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The Perceptions of Students and Faculty on the Potential Impact of University-Industry Collaborations on Quality Assurance in Two Nigerian

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The Perceptions of Students and Faculty on the Potential Impact of University-Industry Collaborations on Quality Assurance in Two Nigerian The Perceptions of Students and Faculty on the Potential Impact of University-Industry Collaborations on Quality Assurance in Two Nigerian-Publicly Supported Universities A dissertation presented to the faculty of The Patton College of Education of Ohio University In partial fulfillment of the requirements for the degree Doctor of Education Adedayo Ogundimu December 2016 ©2016 Adedayo Ogundimu. All Rights Reserved. 2 This dissertation titled The Perceptions of Students and Faculty on the Potential Impact of University-Industry Collaborations on Quality Assurance in Two Nigerian-Publicly Supported Universities by ADEDAYO OGUNDIMU has been approved for the Department of Educational Studies and The Patton College of Education by Emmanuel Jean Francois Assistant Professor of Educational Studies Renée A. Middleton Dean, The Patton College of Education 3 Abstract OGUNDIMU, ADEDAYO, Ed.D., December 2016, Educational Administration The Perceptions of Students and Faculty on the Potential Impact of University-Industry Collaborations on Quality Assurance in Two Nigerian Publicly-Supported Universities Director of Dissertation: Emmanuel Jean Francois The National Universities Commission (NUC) has observed that the quality and focus of training offered by Nigerian universities in recent times are not in tune with the needs of the country. Studies have also reiterated the above problems as well as their causes. These include decline in real value of government budgetary allocations for higher education; compromised university autonomy; deterioration of physical structures; incessant student and faculty strikes as well as the lack of modern teaching, learning and research resources. It has thus become necessary for Nigerian universities to consider the possibility of collaborating with industries for research and innovation as one of the feasible means of boosting their access to teaching, research and learning resources. This non-experimental, quantitative research used a questionnaire survey to collect data from students and faculty of two publicly-supported Federal Universities in Nigeria with a view to examining the perceptions of the participants on the potential impact of university-industry collaborations on quality assurance in the universities. Collected data was analyzed using the SPSS Version 21 software to run appropriate statistical tests and to count, classify and explain the perceptions of all the participants with respect to each of the research questions. 4 Findings show that university-industry collaborations in general hold good potential impact for quality assurance with regard to the facilitation of access to teaching and learning resources. With regard to higher education policy and practice, it is recommended that future studies be conducted with the aim of putting in place a modality for developing frameworks for a national scholar-practitioner policy on preparation, purpose and practice. Such a platform could encourage publicly-supported universities to partner with industry while at the same time meeting the challenges of carrying out collaborative action research and innovation activities aimed at arriving at a national agenda for human capital development and economic growth. 5 Dedication This doctoral dissertation is dedicated to the nostalgic memories of my loving mother, Esther O. Soyemi and my grandmothers, Comfort O. Ogundimu and Emma O. Soyemi who all made untold sacrifices to ensure that, against all odds, I received basic elementary education, and to every struggling mother who, in like manner, is currently paying the huge price of parental involvement aimed at ensuring the academic success of their children. 6 Acknowledgments My journey towards a doctoral degree at Ohio University would not have been possible but for the involvement and commitments of my mentors, teachers, friends and family. I would therefore like to start by expressing gratitude to my doctoral dissertation chair, Dr. Emmanuel Jean-Francois who, in spite of his very tight schedules, tutored, mentored and encouraged me throughout my dissertation journey. Equally important are my departmental and program faculty members first among whom is Dr. Krisanna Machtmes: a great mentor and transformational educational leader par excellence. My thanks also go to Dr. Dwan Robinson, Dr. Bill Larson, and Dr. Francis Godwyll. I cannot fail to acknowledge the support and encouragement I have enjoyed from Dean Middleton and Dr. John Henning. They have both been there for me at critical moments. Most importantly, I am very grateful to the members of my dissertation committee – Dr. Carolyn Bailey Lewis, Dr. Edna Wangui and Dr. Charles Lowery. Their invaluable contributions are acknowledged and highly appreciated. As the saying goes, behind every successful man is a woman of substance. To this end I say a big “thank you” to my wife, Dr. Nancy Katu-Ogundimu for her support and encouragement. I also appreciate the patience and understanding of my children: Adeola Olufemi Ogundimu who had successfully held the fort for me in Nigeria since 2010; Adesola Olulayo Ogundimu my brilliant critic and academic challenger and my “baby girl”, Damilola Ogundimu. I greatly appreciate the prayers and counsel of Pastor and Sister Crable (Athens Ohio) and Pastor Soji Oluwasina (Nigeria). To my good friends and encouragers, Riki and Mathieu Brugman (Netherland), Dr. J. Kehinde Popoola of 7 Morris College, Sumter, South Carolina and Mr. Solomon B. Aiyeru, I also say “thank you”. Lastly and most importantly, I return all glory and appreciation to the Almighty God, the Source of all good things. 8 Table of Contents Page Abstract ............................................................................................................................... 3 Dedication ........................................................................................................................... 5 Acknowledgments............................................................................................................... 6 List of Tables .................................................................................................................... 12 List of Figures ................................................................................................................... 13 Chapter 1: Introduction ..................................................................................................... 14 Background ................................................................................................................... 14 History of Higher Education in Nigeria ........................................................................ 16 The first generation universities ................................................................................ 16 The second and subsequent generations of universities in Nigeria. ......................... 17 Higher Education in Nigeria – A Profile ...................................................................... 18 The Nigerian education policy .................................................................................. 18 Purpose ...................................................................................................................... 18 Objectives ................................................................................................................. 19 Strategic objective of the Nigerian vision 20:2020 ................................................... 19 Four-year strategic plan for the development of the education sector (2011 – 2015) ................................................................................................................................... 20 Organization and Structures .......................................................................................... 21 Types of Higher Education Institutions in Nigeria ....................................................... 21 Key Stakeholders in Higher Education in Nigeria ........................................................ 22 Government-Supported (Public) Universities .............................................................. 23 Curriculum and Instruction ........................................................................................... 26 Problem Statement ........................................................................................................ 26 Significance of Study .................................................................................................... 30 Purpose of Study ........................................................................................................... 31 Research Questions (R.Q.) ............................................................................................ 31 The triple helix university-industry collaborations (UIC) framework ...................... 32 The survey. ................................................................................................................ 32 Limitation of the Study ................................................................................................. 33 9 Delimitation of the Study .............................................................................................. 34 Definition of Terms ...................................................................................................... 35 Chapter Two: Literature Review ...................................................................................... 37 Introduction ..................................................................................................................
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