CHAPTER ONE

INTRODUCTION

1.1      BACKGROUND OF THE STUDY

Humans interact socially and have a symbiotic connection with one another. This relationship can be developed to the point where they are brought together as one body. Each person is unique in their own manner and has the right to their own perspective; as a result, conflict is unavoidable when people interact without tolerance. When these disparities are pushed to the surface, it leads to arguments, squabbles, miscommunication, and disagreement. In any organization, conflict is unavoidable (Akomolafe, 2002). It is an important aspect of human social existence (Gillin, 2004). Conflict is highly prevalent among humans, and no one is immune to it since it affects every aspect of life. It's in people's homes, churches, organizations, marketplaces, schools, including university institutions, and so on. Universities in Nigeria contribute significantly to a nation's social, political, and economic growth, yet these goals may be impossible to achieve in the face of violence. Universities serve as training grounds for a country's young, providing them with the required skills to enter the labor market and contribute to the nation's human resource. Conflict is a widespread problem at Nigerian universities, according to research findings. Conflicts at Nigerian universities have been revealed to be nothing new; rather, they continue to chip away at the fabric of the country's education system (Garba, 2001). Conflicts in universities arise for a variety of reasons, including the government's control of administrative functions at Nigerian universities and disparities in service conditions. Despite the fact that conflict is recognized to be bad in Nigerian universities, it may still be used to elevate the institution to a more effective level if the right conflict management approach is applied (Holton, 1998). The Academic Staff Union of Universities (ASUU) and the government are an excellent illustration of a disagreement between the institution and the government. One of the most serious conflicts in Nigerian universities is this. ASUU happened at many times between 1980 and 2016, including 1980, 1988, 1992, 1996, 2000, 2001, 2003, 2009, and 2016. According to Garba (2001), confrontations between students and officials account for 75 percent of conflicts at the University of Lagos, 98 percent at the University of Nigeria, and 31 percent at the University of Ibadan. 41% in the University of Abuja, 31% in Ibadan, and 27% at Zaria were affected by the ASUU-government dispute. The Non-Academic Staff Union (NASU) was responsible for 26% of UNILAG disputes, 30.08 percent in Ibadan, and 45 percent in Zaria. Conflicts exist both inside and outside in Nigerian universities. In the academic environment, there are several disputes, all of which contribute to the university's success. Internal disputes such as university restructuring, faculty performance, intellectual property, internal grants, students' riot, and others are unique to the university environment, such as academic freedom, research, and peer management of personnel concerns (Gillin, 2004). Problems arising from students' social lives, such as dating, sexual harassment, and other student misbehaviors, are examples of different types of conflicts on university campuses. The problem with disputes at Nigerian universities, however, has been statistically proved to be ineffective conflict management. Some experts believe that disagreement contributes to progress and the establishment of groups. Other studies, such as Madubuke (2000), characterize conflict's aftermath as a thorn in the flesh, particularly as it worsens. To summarize, an in-depth study of disputes at Nigerian universities, their sources, impacts, and resolutions is required, and this is the focus of this research.

1.2      STATEMENT OF THE PROBLEM

The high degree of internal disputes in Nigerian universities is highly disturbing to many stakeholders (Tayo, 2006). (Tayo, 2006). Continual rioting at Nigerian universities have resulted in the deaths and destruction of property. During a study, it was discovered that forty students died between 1986 and 1996, and roughly eight academic staff students died as a result of student riots. As a result, several school activities have been disrupted (Bolu, 2003). Inadequate supply of basic amenities required by students is another source of internal strife in Nigerian universities. Most university students resort to rioting to voice their dissatisfaction with the lack of essential services such as water and power. In the absence of these, students are more likely to clash with school administration (Garba, 2001). In addition to the aforementioned argument, unjustified increases in school fees have frequently resulted in confrontation between students and school administration. Increases in school fees, as well as other educational costs, are on the rise. In 2014, UNN students protested an increase in ICT costs, which they continued to pay in consecutive years despite not receiving ICT services. They took to the streets as a result, disrupting both academic and commercial operations. These are only a few of the issues that the researcher discovered during the investigation and is attempting to address.

1.3   OBJECTIVES OF THE STUDY

The main goal of this research is to look into the sources, effects, and resolutions of internal conflicts in Nigerian universities.

i. Identifying efficient approaches to manage internal conflicts in Nigerian universities.

ii. To see if there are any measures in place at Nigerian universities to deal with internal disputes. 

1.4   RESEARCH QUESTIONS

i. What are the efficient approaches to manage internal conflicts in Nigerian universities?

ii. What  are the measures put in place at Nigerian universities to deal with internal disputes?

1.5   SIGNIFICANCE OF THE STUDY

Internal disputes at Nigerian universities are the subject of this research, which intends to educate the general public, tertiary institution administrators, and the government. Parents must be educated about the fact that certain students engage in unethical behavior that leads to conflict at Nigerian tertiary institutions, and they must warn their children about it. In order to avert rioting by these students, tertiary school officials must properly perform their responsibilities in servicing the students. In addition, administrators at tertiary students must take steps to control student disputes. Finally, in order to minimize both internal and foreign problems, the government must adequately finance tertiary institutions. This research will be extremely useful to other researchers who want to learn more about this issue, and it may also be utilized by non-researchers to expand on their own work. This research adds to the body of knowledge and might be used as a model for future research.

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