EFFECTS OF ASUU STRIKES ON THE ACADEMIC PERFORMANCE OF UNIVERSITY STUDENTS

PROPOSAL

 1.1       Background to the Study

Strike actions by the Academic Staff Union of Universities (ASUU) in Nigeria have had serious effects on the academic performance of the students. Founded in 1978, the Union organized nationwide strikes to challenge the military regimes of General Muhammad Buhari, General Ibrahim Babangida and General Sani Abacha. The Union have also used strike actions to demand fair wages, university autonomy, funding of Nigerian universities, etc.

Strike, according to Chijioke (2013) “is an organised work stoppage by a body of workers to enforce compliance with demands made on an employer or a group of employers.” Generally, ASUU uses strike as a means to force the government to respect the demands of the Union. Almost all heads of state and presidents of Nigeria between 1988 and 2013 have been compelled by ASUU through strike to meet their demands.

Disruptions  in  academic  programs  serve  as  non-motivational  factor  to  the  students.  It discourages them  from  learning.  It  is  not  surprising  therefore  that  during  strike  actions,  most students  are  seen  involved  in  diverse  activities  such  as  sexual  immorality,  cyber  scam,  pool betting,  unnecessary  gossips,  watching  of  films  and  reading  comic  materials  for  entertainment purposes  rather  than  reading  their  books.  In the long run, they soon forget about academics and are no longer prepared for class activities which negatively affect their learning capability.

Odubela  (2012)  concluded  that  an  effective  learning  or  an  enhanced  academic  performance  is achieved by successful covering of the course outline timely and before the examination. This is rarely achieved with strike action in place. From the above review therefore, the researcher is of  the  view  that  disruption  in  academic  program  as  caused  by  strike  action  breeds disappointment, frustration, emotional  and psychological trauma, unpreparedness on the part of the students and  lack of motivation, which sum up to non conducive environment for effective learning in Nigerian universities; a situation that dampens human development.

However, little attention is given to the effects of ASUU constant strikes on the academic performance of students in Nigerian universities. This study therefore intends to examine the series of ASUU strikes and the direct effects it has on the students’ grade point average (GPA).

1.2       Statement of the Problem

University worldwide is regarded as the citadel of knowledge, the fountain of intellectualism, the most appropriate ground for the incubation of leaders of tomorrow. However, over the last thirty years in Nigeria, the University system has witnessed an unprecedented industrial unrest and so many official assaults than other social institution.

Statistics from the National Universities Commission (2002) reveal that since 1992, ASUU has  embarked  on  strikes  over  23  times  to  drive  home  its  demands.  As  with  all  industrial conflicts,  strikes  have  significant  wider  social  consequences.

Many have argued that those in authorities see universities as a burden and as institutions to be exploited and left desolate. To arrest the situation, ASUU have went on industrial actions several times with the recent one in 2013 lingering for more than 6 months. There  is  hardly  a  full  academic session that student and staff crises will not result in loss of studies, delayed graduation for students and economic waste for students, parents and the country as a whole.

However, little attention is given to the effects of ASUU constant strikes on the academic performance of students in Nigerian universities. This study therefore intends to examine the series of ASUU strikes and the direct effects it has on the students’ grade point average (GPA).

1.3       Research Objectives

The general aim of this study is to find out the effects of ASUU strikes on the academic performance of university students. The specific objectives are:

1)  To assess the extent to which disruption in academic program in Universities affect students’ learning effectiveness

2)  To determine whether poor ASUU-students’ relationship during strike affects students’ study habit

3) To examine whether ASUU strikes have direct effect on students’ academic performance

4) To determine whether ASUU strikes motivate students to learn

 

1.4       Research Questions

1)  To what extent would disruption in academic program in Nigerisn universities due to ASUU strike affect students’ learning effectiveness?

2)  Would poor ASUU-students’ relationship during strike affects students’ study habit?

3) Does ASUU strikes have direct effect on students’ academic performance?

4) Does ASUU strikes motivate students to learn?

1.5       Research Hypotheses

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1.6       Scope of the Study

ASUU was established in 1978 and has since then encountered some of the worst problems in the history of trade unionism in the country. While the primary aim of this study is to investigate whether ASUU strikes have direct effects on students overall Grade Point Average, the research also touches on the primary causes and effects of the industrial conflict between the Academic Staff Union of Universities (ASUU) and the Federal Government of Nigeria. Also, rather than focuses generally on the ASUU disputes since inception  in 1978, the study specifically looks as ASUU strikes from 2009 to 2013 and its consequences on students academic performance.

1.7       Significance of the Study

This topic has not been well researched in the existing literature. Thus, the significance of this study lies in its contribution to the body of knowledge as follows:

(1)               This research provides a detailed account of the main disputes and considers specifically some of the factors that are responsible for the ASUU strikes in Nigeria;

(2)               The study is significant to the state and federal governments who will appreciate that the inability to implement the joint decisions reached have serious implications for the learning effectiveness of the students;

(3)               The study is significant to university management who are now in vantage position to apply management techniques by consultation in all issues involving labour problems;

(4)               The study would also benefit ASUU members who might not be unaware that the strike actions have direct consequences on their students and should seek alternative means to resolve disputes with FGN.

 

1.8       Limitations of the Study

Hardly would a research study be concluded without constraints. In a country such as ours where bureaucracy in the flow of information and where there is inaccurate data and statistics, there really has to be a problem. Specific instances of constraints related to the data system would include:

1. Some students’ might not want to reveal their Grade Point Average;
2. It is possible that other factors such as poor study habit, social activities and peer influence might primarily affect students’ academic performance in the University;
3. Some members of staff might not want to participate in the study by releasing data of the students to actually compare the performance of students in semesters that ASUU went on strike with their GPA in semesters that ASUU did not go on strike.

1.9       Definition of Terms

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TABLE OF CONTENT

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

1.2 Statement of the Study

1.3 Purpose of the Study

1.4 Research Question

1.5 Research Hypotheses

1.6 Significance of the Study

1.7 Scope of the Study

1.8 Limitations of the Study

1.9 Operational Definition of Terms

CHAPTER TWO

LITERATURE REVIEW

2.1 Theoretical Framework

2.2 University Education in Nigeria

2.3 Academic Staff Union of Universities (ASUU) in Nigeria

2.4 Factors Responsible for ASUU Strikes in Nigeria

2.5 Effects of ASUU Strikes on Students Academic Performance

CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Research Design

3.2 Population of the Study

3.3 Sample and Sampling Procedure

3.4 Instrument of Data Collection

3.5 Procedure of Administration

3.6 Method of Data Analysis

CHAPTER FOUR

DATA ANALYSIS

4.1 Answers to Research Hypotheses

4.2 Discussion of Findings

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATION

5.1 Summary

5.2 Conclusion

5.3 Recommendation

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EFFECTS OF BRAIN DRAIN SYNDROME ON NIGERIAN UNIVERSITIES

PROPOSAL

 1.1 Background to the Study

 In today’s environment, brain drain is a prominent phenomenon affecting all sectors of the country. In organizations, numerous valuable skills are being lost due to these incumbents emigrating, leaving the organisation with a gap that is hard to fill in the current scarce and critical skill environment. Studies such as (Docquier and Marfouk, 2006; Uroh 2001), have shown that brain drain also affects the country in two ways; these are Socio- economic effects and demographical effects. Under the socio-economic effects, certain characteristics are more predominate when it comes to the groups of people who emigrate out of Nigeria. Some of these trends indicate there are certain age groups as well as professions who choose to go through the emigration route in search of better opportunities (Abubakar, 2001) . This could result in valuable skills leaving the country. There are also benefits for the country if individuals decide to leave. This move could open up employment opportunities for unemployed individuals as well as opportunities to provide skills training to the working population.

 Several factors account for brain drain in Nigerian universities. The oil boom era ended in the late seventies with a decline in oil revenues. In 1986, the continued decline of the revenues from the oil sector led the Babangida administration to introduce the Structural Adjustment Programme (SAP). With SAP, most of the lecturers found it difficult to make ends meet. Moreover, the unbearable bank interest rates made it impossible to liquidate mortgage loans they obtained after the 1973 face-off with government. Lecturers, especially those approaching retirement age were forced to seek foreign employment to save their houses from the auctioneer’s hammer (Mbanefoh , 1992).

 More so, during the Abacha’s administration, attempts were made to improve the standard of living of the low income earners by stimulating appropriate economic activities in the various wards of each local government area in the country through the introduction of the Family Economic Advancement Programme (FEAP) in 1997. Despite the implementation of the programme, its impact was not quiet felt by the University system in the country. As such there was still a great deal of exodus of lecturers from institutions to other private organizations during this period.

 Beginning from 1999, the President Olusegun Obasanjo’s administration has also tried to satisfy its workforce (lecturers inclusive) in the country by introducing the Basic Salary Scheme (i.e 50 percent increase in basic salaries of civil servant) which 25% has been implemented. But since the inception of the programme there has been instability and inconsistency of academic sessions in the University system in Nigeria. The Academic Staff Union of Universities (ASUU) has embarked on different labour strikes due to the fact that the federal government have not been able to meet up with the increase in salaries. This is turn has endangered the University education and also the search for better educational career abroad by students, as well as greener pasture by lecturers.

 Brain drain threatens University Educational System with total collapse because there is a growing difficulty in inducing brilliant and able students to come back to the system. This study intends to consider the effects of brain drain on the Nigerian University education and the nation’s economic development in general. Thus considering the factors affecting brain retention and their effects on University education is part of the focus of this research study.

 1.2 Statement Of Problem

 Over the last few years, the Nigerian University system has been affected seriously from a consistent brain drain of its experienced staff. Hence, much harm has been done to the academia in the Nigerian Universities that whose academic departments are headed by staff of senior lecturers grade. Similarly, the quality of University Teaching and research has suffered. The Universities in Nigeria have been unable to retain sufficient academic staff which constitutes the back bone of development and expansion of any academic institution and which makes it difficult to attain maximum efficiency and effectiveness in the field of teaching, research and public services.

Consequently, this study seeks to determine the brain drain syndrome and its effects university education in Nigeria.

 1.3 Research Questions

 Is there any relationship between brain drain and shortage of academic staff?

What are the factors responsible for brain drain in Nigerian universities?

What effect does brain drain syndrome have on higher education in Nigeria?

To what extent does brain drain syndrome affect national development?

  1.4 Purpose Of The Study

 The purpose of this research is to critically examine the causes of brain drain in Nigerian Universities and its attendant effects on national development using Olabisi Onabanjo University, Ago-Iwoye as case study. Specifically, the objectives include:

 1. Examine factors that cause brain drain in Nigeria Universities.

 2. Assessing the effects of brain drain on the Nigerian University educational system.

 3. Examine how brain drain affects the lecturers and student in the Universities.

 4. To examine how brain drain syndrome directly or indirectly affect national development

 5. To suggest and recommend, practical measures for curbing the continuous brain drain in our educational and national developmental systems in Nigeria.

 1.5 Research Hypothesis

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 1.5 Scope And Limitations Of The Study

 A comprehensive study on the concept of brain drain should include: all academic staff moving out of the University system not as retiring staff or as a result of sickness or secondment, but permanently and intentionally leaving the services of the University to areas referred to as the “GREENER PASTURES”. The reason and the effects for such movement are examined. The study being a case study is limited to Olabisi Onabanjo University, Ago-Iwoye. The study does not seek to know from those who left, why they left the University but from the University system itself. However, it seeks to know from those still serving in the University the reasons for brain drain and its consequences on the University system as a whole.

 Imitations are those factors inherent in the research study that might have affected the process of data collection for this research work. One of the major limitations is the organization’s unwillingness to give out necessary data that will have assisted in the conduct of this research work effectively.

 Another limitation is the current harsh economic conditions in the country. Also, time constraint was another factor that limited the coverage of the scope of this study adequately. The findings therefore, from this study is based on information that is obtained from Olabisi Onabanjo University, Ago-Iwoye, as a representative of Nigeria’s University system and national development. The findings have been generalized on all University system in the country.

 1.6 Significance Of The Study

 The study is significant in the sense that only through such a study that the ills created by this unwholesome development will made manifest and corrected to enhance effective improvement in our Universities and the economy.

 It has equally revealed the extent to which brain drain is irretrievable and unfrighteningly crippling to the Nigerian University education in terms of academic quality. It suffices to say that it is only through such a study that those concerned will be compelled to understand and take appropriate measures to curtail the situation.

 The study is also significant because it has shed light on some of the major causes of brain drain in Nigerian Universities and possible solutions and recommendation have already been made for minimization of adverse consequences to the entire nations.

 1.9 Definition of terms

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