EMOTIONAL INTELLIGENCE AND IMPLICATION FOR CAREER DEVELOPMENT IN SELECTED FEDERAL UNIVERSITIES IN SOUTH EAST NIGERIA

ABSTRACT

This study is on  emotional  intelligence and  implication for career development  in  selected Federal Universities in South East, Nigeria. The study sought to assess the significant areas that require emotional intelligence in the management of selected Federal Universities in South East, Nigeria; assess the implication of emotional intelligence on the non-academic staff; ascertain the attributes of emotional intelligence that enhance academic staff career development; determine the extent of the relationship between motivation and training and examine the extent to which emotional intelligence affect career development in selected Federal Universities in South East, Nigeria. The study adopted the survey research design and data were collected from primary source through  questionnaire and  oral  interview.  Data  were also  obtained  from secondary sources. The target population of the study comprised both academic and non-academic staff of Federal Universities in South East, Nigeria. A sample size of six hundred and fifty one (651) respondents was determined using the Finite population formula of Godden (2004). The chi- square  statistics,  Z-test,  linear  regression  and  the  Pearson  product  moment  correlation coefficient through the application of statistics package for social science (SPSS 17.0 windows) were used to test the hypotheses stated. The findings indicated that leadership, negotiation and decision making are significant areas that require emotional intelligence in the management of selected Federal Universities in South East, Nigeria; the implication of emotional intelligence on non-academic staff are team work, job satisfaction and management of stress; self-regulation, motivation and empathy are attributes of emotional intelligence that enhance academic staff career development; there is a significant positive relationship between motivation and training and emotional intelligence has significant effect on career development in selected Federal Universities in South East, Nigeria. The study concluded that emotional intelligence has tremendous  implication   on   career  development   of   staff.   The   study   recommended  that management should ensure that the concept of emotional intelligence is developed over the life span of staff through enhanced training, and also organizations should map out strategies to manage worker’s stress, which will help in career success.

CHAPTER ONE INTRODUCTION

1.1 BACKGROUND TO THE STUDY

The origin of emotional intelligence could be traced back to Charles Darwin’s work on the importance of emotional expression to survival and successful adaptation. In the 1900 even though traditional definitions of intelligence emphasized cognitive aspects such as memory and problem- solving, several influential researchers in the intelligence field of study had begun to recognize the importance of non-cognitive aspects. For instance, as early as 1920, R. K. Thorndike used the term social intelligence to describe the skill of understanding and managing other people (Hein, 2005).

Emotional  intelligence  develops  over  a  person’s  life  span  and  could  be  enhanced  through training and teaching and learning in formal educational contexts (Jaeger, 2003).

Emotional intelligence is generally regarded as a factor with the potential to contribute to more positive attitudes, behaviours and outcomes and has been related to career success (Goleman,

1998). Researchers and career counsellors have also recognised the significance of emotional intelligence in career success, career satisfaction and well-being (Kidd, 2008). No wonder, Pool and  Sewell (2007)  further  regard the development  of Emotion  intelligence as desirable  for enhancing individuals’ employability and career choices.

Creating a career in a world with decreased job security, fast-paced technology and increasing personal responsibility for constant up-skilling, employability and lifelong learning are some of the key challenges faced by today’s workforce (Sinclair, 2009).

Researchers have noted that the complexities of the increasingly turbulent career context have significantly impacted people’s career attitudes and affective experiences of their working lives (Kidd, 2007).

Some of these attitudes and experiences relate to less positive work experiences resulting from more frequent career transitions, a sense of instability and dissatisfying and insecure working conditions. In response to the more turbulent and uncertain career contexts, people seem to adopt a more proactive stance toward their careers  by taking  personal ownership  for their career development  and  focusing  on  their  subjective  experiences  of career  success  and  continued employability (Lumley, 2010).

Individuals’ employability provides them with an inner sense of stability and security and relates to their ability to achieve sustainable employment and move self-sufficiently within an uncertain and unpredictable labour market (Hillage and Pollard, 1998).

Employability is regarded as a form of functional flexibility or career resiliency and reflects individuals’ self-efficacious beliefs about the possibilities of their getting and maintaining employment even in the face of uncertain work circumstances (Berntson, Näswall and Sverke, 2008).

Employability presupposes proactive career behaviours and abilities that help people to fulfill, acquire or create work through the optimal use of both occupation-related and career meta- competencies (Schreuder and Coetzee, 2011).

Career meta-competencies include awareness of the motives and values (or career anchors) that drive one’s career decisions and experiences of career satisfaction, behavioural adaptability and emotional literacy in dealing with setbacks and failures (Coetzee and Bergh, 2009).

As a career meta-competency, research increasingly recognises emotional intelligence as an important attribute of people’s employability and career decision-making (Yorke and Knight,2004).

Emotional intelligence positively relates to less dysfunctional career thinking, greater career decision-making self-efficacy, a higher level of willingness to explore a variety of career preferences, and to commit to attractive career options (Puffer, 2011).

People’s emotional intelligence is also positively associated with important employment experiences and their emotional attachment to their current careers and jobs (Carson and Carson, 1998).

However,  the  research  literature  provides  evidence  of  the  relationship  between  people’s emotional intelligence and their employability, there seems to be a paucity of research regarding the relationship between people’s emotional intelligence and their career anchors, and how their career anchors relate to their employability satisfaction (Coetzee, Bergh and Schreuder, 2010). Career anchors are regarded as an important aspect of individuals’ career self-concept, which provides clarity of career values, motives, interests and needs. Awareness of one’s career anchors and how these influence one’s job and career satisfaction have been related to positive career choice outcomes (Schein, 1990).

Emotional intelligence positively relates to less dysfunctional career thinking, greater career decision-making, self-efficacy and a higher level of willingness to explore a variety of career preferences and to commit to attractive career options (Puffer, 2011).

Salovey and Mayer (1990) state that original model of emotional intelligence is relevant to the present study.

Gardner (1983) stresses that interpersonal intelligence is the ability to understand other people and what motivates them and intrapersonal intelligence is the capacity to form an accurate model and understanding of oneself and to use the model to operate effectively in life.

Salovey and Mayer’s (1990) model proposes that emotional intelligence consists of a set of four conceptually related mental processes: efficiently handling psychological and social problems, accurately appraising and expressing emotion in the self and others, regulating emotion in the self and others, and using emotions adaptively in order to solve problems and achieve one’s goals. The ability to monitor one’s own emotional landscape is thought to lead to greater insight and self-knowledge (Goleman, 1998).

Salovey and Mayer (1990) opine that people differ in the degree to which they display their emotional intelligence. Individuals who appraise and express (perceive and respond to) their emotions accurately are likely to be better understood by the people with whom they interact. They also  have the potential to  better influence people when they are able to  perceive the emotions of the people with whom they interact, as well as to develop empathy (the ability to comprehend another’s feelings and re-experience them oneself).

Career choice is a culmination of a series of decisions. Decisions regarding people’s values, tasks and activities of interest, levels of aspirations, how their work roles interact with their non-work roles, and what information to seek and how to seek it are important part of the decision-making processes which are likely to be influenced by the emotional makeup. Emotions experienced in the career decision-making process may influence the career options being considered, tolerance for risky career decisions, amount  and type of career exploration activities individuals will engage in the choice process, how much effort to invest in the process and how the information related to career choice is processed (Emmerling and Cherniss, 2003).

Based on the aforementioned influences, it is expected that an individual’s dissatisfaction with his/her  current  career  choice  can  motivate  the  individual  to  engage  in  career  planning, exploration and decision-making with the aim of finding a more satisfying career. The current increased wave of unemployment, career instability and change and trend toward boundary less careers or protean careers calls for the ability to use emotions adaptively in the career choice- making process (Lumley, 2010).

Cooper (1997) argues that those who trust and use their feelings effectively could achieve a more

successful  career.  Although  numerous  empirical  studies  on  the  relationship  between  EI

(emotional intelligence) and career development appear in the literature, relatively little is known about this relationship in developing countries (Caruso and Wolfe, 2001).

Many elements of the present consensus on the role of emotional intelligence in career development  developed  from  studies  of  western  samples  may  be  directly  applicable  to developing countries. However, it is likely that differences in macro-environmental factors namely, socio-cultural and economic situations may render the commonly accepted notions of the role of emotional  intelligence  in  career  development  inappropriate  in  many  developing countries (including Nigeria) (Thomas and Inkson, 2006).

The role of emotional intelligence in the society and particularly in the workplace has generated a lot of interest within the scientific community and the general public in the last few decades. Emotions play significant albeit often misunderstood roles in the career decision-making process (Emmerling and Cherniss, 2003).

The lack of a coherent theory that explains the role of emotions in career decision-making might have been responsible for the researchers’ and practitioners’ limited insight into this major aspect of mental life. The seeming absence of theory and research on emotional processes in the career decision-making  literature  and  general  literature  on  judgment  and  decision-making,  until recently, is surprising given the significant role of affective processes in other sub-disciplines within psychology (Emmerling and Cherniss, 2003).

Emmerling and Cherniss (2003) state that this might be due to an implicit desire to separate the practice of career which focused on interest testing, self-exploration strategies and examination of career resource materials, from the practice of psychotherapy which focused on emotional processes.

In Nigeria, the tradition or cultural practice is that the family or the parents know the best and as such, they dictate the type of occupation that the children will choose regardless of the children’s abilities and interests (Salami, 2007).

The reason for parents’ decision-making might be that their children should go into well-paid jobs so  that  family financial problems can be solved. Furthermore, the cultural beliefs and societal expectations are that the females do not need to be too serious about occupational choice. They are expected to go into female gender-role stereotyped lower occupations, where salary levels are relatively low, because they are expected to be helpers to their husbands who are expected to be the breadwinners for the family (Salami, 2001).

For this, the females may be less career mature than the males.  Generally, there is lack of career

maturity for the secondary school students (Salami, 2008).

This might be due to perceptions of restrictive post-graduation vocational options. Where to go next after graduating from secondary school students may pose problems (Salami, 2001).

A sense of limited career options may be magnified by lack of meaningful employment options witnessed in contemporary Nigerian economy for there is mass unemployment (Oyebade, 2003). When high school students think of mass unemployment of the graduates, they might not be motivated to take the matter of career decision-making seriously. Instead, they might likely feel frustrated and confused. Given the arguments for the fundamental role of emotion in career decision-making and career development, and the limited research on the role of emotion in the career development process, an investigation of the role of emotion in relation to career decision- making and career maturity is warranted (Emmerling and Cherniss, 2003).

Career development, for most people, is a lifelong process of engaging the work world through choosing among employment opportunities made available to them. It is a process of getting ready to choose, choosing, and continuing to make choices (Brown, Brooks and Associates, 1996).

The National Career Development Association (NCDA) (1993) states that helping individuals increase self-understanding of their abilities, interests, values, and goals is a vital foundation of the career development process. The NCDA suggest that career development activities help students  develop  positive  work  habits  (for  example,  organization,   following  directions, completing assignments on time), set goals, make informed decisions, identify interests and abilities, and explore jobs (for example, job shadowing, and apprenticeships). A major turning point in adolescents’ lives involves the career choice that they make while in senior secondary school.

Frequently,  career  choice  viewed  by  family  and  community  as  a  mere  start  to  workplace readiness; however, this decision plays a major role in establishing youth in a career path that opens as well as closes opportunities. Since some adolescents with special needs like those with severe mental retardation may not even complete secondary school education because of their unique characteristics, the emotional intelligence is to assist these adolescents in their career development as early as possible. Therefore, whether college-bound or work-bound, meeting the challenge of this developmental milestone is critical in adolescents’ lives. This is why career development plans and activities are important for individuals with disabilities (Jaeger, 2003). Besides, career development has been described as the way an individual manages his career either within or between organizations. It includes how a person makes effort to learn new skills, and make improvements to help in his career. Individuals with disabilities should not be left out

in  career  development  plans.  Like other  employees,  they want  to  do  good jobs,  appreciate constructive supervision, enjoy new challenges and want to get ahead. Therefore, educators must seek to understand their unique needs and challenges as well as tackle their problems by ensuring that necessary career information, plans, and activities are put in place. The ultimate goal is to make persons with special needs become adjusted and successful in life (Caruso and Wolfe, 2001).

Research on career success benefits and concern not only to individuals but also to organizations because employees’ personal success can eventually contribute to organizational success (Judge, Higgin, Thoresen and Barricj, 1999).

Career success is also a way for individuals to fulfil their need for achievement and power because it improves people’s quantity and quality of life. Scholars are noting that employees may remain committed and productive members of an organization as long as they believe that the organization helps them achieve positive career experiences, or intrinsic career success (Lee and Maurer, 1997).

Career paths become increasingly ambiguous and individuals must take on increased responsibility for managing their own careers as organizations are facing more complex business environments (Hall and Mirvis, 1995).

Managers   in   public   and   private   sector   are   experiencing   substantial   transformation   in organizations via organizational as well as career changes which affects long-term relationship and psychological contract between organizations and employees. Understanding the role emotional intelligence plays in  career satisfaction will benefit  organizations and  individuals interested in identifying high potential employees. In many of the writings on emotional intelligence, the components and competencies underlying this construct have been touted as important determinants of life and career success (Goleman, 1995).

1.2 STATEMENT OF THE PROBLEM

Over the past few years, there has been an increasingly decline in innovation and creativity from Nigeria’s citadel of learning. Preliminary investigation into the causes of decline reveals that Federal Universities staff have been faced with serious challenges such as poor condition of

service, poor working environment, poor morale among workers, lack of emotional intelligence. These myriads of problems if left unchecked could have negative impact on the career development of any worker-academically and technically.

A worrisome issue is that even when individual employees are aware of their organization’s lack of  finance  and  unwillingness  to  invest  in  their  career  development,  many  of them remain adamant  on  whether  to  embark  on  self  development  or  not  and  most  of the  time  remain undisturbed. Organizations that lack well equipped, skilled and committed employees are bound not to stand the test of time in this turbulent environment.

Emotional intelligence plays an important role in improving employee’s performance. Consequently, individuals with low emotional intelligence experience emotional tensions, career dissatisfaction, decrease in career performance which affect the efficiency of the individual. Emotional  intelligence  is an array of non-cognitive capability,  competencies and  skills that influence ones’ ability to succeed in coping with the environmental demand and pressure.

Based  on this,  emotional  intelligence  is  an  indispensable  elements that  promotes academic achievement, which relate to human growth and physical development. But evidence has shown that managers that lack emotional intelligence are bound to experience depression, inadequate cognitive skill and deviant behavior. Thus, this study focuses on emotional intelligence and implication for career development in selected Federal Universities in South East, Nigeria.

1.3 OBJECTIVES OF THE STUDY

The main objective of this study is to examine emotional intelligence and implication for career development in selected Federal Universities in South East, Nigeria.  The specific objectives of the study include the following:

i.     To assess the significant areas that require emotional intelligence in the management of selected Federal Universities in South East, Nigeria.

ii.    To assess the implication of emotional intelligence on the non-academic staff.

iii.   To ascertain the attributes of emotional intelligence that enhance academic staff career development.

iv.   To determine the extent of the relationship between motivation and training.

v.    To examine the extent to which emotional intelligence affects career development in the selected Federal Universities in South East, Nigeria.

1.4   RESEARCH QUESTIONS

i.     What are the significant areas that require emotional intelligence in the management of selected Federal Universities in South East, Nigeria?

ii.    What are the implication of emotional intelligence on non-academic staff?

iii.   What attributes of emotional intelligence enhance academic staff career development?

iv.   What is the extent of the relationship between motivation and training?

v.    To what extent does emotional intelligence affect career development in selected Federal

Universities in South East, Nigeria?

1.5   RESEARCH HYPOTHESES

These hypotheses were proposed to guide the study

i.     Leadership, negotiation and decision making are significant areas that require emotional intelligence in the management of selected Federal Universities in  South East, Nigeria.

ii.    The implication of emotional intelligence on non-academic staff are team work, job satisfaction and management of stress.

iii.   Self regulation,  motivation and  empathy are attributes of emotional  intelligence that enhance academic staff career.

iv.   There is a significant positive relationship between motivation and training.

v.    Emotional intelligence has significant effect on career development in selected Federal

Universities in South East, Nigeria.

1.6   SIGNIFICANCE OF THE STUDY

The significance of this study cannot be over-emphasized and can be viewed from the following perspectives.

1.   To  the  academic  staff,  this  study  is  significant  because  it  discovers  the  attributes  of emotional intelligence that enhance academic staff career development.

2.   To non-academic staff, the study will inform them about the positive effects derived from emotional intelligence.

3.   To the management of universities in Nigeria, the study will inform them on the significant areas that require emotional intelligence in the management of Nigeria universities.

4.   Finally,  the  study will  help  enrich  the  literature  on  emotional  intelligence  and  career development and serve as a body of reserved knowledge to be referred to.

1.7   SCOPE OF THE STUDY

The study was carried out in the five selected federal Universities in the south eastern Nigeria: The Universities are Michael Okpara University of Agriculture Umudike, Federal University of Technology Owerri,  University  of Nigeria  Nsukka,  Nnamdi  Azikiwe  University  Awka  and Federal University Ndufu-Alike Ikwo all in Abia, Imo, Enugu, Anambra and Ebonyi state.  The study covered a time from 2008 to 2013.

1.8    LIMITATIONS OF THE STUDY

In the process of conducting the research, the researcher was impeded by some constraints such as;

Finance – This was a major constraint as sourcing for some vital information from some teaching hospitals required a lot of money. The researcher has not got enough money to carry an intensive research of this nature.

Time Constraint – Due to limited time given for the study, the researcher could not visit some of the  places  where  information  needed  for  the  study could  be  obtained.  Due  to  this,  the researcher could not cover all the Federal Universities in South East, Nigeria but selected some of them.

Attitude of the Respondents –Some respondents feel indisposed to provide vital information concerning their institution as a result of prejudiced opinion conceived about the study.

1.9 DEFINITIONS OF KEY TERMS

For the purpose of clarification and understanding of this study, some concept require definition

Emotions: Emotions can relate to expression of love, hate, attraction, aggression and disappointment (Girdhalwal, 2007).

Intelligence: Intelligence can be defined as the aggregate of an individual to act with purpose and to deal effectively with the environment. (Cherniss, 2000)

Emotional self control:  Emotional self control is the ability to remain calm and unperturbed in stressful situations and to be able to deal with hostile persons without exerting violence (Cherniss and Goleman, 2001)

Emotional Intelligence: Emotional Intelligence  is the ability to  perceive emotion,  integrate emotion to facilitate thought, understand emotions and to promote personal growth (Salovey and Mayer, 2000).

Career: Career is conceptualized more broadly in terms of the individuals or personal development in learning and work throughout life. ( Collins and Watts, 1996)

Career Management: Career Management is the organizational process which contributes to the identification and development of staff potential to meet the strategic manpower planning targets of the organization and is supported in part by the line management, supervisors or anyone who has responsibility for direct staff reports. (Hirsh and Jackson, 1996)

Career Development:  Career  Development  is  not  one-shot  training  programme  or  career- planning workshop; rather, it is an on-going and formalized effort that focuses on enhancing workers to work. (Gomez-Mejia and Balkon, 1998)

Manpower Development: is the act of training, producing and creating human resources to meet the manpower requirements of an organization as when due for the various goals and objectives of an organization. (Imaga, 2000).

1.10   PROFILE   OF   THE   SELECTED   FEDERAL   UNIVERSITIES   IN   SouthEast, NIGERIA

1. University of Nigeria Nsukka (UNN),

The University of Nigeria (UNN), commonly referred to as UNN, is a federal university located in Nsukka, Enugu State, Nigeria. Founded in 1955 and formally opened on 7 October 1960, the University of Nigeria has four campuses – Nsukka, Enugu and Ituku-Ozalla – located in Enugu State and one in Aba, Abia State, Nigeria. The University of Nigeria (UNN) was the first full- fledged indigenous and first autonomous university in Nigeria, modeled upon the American educational system.  It  is the  first  land-grant  university  in  Africa  and  one of the  five  elite universities in the country. The university has 15 Faculties and 102 academic departments. The University offers 82 undergraduate programs and 211 postgraduate programmes. The university celebrated its 50th anniversary on October 2010.

Philosophy:

To seek Truth, teach Truth and preserve Truth.

Motto:

To Restore the Dignity of Man.

Vision Statement:

To create a functional, globally competitive and research-focused University which is not just an Ivory Tower, but responsive to the needs of the society, while delivering World-class education and Knowledge.

Mission Statement:

To place the University of Nigeria in the forefront of Research and development, Innovation, Knowledge Transfer and Human Resource Development in the global academic terrain, while promoting the core values which will ensure the restoration of the dignity of man.

OUR CORE VALUES

Integrity, Accountability and Transparency

     The interest of the university will be placed above all other considerations.

     Our decisions will be guided by deep sense of honesty, truth, equity and justice.

     The highest standard of ethical and moral values will be exhibited and encouraged.

        All actions will be in compliance with the rules of the university and the laws of the country.

Respect

21

        Recognize and respect the diverse nature of the university community in the course of our duties.

     Treat everyone fairly and justly, regardless of religion, gender or geographical origin.

Meritocracy

        Eschew  all  forms  of  favoritisms,  while  ensuring  that  the  rewards,  promotions  and appointments of students/staff are based on merit.

     Ensure that the assessments of student performances are guided by the same principles.

Academic Freedom

     Support the ethical and responsible promotion of academic freedom.

        Recognize  and  promote  the  essential  role  of  the  university  in  the  advancement  of knowledge and improvement of human societies (in line with the university’s goal, to seek truth, to teach truth and to preserve truth).

Creativity

     Encourage new perspectives and approaches to issues.

Team Work

        Promote a new attitude to work and study in the university in which people (faculty and students) collaborate freely, while providing essential mentorship to younger colleagues.

     Encourage students and  staff to  share credits  for success and  accept  blame  for  any

shortcomings.  Promote  a  culture  where  students  and  staff  do  not  place   personal objectives over group objectives).

Open Mindedness

        Encourage the expression of viewpoints that contribute to improvements and intellectual pursuits within the university.

Social Responsibility

        Encourage   community  services   and   activities   focused   at   preserving   the   natural environment.

History

A Law to establish a University in the Eastern Region of Nigeria was passed on May 18, 1955. While that date marks the formal beginning of the history of the University of Nigeria, the enactment of this legislation by several Nigerian leaders, and inspired particularly by the then Premier of the Eastern Region, Dr. Nnamdi Azikiwe. One of the first steps taken by the Eastern

Nigeria Government towards the implementation of its commitment was an invitation to both the United States of America and the United Kingdom to send advisers to help in the planning of physical and educational aspects of the proposed university.

Under the joint auspices of the Inter-University Council for Higher Education and Overseas and the International Co-operation Administration (now the United States Agency for International Development), J.W. Cook, Vice-Chancellor of the University of Exeter, Dr John A. Hannah, President of Michigan State University and Dr Glen L. Taggart, Dean of International Programs at the same university, came to Nigeria in 1958. The team surveyed the site at Nsukka, and extensively  investigated  a  great  variety  of  factors  pertinent  to  the  establishment  of a  new university.

The results of their  efforts were contained  in a white paper  issued by the Eastern Nigeria Government  on 30  November  1958.  They  had  recommended  “that  the development  of the University of Nigeria based upon the concept of service to problems and needs of Nigeria, is a desirable project and one that should receive support from any source which could help to make it a sound endeavour”. They further recommended that a Provisional Council be established to “draw upon the technical and consultative resources available throughout the world for help in planning the institution”.

The Provisional Council, authorized by the Eastern Nigeria Legislature, was appointed by the Governor in Council in April 1959, and given necessary financial and administrative powers to build a sound university. It reflected the spirit of international cooperation which has given birth to the Institution. It consisted of Dr. Nnamdi Azikiwe, Chairman, Dr. T. Olawale Elias and Dr. Okechukwu Ikejiani from the Federation of Nigeria, J.S. Fulton from the United Kingdom, Dr. Margueritue Cartwright and Dr. Eldon Lee Johnson from the United States of America.

The University was formally opened on 7 October 1960, as the climax to the Nigerian independence celebrations in the Eastern Region. Her Royal Highness, Princess Alexandra of Kent, representing Her Majesty Queen Elizabeth II at the Nigerian Independence celebrations, performed the opening ceremonies and laid the foundation stone of one of the University’s early buildings.  Classes  began  on  17  October  1960  with  an  enrollment  of 220  students  and  13 members  of the academic  staff.  The opening  convocation  addresses  were delivered  by the Chairman of the Provisional Council, Dr Nnamdi Azikiwe, the first President of the Federation of Nigeria, and by Dr John A. Hannah, President of Michigan State University, USA.

The University was fully autonomous, with the power to grant its own degrees. Technically speaking, therefore, it became the first fully-fledged university in Nigeria, since Ibadan was still at that time a university college granting London degrees. It also became the first university established by a Nigerian Regional Government. The University College Ibadan, the oldest university institution, cut its umbilical cord with London in October 1962, becoming the University of Ibadan. In July 1965, it turned out the first graduates holding Ibadan (rather than London) degrees, by which time Nsukka had produced two crops of graduates and taken all the publicity for turning out the first graduates of an autonomous Nigerian university.

Campus

The University has four campuses – Nsukka (University of Nigeria, Nsukka, UNN), Enugu

(University of Nigeria Enugu campus, UNEC), Ituku-Ozalla (University of Nigeria Teaching Hospital, UNTH) and Aba (University of Nigeria Aba campus, UNAC). The main campus of the University is located on 871 hectares of hilly savannah in the town of Nsukka, about eighty kilometres north of Enugu, and enjoys a very pleasant and healthy climate. Additionally 209 hectares of arable land are available for an experimental agricultural farm and 207 hectares for staff housing development. There is regular road transport between Nsukka and Enugu, and Nsukka is also quite easily accessible from all parts of Nigeria. There are modern shopping facilities and  a large market  in Nsukka town. The Nsukka campus  houses the Faculties of Agriculture,  Arts,  Biological  Sciences,  Education,  Engineering,  Pharmaceutical  Sciences, Physical Sciences, Social Sciences, and Veterinary Medicine.

The former Nigerian College of Arts, Science and Technology, Enugu, was incorporated into the University  in  1961,  and  its  buildings  now  form  the  Enugu  Campus  (200  hectares)  of the University located in the heart of Enugu, the administrative capital of Enugu State of Nigeria. Enugu  is  a  modern  city,  accessible  by  air,  rail  and  road.  The  Faculties  of  Business Administration, Environmental Studies, Law and Medical Sciences are located at the Enugu Campus.

The teaching hospital (UNTH) attached to the University is presently sited at Ituku-Ozalla (25 kilometres South of Enugu) on a 500 hectare site. It also hosts the Faculty of Dentistry and Health Sciences and Technology. The Aba campus (UNAC) hosts the Institute of Nigerian Languages.

A former campus was opened in October 1973 in Calabar, Cross River State. The campus at

Calabar became a full-fledged University of Calabar in October 1977.

The official name of the University is University of Nigeria and the official acronym of the name

UNN. “U” stands for University, “N”stands for Nigeria while the last “N” stands for Nsukka.

This acronym is also  shared by the main campus of the University, Nsukka (University of Nigeria, Nsukka). Thus technically, the name University of Nigeria, Nsukka refers to the main campus at Nsukka only while the name University of Nigeria refers to all the campuses of the University. References may be made to the location of the other campuses by mentioning the names of the cities where they are situated rather than a blanket description with the name Nsukka. Students at the Enugu Campus prefer to write the name of their school as University of Nigeria Enugu Campus (UNEC) if they must add the location of their school. Students from other campuses of the school also prefer same. Official documents of the school describe the school as  simply  University of Nigeria.  They  also  make  the  dichotomy  when  referring  to different campuses of the school.

Academics

Noted author Chinua Achebe held research and teaching appointments at the university, starting in the early 1970s. Renowned Astrophysicist Sam Okoye founded the Space Research Center in

1972. The SRC remains one of the few institutions in Africa that researches and offers courses in astronomy at both the undergraduate and graduate levels.

The medical school, in Enugu, has most of it activities in the University of Nigeria Teaching Hospital (UNTH), where doctors and other health workers are trained with high standards and have proven over the years that they can effect a significant positive change in Africa and the entire worlds’ healthcare system. Doctors and nurses trained in the institution have contributed to the advancement of medicine.

The first open heart surgical operation in Nigeria and sub-Saharan Africa was undertaken in

1974 at the University of Nigeria Teaching Hospital (UNTH) Enugu. The team was led by visiting Professor Yacoub from the UK and others in the team included Professors F.A. Udekwu and Anyanwu. The College of Medicine has since evolved into the center for cardiothoracic surgery and tropical cardiology excellence for the West Africa region with the siting of the National Cardiothoracic Center at UNTH Enugu. A lot of medical research is also being carried out in the college. Most of the projects are nearing completion, but it is pertinent to note that some  too,  have  fallen  short  of  completion  due  to  lack  of  finances  and  the  Government’s reluctance to fund private research.

The Department of Fine and Applied Arts is renowned for the Nsukka group – seven artists associated with a system of traditional Igbo designs and styles known as uli. The seven artists are

Uche Okeke, Chike Aniakor, Obiora Udechukwu, El Anatsui, Tayo Adenaike, Ada Udechukwu,

and  Olu Oguibe. The Law  Faculty of the University is the oldest  in Nigeria,  having  been established in 1960. It has contributed immensely in legal education in Nigeria. The faculty has gotten into the legal profession notable people like Late Barrister Johnny Okonkwo (SAN) one of the most Igbo prominent members of the Nigerian Bar Association and one of the first three SANs in Anambra state and also was an attorney to people like former Vice President of Nigeria, Alex Ekwueme, Barclays Bank, Chief Chris Uba, Dim Odumegwu Ojukwu, Shell Petroleum, President Bush amongst other big names in Nigeria and beyond. He even has trained other successful legal icons like Chief Tagbo Ike, Justice Donatus Okorowo and the rest of them. The faculty also saw through the former vice president, Alex Ekwueme in law practice.

The Department of Electronic Engineering was named a Center of Excellence in Electronics by the Federal Government of Nigeria in 1982. It is renowned for its prestigious graduates and is one of the most sought after programs to study at the university. The department has consistently produced the Best Graduating Student of the University and Best Graduating Student in the Faculty of Engineering. Of recent a lot of work has emanated from the Department of Pharmacology and Therapeutics where a new agent against HIV was derived from a local plant source. Named “irab” the new agent is thought to be a fusion inhibitor and studies in initial clinical trials have shown astounding results. Noteworthy also is finding a novel application for an otherwise old drug. Piperazine citrate which is a cheap and safe anthelmintic agent that has almost  gone into  disrepute was shown to  have anti-arryhthmic properties by studies  in the department. The investigators have also established that piperazine can protect the heart against sudden cardiac death from ventricular fibrillation.

Library

The University of Nigeria, Nsukka Libraries consist of the Nnamdi Azikiwe Library, the Enugu Campus Main Library and the Medical Library located at the College of Medicine, University of Nigeria Teaching Hospital, Ituku-Ozalla.

Internet

The school also provides wifi hotspot for the students, a service which cost #12,000 for first-year students  and  #6,000  for  other  years  e.g  second,  third  and  fourth  year,  the  hotspot  have  a

limitation of 50kb/secs as download speed, and it is provided by tenace.

Vice-Chancellors

The Vice-Chancellor is supported by three deputy vice-chancellors. Former and current persons who have fulfilled the position are:

     Professor Benjamin Chukwuma Ozumba: 2014–Present

     Professor Barth Okolo: 2009 – June 2014

     Professor Chinedu O. Nebo: June 2004 – June 2009

     Professor Ginigeme Francis Mbanefoh: 1999 – 2004

     Professor Umaru Gomwalk: May 1994 – (appointed as the Sole Administrator)

     Professor Oleka K. Udeala:1992 – 1995

     Professor Chimere Ikoku: 1985 –

     Professor Frank Nwachukwu Ndili: 1980 – Oct. 1985

     Professor Umaru Shehu: 1978 – 1979

     Professor James O.C. Ezeilo: 1975 – 1978

     Professor Herbert C. Kodilinye: 1971 – 1975

     Professor Eni Njoku: July 1966 – 1967; 1967 – 1970

     Professor Glen L. Taggart: 1964 – 1966

     Dr. George Marion Johnson: 1960 – 1964.

2.  Federal University of Technology Owerri

FUTO, as the oldest University of Technology in Nigeria was established in 1980 by Executive fiat with the composition and appointment of the first provisional Council by Nigeria’s First Executive President, Shehu Shagari. It became the first of three such Universities set up by the Federal Government of Nigeria who sought to establish a University of Technology in each geo- political region and particularly in a State which did not have a conventional University.

On November 28, 1980 in the premises of the Old Government Technical College (GTC), FUTO opened its doors to staff and students. In January, 1982 the Imo State government approved a permanent site for the University.

Located 25 kilometers south of Owerri, the selection of the site was guided by the advice of the National Universities Commission that a minimum area of ten thousand (10,000) acres or 4,048 hectares should be obtained based on the location, relative absence of human settlements within

the area and other relevant factors.

FUTO engaged Messrs Concarplan – Enplan Group (a firm of Consultants) to design the physical plan for the University. FUTO is surrounded by a number of autonomous communities and homesteads all of which had contributed land acquired for the development of the University. These communities are Ihiagwa, Obinze, Umuoma, Nekede, Eziobodo, Avu, Okolochi, Obibiezena and Emeabiam.

It is bisected by a new road between Obinze and Naze which connects the two mentioned major roads. The Otamiri River traverses the site from North to South and with the beautiful vegetation in its river basin forms an important physical feature.

Futo at a Glance

Established

1980

Faculty

Starting with an initial enrollment of 225 undergraduate students and a staff strength of 60 (comprising 28 Academic and 32 Administrative staff) in 1981. The University’s enrollment for the 2010/2011 session has grown to 21,039 students (comprising 17,713 Undergraduates and

3,326 Postgraduate students) and an Academic Staff strength of 926 (including 156 Professors), plus over 1,200 Administrative and Technical support Staff.

Students

FUTO Undergraduate Students – About 14,500

Postgraduate Students– About 6,700

Total Number of Students – About 21,000

Motto

Technology for Service

Library Collection

28

     Available print collections of over 95,000 Books and 200 Journal Titles plus over 3,500

Technical Documents and 1,000 maps.

        Virtual Library (with database covering over 300 subject areas; plus availability of some rather specialized EBSCO, AGRA and OARE data bases).

        Added to these are some modern Internet facilities, provided under the OSIWA Project and some well co-ordinated IMO depository rights.

FUTO  SCHOOLS

Federal University of Technology, Owerri has 6 degree-granting schools. The University has grown from few students with a single master to an enrollment of more than 20,000 degree candidates including Undergraduate and Postgraduate students.

     School of Agriculture and Agriculture Technology

     School of Engineering and Engineering Technology

     School of Environmental Technology

     School of Health Technology

     School of Management Technology

     Scho  ol of Science

Commercial and Entrepreneurial Ventures

     FUTO Consultancy Services Limited

     FUTO Micro-finance Bank Limited

     FUTO Farms Limited

     FUTO Bookshops Limited

     FUTO Press Limited

Research Centres And Academic Support Units

     Centre for Agricultural Research

     Centre for Industrial Studies

29

     Centre for Continuing Education

     Centre for Energy and Power Systems Research

     Centre for Vocational and Entrepreneurial Studies

     Institute of Erosion Studies

     Information and Communication Technology Centre

     University Computer Centre

Vice-chancellors of the University till date

  Prof. U.D Gomwalk (1980-1986)   Prof. Amah Nduka (1986-1991)   Prof. O.G Oba (1992-1999)

  Prof. Jude Njoku (2000-2005)

  Late Prof.C.E.O. Onwuliri (2006-2011)

  Prof. C.C. Asiabaka (2011-Date

3.  Nnamdi Azikiwe University Awka

Nnamdi  Azikiwe University came  into  being  as an offshoot  of the defunct  Anambra State University of Technology (ASUTECH). ASUTECH which was established through Law No. 7 of 30 July 1980 by the Government of the old Anambra operated as a multi-campus university, with campuses in Abakiliki, Enugu, Awka and Nnewi. In 1991, following the split of the old Anambra State into Anambra and Enugu States, the Awka and Nnewi campuses of the former ASUTECH were constituent into Nnamdi Azikiwe University by the Anambra State Edict No.5 of November 26, 1991. Nnamdi Azikiwe University was taken over by the Federal Government by Decree No. 34 of July 15, 1992 In 1991, after the former Anambra State was split into Anambra and  Enugu  States, the Awka and  Nnewi campuses of the  former  Anambra State University of Technology (ASUTECH) were combined into Nnamdi Azikiwe University, which was later taken over by Federal government. The university is named after Nnamdi Azikiwe, the first president of Nigeria. The Awka Campus became Nnamdi Azikiwe University. In 1992,the Federal Government of Nigeria took over the University from Anambra State. Nnamdi Azikiwe University, thus, became a Federal University.

Location of the University

The main campus of the University is located at Awka sited thirty-five kilometers to the South – West of Awka, the second campus is at Nnewi (NAUTH and Okofia) and the third campus is at Agulu (Faculty of Pharmacy)

Student’s Population

The University has a population of twenty-four thousand seven hundred and six (24,706) for the

full-time and twelve thousand, four hundred and seventy-six (12,476) students for the part-time programmes during the 2004/2005 academic year.

The university offers a diverse range of courses of study, including Arts, Natural Sciences, Engineering,  Management  Sciences,  Medical  and  Health  Sciences,  Social  Sciences,  Law, African Languages, European Languages, and Education. In the 2004–2005 academic year there were 24,706 full-time students and 12,476 part-time students enrolled. The current Vice Chancellor is Prof. Boniface Egboka who took over from Prof.Ilochi Okafor (SAN). On 26th of May, 2014, Prof. Joe Ahaneku was announced as the Vice Chancellor

Student’s Population: The University has a population of twenty-four thousand seven hundred and six (24,706) for the full-time and twelve thousand, four hundred and seventy-six (12,476) students for the part-time programmes during the 2004/2005 academic year.

Mission Statement: Nnamdi Azikiwe University is founded on the philosophy that knowledge should be propagated and disseminated to individuals without let or hindrance. Teaching and Research would  be anchored on the needs of the immediate environment  and the Nigerian society generally. Dr. Nnamdi Azikiwe, after whom the University is named, stands out clearly in the history of University education in Nigeria and Africa in general. In the discharge of its mission,  the University shall  live  up  to  the  ideals of this renowned  statesman,  by  making University education pragmatic, and using it to forge unity among the various communities in Nigeria. The mission of the University is, thus, to use teaching, research and public service to solve societal problems. In the process of learning, students would be oriented to use education in the solution of practical problems confronting them and the Nigerian society. It is hoped that the University’s graduates will be able to use their knowledge to lift the society off its problem in Science, e.g. technological backwardness, poor health delivery services, agricultural under production, environmental degradation, misapplication and/or under utilization of human and material resources, cultural disorientation etc. To achieve these purposes and harness the largepool of qualified secondary school graduands and high caliber manpower in the environment of the University, the University will be conventional in scope and outlook covering wide areas of learning and research. In totality, the mission of the University is to produce graduates who shall possess  the  following  attributes:  a  wide  and  ordered  knowledge  in  a  discipline  area; the ability to reason logically; Dedication the ability to communicate clearly in speech and writing      with      confidence      and      fluency;      numeracy      and      computer      literacy; accepted moral values as honesty, humility, truthfulness, and high ethical standards in personal and  professional  life;  acceptance  of  obligations  and  responsibilities;  desire  for  life-long education and creativity; self-confidence and result-oriented ability.

Objectives of the University: Specifically, the Decree establishing the University provides for the under listed objects: to encourage the advancement of all branches of learning and to hold out to all persons without distinction of race, creed, sex or political conviction, an opportunity of acquiring higher and liberal education; to provide courses of instruction and other facilities for the pursuit of learning in all its branches and to make these facilities available on proper terms to such persons as are equipped to benefit from them;

Summary: These strategies for success will emphasize our desire for high quality education, wise investment of University resources, result oriented and problem solving curricula. These are mediated   through  the   reorientation  of  staff   attitude   to   effect   pragmatic   teaching   and development, output mix, research, good governance and management. Put together, the Mission Statement and Decree No. 34 of 1992 identify the Operational Objectives of the University. Our strategies for their success will be clearly tied to our ability to plan expertly and manage the activities of the University based on extensive internal consultations and consensus building with staff and students through management audit and brain storming sessions. Already many of these are in place and are viable. For instance Academic Planning and Physical Planning Units, Central University Monitoring Committee (which monitors the commitment of staff and students to the objectives of the Decree as well as the tenets of the University’s motto) are functioning effectively. Furthermore, the adoption of Management Information System (MIS) to manage change posed by leadership challenges in appropriate socio-economic endeavours and well planned business initiatives will be vigorously pursued.

University Motto: The motto of the University is “Discipline, Self Reliance and Excellence.” The rationale for this motto is that discipline is a pre-requisite condition for the achievement of any goal. Discipline embodies endurance, continuity and determination to start afresh when

previous efforts fail. It is believed that discipline will give rise to self reliance, which entails confidence in one’s self and abilities. The amalgam of a disciplined mind with self confidence will yield excellence.

4.  Michael Okpara University of Agriculture

The Michael Okpara University of Agriculture, originally the Federal University of Agriculture, is a federal university in Umudike, Abia State, Nigeria  established as a specialized University by a Federal Government of Nigeria Decree No 48 of November 1992. It began formal activities in May 1993 with the appointment of the first Council and Vice-Chancellor Professor Placid C. Njoku on 27 May 1993, while other key officials of the University were appointed later.

The first set of students were admitted into the institution during the 1993/94 academic year with a student population of 82.

The nickname “Umudykes” or U’dykers refers to students, alumni, and sports teams of Michael

Okpara University of Agriculture.

Contents

     1 Campus

     2 Academics

     3 Athletics

     4 References

     5 External links

Campus

The institution is located in the Agricultural Training and Research city of Umudike, about 10 kilometers from Umuahia (capital of Abia State). The major link road to the University is the Umuahia-Ikot Ekpene Federal Road, a direct route to the State capitals of Abia Akwa-Ibom and Cross River States. Being close to Umuahia, the University is linked through a major North- South Express Road to most part of the country. It commenced its activities on the premises of the former Federal College of Agriculture, Umudike.

The Qua Iboe River, which rises near Umuahia, flows through the campus grounds.

Academics

It offers more than 100 programs, and grants more than 40 undergraduate degrees. Post Graduate degrees are offered (M.Sc. and MBA ) and doctoral (Ph.D.) degrees in over 15 departments, in

11 schools and colleges. The university issues the following degrees:

     Bachelor of Agriculture (B.Agric)

     Bachelor of Science (B.Sc)

     Bachelor of Engineering (B.Eng)

     Master of Business Administration (MBA)

     Master of Science (M.Sc)

     Doctor of Philosophy (PhD)

These degrees are offered across ten Colleges and a graduate school within the University.

Athletics

The University competes in the Nigerian University Football League. It also competes in the

Nigeria National University games in football (soccer), basketball, volleyball and tennis.

Historical Background

The Federal University of Agriculture Umudike was established as a specialized University by a Federal Government of Nigeria Decree No 48 of November 1992. It began formal activities in May 1993 with the appointment of the first Council and Vice- Chancellor. Professor Placid C. Njoku on 27th May 1993, while other key officials of the University were appointed later.

The institution is located in the well known Agricultural Training and Research city of Umudike about 10 kilometers from Umuahia town the capital of Abia State. The major link road to the University is the Umuahia-Ikot Ekpene Federal Road, a direct route to the State capitals of Abia Akwa-Ibom and Cross River States. Being close to Umuahia the University is linked through a major North-South Express Road to most part of the country. It commenced its activities on the premises of the former Federal College of Agriculture, Umudike.

The Federal University of Agriculture Umudike is envisioned to be a University par excellence and  hopes  to  help  the  peoples  of  Nigeria  and  beyond  through  the  provision  of  practical knowledge for agricultural transformation in order to achieve sustainable food production.

The first sets of students were admitted into the institution during the 1993/94 academic year with a student population of 82. It was the intention of the University to gradually increase the number of students to a target of 1,700 total enrolment at the end of the first 5 years and 3.000 to

3.500 total enrolments by the end of the second 5 years.

One of the responsibilities of a university is to impact understanding of the processes that govern human experience. Therefore the Federal University of Agriculture, Umudike as a specialized tertiary institution can impart understanding of the processes that relate environment, and how these processes can be harnessed for the production of food and fibre to meet human needs without degradation of the natural environment. It is the plan of the University to serve the people of Nigeria and the world through education, manpower, development and quality research aimed  at  development  of technologies  that  will  overcome  major  constraints  to  agricultural production.  This  is  the  University  does  through  a  range  of  activities  carried  out  in  its programmes.

5.  Federal University Ndufu-Alike Ikwo, Ebonyi State.

The University is one of the Nine new Federal University that were set up by President Goodluck Ebele  Jonathan  GCFR  on  the  26th   of February  2011  in  order  to  expand  access  to  quality education to all parts of Nigeria and to produce research that will support the nation’s economy and its industries. Here at FUNAI our focus is on Excellence and Integrity. Academic activities in the University commenced fully in the first week of November, 2012 with 10 departments/ academic areas and 25 undergraduate programmes. These programmes are being run in the

faculties of Humanities and Social Sciences, Science and Technology as well as Basic Medical Sciences. Federal University Ndufu-Alike offered admission in 2013/2014 academic session. Currently FUNAI has 188 full-time academic staff.

FUNAI had several workshops in our Faculties in the 2012/2013 academic session including that for Grid Computing, Proposal Writing and Developing an International Research Profile. These academic activities will continue with more vigour in the coming academic sessions.

The University prides itself on offering excellent learning experience for students, informed by up-to-date research and facilitated by a high-quality learning environment, with multi-media classrooms,   modern  library  and  well  equipped   laboratories.   There   is  an  emphasis  on employability and  entrepreneurship  in all our  academic programmes.  FUNAI  is developing iconic infrastructure based strictly on our physical masterplan, on both the take-off and theadjourning main campus that will befit the vision of the university.

FUNAI  is  constantly  implementing  new  technologies  and  programmes  that  reflect  the educational needs of 21st  century and beyond students. FUNAI is also committed to recruiting scholars that are proven world-class experts with international research standing. As it stands, a significant number of our teaching staff posses terminal degrees from the United Kingdom, Canada, United States, Belgium, South Africa and other African countries. FUNAI students learn among and with world-class academics that are leaders in their fields and disciplines. FUNAI

academic staff regularly publish researches in leading international peer-reviewed journals. FUNAI is also investing in a five-year (2013-18) campus development project to provide new teaching space, more student accommodation, staff offices, sports facilities and state-of-the-art ICT building. This will further enhance our ability to deliver an outstanding student experience, world-class research facilities and an inspiring working environment. FUNAI is already developing a profile as one of the best Universities in Nigeria. FUNAI was ranked by Web metrics and National Universities Commission (NUC) in January 2013 as the first among the nine new Federal Universities established in 2011 in Nigeria. The August 2013 Webometrics ranking placed us in the category of Universities that have advanced in ranking both nationally and internationally. However, FUNAI is working harder to rise further and be a world class university in Nigeria that is recognized for the delivery of intellectually rigorous, cutting-edge research and excellent teaching and learning.

Faculties and Departments

Faculty of Basic Medical Sciences

Faculty of Humanities and Social Sciences

Faculty of Science and Technology

Our Governance

The Federal University, Ndufu Alike Ikwo, is organized around some seven key decision structures. Each organ of the structure is crucial but does not have a direct influence on general matters of the day to day administration of the university, except through Central Administration.

The Federal Government of Nigeria

As the Proprietor of the University, the Federal Government of Nigeria has the responsibility to determine the overall development objectives of the university from time to time. The Federal Government also has the power to define the structure and vision of the University as articulated and enshrined in the laws governing the establishment of the University. However, the Proprietor of the University has no direct influence in the general administration of the University. This is to  secure  academic  freedom  and  allow  for  the  sustainable  development  of  a  culture  ofindependence in matters

₦5,000.00 – DOWNLOAD FULL PROJECT DOWNLOAD FULL PROJECT Added to cart

---

---

---

---

Related Project Topics :