Nigerian Higher Education Research Articles

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.

Does PhD qualification improve pedagogical competence? A study on teaching and training in higher education

PurposeThere has been much debate in recent times about the factors that improve the quality of teaching in higher education (HE) institutions. This has been especially fueled by the increasing importance attached to Doctor of Philosophy (PhD) qualification. To fill the existing gap in the current literature in this regard, this study aims to investigate whether HE teachers (lecturers) who undergo pedagogical training (PT) in addition to obtaining PhD qualification possess higher knowledge and pedagogical competencies (PCs) than those that relied only on having PhD qualification without further teaching qualifications.Design/methodology/approachDrawing upon data collected through a structured questionnaire administered to 1,174 Nigerian HE teachers in various disciplines from 39 HE institutions, in addition to two focus groups, the study adopts a mixed-methods research. The quantitative data were analyzed descriptively while qualitatively data were coded, transcribed verbatim, and analyzed thematically.FindingsThis article proposes that teachers who undergo PT in addition to obtaining PhD tend to have more PCs and perform better than those that have not undergone any form of PT. Also, it found a statistically significant difference between PCs of HE teachers who have undergone PT in addition to PhD qualification from those without PT. The implication is that teachers who have undergone PT are more effective in facilitating teaching and learning than those who have not completed PT.Research limitations/implicationsDespite the merits of the mixed-methods research, a major limitation of this study is the failure to compare students' achievements or successes based on the two distinct samples. However, the limitations create opportunities for further studies into the subject matter.Originality/valueThis study is timely, given that Nigeria (like many African countries) has a low quality HE system and low graduate outcomes (related to knowledge, employability, and skills). More so, research into pedagogical content knowledge (PCK) and practices are rare or nonexistent in the literature related to Nigeria and other African countries' HE system.

Improving graduate outcomes

PurposeThis study explores how the implementation of problem-based learning (PBL) in technical and vocational education training (TVET) systems of Nigerian higher education (HE) can enhance quality graduate outcomes. The study also explores the issues and challenges of PBL implementation in the TVET system of Nigerian HE.Design/methodology/approachThis study follows the assumptions of qualitative research. The authors interviewed 55 participants and had a focus group with 7 TVET postgraduate students. The 55 interviewees were drawn from TVET teachers (n = 33; 24 males and 9 females), Directors at National Board for Technical Education (n = 4; 3 males and 1 female), Directors of National Directorate of Employment (n = 5; 3 males and 2 females), Directors at the Federal Ministry of Education (n = 3 males), and industry executives (n = 10; 7 males and 3 females). Data were collected through a semistructured interview approach, transcribed and coded using NVivo 12 plus and analyzed through thematic analysis.FindingsThe results show that PBL in the Nigerian TVET system has positive implications for quality TVET graduate outcomes in that it can enable integrating theory and practice, motivate learning, improve students' self-efficacy, allow students to construct learning on their own, enhance graduate competencies and graduate employability. It also revealed six perceived possible major challenges to effective implementation of PBL in the Nigerian TVET system, which includes inadequacy of teaching and learning facilities; corruption in Nigerian education sector; recruitment of unqualified incompetent TVET teachers; difficulties in identifying real-life problems, among others. Participants offered benchmarks and actions and standards for improving the identified challenges, which formed a framework for coping with issues, challenges, and barriers to effective implementation of PBL in the TVET system of Nigerian HE (Table 1).Originality/valueThe results of this study are original and serve as an advocacy for Nigerian HE authorities to explore how PBL can be implemented in the TVET system to improve graduate outcomes. The study serves as a starting point for more research in the domain of improving the quality of TVET programs in Nigerian HE. Industry leaders and policymakers in Nigeria and other developing countries could use the findings from this study to increase HE and industry participation and partnership for quality of TVET program.

The Impact Of World Bank And Other International Organizations On Higher Education System In Nigeria

Education is an essential tool for human, economical, societal and technological development. When education is properly utilized and financed, learning outcomes with higher quality are achieved. Under-funding is the critical challenge facing the Nigerian higher education (NHE) system. There is considerable increase in the demand for NHE and government could no longer adequately finance it because of this increasing-demand. This paper attempts to assess the impact of international organization in NHE system. Among the key important international organizations operating in Nigerian Education (NE) are the World Bank, IMF, EU, UNICEF, UNESCO and many NGOs operating from both in and out of the country. The paper concludes by recommending that adequate consecration should be given to higher education since basic education and secondary level have so far benefitted more from the World Bank. It is also recommended that all other international organizations and other sectors should focus on impacting NHE if truly high quality education is desired for Nigerian university students.

Teaching Pedagogies of Entrepreneurship Education and Entrepreneurial Intention of Students of Higher Education in Nigeria: An Evaluation

Entrepreneurship education was introduced in Nigerian higher education institutions as a compulsory course for students regardless of area of specialization in 2006/2007 academic session. This paper investigates the impact of selected teaching pedagogies (Normal lecture, Case study, Meeting entrepreneurs, Expert lecture, Incubation facility, Business plan development, Industry tour, Group discussion, Entrepreneurial stories, and Live project) used in delivering these courses on student’s entrepreneurial intention. Data were collected during scheduled lecture period with the aid of questionnaire on 405 students of universities, colleges of education and polytechnics in the three regions of Northern Nigeria (The North-East, North-Central, and North-West). Proportionate stratified random sampling technique was applied to select the participants. Descriptive along with inferential statistics were used for the analysis. Ordinal logistic regression was used to estimate the impact of each of these courses on students’ entrepreneurial intention. Findings indicate that four out of the ten teaching pedagogies namely; Normal lecture, Case study, Expert lecture, and Incubation facility lead a positive and significant impact on students’ entrepreneurial intentions. Therefore, higher education institutions in Nigeria need to set specific entrepreneurship education goals and come up with an effective blend of both conventional and innovative teaching pedagogies, through which students’ mental and practical capabilities can be improved towards successful entrepreneurship. The study also recommends that the teaching pedagogies applied in entrepreneurship education area must be in alignment with the career interests of the students and with the objectives for which the course is offered.

Nigerian Universities’ ‘Original Sin’: A Review of Tim Livsey’s Nigeria’s University Age: Reframing Decolonisation and Development

Tim Livsey’s Nigeria’s University Age: Reframing Decolonisation and Development is a major contribution to the history of the early years of Nigerian higher education. Much of what Livsey identifie...

Low achievers and the quest for institutional standard in mathematics education: A phenomenology of subject matter experts' opinions from Nigerian higher education

Low achievers and the quest for institutional standard in mathematics education: A phenomenology of subject matter experts' opinions from Nigerian higher education

Assessing the sustainability content of the Nigerian engineering curriculum

PurposeThe purpose of this study is to present an assessment of the sustainability content of the Nigerian engineering curriculum in universities.Design/methodology/approachContent analysis is used to generate and analyse data from three engineering documents, namely, the Benchmark Minimum Academic Standards for Engineering Programmes in Nigeria and the engineering handbooks of two Nigerian higher education institutions.FindingsThe Nigerian engineering curriculum is revealed to have a low sustainability content, with environmental concepts being the most cited themes and social topics as the least stated issues.Research limitations/implicationsThe sustainability assessment approach adopted in the study is constrained by the question of what constitutes a sustainability syllabus. Expert-derived sustainability themes used in the study are unavoidably incomplete and may limit the conduct of an exhaustive sustainability content assessment.Practical implicationsBased on the research outcome, the Council for the Regulation of Engineering in Nigeria and other stakeholders can consider ways to adequately incorporate sustainability themes in the Nigerian engineering curriculum.Originality/valueThe research is an effort to determine the presence of sustainability issues in the Nigerian engineering education, which has hitherto been scarcely documented. This study provides a baseline and a rationale for sustainability education interventions in the Nigerian engineering curriculum. It also presents a methodology for analysing sustainability content in university curriculum and contributes to the continuing sustainability education discourse, especially in relation to sub-Saharan Africa.

Determinants of Effectiveness of Performance Appraisal (EPA) for Academics in Nigerian Higher Education Institutions (HEIs): A Pilot Study

Effective performance appraisal (EPA) is indispensable to organizations in establishing their accomplishments as well as improving employees’ performance. Previous literature has indicated the impacts of organizational fairness, organizational politics, transactional leadership and employee’s participation on performance appraisal (PA). The objective of this study is to confirm the validity and reliability of the research instruments in examining the relationships between organizational fairness, Politics, transactional leadership, and employees’ participation on EPA among academics in Nigeria. A survey method was employed, and a total of 40 questionnaires set was distributed to respondents via convenience sampling. Results confirmed the validity and reliability of the instruments adapted.

Inappropriate Sexual Behaviours as Perceived by Students in the Institute of Education, Delta State University, Abraka: Implication for Counselling

The purpose of this study was to examine the perception of students in the Institute of Education on the incidence of inappropriate sexual behaviours among students at Delta State University, Abraka. A total of 334 students in Business Education and Library Science Education completed a questionnaire with items on pre-marital sex, pornographic materials, sexual abuse and indecent dressing. The instrument for the study was a 22 – item “Youth Assessment of Inappropriate Sexual Behaviour Interest Inventory” (YASPII). The instrument had acceptable content and face validity. It had a Cronbach alpha reliability index of .75. Four research hypotheses were tested. Findings of the study revealed that pre-marital sex, pornographic films and indecent dressing were perceived by students as common forms of inappropriate sexual behaviour. There was however disparity in their perception of sexual abuse as a form of inappropriate behaviour. It was recommended that sexuality education be scaled up in Nigerian higher education institutions.Counselors and other stakeholders should sensitize students on the consequences of viewing pornographic materials, engaging in pre-marital sex and wearing indecent clothing.

Inculcating Leadership Values in Nigerian Higher Education for Economic Transformation and National Security.

The study is on inculcating leadership values in Nigerian Higher Education for Economic Transformation and National security. Higher education is known for its unique objective of training future leaders in all field of human endeavour. They are regarded as citadel of learning where learners are to be taught societal accepted values that should help in the actualization of a strong, egalitarian and united nation the country is meant to be. When these right values are impacted into leaders to be and in leadership, then transformation and National Security will be a work-over. The researcher suggested that leadership programmes should be included in the curriculum.

Assessment of academic stress and coping strategies among built environment undergraduate students in Nigerian higher education

PurposeStress has become an important topic in the academic environment. However, studies on academic stress among built environment students have received little attention. The purpose of this paper, therefore, is to assess the causes of academic stress, and its coping strategies among built environment undergraduate students in public higher education institution (HEI) in Nigeria.Design/methodology/approachAn extensive literature review was conducted to identify the causes of academic stress and its coping strategies among the students in HEIs, using quantity surveying students as a case. Primary data were elicited through questionnaire survey administered on 189 quantity surveying students in Obafemi Awolowo University, Nigeria. A total of 169 copies of the questionnaire were returned and suitable for analysis. The data obtained were analyzed using the mean score and t-test.FindingsThe study identified 27 causes of students’ academic stress, and the analysis of the total ranking revealed that 8 out of 27 causes of academic stress were considered important. The results of t-test indicated that except for 5 out of 27 identified causes of student academic stress, there is no statistically significant difference in the perceptions of male and female students. The study further identified 30 coping strategies employed by students in dealing with academic stress, out of which six identified coping strategies were considered important. In addition, the results of t-test revealed that except for 11 out of 30 identified coping strategies, there is no statistically significant difference in the perceptions of male and female students surveyed.Practical implicationsThe identification of the important causes of academic stress and its coping strategies among the students in the public higher education will be useful for the university management to formulate policies toward providing a well-balanced academic environment that is conducive to better learning. In addition, policy recommendations are proposed.Originality/valueThe findings will help the academic staff and university management to design and implement policies toward refining the teaching procedures in higher education. Also, this study would be of great value to academic staff and university administrators to develop a framework for incorporating stress coping strategies in the higher education curriculum. This study is important as not many empirical studies relating to academic stress and its coping strategies have been conducted in the built environment disciplines.

Politics of Programme Accreditation for Quality Assurance in Nigerian Higher Education

Quality assurance is an innovation in the educational system. It directs the achievement of goals and revolves around proper, meticulous and timely attention and action on the input–process-output mechanism, by the management. Accreditation of programmes in Nigerian higher education is a means to achieving the desired educational quality in our institutions through the, implementation of government policies by the designated bodies; NUC, NBTE and NCCE. This paper examined the politics of NUC Accreditation of University programmes as an issue of concern in maintaining quality. Politicization of appointments of the head of institutions and lack of uniformity in grading systems were sported as factors militating against quality in higher education. The essence of quality assurance in Nigerian higher  institutions  was also discussed and necessary suggestions made include, accountability in quality assurance dealings, proper lay down rules and regulations for establishment of private universities and systematic approach to accreditation by NUC and other accreditation bodies.Â

Vestiges of colonial anthropology and race in nigerian higher education.

Vestiges of colonial anthropology and race in nigerian higher education.

Low achievers and the quest for institutional standard in mathematics education: A phenomenology of subject matter experts’ opinions from Nigerian higher education

<p>This study adopts a phenomenological paradigm to present mathematics experts’ opinions on the existence of low achievers in Nigeria’s higher education system. Six career mathematicians volunteered from among the participants at a conference of one of Nigeria’s elite academic group to give their in-depth opinion on the role of educational institutions in handling low achievers, their impact on Nigeria’s quest for quality education, and personal approaches for managing low achievers in the mathematics classroom. The explication of the responses of the mathematics experts indicates concerns about the admission system of higher educational institutions and some pertinent pedagogical inadequacies of pure mathematicians. The study also revealed that the continual existence of low achievers in the discipline encourages high rate of dropping-out, poor quality of mathematics educators, and examination malpractice. Participants suggest counseling intervention, retraining of mathematics lecturers in teaching methodologies, and special mindset-boosting programmes as ways of handling low achievers in mathematics education. The phenomenology also unveiled certain unintended outcomes that may form the basis for future research into the peculiar attitudinal characteristics of academic mathematicians.</p>

Challenges Obstructing Academic’s Career Experience in Community Engagement Practice: The Nigerian Universities Experience

Community engagement has been acknowledged as a core function of higher education, along with research and teaching which helps in promoting economic, environmental and socio-cultural development of communities. This article explores the barriers obstructing community engagement activities in Nigerian higher education. Kwara State University, Malete, being an institution with the philosophy of community development is an interesting case in this study. Using in-depth semi-structured qualitative interviews, nine professors of the university were asked to reflect on how they develop academic career through community engagement activities. From data analysis, even though there is documentary evidence on the remarkable successes been achieved and reported with regard to community engagement activities and outreaches by the professors which help to sustain professional identities and, in turn, career development. Four factors were found as a barrier obstructing the professors’ participation in community engagement activities and outreaches. These were, (a) Educational gap between professors and community members, (b) lack of funds to execute community development projects, (c) time constraint due to multiple engagements, and (d) resistant to change by community members. This study discussion and recommendations are timely, as it concludes with a number of crucial issues that future on community engagement in Nigerian higher education need to address.

Teaching Professors’ Challenges about Community Engagement Outreach and Intervention in Nigerian Universities

Community engagement has been acknowledged as a core function of higher education, along with research and teaching which helps in promoting economic, environmental and socio-cultural development of communities. This article explores the barriers obstructing community engagement outreach and intervention in Nigerian higher education. Kwara State University, Malete, which adopted the philosophy of “the University for Community Development” is an interesting case in this study. Using in-depth semi-structured qualitative interviews, nine professors of the university were asked to reflect on how they sustained community engagement participation at different stages in their academic career. From data analysis, even though there are documentary evidences on the remarkable successes been achieved and reported with regards to community engagement activities and outreaches by the professors which helped to sustain professional identities and, in turn, career development. Four factors were found to be a barrier obstructing the professors’ participation in community engagement activities and outreaches. These were, (a) Educational gap between academics and community members, (b) lack of funds to execute community development projects, (c) time constraint due to multiple engagements, and (d) resistant to change by community members. The discussion and recommendations of this study are timely, as it concludes with a number of crucial issues that future community engagement in Nigerian higher education needs to be addressed.

Science Curiosity as a Correlate of Academic Performance in Mathematics Education: Insights from Nigerian Higher Education

Science Curiosity as a Correlate of Academic Performance in Mathematics Education: Insights from Nigerian Higher Education

TERTIARY EDUCATION TRUST FUND (TETFund), RESEARCH AND DEVELOPMENT AND NIGERIA’S HIGHER EDUCATION

This chapter focuses attention on the TETFund intervention in tertiary institutions. Research and development is strategic for the growth and development of a country, however, this requires funding; which was hitherto lacking in the Nigerian higher education system until the advent of TETFund. The chapter has focused adequate attention on research and development (Rand D) and argues that strategic position of TETFund in Nigeria’s educational system has much to do with research, inventions, innovations and studies. This is because education at this level brings solutions to challenges nations face in their quest to self-reliance and sustainability. The chapter has identified challenges of TETFund to include funding to overcome the inadequacy of fiscal resources which threatens to erode the desired qualitative higher education output. In this regard, the chapter proffers solutions on how TETFund could be repositioned for optimum performance. Article visualizations:

BUSINESS MODEL INNOVATION IN NIGERIAN HIGHER EDUCATION INSTITUTIONS

This paper explores business model innovation that aims to innovate the Nigerian higher education sector. A focus group and semi-structured interviews among higher education Nigerian academics, students and graduates are used to explore the new business model for Nigerian higher education. The study found that, to achieve efficient and effective innovation, Nigerian higher education institutions need to collaborate with industry, professionals and other stakeholders, such as company management and government policy-makers, to transform the entire higher education sector. The study found that curriculum design and delivery needs to blend theoretical understanding and real-life experience from industry with social cultural influences related to the Nigerian environment. This will enable lecturers to organise their teaching and assessments in such a way that students can learn around theoretical and practical study themes. The curriculum design and delivery needs to link the core ideas to challenging problems in society, nationally and globally. Hence, this approach will support business start-ups and social entrepreneurship, which resolve key societal problems. The study suggests that higher education executives, directors, deans, heads of department, and even individual academics need to emulate innovative business managers, to create value-adding products and services from innovative research and academic work. This will help the Nigerian higher education institutions to develop and offer new products and services to different customer segments, differentiated according to customer needs. Article visualizations: