http://hdl.handle.net/123456789/38 Mon, 06 Apr 2026 17:05:31 GMT 2026-04-06T17:05:31Z http://hdl.handle.net/123456789/2360 RETENTION STRATEGIES AND PRODUCTIVITY OF ACADEMIC STAFF IN UNIVERSITIES IN THE SOUTH-WEST, NIGERIA ADELEKAN, Oluremi Adekunbi Productivity of Academic Staff (PAS – measured by research and teaching output) remains a major source of recognition for Universities. In Nigeria, the low PAS, as evidenced by the rating of most of the country’s Universities in international rankings, has become a matter of concern to stakeholders. Extant studies focused on leadership and governance, infrastructural facilities, social factors and organisational ethics with little attention to Academic Staff Retention Strategies (ASRS). This study, therefore, was designed to investigate the contributions of retention strategies (motivation, mentoring, career development and participatory decision making) to PAS in public universities in the South-west, Nigeria. The study was anchored on the Herzberg’s Two-Factor Theory, while the correlational survey design was adopted. Multi-stage sampling procedure was adopted. Three states were randomly selected from the South-west, Nigeria. From each state, the Federal and most populous State Universities (University of Ibadan, Ibadan; Federal University of Agriculture, Abeokuta; Federal University of Technology, Akure; Ladoke Akintola University of Technology, Ogbomoso; Olabisi Onabanjo University, Ago-Iwoye and Adekunle Ajasin University, Akungba Akoko) were purposively selected. Proportionate to size technique was used to select 1,850 AS, while two of the students being taught by each of the AS and the Deputy Registrars (DRs) (Human Resources – AS) were purposively selected from the six universities in 2017. The Motivational Factors (ɤ =.78), Mentoring (ɤ =.84), Career Development (ɤ =.83), Participatory Decision Making (ɤ =.88) and Teaching Assessment Rating (ɤ =.83) scales were used for data collection. Six sessions of key informant interview were held with the DRs. Quantitative data were analysed using descriptive statistics, Pearson product moment correlation and Multiple regression at 0.05 level of significance, while qualitative data were content analysed. Respondents were professors (141), associate professors/readers (79), senior lecturers (233), lecturer I,s (303), lecturer II,s (262) and assistant lecturers (365). Motivation ( =2.61) of academic staff and participatory decision making ( =2.74) were high, while mentoring ( =2.32) was low as against the threshold of 2.5. Sponsorship for conferences ( =2.52), the only common career development programme available for academics, was neither adequate nor regular. The PAS, in teaching and research ( =2.99) was high. Publications of each academic staff were on-shore articles ( =13), conference papers ( =11), off-shore articles (=10) and chapters in books (=7). Production of textbooks ( =2), patent ( =1), bibliographies ( =2) and book review ( =2) by academic staff was very low. Participatory decision making (r = 0.11) and career development (r = 0.10) had significant relationships with PAS, while motivation and mentoring did not. Retention strategies made significant contribution to the PAS (F(4; 1385)=5.92, Adj. R2=.13), accounting for 13.0% of variations in the dependent variable. Participatory decision making (β = 0.09) and career development (β = 0.07) contributed significantly to PAS, while motivation and mentoring did not. Few cases of formal mentoring policies for academic staff were reported, with most mentoring opportunities focusing mainly on research and publication. Participatory decision making process and career development fairly enhanced the productivity of academic staff in public universities in the South-west, Nigeria. It is recommended that University authorities should make adequate provisions for career development opportunities and encourage productivity of textbooks and patent among academic staff. Tue, 01 Oct 2019 00:00:00 GMT http://hdl.handle.net/123456789/2360 2019-10-01T00:00:00Z http://hdl.handle.net/123456789/2284 IMPLEMENTATION OF TERTIARY EDUCATION TRUST FUND INTERVENTION PROJECTS IN PUBLIC UNIVERSITIES IN THE SOUTHWEST, NIGERIA (2011-2015) OYELEKAN, Kayode Michael The Tertiary Education Trust Fund (TETFund) was established in 2011 to provide intervention projects towards meeting the physical and human development needs of public higher education institutions in Nigeria and to ameliorate financial crises in the system. However, the timeliness of disbursements, amounts disbursed by TETFund from the allocated funds to universities and the ways projects were implemented have been of great concern to stakeholders. Previous studies concentrated more on quality and relevance of Tertiary Education Trust Fund intervention than on the implementation of intervention projects in the South-west, Nigeria. This study, therefore, was designed to investigate the implementation of TETFund intervention projects from 2011 to 2015, being five years, after the transition from Education Trust Fund. This is with a view to ascertaining compliance with allocation guidelines on the implementation. Public Expenditure, Public and Social Accountability theories provided the framework, while the survey design of the ex-post facto type was adopted. Six federal and seven state public universities in the South-west, Nigeria as well as TETFund projects for the periods were enumerated. Primary and secondary data were sourced and interrogated for information. Other TETFund data inventory containing Allocated Fund-AF (exclusive of research grants). Fund Accessed-FA, Disbursed Fund-DF and Timeliness for Fund Disbursed-TFD were used. Semi- structured interviews were held with 13 TETFund officers, while key informant interviews were held with 26 Principal Officers, two in each university. Data were analysed using descriptive statistics and content analysis. The AF to each university from 2011-2015 was N2,888,000,000.00. The highest FA by universities was N2,476,000,000.00 and lowest amount was N686,043,740.00.The highest DF was N2,436,000,000.00,and the lowest amount was N708,097,646.00. Only 46.3% of AF (an equivalent of 84.4% of FA) was disbursed to universities within the period. Physical infrastructure received highest allocation ranging from N175m to N 552m annually while research fund was allocated only N160m for the five years. Academic staff training and development, and Conference attendance top the list of project executed by TETFund in the public universities. Book development and programme upgrade were least executed across the universities. Disbursement of funds was slow due to bureaucracies which led to un-accessed fund. Timeliness of fund disbursement (3.36±1.72) years was poor, against a threshold of one year. TETFund complied with the guideline on horizontal allocation, but was inconsistent on vertical allocation. Protracted delay before DF was released to universities caused rollover and abandonment of TETFund projects. Inability of universities to access fund was the major factor that hindered the successful implementation of TETFund projects. The inconsistency of TETFund on compliance with guidelines, delays in fund disbursement and failure of universities to submit financial returns limited the effective implementation of TETFund intervention projects in public universities in the South- west Nigeria within the period of 2011 to 2015. Tue, 01 Aug 2023 00:00:00 GMT http://hdl.handle.net/123456789/2284 2023-08-01T00:00:00Z http://hdl.handle.net/123456789/2238 RESOURCES FACTORS, SUPPLY OF SKILLS AND SKILLS DEMANDED BY EMPLOYERS OF LABOUR AMONG PRIVATE UNIVERSITY GRADUATES IN SOUTHWESTERN NIGERIA Skill is any personal characteristic that is a product of value and can be augmented through some forms of investment. However, despite the importance of Skills Demanded (SD) (new technologies, managers‘ strategies, associated ways of organising works and rising in equality) to economic productivity, there have been complaints of inadequacy of these skills in university graduates especially among private university graduates in Nigeria. Extant studies paid more attention to skills supplied in relation to employability, skills-mismatch, employers‘ satisfaction and skill gap assessment than SD by employers of labour among public university graduates. This study, therefore, was carried out to investigate resource factors (academic staff profile, accessibility and availability of ICT facility), supply of skills (analytical, creative, collaborative and communication) and SD by employers of labour among private university graduates in southwestern Nigeria. The study was anchored to Campbell Theory of Job Performance, while the survey design of ex-post facto type was used. The multistage sampling procedure was adopted. Ten private universities (Babcock, Bowen, Covenant, Redeemers, Ajayi Crowther, Lead City, Crescent, Joseph Ayo Babalola, Caleb and Wesley University of Science and Technology) were purposively selected based on student enrolment of more than 300 in a session. Seventy percent of the faculties common to each university were selected through purposive sampling technique making 55 faculties, while 173 Heads of Departments in the sampled faculties were enumerated. Twenty-two Human Resource Managers from key sectors of the economy were purposively sampled (Communication–2; Banking–4; Education–4; Health–3; Judiciary–3; Manufacturing/Construction–3 and Agriculture–3). The instruments used were Skills Demanded by Employers and Graduates Assessment (r=0.89); Resource Factor in Private Universities (r=0.81) and Skills Supply in Private Universities (r=0.79) questionnaires. Indepth interviews were held with the seven most experienced employers of labour across the selected sectors. Quantitative data were analysed using descriptive statistics, ANOVA, Pearson product-moment correlation and Multiple regression at 0.05 level of significance, while qualitative data were content-analysed. Private universities meet the benchmark of National Universities Commissions in terms of number of academic staff, availability and accessibility of ICT. The distribution of SD as required by employers based on analytical, creative and collaborative skills was found to be higher than the supply (3.43>2.89; 3.18>2.93 and 3.16>2.90) respectively, while communication skill was at equilibrium where demand equals supply (3.5). There was a significant difference in SD by employers in different sectors of the economy (F(6,15)=27.08; η2=0.04). There were positive significant relationships of academic staff profile (r=0.206), accessibility of ICT (r=0.142) and supply of skills (r=0.11) with SD. Resource factors and skills supply by private universities jointly contributed to SD (F(4,18) = 176.07; Adj. R2=0.64), accounting for 64.0% of its variance. Academic staff profile (β=0.55) and availability of ICT (β=0.35) relatively contributed to SD. There were complaints that private university graduates lacked managerial strategies and skills associated with organising things.x Academic staff profile, availability of ICT and skills supply in private universities enhanced skill demanded among graduates in southwestern Nigeria. Private universities should therefore infuse these skills into their curricula. Mon, 01 Nov 2021 00:00:00 GMT http://hdl.handle.net/123456789/2238 2021-11-01T00:00:00Z http://hdl.handle.net/123456789/2042 RECRUITMENT FACTORS, ORGANISATIONAL CULTURE, WORK ENVIRONMENT AND TEACHER TASK PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN OYO STATE, NIGERIA ADELEKE, Taiwo Ebenezer Teachers’ Task Performance (TTP), the extent of duty performance by teachers, is required for accomplishing educational goals of school. However, reports have shown that tasks performance of Secondary School (SS) teachers in Nigeria was low, particularly in Oyo State. Previous studies focused more on professionalism, management practices and motivational packages than on Recruitment Factors-RF (Personnel Needs-PNs and Recruitment ProcessRP); Organisational Culture-OC (Leadership Styles-LSs, Task Autonomy-TA and Capacity Building-CB) and Work Environment-WE (Safety/Security-SS, Reward System-RS and Physical Environment-PE). This study, therefore, was carried out to investigate the contributions of RF, OC and WE to TTP in public SSs in Oyo State, Nigeria. The Fredric Herzberg’s Two-factor Theory served as the anchor, while the study adopted the mixed methods design. The multi-stage sampling procedure was adopted.nothree educational zones (Saki, Oyo, and Ibadan Zone 1) were randomly selected out of the existing six in Oyo State. The probability proportionate to size sampling technique was used to select 59 SSs and 1296 teachers, while 59 principals and three zone inspectors were enumerated. The instruments used were Personnel needs (0.78), Recruitment process (0.81), Leadership styles (0.93), Task autonomy(0.87), Capacity building (0.84), Safety/ security (0.74), Reward system (0.76), Physical environment (0.72) scales and Teacher task performance questionnaire (0.83). Key Informant Interview was conducted with zonal inspectors. The quantitative data was analysed using Pearson Product Moment Correlation and multiple regression analysis at 0.05 level of significance, while the qualitative data was content analysed. Teachers and principals age were 45.5.0±1.09 and 51.00±0.44 years, respectively. The TTP (𝑥̅=2.47), RF (𝑥̅=2.24) were low, while LS (𝑥̅=3.05), TA (𝑥̅=2.96), CB (𝑥̅=2.65) and WE (𝑥̅=3.53) were high against threshold of 2.50. There were positive significant relationships between PN (r = 0.38); RP (r = 0.34); LS (r = 0.64), TA (r = 0.37), CB (r = 0.59); SS (0.97), RS (r = 0.55), PE (r = 0.58) and TTP. The RF, OC and WE had significant composite contribution to TTP (F (3, 55) = 44.958; Adjusted R2 = 0.695), accounted for 69.5% of its variance. The LS (β = 0.52), PN (β = 0.43), RP (β = 0.35), TA (β = 0.30), PE (β = 0.29), CB (β = 0.28), SS (β = 0.25) and RS (β = 0. 22) made significant relative contributions to TTP. The TTP was revealed not satisfactory, while RF was not given attention until the 2020 teachers recruitment exercise but WE was good. Recruitment factors, organizational culture, work environment, influenced teacher task performance in public secondary schools in Oyo State, Nigeria. The Teaching Service Commission and other stakeholders should pay attention to these factors to enhance teachers’ task performance in Oyo State Secondary Schools. Sat, 01 Jul 2023 00:00:00 GMT http://hdl.handle.net/123456789/2042 2023-07-01T00:00:00Z