is no longer news that the standard of education in Nigeria has drastically
fallen. Different methods and approaches have been adopted severally to savage
the situation, but it has yielded no particular positive result. Bad teaching
method, poor reading habits, poverty, ill-equipped laboratories and libraries,
are among the claims put by scholars that had caused that standard of education
in Nigeria. This paper examines the need to enhance the learning and teaching
process in tertiary education through balance student-staff and student–student
relationship to achieve a sustainable tertiary education system that will
produce optimal results thereby salvaging the falling standard of education in
TABLE OF CONTENT
Title page i
Approval page iii
Table of content vi
Statement of the
Purpose of the
Background of the Study
‘‘In view of the
central nature of staff relationship, and the almost universal assumption that
institution benefits management staff, and the importance of scholarship, it is
perhaps surprising how relatively few institution have specific policies in
place to either monitor or to develop and maximize these beneficial synergies’’, (J.M consulting 200,
leaders and managers need to understand the conditions likely to facilitate
links between management staff of an institution and the relationship existing
within them (member of staff) and those that inhibit connections and seek to
compartmentalize academic activities (Locke, 2004, pp. 108)
This publication seeks to support institutional
policy- makers to enable their institutions to maintain a cordial relationship
between the members of staff and discipline – based scholarship more
effectively. The focus however, is on supporting the relationships between
staff and the inter-relationship among member of staff a higher institution of
learning with respect to policies and practices.
In terms of the work of the higher education
academy, we seek to support its strategic aim of working with institutions in
their strategies for improving the students learning experience’’ (higher
education and academy, 2005a.) and to ensure that the advice is based on
research evidence. Ultimately, the central issue that national system and
institution hade decide is ‘’what is distinctive about higher education?’’
however, what is distinctive about higher education is supporting student and
the wider society understanding of the complexities of the worlds in which we
Although, for many
staff, their motivations and the sense of their role is highly shaped by both
their own appreciation of, and belief I the value of relationship to other
member wider society. While there is evidently much practice in realizing these
values we also have to recognize that it is unevenly distributed, much is
implicit and many institutional policies in this area are poorly developed and
sometimes work against nexus.
the long run, more recent research demonstrates the potential value of staff
relationship to student learning and for motivating student to learn. This
research also how that the linkage is not automatic, and has to be built
systematically into the curriculum, department institutional and national
planning questioning the value or possibility of the link also stems from the
realities of mass higher education. Thus, the linkage might once have been
readily assumed or delivered with small classes, selective student entry, and
staff with time to teach and relate effectively clearly, if that golden age
ever existed, it has now gone.
Ramsden (2001), then pro-vices- chancellor (learning and teaching) at the
university of Sydney and now chief executive of the higher education academy,
expressed this works perspective when her stated ‘’the main hope for relating a
genuinely student-centered undergraduate education lies in re-engineering the
enter academic institution of higher learning. The word ‘engineer’ suggests
that the link does not occur automatically; it has to be designed; ‘created’;
constructed; and brought about. The word ‘reengineer’ suggest that even if once
the linkage did exist, it now needs significant ‘re-inventing’ to ensure it is
in place or, even better, that it is embedded in many places and processes.
Therefore, there is much that individual, course teams, department and national
systems can and should do to forge these links (Jenkins et al, 2003).
Statement of the
“The mission statement
included retaining a core commitment to learning-based teaching and enhancing
scholarship through clearly linking research, professional practice and teaching.
However, it was difficult to find this mission executed in the policy statement.
For example the only instance in the process of appointment, continuation,
promotion, performance review, or application for study leaves for promotion to
the rank of senior lecturer, whereby there was a criterion under the
teaching category, ‘ application’ of
research to teaching. There was no reference to the nexus in proposal for new
course student evaluation forms, review of department or internal grants
procedure. We suggest that if such a case study was conducted in most
universities, there would be a similar pattern of rewarding the parts
separately, but rarely the nexus. It is therefore not surprising that the
context in which academic works is part of the explanation as to why there is a
zero relationship between teaching and learning. ( Hattie and marsh,2004 pp5-6;
Purpose of the Study
The main purpose of
this study is to determine the strategies for improving standard of education
in the higher institution as well as management- staff and relationship in
To determine how reward
system support the staff in binding teaching and learning together in higher
To investigate the
behaviors of the staff toward the students and vice versa.
To examine the
performance of the academic staff and how it can enhance to the teaching and
learning of the students.
To identify different
strategies that must be adopt in the other to maintain good relationship
between the staff and students in tertiary institutions.
Can management and staff relationship
improve the standard of education in the higher institution?
To what extent can reward system support
the staff in bringing teaching and learning together in higher institution?
Can the behaviors of staff in tertiary
institution improve management/students relationship?
How can the performance of the academic
staffs enhance the learning habits of the student?
How can we indentify strategies that
must be adopted in other to maintain good relationship between the staff and
the student in tertiary institution?
What can be the barrier in the
improvement of management and staff relationship?
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