A Critical Assessment of Industrial Conflict and Its Management in Nigerian Tertiary Institutions (a Study of Imo State University)
CHAPTER ONE
OBJECTIVE OF THE STUDY
The primary aim of this study is to assess industrial conflict and how it’s managed in Nigerian tertiary institutions. Thus, below are specific objectives;
- To determine the causes of industrial conflict in Imo state University.
- To identify the consequences of industrial dispute in Imo state university.
- To assess the strategies adopted by Imo state university in managing industrial conflicts.
CHAPTER TWO
REVIEWED OF RELATED LITERATURE
CONCEPTUAL FRAMEWORK
Many people view conflict as an activity that is almost totally negative and has no redeeming qualities. While other school of thought accepted it as dysfunctional, destructive, and the same times as a catalyst for change, creativity and production (Posigha & Oghuvwu, 2009). Conflict results from human interaction in the context of incompatible ends and where one’s ability to satisfy needs or ends depends on the choices, decisions and behaviour of others. It is therefore, possible to argue that conflict is endemic to human relationships and societies. It is the result of interaction among people, an unavoidable concomitant of choices and decisions and an expression of the basic fact of human interdependence (Adejuwon & Okewale, 2009). Some scholars posit that there is need to occasionally stimulate it so as to have innovations and improvements in organisation or society as a whole. Thus, it is seen as a “necessary evil”, which finds expressions in human interactions. What Paul Appleby and his likes are putting forward is that it will be impossible to see a conflictless society or organisation contrary to the make-shift belief of the Marxists that a classless society or organisation will end conflicts all over the world. The point however remains that conflict cannot cease because it is innate in man. Thomas Hobbes captures this view eloquently; when in his major work “Leviathan’, he described the hopeless chaos of the state of nature as a life without gentility or beauty, without charm or peace and without industry and culture (Baradat, 1999). Conflict between individuals raises fewer problems than conflict between groups. Individuals can act independently and resolve their differences. Members of groups may have to accept the norms, goals and values of their group. The individual’s loyalty will usually be to his or her own group it is in conflict with others (Armstrong, 2005). In the view of Imobigbe (1997), conflict is a condition of disharmony or hostility within an interaction process which is usually the direct result of clash of interests by the parties involved. Wilmost and Hocket (1998) assert that conflict is an expressed struggle between at least two interdependent parties who perceived incompatible goals, scarce resource, and interference from other in achieving their goals. They said conflicts bring both danger and opportunity to both parties that involved. In order words, conflict can be destructive and constructive. Similarly, Bloisi (2007) sees conflict as a disagreement between two or more parties who perceive that they have incompatible concerns. To him, individuals, groups, departments, organisations, countries etc, do experience conflicts whenever an action by one party is perceived as preventing or interfering with the goals, needs or actions of another. Horowitz and Borden (1995) define conflict as disagreement over social issues, beliefs and ideologies. Conflict has also been described as disagreement on the procedure of distributing power and resources in an organization. Basically, conflict is what occurs when two or more parties have divergent interests over distribution of resources and/or issues touching on their development. It is what can come up in the event of staff and student’s interactions. It can emanate from school administrative cadre, among students, or sometimes it can come up between school and its host community.
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain A Critical Assessment Of Industrial Conflict And Its Management In Nigerian Tertiary Institutions (A Study Of Imo State University). In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing A Critical Assessment Of Industrial Conflict And Its Management In Nigerian Tertiary Institutions (A Study Of Imo State University)..
Summary
This study was on A Critical Assessment Of Industrial Conflict And Its Management In Nigerian Tertiary Institutions (A Study Of Imo State University). Three objectives were raised which included: To determine the causes of industrial conflict in Imo state University, to identify the consequences of industrial dispute in Imo state university and to assess the strategies adopted by Imo state university in managing industrial conflicts. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from in Imo state University. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
In conclusion, the management of industrial conflicts in Nigerian tertiary institutions, exemplified by Imo State University, is a complex challenge that requires the concerted efforts of all stakeholders, including administrators, academic staff, students, and government authorities. This study underscores the importance of adopting a proactive and collaborative approach to conflict management and resolution in order to create a conducive environment for teaching, learning, and research in Nigerian higher education institutions. By addressing these challenges, the path toward achieving academic excellence and institutional development in Imo State University and similar institutions across Nigeria can be paved, ultimately benefiting the nation as a whole.
Recommendation
Based on the critical assessment of industrial conflict and its management in Nigerian tertiary institutions, particularly in the context of Imo State University, several recommendations can be made to address and mitigate these conflicts effectively:
- The government should allocate more funding to Nigerian tertiary institutions to address financial constraints that often contribute to conflicts. Adequate funding can improve infrastructure, faculty salaries, and student welfare, reducing potential sources of tension.
- Tertiary institutions should streamline administrative processes to reduce bureaucratic inefficiencies, which can be a source of frustration and conflict. Implementing transparent and responsive administrative systems can contribute to a smoother academic environment.
- Establish channels for open communication and dialogue between management, academic staff, and students. Regular meetings, forums, and feedback mechanisms can help address grievances before they escalate into conflicts.
References
- Abubakar, S (1988), “Armageddon at ABU”, Hotline Newspaper, June 27-July 10, pp 8-10
- Adejuwon, K.D & Okewale, R.A (2009), “Ethnic Militancy, Insurrections and Democracy in Africa: The Case of Nigeria”, Journal of Social and Policy Issues, Vol. 6, No. 4
- Adeyemi, T.O, Ekundayo, H.T & Alonge, H.O (2010), “Managing Students’ Crisis in Tertiary Institutions in Nigeria” Journal Of Research in National Development, Vol. 8, No. 1, June,
- Agbonna, S.A (2009), “Prevalence of Subculture of Violence and Delinquent Tendencies among Secondary School Students in Ilorin, Kwara State, Nigeria”, African Journal of Historical Sciences in Education, Vol. 5, Nos. 1&2.
- Agbonna, S.A. (2009), “Prevalence of Subculture of Violence and Delinquent Tendencies among Secondary School Students in Ilorin, Kwara State, Nigeria”, African Journal of Historical Sciences in Education, Vol. 5, Nos, 1&2 [6].
- Agbonna, S.A. & Okafor, I.P. (2008). Perspectives of Nigerian Policemen across Educational Levels on Causes and Prevention of Crime among Nigerian Students”, Journal of Arts and Social Sciences, Vol. 10, No. 1
- Agbonna, S.A; Yusuf; A & Onifade, A.B (2009), “Communication and Conflict Manager’s Personality in School Security and Conflict Management”, Being a text of paper presented at the 25th Annual National Conference of the Social Studies Association of Nigeria, Held at Michael Otedola College of Primary Education, Noforija, Epe, Lagos State, from 17th to 20th November, 2009 [8].
- Aluede, O. O. (2001), “Factors influencing Students unrest in tertiary institutions in Edo State of Nigeria”, Education Research Quarterly. Vol. 24, No. 3, pp 10-26. [9].
- Aluede, O. O; Jimoh, B.; Agwinede, B.O & Omoregie, E. O. (2005), “Students unrest in Nigerian Universities: Looking back and forward”, Journal of Social Science, Vol. 10, No. 1 pp 17-22. [10].
- Armstrong, M (2005), A Handbook of Human Resource Management Practice, London and Sterling: Kogan Page [11].
- Baradat, L.P (1999), Political Ideologies: The Origin Impact, London: Prentice Hall International [12].
- Bloisi, W (2007), An Introduction to Human Resource Management, London: Mcgraw Hill Publishing Co. [13].
- Bray, B.C (1999), Discrepancy in Communication: the Loser and the Gainer: New York: Simon Lake
