ABSTRACT
The study investigated participation in decision-making and effective university administration in the South East, Nigeria. Six research questions were stated and answered and six hypotheses formulated and tested for the study. The design of the study was a correlation design. The literature related to the study was also reviewed under the conceptual framework, theoretical framework, empirical studies and summary of the literature review. The entire 142 Principal Officers and the Students’ Union Executives of the universities were used in the study. Therefore, the enumerative census method was employed in the selection of the entire Principal Officers and the Students’ Union Executives of the universities for the study since the researcher can adequately manage the size of the population. The researcher developed two instruments for data collection titled: Participation in Decision-making Questionnaire (PDMQ) and Effective University Administration Questionnaire (EUAQ), which were used to elicit information from the respondents. The instruments were validated by three experts, one from Measurement and Evaluation and two from Educational Management, specialized in Educational Administration and Planning all from MOUAU. Reliability indices of 0.81(PDMQ) and 0.79(EUAQ) respectively were obtained for the instruments and the indices implied that the instruments were reliable for the study. To ensure high rate of return of the instrument, the researcher briefed six research assistants to distribute and collect the completed questionnaires from the respondents. Data obtained for the study were analyzed using the Pearson Product Moment Correlation Coefficient (PPMCC) Simple Linear regression to answer the research questions and test the null hypotheses respectively. The findings of the study revealed that there was a high extent of correlation between students’ and lecturers’ participation in decision-making on examination matters and effective university administration as indicated by the correlation coefficient r (0.78) which is positive and within the coefficient limit of ±0.71 – 0.90.; that significant relationship exists between students’ and lecturers’ participation in decision-making on examination matters and effective university administration in universities; Based on findings, the following recommendations amongst others emerged; that active participation of students and lecturers in certain matters in the universities should be approved and implemented by the university senate and council; that the university management of the universities in the South Eastern states of Nigeria should adopt a training and transformational leadership measures geared towards development of student union representatives to acquaint them with logical decisions-making skills to participate effectively in decision-making sessions in the university; That there is need for university management to avoid unnecessary exploitation of students and lecturers through unnecessary increase in tuition fee and other levies payable in the university in order to avoid students unrest which in effect will distort the university administration.
TABLE
OF CONTENTS
Cover
Page
Title
Page
i
Declaration
ii
Certification iii
Dedication
iv
Acknowledgments v
Table
of Contents vi
List of Tables ix
List
of Appendices x
Abstract
xi
CHAPTER 1:
INTRODUCTION
1.1
Background to the Study 1
1.2
Statement of the Problem 12
1.3
Purpose of the Study 14
1.6
Research Questions 15
1.7
Hypotheses 15
1.4
Significance of the Study 16
1.5
Scope of the Study 17
CHAPTER 2: REVIEW OF
RELATED LITERATURE-
2.1 Conceptual
Framework 19
2.1.1 Participation 19
2.1.2 Decision-making
21
2.1.3 Effective
University administration 24
2.1.4 Decision-making
models 25
2.1.5 Decision
Making by the University management 25
2.1.5.1 Types
of decision-making 28
2.1.6 Students’
participation in decision-making 30
2.1.6.1Students and lecturers
participation in decision-making on examination matters 30
2.1.6.2 Students and lecturers
participation in decision-making on tuition fee matters 32
2.1.6.3 Students and lecturers
participation in decision-making on students discipline 33
2.1.6.4
Students and lecturers participation in decision-making on university
transportation system 35
2.1.6.5 Students and lecturers
participation in decision-making on curriculum matters 36
2.1.6.6 Students and lecturers
participation in decision-making on physical facilities 38
2.1.7 Leadership
in Decision-making and Effective University Administration 39
2.2 Theoretical Framework 39
2.2.1 Actor
network theory (ANT) of education policy by Latour Bruno 39
2.2.2 General systems theory of management by Ludwig von Bertallanffy 42
2.2.3 Attribution theory by Fiske and Taylor 45
2.3 Empirical
Studies 47
2.4 Summary
of Literature Review 53
CHAPTER 3:
METHODOLOGY
3.1 Design of the Study 55
3.2 Area of the Study 56
3.3
Population of the Study 57
3.4
Sample and Sampling Techniques 58
3.5
Instrument for Data Collection 58
3.6
Validation of the Instrument 59
3.7
Reliability of the Instrument 59
3.8 Method of Data Collection 60
3.9
Method of Data Analysis 60
CHAPTER 4 RESULTS AND DISCUSION
4.1 Results 62
4.2 Summary of Major Findings 74
4.3 Discussion of Findings 76
CHAPTER
5 SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary of the Study 81
5.2 Conclusion 84
5.3 Recommendations 86
5.4 Educational
Implication of the Study 87
5.5 Limitations of the Study 88
5.6 Suggestions
for Further Study s89
References 90
Appendices 94
LIST OF
TABLES
4.1: Correlation Matrix
of students’
and lecturers’ participation in decision-making
on examination matters relate with effective
university administration 62
4.2:
Simple Linear Regression Analysis for students’ and lecturers’
participation in
Decision-making on examination matters and effective
university
Administration
in universities 63
4.3: Correlation Matrix
of Students’
and Lecturers’ Participation in Decision-Making
on Tuition Fees Matters Relate with Effective
University Administration 64
4.4: Simple
Linear Regression Analysis for Students’ and Lecturers’ Participation
in Decision-Making on Tuition Matters and Effective
University Administration 65
4.5: Correlation Matrix
of Students’
and Lecturers’ Participation in Decision-Making
on Students’ Disciplinary Matter Relates with
Effective University
Administration 66
4.6: Simple
Linear Regression Analysis for Students’ and Lecturers’ Participation
In Decision-Making
on Students’ Disciplinary Matters and Effective University Administration 67
4.7: Correlation Matrix
of Students’
and Lecturers’ Participation in Decision-Making
on
University Transportation System Relate with Effective University
Administration 68
4.8: Simple
Linear Regression Analysis for Students’ and Lecturers’ Participation in
Decision-Making on University Transportation System
and Effective
University Administration 69
4.9: Correlation Matrix
of Students’
and Lecturers’ Participation in Decision-
Making on Curriculum Matters and Effective University
Administration 70
4.10: Simple
Linear Regression Analysis for Students’ and Lecturers’ Participation
In Decision-Making
on Curriculum Matters and Effective University
Administration 71
4.11: Correlation Matrix
of Students’
and Lecturers’ Participation in Decision-
Making on Physical Facilities Management and Effective
University
Administration 72
4.12: Simple
Linear Regression Analysis for Students’ and Lecturers’ Participation in
Decision-Making on Physical Facilities Management and Effective University Administration 73
LIST OF
APPENDICES
1. Questionnaire 115
2. Effective university administration questionnaire 121
3. Distribution of the Population of the
study 123
.
CHAPTER 1
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
Education is the most
powerful instrument for social progress. It is the greatest power known to man for
his own improvements. Little wonder then
nations and the world over accord priority attention to education in their
developmental efforts. Ogar, Eyam and Lavojo
(2019) defined education as the process of bringing desirable change in
learners as well as make human beings to think and make the right decisions. In line with this view, Obunadike (2015) opined that
Education is a basic and obvious process by which skills; knowledge and
attitude are acquired for improving personal competencies and seeking better
opportunities for national development. Ogedi and Okoro (2017) defined
education as essential tool for national and global development in terms of
industrial expansion, manpower production, technological advancement and
quality standard of living. Obunadike (2019) contend that it is difficult to
promote and sustain any meaningful development in the society without quality education.
In a different perspective, education is seen as the process of transferring
new concepts and innovation from the instructor to the learner for the purpose
of quality productivity and economic sustainability in the economies of the
world. Since education is very salient for human capital development,
educational workforce (lecturers’) in the university become relevant to be discussed in this study.
Lecturers are seen as an essential factor in the
university education. They play the role of instructional delivery as well as
other academic task assigned to them. Talking about effective human resources
in tertiary institutions of learning, the university education to be precise,
lecturers are known for their effective and efficient skills in imparting new
knowledge and concepts to the learners through effective implementation of
curriculum. Aladejana (2014) defined lecturers as individuals who have the
prerequisite academic qualifications required to teach in universities and
other tertiary institutions of learning. The researcher is deduction from the above is
that lecturers are those individuals who are professionally certified through
educational training to inculcate right values, ideas, new concepts and skills
to learners in order to be useful to self and the society at large. Agreeing to
this fact, Ashimole (2011) asserts that instruction and learning depends
largely on lecturers such that lecturer’s number, quality and devotion
determine the effectiveness of the overall educational arrangement, development
and growth. This implies that the lecturers remain a sound source of
implementation of educational curriculum and thus enhance quality performance
of the learners.
Lecturers belong to the academic profession. They have
capacity to influence the global economies, international politics moral
dignity and quality productivity in human race. Shek (2015) aptly opined that
lecturers’ are those that consciously reflect upon, conceptualize and apply
understanding from one lecture experience to the next. Lecturers’ experience is
a relevant factor in human resource policies. This is so, because the idea is
that experience gained over time enhances the knowledge, skills and attitude of
educational workforces (lecturers) as such productivity in terms of students’
performance, quality in education and accomplishment of curriculum activities
is attained.
An
academic workforce is one who guides, directs instructs and assist learners in
gaining knowledge, skills and abilities that are necessary for possible behavioural
modifications and adjustments in the society for sustainable development. Lecturers
are the key actors who shape the learning environment and whose main occupational
tasks revolves motivating students to learn, imparting new concepts and ideas
to them, model and guide students towards better career, transferring new
knowledge to learners as well as assisting learners explore their creative
ability in contributing to the development of their nation. Ofojebe and Ezugoh
(2010) defined a teacher as one whose profession includes teaching
(instructing), imparting knowledge, innovation and guiding learners to pass
through the learning process. Lecturers therefore are vested with the
responsibilities of ensuring appropriate initiatives and creative skills in
imparting knowledge to the students as
well as being committed to the students, parents, community, profession and the
employer. Obunadike (2016) defined a teacher as the one trained to help a
learner to acquire necessary knowledge, skills and attitude through a variety
of ways which are intertwined. In essence, the activities carried out by
lecturers help in transforming and reforming the minds of the learners, guide
them to develop new ideas, gain useful information for skillful existence,
develop good cultural habit required by the society. If lecturers could stand
as a formidable force in assisting learners develop their creative skills, the
need for decision-making process in the university community becomes
indisputable.
University administrators are responsible
for all decision-making process in all academic matters, staff personnel
matters, students personnel administration, school plant mapping and
maintenance and other key responsibility of university management. Decision-making is among the cogent functions of
every organizational administration. Decision-making in an organization affects
the activities and patterns of operation of workforce in either positive or
negative approach which therefore becomes necessary for effective administration
of the school system. Decision-making in the university system deals with workforce
promotion, handling of grievances and misconduct, school plant, promotion
matters, recommendation of instructional materiasl to be used by lecturers as
well as the policies that guides the daily activities of the university. Peretomode in Ibiam (2015) defined
decision-making as the process of making a choice from the alternatives ways of
achieving an objective or providing a solution to a problem. Agreeing to this
fact, Ibiam (2015) defined decision-making as the process in which decisions
are not only reached, but implemented. This entails that decision-making deals
with the ability of the administrators to apply every measure within their
reach to handle a given situation in the system regarded as the cognitive
process resulting in the selection of a belief or a course of action
among several alternative possibilities.
Every
decision-making process should have a good choice which may or may not prompt
action or the process of identifying and choosing alternatives based on
the values, preferences and
beliefs of the decision-maker. Okumbe in Okorie (2016) see decision-making as
the process of specifying the nature of a particular problem and selecting
among available alternatives to solve them. Decision
making therefore
deals with the act of making a choice among available
alternatives. Therefore, decision
making is a problem-solving approach by choosing a specific course
of action among various alternatives. Okorie (2016) contend that
educational organizations are deeply involved in administrative decision-making
as this reflects the organizations objectives, policies and plans. Decision-making is an integral part of modern management
and forms the primary assignment or responsibilities of managers. Decision-making
form the major element in university administration at every level of taking
action in an organization, be it in disciplinary issues, employment and
deployment issue, disengagement matters, assessment or even contracting issues.
Decisions play important roles as they determine both organizational and
managerial activities. A decision can be defined as a course of action
purposely chosen from a set of alternatives to achieve organizational or
managerial objectives or goals. Duze (2011) opined that Decision making process is continuous and
indispensable component of managing any organization or business activities.
Imperatively,
decisions are made to ensure a sustainable programme and activities of organizational
functioning towards achieving its stated policies and goals. Osaretin (2014)
averred that decision-making is an essential practice in all aspects of the
management functions of planning, organizing, directing, staffing, controlling,
budgeting, assessing and evaluation. In essence, decision making process
is organized and systematic steps adopted by an administrator towards making a
choice on actions with regards to solving an identified problem in an
organization. It could be said to be a consultative affair done by a comity of
professionals to drive better functioning of any organization. Since
decision-making is an essential aspect of action taking and policy
implementation in an organization, administrators role in decision making
remain a cogent issue to be discussed.
Administrators in educational institutions
and other sectors of the economy are primarily posed with the sole
responsibilities of making-decision in their work environment. Okorie (2012)
averred that decision-making is a major responsibility of administrators and an
understanding of the decision-making strategies is sine qua non for all school
administrators. Abba in Okorie (2012) argued that decision-making process
includes identification and diagnosis of a difficulty, the reflective
development of plan to alleviate the difficulty, the initiation of the plan and
the appraisal of its success. Osaretin (2014) contend that administratively,
decision-making process could be summarized into the following: Problem
identification, Listing of available alternatives, Consideration/evaluation of
alternatives, Choice of alternatives, Action/decision implementation, and Appraisal
of decisions.
Administrators in tertiary institutions of
learning make decisions concerning the totality of educational activities and
programmes as well as devices measure for effective implementation of such
decisions. Mgbekem in Okorie (2012) rightly affirmed that the University
Council, as the supreme governing authority makes decisions through policy
formulation. The Vice Chancellor, University Principal Officers and the Senate
also make both administrative and academic decisions. These decisions made may
involve changes in curriculum, budgeting, budget review, budget implementation
and financial matters, approval and disapproval of budgets, facilities
maintenance, purchase, sales, commencement of money yielding projects,
personnel matters, code of conduct, and other issues that may be of concern to
the administrators of the university which may have effect on university
participants (lecturers, students, and other clients). The opportunity of
university clients to participate effectively in decision-making process
constitutes a component of effective administrative leadership which bounds to
aid efficiency in the implementation of such decisions made. It was on this
bases that following elements of decision making process such as examination
matters, school fees matters, students discipline matters, student’s welfare
matters, school curriculum matters, school facility management and school
shuttle system become needful to deliberate on.
Participation
in decision- making is a situation that allows both lecturers and students to
have some opportunity to deal with and decide upon those things that affect
them. Tikoko and Kiprop (2011) opined that students’ participation refers to students’
representative bodies such as school councils, students’ parliament and
prefectorial body. This entails that students through their representatives
contributes meaningfully to the reduction of school problems relating to
students. This participation could be in
issues of examination. Participation of students and lecturers in examination
matters covers the aspect of examination time, examination time table
adjustment, examination ethics which the students will form a quorum in
designing disciplinary measures for malpractice, and other examination related
issues. Uwazurike in Okorie (2012) noted
that leaders who adopt participative management share information, power which
influence their subordinates. Saretin (2014) opined that participatory
decision-making involves modern management practices. These practices involve
democratic approach which permits all the stakeholder in an organization to
contribute in the school progranmes directly or indirectly. This makes
implementation very easy in participatory decision-making.
However, the decision-making in university education with regard to
examination matters is often dominated by the university ruling council, senate
and Examination Committees as constituted by the university management. Duze in
Okorie (2012) noted that decision-making on examination matters involves the
planning, programming and implementation of examination exercise to ascertain
how far the set goals of the effective administration of the institution have
been achieved. Students could be examined / tested through essay type,
objectives or practical skills of their performance. Decision-making relating
to school fees remain a collective responsibility of all educational
stakeholders.
Decision-making in the aspect of tuition
fee is a vital aspect of school administration that requires effective
decision-making process and efficient implementation. Okorie (2012) argued that
decision making on school fees matters include deciding the amount of
school/tuition fees required from each student among other things. Oke, Okunola
and Adetoro (2010) argued that most university school administration do not
allow their students to participate in decision-making in tuition fees. In the
aspect of tuition fee, the university senate and the university council seems
to be at the apex of decision making in all issues in the university system.
This non-participation of students and lecturers in tuition fee matters often
lead to diverse coersion and students’ unrest when unfavourable decision is
taken by the university administration. Chemutai and Chumba (2014) in their
study found that students were not involved in decision-making relating to
school fee and school budget among others. Supporting these findings, Njue
(2014) contends that students were not involved in decision-making on school
tuition fee. The resultant outcome of students participating in the
decision-making process as it concerns tuition fees is to provide a conducive
environment for effective instructional activities and programmes to take place
which is an important aspect of administrative effectiveness. Non- involvement of students in
decision-making in tuition fee matters can bring about students unrest,
violence and distraction in delivery of instruction by the lecturers as well as
contributes to poor students’ administrative relation which is a major
component of effective administration. It was on this note that Okorie (2012)
asserts that students are hardly involved as there have always been agitations
of astronomical increase on the part of students.
Another component of this study is the
aspect of students’ and lecturers involvement in decisions on students’
disciplinary matters. Disciplinary matters emerge in this study for discussion.
Students’ participation in the management of students is very vital as far as
school management is concerned. This involvement of students in making-decision
on alternative actions ranges from disciplinary measures, punishments and
making of rules and statement of intention that deals with students’ welfare.
Kagendo (2018) opined that discipline is an important aspect of human behavior.
Mbiti in Kagendo (2018) sees discipline as a system of guiding the individual
to make rational decisions responsibly. Students’ participation in disciplinary
matters creates an avenue for acceptable standard of rules of conducts and
disciplinary system. Onyali, (2014) contend that students should know what is
expected of them and what the consequences will be if they do not meet those
expectations. Other researchers that have conducted similar study in Nigeria
include, Ufot in Okorie (2012) and discovered that students were members of
Tenders Boards, they also sat in Students' Disciplinary Committees and formed
part of membership of interview panel of such lecturers as Hall Wardens in
their universities. Students’
participation in disciplinary matters will help them to imbibe self discipline
as well as to install such disciplinary act in any organization they are into.
Kagendo (2018) also argued that educational managers can help develop
self-discipline in students by enabling them participate actively in the
decision-making process of the school.
Agreeing with the above assertion, Nayak
(2012) uphold that giving students the adequate opportunity to share
responsibility and participate in planning school activities on a corporative
basis help them to develop self-discipline. In a nutshell, students and
lecturers participation in choosing alternative courses of actions on issues of
discipline seems to be a motivating factor in the university education. Such support
for effective disciplinary activities creates the forum for every educational
client to understand the codes of conducts and ethics of operation within the
university community. This brings about mutual cooperation and co-existence of
all university participants to carry out their diverse educational activities
with less stress on issues of conflict that may arise as a result of
indiscipline.
Curriculum matters become essential for
students to participate on in making decision. Curriculum design and
implementation is an important aspect of school administration that requires
qualitative decision-making process. Ajayi in Modebelu (2016) opined that
curriculum is the total learning experience provided by a school including the
content of course (syllabus), method employed (strategies) and the other
aspects such as norms, values which relate to the way school is organized.
Huddleson in Kagendo (2018) is of the view that although the school curricula
and evaluation criteria is decided by the state, the curriculum experience in
the classroom setting, and the learning methods used gives variety of opportunities for students to participates in
decision-making. The involvement of students
in taking decision in respect to the nature of assignments, project to be done
by students, method of instructional activities and nature of test and
examination to be taken.
Curriculum is the interaction of pupil
with instructional content, material, resources and processes for evaluating
the attainment of educational objectives. Modebelu (2013) opined that
curriculum is the outlines of skills, performances, attitudes and values of
learners are expected to learn from schooling. It includes statement of desire
learning outcomes, descriptions of materials and the planned sequence that will
be used to help learners attain anticipated outcome. Okuinbe in Okorie (2012)
opined that decision-making is best done as a shared responsibility because it
gives the participants a sense of belonging and the urge to carry out the
decision made. Also, in participatory decision-making, a lot of knowledge and
facts can be gathered very easily since groups have a broader perspective and
can collectively consider more alternative solutions. Students’ participation
in making decision on school facility management is a good administrative
approach to enhance quality co-existence in the university community.
School facility management is important
and could be attained only when the students and lecturers who are the major users
of these facilities are carried along and consulted in taking decisions in this
respect. Facilities such as hostels and staff quarter are common facilities in
university community used by the students and lecturers which calls for their
active participation in making decision on the best measure to maintain the
facilities to satisfy their need in using such facilities. Students’ hostel has
been a means of university accommodation provided for students in pursuit of
their academic programmes and activities. Kolawale and Boluwatife (2015) define
students hostel as university housing, students’ dormitory, halls of residence,
and students housing. This entails that any accommodation provided for students
in carrying out their academic activities is referred to as students’ hostel.
It provides shelter for the students which is one of the motivational needs
(hierarchy of need) of every human being. Students’ hostel thus could be
defined as an accommodation facility that are well-equipped provided for
students as an adjustment strategy to improve students’ confidence in their environment
in going about their daily academic activities. In the study of Abdullahi and
Gwanma (2017) in their study found that hostel impact on student performance
and pointed out that hostel facilities
are among the significant factors that determine the achievement of teaching
and learning objectives, hence deplorable facilities pose a barrier to the
achievement of this set objectives. Appaih (2016) agreed with the above
assertion that factors such as constant water flow, electricity, safety and
security apparatus, presence of internet facilities are found to influence
students’ satisfaction with the hostel.
The issue of students protest and
rejection in some decisions made by the university management as a result in
increase in hostel fee, tuition fee and other levies that are not acceptable by
the students often results in violence when responding to the school
management. With respect to the violence response of students which is an
administrative problem could have been avoided if the students and lecturers
who are the centre of attraction in using these facilities if they are involved
in decision-making process. According to
Uyanga in Okorie (2012) it is necessary based on the principle that individuals
find security in a dynamic climate in which they share responsibility in
decision-making. Participation in decision-making in school transportation
system by students and lecturers are very essential to achieving effective
administration. Transportation in the university and other tertiary institutions
of learning is an important element in achieving quality sustainability in
university administrative process. This call for effective participation by all
participants in the university system through their various representatives in
order to ensure that quality transportation channels in the university
community is been made available for easy movement in the school.
Transportation in the school system the inter-connection all the faculties and
department as well as facilitates effective movement in the university. Rohani,
Wijeyesekera, and Karima, (2013) defined a campus
shuttle system as a public service which uses small buses or vans for public
mobility used for shorter trips. They
noted that various cities in different
countries such as Hong Kong, Buenos Aires, Calcutta (India), Manila (Filipina),
Istanbul (Turkey), and Cairo use a minibus operation service as city shuttle
services. To Agyeman (2013) camps shuttle system is defined as Public
transportation in developing countries that is partly funded by the states and
there are several privately owned operators resulting in greater diversity in
service provision in university education. Students'
campus shuttle system therefore could be defined as a systematic approach of
availing quality transportation system for students on and off-campus for fast
access to the school environment at a cheaper rate. It was on this basis that
Toor and Havlick (2004) argued that many universities are now taking the lead
to identify and develop strategies that help to sustain the quality of campus
life in terms of students commuting. The transportation system for students and
lecturers thus provides quality interconnection of the university community and
provide an effective means of movement in the school. This study therefore
dwelt on students and lecturers participation in decision-making and effective university
administration in south east Nigeria. The aspects of decision-making
participation covered were; examination matters, tuition fees, students’
discipline, curriculum matters and transportation matters. It was on this note
that the problem that necessitated this study is known.
1.2
STATEMENT OF THE PROBLEM
Students’ and lecturers ’participation in
decision-making in universities involves creating opportunities for them to
contribute to the quality standard of operation in the system as well as
increase their influence on their academic and work environment. Ideally,
active participation among the students and lectures in decision-making process
should incorporate students’ representative and lecturers’ representatives in
curriculum matters, university transportation matters, tuition fee, school
disciplinary matters, physical facilities and examination matters which will
guide their activities and operation in supporting the university management
towards achieving effective university administration. This active
participation by these clients of university education remain crucial in
accepting, accommodating and implementing change in decisions made and also
contributes a great deal to the maintenance of internal discipline in schools,
positive attitude to school work, as well as improving the quality of future
decisions.
Currently in the university education and
other levels of education in Nigeria, it appears that students and lecturers do
not participate actively in the decision-making process of their institutions
that is linked to curriculum, transportation, examination, physical facilities
and discipline for effective university administration. Observations in this
respect have shown that almost all the public universities in Nigeria are faced
with students uproar and unrest as result of poor or lack of consultation and
involvement in decision-making process that relates to their general welfare
and the lecturers involved in incessant internal strike action caused by poor
or lack of consultation in same issues of discourse which often disrupts
academic programmes and activities of the universities thus ineffectiveness in university
administration is experienced.
Students and lecturers not being
involved in decision making may lead to the root cause of most students’ and lecturers’
oppression, which in most cases degenerate into breakdown of law and order in
schools. It is observed that truancy, vandalism, violent protests, and
incessant strike actions are some of the evils that have plagued most Nigerian higher
institution as a result of inadequate participation of students and lecturers
in decisions processes.
However, the problem of high level of
indiscipline is observed among students and lecturers in public university
which is caused by non-participation in decision-making in the area of school
discipline, poor physical facilities caused by vandalized and nearly collapsed
structures, poor implementation of curriculum as caused by non-participation of
students and lecturers in deciding on issues that concern the school
curriculum, poor transportations link-up in the university community, high
level of examination mal-practice and sorting after examination, fee cost of
tuition and increase in tuition fees without sampling the view of the students
and lecturers whose wards are also students in these institutions of learning
with the resultant effect of incessant students unrest, destruction of
university properties and facilities, breakdown of law and order in the school,
violation of the university guides and policies amongst others. Based on the
foregoing, the problem of this study is to investigate students’ and lecturers’
participation on decision-making and effective university administration in the
South East, Nigeria.
1.3
PURPOSE OF THE STUDY
The purpose of the study is to investigate
students’ and lecturers’ participation in decision-making and effective
university administration in South East,
Nigeria. Specifically, the study sought to;
1. ascertain
the extent students’ and lecturers’
participation in decision-making on examination matters as it relates to
effective university administration.
2. find
out the extent of students’ and lecturers
participation in decision making on students’ tuition fees matters as it relates to effective university administration.
3. Determine
the extent to with students’ and lecturers’ participation in decision making on
student’s disciplinary matters relates to effective university administration.
4. find
out the extent students’ and lecturers’ participation in decision-making on university
transportation matters as it relates with effective university administration.
5. determine
the extent students’ and lecturers’ participation in decision making on
curriculum matters as it relates with effective university administration.
6. examine
the extent students’ and lecturers’ participation in decision-making on
physical facilities management as it relate
with effective university administration.
1.4 RESEARCH QUESTIONS
The following research questions were
posed to guide the study:
1. To
what extent do students’ and lecturers’ participation in decision-making on
examination matters relate with effective university administration?
2. To
what extent do students’ and lecturers’ participation in decision-making on
tuition fees matters relate with effective university administration?
3. To
what extent do students’ and lecturers ’participation in decision-making on
students’ disciplinary matter relates with effective university administration?
4. To
what extent do students’ and lecturers’ participation in decision-making on university
transportation matters relate with effective university administration?
5. To
what extent do students’ and lecturers’ participation in decision-making on
curriculum matters relate with effective university administration?
6. To
what extent do students’ and lecturers’ participation in decision-making on
physical facilities management relate with effective university administration?
1.5
HYPOTHESES
The following null hypotheses were stated
and tested at 0.05 level of significance.
Ho1: There is no significant relationship between participation
in decision making on examination matters and effective university
administration in universities.
Ho2: There is no significant relationship
between participation in decision-making on tuition fees matters and effective
university administration.
H03: There is no significant relationship
between students’ and lecturers’ participation in decision-making on students’
disciplinary matters and effective university administration.
H04: There is no significant relationship
between students’ and lecturers’ participation in decision-making on university
transportation matters and effective university administration.
H05: There is no significant
relationship between students’ and lecturers’ participation in decision-making
on curriculum matters and effective university administration.
H06: There is no significant
relationship between students’ and lecturers’ participation in decision-making
on physical facilities management and effective university administration.
1.6
SIGNIFICANCE OF THE STUDY
The findings of this
study would be significant to the government, employers of labour, lecturers,
university management, parents, students,and
future researchers.
The government policy-makers would find
these findings very useful as they would encourage them to involve the
students’ national body in making decisions of the university in order to
ensure effective university administration.
In the same vein, the findings of this
study would be of immense benefit to employers of labour who would eventually
employ the graduate students and adopt participatory management for high
productivity.
The findings could encourage the
university management to involve their students and lecturers sufficiently in
decision- making especially on the areas that concern them so that unnecessary
unrests are avoided, thereby bringing about harmony and timely completion of
academic calendar of their institutional programmes.
The findings of this study could
facilitate the involvement of lecturers in decision-making areas that affect
the lecturers, it enriches their knowledge towards mastering the processes
involved in decision making in school management thereby enhancing effective
university administration and the achievement of the goals for which
universities are established.
In addition, parents could benefit
maximally from the findings of this study as their wards may complete their
studies on record time, thereby reducing financial expenses resulting from unnecessary
extensions of academic calendar due to students’ unrest.
Similarly, the findings of the study could
encourage students themselves to be positively involved in the shared
responsibility of the overall problems and prospects of their institutions.
This would prepare them in the principle of democracy, rational decision-making
leadership character as future leaders.
Finally, when
the study is published both online and in hard copy journals, the findings will
contribute to the body of existing knowledge about students’
and lecturers participation in decision-making and effective university
administration in Nigeria. It will serve as
a useful source of literature for researchers and may motivate further
researchers to delve into related areas or the same area of study in other
geo-political Zones of Nigeria.
Furthermore, findings of this study could
encourage easy flow of communication between the university management,
lecturers and the students.
1.7
SCOPE OF THE STUDY
The content scope of this
study was on determining the extent students and lecturers’
participation in decision-making will determine effective university
administration in the South East, Nigeria. It focused on decision making that directly
concern students and lecturers, hence the content will be delimited to the students’
and lecturers’ participation in decision-making on examination matters,
students’ tuition fees matters, student’s disciplinary matters, university
transportation, curriculum matters, physical facilities and effective
university administration universities in the South East, Nigeria.
Geographically, the study was carried out in public universities in South East Nigeria.
Click “DOWNLOAD NOW” below to get the complete Projects
FOR QUICK HELP CHAT WITH US NOW!
+(234) 0814 780 1594
Login To Comment