An Investigation into the Strategies For Improving Management/Staff Relationship in Tertiary Institutions
TABLE OF CONTENT
Title page i
Dedication ii
Approval page iii
Acknowledgement iv
Table of content vi
Abstract vii
CHAPTER 1
INTRODUCTION
Background of Study 1
Statement of the problem 5
Purpose of the Study 7
Research Question 8
Chapter II
Literature Review 9
Chapter III
Findings 18
Conclusions 21
Recommendation 24
Reference 28
ABSTRACT
It is no longer news that the standard of education in Nigeria has drastically fallen. Different methods and approaches have been adopted severally to salvage the situation, but it has yielded no particular positive result.
Bad teaching methods, poor reading habits, poverty, ill-equipped laboratories, and libraries, are among the claims put by scholars that had caused that standard of education in Nigeria.
This paper examines the need to enhance the learning and teaching process in tertiary education through balancing student-staff and student-student relationships to achieve a sustainable tertiary education system that will produce optimal results thereby salvaging the falling standard of education in Nigeria.
INTRODUCTION
‘‘In view of the central nature of staff relationship, and the almost universal assumption that institution benefits management staff, and the importance of scholarship, it is perhaps surprising how relatively few institutions have specific policies in place to either monitor or to develop and maximize these beneficial synergies’’, (J.M consulting 200, p.16).
Academic leaders and managers need to understand the conditions likely to facilitate links between management staff of an institution and the relationship existing within them (member of staff) and those that inhibit connections and seek to compartmentalize academic activities (Locke, 2004, pp. 108).
This publication seeks to support institutional policy-makers to enable their institutions to maintain a cordial relationship between the members of staff and discipline-based scholarship more effectively.
The focus, however, is on supporting the relationships between staff and the inter-relationship among members of staff at a higher institution of learning with respect to policies and practices.
In terms of the work of the higher education academy, we seek to support its strategic aim of working with institutions in their strategies for improving the students learning experience’’ (higher education and academy, 2005a.) and to ensure that the advice is based on research evidence.
Ultimately, the central issue that the national system and institution hade decide is ‘’what is distinctive about higher education?’’ however, what is distinctive about higher education is supporting student and the wider society understanding of the complexities of the worlds in which we live.
Although, for many staff, their motivations and the sense of their role is highly shaped by both their own appreciation of and belief I the value of the relationship to another member of wider society.
While there is evidently much practice in realizing these values we also have to recognize that it is unevenly distributed, much is implicit and many institutional policies in this area are poorly developed and sometimes work against nexus.
REFERENCES
Brown, R. (1998) Teaching and learning. Professional lecture Rochampton institute London, 26 October, 1998.
Clark, B.R (1993a) The Research Foundation Graduate Education. Germany, British, France, United State, Japan, University of California press
DFES (Department for Education and Skill) (2003). Available at www.dfes.gov.uk/hegateway/upload/ white%20pape.pdf.
Healey, M. (2005b) linking learning and teaching to benefit student learning journal of geography in higher education: 29(2), 183-201
Healey, M. and Jenkins, A. (2003) Discipline based educational development in H. Eggins and R. Macdonald (Eds). The scholarship of academic development 47-57 Buckingham: Open University press
HEFCE, (2000) Review of research: Report 00/37 Bristol: Higher Education funding council for England. Available at www.hefce.ac.uk/pubs/ hefce/2000/00.37.htm
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