Nigerian Higher Education Institutions Research Articles

Conviviality in Nigerian higher education institutions: decolonizing the contents for cutting-edge research

Given the state of polity and lack of recognition, we argue that there is a myriad of problems in Nigerian higher education institutions (NHEIs). These problems have impeded the progress of academia across all the thirty-six states of the country. In addressing research, teaching, community service, and the impact of NHEIs, we seek the tool of conviviality. By conviviality, we mean the state of incompleteness that challenges every individual and group to be open-minded in their relationships, claims, being, belonging, and articulations of identities. The paper employs a critical lens to understand the indefatigable tool of conviviality among researchers, academics, and analysts for promoting cutting-edge research. This is done specifically to address, propose, and re-energise the missing link that exists in modern Nigerian higher education institutions.

Exploring the Challenges of Online Learning in Nigerian Higher Education

This study examines the challenges faced by lecturers in Nigerian higher education institutions when adopting and using e-learning platforms. Through virtual interviews conducted with 12 university lecturers across six regions, the research identifies several key obstacles: unreliable internet connectivity, frequent power outages, and limited access to technological resources. Additionally, inadequate training and institutional support are noted as significant barriers. Thematic analysis was employed to analyze the qualitative data, revealing patterns and common themes related to these challenges. The study suggests that improving internet and power infrastructure, along with enhancing training and technical support, are crucial strategies for overcoming these issues. The findings emphasize the need for targeted interventions to create a more supportive environment for e-learning, aiming to improve the educational experience for both lecturers and students.

Developing a Research Agenda for Resilient Systems and Innovative Practices in ODeL: Findings from a National Study

The Covid-19 pandemic exposed significant weaknesses in education systems globally, with many African countries, including Nigeria, struggling to respond swiftly to its impact. In Nigeria, the challenge was compounded by ongoing insurgency and insecurity, leading to extended school closures. To mitigate these disruptions, educational institutions adopted emergency remote teaching and learning methods, indirectly highlighting the potential of open, distance, and eLearning (ODeL). However, these initiatives often lacked proper ODeL design and pedagogical components. In response to these issues, a National Research Fund project, sponsored by the Tertiary Education Trust Fund (TETFund) titled "Setting an Agenda for Research into Open, Distance, and eLearning in the Global South: Nigeria as a Case Study" was initiated. The project aimed to identify gaps, high-priority areas, and research trends in ODeL to inform policy and guide practices amidst numerous challenges. This study aimed to investigate priority areas within ODeL that deserve more research attention and to offer insights into how this research could contribute to more resilient educational systems and promote innovative practices. The study employed a mixed-method approach, starting with an online survey of randomly selected 382 ODeL practitioners from Nigerian higher education institutions, followed by in-depth interviews with 26 purposefully selected ODeL experts. The findings revealed a consensus on key research areas, including learner support, technology, and instructional delivery. The study identified emerging research priorities specific to the African context. Addressing these key areas could significantly contribute to developing resilient education systems and promoting innovative educational practices in Nigeria and beyond.

Relationship between Art and Design Students’ Technical and Managerial Skill Traits and Their Entrepreneurial Skill Traits

The unavailability of jobs for graduates has become a gross concern in developing countries such as Nigeria, which is not necessarily contingent on graduates from any specific course of study, including art and design education. It is thus evident that proficiency in artistic or creative talent alone is insufficient to guarantee a thriving art and design career and the need to develop the required entrepreneurial propensity. This study, therefore, aims to evaluate the entrepreneurial skills and traits of art and design students in Nigerian higher education institutions (HEIs) as a remedy for stimulating their entrepreneurial tendencies. The hypothesized model of art and design students’ entrepreneurial traits was developed based on the theoretical framework developed from the literature as a three-factor construct (Model 1.0) comprising technical/soft skills, managerial skills, and entrepreneurial skills. Data was obtained using a structured Likert scale questionnaire of 36 items adapted from Yilzman & Sunbul’s entrepreneurial scale from a sample of 186 art and design students. Data was analysed using descriptive statistics and thecovariance-based structural equation modelling (CB-SEM) via the IBM SPSS Statistics 26 and IBM SPSS Amos 26 Graphics software. The model fit results reveal that the goodness-of-fit statistics indexes fell within the acceptable range. The results of the hypotheses testing of the model show that no significant association exists between art and design students’ technical and entrepreneurial skill traits. However, there is a significant association betweentheir managerial and entrepreneurial skill traits. The outcome of this research has implications for TVET institutions in the arts and design field further to promote the development of students’ inherent entrepreneurial traits to boost their entrepreneurial tendencies.

Scholarly Publishing Practices among LIS Lecturers in Higher Institutions of Learning in Nigeria

This study investigates the scholarly publishing practices among LIS lecturers in Nigerian higher education institutions, focusing on their publishing outlets, perceived barriers, and necessary skills for successful publishing. Utilizing a descriptive survey design, the study gathered data from 362 LIS educators across Nigerian institutions through a questionnaire, analyzed using descriptive statistics. The study reveals that LIS lecturers in Nigerian higher education institutions have positive perceptions of scholarly publishing, recognizing its importance for professional growth and career advancement. Furthermore, the findings indicate that while academic journals are the primary outlet for communicating research findings, LIS lecturers also utilize a range of other channels, including conference proceedings, books, social media, and collaborative research projects, highlighting a diverse approach to scholarly dissemination. The findings emphasize the paramount importance of skills required to navigate the scholarly publishing process effectively. The study recommended that higher institutions of education should implement mentorship and training programs specifically designed to support lecturers in developing the skills needed for scholarly publishing.

Impact of Information Literacy on Academic Performance among Undergraduate Students in Nigeria

Purpose: The aim of the study was to investigate the impact of information literacy on academic performance among undergraduate students in Nigeria.
 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: A study on the impact of information literacy on academic performance among undergraduate students in Nigeria found a significant positive correlation between information literacy skills and academic achievement. The research highlighted that students with higher levels of information literacy were more likely to demonstrate better performance in their coursework, exams, and overall academic outcomes.
 Unique Contribution to Theory, Practice and Policy: Social cognitive theory, information processing theory& constructivist learning theory may be used to anchor future studies on the impact of information literacy on academic performance among undergraduate students in Nigeria. Integrate information literacy instruction into the university curriculum across disciplines, ensuring that students acquire essential skills for locating, evaluating, and utilizing information effectively. Develop national guidelines for information literacy instruction within Nigerian higher education institutions, outlining standards and best practices for integrating information literacy into the curriculum.

Curriculum implementation: Challenges and the prospect of education resource centres to aid effective implementation

This paper delves into the challenges impeding effective curriculum implementation in Nigerian higher education institutions, ranging from inadequate funding to a brain-drain crisis. Recognizing the critical role of curriculum implementation in achieving national educational objectives, the study identifies these barriers highlighted concerning the misalignment between intended and implemented curricula, underscoring the need for strategic solutions. The paper then explores the prospects of Educational Resource Centres (ERCs) as catalysts for addressing these challenges. ERCs are portrayed as multifaceted entities capable of alleviating heavy academic loads, compensating for limited school facilities, and fostering inclusive education. The discussion emphasizes the alignment of ERCs with curriculum support, the provision of multimedia resources for diverse learning styles, and the pivotal role in dynamic instruction through advanced teaching aids. Furthermore, ERCs are seen as pivotal in providing educational support services, offering professional development opportunities for educators, and facilitating teachers' involvement in curriculum planning. It concludes by asserting the indispensable role ERCs play in reshaping the landscape of education, ensuring a future where curriculum implementation is not just a challenge but a collaborative journey that aids effective implementation which fosters achieving curriculum objectives that translate to attaining national developmental targets.

Bridging the engineering skill gap in Nigeria: Preliminary findings and recommendations of the E4I survey

The paper presents the key findings and recommendations of an evidence-based survey report on the engineering skill gap among young engineering graduates in Nigeria. The outcome of the study highlighted the lack of technical, problem-solving, research and development, and management skills in the country’s young engineering graduates. Integrating emerging technologies like artificial intelligence, additive manufacturing, virtual reality, computer programming, computer-aided manufacturing, and computer-aided design into the curriculum was strongly recommended for the training of young engineering students in Nigerian higher education institutions. Other recommendations for skill augmentation include; enabling young graduates to develop their optimisation, modelling, simulation, design, creativity, technical, practical, machining, operation, and management skills to boost their hands-on engineering proficiencies. Strong emphasis was also on the importance of a one-year post-graduation internship program to upskill all young engineering graduates and provide a head-start in industrial settings. Lastly, adopting an outcome-based education (OBE) engineering training curriculum was recognised as crucial for addressing the skills gap.

“Four of my Lecturers Including my HOD Took Sexual Interest in Me”: Factors Facilitating Sexual Harassment and Exploitation in Nigerian Higher Education Institutions

For decades, Nigerian higher education institutions (HEIs) have featured as places where sex is used to determine who gets decent marks and who gets the opposite in what is popularly known as “sex-for-marks” in the country. It is common knowledge to Nigerians that many female students have been prevented from passing their coursework or completing their programmes of study for refusing to engage in sexual activities with their lecturers when demanded. Many male lecturers, including professors, have been dismissed, suspended, put on probation, or prosecuted for sexually harassing or exploiting female students. Available evidence suggests that this phenomenon cuts across both public and private institutions across the country although it is more common in public institutions. This current study explored this phenomenon. The qualitative approach was adopted. Both primary and secondary data were utilised. Primary data were gathered through semi-structured interviews of 22 female graduates and undergraduates of 11 HEIs. Secondary data came from 8 media outlets. The data were thematically analysed. Nine themes were developed from the data, which denoted the primary factors contributing to this menace, and these are (i) project supervision, (ii) being unique, (iii) being a fresher, (iv) tuition fee debt, (v) failed assessment, (vi) exam malpractice, (vii) missed submission deadline, (viii) failing to purchase handout, and (ix) sexual obsession. These themes were analysed in depth and supported with excerpts containing the original words of the victims while pseudonyms or fictitious names were used to replace the real names of the participants. Recommendations were made on how the authorities of HEIs can effectively address this social problem.

Barriers to Attracting and Retaining Female Construction Graduates into Academic Careers in Higher Education Institutions

Increasing women’s representation in male-dominated professions has become an unending debate due to different gender barriers across various sectors. This study examined the barriers to female construction graduates’ employment as construction faculty in Nigerian higher education institutions. This study developed a quantitative questionnaire to examine the barriers to female construction graduates entering academic careers using purposive sampling technique to identify Master of Science graduate students in higher education institutions in southwestern Nigeria. Three hundred copies of the questionnaire were administered to female construction graduate students, while two hundred and fifty-nine retrieved data were analysed. Firstly, data validity and reliability were determined using Cronbach’s alpha, the Kaiser–Meyer–Olkin (KMO) test, and Bartlett’s sphericity tests, followed by descriptive and exploratory factor analysis. The exploratory factor analysis clustered five factors of barriers to female graduate student recruitment as faculty in higher education institutions: gender profiling, academics competency requirements, non-prioritised support for female careers in academics, female enrolment, graduation, and job position difficulties and perceived difficulties in women’s recruitment, workload, and growth. The study recommends establishing grassroots female careers support, improving female enrolment and graduation rates, campaigning against gender profiling, and establishing career pathways in academics to improve gender inclusiveness in higher education institutions when recruiting female construction graduates as faculty.

Online Learning Attitude and Readiness of Students in Nigeria during the Covid-19 pandemic: A Case of Undergraduate Accounting Students

The occurrence of corona virus disease in 2019 (Covid-19) pandemic with its negative consequences on various sectors including education up till now has led to the increase in the necessity to use online learning resources and platforms for teaching and learning especially in higher education institutions (HEIs) in various countries. This research paper's major goal was to investigate the online learning attitude and online learning readiness of undergraduate accounting students in Nigerian public HEIs during the Covid-19 pandemic. The research participants consisted of 845 male and female undergraduate accounting students purposively selected from six HEIs. Study data was collected quantitatively with two online learning scales addressing students' online learning attitude and online learning readiness respectively. The study data were analysed with relevant statistical tests in the Statistical Package for the Social Sciences (SPSS, version 22) based on .05 level of significance criteria. The finding demonstrates significantly positive online learning attitude among the undergraduate accounting students from the studied HEIs during the Covid-19 pandemic. Finding also showed that the undergraduate accounting students' online learning attitude significantly related to their online learning readiness during the Covid-19 pandemic. The male and female undergraduate accounting students did not differ in their online learning attitude and online learning readiness. There were no significant differences in online learning attitude and online learning readiness among the undergraduate accounting students from the studied HEIs based on institution type (university, polytechnic and college of education). Nigerian HEIs and accounting departments should provide efficient online learning access and resources to these students and work towards bridging any existing institutional disparities in the availability and use of online learning facilities and resources.

Effects of Service Quality on Students' Satisfaction in Nigerian Higher Education Institutions. The Moderating Role of Information Technology Capability

Effects of Service Quality on Students' Satisfaction in Nigerian Higher Education Institutions. The Moderating Role of Information Technology Capability

Enhancing graduates’ employability through polytechnic–industry collaboration

The unemployability of many Nigerian graduates is somewhat attributable to the existing wide collaboration gap between Nigerian higher education institutions and industry. Against this backdrop, this study explores how Nigerian polytechnics and industry can collaborate to enhance graduates’ employability. Adopting a focus group discussion approach, three focus groups involving 20 people (eight polytechnic lecturers, six National Board for Technical Education officials and six industry executives) participated in the study. Content analysis of the focus group discussions revealed the need to involve industry experts in curriculum development and review to meet today’s job requirements in industry. The need to involve industry experts in teaching certain aspects of the curriculum was also highlighted. The findings further revealed the desirability of exposing students and lecturers to industrial work situations to equip them with workplace skills and experience. Additionally, the study found that a comprehensive collaboration policy framework, funding, commitment, mutual benefits and trust are required to achieve successful polytechnic–industry collaboration. This research demonstrates that effective collaboration between polytechnics and industry will help to improve the employability of graduates. The findings provide policy and practical implications for polytechnics, regulatory bodies, industry and government.

Perceptions of academics in Nigerian higher education institutions on graduate attributes in computing disciplines that are desirable for employability and entrepreneurship in Nigeria

This study sought to determine the computing disciplines’ graduate attributes that are perceived as most important by academics of Nigerian Higher Education Institutes (HEIs) to make graduates in computer related disciplines desirable to potential employers and entrepreneurship in Nigeria. The descriptive survey research design was adopted. One hundred and Fifty (150) academic staff of computer related disciplines across the HEIs (Universities, Polytechnics and Colleges of Education) in the North-Western Nigeria were screened and used through convenience random and purposive sampling methods. The Computing Disciplines’ Graduate Attributes Scale (CDGAS) (r = 0.90) was the research instrument used in gleaning the field data. Three research questions were raised and one hypothesis formulated, tested and analyzed using Pearson Product Moment Correlation (PPMC). The findings revealed that effective communication skills, leadership quality, collaboration and teamwork, lifelong learning skills, cognitive ability and practical skills, ability to apply knowledge to solving theoretical and practical problems creativity and innovative thinking are the most important computing discipline’ graduate attributes that are desirable for graduate employability and entrepreneurship in Nigeria. Also, result from hypothesis testing showed no significant relationship between computing discipline graduate attributes desirable for employability and that of entrepreneurship in Nigeria (r = 0.622; P < 0.05). Conclusively, the study recommended that career development support efforts should be included in the curriculum, which will focus on helping prospective graduate in computing related discipline on how graduate attributes can hinder or increase their employability and entrepreneurship strengths.

Perceptions of academics in Nigerian higher education institutions on graduate attributes in computing disciplines that are desirable for employability and entrepreneurship in Nigeria

Perceptions of academics in Nigerian higher education institutions on graduate attributes in computing disciplines that are desirable for employability and entrepreneurship in Nigeria

Graduate attributes in computing disciplines desirable to prepare graduates for entry into computing profession in Nigeria

The purpose of this study was to identify the important graduate attributes in computing disciplines perceived by lecturers of the three sectors of Nigerian Higher Education Institutions (HEIs) desirable for entry into computing profession in Nigeria. The descriptive survey research design was adopted. Fifty (50) academic staff of computer related disciplines from each of the HEIs sectors (Universities, Polytechnics and Colleges of Education) in the North-Central Nigeria were screened and used through convenience random and purposive sampling methods. The Computing Disciplines’ Graduate Attributes Scale (CDGAS) (r = 0.82) was the research instrument used in gleaning the field data. Four research questions were raised and one hypothesis formulated, tested and analyzed using Analysis of Variance (ANOVA) statistical package. The findings identified 13, 17 and 16 important graduate attributes desirable to prepare graduates from Nigerian Universities, Polytechnic and Colleges of Educations (COEs) respectively for entry into computing profession. Common amongst the identified graduate attributes are: collaboration and teamwork, lifelong learning skills, cognitive ability and practical skills, effective communication skills and leadership quality. Also, result from hypothesis testing showed a significant relationship amongst the identified graduate attributes in computing discipline in all sectors of HIEs in Nigeria. (F = 0.610; Critical Value = 3.12; P < 0.05). Conclusively, the study recommended that career development support efforts should be included in the curriculum, which will focus on helping prospective graduate in computing related discipline on their academic abilities, personal qualities and skills.

Entrepreneurial competencies of undergraduate students: The case of universities in Nigeria

The present study builds on Morris et al.‘s entrepreneurial competencies (ECs) identified from their 2013 Delphi study, to examine whether students' compulsory participation in entrepreneurship education (EE) in Nigerian higher education institutions (HEIs) influences their development of the identified 13 ECs for business start-up after graduation. Data were collected from 1191 final year undergraduates in 12 public universities within the six geo-political zones of Nigeria using questionnaire derived from the constructs of the 13 identified ECs. Findings show that students' participation in EE associated positively with five of the thirteen ECs including opportunity recognition, opportunity assessment, creative problem-solving, self-efficacy and building and using networks. However, we found no evidence of a positive association between students' participation in EE and the development of the remaining eight ECs including risk management/mitigation, conveying a compelling vision, tenacity/perseverance, resource leveraging, guerrilla skills, value creation through innovation, ability to maintain focus yet adapt, and resilience. This study contributes to the body of knowledge and covers a gap in the literature about the paucity of research on whether students' compulsory participation in EE in Nigerian HEIs help to improve students' development of the identified 13 ECs for business start-up after graduation. Also, while the study focused on Nigeria, the findings apply to other countries that have similar issues addressed in this study.

Growing Metalwork Craft Businesses through the Lens of Entrepreneurship Education

Abstract
 The problems of unemployment and poverty among technical education graduates require students to develop employability skills. One way of solving these problems is through the effective teaching of entrepreneurship education, especially at technical-based higher institutions. The research adopted the narrative review approach that seeks to give an understanding of current knowledge on the rationale of metalwork craft, the concept of entrepreneurship education, school-based enterprise and their usefulness for graduates’ employment and productivity in Nigerian. The review showed that entrepreneurship education in the Nigerian higher education institutions seems to be more about creating entrepreneurship awareness, as against the practical approach, which is a means for developing entrepreneurship skills. Some challenges were highlighted that impede the successful implementation of entrepreneurship studies in Nigeria and recommendations made towards the practical realization of entrepreneurship education in our higher institutions.

A critical perspective on industry involvement in higher education learning: Enhancing graduates’ knowledge and skills for job creation in Nigeria

This study explores how Nigerian higher education institutions can facilitate industry involvement in the design of programmes and activities that enhance the development of students’ knowledge and skills for business start-ups, leading to job creation. Using interview and focus group methodologies, the researchers obtained rich information from 50 participants, including higher education teachers, final year undergraduate students who had taken part in the compulsory Student Industrial Work Experience Scheme and industry executives with an understanding of how industry can make a meaningful contribution to learning in higher education. Focusing on four dominant themes from the thematic analysis, the authors analyse the factors that contribute to students’ knowledge and skill development. Building on human capital theory, they make recommendations for curriculum restructuring, renewed pedagogical approaches and competencies, building linkages between higher education and industry and career training and mentoring to enhance the development of students’ knowledge and skills for job creation.

Career training with mentoring programs in higher education

PurposeThis study explores how career training with mentoring (CTM) programs work in Nigerian higher education (HE) institutions to foster students' career development and employability of graduates. It also explores how Nigerian HE curriculum can be adequately used to facilitate CTM as well as possible constraints to effective implementation of CTM programs in Nigerian HE institutions.Design/methodology/approachThe study draws on interviews with well-qualified and experienced experts from six Nigerian public universities (each from the 6 geo-political zones of Nigeria), and 20 industries also within the same 6 geo-political zones of Nigeria that were selected for this study using a purposeful sampling technique. The study interviewed 33 experts comprising 21 senior academics at Nigerian universities and 12 industry executives to reveal substantial information about CTM programs in Nigerian HE institutions.FindingsDrawing on the three key themes that emerged during the thematic analysis and linked to social cognitive career theory, it is clear that participants are convinced that CTM can enhance clarity about students' career ambitions, career interests, personal development plans and employability. Findings show that there are some career-related programs or activities that Nigerian HE students are presented with, but the programs have not been effective as to offer graduates quality career guidance and employability skills that employers demand. Acknowledging these, participants recommend establishing CTM centres in all Nigerian HE institutions to provide students with the opportunity to receive quality career advice, coaching and mentoring services while schooling.Practical implicationsThe findings of this study shed light on varying resources required to cope with the demands of labour market in terms of supply of competent workforce that can contribute to Nigeria's economic growth and development. The findings are highly relevant for Nigeria and other developing countries' policy and research initiatives that aim to promote social inclusion and equity and improve better working conditions for all. The findings also have implications for career development and employability of HE graduates in developing world context.Originality/valueUnderstanding the role that CTM programs can play in facilitating career development and graduate employability can arguably be of importance within the developing world context. This study, therefore, provides significant suggestions on how to build sustained HEIs and labour market partnership to foster career development and employability of HE graduates through establishing CTM centres in every Nigerian HE institutions.