The Impact of Colonialism on the Development of Management in Nigeria

Abstract

This theoretical paper traces the reasons for the slow development of 'home-grown' management principles and practices in Nigeria to the effects of the internal conflicts that were generated by the policies of colonialism up to the mid-20 th century. It argues that these conflicts had negatively affected the attitude of the local people within the social, economic and political institutions of society. As a way forward, it proposes that emphasis should now be focused by management scholars on modernizing and fitting into contemporary context, some of the indigenous management practices that preceded the advent of colonialism, such as the Calabar House system. Appropriate management principles and theories are likely to evolve from this effort to the benefit of modern business and other organizations.

A review of diversity management in Nigeria: Organizational and national perspective

“…The established colonial administrative structure is said to have aided development of the strong class structures and misuse of power that exist currently in Nigeria (Duke, 2010). This governmental structure legalised a strong central control that individuals or groups of people have, over time, abused.…”

“…Therefore, it is pertinent to examine the relationship between diversity management and national development planning in Nigeria by examining education in Nigeria and the MNC's CSR processes. These processes include other relevant social systems that exist as strategic processes for national development in the Nigerian society (Duke, 2010). They are equality and opportunities for all, employment and socio-economic processes, a stable political structure, and community development (National Planning Commission, 2007;Benjamin and David, 2012;Renouard and Lado, 2012;Tobey and Perera, 2012).…”

“…From the education context, the influence of the intersecting social relations paradigms, like religion and ethnic beliefs, narrated in previous discussion and debates (Duke, 2010;Okujagu, 2013), promotes gender inequality at all levels of the education structure -the primary secondary and tertiary (Omoweh, 2003), and as retrieved from country and education vital statistics and World education news and reviews (UNICEF, 2013;WENR, 2013), these statistics show a rise in female attendants but still less than males especially in the Northern part of Nigeria (Ajala and Alonge, 2013). As a result, government agencies, non-governmental institutions, the United Nations and the World Bank have sought ways to eradicate this inequality and to promote equal opportunities for both the girls/female and boys/male genders (Idogho et al, 2012).…”

“…As a result, government agencies, non-governmental institutions, the United Nations and the World Bank have sought ways to eradicate this inequality and to promote equal opportunities for both the girls/female and boys/male genders (Idogho et al, 2012). In relation to the employment and socio-economic context, the system in most Nigerian corporations is highly controlled and little or no effort is made towards promotion and growth, especially for higher managerial and technical roles (Duke, 2010). Individuals who attain these managerial positions in most corporations work hard at knowing the right people to enhance the process for career progression.…”

“…This significantly affects economic growth in Nigeria, as human capacity development is limited because access to resources is restricted to a selected few (Duke, 2010;Abdulwahab, 2012). Furthermore, we cannot ignore the conflicts created by ethnic disputes due to unfair treatment in resource allocation and the lack of basic amenities from the national to state and local levels.…”