International Journal of Innovative Research and Development

Samuel O. Nwafor , Godknows U. Igwe

Abstract

The study investigated strategies for managing social problems in tertiary institutions in Nigeria. The descriptive survey design was used. The proportional stratified random sampling was used in the selection of 1,320 respondents from a total population of 1,650 consisting of administrators (academic and non-academic) and management staff of the three tertiary (university) institutions in Rivers State. A structured Likert format questionnaire called "Administrative strategies for managing social problems in tertiary institutions in Rivers State (ASFMPITIIRS), validated with Cronbach alpha reliability index of 0.75 was used for data collection. One thousand, three hundred and twenty (1,320) copies of questionnaire were administered, but 1,000 copies were retrieved and used for data analysis. Descriptive statistics as the mean and standard deviation were used to answer the research question while the ztest was used to test the null hypothesis at 0.05 level of significance. Consequently, the following findings amongst others were made. The strategies for managing social problems in tertiary institutions include: accurate record-keeping, reduction in student enrolment, proper orientation of student on diverse issues, healthy interaction and co-operation between management staff and students and commitment of administrators to duty. There is significant difference between the mean ratings of male and female administrators for five (5) out of twenty (20) dependent variables tested. The null hypothesis is therefore, retained in all the other fifteen (15) dependent variables respectively. It was recommended that there should be accurate recordkeeping in the tertiary institutions in Rivers State. Also, there should be healthy interaction and co-operation between students, staff and management of the tertiary institutions in Rivers State.

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Samuel O. Nwafor , Augustine O. Nwachukwu

Abstract

This study investigated challenges confronting entrepreneurship education in the Federal, State and Private Universities in Nigeria. The population of the study comprised of 27,503 final year students in the eight Universities in South-Eastern Zone of Nigeria. The study involved a sample of 618 final year students selected through the stratified random sampling technique. A 48-item instrument validated and with cronbach alpha reliability index of 0.85 was used to collect data for the study. The research question was answered with mean scores and rank order while the null hypothesis was tested with one-way Analysis of Variance (ANOVA) at 0.05 level of significance. The results revealed among others that the challenges seriously confronting entrepreneurship education in the Universities are inadequate funding, inadequate time for practical activities, lack of continuous assessment and feedback and societal orientation. Others include lack of data, trained manpower, research materials, essential textbooks, interests among students and commitment by lecturers. It was recommended that Government should regularly monitor and evaluate the programme to assess progress being made and address the challenges confronting entrepreneurship education courses in the Universities in Nigeria.

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Samuel O. Nwafor , Augustine O. Nwachukwu

Abstract

The study investigated students' reaction to introduction of entrepreneurship education in the Federal, State and Private Universities in Nigeria. The population of the study comprised of 27,503 final year students in the eight Universities in South-Eastern Zone of Nigeria. The study involved a sample of 618 final year students selected through the stratified random sampling technique. A 48-item instrument validated and with cronbach alpha reliability index of 0.85 was used to collect data for the study. The research question was answered with mean scores and rank order while the null hypothesis was tested with One-way Analysis of Variance (ANOVA) at 0.05 level of significance. The results revealed among others that students are enthusiastic (reacted positively} to the introduction of entrepreneurship education in the three categories of Universities in Nigeria. Also, students take the practical components of the entrepreneurial course seriously. It was recommended that Government should provide adequate laboratory equipment for practical to the students and motivate the lecturers engaged in implementation of entrepreneurship education courses in the Universities in Nigeria.

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Samuel O. Nwafor , Chris O. Oruge

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This study reviewed contributions of teachers world-wide to the educational process, human and national development. Also, the functions of Nigeria Union of Teachers (NUT), the recognized professional body encompassing all teachers at the primary and secondary levels of education in Nigeria were examined. For instance, NUT helps, as part of Its duty to teachers, to make contributions towards policy formulation and implementation of educational programmes through its membership in national and international organizations. In the National Development and/or political process, the teacher plays a key role. His actions are leadership actions which influence the activities and behaviour of individuals or groups in an effort to attain goals in given situations. Government at different levels, Federal, State and Local have argued that other sectors in the economy compete with education and as such, there is a limit to what the country can spend on education. However, government should realize that no building could be stronger than its foundation. Thus, no other sector in national development effort in Nigeria should be greater than education (the spring board to the future).There should be consistency in the formulation and implementation of educational policies affecting teachers in Nigeria.

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Samuel O. Nwafor

Abstract

The study determined the distribution of leadership styles of male and female senior administrators of public Universities in Nigeria. The study also compared leadership styles of the senior administrators based on their gender. One hundred and fortyeight (148) senior administrators were involved in the study. A 60-item questionnaire, Styles of Leadership Survey (SLS) with reliability index of 0.85 was used for data collection. One hundred and twenty-five (125) of the 148 copies of questionnaire were duly completed and used for data analysis. It was found that 100 (80.0%) of the senior administrators were males while only 25 (20.0%) were females. There was no significant difference in distribution of leadership styles of male and female senior administrators of the public universities in Nigeria. It was recommended that more female administrators should be given the opportunity to participate in administration of universities in Nigeria.

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