92,574 research outputs found

    Corporate governance in Nigerian Higher Education: Issues and challenges.

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    Many researches have been conducted in the area of corporate governance. However, few works have been carried out on the compliance of corporate governance principles in relation to government institutions of learning.  The few papers that were found were on universities and not even in the Nigerian context and none on the polytechnics. This study intends to feel the existing gap. It examines issues and challenges relating to corporate governance in Nigerian higher education which comprised of the Universities, Polytechnics and Colleges of Education. There were many crisis in Nigerian higher education attributed to various factors by different authors and researchers, however, corporate governance is a major factor to this unstable structure in Nigerian higher education. Using qualitative method, thirty six principal officers drawn from six different categories of government owned institution with agency theory and stakeholder theory underpinning the theoretical framework. It was found that four factors are responsible for the challenges in achieving effective corporate governance in Nigerian higher education. These factors include funding, political interference, law and leadership. Keywords: Corporate governance, Compliance, Nigerian higher educatio

    BUSINESS MODEL INNOVATION IN NIGERIAN HIGHER EDUCATION INSTITUTIONS

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    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

    THE ROLE OF WORLD BANK IN FUNDING HIGHER EDUCATION: IN THE ADMINISTRATION OF QUALITY HIGHER EDUCATION IN NIGERIA

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    Funding education is the thrust upon which success is established in the realization of the goals of higher education in Nigeria.A properly funded education engenders positive learning outcomes with higher qualityachieved. Under-funding is the critical challenge facing the Nigerian higher education system. There is a remarkable increase in the demand for Higher Education and its financing has remained an issue that has occupied an unending debate in the Nigerian public domain. This paper attempts to assess therole of World Bank in funding Higher Education in Nigeria. The paper also attempts to x-ray other imperatives of Higher Education in Nigeria such as the supervisory role of the National Universities Commission as well as the obstacles in funding Higher Education in Nigeria.The paper draws a conclusion that adequate attention should be given to funding higher education due to its strategic importance in the life and polity of the Nigerian nation; that much has been achieved by   basic education and secondary level education through World Bank intervention

    Narratives Of Nigerian Educated Women Pursuing Higher Education Degrees In Western Universities

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    The impetus for conducting this research is near and dear to my heart along with desiring to make a change for the better. In conducting interviews of Nigerian women\u27s experiences, struggles and accessibility to secondary education, the research shows significant barriers to secondary education in their narrative experiences that their male counterparts do not experience. Specifically, the experiences of these selected Nigerian women who have shared their aspirations, goals and accomplishments through narrative form can be generalized to the women of Nigeria as a whole. The cultural background is an overwhelming obstacle which, although seems to be slowly eroding, the women still must deal with imbued beliefs that a woman\u27s place is in the home and therefore not entitled to access higher education. The Nigerian women, therefore, face various challenges in their endeavors to pursue higher education. Qualitative research by means of interviews was used to generate details of the Nigerian women\u27s struggles, determination and their resilience despite the overwhelming sacrifices that they made. The reason as to why only women were chosen is due to the fact that cultural, religious and societal mechanisms affect women in Nigeria to a much greater degree than men. Equal access and acceptance of that concept are integral in helping Nigerian women secure educational access for all Nigerian women in the future. Quantitative research was obtained by using a survey instrument distributed to Nigerian women obtained their advanced degrees and others who are still pursuing their higher education. A total of approximately 300 surveys were distributed with 278 respondents for a response rate of 93%. The survey sought to examine Nigerian women\u27s struggles as they pursue higher education, the challenges they face, the support they gain through these struggles, the issues they go through, and their needs, motivational factors, encouragement factors, the role of religion, the impact of obtaining a higher education, and the impact of shaping strategic government policies towards women\u27s educational awareness, and empowerment of women both in the family and society at large

    A study of higher education policies and their implementation by the Nigerian military regimes 1966-1978, 1980

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    This study seeks to establish a basic theory that explains the policies and practices of civilian and military regimes on higher education in Nigeria. Specifically, the study seeks to determine whether or not the Nigerian military regimes gave top priority to higher education through financing, planning and staffing of the universities system of Nigeria. The first chapter is designed to set a general guideline for this research, mainly pointing to various methodological and theoretical foundations of the research. Chapter Two throws some light on the development of the British colonial policies that have influenced the contemporary behavior of the Nigerian public policy makers. In addition, it lays a foundation for the subsequent chapters through critical analysis of issues in the historical dynamics of Nigeria. Chapter Three focuses mainly on the comparative analysis of the general military public policy decrees from 1966 to 1978, regime by regime. The importance of this chapter is the fact that it synthesizes in an orderly manner those 'major decrees or public policies of the various Nigerian military regimes. Chapter Four is devoted to the study of a brief history of educational policies and philosophies in Nigeria. It examines the place of the University Education on the list of priorities affected by the Nigerian public policies. An effort is made to assess higher education policies and their implementation. In Chapter Five, an attempt is made to examine higher education policies under the Nigerian military regimes. Major emphasis is placed on policy orientations rather than technical issues. This section is pertinent and interesting because it is based upon a critical evaluation, as well as an objective assessment of Nigerian higher education policies. Chapter Six is devoted to the implementation of Nigerian higher education policies under the military regimes. It is in this chapter that the three policy areas--financing, staffing and planning are re-evaluated. Chapter Seven then deals with the evaluation and analysis of the problems and Chapter Eight presents the general summary and conclusions. As a part of the summary and conclusions, the overall implications, recommendations and contributions are presented. Thus, based on data available, it seems clear that the Nigerian military regimes developed and implemented an effective national higher education policy and gave financial, planning, and staffing priority to that policy. As a result, there are more equitable educational opportunities across the nation and the quality of education received has improved significantly under the Nigerian military regimes

    The Future and Relevance of Nigerian Universities and other Tertiary Institutions

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    Higher education is the bedrock of sustainable national development, which encompasses structural transformation of an economy, human capital development, technological innovation, forging of democratic citizenship, social cohesion, nation building, and preserving the earth. Like other countries, these were the reasons for the establishment of universities and other tertiary education institutions in Nigeria. However, over the past three decades, beginning in the 1980s, in spite of increases in the number of higher education institutions, the sector has been bedevilled with several challenges that have blighted its fortunes and raised serious questions about the role and relevance of Nigerian universities and other tertiary education institutions to national development. The contributors to this book offer authoritative and eloquent accounts of these challenges and explicitly draw out the policy implications on how the challenges can be overcome in order for Nigerian higher education institutions to regain relevance to the developmental imperatives of the country, especially in the 21st century and beyond. This book will be of great value to students, leaders of higher education institutions, and policy makers in government and the private sector to chart new policy directions to revitalise the Nigerian higher education sector in order to be responsive to the needs of the country and its people, especially the teeming population of restless youths

    Transforming Nigerian Economy through Integrative Entrepreneurial Curricular Offerings in Nigerian Higher Education

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    Nigerian education has an important role to play in addressing the high rate of poverty, crime, youth and graduate unemployment. Education policy makers must find ways of incorporating entrepreneurship into the school curricula especially in the higher education sector.  Engaging the youth in their dreams as they steer their own innovations could help reduce unemployment, as well as in helping to address the crime rate in many Nigerian cities. This paper calls for a paradigm shift in the curricular dispensation of Nigerian educational offerings that inculcates entrepreneurism in nation’s educational offerings. It calls for an attitude change that fosters entrepreneurial skills among learners where skill building and innovation become anchored in most subject offerings. It proffers recommendations that could be articulated when underpinning entrepreneurship into curriculum

    Profiling Corruption Perception in Africa: the Role of Religion, Gender, Education and Age

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    This study investigates attitude towards corruption and the role of gender, religion, education and age using a Nigerian survey data. It also seeks to establish how attitudes towards corruption relates to some other reported ethical measures such as Islamic work ethics, money ethic and corruption perception. Over 3800 questionnaires were administered with 1833 or about 48% response rate. Results revealed no significant gender differences in corruption but women reported being more religious. Also Christians rated the incidence of corruption as higher than Muslims although the sample size skews significantly in favour of the former. Older and more educated people also rated corruption incidence higher

    The Origin and Development of Formal Art Schools in Nigeria

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    The paper traces the origin and development of art study in the  institutions of higher learning in Nigeria. The British Colonial Government in the country was not keen at investing on higher education. They feared that increase in knowledge through higher education might intensify the already tensed political agitation for self rule in the country. Therefore, Nigerians were only left with the difficult task of travelling abroad to acquire higher education. This was also the plight of the pioneer College and University trained Nigerian artists. This paper investigates the eventual establishment of Art Departments in the first higher Institution built by the colonial masters in Nigeria. It traces the growth and transformation of the pioneer higher institution into the power house of art education in the country. It also looks at the subsequent establishment of many other art departments in the institutions of higher learning in post independence Nigeria. It looks at the changes over time in the course content of these art departments which today are completely indigenous. Finally, it concludes with an update of Nigerian Universities, Polytechnics and Colleges of Education that offer art in their programmes.Key Words: British, Art, Committee, College, University, Polytechnics
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