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THE PROBLEMS OF MANAGEMENT IN HIGHER INSTITUTION

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

All over the world, universities are recognized as centers of excellence, where knowledge is not only acquired, but also disseminated to those who require it. They are formal institutions set up by the society to be centers of learning, rich ideas and ideals. In its strict sense, (Benjamin, 2001) is of the opinion that universities are ivory towers, where instruction is given and received without harassment and undue influence from the outside world. Thus, the universal idea of the university is a community of scholars, free to pursue knowledge without undue interference from any quarters (Banjo, 2001). In the same vein (Hannah, 1998), postulates that universities are enterprises that produce and distribute a public good, which is knowledge. (Salter, 1983) agreed that knowledge production is the focus of universities and that the production of knowledge has always focused on teaching and research.

Specifically, the goals of tertiary education (including university education) in Nigeria include the following:

1. Contribute to national development through high level relevant manpower training;

2. Develop and inculcate proper values for the survival of the individual and society;

3. Develop the intellectual capability of individuals to understand and appreciate their local and external environments;

4. Acquire both physical and intellectual skills which will enable individual to be self-reliant and useful members of the society;

5. Promote and encourage scholarship and community service;

6. Forge and cement national unity; and

7. Promote national and international understanding and interaction. (Federal Republic of Nigeria, 2004, Section 45).

Despite the immense benefits of university education to nation building, the potential of higher education and indeed the university system in developing countries to fulfill its responsibility is frequently thwarted by longstanding problems bedeviling the system. According to (Ajayi and Ayodele, 2002), higher education in Nigeria is in travail, the system is riddled with crises of various dimensions and magnitude. A number of multifaceted problems have inhibited goal attainment and are raising questions, doubts and fears, all of which combine to suggest that the system is at a crossroad. This paper is aimed at disclosing all these problems and also offers solutions to them in order to ensure An Effective Management of University Education in Nigeria.

1.2 STATEMENT OF THE PROBLEM

The study aims to address the multifaceted management issues plaguing Nigerian higher institutions, including internal conflicts, cult activities, and the disruptive impact of external threats like the Boko Haram insurgency. These challenges hinder effective governance, compromise academic integrity, and pose significant security risks, thereby impeding the pursuit of educational excellence and institutional advancement. Understanding and mitigating these problems are crucial for fostering a conducive learning environment, ensuring the safety and well-being of stakeholders, and enhancing the overall management effectiveness of Nigerian universities.

1.3 OBJECTIVES OF THE STUDY

The main objective of this study is to determine the problems of management in higher institution.

Specific objectives include;

1. To identify the key challenges faced by management in higher institutions.

2. To assess the impact of these challenges on organizational effectiveness and academic activities.

3. To propose strategies for addressing the identified management problems in higher education institutions.

1.4 RESEARCH QUESTIONS

1. What are the primary challenges encountered by management in higher education institutions?

2. How do these challenges affect the efficiency and effectiveness of organizational operations and academic endeavors?

3. What measures can be implemented to mitigate the identified management problems and enhance overall institutional performance?

1.5 RESEARCH HYPOTHESES

H1: Higher education institutions face significant challenges in management, impacting organizational efficiency and academic outcomes.

H2: The extent of management problems in higher institutions correlates with the degree of disruption to academic activities and organizational effectiveness.

H3: Implementing targeted strategies to address management issues will lead to improvements in institutional performance and academic outcomes.

1.6 SIGNIFICANCE OF THE STUDY

Understanding the challenges of management in higher institutions is crucial for devising effective strategies to enhance organizational efficiency and academic excellence. By identifying and addressing these issues, such as conflict resolution, resource allocation, and security threats like cultism and insurgency, universities can foster a conducive environment for teaching, learning, and research. Moreover, tackling these problems not only improves the overall quality of education but also contributes to the reputation and credibility of the institution, attracting students, faculty, and funding essential for sustained growth and development. Thus, studying the problems of management in higher institutions is instrumental in fostering institutional advancement and societal progress.

1.7 SCOPE OF THE STUDY

The scope of study focuses on the challenges encountered in managing higher institutions in Nigeria. It encompasses issues such as internal conflicts arising from factors like scarce resources, poor communication, and power struggles within public sector organizations and universities. Additionally, it examines the impact of cultism on campus security and academic activities. The scope also includes external threats like the Boko Haram insurgency, which further compounds security concerns and potentially disrupts university operations. By exploring these challenges, the study aims to identify effective management strategies to enhance organizational effectiveness and address the unique complexities faced by higher institutions in Nigeria.

1.8 LIMITATIONS OF THE STUDY

The limitations of the study include potential biases in the data collection process, such as respondent self-reporting bias or researcher subjectivity. The study may also lack generalizability due to its focus on specific institutions or regions within Nigeria. Additionally, there might be limitations in accessing comprehensive or up-to-date data, particularly concerning sensitive topics like internal conflicts or cult activities. The study's scope may not cover all relevant factors influencing management problems in Nigerian higher institutions, and there could be constraints in verifying the accuracy of secondary sources cited. Furthermore, contextual factors such as political, economic, or cultural influences on university management issues may not be fully explored.

1.9 DEFINITION OF TERMS

1. Internal conflicts: Refers to disputes, disagreements, or tensions within an organization, such as universities in Nigeria, arising from factors like resource scarcity, poor communication, or power struggles among stakeholders.

2. Cult activities: Denotes the involvement of clandestine groups or organizations, known as cults, in activities that disrupt academic or social order within Nigerian higher institutions, posing security threats and hindering management efforts.

3. Boko Haram insurgency: Describes the violent extremist activities perpetrated by the Boko Haram terrorist group in Nigeria, including attacks on educational institutions, which impede academic activities and pose significant security challenges for university management.

4. Resource scarcity: Indicates a situation where there is a lack or inadequate availability of essential resources, such as funding, infrastructure, or personnel, which can impede effective management practices in Nigerian higher institutions.

5. Poor communication: Refers to ineffective or insufficient exchange of information, ideas, or feedback among stakeholders within universities, leading to misunderstandings, conflicts, and hindered decision-making processes. 

6. Power struggles: Signifies conflicts or competition for influence, authority, or control among individuals or groups within the university management structure, which can undermine organizational cohesion and effectiveness.

7. Democratic leadership: Denotes a leadership style characterized by participatory decision-making, transparency, and inclusivity, wherein university managers engage stakeholders in governance processes to promote collaboration, accountability, and organizational resilience.

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