Article Citation: Ibrahim Yaro (2020). An Assesment of Students’ Perception of Service Quality in Nigerian Higher Educational Institutions. DEGEL: The Journal of the Faculty of Arts and Islamic Studies, Vol. 18, No. 1. ISSN 0794-9316
AN ASSESMENT OF STUDENTS’ PERCEPTION OF SERVICE QUALITY IN
NIGERIAN HIGHER EDUCATIONAL INSTITUTIONS
By
Ibrahim Yaro
Abstract
Higher
educational institutions in both developed and developing countries aspire to
achieve academic excellence. This is imperative as the educational environment
is constantly changing and the demand for excellence in education is on the
rise. There is, therefore, the need for quality service delivery. Although
there are many problems bedeviling education in Nigeria including inadequate
quality teachers and the lack of professionalism to adequately manage them,
poor quality of graduates produced, inadequate funding and many more. The
purpose of this study is to ascertain student’s perceptions of service quality
in higher education. Quantitative data was collected using the SERVQUAL
(service quality) instrument. Descriptive statistics was used in analyzing the
data with 103 final year students as samples for the study during the 2018/2019
academic session. Questionnaire was also used as instrument of data collection
in which all the items used have Cronbach’s alpha greater than 0.5. The results
showed that the students have a high perception of empathy, school facilities,
reliability, responsiveness, assurance and discipline. Meaning that the
students have higher perception of service quality. In essence, this depicted
that the staff concerned in particular, and the school management at large, are
doing their best in discharging their duties and responsibilities. It is
therefore, recommended that the school management should emphasize on human
resource development and motivation. This is because helping staff to develop
their career as well as motivating them, is very vital. This will boost their
morale towards ensuring effective service quality delivery. With this, the
goals of education could be achieved.
Introduction
It is
clear that higher educational institutions in both developed and developing
countries aspire towards achieving academic excellence. As a result of this,
such institutions focus on quality service delivery in order to expedite
implementation of education policies towards achieving the educational policy
goals of attaining academic excellence (Prabha & Pushpa, 2010). Olalekan
and Ajayi (2018) noted that higher educational institutions in Nigeria, made
tremendous efforts towards national development. It is therefore, imperative to
have quality assessment of these institutions so as to avoid the degradation of
education quality. As communities dedicated for the pursuit and dissemination
of knowledge; that are also committed to the study and clarification of values,
as well as, to the development of the society they serve, the economic
development of a country mostly depends on the education quality of its higher
educational institutions (Islam, 2007). The Task Force on Higher Education and
Society (2000) has concluded that “without more and better higher education
(HE), developing countries will find it increasingly difficult to benefit from
the global knowledge-based economy.” Assessing the service quality of these
institutions will help in no small measure towards achieving the goals of
education.
In the
Nigerian context, Section 1 of the 6th edition of the National
Policy on Education outlined that the goals of education in Nigeria are:
a. The development of the individual into morally sound, patriotic
and effective citizen
b. Total integration of the individual into the community, the
Nigerian society and the world.
c. Provision of equal access to qualitative educational opportunities
for all citizens at all levels of education (primary, secondary and tertiary)
within and outside the formal education system.
d. Inculcating national
consciousness, values and national unity.
e. Development of appropriate skills, mental, physical and social
abilities and competencies and empower the individual to live in and contribute
positively to the society (National Policy on Education, 2013, p.2).
To ensure
the attainment of the stated educational goals of education in Nigeria, there
is the need for service quality. Evans and Thaddeus (2017) pointed out that
service quality in higher education has a significant influence on student
satisfaction and therefore, higher education institutions should put in place
mechanisms to collect student feedback to enable them to determine the service
quality dimensions of interest to their students so that they can make the
necessary improvements on the relevant service quality dimensions. Because
students are regarded as the most valuable asset of any successful higher
education institutions (HEIs) (Nell and Cant, 2014). It is thus imperative to
assess student’s perceptions of service quality as it leads to customer
(students) satisfaction and loyalty as well as building the image of the school
(Bloemer et al., 1998; Ghobadian et al., 1994;
Gronroos, 1984). This portrays that educational institutions that provide
improved quality services on a continuous basis are believed to have the
confidence and satisfaction of both staff and students. Because excellent
service delivery is capable of restoring customer’s loyalty and at the same
time attracting new ones. It also resulted in reducing cost of governance and
enhancing the image of the organization which in the long run improves
effectiveness (Stodnick & Rogers, 2008; Rust & Zahorik, 1993; Kang
& James, 2004; Yoon & Suh, 2004).
The
perceptions of the recipients of the services are thus, of paramount
importance. According to Ekinci and Dawes (2009) and Kuşluvan et al. (2010),
stakeholders’ perceptions with regards to service quality varies and this is
due to the fact that in most cases those who deliver services have a higher
perceptions of the service delivery than the recipients of the services. The
variation in the perceptions may however be due to several reasons. For
instance, the service providers (managers and employees) most often do not like
to mention their lapses in service delivery. In other words, they do not want
to relegate the work and services delivered by them (Grandey, 2000).
Problem Statement
There are
indeed a lot of problems bedeviling education sector in Nigeria. For instance,
despite government efforts and the fact that education is considered by the
United Nations to be a public good of which no child should be deprived
(Dorothy, 2009), the quality of graduates produced in Nigeria is still very
poor (Yaro, Rozita, & Dani, 2017). There is also the issue of inefficiency
and lack of professionalism to manage human resources (Akinwale, 2014;
Abdullahi, 2013), lack of quality teachers (Chong, 2014) and inadequate funding
(Peter & Isaac, 2013) among others. In order to curtail these challenges
hindering the achievement of the goals of education, there is the need for
quality service delivery. For this reason, this study focus on assessing
student’s perceptions of service quality in a Nigerian higher educational
institution. The imperativeness of this is that provision of effective service
quality in educational institutions, required understanding the needs and
expectations of students (Shobha, 2015). Because it is the overall judgment or
opinion of the customers/recipients about their satisfaction or otherwise of
the services rendered. This also help in achieving the goals of education.
Theoretical
and empirical underpinnings on service quality in higher educational
institutions as revealed in the extant literature portrayed mixed findings and
incoherent conclusions. For instance; Ahmed and Naresh (2018) found positive
but weak relationship of student’s perceptions as compared to their
expectations. Khanchitpol (2014) examined service quality in higher
institutions of Thailand and found out that the tangible dimension including
facilities needs improvement. Stephen and John (2015) also made a comparative
analysis in terms of service quality in private and public educational
institutions in sub-Saharan Africa and found high service quality in private
institutions compared to their public counterparts. Other studies such as Paul
(2014), Muhammad et al., (2012), Figen and Rebecca (2013), Muhammad et al.,
(2010), Hishamuddin et al., (2012) have found a high students perception on the
services rendered. Whereas studies such as Alpha et al., (2015), Faranak and
Benhaz (2011) found a negative student’s perceptions of the services rendered.
Added to
these incoherent conclusions, this study argues that there is need to replicate
a similar study in the Nigerian context, which to the best of the knowledge of
the researcher, none of such studies focus on service quality in any
institution of higher learning in Nigeria. This study thus filled this gap by
examining student’s perception of service quality in a Nigerian higher
institution with a view to determining whether the students are satisfied with
the quality of services rendered or otherwise with particular reference to
Usmanu Danfodiyo University, Sokoto. This is because ascertaining the grey
areas will enable the university management to rectify the identified lapses
towards achieving academic excellence. This is why Lijijana (2014) stressed
that service quality is one of the important aspects that universities should
provide.
Literature Review
The Concept of Service Quality
Service
quality has received a great deal of attention from both academics and
practitioners (Negi, 2009) and services marketing literature. Service quality
is defined as the overall assessment of a service by the customer (Eshghi, Roy
& Gangulli, 2008). Ghylin et al., (2006) points out that, by defining
service quality, companies will be able to deliver services with higher quality
level presumably resulting in increased customer satisfaction. Understanding
service quality must involve acknowledging the characteristics of service which
are intangibility, heterogeneity and inseparability, (Ladhari, 2009). In that
way, service quality would be easily measured.
The
customer’s total perception of a service is based on his/her perception of the
outcome and the process; the outcome is either value added or quality and the
process is the role undertaken by the customer (Edvardsson, 1998). Service
quality is considered an important tool for a firm’s struggle to differentiate
itself from its competitors (Ladhari, 2009). The relevance of service quality
to companies is emphasized for the fact that it offers a competitive advantage
to companies that strive to improve it and hence bring customer satisfaction.
Negi (2009) suggested that customer-perceived service quality has been given
increased attention in recent years, due to its specific contribution to
business competitiveness and developing satisfied customers. This makes service
quality a very important construct to understand by firms by knowing how to
measure it and making necessary improvements in its dimensions where
appropriate.
Service Quality in the Education Sector
The
aspect of service quality relating to the teaching and learning factors, as
well as, the environmental attributes influencing higher education, has been
explored since the early 1990s (Harrop and Douglas, 1996; Narasimhan, 1997;
Barnes, 2007). Also, majority of such studies used student evaluations to
measure quality in higher education (Rowley, 1997; Aldridge & Rowley, 1998;
LaBay & Comm, 2003; Barnes, 2007). Indeed service quality research in
education has been largely influenced by the work of Zeithaml et al. (1990)
based on the SERVQUAL (service quality) model. In the education sector for
instance, service quality enables meeting teacher’s and student’s needs at the
same time it accord the school management the confidence of achieving its goals
(Bloemer et al., 1998). Because the information received from the
experience of customers (students and teachers) helps in no small measure in
developing external benchmarking program with a view to improve quality service
delivery (Smith, 2000).
From
Berry et al. (1988)’s view point, service quality depicts the
comparison between customer’s expectations in terms of service delivery with
the performance after offering such services. According to Zeithaml and Bitner
(2000) service quality is the lasting rational appraisal of business service
offerings by customers. Brysland and Curry (2001) noted that service quality is
about providing something intangible in a way that pleases the consumer and
that preferably gives some value to consumers. According to Johnson and Winchell
(1988), service quality could be defined as the totality of features and
characteristics of a product or service that bears on its ability to satisfy
stated or implied needs. This is why according to Stephen and John (2015),
service quality is currently been incorporated in strategic planning of formal
education in most African countries as a result of the need for achieving
international economic integration. The authors further stated that quality
education should be in conformity with the requirements and objectives of main
stakeholders (i.e. students, parents, employers, community and the government).
For this reason, stakeholder’s perceptions of the services rendered is of vital
importance. Thus, service quality is critically important in providing a
competitive advantage to a service industry or a company, as it is influential
on various factors such as customer satisfaction (Amin et al.,2013),
customer loyalty (Kim et al., 2013; Prentice, 2013), intentions
(Hooper et al., 2013; Srivastava and Sharma, 2013) and value
perceptions (Wu, 2013).
Indeed
service quality in higher education is aimed at achieving educational policy
goals; and for any policy to achieve goal and have impact on the citizenry, it
must be implementable. It follows therefore that implementation is of paramount
importance. Bunyi (2015) stated that “it is not quality alone that matters but
quality service delivery”. Because where there is quality service delivery in
education, there would be quality outcome and this will eventually leads to the
realization of the educational policy goals.
Subsequently,
quality learners would be produced who would end up as useful members within
the society. Against this background, Elmore, (1978; 1997) stressed that to
have effective implementation there should be bureaucratic capacity, financial
resources and accountability. This in essence indicates that higher educational
institutions especially in Nigeria should have the capacity and strength of
employing the right caliber of staff that are able to deliver on the job. In
addition to this, the required instructional materials and infrastructure
needed for conducive learning should be made available. Again teachers should
be accountable by being diligent in the discharge of their duties and
responsibilities. These will definitely ensure effective service delivery
towards the realization of educational policy goals in Nigerian higher
educational institutions.
Higher Educational Institutions in Nigeria
Higher
education or tertiary education is the education received after secondary
education. It is the facilitator and driven force for a sound social, economic,
political and cultural as well as industrial development of a country been it a
fundamental mechanism for harnessing the wealth of a nation (Peretomode, 2007).
To curtail the many social vices bedeviling societies and achieve progress and
development, there is the need for sound higher education because it acquaint
individuals with knowledge of how to be useful members in the society (National
Policy on Education, 2004).
In
Nigeria, the first Tertiary Institution was the Yaba Higher College,
established in 1934. This became the nucleus of the first University College
established in 1948 in Ibadan. As time goes on, the need for higher educational
institutions increases and thus immediately after independence in 1960, more
universities were established. These includes University of Nigeria, Nsukka in
1960, Ahmadu Bello University, Zaria, University of Lagos and the University of
Ife (now Obafemi Awolowo University); all in 1962. The University of Benin was
established in 1970. These are called the first generation Universities. In
1975 more states were created and thus the demand for more universities. This
necessitate the Federal government to establish seven additional universities
namely; Universities of Jos, Maiduguri, Sokoto, Ilorin, Calabar, Port Harcourt
and Bayero University, Kano which are referred to as the second generation
Universities. Between 1980 and 1990, more universities were again created.
These are the Federal University of Technology in Owerri, Markurdi, Yola,
Akure, and Bauchi. These universities are known as the third generation
universities. State governments were also empowered to create state
universities at that time. There is also another set of universities called the
fourth generation Universities. These are universities that came into being
from 1991 to what obtain at present. These include several private
Universities, Nigerian Open University and other State universities.
Nigeria
has a large number of higher educational institutions. Currently, Nigeria has a
total of 153 Universities. This comprises of 40 Federal universities, 45 State
universities, and 68 Private universities (Premium Times, 2020). Eggins (2010)
observed that it is now accepted that tertiary education has important
implications for the economic, political, and socio-cultural development,
sustainability and global competitiveness of nations. To achieve these
greatness however, there is the need for service quality in higher educational
institutions especially in Nigeria.
The Service Quality Model (SERVQUAL)
The
service quality model (SERVQUAL) is currently used in most organizations to
evaluate service quality irrespective of the nature of the services provided
(Zeithaml, et al., 1990). It is most often used in the service industry,
education sector inclusive, and has earned great popularity and wide
application due to its ease of use and the capability of making generalization
(Parasuraman et al., 1985, 1988; Zeithaml, et al., 1990). The service quality
(SERVQUAL) model has been found to be a useful tool for understanding the
notion of service quality, as defined by the customer. This is why it is used
in this study.
The
original service quality (SERVQUAL) model comprised of ten determinant service
factors, which following extensive statistical analysis in 1988 revealed
significant correlations between several of the factors as the ten service
factors collapsed into five. The five suggested service quality dimensions are
tangibles/school facilities, reliability, responsiveness, assurance and
discipline and empathy, (Parasuraman et al., 1988).
i.Tangibles/School
facilities: includes physical facilities, equipment and appearance of
the personnel. This in essence refers to the facilities such as the furniture,
laboratories, the conducive learning equipment (communication materials) such
as the public address gadgets used in classes, the classes itself,
spaciousness, functionality etc. etc.
ii.Reliability: Refers
to the ability to perform the promised service dependably and accurately. This
means the ability of the teachers/lecturers to deliver successfully not only in
classes but in other academic activities in which they have to deal with the
students. It makes reference to elements that intervene in the training
process, contents, academic services, curriculum structure or schedules.
iii.Responsiveness: means
willingness to help and provide prompt service. In this instance, the ability
of the teachers/lecturers to always be there for the students when the need
arise. In essence it means the readiness to help and provide prompt service and
agility in common processes and attention to incidents. As well as the speed
and quality response from the higher education institution.
iv.Assurance
and discipline: Refers to the knowledge and courtesy of employees and
their ability to inspire confidence. This means professionalism, staff
accomplishment of assigned tasks. It also includes teaching capacity, ability
to convey trust and confidence. It considers attributes such as having positive
attitude, communication skills, allowing sufficient consultation and being able
to provide regular feedback to students.
v.Empathy: Refers
to caring and individualized attention the school provides its students. This
include the capacity of the higher educational institution to understand
student needs and ability to give response to them and to the social demands.
This factor relates to the provision of individualized, caring and personalized
attention to students with a clear understanding of their specific and growing
needs, while keeping their best interest at heart.
Theoretical Framework
This
research adopts the stakeholder theory by Freeman (1984). The major principle
of the stakeholder theory is that of taking into cognizance the competing
interest of the stakeholders with respect to issue/s under consideration.
Education stakeholders are many and each try to see that quality output is
ensured. There are those that can influence the outcome of a particular
education policy (Crosby, 1992; Mason & Mitroff, 1981; Walt (1994) and
those that have vested interest in education (Adebayo, 2013). There is another
category of stakeholders called advocacy group. These are stakeholders that are
concerned or affected by a policy and most often participate in policy
implementation process. The advocacy groups usually emerged from within public
and private sector organization and work collaboratively in order to supervise
the implementation process with a view to achieving policy objectives.
Freeman
(1984), outlined that stakeholders are individuals or groups that are directly
affected or can affect the realization of organizational objectives. This
include such individuals or groups that stand the risk of being affected by the
outcome of policies or those with the capacity of affecting the outcome of such
policies even if they did not act directly. As Adebayo (2013) pointed out,
education stakeholders are mostly interested in seeing quality output towards
achieving academic excellence. In the Nigerian context, despite the fact that
students of higher educational institutions doesn’t have a hand directly in
influencing policy goals, they have vested interest in education. Also their
perception of government’s education policies can improve the workings of the
government because they are also affected by the outcome of such policies.
Their perceptions of service quality is thus very vital.
Methodology
Quantitative
method using service quality (SERVQUAL) instrument was
used. Descriptive statistics was also used in analyzing the data obtained
from the sample of the study.
Population and Sample
The
population of this study is 140 final year students of the Department of Public
Administration, Faculty of Management Sciences, Usmanu Danfodiyo University
Sokoto during 2018/2019 Academic Session. The choice of these set of students
was informed by the fact that focusing on a single set of respondents that can
provide the necessary information is better than obtaining the information from
several or multiple set of respondents (Delbrio et al., 2007).
To
determine the sample size, the research used the Krejcie and Morgan (1970)
table for determining the sample size. As outlined in the table, if the
population of a study is 140, the corresponding sample size will be 103.The
sample size of the study is therefore, 103.
Instrumentation
Questionnaire
was employed as instrument of data collection using a 6 point Likert
measurement scale. This scale was chosen because it increases reliability and
has the ability of decreasing social desirability bias (Krosnick, 1999).
Reliability
To ensure
reliability of the constructs, factor analysis was applied in which the
Cronbach’s Alpha of the constructs were determined (Hair et al., 2007, 2010;
Bhattacherjee, 2012; Pallant, 2010). The Cronbach’s Alpha ranges from 0.55 -
0.80, thus signifying an acceptable reliability. KMO values also ranges from
0.63 – 0.74 for all the constructs; thus indicating an acceptable values of
0.50 and above (Hair et al. 2010; Tabachnick & Fidel, 2001) as indicated in
Table 1.
Table 1: Results of the Reliability Test
|
Construct |
KMO |
Cronbach’s Alpha |
|
Empathy |
0.73 |
0.79 |
|
School Facilities |
0.68 |
0.75 |
|
Reliability |
0.63 |
0.80 |
|
Responsiveness |
0.74 |
0.77 |
|
Assurance and Discipline |
0.63 |
0.55 |
Source:
Field work, 2019
Results and Discussion
This
section of the study presents the analysis of data obtained from the field and
same equally discussed the findings and the conclusion arrived at. The section
will begin with demographic analysis, response rate and descriptive analysis.
Demographic Analysis
The total
number of respondents are 103. Out of which 70 respondents representing 68% are
males; the remaining 33 respondents representing 32% are females. This
indicates that majority of the final year students of the department are males.
Also it was shown that 90 respondents representing 87% are within the age group
of 20 to 29 years while the remaining 13 respondents representing 13% are
between the ages of 30 to 39 as displayed in Table 2.
Overall,
this depicted that majority of the respondents fall under the male gender; also
majority of them fall within the age range of between 20 to 29 years old. This
showed a wide gap between male and female students enrolment in tertiary
education especially in the Department of public administration of the Usmanu
Danfodiyo University Sokoto. Added to this, there is an indication of large
enrolment of students into the university immediately after secondary school
education as portrayed by the age range of the students. Because the age range
of 87% of them is between twenty to twenty nine years old.
Table
2 Demographic Analysis
|
Respondents Profile |
Frequency |
Percentage (%) |
|
Gender |
||
|
Male |
70 |
68 |
|
Female Total |
33 103 |
32 100% |
|
Age Group (years) |
||
|
20 – 29 |
90 |
87 |
|
30 – 39 |
13 |
13 |
|
Total |
103 |
100% |
Source:
Field work, 2019
Response Rate
A total
of one hundred and three (103) questionnaires were distributed to the
respondents and all the questionnaires were filled and returned. However all
the returned questionnaires were usable; a response rate of 100% was therefore
achieved. This signifies that generalization could be made. Creswell (2012)
opined that a response rate of 50% and above is adequate enough to be
considered for analysis out of which generalization could be made. Response
rate is indicated in Table 3
Table 3 Response Rate
|
Questionnaires
distributed |
103 |
|
Questionnaires
returned |
103 |
|
Usable
questionnaires |
103 |
|
Response rate |
100% |
|
Effective response
rate |
100% |
Source:
Field work, 2019.
Descriptive Analysis
This
section is primarily concerned with the descriptive analysis of the variables
used. Descriptive statistics in the form of means and standard deviations for
the latent variables were computed. All the latent variables used in the
present study were measured using a six-point scale anchored by 1–
Strongly Disagree, 2– Disagree, 3– Slightly
Disagree, 4– Slightly Agree 5– Agree, 6–
Strongly Agree. For easier interpretation, the six-point scale used in the
present study was classified into three categories, namely, low, moderate and
high. Scores of less than 2 (3/3 + lowest value 1 is considered as low; scores
of 5 and above (highest value 6 - 3/3) is considered high, while those between
low and high scores (between 2 and 5) are considered moderate (Sassenberg,
Marschke, & Scholl, 2011).
Table
4 Descriptive Analysis
|
Construct |
Number of Items |
Mean |
SD |
|
Empathy |
4 |
16.2 |
4.6 |
|
School Facilities |
5 |
16.8 |
5.7 |
|
Reliability |
4 |
32.04 |
7.7 |
|
Responsiveness |
4 |
15.73 |
4.69 |
|
Assurance &
Discipline |
5 |
21.76 |
4.09 |
Source:
Field work, 2019
The
computation in Table 4 shows that the overall mean for the latent variables
ranged between 15.73 and 32.04. While the overall
standard deviation of the latent variables ranged between 4.09 and 7.7.The
mean and standard deviation for the Empathy were 16.2 and 4.6, respectively.
This suggests that respondents tended to have high level of perception of
empathy. Also, the mean score for the school facilities stands at 16.8,
with a standard deviation of 5.7. This indicates that the
respondents have a high level perception of the school facilities. Going
further, the results showed that the respondents have a high perception of
reliability with a mean score of 32.04 and a standard
deviation of 7.7. There is also a high perception for
responsiveness as the mean score and standard deviation are 15.73 and 4.69,
respectively. In the end, the result similarly indicated a high student’s
perception on assurance and discipline with a mean score of 21.76 and
standard deviation of 4.09.
Discussion on the findings
The
findings showed that the students have a higher perception of service quality
in all the dimensions of the service quality used in the study i.e. empathy,
school facilities, responsiveness, reliability, and assurance and discipline.
As argued by Lijijana (2014), service quality is one of the important aspects
that universities should provide. It is thus not surprising that the students
are excelling year in year out due to the quality of the services rendered by
the staff and the university management. It is also an indication that the
provision of service quality in a higher educational institution is of vital
importance as students are the most valuable assets in a higher educational
institution (Nell and Cant, 2014). Thus, students’ perceptions or views on
service quality can go a long way in rectifying the lapses where they exists
with regards to the level of services rendered. Even though Nigeria as a
country is facing many economic, political, social and cultural challenges,
coupled with the fact that most Nigerian universities are facing one problem or
the other, the provision of service quality will help in no small measure in
curtailing the many challenges including social vices in the country. Because
provision of sound education through quality service delivery helps in shaping
individual’s character towards a better society which is also one of the goals
that higher educational institutions in Nigeria intends to achieve.
Conclusion
An
analysis of the results indicated that the students have a higher perception of
service quality. This showed that the lecturers in particular and the school
management at large are doing their best in order to see that they discharge
their duties and responsibilities diligently. Service quality is indeed one of
the aspects that universities should focus on. It is imperative however, to
note that students as stakeholders in education has vested interest in it.
Recommendations
Based on
the findings from the analysis made so far, it is recommended that:
i.The
University management needs to do more to improve on all the aspects of service
quality even though the students have a higher perceptions of all the
dimensions of service quality used in the study. This is with a view to retain
the confidence and loyalty of both staff and students. Again, this will also
lead to achieving the goals of education in the Nigerian higher education
system i.e. training individuals to be useful members of the society as
outlined in the Nigerian national education policy.
ii.In my
view, the school management should emphasize on human resource development and
motivation. By this, I mean the University management should emphasize on
training its staff (the lecturers) to acquire additional knowledge and
expertise. This is aimed at boosting their morale towards provision of more
effective and quality services.
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