That energy is an important development factor is now common knowledge. Without energy, services and societal activities will virtually grind to a halt. In Nigeria, there are several federal and state universities that receive their funding from the government. Because of their peculiar nature as knowledge-transfer-based institutions, the energy source predominantly in use in the universities is electricity. Therefore, the issues of electric energy availability, consumption and costs in universities with resident students and staff quarters can present a formidable challenge to any responsible administration. Due to the inadequate and epileptic supply of electricity in our universities, this paper establishes the need for baseline energy consumption profile in the Universities as a framework for future energy savings scheme and policy formation. This will help to identify where energy is being wasted, together with appropriate energy efficiency measures that can be considered in order to reduce energy consumption, costs and mitigate associated environmental externalities.
Accreditation of undergraduate programmes emanated owing to The proliferation of universities in Nigeria and the public concerns on the ill preparedness of graduates for work and further studies in Nigeria and elsewhere in the world. Accreditation of undergraduate programmes is conceptualized as the official recognition and approval given to a programme offered in any Nigeria university which has met Benchmark Minimum Academic Standards (BMAS) as established by the external accreditation agency, the National Universities commission (NUC). In this paper, accreditation and quality assurance were seen as related constructs. The NUC?s accreditation in Nigeria started in 1999/2000 through processes initiated by the NUC to the Universities. Accreditation in Nigeria has positively impacted on the quality of university education in Nigeria, by setting standards which each university must meet to offer any undergraduate programme. This has significantly unified undergraduates programmes offered in over 129 universities in Nigeria. The major challenges of accreditation in Nigeria includes; paucity of funds, multiplicity of functions performed by NUC, policy/functions overlaps with other agencies, professional bodies and unhealthy relationship between the NUC and the Academic staff Union of Universities (ASUU) in Nigeria. Strengthening NUC?s accreditation exercise of undergraduate programmes in Nigeria requires that Federal Government makes special budgetary allocations for accreditation to reduce the cost sharing of accreditation exercises between the NUC and the universities, streamlining NUC?s functions on accreditation and deliberate policy review of the functions of NUC and the university senates. Finally, NUC should develop strategies for harmonious relationships with the academic staff of universities, the major players in quality assurance of university education in Nigeria.
Global economy today is full of sophistication. All over the world, business and marketing practices are undergoing unprecedented transformation. In realization of this fact, the federal government of Nigeria has put in place a robust transformation agenda in order to put Nigeria in a better position to be a competitive player and in the process transform all sectors of its economy. New technologies, especially the Internet, are the driving force behind this transformation. However, technology has inadvertently affected the way businesses are done thus necessitating the acquisition of new skills. In developing countries like Nigeria, citizens are still battling with effective application of those technologies. Obviously, students of business education need to acquire relevant business knowledge to be able to transit into the world of work on graduation from school and compete favorably in the labor market. Therefore, effective utilization of social media by both teachers and students can help extensively in empowering students with the needed skills. Social media which is a group of Internet-based applications built on the ideological foundations of Web 2.0, that allow the creation and exchange of user generated content, and if incorporated into the classroom experience may be the needed answer to unemployment and poverty in Nigeria as beneficiaries can easily connect with existing and potential enterprises and customers, engage with them and reinforce mutual business benefits. Challenges and benefits of social media use in education in Nigeria universities were revealed in this study.
Digital Bioinformatics Innovation Initiative (DBII) is a branch of science that used Information and Communication Technologies (ICTs), government electronic services such as electronic government (e-government), electronic health (e-health), and mobile technologies (mobile health) to examine knowledge and information. DBII can also use Internet services or Fourth Generation (4G), and Fifth Generation (5G) services for its deployment and implementation opportunities in developing nations health and healthcare system and other domains. Some of the current digital bioinformatics processes are geometadata profiling, use of mobile technologies (mobile phones) and Artificial Intelligence (AI) in various 5G readiness deployment fields. Despite the benefits of this novel digital innovation, its deployment and implementation have been affected by poverty, lack of enough routine anticipation and determination, initial understanding of mobile phone, inadequate of research funding, personal innovativeness, lack of stable and dependable research methodologies. At present, there is limited number of research that highlighted these aspects to fill in research gaps and find alternative solution to DBII research problems. Therefore, a pilot survey was conducted among professionals in various fields who are knowledgeable about DBII from February 20th, 2020, to January 1st, 2022. Eight academic research professionals, and fifteen health and healthcare workers validated 6 behavior intention factors. Similarly, six hundred postgraduate and undergraduate students, health and healthcare specialists and other professionals across six Nigerian geographical zones participated in pilot survey using the proposed Precaution Adoption Model Process (PAMP) Mobile health questionnaire. Under this situation Principal Component Analysis (PCA) pre-processed online geometadata profiles, experts confirmed behavior intention items towards hypothesis generation, hypothesis testing, and development of digital bioinformatics framework of to use mobile ...
A predominantly positivistic quantitative research tradition is uncovered through a survey of selected Nigerian universities with particular reference to the faculty of education. This predominance of what appears to be a one sided research enterprise and the neglect of the qualitative approaches is born out of the self-evident lack of history of research methods as well as the epistemological undertones underpinning research conduct. Important issues resulting from this lack of knowledge of the historical antecedents surrounding the adoption of the various methods are highlighted in this article. While concluding that the revelations here are not idle ones, this paper noted that unless issues are looked at from both sides of the coin, research within the Nigeria research tradition as well as in any other tradition where such problems exist will not only appear too didactic but could be made to appear as speculative and as deceptive as findings from such enterprise.
Public universities had a near monopoly in providing university education in Nigeria until 1999. The market-friendly reforms initiated under the Structural Adjustment Programmes (SAP), the deregulation policies, and the financial crisis of the states created an encouraging environment for the emergence of the private universities in Nigeria. The legislative measures initiated to establish private universities in Nigeria also helped the entry of cross-border education, which is offered mainly through private providers. At present the private sector is a fast expanding segment of university education in Nigeria, although it still constitutes a small share of enrolment in university education. The paper attempts to analyse the growth, expansion, justification and the challenges of private universities in Nigeria. Keywords: Private universities, public universities, access, globalization, social demand, academic staff. Introduction In many African countries, the provision of University education by private institutions is a growing phenomenon when compared to other parts of the world; however, most African countries have been slow to expand the private sector in University education (Altbach, 1999). So also in Nigeria, the emergence of private universities as a business enterprise is an emerging phenomenon, a number of issues plague its development including legal status, quality assurance and the cost of service. The status of much private university in Nigeria is shady. Many operate without licenses, commensurate resources or appropriate infrastructures. The quality of service by many is also shoddy, even at a few of the institutions that possess better equipment, newer buildings and better facilities than the public universities. Private universities are a recent development in Nigeria as compared to the federal and state government owned universities. It has evolved during two historic phases: the first during the second republic under President Shehu Shagari administration 1979 – 1983 (all facilities). The second phase was during the fourth republic under President Olusegun Obasanjo (1999 – Date). During this phase necessary machines were put in place to visit and scrutinize applications from individuals, religious and corporate organizations of who are applying for private universities operating license. To Belfied and Lerin (2003), private universities are non-public or independent universities who do.
Establishment, development and sustenance of institutional repository has been a challenging task for many institutions of higher learning in Nigeria while many other institutions across the globe have effectively managed issues of institutional repository in their institutions. Although, studies has be conducted on institutional repository in Nigerian Universities but such studies are yet to identify factors that influence institutional repositories in the country. Therefore, the study assessed factors influencing institutional repository in some universities in Nigeria. The study adopted the descriptive survey research design using a self-developed structured questionnaire. A multistage sampling procedure was employed to sample 751 staff (436 males and 315 females) of universities in Nigeria. Two research questions were raised. Data generated were analysed using descriptive statistics. The finding revealed that the development and sustenance of institutional repositories in university libraries in Nigeria have been very slow and quite uneven, due to the numerous institutional and external factors affecting the sustenance of institutional repositories. Based on the findings, some recommendations were made.
This article discussed the problems facing the universities administration in Nigeria. Secondary data was used to support the points raised in the article. The secondary data were sourced from print materials and online publications by recognized institutions and individual author. There are many problems hindering smooth administration of Nigerian public universities. Some of the problems include; inadequate funding, inadequate academic staff, inadequate infrastructural facilities, brain-drain, incessant strike actions by the universities unions, institutional corruption, insecurity problems, weak administrators and poor capacity development of academic staff , political interference in the universities administration, indiscriminate issuance of licenses for establishing new universities, universities autonomy dilemma, poor Internally Generated Revenue (IGR) among others. To solve these challenges, this article recommends: that the government should increase the funding universities, employ of more academic staff, provide adequate infrastructural facilities, implement all agreement with unions, ensure effective staff development programme and effective motivation policy.
The educational system in Nigeria has witnessed tremendous expansion within the last two decades in the midst of limited resources and dilapidated educational facilities. The education sector has not enjoyed a fair share of the total recurrent and capital expenditure of the federal Government, despite the 26% recommended by the United Nations Educational Scientific and Cultural Organization (UNESCO).The high priority accorded education according to Longe (1985), has partly been due to the view of education as an investment.
This paper examined the level of students' participation in governance of Universities. It also investigated the level of organizational effectiveness in the universities in Nigeria. The population of the study consists of all students in Federal and State Universities in Ekiti and Ondo State of Nigeria. The sample for the study was 510 subjects consisting of 400 students and 110 University administrators. The respondents were selected using stratified random sampling technique. The instruments tagged Students' Participation in University Governance Questionnaire (SPUGQ) and Organizational Effectiveness Questionnaire [OEQ] was used to elicit relevant information from the respondents. Frequency count, percentage and t-test statistics were used to analyze the data collected. The findings revealed that students' participation in University governance was low while organization effectiveness was moderate. The result showed that there was significant difference in students' participation in governance in Federal and State Universities. Students in Federal Universities participated more in the governance than students in State Universities. Finding also revealed that there was significant difference in Organizational effectiveness of Federal and State Universities. The Organization effectiveness of Federal University is higher than the State Universities. It was recommended that stakeholders in University education should ensure that students are more involved in the governance of their institutions. Also introduction of seminars and workshops on leadership training would enhance organizational effectiveness in the Universities. DOI:10.5901/mjss.2014.v5n9p400
