AN ANALYSIS ON THE SOURCES, IMPACTS, AND RESOLUTIONS OF INTERNAL CONFLICTS IN NIGERIAN UNIVERSITIES
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Humans interact socially and share a symbiotic relationship. This relationship can grow to the point where they are joined as one body. Each person is unique in their own way and has the right to their own point of view; as a result, when people interact without tolerance, conflict is unavoidable. When these differences are brought to the surface, they cause squabbles, miscommunication, and disagreement. Conflict is an unavoidable part of any organization (Akomolafe, 2002). It is an essential component of human social existence (Gillin, 2004). Conflict is extremely common among humans, and no one is immune to it because it affects all aspects of life. It can be found in people’s homes, churches, organizations, markets, schools, including universities, and so on. Universities in the Nigeria makes significant contributions to a country’s social, political, and economic growth, but these objectives may be impossible to achieve in the face of violence. Universities serve as training grounds for a country’s youth, preparing them to enter the labor force and contribute to the nation’s human resource. According to research findings, conflict is a widespread issue at Nigerian universities. Conflicts at Nigerian universities have been revealed to be nothing new; rather, they continue to erode the country’s education system’s fabric (Garba, 2001). University conflicts arise for a variety of reasons, including the government’s control over administrative functions at Nigerian universities and disparities in service conditions. Despite the fact that conflict is widely acknowledged to be harmful, If the right conflict management approach is used in Nigerian universities, it may still be used to elevate the institution to a more effective level (Holton, 1998). The Academic Staff Union of Universities (ASUU) and the government are excellent examples of institutional and government disagreements. This is one of the most serious conflicts in Nigerian universities. Between 1980 and 2016, ASUU occurred on numerous occasions, including 1980, 1988, 1992, 1996, 2000, 2001, 2003, 2009, and 2016. Confrontations between students and officials account for 75% of conflicts at the University of Lagos, 98 percent at the University of Nigeria, and 31% at the University of Ibadan, according to Garba (2001). 41% at the University of Abuja, 31% at the University of Ibadan, and The ASUU-government strike affected 27% of Zaria residents. The Non-Academic Staff Union (NASU) was responsible for 26% of UNILAG disputes in Ibadan, 30.8% in Ibadan, and 45% in Zaria. Conflicts exist in Nigerian universities both inside and outside the classroom. There are several disagreements in the academic environment, all of which contribute to the university’s success. Internal university disputes include university restructuring, faculty performance, intellectual property, internal grants, student riots, and others that are unique to the university environment, such as academic freedom, research, and peer management of personnel concerns (Gillin, 2004). Different types of conflicts on university campuses include issues arising from students’ social lives, such as dating, sexual harassment, and other student misbehavior. However, the problem with disagreements at Nigerian universities has been
Statistics show that conflict resolution is ineffective. Some experts believe that disagreement promotes progress and the formation of groups. Other studies, such as Madubuke (2000), describe the aftermath of conflict as a thorn in the flesh, especially as it worsens. To summarize, an in-depth examination of disputes at Nigerian universities, their causes, consequences, and resolutions is required, and this is the focus of this study.
1.2 THE PROBLEM’S STATEMENT
Many stakeholders are concerned about the high level of internal conflict in Nigerian universities (Tayo, 2006). (Tayo, 2006). Rioting at Nigerian universities has resulted in deaths and property destruction. During a study, forty students died between 1986 and 1996, and approximately eight academic staff students died as a result. result of student riots. As a result, a number of school activities have been impacted (Bolu, 2003). Another source of internal strife in Nigerian universities is an insufficient supply of basic amenities required by students. The majority of university students resort to rioting to express their dissatisfaction with the lack of basic services such as water and electricity. Students are more likely to clash with school administration in the absence of these (Garba, 2001). Aside from the aforementioned argument, unjustified increases in school fees have frequently led to conflict between students and school administration. School fee increases, as well as other educational costs, are on the rise. UNN students protested an increase in ICT costs in 2014, which they continued to pay in consecutive years despite not receiving any benefits.
IT services. As a result, they took to the streets, disrupting both academic and commercial operations. These are just a few of the issues that the researcher discovered and is working to resolve during the investigation.
1.3 THE STUDY’S OBJECTIVES
The primary goal of this study is to investigate the causes, consequences, and resolutions of internal conflicts in Nigerian universities.
i. Identifying effective methods for resolving internal conflicts in Nigerian universities.
ii. Determine whether Nigerian universities have any internal conflict resolution procedures in place.
1.4 QUESTIONS FOR RESEARCH
i. What are the most effective methods for resolving internal conflicts in Nigerian universities?
ii. What measures are in place at Nigerian universities to deal with internal conflicts?
1.5 THE IMPORTANCE OF THE STUDY
This study aims to educate the general public, tertiary institution administrators, and the government about internal conflicts at Nigerian universities. Parents must be educated and warn their children about the fact that certain students engage in unethical behavior that leads to conflict at Nigerian tertiary institutions. Tertiary school officials must properly perform their responsibilities in serving the students in order to prevent rioting by these students. Furthermore, administrators at tertiary institutions must take steps to control student conflicts. Finally, the government must adequately fund tertiary institutions in order to reduce both internal and external problems. This study will be extremely useful to other researchers who want to learn more about this topic, and it may also be useful to others.
Non-researchers can use it to supplement their own work. This study contributes to the body of knowledge and could serve as a model for future research.
1.6 STUDY OBJECTIVES
This study focuses on internal conflicts at Nigerian universities, including their causes, consequences, and resolutions.
1.7 TERMS AND CONDITIONS
INTERNAL: This term refers to events that occur within a well-organized organization.
When one or more members of one group’s beliefs or behaviors are rejected or unacceptable by one or more members of another group, friction, disagreement, or discord develops within the group. Intragroup conflict can occur between members of the same group or between members of different groups.
Intergroup conflict between members of two or more groups can result in violence, interpersonal strife, and psychological strain.
INTERNAL CONFLICT: Internal conflict occurs when there is a disagreement within an organized organization.
SOURCE: A source is a location, person, or object from which something originated or may be received.
EFFECT: A change that happens as a result of something being done or happening: an occurrence, circumstance, or state of affairs caused by a cause.
RESOLUTION: A clear decision to do or not do anything.
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