Public Tertiary Education Institutions Research Articles

Effect of Occupational Stress on Academic Staff Productivity of Public Tertiary Educational Institutions in Lagos State, Nigeria

People who work in helping professions that involve interacting with people—especially teachers could be more vulnerable to mental discomfort due to stress. Thus, this study examined the relationship between occupational stress and academic staff productivity in public tertiary educational institutions in Lagos State. Two hypotheses (tested at 0.05 level of significance). With the study’s foundation anchored on Transactional Theory of Stress and Effort-Reward Imbalance Theory (ERI) in which correlational and descriptive research designs were adopted, its population comprised all academic staff in public tertiary educational institutions in Lagos State. The sample size was 700. Questionnaire was used to collect data after ensuring its validity and establishing their reliability using test-retest method. This is the ‘Occupational Stress Questionnaire for Teachers (OSQT) (r = 0.94). In addition, Records observation was used to obtain examination results from the tertiary educational institutions sampled. Analysis was carried out using inferential statistics of Pearson’s Product-Moment Correlation Analysis and Regression Analysis by using the Statistical Package for Social Science (SPSS) version 24.0. Findings indicate that In the same vein, results show that there is no significant difference in occupational stress among academic staff in public tertiary institutions in Lagos State, Nigeria based on gender [t (df = 641 ) = 1.888; ρ= 0.059> 0.05]. Also, the study found that there is no significant difference in occupational stress among academic staff in public tertiary educational institutions in Lagos State, Nigeria between Federal and State government institutions [t (df = 641 ) = -0.888; ρ= 0.375> 0.05]. It is concluded that occupational stress has a considerable influence on the lecturers’ productivity in tertiary educational institutions in Lagos State. The study therefore recommended that more academic staff should be employed. Tertiary educational institution managers, including vice-chancellors, Provosts, deans of faculties, and head of departments, should ensure that lecturers are assigned duties in line with their carrying capacities. Keywords: Stress, Occupational stress, Productivity, Academic staff, Public tertiary educational institution DOI: 10.7176/JEP/14-11-02 Publication date: April 30 th 2023

Stakeholders prioritization of key performance indicators on public and private tertiary educational projects in Osun State, Nigeria

PurposeThe study assessed the stakeholders prioritization of key performance indicators (KPIs) on public and private tertiary educational projects in Osun State, Nigeria intending to enhance their performance.Design/methodology/approachThe study used a total enumeration survey to purposively select built environment professionals working in the Physical Planning and Development Unit (PPDU) and procurement units of 17 tertiary educational institutions (7public and 10 private) in Osun State Nigeria for data collection. A quantitative research approach was adopted for the study using a questionnaire. A total of 102 questionnaires were retrieved from the respondents and used for analysis. Analysis of data was done using frequency, percentile, mean score (MS), Cronbach's Alpha coefficient, t-test, and Analysis of variance (ANOVA).FindingsThe study found that in the overall opinion of the respondents the most prioritized KPIs for tertiary educational projects are for the project to meet specifications (MS = 4.17), the project must be on time (MS = 4.01), and efficient use of resources (MS = 3.96). The important KPIs for the public tertiary educational projects is that the project should meet specifications (MS = 4.08), deliver the projects on time (MS = 3.96), and be under cost (MS = 3.84). While, the most prioritized KPIs for private tertiary educational projects are for the project to meet specifications (MS = 4.25), efficient use of resources (MS = 4.14), on time, and doing the right thing (effectiveness) (MS = 4.06) each. More findings indicated that there is no significant difference in the manner built environment professionals prioritized KPIs. However, there is only a 7% significant difference in the manner professionals working in the public and private tertiary educational institutions in Nigeria ranked KPIs.Practical implicationsThere is a significant difference in the ways and manner built environment professionals working with the public and private tertiary educational institutions in Nigeria view resource utilization on their projects. As such, working environment either as public or private has a significant impact on resource utilization for tertiary educational construction projects.Originality/valueThe study compared opinions of professionals working with public and private tertiary educational institutions on KPIs to enhance project performance.

Perception and Behavior of Teachers about Teacher Targeted Bullying and its Prevention in Tertiary Education Institutes

Purpose: In the past, a number of research studies have been done on bullying, but most of them are in the context of student’s bullying students. The present study highlighted an important issue of teachers being bullied by their students. The purpose of the study was to examine the perception and behavior of teachers about teacher targeted bullying (TTB) and prevention of TTB.
 Design/Methodology/Approach: This study was quantitative in nature. The sample comprised of all public and private tertiary education institutions/ colleges of Lahore. The data was collected from one hundred fifty teachers through cluster sampling technique from six public and private tertiary education institutions/ colleges. A self-developed instrument, comprising of statements on frequency, perception, behavior and preventive measures on teacher targeted bullying was used to collect data from respondents.
 Findings: The results indicate that the teachers’ awareness level about TTB is low. Furthermore, they are also not aware about the types of bullying they are facing. The response of teachers on preventing bullying is also not very positive while very less teachers are prone to take preventive measures to stop or reduce bullying. The tests on demographic variables indicate that there is difference in opinion on basis of age and work experience of teachers towards teacher targeted bullying.
 Implications: Based on results it can be recommended that there is need to aware teachers and administrators about teacher targeted bullying so that they can voice up against it. Additionally, this can also be recommended that the policy clauses should be added and displayed at institutes about teacher targeted bullying.

NUTRITIONAL KNOWLEDGE, RETIREMENT PREPAREDNESS AND ENTREPRENEURIAL SKILLS OF EMPLOYEES OF TERTIARY EDUCATION IN RIVERS STATE, NIGERIA

This study assesses nutritional knowledge, retirement preparedness and entrepreneurial skills of employees in public tertiary institutions in Rivers State, Nigeria. Three research questions and objectives were formulated to guide the study. The research population consisted of 9,000 Staff of tertiary education in Rivers State, Nigeria. There hundred and eighty-three (383) from the research population were selected as respondents using simple random sampling technique. A structured questionnaire titled “Nutritional knowledge, retirement preparedness and entrepreneurial skills of employees in public tertiary education institutions in Rivers State, Nigeria were constructed. The questionnaire was validated by three experts with a reliability coefficient of 0.69 which showed high reliability and thus considered satisfactory and stable for the study. Data were analyzed using frequency, percentages, mean and standard deviation. The findings reveal that employees of Staff of tertiary education in Rivers State, Nigeria had good nutritional knowledge. Nutrition is pivotal in the prevention of diseases, promotion and maintaining of good health. Employees had poor retirement preparedness with to savings but run business ventures such as selling of food items; agribusiness, catering, education, real estate, consultancy, beauty and health; and household cleaning production. However, high family obligations, expensive business costs, and difficulties in obtaining credit were serious challenges. Staff could, for example, establish a culture of saving and engaging in entrepreneurship to ensure financial viability following retirement.

Structural equation modelling of risk factors influencing the success of building projects

PurposeDespite several research efforts tackling construction project risks globally, tertiary education building projects are not devoid of experiencing risks with cascading effects on projects. In the past decades, there has been increasing application of linear assessments of risks in construction risk management practices. However, this study aims to assess the influence of risk factors on the success of tertiary education building projects using a structural equation modelling approach. This study will further reinforce the risk factors that require attention because risk factors are not linear but interdependent.Design/methodology/approachA quantitative research method was undertaken in this study, where data collection was achieved via a structured questionnaire survey. In total, 452 questionnaires were administered to client representatives, consultants and contractors involved in executing tertiary education building projects across five public tertiary education institutions in Ondo State, Nigeria. Of 452 questionnaires, 279 were found usable for the analysis, implying a response rate of 61.73%. The Cronbach α test, average variances extracted and composite reliabilities values show high reliability and internal consistency of the instrument used for data gathering. Furthermore, the study adopted percentile, mean, correlation, regression analysis and structural equation modelling for analyzing the data collected upon which the study’s inferences were based.FindingsThe study found that three out of six criteria for measuring the success of tertiary education building projects were significantly affected by risk factors while using the structural equation modelling technique. With this non-linear method of assessment, completion to time was significantly impacted by environmental risk factors. In addition, safety performance was also significantly influenced by logistic, environmental and legal risk factors; furthermore, logistics, design and environmental risks significantly affected profit. However, completion to cost, standard/quality and end-user satisfaction was not significantly affected by the risk factors in tertiary education building projects.Research limitations/implicationsThe quantitative data used for the analysis are limited to the tertiary education building projects from selected five tertiary education institutions in Ondo State; therefore, the results do not indicate all tertiary institutions in Nigeria. In addition, the findings are based on building projects that were procured through a competitive tendering arrangement only and thus considered a limitation for this study.Practical implicationsNot all the risks significantly influence the tertiary education building projects. Therefore, risk factors with a significant effect on the success indicators of tertiary education building projects should be prioritized for a successful project. While risk factors have not affected the completion to cost per se, the study implies that the resultant effect of risks on other success indicators could have a cascading effect on these projects in terms of cost and time overruns. These results may assist during the project risk management while also addressing complexity and uncertainty to avoid chaos in a tertiary education building projects.Originality/valueThe study found significant construction risk factors impacting the success of tertiary education building projects using a non-linear methodology, an extension beyond the usual linear method of assessment of risk impacts on the project performance.

Success criteria-based impacts of risk factors on education building projects in southwestern Nigeria

PurposeDespite the huge capital outlay in tertiary education building projects (TEBP), these projects undoubtedly failed in meeting the set objectives of cost, time and quality, among others. Therefore, rather than the impacts of risks on the overall project performance, which is common in the construction management literature, the purpose of this study is to assess the impacts of risk factors on the criteria for measuring the success of public TEBP.Design/methodology/approachThe paper adopted a quantitative research method where the data collection was via a questionnaire survey. The researcher administered 452 questionnaires to the client representatives, consultants and contractors involved in building projects across five public tertiary education institutions in Ondo State, Nigeria. Of 452 questionnaires, 279 were retrieved and suitable for the analysis, translating to a 61.73% response rate. The reliability analysis of the research instrument showed 0.965 and 0.807, via Cronbach’s alpha test, indicating high reliability of the instrument used for data collection.FindingsThe study found different risk factors affecting the criteria for measuring the success of TEBP. For instance, the environmental risk factor significantly impacted completion to cost, while financial and political risk factors significantly impacted completion to time. In addition, while environmental, legal and management risks significantly impacted end-user satisfaction, safety performance was significantly impacted by logistic, legal, design, construction, political and management risks. Besides, the logistic, legal, design, construction, financial, political and management risk factors impacted profit. However, despite profit being one of the criteria for measuring the success of building projects, it recorded the highest risk impacts amounting to 41% variance.Research limitations/implicationsThe findings are limited to the public tertiary education building projects procured via competitive tendering; therefore, the results might differ when considering other procurement methods.Practical implicationsThe practical implication is that rather than focusing on all risk factors, the project stakeholders could give adequate attention to the significant risk factors impacting each of the parameters for measuring the success of education building projects.Originality/valueThe study revealed specific risk factors impacting the criteria for measuring the success of TEBP, which extend beyond the use of the overall project performance approach.

Are the public tertiary education building projects devoid of risks in the Nigerian construction context?

PurposeThe non-performance of construction projects in meeting the set objectives has continued to draw researchers worldwide. Despite this, little attention is accorded to public tertiary education building projects in Nigeria. Therefore, on this background, this study aims to assess the perceptions of stakeholders on the level of occurrence of risk factors in the public tertiary education building projects (TEBP) to enhance the performance of these projects.Design/methodology/approachThe study adopted a quantitative method of data collection via a questionnaire survey. In total, 452 questionnaires were administered to the respondents comprising client representatives, consultants (quantity surveyors, architects, services and structural engineers and builders) and the contractor. The respondents were involved in the conception and execution of TEBP across five public tertiary education institutions in Ondo State, Nigeria. Of 452 questionnaires, 279 were retrieved and found suitable for analysis, indicating a 61.73% response rate. The reliability analysis for the research instrument was 0.965 via the Cronbach α test, indicating the high reliability of the instrument used for the data collection. Moreover, the clusters of risk factors also had reliability values that ranged between 0.719 and 0.875.FindingsThe study found inflation, delayed payments in contracts, high competition bids, delay in work progress and occurrence of variations are the most frequently occurring risk factors in public TEBP. By contrast, difficulty to access the site, environmental factors and pollution were found to be low-weighted risks with the least likelihood of occurrence. The results of this study indicated the existence of significant differences in some of the risk factors in terms of the level of risk occurrence in TEBP. The risk factors were eventually clustered into eight major groups for TEBP. The post hoc comparisons using the least significant difference test also indicated differences between the contractors and consultants in the ranking of risks occurrence in TEBP, but no significant differences between clients/contractors and clients/consultants.Research limitations/implicationsThe findings in this study are limited to the public TEBP procured via competitive tendering; therefore, the results might not be applicable when other procurement methods are being considered. Besides, the study classified the project participants based on organizations and not on the different ownership status of the projects, such as federal or state government-owned TEBP. However, the literature shows that likelihood of risk occurrence could vary due to the degree of project ownership.Practical implicationsThe information provided with respect to the most frequently occurring risk factors would enhance the performance of public TEBP.Originality/valueThis study contributes to the existing body of knowledge on the subject within a previously unexplored context where insights were provided on the most frequently occurring risk factors on the public TEBP.

Parenting Styles of The Kadazandusun Community in Rural Areas of Sabah in Ensuring Child’s Success in School

Today, many KadazanDusun children who live in rural areas, whose parents are without educational background and earn a living as farmers, have successfully entered public tertiary level education institutions (IPTA) or private tertiary level education institutions (IPTS). This development has prompted this study to identify the parenting styles involved in ensuring the success of children in school and thus succeeding in furthering to tertiary level. For data collection, this study choses the qualitative approach. Thus, to obtain the required data, interviews were carried out with parents who have more than one child studying at IPTA/IPTS, self-employed in their hometown and had no opportunity to formal education. The respondents were chosen through purposive and snowball selection. The findings show that both authoritarian and authoritative parenting styles are practiced by the KadazanDusun parents in ensuring that children are successful in school. The children who were also interviewed agreed these styles are practiced because of the difficulties in the parents’ lives due to the lack of good education. Therefore, the parents want to ensure their children to succeed in their education for a better future. The parents do not want their economic problems which they are facing now to be inherited by their children.

Examining Budgeting and Fund Allocation in Higher Education

This study assesses the factors influencing the discontinuance of the norm-based and incremental budgeting approaches in higher education in Ghana. The National Council for Tertiary Education (NCTE – the coordinating body for tertiary education in Ghana) and the Ministry of Education of Ghana established norms in the early 1990s to assist higher education institutions in planning and ensuring efficiency of their operations and foster performance monitoring and evaluation. The norms also serve as standardized input factors for budgeting and allocating public funds for higher education. During the past years, budgetary allocation to higher education institutions for recurrent expenditure has fallen short of the norm-based costs. Indeed, the difference between the norm-based costs of university education and resources made available to the institutions by the Government was 28.9% in 2005/06 and 23.4% in 2009/10. It was also argued that the bases for funding tertiary education were not planned outputs of tertiary education. The fund allocation model was not programme-linked as initially thought. The consequence of the inability of the state to provide funds to meet the norm-based costs of higher education is the breakdown of norm-based budgeting, which was instituted in the early 1990s and a reversion to incremental and ad-hoc budgeting without due regard the volume of activities performed by the institutions. it is proposed that the Government of Ghana acting in concert with the National Council for Tertiary Education and tertiary institutions should regularly assess the developments in the tertiary education system and determine mission and purposes of tertiary education in Ghana as the basis for allocating public funds tertiary education institutions. The afore-made recommendations impose responsibilities on the Ministry of Education, the National Council for Tertiary Education and tertiary education institutions. This development has had grave consequences for higher education equity and efficiency in fund management.

Human Resource Development and Management of Tertiary Education for global Competitiveness in Nigeria

This study investigated the extent to which boosting of staff morale, staff empowerment and team building served as a strategy for ensuring effective management of tertiary education for global competitiveness in Nigeria. Quantitative research design was used for the study. Seven public tertiary education institutions in Kwara State were purposely selected for the study. The view of 330 lecturers and 21 school managers were sampled through stratified and simple random sampling techniques. The population of this study comprised of 3,600 academic staff in public tertiary education institutions in Kwara State. Sample of 330 lecturers and 21 school mangers were selected with the use of Research Advisor (2006) table to determine the sample size of a known population. A self-designed questionnaire titled “Human Resource Development for Global Competitiveness Questionnaire” (HRDGCQ) was used to collect information for the study. The data collected were analyzed using t-test statistical analysis. All hypotheses were tested at 0.05 level of significance. The result revealed that there was no significant difference between the boosting of staff morale, staff empowerment, teem building and management of tertiary education for global competitiveness. It was recommended that effort should be made by government to continue boosting staff moral by providing conducive environment, proper support of staff, as well as participation of staff in organizational decision making. Staff empowerment should also be part of government priorities in the management of tertiary education. Furthermore, government and school administrators should encourage team building among lecturers so as to enhance effective management of tertiary education for global competitiveness in Nigeria.

Organizational Learning in Public Tertiary Educational Institutions

The study sought to examine how public tertiary educational institutions in Ghana can make use of organizational learning in order to improve upon their performance. Although organizational learning has proven to be beneficial to some organizations, it is not being utilized by public tertiary educational institutions in Ghana. The phenomenological research methodology was used to describe the experiences of the researcher in relation to the subject. Secondary data was also reviewed and analysed. The study concluded that for public tertiary educational institutions in Ghana to benefit from organizational learning, they must fully embrace Information Communication Technology while appointing leaders who understand the need to adopt organizational learning as a means of encouraging teamwork.

Class Size And Academic Performance Of Students In Selected Nursing And Midwifery Training Colleges In The Central Region, Ghana

Large class size is a big challenge in most public tertiary educational institutions in Ghana. This study investigated the impact of class size on the academic performance of students of selected Nursing and Midwifery Training Colleges in the Central Region of Ghana, and determined the extent to which large class size management techniques employed by tutors enhance academic performance of the students. The study employed the mixed methods research approach underpinned by the pragmatist paradigm. Specifically, the sequential explanatory mixed methods design was used for the study. For the quantitative phase of the study, stratified and simple random sampling techniques were employed to select 131 students, while census sampling frame was employed to involve all the 56 tutors. Also, 20 participants made up of 10 tutors (who were Heads of Departments) and 10 student leaders were purposively selected for the qualitative phase. Two related structured questionnaire (1 for the students and the other for the tutors) were used to gather data for the quantitative phase, while a semi-structured interview guide was employed for data collection at the qualitative phase. Descriptive statistics (mean, standard deviation) and inferential statistics (one-way between groups analysis of variance (ANOVA), and multiple regression) were used to analyze the data so as to answer the research questions at a significance level of p <0.05. The one-way between groups ANOVA was used to determine the effect of class size on academic performance and large classroom management techniques. The data gathered through the semi-structured interview was also used to support the quantitative results when necessary. The study revealed that class size had an effect on the academic performance of the students where students in small class size recorded higher performance than their peers in large class sizes. The study, therefore, concluded that classroom size significantly influence academic performance of students at all levels. The relationship between classroom size and academic performance was found to be inversely related. Students in large classrooms performed poorly, while students in small classroom size performed better academically. To ensure a more meaningful academic performance among the students, small class sizes are needed to improve the interaction between tutors and students. Based on this finding, the study recommended that it is pertinent that the management of the colleges studied pay attention to the class sizes so as to ensure good academic performance.

Assessment of resuscitation strategies of abandoned projects: A case study of public tertiary education institutions’ buildings in Osun State, Nigeria

Assessment of resuscitation strategies of abandoned projects: A case study of public tertiary education institutions’ buildings in Osun State, Nigeria

Cost and time implications of abandoned project resuscitation

PurposeThis paper aims to determine the effect of the period of abandonment on the final cost and duration of resuscitated tertiary educational building projects as a basis for enhancing the performance metrics of the projects and improving the availability of facilities in tertiary institutions in Nigeria.Design/methodology/approachA structured questionnaire was administered on 47 professionals involved in the physical development of construction projects in Osun State public tertiary educational institutions to provide primary data for the study. Secondary data relating to initial and final costs, initial and final completion dates, dates of abandonment, period of abandonment, date of re-award, etc. were obtained from selected resuscitated projects. Data were analyzed using relative significance index and regression analysis.FindingsThe most significant effects of project abandonment were found to be disappointment of populace and over-stretching of existing facilities. The study showed a directly proportional and an exponential effect of period of abandonment on percentage cost overrun of resuscitated projects, which were represented by yc = −329.755 + 19.545x and yc = 6.1662e0.0506x, respectively. A linear relationship between period of abandonment and percentage time overrun was represented by yt = 0.467 + 0.816x.Research limitations/implicationsThe fact that the regression equations could not be validated because of paucity of data was identified as a limitation of this study.Practical implicationsThis study adds to the body of knowledge on abandonment of building projects from a quantitative perspective. Findings have implications for guiding long-term infrastructure development plans in public tertiary educational institutions.Originality/valueMaximum threshold at which abandoned projects may be resuscitated at an economic cost was established as 16 months. Findings further suggest that the economy of new construction would outweigh resuscitation of abandoned projects beyond this period.

Cidade, universidade e percepções docentes no contexto da expansão interiorizada do ensino superior público no Estado do Ceará

Este artigo tem como objetivo discutir a relação cidade/universidade a partir do processo de expansão e interiorização das instituições públicas de ensino superior no estado do Ceará. O desenvolvimento deste trabalho apoiou-se na pesquisa de base qualitativa, privilegiando abordagens narrativas sobre as trajetórias docentes, investigando o modo como os mesmos percebem e mantêm relações com o local de trabalho. Foram realizadas entrevistas com diretores de centros e com 49 docentes (27 do gênero masculino e 22 do gênero feminino) em todos os campi onde existem cursos presenciais de Instituições de Ensino Superior Públicas - IESP (estadual e/ou federal) no Ceará. A partir do material produzido foi possível constatar que existem inúmeras dificuldades de reconhecimento e pertencimento do/a docente com seu local de trabalho, que a análise da interiorização do ensino superior deve ser realizada, também, considerando aspectos subjetivos dos sujeitos que as constituem, que as dificuldades estruturais das cidades e o modo como o/a docente percebe, senti e se identifica com estas cidades pode resvalar sobre as condições e organização do trabalho por ele/a desenvolvido.

Assessment of causative factors for project abandonment in Nigerian public tertiary educational institutions

PurposeAbandonment of construction projects is still a burning issue in Nigeria. Beside the poor financing of educational infrastructure, abandonment of construction projects remains a significant contributor to the inadequacy of facilities in Nigerian public tertiary educational institutions. The purpose of this paper is, therefore, to assess the causes of abandoned projects specific to public institutions of tertiary education in Nigeria, with a view to providing empirical data that are generalizable to enhancing successful delivery of teaching and research facilities.Design/methodology/approachPrimary data used for the study were obtained through questionnaires administered to 47 professionals comprising 8 architects, 12 mechanical and electrical engineers, 15 civil/structural engineers, 4 builders and 8 quantity surveyors who were involved in physical development of construction projects in public tertiary educational institutions in Osun State. The data were analyzed using mean analysis, factor analysis and the Kruskal-Wallis (K-W) test.FindingsThe factors most significant to abandonment of tertiary educational institutional projects were delayed payments, fund mismanagement, inadequate budgetary allocation, inadequacy of finance, inflation and bankruptcy of the contractor. Findings also showed that not all factors causing abandonment were significant to tertiary institutional projects. The significant factors clustered under stakeholders’ response capacity, poor financial management, inadequate planning and monitoring, and unexpected occurrences. The K-W test showed significant differences among the categories of tertiary institutions on the ranking of the most significant causes of abandoned projects.Research limitations/implicationsThe study was limited to public tertiary educational institutions in Osun State. Further studies could focus on public health institution projects and private tertiary educational projects to improve the body of knowledge on the subject of causative factors for project abandonment.Practical implicationsThe study provided implications for effective contract management of public tertiary educational institutional projects, which is a significant step to improving the available teaching and research facilities in Nigerian tertiary institutions.Originality/valueThe study provides implications for effective contract management systems of projects for public tertiary educational institutions, thereby improving the available teaching and research facilities.

Smoke-free policies in New Zealand public tertiary education institutions

The Framework Convention on Tobacco Control mandates the creation of smoke-free environments to protect non-smokers from second-hand smoke and reduce demand for tobacco. We aimed to examine the extent and nature of smoke-free campus policies at tertiary education institutions throughout New Zealand, and examine the policy development process. Stage one comprised an audit and content analysis of smoke-free policies. In stage two, semi-structured telephone interviews were conducted to investigate the process of developing and implementing policies. Qualitative content analysis was undertaken on interview notes. Policies were identified for most institutions (n = 26/29), though varied widely in nature. Only nine mandated 100% smoke-free campuses without exceptions and few prohibited the sale of tobacco on campus, or connections with the tobacco industry. During interviews (n = 22/29), cited barriers to developing a 100% smoke-free policy included enforcement challenges and anticipated opposition from staff and students. However, participants from institutions with 100% smoke-free policies reported having encountered few challenges. Varying levels of compliance with 100% smoke-free policies were reported yet, overall, these policies were viewed as being effective. Smoke-free campus policies could be strengthened to better reflect a completely tobacco-free organization. Other institutions and workplaces could use these findings to develop 100% smoke-free policies.

The Accreditation Process and Challenges of Private Religious Based Universities in Uganda

The quantitative growth in Ugandan higher education subsector has created many challenges including a drop in quality in education delivery. Today, there are 34 universities in Uganda (up from 26 in 2006) with over 185,000 students (up from 137,190), representing an overall growth rate of more than 15% in the last 5 years. Given this rapid expansion of higher education, some form of regulation is necessary to assure quality. Ugandan government established the National Council for Higher Education (NCHE) as a regulatory agency to set standards and regulations to ensure that all public and private tertiary education institutions in Uganda create, sustain and improve the relevance and quality of higher education for all qualified Ugandans and to meet the local, national and global higher education challenges of the 21st century. In addition to sustaining and improving the relevance and quality of higher education, these religious based universities have a special mission of evangelism and discipleship and view all admissions and appointments as opportunities for ministry and service. This however, may not go well with the peer assessors and the Accrediting Agencies. Currently there are more than six recognised faith based universities in Uganda. Out of the seven fully accredited universities in Uganda, five are faith based and only two are secular. There are different views about the philosophies of these faith-based universities. Some people seem to suggest that they pay more attention to evangelism and discipleship than in provision of higher education. While others view this type of institutions as a very good model to provide good morals and education that can transform the society in a positive way. At the same time, the regulatory framework in the country must provide for an all- inclusive environment for all to participate in higher education which may pose a big challenge to these faith based institutions. This article therefore, discusses the accreditation process in Uganda and challenges of private religious based Universities in Uganda in regards to accreditation.

Psychological help seeking attitudes among Malaysian College and university students

This study was conducted to examine the help-seeking attitudes of Malaysian students in order to understand their readiness to seek psychological services. A total of 2508 students from seven public tertiary education institutions participated in this study. The findings reveal that students generally do not seek helps from counselors. The mean score is 49.6 which is in the low score category. Generally 49.1% of the students are in the low scorers category, 41% in the medium scorers category and only 9.3 are in the high scores category. The mean scores in all the four factors in the scale are also low.

THE ROLE OF ACCOUNTING INFORMATION IN A REFORMING AREA: A STUDY OF HIGHER EDUCATION INSTITUTIONS

This paper discusses the role of budgets and accounting information in the public sector tertiary education institutions in a particular context. The focus is especially put on how accounting information is interpreted and used by key decision makers in these organisations. The research agenda is of special interest since these institutions now face large reforming initiatives. Therefore, there is a need to do empirical work in order to capture the wider social context in which higher education institutions operate and where the new-style public sector now competes to provide services (Lapsley and Pettigrew, 1994; Lawrence and Sharma, 2002; and Saravanamuthy and Tinker, 2002). Norway has until recently been a hesitant reformer, and the large changes in the management of higher education were not introduced by the Norwegian Government until 2002/2003 when some of the elements included in the Bologna declaration passed through the Parliament. 1 These changes follow the concepts and frameworks of the New Public Management (Hood, 1995), where performance audit schemes are to be implemented, and the focus is put on output control more than the traditional input focus. This study was conducted just at the time of the introduction of these new managerial reforms in Norway. The aim was to describe the institutions as they were at the edge of large reforming processes. The paper is organised as follows: First, the theoretical framework is outlined and the main concepts are discussed. Then the organisation and management