European Journal of Education Studies
ISSN: 2501 - 1111
ISSN-L: 2501 - 1111
Available on-line at: www.oapub.org/edu
10.5281/zenodo.58526
Volume 1│Issue 4│2016
EMERGING TRENDS IN PLANNING AND ADMINISTRATION OF
HIGHER EDUCATION PROGRAMMES IN NIGERIA
Blessing O. Anukaenyi1, Williams E. Obiozor2i,
Chitom Rachael John-Akamelu3, Koledoye, L.U.4
M.Ed., Faculty of Education, Godfrey Okoye University, Enugu, Nigeria
1
EdD., Department of Adult Education, Faculty of Education,
2
Nnamdi Azikiwe University, Awka, Nigeria
M.Sc., Entrepreneurship Studies Unit, Faculty of Management Sciences
3
Nnamdi Azikiwe University, Awka, Nigeria
M.Ed., Department of Adult Education,
4
Faculty of Education, University of Nigeria, Nsukka, Nigeria
Abstract:
Educational planning and administration trends in higher institutions across the world
continue to evolve due to the new discoveries, research outcomes, funding,
technological and industrial advancement of the institutions. Administrators of higher
education programmes in Nigeria are saddled with the task of developing appropriate
administrative policies whose implementation must be in line with the sustainable
development of the 21st century academia. This paper discussed the extent to which
institutions of higher learning in a developing nation like Nigeria should plan and
administer higher education programmes, as well as operate to achieve academic
excellence, high standard, international ranking and effective administration. The
authors equally provided suggestions for improvement to stakeholders that may
require such transformation.
Keywords: higher education, planning, administration, learning students
Introduction
The essence of education and higher education studies to the development of young
people in a country like Nigeria cannot be overemphasized in this 21 st century.
i
Corresponding Author: Williams E. Obiozor, EdD., e-mail: we.obiozor@unizik.edu.ng
Copyright © The Author(s). All Rights Reserved
Published by Open Access Publishing Group ©2015.
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HIGHER EDUCATION PROGRAMMES IN NIGERIA
According to Okebukola (2008), higher education provides high level human resources
for driving the economy and ensuring rapid societal transformation. That is, the greater
the opportunity given to the citizenry for higher education, the more expansive the
horizon for rapid social and economic development. Obiozor & Nwosu (2016) stressed
that in the field of higher education, knowledge and skill acquisition must play vital
roles to the functional lives of the learners; thus, academic excellence in any higher
education programme requires a student’s good standing in his or her study which has
long been the basis on which students of all levels could overcome their challenges to
become graduates, educated professionals and responsible citizens. Negroponte as cited
in Obiozor & Nwosu (2016) stressed that solving human problems would require
educational efforts no matter what global problem you are dreading, whether it’s the
elimination of poverty, whether it’s the creation of peace, whether it’s solving
environmental energy problems, the solution- whatever it is- multiple solutions, the
solutions always include EDUCATION; never is it without an EDUCATION
component and sometimes cannot be done without EDUCATION.
The Nigerian society relies on the tertiary institutions across the country for the
education, training and imparting of skills to her young population engaged in various
fields of study. The kind of higher education programme provided in these institutions
of learning must adhere to the global trends entrenched directly or indirectly in
planning and administration of higher education programmes. Such administrative
roles are conducted in order for such institution to compete favourably with others in
the teaching-learning process in this 21st century.
Thus, educational planning and administration trends in higher institutions
across the world continue to evolve due to the new discoveries, research challenges and
outcomes, funding, technological and industrial advancement of the institutions.
Moreover, administrators of higher education programmes are saddled with the task of
developing appropriate administrative policies whose implementation must be in line
with the smooth running of the institutions and for sustainable development of the 21 st
century academia. The authors of this study believe strongly that the goal of higher
education hinges on the development and enhancement of quality education,
acquisition of appropriate knowledge skills by the learners and employment
opportunities for the graduates. In this regards, through consolidated and coordinated
efforts of the stakeholders, the higher education administrators contribute to the
resolution of many of the problems that influence teaching and learning or adversely
affect the educational status of the population. Therefore, the provision of appropriate
planning with strong academic and administrative policies could lead to the success of
higher education programmes in any given institution. The central focus of this paper is
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HIGHER EDUCATION PROGRAMMES IN NIGERIA
to assess the trends in planning and administration of higher education programmes for
successful training and empowerment of Nigerian youths in the 21st century.
The Concept of Administration
University administration and management flourishes through the officers’ adherence
to its guiding principles of educational philosophy, as they serve the higher education
community. According to Webster’s New World College Dictionary (2010),
administration means the following:
1. The act or process of administering, especially the management of a government
or large institution.
2. The activity of a government or state in the exercise of its powers and duties.
3. often Administration
a.
The executive branch of a government.
b.
The group of people who manage or direct an institution, especially a school or
college.
4. The term of office of an executive officer or body.
Instam (2014) refers to administration as the management of an office, business,
organisation or institution. It involves the efficient organisation of people, information,
and other resources to achieve organisational objectives. Information is the key to
institutional business operations, and people are the resources who make use of
information to add value to an organisation. This means that institutions like
universities will struggle without some type of administrative management.
In a university system, there are distinct administrative authorities who facilitate
the higher education programme process – viz; the academic and non-academic
authorities. The academic authorities/academic staff comprising of the teaching
professionals – graduate assistants, lecturers, senior lecturers, associate professors, and
professors; while non-academic staff comprise of the administrative machinery - junior
and senior personnel of the university (for instance) who oversee the day-to-day
administrative unit activities of the institution. Wikipedia (2016) added that every
university equally have those referred to as being in the academic administration cadre - a
branch of university or college employees responsible for the maintenance and
supervision of the institution and separate from the faculty or academics, although
some personnel may have joint responsibilities. Some type of separate administrative
structure exists at almost all academic institutions, as fewer and fewer institutions are
governed by employees who are also involved in academic or scholarly work. Many
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HIGHER EDUCATION PROGRAMMES IN NIGERIA
senior administrators are academics who have advanced degrees, teach a little or/ and
no longer teach or conduct research actively.
University Education in Nigeria
In line with the provisions of National Policy on Education(Revised Ed. 2004), Tertiary
Education is the Education given after second day education in universities, colleges of
education, polytechnics, monotechnics courses institutions offering correspondence
courses.
The goals of tertiary education include to:
a) Contribute to national development through high level relevant man power
training;
b) Develop and inculcate proper values for the survival of the individual and
society;
c) Develop the intellectual capacity of individuals to understand and appreciate
their local and external environments.
d) Acquire both physical and intellectual skills which will enable individuals to be
self–reliant and useful members of the society; promote and encourage
scholarship and community service;
e) Forge and cement national unity; and
f) Promote National and international understanding and interaction.
Tertiary educational institutions in Nigeria are expected to pursue the above
goals through:
a) Teaching;
b) Research and development;
c) Virile staff development programmes;
d) Generation and dissemination of knowledge;
e) A variety of modes of programmes including full-time, part-time, block-release,
day-release, sandwich etc.
f) Access to training funds such as those provided by the Industrial Training Fund
(ITF);
g) Students Industrial Work Experience Scheme (SIWES);
h) Maintenance of minimum education standards through appropriate agencies;
i) Inter-institutional co-operation;
j) Dedicated services to the community through extra-mural and extension
services.
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HIGHER EDUCATION PROGRAMMES IN NIGERIA
Types of University Programmes
University programmes conducted in various fields of study fall under the following:
Certificate programmes;
Diploma programmes;
Undergraduate programmes bachelor’s degree ;
Postgraduate programmes – masters and doctoral degrees;
Postdoctoral programmes;
Research fellowships.
Administrative Titles in Higher Education Settings
Depending on the country, higher education programmes in different institutions have
management executives with unique titles that depict their positions/roles/office
portfolios.
Conway (2000) for instance, explained that the Chief executive, the
administrative and educational head of a university, depending on tradition and
location, may be termed the University president, the provost, the chancellor (as it is in
the United States of America), the vice-chancellor (as it is in the United Kingdom and
many Commonwealth countries), principal (Scotland and Canada), or rector (Europe,
Russia, Asia and the Middle East). In Nigeria, top university management executives
include the Chancellor, Vice Chancellor (chief executive officer of the university); while
in Colleges of Education and Polytechnics have Provosts and Rectors as their chief
executive officers. These institutional leaders are answerable to the Governing Councils
appointed by the President of the Federal Republic of Nigeria.
An administrative executive in charge of a university department or of some
schools may be termed a dean or some variation, such as dean emeritus or even provost
(as the case may be). The chief executive of academic establishments other than
universities, Colleges of Education and Polytechnics, may be termed principal,
headmaster or head teacher (secondary/high/primary schools), director (used to reflect
various positions ranging from the head of an institution to the head of a programme).
Academic administrations are structured in various ways at different institutions and in
different countries saddled with different responsibilities as discussed by Wikipedia
(2016).
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HIGHER EDUCATION PROGRAMMES IN NIGERIA
Key responsibilities
Key administrative responsibilities (i.e. administrative units) in academic institutions include:
Admissions
Supervision of academic affairs such as hiring, promotion, tenure, and
evaluation (with faculty input where appropriate);
Maintenance of official records (typically supervised by a Registrar in the United
States - In the United Kingdom not all institutions have a Registrar, who would
have varying responsibilities for non-academic matters depending on the
institution);
Maintenance and audit of financial flows and records;
Maintenance and construction of campus buildings (the physical plant);
Maintenance of the campus grounds;
Safety and security of people and property on the campus (often organized as an
office of public safety or campus security/police);
Maintenance and construction;
Supervision and support of campus computers and network (information
technology);
Fundraising from private individuals and foundations ("development" or
"advancement");
Research administration (including grants and contract administration, and
institutional compliance with federal and state regulations);
Public affairs (including relations with the media, the community, and local,
state, and federal governments);
Student services such as disability services, career counselling and library staff.
Trends in planning and administrative policies
If you want to play a role in the smooth running of a university, college of education or
polytechnic, then a career in higher education administration may be for you.
According to AGCAS Editors (2016), education administrators organise and manage the
administration, support systems and activities that keep an educational institution
running smoothly. They're usually based in higher or further education (HE or FE),
although such jobs are also available in schools and private colleges.
The editors
succinctly explained that planners and administrators of higher education programmes
normally work in areas such as admissions, quality assurance, data management and
examinations or in a specialist department such as finance, careers, marketing or human
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HIGHER EDUCATION PROGRAMMES IN NIGERIA
resources. All of these can be either centrally based or within faculties, departments or
other smaller units. Job titles and job descriptions vary widely, and not all will have
'education' or 'administrator' in the title.
As a 21st century education administrator, you'll need to:
work on committees including academic boards, governing bodies and task
groups;
assist with recruitment, public or alumni relations and marketing activities;
administer the 'student lifecycle' from registration or admission to graduation or
leaving;
provide administrative support to an academic team of lecturers, tutors or
teachers;
draft and interpret regulations and deal with queries and complaints procedures;
coordinate examination and assessment processes;
maintain high levels of quality assurance, including course evaluation and
course approval procedures;
use information systems and prepare reports and statistics for internal and
external use;
participate in the development of future information systems;
contribute to policy and planning;
manage budgets and ensure financial systems are followed;
purchase goods and equipment, and process invoices;
supervise other administrative staff;
liaise with other administrative staff, academic colleagues, teachers and students;
communicate with partner institutions, other institutions, external agencies,
government departments and prospective students;
organise and facilitate a variety of educational or social activities AGCAS Editors
(2016).
Challenges faced by Administrators of Higher Education
Top issues facing higher education according to the Forbes eBook On Paying For
College (2014); cost continues to top the list of concerns for the administrators of higher
education across the world, including Nigeria and other African nations.
Cost continues to top the list of concerns for the universities, government and,
most importantly, the public. Much of the cost increase over the past five years
can be attributed to reduced federal/state support for public institutions which
has forced an offset through increases in tuition and fees. The highest increases
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HIGHER EDUCATION PROGRAMMES IN NIGERIA
have been at state-owned polytechnics and universities where 75% of students
are enrolled. Government is expected to be drawing further attention to this
issue with appropriate approaches to reducing the burden of the administrators
in higher education.
Renewal of the Higher Education Act by Congress got started last year in 2013
America. However, the in-depth work of shaping and testing new policies and
regulations picked up steam in 2014. At this point, accreditation reform appears
to be one of the few issues parties agree is needed although consensus on its
purpose is lacking. Same situation needs to be reviewed in Nigerian universities
and other tertiary institutions via the National Universities Commission Act, etc.
Workforce development is taking on greater importance as employers are once
again hiring but they are still having difficulty finding applicants with needed
skills. This is creating dialogue around the nation’s skills gap and the need for
higher education to do a better job of preparing future workers. Meanwhile,
business and industry remain largely on the side-lines in terms of efforts to
increase employee degree completion. This calls for promotion of vocational
training and entrepreneurship education programmes in higher education
settings.
Competency-based education (CBE) is receiving attention from the media as more
schools dip a toe into these new waters. There is much to be done here. Few
understand exactly what is meant by competency , know how to measure it, or
comprehend what can actually be done with a degree attained through such a
process (employers may like it, but what about grad schools). Even the
appropriateness of the term
competency-based education
is questioned by
some as such programs are focused on the assessment of one’s ability to apply
learning already acquired rather than the attainment of new learning. Should this
be competency-based credentialing
Accreditation has become the
C”C ?
piñata
of both the political and policy
communities. Few of those who are critical of it understand the present system, a
big part of the problem. However, before any meaningful reform can be
undertaken, there needs to be agreement as to whether the present system is too
difficult
or
too lax
and whether the desired end state is a regulatory
enforcement body or one of quality assurance.
Assessment has become a major concern for higher education. Increasingly,
regulators and accreditors are moving away from input models and instead are
asking, What is the country receiving in return for the billions being spent on
higher education and how do we know if it is effective? Learning outcome-
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HIGHER EDUCATION PROGRAMMES IN NIGERIA
assessment has become the basis for determining institutional effectiveness.
However, the availability of valid, widely accepted tools and methods needed to
determine learning and skill acquisition are proving hard to come by.
Quality assurance in non-institutional learning is one of several awkward terms
attached to granting equivalency to similar learning within an academic
institution. There is growing consensus that a need exists for standards and
greater transparency in the process for determining the credit worthiness of
learning achieved outside the academy. This is an aspect of higher education
long dominated by the American Council on Education. As more institutions are
starting to make such determinations independent of one another, the Council
for Higher Education Accreditation (CHEA) has created a commission to
consider what is needed. All want some assurance of quality but no two
assessors are using the same yardstick. In Nigeria, the National Universities
Commission (NUC) and other related bodies handle such issues and needs to be
reinvigorated.
There is a need to recognize the (not-all-that-) new majority in student bodies. While
higher education has seen a dramatic shift in student demographics, neither the
media nor the policy community appear to fully recognize that today’s typical
student is no longer an 18 to 24 year old studying full-time on a campus. In fact,
there is data which shows that fewer than 20% of the roughly 20 million now
enrolled fit this traditional description. The rest are post-traditional students
who are older, working part-time, and often commuting, either by car or,
increasingly, the Internet. Yet, policies and programs still make assumptions
based on the needs of a shrinking minority.
A leadership crisis is looming. It is debatable whether the need to prepare new
leaders in higher education is coming or has already arrived. Demographic data
show an increasingly
seasoned
group at the top of our colleges and
universities. According to an American Council on Education report (The
“merican College President, as cited in Forbes,
average age of college and university presidents was
, Two decades ago the
. Today, it is
. Only
the community college sector seems to recognize this as a problem and it is
taking action. Community college leadership programmes are springing up in
schools of education across the country. And while some may question whether
these are the right places to be training future leaders in areas such as the use of
technology, innovation, advocacy and entrepreneurial thinking, there is little else
filling the void.
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The economy in Nigeria is struggling to gain strength and unemployment is still
rising. Cost-value comparisons that question the investment in a degree at
today’s prices always the published tuition for an elite private institution are
increasing in frequency. Student recruiting and enrolment/payment of tuition is
likely to have serious challenges as a result of poor economic activity and
because of the political situation in certain parts of the country.
Need for Strategic Planning of Higher Education
Planning of higher education structure and programmes is essential to the standard,
stability and progress of the institution. Sanaghan & Hinton (2013) stressed that just
about every higher education institution periodically engages in strategic planning.
Some of this planning is part of the fabric and culture of a university, but many
campuses engage in planning only when required by accrediting agencies or mandated
by the federal or state-wide system offices, or after a crisis. Regardless of the motivating
factor, Sanaghan & Hinton argued that challenges with the planning process result in
too many campuses failing to achieve their original planning goals even when a great
deal of time and effort are invested.
The following advice might provide some helpful information to administrators
and faculty as they think about crafting their institution's strategic planning process and
connecting it to the life of the campus:
1.
Visible and committed senior leadership is essential. Administrators should ensure
that the information needed to develop the university plan is readily available, all of the
planning processes are transparent and that there is widespread engagement in the
process. The Vice chancellor must be the leader of the planning process and use the
designated "planner" as a key resource.
2.
Authentic faculty involvement and engagement will make or break a strategic planning
process. Without the meaningful engagement of faculty in the strategic planning process,
the resulting plan will not get carried out. There must be a standing committee that is
responsible for monitoring the implementation and assessment of the strategic plan.
3.
The University Governing Board needs to have a balanced role in the strategic planning
process.
Accreditors
discourage
top-down
planning
and
instead
emphasize
collaborative, participatory planning processes. The board is responsible for ensuring
that an intelligent, disciplined and inclusive planning process takes place for their
institution.
4.
It is important to avoid "listening to yourself too much. Attention to the external
environment is an on-going necessity and practice. Faculty and administrators need to
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pay attention to what is going on regionally, nationally and internationally. They need
to be well versed about programme enrolment trends, student demographics, parent
expectations, broad financial trends and issues, employment demand, technological
innovations and new teaching strategies. Just think about how much change we have
experienced over the past five years. The next five years promise to be equally complex,
fast-paced and challenging. Campus stakeholders throughout the campus, not just the
senior level, need to understand the big picture and changing context of higher
education on an on-going basis. This type of engagement can only happen if the Vice
chancellor and senior leaders create opportunities for people to convene and discuss the
events, trends and issues facing their institution. This is not a one-shot thing. There
should be multiple opportunities throughout the year for these important and strategic
discussions. These internal SWOT (strengths, weaknesses, opportunities, threats)
analyses are a vital component of the planning process and remain equally critical once
the plan is implemented in order to ensure assessment of the plan is realistic and ongoing.
5.
You need to make extraordinary efforts to communicate with stakeholders throughout the
planning process. While many campuses believe periodic e-mail updates about the plan
are sufficient, it is important to use a variety of communication vehicles that include
both high-touch (e.g., town hall meetings or "chews and chats" where stakeholders
congregate over a breakfast or light lunch to discuss institutional issues and receive
updates about the planning process) and high-tech (e.g., electronic newsletters and
updates).
6.
Trust is the most important factor in a planning process. Without a fair amount of
institutional trust, every detail becomes a debate; conversations quickly become
contentious and things move at a glacial pace. Without trust, a perfect plan will be
sure to fail. Campus leaders need to know how to build and nurture institutional trust if
they are going to carry out their strategic plan. They can build campus trust by creating
an inclusive, transparent and participative planning process.
7.
Planning is not a linear process. Great care should be taken to avoid the "plan to
plan" syndrome where there is way too much research, planning, analysis and synthesis
in an attempt to do planning perfectly. Apply campus-wide engagement, a shared
vision, and on-going feedback about achieving goals is the priority. We need to build
agility and resiliency into our strategic planning process given the changing and
complex environment we live in. Recognizing this early on in the planning process will
ensure work is done rather than merely thought about.
8.
Visionaries are a dime a dozen. Senior leadership needs to be committed to paying
attention to the process, rewarding and recognizing accomplishments, and resourcing
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the strategic plan. Implementation is the hard part of strategic planning but essential to
its success. If the campus culture lacks rigor and discipline, and is unwilling to hold
stakeholders accountable for shared aspirations, implementation will falter.
9.
Campus stakeholders need a way to keep score. At a minimum, senior leadership
needs to commit to a series of yearly "report outs" to the campus community about
progress toward institutional goals. This holds stakeholders accountable for
implementation and communicates to everyone that the strategic plan is an institutional
priority. It is essential that leadership reports shortcomings as well as successes,
especially in dynamic times. It helps build transparency, credibility and faith in the
planning process, especially in low-trust environments. If a campus has been less than
successful in accomplishing their stated goals, senior leadership can communicate why
certain things did not occur and share what they will do moving forward. These report
outs also further the premise that the campus "owns" the strategic plan, not the
president, a planner, or a committee.
10.
The danger of doing too much. When it comes to carrying out the strategic plan
there is often an attempt to do way too much in the first year. People want to see
progress toward the plan goals and often try and move on all fronts. On-going
communication about achieving goals, no matter how small, is the key to keeping the
momentum of the plan alive.
Taken together, the above ten points suggest that the most important elements of
planning are around connectedness: connecting colleagues across the campus in the
development of a shared vision and shared plan. Connecting in multiple modes – faceto-face and electronically – to gather robust feedback and support. Connecting our
individual institutions to the broader higher education landscape. Connecting the
planning process and the subsequent plan to the daily operations of the institution.
Connecting realistic goals with shared aspirations. And, finally, connecting what we do
with what is measured and valued on our campus. These connections are led and
facilitated by the vice chancellor and extend up to Council members and down to
faculty, staff and students. The plan becomes a reflection of the valuable – and valued –
connections (Sanaghan & Hinton, 2013).
Suggestions for Improvement
Success in higher education in Nigeria must involve strategic planning and
organizational finesse of the stakeholders whose effective and efficient initiatives must
be borne out of stated university policies, standard, vision and mission. Writing on the
book, organization and administration in higher education, Schloss & Cragg (2012)
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explained that efficiency, focus, and accountability have become the defining standards
for contemporary higher educational leaders.
The authors stressed further that
situating strategic planning and budgeting within the organization and administration
of higher education institutions; contemporary universities require effective and proven
strategies for today's change-oriented leaders. There is need to bring together
distinguished administrators from two-year, four-year, public, and private polytechnics
and universities, to undergo periodic practical orientation and effective guidance on the
intricacies of the institutional structure, its functional activities, and contingency
planning.
Training coverage according to Schloss & Cragg (2012) must also include the
following:
Key leadership positions and expectations
Faculty and student governance
Accreditation and assessment
Budget processes
Curriculum alignment
Philanthropic efforts
Human resource development
Legal considerations
Strategic planning
Crisis management
It is pertinent to note that effective planning and administration can elevate an
institution in critical ways, by enhancing recruitment and retention, strengthening
student life, increasing outside support and private giving (fundraising), and advancing
a reputation for excellence. These practical areas of higher education when followed by
higher education planners and administrators would go a long way in solving the
academic and management crisis that occurs some times in different universities across
the country. The application of practical and authoritative guide orients future and
current administrators to the major areas of an academic institution and will assist
higher education administrators in leading their institutions to excellence. This process
of entrenching productivity, equity, academic excellence, gender parity, justice and fair
play in the affairs of the universities should be encouraged to become regular lifestyle
of institutions.
Furthermore, university administrators and other employees must pay attention
and refer to the University policies at all times in their daily activities. University
policies apply to the operations and activities of the University regardless of location. A
University policy is defined as any policy that meets all of the following criteria:
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has broad application or impact throughout the University across colleges,
schools, institutes and/or operating units, including policies whose subject
matter or budgetary impact requires review and approval by a member of the
Senior Team;
seeks to ensure compliance with applicable laws, ethical norms, accepted best
practices, promotion of operational efficiencies, enhancement of the University’s
mission, and/or reduction of institutional risks; and
mandates or constrains actions.
In conclusion, every university is expected to have an intimate campus
environment, experienced administrators, and well-structured programme at all fields
of study and an incredibly strong faculty and set of students; as a result they will be
able to produce a lot of really important research and also have vibrant and exciting
classroom experiences (Peabody, 2016). The programme in higher education
administration is designed for students who wish to enter administrative roles in
polytechnics, colleges of education and universities, state education agencies, and
postsecondary-related non-profits.
The National Universities Commission (NUC) coordinates the setting of
Benchmark Minimum Academic Standards (BMAS) for the programmes in all Nigerian
universities, and prospective students should visit often university websites to find out
about admission and academic opportunities as provided by administrative staff for
experiential learning in their choice field.
Finally, if strategic planning in higher education is designed carefully, it creates a
space for collaborative implementation and becomes the glue that holds the
internationalisation process of higher education together (Hunter, 2013). In other
words, Hunter concluded that it can act to strengthen the culture and enable the
university to become the institution it wants to be (thus, achieving its vision and
mission). The authors urge university administrators to ensure that programme
curriculum/content/instruction prepare and train students for skill acquisition,
employability and self-actualisation in the society.
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Blessing O. Anukaenyi, Williams E. Obiozor, Chitom Rachael John-Akamelu, Koledoye, L.U. EMERGING TRENDS IN PLANNING AND ADMINISTRATION OF
HIGHER EDUCATION PROGRAMMES IN NIGERIA
Biographic Information
*Blessing O. Anukaenyi, M.Ed., is a lecturer in Educational Administration at the
Faculty of Education, Godfrey Okoye University, Enugu – Enugu State, Nigeria.
Email: blessinganukaenyi@gmail.com
**Williams E. Obiozor, EdD., is an associate professor of Adult Education, and Deputy
Director, Directorate of International Collaboration and Linkages, Nnamdi Azikiwe
University, Awka-Nigeria.
Email: we.obiozor@unizik.edu.ng
***Chitom Rachael John-Akamelu, M.Sc., is a lecturer in the Entrepreneurship Studies
Unit, Faculty of Management Sciences; Nnamdi Azikiwe University, Awka-Nigeria.
Email: rachaelchitom@gmail.com
****Koledoye, L.U., M.Ed., teaches at the University of Nigeria Primary School and also
a doctoral candidate at the Department of Adult Education and Extra Mural Studies,
Faculty of Education, University of Nigeria, Nsukka-Enugu State.
Email: adakoledoye@gmail.com
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Blessing O. Anukaenyi, Williams E. Obiozor, Chitom Rachael John-Akamelu, Koledoye, L.U. EMERGING TRENDS IN PLANNING AND ADMINISTRATION OF
HIGHER EDUCATION PROGRAMMES IN NIGERIA
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https://www.nuc.com
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https://www.nyu.edu/about/leadership-university-administration.html
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Blessing O. Anukaenyi, Williams E. Obiozor, Chitom Rachael John-Akamelu, Koledoye, L.U. EMERGING TRENDS IN PLANNING AND ADMINISTRATION OF
HIGHER EDUCATION PROGRAMMES IN NIGERIA
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