EVALUATION OF STUDENTS-MANAGEMENT CONFLICTS IN PUBLIC TERTIARY INSTITUTIONS IN OSUN STATE, NIGERIA (2010-2020)
Keywords:
Conflict, Students, Management, Tertiary InstitutionsAbstract
Students-Management conflict is one of the major obstacles to smooth public tertiary education in Nigeria. Despite the myriad of efforts to mitigate students’ turbulences in tertiary institutions, the dissention between students and school authorities is unabated and strategies often adopted to eradicate this menace are not efficacious. This study examined students-management conflicts in public tertiary institutions in Osun State, Nigeria between 2010 and 2020. Questionnaire and in-depth interview were used for data collection. Three public tertiary institutions were selected for this study and a total number of 400 questionnaires were retrieved from respondents while interviews were conducted with 15 key informants. Data were presented quantitatively and qualitatively through the use of tables and narratives. Descriptive statistics such as frequency counts and percentages were used in the analysis of the quantitative data. The study found that these conflicts occurred frequently (91%), are often violent in nature (82%) and that its causes were increase in fees (93.7%), insensitivity to students’ demands (91%), poor facilities (75%) among others. Findings through the interviews further revealed that the root cause of the students-management conflicts in the institutions was poor funding by the governments. Some of the effects of the conflicts were disruption of academic calendar (96.5%), closure of the institutions (93%) and ban of students’ unionism (87.3%). The study also revealed that 87% of respondents indicated that school authorities often made use of force in handling the conflicts while 86% confirmed that the strategies were ineffective. Based on the findings, the study recommended adequate funding of public tertiary institutions and effective peace education that will equip both the institutional authorities and the students with the necessary skills to prevent or manage conflicts constructively, with a view to realizing conducive and peaceful learning environments.
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