Chinyere Augusta Nwajiuba
4 Publications in AERD
Author Publications
Export PDFUnderstanding the Z-generation learner for contemporary teaching in Nigerian universities
By Chinyere Augusta Nwajiuba
Purpose: This study investigated preferred learning and teaching styles of the Z-generation learners using Nigerian universities as a case. Design/methodology/approach: The visual, aural, read/write and kinesthetic (VARK) learning style model and the teaching method instrument were administered to 133 students' from private and public universities in Southeast Nigeria, and data collected were subjected to descriptive statistics and multivariate probit regression. Findings: The students' preferred learning styles were auditory (90.2%), visual (83.5%), tactile (82.7%) and social interpersonal (73.7%). The findings indicate high preference for lecture with discussion among students while the least preferred teaching style was peer tutoring. Gender, programme of study, parents' marital status, students' socioeconomic and type of university showed different significant levels of interaction with learning style preference. Practical implications: The results suggest that contemporary university teachers teach concepts using audio–visual media tools and lecture method combined with discussions to enhance students’ learning experiences. Originality/value: Despite the numerous studies on learning and teaching styles preference among generations, the authors have not had until now any data examining the learning and teaching style preference of the Z-generation learner in the Nigerian context. © 2022, Emerald Publishing Limited.
What can be done to improve higher education quality and graduate employability in Nigeria? A stakeholder approach
By Chinyere Augusta Nwajiuba
The purpose of this study is twofold. First, it identifies the extent to which Nigerian higher education institutions (HEIs) enable the development of graduate skills and employability. Second, it outlines the roles of the major stakeholders in higher education and suggests ways to improve graduates’ knowledge, employability and skills. The study is based on a qualitative design incorporating interviews with representatives of public and private organizations, education agencies and members of non-governmental organizations in Nigeria. The data were analysed thematically to ascertain the perceptions of key stakeholders. The findings reveal that there is a minimal collaboration between HEIs and industry and many HEIs in Nigeria lack the necessary pedagogy, funding and infrastructure to carry out the teaching of employability skills. Several practical and policy implications arise from the study regarding improving graduate employability in Nigeria – in particular, the need to create a culture and environment that are conducive to HEI–industry–government collaboration and the need to design the curriculum to enable the teaching of employability skills. © The Author(s) 2020.
Does PhD qualification improve pedagogical competence? A study on teaching and training in higher education
By Chinyere Augusta Nwajiuba
Purpose: There has been much debate in recent times about the factors that improve the quality of teaching in higher education (HE) institutions. This has been especially fueled by the increasing importance attached to Doctor of Philosophy (PhD) qualification. To fill the existing gap in the current literature in this regard, this study aims to investigate whether HE teachers (lecturers) who undergo pedagogical training (PT) in addition to obtaining PhD qualification possess higher knowledge and pedagogical competencies (PCs) than those that relied only on having PhD qualification without further teaching qualifications. Design/methodology/approach: Drawing upon data collected through a structured questionnaire administered to 1,174 Nigerian HE teachers in various disciplines from 39 HE institutions, in addition to two focus groups, the study adopts a mixed-methods research. The quantitative data were analyzed descriptively while qualitatively data were coded, transcribed verbatim, and analyzed thematically. Findings: This article proposes that teachers who undergo PT in addition to obtaining PhD tend to have more PCs and perform better than those that have not undergone any form of PT. Also, it found a statistically significant difference between PCs of HE teachers who have undergone PT in addition to PhD qualification from those without PT. The implication is that teachers who have undergone PT are more effective in facilitating teaching and learning than those who have not completed PT. Research limitations/implications: Despite the merits of the mixed-methods research, a major limitation of this study is the failure to compare students' achievements or successes based on the two distinct samples. However, the limitations create opportunities for further studies into the subject matter. Originality/value: This study is timely, given that Nigeria (like many African countries) has a low quality HE system and low graduate outcomes (related to knowledge, employability, and skills). More so, research into pedagogical content knowledge (PCK) and practices are rare or nonexistent in the literature related to Nigeria and other African countries' HE system. © 2020, Emerald Publishing Limited.
Career training with mentoring programs in higher education: Facilitating career development and employability of graduates
By Ugochukwu Chinonso Okolie
Purpose: This study explores how career training with mentoring (CTM) programs work in Nigerian higher education (HE) institutions to foster students' career development and employability of graduates. It also explores how Nigerian HE curriculum can be adequately used to facilitate CTM as well as possible constraints to effective implementation of CTM programs in Nigerian HE institutions. Design/methodology/approach: The study draws on interviews with well-qualified and experienced experts from six Nigerian public universities (each from the 6 geo-political zones of Nigeria), and 20 industries also within the same 6 geo-political zones of Nigeria that were selected for this study using a purposeful sampling technique. The study interviewed 33 experts comprising 21 senior academics at Nigerian universities and 12 industry executives to reveal substantial information about CTM programs in Nigerian HE institutions. Findings: Drawing on the three key themes that emerged during the thematic analysis and linked to social cognitive career theory, it is clear that participants are convinced that CTM can enhance clarity about students' career ambitions, career interests, personal development plans and employability. Findings show that there are some career-related programs or activities that Nigerian HE students are presented with, but the programs have not been effective as to offer graduates quality career guidance and employability skills that employers demand. Acknowledging these, participants recommend establishing CTM centres in all Nigerian HE institutions to provide students with the opportunity to receive quality career advice, coaching and mentoring services while schooling. Practical implications: The findings of this study shed light on varying resources required to cope with the demands of labour market in terms of supply of competent workforce that can contribute to Nigeria's economic growth and development. The findings are highly relevant for Nigeria and other developing countries' policy and research initiatives that aim to promote social inclusion and equity and improve better working conditions for all. The findings also have implications for career development and employability of HE graduates in developing world context. Originality/value: Understanding the role that CTM programs can play in facilitating career development and graduate employability can arguably be of importance within the developing world context. This study, therefore, provides significant suggestions on how to build sustained HEIs and labour market partnership to foster career development and employability of HE graduates through establishing CTM centres in every Nigerian HE institutions. © 2020, Emerald Publishing Limited.
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