population for the study comprised of all the students and teaching staff of Federal University, Oko. The sample of this study comprised of four hundred (400) students and eighty (80) teaching staff. Simple random sampling technique was used in selecting the samples of this study. Data were collected using a self-developed questionnaire. The instrument was validated by two experts, one from the economics department and the other from educational foundation department. A pilot testing method was used to establish the reliability of the instrument, the scores obtained were analyzed using Cronbach Alpha and the reliability coefficient was estimated at 0.80. The data obtained were analyzed using mean. Based on this analysis and findings, it was discovered that there was significant relationship between perceive influence of inflation and education in Nigerian University(r(399) = .670**, p<.05),also result reveals that there was relationship between perceive influence of inflation and the quality of education within the educational system in Nigeria(r(399) = .606**, p<.05) and there was significant relationship between inflation and decrease in enrollment in educational institutions in Nigeria(r(399) = 0.464, p<0.05)However, it was recommended that government spending on education should be increased. A system of regular salary adjustments for teachers should be established. Inflation-indexed tuition fees and other educational costs should be developed and implemented. Measures to improve the quality of education within the system should be implemented such as providing more professional development opportunities and better training for teachers.

Nigerian Open and Distance Learning Students and the Mandatory National Youth Service Corps (NYSC) Scheme

The principal means of accessing admission into higher educational institutions in Nigeria is the Unified Tertiary Matriculation Examination (UTME) carried out by the Joint Admission and Matriculation Board (JAMB). The total number of candidates looking for admission into the different Nigerian institutions of higher learning has been on the increase over the years. The main motivation behind setting up any Open Distance Learning (ODL) institutions in Nigeria is to give a scope of chance to admittance to advanced education to students who, for one explanation or the other, really like to have their schooling in a more adaptable way. Moreover, the low admission limit of Nigerian universities for full time studies places a limit on the number of prospective learners who can be admitted into universities thereby making a monstrous hole between the people who want higher education and the framework accessible to cater for their necessities. The National Youth Service Corps (NYSC) scheme is an obligatory programme set up by the Nigerian government to include graduates of Nigerian educational tertiary institutions who are 30 years and below with the aim of promoting national unity and integration as well as to contribute to the accelerated growth of the national economy. However, graduates of open and distance learning institutions in the country do not take part in the NYSC programme. An attempt is made in this paper to investigate the level of preparedness and interests of ODL students and their disappointment in their exclusion from the programme. To achieve this, a descriptive survey research design was adopted for the study with a random sample of 201 respondents comprising 114 male and 87 female distant learners within the stipulated age for the NYSC scheme. A researcher-developed questionnaire was used to gather data from respondents. Four research questions were raised and three hypotheses were tested at 0.05 level of significance. Data gathered were analyzed and presented using figures, simple percentages, frequency tables and the Independent T-test. The findings revealed that 98% of respondents believe that they are prepared for the NYSC scheme, while 2% of respondents are not prepared. 99% are interested and 97% are disappointed at their exclusion from the scheme. No significant gender difference was observed in the level of preparedness, extent of interest and degree of disappointment in exclusion from the scheme among respondents. The study recommends a collaborative effort of ODL institutions and their counselling units in addressing anxieties and disappointments among students. The study also advocates a review of government’s policy on the NYSC scheme for possible inclusion of young graduates of ODL institutions in the scheme.

Distributed leadership practice among heads of library and job performance of librarians in higher educational institutions in Nigeria

This study investigates DL practice among heads of library and job performance of librarians in HEIs in Nigeria. A descriptive design of survey type was applied for the study. The 164 librarians (19 heads of library and 145 librarians) in 19 public higher educational institutions (HEIs) in Ekiti, Ondo and Osun States formed the population of the study. The study adopted total enumeration sampling technique. A self-structured close-ended questionnaire and interview were used for data collection. It was found that the levels of DL among the heads of library and job performance among librarians in HEIs in Nigeria are high. The study also found that there is significant relationship between: delegation of duties and job performance, delegated decision making and staff job performance, delegated instructional supervision and job performance, and delegated administrative supervision and job performance among the librarians. There is no significant difference between the levels of DL among the male and female heads of the library. It was recommended that subordinate librarians should be trained to develop their leadership capacity to perform optimally when leadership role is distributed to them within the library.

Enhancing Communicative Competence Through English for Specific Purposes (ESP): A Comparative Study of ESP and General English Approaches in University Language Programme

It is generally observed that the communicative performance of the students in English language is below average. It is disheartening that a large percentage of students and graduates of Nigerian higher institutions cannot express themselves freely in both written and spoken forms of English language. Whereas, communication is central to the field of teaching and learning. Thus, there is a need to take measures through research, to improve the communicative competence of the students. This research is conceived to examine the competence of the students of Bamidele Olumilua University of Education, Science and Technology Ikere-Ekiti, Nigeria in the use of English Language for interpersonal, official, academic and professional communicative purposes; design English for specific Purpose (ESP) language learning programme for teaching English language in the University to enhance the communicative competence of the students. This study set out to experiment how the use of ESP as a teaching approach can immerse the learners with the required communicative ability for all communicative situations. The study compares the traditional approach of General English with ESP. Empirical evidence from the study suggests that the ESP approach is more effective in enhancing students' communicative competence compared to the traditional General English approach. Significant differences in communicative competence have been observed between students who undergo ESP-based education and those following the conventional General English approach. Based on the significant findings of the research; it is recommended that educational institutions in Nigeria consider incorporating the ESP-based language teaching method into their curriculum.

Intention for internal whistleblowing to report sexual violence in higher education institutions: a Nigerian national study

Background Sexual violence is prevalent in higher education institutions in Nigeria and stakeholders have encouraged staff and students to blow the whistle whenever they fall victim to or are aware of any sexual violence case. However, there is lack of data about whether the staff and students of these institutions have the intention to blow the whistle internally (within the institution) or not. There is also a lack of data on the existing reporting mechanisms or preferred whistleblowing mechanisms in these institutions. These have hindered the analysis of stakeholders’ opinions on this topic. Methods This data note presents a comprehensive quantitative and qualitative data set collected from staff and students of three categories of government owned higher education institutions (Universities, Polytechnics, Colleges of Education) in Nigeria. Data collection was between February and December, 2021, during which quantitative data were collected from 21,937 students and 3,108 staff. Qualitatively, 138 students and 111 staff participated in a total of 35 focus group discussion sessions. The study provides unique information on respondents’ attitude, self-efficacy, and subjective norm to sexual violence whistleblowing. It also provides information on self-reported sexual violence experiences, whistleblowing intention, reporting systems in higher institutions and the preferred sexual violence whistleblowing mechanisms. Conclusions In this data note, we provide a detailed account of the variables in the dataset and then highlight the potential of this study to contribute to improved sexual violence reporting in higher education institutions, thereby reducing the occurrence of the social menace.

Effect of Internal Audit on Financial Management in Tertiary Educational Instutions: A Study of College of Education Oju, Benue State, Nigeria

Effective financial management is a key determinant to the success of any organization. Mismanagement of funds in educational institutions has become a stumbling block in the operations of educational institutions in Nigeria. Internal audit is of great importance in curbing financial mismanagement. This study investigated the effect of internal audit on financial management at the College of Education oju, Benue State. Four research objectives and hypotheses guided the study. Descriptive survey design was adopted, 71 principal staff were used as the population. Through census strategy the entire population was sampled and used for the study. Data were collected using questionnaires. Pearson product moment correlation statistics was used to test the hypotheses at 0.05 alpha level of significance. Major findings were that internal audit has significant effects on revenue generation, accountability in the use of funds, transparency in the use of funds and prevention of diversion of funds. Based on the findings, the researcher recommended among others that skilled auditors should be engaged to take up internal audit roles.

Identity overlap and context-dependent instrumentation of territorial belonging: an interrogation of multiple levels of indigeneship mobilisation in Nigeria

ABSTRACT The subject of territorial belonging remains one of the regular flashpoints of conflicts in contemporary politics. With identity overlap and context-dependent instrumentation of belongingness, the question of how one identity classification attains preponderance over others in the overlap and the character of the associated conflicts compel studying every instance as a unique case. This paper interrogates the instrumentation of multiple levels of indigeneship mobilisation in inclusion politics in tertiary education institutions in Nigeria. Qualitatively drawing from vice-chancellor’s selection politics in University of Nigeria, this paper found that four incentives drove the preponderance of ethno-territorial indigeneship mobilisation over other levels of indigeneship mobilisation in the institution. First, politically, the collective interests of the dominant Igbo ethnic group were held paramount in the ethnic territory. Second, the rationales for the collective interest of the ethnic group were widely acknowledged by all communal settlements on the ethnic territory. Third, democratically, the phenomenon ensured the rule of the majority in vice-chancellors’ selection politics. Fourth, the merit prerogative of the academy, breached in inter-ethnic struggle, remained sacrosanct in intra-ethnic competition for the choice position. These exemplify the situation of many federal tertiary education institutions in Nigeria and become their prominent trademarks.

Emerging ethical issues in university administration in Nigeria educational institutions

Educational institutions are knowledge factories where individuals are enriched with skills, knowledge and capacity to nurture and develop their potentials. University consists of teachers who are widely read with knowledge and skills with the onus of producing students worthy in character and learning. The study explores the emerging issues in university administration in Nigeria in educational institutions. Emerging issues in university administration are behavioral patterns that undermine the integrity of the educational system. Some of these ethical issues are examination malpractices, indecent dressing, cult-related activities, sexual harassment, extortion from students through the sale of textbooks andblatant disregard for schools ethos and code of conduct. As a way forward, the study suggests that educational institutions should, as a priority, establish dress codes for students and teachers and sensitize students on the core values of Nigerian culture and the likely consequence of unethical issues on the psychic of individuals and the university community.

E-Learning Readiness in Higher Education Institutions in Nigeria during COVID-19 Pandemic

Purpose: The emergence of coronavirus disease 2019 (COVID-19) pandemic necessitated the closure of schools and higher institutions worldwide. Most schools resorted to online learning without considering its attendant effects. Most institutions in the developing countries that were stocked with traditional face-to-face learning method migrated to online learning unprepared. The study, therefore, evaluates lecturers’ readiness for e-learning in higher education institutions in Nigeria amid COVID-19 pandemic.
 Design/Methodology/Approach: To achieve this, a structured questionnaire was administered to 324 lecturers in selected federal, state, and private universities in Nigeria. The study adopts a quantitative research method. The quantitative data was analyzed using descriptive statistics.
 Findings: Findings reveal that Nigerian universities were not ready for e-learning prior to COVID-19 pandemic as the needed critical components to take-off e-learning were not available. Study indicates that resource utilization, resource availability, and e-learning facilitations are the critical factors that affected e-learning readiness in Nigeria universities amid COVID-19. Other challenges include internet unreliability, unavailability of e-learning pedagogy, and lack of prerequisite skills for the instructors and the learners.
 Research Limitations/Implications: A major limitation of the study is the failure to evaluate the challenges of e-learning readiness from the students’ perspective. This limitation creates opportunities for further research into the subject matter. Despite this limitation, the findings from the study have potential implications for university management stakeholders, education policy maker, and e-learning implementation in Nigeria HEIs.
 Originality/Value: Given the fact that e-learning is still a new method of teaching in HEIs in Nigeria, switching to this method of teaching unprepared poses a major challenge for both the learners and instructors. Therefore, it is crucial to evaluate facilitators and beneficiaries’ readiness to embark on this new method of learning.

Students' View of Causes, Forms and Solutions of Lecturers' Involvement in Corrupt Practices in Tertiary Educational Institutions, Kwara State Nigeria

This descriptive survey investigated students' views on lecturers' engagement in corrupt practices within Kwara State's tertiary educational institutions in Nigeria. The study targeted NCE. Three-level students, with 150 respondents randomly sampled using stratified and purposive techniques from public Colleges of Education. A researcher-designed questionnaire was used, addressing four research questions. Mean and standard deviation analyzed the data, revealing a high level of lecturer involvement in Corruption. Causes cited included greed, students' disinterest in learning, weak enforcement of anti-corruption laws, and lecturer intimidation. Corrupt practices identified encompassed money extortion from students, sexual harassment, score manipulation, forcing `handout purchases, and certificate forgery. Proposed solutions included timely salary payments, robust anti-corruption groups, funding lecturers' international conferences, strict sanctions against wrongdoers, and merit-based recruitment and promotion. These findings emphasize the need to combat Corruption, preserve institutional integrity, and create a conducive learning atmosphere. Implementation of effective anti-corruption measures can promote ethical academic conduct, ensuring transparent and accountable educational systems. Further research and practical interventions are vital to curb Corruption's impact on Nigeria's educational sector.