Improving Quality Higher Education in Nigeria: The Roles of Stakeholders

Asiyai, Romina Ifeoma

doi:10.5430/ijhe.v4n1p61

Cited by 63 publications

(96 citation statements)

References 13 publications

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“…There should be adoption of effective measures to imparting the required knowledge, attitudes and skills for the individual to function efficiently in the society. [37] found the relevance of administrative approach to include establishment of industrial training centres offices in the higher educational institutions. The result in Table 3 reveals that the mean ratings of the responses of supervisors and lecturers of Electrical Technology on the 10 identified items ranged from 3.28 to 3.67 which are greater than the criterion reference point of 2.50 on 4-point rating scale.…”

Section: Estimation Proceduresmentioning

confidence: 99%

Functional Approaches for Applying Work-based Learning into Electrical and Electronic Technology Education in Nigeria

Haruna¹,

Kamin²,

Buntat³

et al. 2019

IJEAT

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The study examined functional approaches for applying work-based learning (WBL) into Electrical and Electronic Technology (EET) in northwest Nigeria. Survey research design was adopted to carry out the study. Random sampling technique was used to select two tertiary institutions offering Electrical and Electronic Technology. The entire 32 lecturers of EET from the two tertiary institutions and 64 supervisors of registered Electrical Technology firms in the two states making a total of 96 respondents were used for the study. Data were obtained using structured 48-item questionnaire titled ‘Functional Approaches for Applying Work-based Learning Questionnaire (FAAWBLQ)’. Data collected were analyzed using descriptive statistics such as frequency, percentages and mean ratings. In interpreting the results, work-based learning experience with percentage score of 50% and above were interpreted as ‘Practiced’ while those with less than 50% were interpreted as ‘Not Practiced’. Using 2.50 as the cut-off point, items with mean values of 2.50 and above were interpreted as ‘Agreed’. The results of the study showed that only 2 out of the 17 identified work-based learning components were practiced for skill acquisition in Electrical Technology in Northwest Nigeria. In addition, the study identified administrative, school-industry and resource inputs approach for effective application of WBL that will guarantee skill acquisition in Northwest Nigeria. The study recommended policies to strengthen a dynamic and robust WBL in technical and vocation education (TVE) in Nigeria and that work-based learning framework in Nigeria be carefully developed and overseen by Industrial Training Unit (ITU) of education sector to coordinate the synergy between training institutions and industry for improved skill acquisition of the teaming Nigerian youths.

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Section: Estimation Proceduresmentioning

confidence: 99%

Functional Approaches for Applying Work-based Learning into Electrical and Electronic Technology Education in Nigeria

Haruna¹,

Kamin²,

Buntat³

et al. 2019

IJEAT

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“…This will have an impact on student attractiveness and make the university more competitive. (Asiyai, 2015), examined the role of stakeholders in improving university education in Nigeria in order to continuously improve the university education system. This requires concerted efforts inside and outside education institutions, such as employers and NGOs owners.…”

Section: Previous Studies Outside Jordan At International Levelmentioning

confidence: 99%

The Compatibility of the Services Provided to Students of Accounting Departments in Jordanian Private Universities with the Standards of Academic Quality Assurance in Jordan - A Field Study

Alzoubi¹,

Afeef²,

Momani³

et al. 2017

IJEF

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The study aimed to determine the compatibility of the student services provided to the students of accounting departments in business schools with the standards of academic quality assurance in Jordan through three aspects: academic guidance, support services and graduates services. A questionnaire was prepared and distributed to (245) students and (46) faculty members. The responses of the study sample were described by using the arithmetic mean, frequencies and ANOVA test that was used to test the hypotheses at the level of significance ( 0.05=α).One of the main findings of the study is that there is no agreement between students and faculty members in accounting departments on the compatibility of the services provided to the students with the standards of Jordanian academic quality assurance, despite the existence of some quality services offered by faculties and departments to students. The study recommends a comprehensive review of the services provided to students, a focus on services provided to graduates, and further studies.

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“…In addition, universities provide knowledge bases and innovations for the realization of global and national development (Robert & Ajai-Ajagbe, 2013;Bloom et al, 2014). Furthermore, universities contribute to dissemination and use of knowledge; maintenance of knowledge; provision of solutions to specific societal problems; promotion of technological catch-up; and maximization of economic outputs, all of which have potential to contribute to development agendas (Kiani, 2011;Montanini, 2013; Association of Public and Land-grant Universities, Knowledge Center on Higher Education for African Development, 2014;Asiyai, 2015). They are major drivers of economic competitiveness in an increasingly knowledge-driven global economy; technologically advanced societies; and healthy and improved quality life (Pillay, 2011;Bloom el.…”

Section: B) Role Of Universities In the Development Agendasmentioning

confidence: 99%

“…Universities contribute to societies through their teaching, innovation, research, knowledge development, community service, inter-generational storage and transmission of knowledge roles (Universities Australia, 2012; Robert & Ajai-Ajagbe, 2013;Woldegiorgis & Doevenspeck, 2013; Association of Public and Land-grant Universities, Knowledge Center on Higher Education for African Development, 2014;Asiyai, 2015). As teaching institutions, universities have the potential to produce the human resource that is required for achieving the global development agendas, through channelling out appropriate and quality graduates to meet the labour market needs.…”

Section: B) Role Of Universities In the Development Agendasmentioning

confidence: 99%

Academic Programmes in Universities in East Africa: A Catalyst to Development

Karimi

2015

IJHE

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The types of academic programmes offered by universities, both public and private, are considered to be critical to the realization of development agendas. This study was descriptive in nature and sought to establish whether universities in the East African region were offering academic programmes that were relevant to the realization of the global development agendas. The study further sought to establish whether there was any significant association between the academic programmes offered by public and private universities in the region. The sample was drawn from the websites of the national quality assurance agencies in the region and consisted of one hundred and thirty universities whose academic programmes had been accredited by the agencies. The study revealed that the Humanities and Commerce categories of academic programmes were over represented in the market in relation to the global development demands, and thus, their further development in universities needed to be restricted. On the other hand, the categories of Political and Legal related studies, Sociology, Psychology and Development related studies, Architecture and Engineering and Natural and Life Sciences, which were critical to the realization of the global development agendas, were not adequately being offered by the universities. In addition, significantly more public universities were found to be offering the Architecture and Engineering and Natural and Life Sciences categories of academic programmes. This was attributed to the greater government financial support given to public rather than private universities in the region. The support further translates to greater potential within the public universities to provide the necessary academic resources for the backing of the latter categories of academic programmes. In conclusion, the prioritization of the development and implementation of academic programmes that are relevant is a sure way of accelerating the realization of the development agendas in the region.

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Improving Quality Higher Education in Nigeria: The Roles of Stakeholders

Cited by 63 publications

References 13 publications

Functional Approaches for Applying Work-based Learning into Electrical and Electronic Technology Education in Nigeria

Functional Approaches for Applying Work-based Learning into Electrical and Electronic Technology Education in Nigeria

The Compatibility of the Services Provided to Students of Accounting Departments in Jordanian Private Universities with the Standards of Academic Quality Assurance in Jordan - A Field Study

Academic Programmes in Universities in East Africa: A Catalyst to Development

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