Prevalent Crime in Nigerian Tertiary Institutions and Administrative

Abstract

This study examined crime in tertiary institutions in southern Nigeria. The purpose of the study was to identify the common crime prevalent in the institution, the administrative strategies for managing crime and find out the extent to which institution managers or Administrators are employing the identified strategies to ensure a crime free environment. Three research questions were asked and answered. The sample of the study was drawn from a population of tertiary institutions in Southern Nigeria A sample of 932 respondents were selected through stratified random sampling technique from nine tertiary institutions in South-West Nigeria. The questionnaire was the instrument for collection of data from the respondents. It is divided into three sub-scales. Cronbach Alpha for the three sub scales yielded 0.84, 0.80 and 0.76. The finding revealed the common crime prevalent in tertiary institution in South-West Nigeria as examination malpractices, assault, plagiarism, sexual harassment, and certificate forgery. The findings further showed that crime management strategies like mounting closed circuit camera in strategic locations, regular monitoring of activities, use of anti-cult group are some of the identified crime management strategies. The extent of employment of the identified strategies in crime management is low. RecommendationsBased on the findings and conclusion drawn, the study recommends as follows:1. Tertiary institution administrators should help in ensuring the maintenance of good practices in their institutions by establishing good ethical policies and institution culture that focus on ethical standards and academic integrity in all their activities.2. Administrators of tertiary institutions in Nigeria should emphasize the teaching of core moral values such as hard work, self respect, self control, integrity, contentment, godliness and service in order to reduce the incidence of crime.

Assessing the Implementation of University Management Strategies for Combating Examination Misconduct in Tanzanian Universities

“…This implies that the implementation of CCTV cameras was low indicating that CCTV cameras were not available in examination venues in Tanzanian universities. The findings were in agreement with the findings by Asiyai and Oghuvbu (2020) which revealed that strategies including the use of CCTV cameras in the examination rooms were lowly implemented in universities. Furthermore, during interviews with the DQAs and the CEOs, the following information was captured.…”

“…Consequently, this study collected data through questionnaires, interview guides, document analysis guide and observation guide to triangulate the information to enhance the credibility of the findings. Furthermore, Asiyai and Oghuvbu (2020) investigated the prevalence of crime and the administrative strategies that were used by in Nigeria to address them. The purpose was to identify prevalent crime in HEIs and to find out the degree to which administrative strategies were implemented to curb such crime.…”

“…In addition, the findings indicated that the degree of implementing the identified administrative strategies for mitigating crime in Nigerian HEIs was low. The study by Asiyai and Oghuvbu (2020) enlightened this study by providing valuable information on low levels of implementation of institutional strategies to curb examination misconduct in Southern HEIs within Nigeria. However, the study focused its findings on prevalent crime in Southern Nigeria HEIs in general both academic and non-academic crime.…”

Plagiarism in Higher Education (PLAGiHE) within Sub-Saharan Africa: A systematic review of a decade (2012–2022) literature

“…This could be deduced from the review that amidst the efforts to deal with plagiarism as a menace destroying the fabric covering quality of publications, were constraints to administrative operations among the educational institutions in the sub-region. Largely, the challenges that these institutions encountered while tracing and dealing with plagiarism were institutional capacity-based, including insufficient funding for purchasing software for tracking the frequency of plagiarism, lack of efficient academic library staff, poor implementation of educational policies and unstructured programme for training and re-training of staff to support projects for handling (detecting and reporting) plagiarism cases among academics in the sub-region (Asiyai and Oghuvbu, 2020; Rahayu and Rasto, 2020).…”

Effect of client‐centred therapy on the coping strategies of sexually harassed students in tertiary institutions in Taraba State, Nigeria

“…When this occurs, mutual interest and reciprocal response define civilised and socially acceptable sexual behaviour. According to Asiyai and Oghuvbu (2019), parents send their children to institutions of higher learning with the hope that they will receive more knowledge, skills and competencies and develop desirable attitudes needed for useful citizenship. It is also hoped that through their education and training in institutions of higher learning, they will become better individuals who can confidently face the challenges of life.…”