EFFECT OF COGNITIVE CRAFTING ON GRADUATION RATE OF STUDENTS IN FEDERAL UNIVERSITIES, SOUTH EAST, NIGERIA

Chika George Igwesi, Agwu Kalu Ukairo, Mathew Chiedu Ijeh

Abstract


The study investigated the effect of cognitive crafting on the graduation rate of students in Federal Universities, South East, Nigeria. The study is anchored on Elgar’s Performance Theory of organizations. The survey research method was adopted for the study, making use of structured questionnaire as instruments for data collection. Data were collected from both primary and secondary sources. Hypotheses were tested using the simple linear regression. The study found that cognitive crafting had significant positive effect on the graduation rate of students in Federal Universities, South East, Nigeria (r 0.803; P < 0.05). It was therefore, concluded that cognitive capabilities which promote students’ graduation rate enhances the overall performance of Universities in South East, Nigeria. The study recommended that Universities should be properly funded to encourage the employment and retention of professionals with cognitive capabilities that would enhance students’ graduation rate and overall performance of the Universities.

JEL: B10; A02; C06

Article visualizations:

Hit counter


Keywords


cognitive crafting, performance of universities, students’ graduation rate, intelligence test

Full Text:

PDF

References


Abdulkareem, A. Y. and Oyeniran, S. (2011). Managing the performance of Nigerian universities for sustainable development using data envelopment analysis, International Journal of Academic Research in Business and Social Sciences, Vol. 1, Special Issue

Berdahl, R. O. and McConnell, T. R. (1999). Autonomy and accountability. In P. G. Altbach, R. O. Berdahl, and P. J. Gumport (eds.). American higher education in the twenty-first century: Social, political, and economic challenges. (pp. 70-88). Baltimore, MD: Johns Hopkins University Press.

Berg, J. M., Dutton, J. E. and Wrzesniewski, A. (2008). What is job crafting and why does it matter? Ann Arbor, MI: University of Michigan Ross School of Business. Retrieved from http://www.bus.umich.edu.POS-Teaching-and-Learning/ListPOS-Cases.htm

Berg, J. M., Wrzesniewski, A., and Dutton, J. E. (2010). Perceiving and responding to challenges in job crafting at different ranks: When proactivity requires adaptivity. Journal of Organizational Behavior, 31, 158-186.

Burke, J. C. and Serban, A. M. (1998). Performance funding for public higher education: Fad or trend. New Directions for Institutional Research, 97. San Francisco, CA: Jossey-Bass.

Cave, M., Hanney, S., Henkel, M. and Kogan, M. (1997). The use of performance indicators in higher education: The challenges of the quality movement, (3rd ed.). London, England: Jessica Kingsley.

Cullinane, S. (2013). Job design under lean manufacturing and the quality of working life: a job demands and resources perspective, Degree of Doctor of Philosophy, Dublin City University, Business School.

Desjardins, S. L., Kim, D. and Rzonca, C. S. (2003). A nested analysis of factors affecting bachelor's degree completion. Journal of College Student Retention: Research, Theory & Practice, 407-436.

Dochy, F. J. R. C., Sergers, M. S. P., and Wijnen, W. H. F. W. (1990). Management information and performance indicators in higher education: An international issue. The Netherlands: The Gorcum.

Furnham, A. (2008). Personality and intelligence at work: exploring and explaining individual differences at work. New York: Routledge.

Heckman, J. J. and Rubinstein, Y. (2001). The importance of non-cognitive skills. The American Economic Review, 91(2), 145-149.

King, P. M. (2009). Principles of development and developmental change underlying theories of cognitive and moral development. Journal of College Student Development, 50, 597- 620.

Kitagawa, F. (2003). New mechanisms of incentives and accountability for higher education institutions: Linking the regional, national and global dimensions. Higher Education Management and Policy, 15(2), 99-116.

Margus, P., Olev, M. and Gerli, S. (2015). How do cognitive ability and study motivation predict the academic performance of its students? Proceedings of ICERI2015 Conference 16th 18th November 2015, Seville, Spain.

Pascarella, E. T., and Terenzini, P. T. (2005). How college affects students: a third decade of research. San Francisco: Jossey-Bass.

Rothmann, S. and Jordan, G. M. E. (2006). Job demands, job resources and work engagement of academic staff in South African Higher Education Institutions, South African Journal of Industrial Psychology, 32 (4), pp. 87-96.

Shakeela, S. Wasim, A. S. and Rashada, S. (2012). The impact of job enrichment and job enlargement on employee satisfaction keeping employee performance as intervening variable: a correlational study from Pakistan, Kuwait Chapter of Arabian Journal of Business and Management Review Vol. 1, No.9.

Wang, H., Demerouti, E, and Bakker, A. B. (2016). A Review of job crafting research. New York, NY: Rutledge, Taylor & Francis Group.

Wrzesniewski, A., and Dutton, J. E. (2001). Crafting a job: revisioning employees as active crafters of their work. Academy of Management Review, 26(2), 179–201.




DOI: http://dx.doi.org/10.46827/ejhrms.v5i3.1113

Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 European Journal of Human Resource Management Studies

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

The research works published in this journal are free to be accessed. They can be shared (copied and redistributed in any medium or format) and\or adapted (remixed, transformed, and built upon the material for any purpose, commercially and\or not commercially) under the following terms: attribution (appropriate credit must be given indicating original authors, research work name and publication name mentioning if changes were made) and without adding additional restrictions (without restricting others from doing anything the actual license permits). Authors retain the full copyright of their published research works and cannot revoke these freedoms as long as the license terms are followed.

Copyright © 2017-2023. European Journal Of Human Resource Management Studies (ISSN 2601-1972) is a registered trademark. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library. All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All the research works published on this journal are meeting the Open Access Publishing requirements and standards formulated by Budapest Open Access Initiative (2002), the Bethesda Statement on Open Access Publishing (2003) and  Berlin Declaration on Open Access to Knowledge in the Sciences and Humanities (2003) and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License. Copyrights of the published research works are retained by authors.


 

Hit counter