Official Conference Proceedings
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INTERNATIONAL INTERCULTURAL INTERDISCIPLINARY
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IAB Chair: Professor Stuart D.B. Picken IAB Vice-Chair: Professor Jerry Platt
Mr Mitsumasa Aoyama
Director, The Yufuku Gallery, Tokyo, Japan Professor David N Aspin
Professor Emeritus and Former Dean of the Faculty of Education, Monash University, Australia
Visiting Fellow, St Edmund’s College, Cambridge University, UK
Professor Don Brash
Former Governor of the Reserve Bank, New Zealand Former Leader of the New National Party, New Zealand
Adjunct Professor, AUT, New Zealand & La Trobe University, Australia
Lord Charles Bruce Lord Lieutenant of Fife
Chairman of the Patrons of the National Galleries of Scotland
Trustee of the Historic Scotland Foundation, UK Professor Judith Chapman
Professor of Education, Australian Catholic University, Australia
Visiting Fellow, St Edmund’s College, Cambridge University, UK
Member of the Order of Australia Professor Chung-Ying Cheng
Professor of Philosophy, University of Hawai’i at Manoa, USA
Editor-in-Chief, The Journal of Chinese Philosophy Professor Steve Cornwell
Professor of English and Interdisciplinary Studies, Osaka Jogakuin University, Osaka, Japan Osaka Local Conference Chair Professor Michael A. Cusumano
SMR Distinguished Professor of Management and Engineering Systems, MIT Sloan School of Management, Massachusetts Institute of Technology, USA
Professor Dexter Da Silva
Professor of Educational Psychology, Keisen University, Tokyo, Japan
Professor Georges Depeyrot
Professor and Director of Research & Member of the Board of Trustees
French National Center for Scientific Research (CNRS) & L’Ecole Normale Superieure, Paris, France
Professor June Henton
Dean, College of Human Sciences, Auburn University, USA
Professor Michael Hudson
President of The Institute for the Study of Long-Term Economic Trends (ISLET)
Distinguished Research Professor of Economics, The University of Missouri, Kansas City
Professor Koichi Iwabuchi
Professor of Media and Cultural Studies & Director of the Monash Asia Institute, Monash University, Australia Professor Sue Jackson
Professor of Lifelong Learning and Gender & Pro-Vice Master of Teaching and Learning, Birkbeck, University of London, UK
Professor Sing Kong Lee
Director, The National Institute of Education, Singapore
Professor Sir Geoffrey Lloyd
Senior Scholar in Residence, The Needham Research Institute, Cambridge, UK
Fellow and Former Master, Darwin College, University of Cambridge
Fellow of the British Academy Professor Keith Miller
Orthwein Endowed Professor for Lifelong Learning in the Science, University of Missouri-St.Louis, USA Professor Kuniko Miyanaga
Director, Human Potential Institute, Japan
Fellow, Reischauer Institute, Harvard University, USA Professor Dennis McInerney
Chair Professor of Educational Psychology and Co- Director of the Assessment Research Centre The Hong Kong Institute of Education, Hong Kong SAR
Professor Ka Ho Joshua Mok
Chair Professor of Comparative Policy, Associate Vice- President (External Relations)
Dean of the Faculty of Arts and Sciences, The Hong Kong Institute of Education, Hong Kong SAR Professor Michiko Nakano
Professor of English & Director of the Distance Learning Center, Waseda University, Tokyo, Japan
Professor Baden Offord
Professor of Cultural Studies and Human Rights & Co- Director of the Centre for Peace and Social Justice Southern Cross University, Australia
Professor Frank S. Ravitch
Professor of Law & Walter H. Stowers Chair in Law and Religion, Michigan State University College of Law Professor Richard Roth
Senior Associate Dean, Medill School of Journalism, Northwestern University, Qatar
Professor Monty P. Satiadarma
Clinical Psychologist and Lecturer in Psychology &
Former Dean of the Department of Psychology and Rector of the University, Tarumanugara University, Indonesia
Mr Mohamed Salaheen
Director, The United Nations World Food Programme, Japan & Korea
Mr Lowell Sheppard
Asia Pacific Director, HOPE International Development Agency, Canada/Japan His Excellency Dr Drago Stambuk Croatian Ambassador to Brazil, Brazil Professor Mary Stuart
Vice-Chancellor, The University of Lincoln, UK Professor Gary Swanson
Distinguished Journalist-in-Residence & Mildred S.
Hansen Endowed Chair, The University of Northern Colorado, USA
Professor Jiro Takai
Secretary General of the Asian Association for Social Psychology & Professor of Social Psychology Graduate School of Education and Human Development, Nagoya University, Japan Professor Svetlana Ter Minasova
President of the Faculty of Foreign Languages and Area Studies, Lomonosov Moscow State University Professor Yozo Yokota
Director of the Center for Human Rights Affairs, Japan Former UN Special Rapporteur on Myanmar Professor Kensaku Yoshida
Professor of English & Director of the Center for the Teaching of Foreign Languages in General Education, Sophia University, Tokyo, Japan
Official Conference Proceedings
ISSN: 2188 - 1162
© The International Academic Forum 2015 The International Academic Forum (IAFOR)
Sakae 1-16-26-201 Naka Ward, Nagoya, Aichi
Japan 460-0008 ww.iafor.org
7171
Economies of Scale of Worker's Continuing Professional Development in Selected Universities in South-South Nigeria
Jonathan Egbe Oghenekohwo pp. 1 - 16
7183
Utilisation of Resources As Correlates of Undergraduates' Academic Achievement in Cataloguing and Classification in Library Schools in Southern Nigeria
Samuel Oke Ogunniyi
Kenneth Ivo Ngozi Nwalo pp. 17 - 38
7203
The Relevance of Classroom Audits and Student Feedback on Teacher's Effectiveness
Robert Pfumbudzayi Machera pp. 39 - 46
7372
A Critical Analysis of Student's Self-Assessment and Teacher's Assessment
Nwabueze Godfrey Nneji pp. 47 - 53
7484
Project-Based Learning and Students’ Interest in Physics and Chemistry:
Using Innovative Practices in Rural Nigerian Schools to Foster Community Change
Opara Mary Felicia
Innocent Elekalachi Chukwuemeka 7696
Sociolinguistic Obstacles in Language Learning: Results of Two Follow- Up Studies
Eugen Zaretsky Benjamin P. Lange 9071
The Language Practicum Learning Experience of AB English 2013 Jocelyn I. Bartolata
pp. 55 – 70
pp. 71 - 84
pp. 85 - 98 9876
Industry Profile of Sponsoring Agencies of Language Practicum Trainees
Gemma B. Bellena pp. 99 - 113
9946
Job Performance of Bicol University Language Practicum Trainees 2013
Ma. Celina Eladia G. Meneses pp. 115 - 128
Hatice Kirmaci pp. 129 – 137
11420
The Relevance of History in an Impoverished Society: Analysis of a Discipline Going into Extinction in Nigeria Since 1960
Enesi Prince Habib
Iyela Ajayi pp. 139 - 150
11528
The Development of Local History Curriculum Based on Place-Based Education Approach for Primary School Students
Omsin Jatuporn
Amornrat Wattanatorn pp. 151 - 163
11705
Learning Experiences of Libyan Master's Students at a UK University Kamila Algwil
Ann Harris pp. 165 - 177
12030
Psychological Empowerment of Students Using Cross-Pollination Class Projects
Daniel Coleman
Charles Salter pp. 179 - 189
12221
Exploring the Concept of Inuit School Leadership in Nunavut, Canada Jane P. Preston
Tim R. Claypool William Rowluck
Brenda Green pp. 191 - 207
13296
Experiencing Desired Outcomes of Adult Education Through Participatory Practice Design
Wey-Ying Lim
Horn-Mun Cheah pp. 209 - 223
13396
Low Incidence of International Publications: A Reflection of the Weaknesses of the Vietnamese Higher Education System
Cuong Hoang 13488
Integrated Curriculum and Pedagogy Najah Al Ramahi
pp. 225 - 237
pp. 239 - 250
Esther Chinedu Wordu Monica Wosowei
Ezekiel Onwubuche Achinihi 13641
Patriotism and the Teaching/Learning of History in Nigeria's Basic Education Schools: An Assessment of NCCE Minimum Standards Iyela Ajayi
Enesi Prince Habib
pp. 251 – 260
pp. 261 - 270 13678
What Precludes Community of Practice from Functioning?
Fatma Al-Shabani Abusrewel pp. 271 - 281
13757
Dialogue, Problematization, Political Commitment and Community Participation as the Main Elements of Integrated Pedagogical Actions of Rural Family Houses
Ronaldo Marcos de Lima Araujo pp. 283 - 294
13944
Effect of Inclusive Education Awareness Programme on Preservice Teachers
Sudha Samir Pingle
Indu Garg pp. 295 - 313
14283
A Community Project as a Prototype of a Learning Society for Adult Lifelong Learning – Planning for Change
Ann M. Brewer 14568
A Proposed Model of Teacher Researcher's Network to Create
Instructional Innovation for Raising Students' Learning Achievement in Science and Mathematics
Kaewurai Wareerat Kaewurai Rujroad Chanunan Skonchai Supap Wanintorn Sawangmek Sureeporn
pp. 315 - 323
pp. 325 - 334 14584
Integrating Research unto Undergraduate Curriculum: A Vehicle for Developing Skills and Competencies for the Twenty-First Century
Robert Craig pp. 335 - 343
in Rural Communities of Kano State Nigeria
Elizabeth Adesomon Dopemu pp. 345 - 357
14647
The Imperativeness of Female Education in Some Selected Rural Communities of Kano State, Nigeria
Oladipo Idowu Filaodun pp. 359 - 367
14678
Health and Physical Education (HPE): Local and Global Communities of Practice
Timothy Joseph Lynch pp. 369 - 384
14783
Teaching through Inquiry: A Case-Based Approach Chia Sook May
Foo Kum Fong pp. 385 - 395
14818
What Feedback for Teachers? A Pilot for the Teacher as a Reflective Practitioner
Elena Mosa Silvia Panzavolta
Francesca Storai pp. 397 - 411
14891
Learning Strategies Cultivating Contemplative Mind in Thai Teacher Education
Amornrat Wattanatorn pp. 413 - 423
14971
The Impact of National Preschool-Grade 12 Educational Reforms on the Preparation of the Future Educator Workforce in the USA
Karen A. Verbeke
Harry M. Shealey pp. 425 - 431
14981
CEFR-J Based Survey for Japanese University Students Masanori Tokeshi
Lianli Gao pp. 433 - 447
15021
Trends and Issues in Technology Education Research in Taiwan: A Co- Word Analysis of 1994-2013 Graduate Theses
Lung-Sheng Lee
Yu-Shen Fang pp. 449 - 460
Educational E-portfolio System in University Noriko Hanakawa
Masaki Obana pp. 461 - 469
15080
The Quilombola School and the Confrontation of Prejudice: A Management Experience in a Riverine-Quilombola Community Luciane Teixeira da Silva
José Bittencourt pp. 471 - 476
15089
Training on Demand in the Context of the Ongoing Training of Teachers:
An Original Design in an Inclusive School Setting
Régine Clottu pp. 477 - 486
15106
A Comparative Study of Non-Traditional Student Teachers' Social Representations in Brazil, Sweden and Germany
Patricia Lana Pinheiro pp. 487 - 498
15123
Resilient School Practice: Actions to Address Contextual Situations of Vulnerability
Genoveva Gutierrez
Alicia A. Chaparro pp. 499 - 510
15676
A Study of Students’ Orientation in the Virtual Classroom
Anna Toom pp. 511 - 525
16073
Important Considerations in the Pedagogy of Teaching and Learning in Contemporary Education Setting
Muhammed Baba Gambari pp. 527 - 534
16243
Attitudes and Behavior of Ajman University of Science and Technology Students Towards the Environment in Light of Some Variables
Rasha Abdellah pp. 535 - 551
16423
Determinants of Quality in Higher Education Institutions in Morocco
Youssef Loutfi pp. 553 - 565
Kwara State, Nigeria Jacob Adeyanju
Simeon Oladipo pp. 567 - 580
16755
Meta-Analysis of the Relation between Study Time and Academic Achievement
Chiungjung Huang pp. 581 - 599
16819
Eliminating the Educational Structural Defects Constraining Effective Guidance and Counselling Services Delivery in Secondary Schools in Edo State, Nigeria
Agatha Ojeme 16962
Transition of Students with Autistic Spectrum Disorders from Primary to Post-Primary School: A Framework for Success
Evelyn Deacy Fiona Jennings Ailbhe O Halloran
pp. 601 - 610
pp. 611 - 622 17097
Who Am I? Omani English Language Teachers Professional Identities
Fawzyia Al Zadjali pp. 623 - 634
17306
An Emergent Model of the Current State of Leadership Preparation and Development of New Headteachers for Primary Schools in Mexico
Manuel Lopez Delgado pp. 635 - 648
17317
De-Institutionalization in Lithuania as the Result of Social Education
Dalia Stražinskaitė pp. 649 - 657
17380
Challenges of Dance Education in the 21st Century: The University of Uyo Experience
Ifure Ufford-Azorbo 17434
Using Peerwise to Improve Engagement and Learning Biggins D
pp. 659 – 672
Huseyin Dogan pp. 673 - 689
17539
Developing Gamified Course Content
Aphrodite Ktena pp. 709 - 720
17582
Working with Evidence in Primary Education: A Game-Based Scenario between Formal and Informal Learning of History
Elias Stouraitis pp. 721 - 727
17647
Architecture and Literature Work Together: Re-reading an Environment through a Historical Novel
Naime Esra Fidanoglu pp. 729 - 738
Design for Thai Adult Learners in Distance Education
Watsachol Narongsaksakul pp. 691 - 707
Economies of Scale of Worker's Continuing Professional Development in Selected Universities in South-South Nigeria
Jonathan Egbe Oghenekohwo, Niger Delta University, Nigeria The European Conference on Education 2015
Official Conference Proceedings
Abstract
The return to scale constitutes a significant investment index in the determination of the quantum of resources that are deployed in investment decision on workers’
continuing professional development. Such investment decision is always predicted on the expected outcomes to the individual, institution and the society in context.
Several investments in the development of human capacity on the job have been made, but the return to scale of such seems not to have been positively correlated with the quantum of resources invested in terms of productivity and performance among workers in most universities. This paper thus found out that, given the commitment and policy instrument to avail workers the rights of continuing professional development, the multiplier effects do seem evident in diligence, commitment, honesty, dedication, productivity and improved performance on the job among most administrative staff in universities. This author therefore concludes that, given the policy on the rights of workers to get trained on-the job, the outcomes of such training must reflect on the overall performance index, otherwise, institutions should carry out a forensic analysis of the types of continuing professional development programmes that workers participate in, whether or not, they are consistent with the vision and mission of the institutions in terms of economies of scale of workers’ professional development to the individual, institution and the nation.
Keywords: Continuing, Professional Development; Economies of Scale; Worker’s Education; Administrative Staff.
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The International Academic Forum www.iafor.or
Introduction
The demand for workers’ continuing professional development is a derived demand because its’ multiplier effects can be measured absolutely or relatively by the standard of performance improvement, adaptation to best practices, optimization of resource utilization and efficiency in performance indicators. However, workers’ continuing professional development must be conceived as an institutional policy objective as may be driven by the vision and mission statements of such entity respectively. When conceived as a mission statement, it requires that investment be made on a continuous basis to sustain the expected outcomes of such investment in human capital.
Investment made on workers’ continuing professional development even though seen by the worker as part of organizational support programmes, the ultimate concern is the economies of scale which the organization stands to gain either in the short or long run respectively.
Thus, in the determination of the investment index on workers’ continuing professional development in universities, the return to scale in terms of effectiveness and efficiency in the use of universities resources is critical to the determination of the quantum of resources that are deployed on investment decision with respect to workers continuing professional development. In the university system, there are different categories of services namely teaching, research and community services which fall within the domain of the academics. On the other hand, there are other non- teaching services which are classified as administrative or support services to the main academic services. These support services are carried out by the non-teaching staff who are often referred to as administrative staff. However, their services are very critical to the overall attainment of the goals of the university system through affective processing and management of records such as students results, enrolment, graduations security, establishment, admissions, facilities, discipline, communication, promotion, scholarship, endowment, finance, grants, library, accommodation, and other attendant records or activities that ensure the continuity of the university system.
These services among others are carried out by workers in the administrative, or non- teaching classification, who are regularly exposed to continuing professional development through continuing education on-the-job.
Review of Literature
This continuing professional development (CPD) becomes inevitable because, it encompasses all types of facilitated learning opportunities for the attainment of credentials as obtained through the formal, coursework, conferences, informal learning opportunities situated in practice. Speck & Knipe (2005), described the process as intensive and collaborative, ideally incorporating an evaluative stage.
Continuing professional development depicts the means, methods and streams by which workers maintain their knowledge insitu and skills as related to their professional lives. As a structured approach to informal learning, continuing professional development helps to ensure competence to practice, taking in knowledge, skills and practical experience.
The Royal Institution of Chartered Surveyors (2014) defines CPD as a commitment to continually update their skills and knowledge in order to remain professionally competent and achieve their true potentials. The Association of Personal Assistants refers to CPD as any process or activity that provides added value to the capability of the individual through an increase in professional knowledge, skills and personal qualities necessary for the appropriate execution of professional and technical duties often termed competence.
Characteristically, continuing professional development is “continuing” because, learning on the job never ceases, regardless of age or seniority. It is professional on account that, it is focused on professional competence in a professional role; and concerned with development because, the goal is to improve personal performance and enhance career progression, which arguably is much wider in scope and content than just formal training courses. Besides, the Chartered Institute of Personnel and Development (2008) noted that, continuing professional development (CPD) should be continuous, as professionals are expected to always be looking for ways to improve performance; driven by the learning needs and development of the individual, and must be evaluative rather than descriptive of what has taken place since it represents an essential component of professional and personal life, never seen as an optional extra.
Nevertheless, the overall benefits of CPD cannot be measured only by the perceived individualized outcomes, but the economies of scale of workers CPD in the university system must be quantified through evaluative rather than descriptive outcomes.
Performance improvement is the central focus in professional role through continuing professional development. As a measure of its’ economies of scale, continuing professional development on the job in the university system is geared at developing or enhancing process skills, sometimes referred to as leadership skills, as well as task skills. Such process skills are evident in effectiveness skills, team functioning skills, and system thinking skills. It is the evident of these skills through evaluation that justify the economies of scale of workers’ continuing professional development.
Consequently, the National Professional Development Centre on Inclusion (2008) highlighted eight approaches through which workers’ continuing professional development can be sustained namely: case study method; consultation; coaching;
communities of practice; Liaison study; mentoring; reflective supervision; and technical assistance. Through these approaches, it was noted that continuing professional development can guarantee effectiveness skills, team functioning skills and systems thinking skills.
Statement of Problem
Despite windows of opportunities among administrative workers in the university to attain economies of scale as measured in effectiveness, efficiency, team functioning skills, leadership skills as encapsulated in process skills; there seems to be obvious structural causes of performance problems arising from notable deficiencies in performances as attributable to obsolete knowledge, low adaptability to new innovations, ineptitude and compromised morale, coupled with indifferent disposition to productivity and performance. These, this paper considers as constituting training
gaps which continuing professional development programmes can mitigate, given that workers are opportuned to participate actively in the process.
Research Questions
Arising from the above, the following questions were raised to guide this research.
1. How would workers’ continuing professional development enhance optimization of resources and efficiency in workers’ performance in a university system?
2. What are the variants of workers’ continuing professional development for effective management of the university system?
3. How does continuing professional development impact on the economies of scale of university management?
4. How does investment in workers continuing education contribute to the overall performance index of workers in the university system?
5. What are the limiting factors to the economies of scale of workers’ continuing professional development in the university system?
Research Objectives
Among other things, it was reasoned that this research must achieve the following objectives, instant and inclusive as to:
i. find out how workers’ continuing professional development enhances the optimization of resources and efficiency in workers’ performance in the university system;
ii. establish the impact of workers’ continuing professional development on the economies of scale of university management;
iii. determine the variants of workers’ continuing professional development for effective management of university system;
iv ascertain the relationship between investment in workers’ continuing professional
development and overall performance index of workers in the university system; and
iv. find out the limitations to the economies of scale of workers continuing professional development in the university system.
Methodology
The study adopted a survey research design. This is because, the variables is an on- going phenomenon that can be observed, described and analyzed through the collection of primary data.
Population, Sample and Sampling Technique
The population comprised 2500 estimated members of the non-teaching staff from two universities in the core south-south Nigeria namely; Niger Delta University (1200) and University of Port Harcourt (1300) representing state and federal
university respectively. A purposive random sampling technique was adopted to select a total of 125 specific participants representing 5% of the total population estimates from the two selected institutions respectively.
Instrumentation and Data Analysis
The instrument used in data collection was a self-structured and validated questionnaire titled: Workers’ Continuing Professional Development Scale (WCPDS).
The reliability of the instrument was ascertained through the Pearson Product Moment Co-efficient (PPMC) after it was twice administered on similar staff from a different university in the zone but whose staff did not participate in the study. A reliability value of 0.74 was achieved after the correlational test.
A total of 125 copies of the instrument were administered while 100 copies were certified completed accurately for data analysis. Data collected were analyzed using descriptive statistics.
Result and Discussion
The data analysed involve the demographic characteristics of the respondents. The results show that there were more female participants (52%) than their male counterparts (48%) in the non-teaching career profession in the selected universities.
Majority of the participants were within the age bracket of between 30-34 years (32%), and 41 years above (24%) while the least age brackets presented were between 25-29 years (8%). The demographic results also showed that respondents with highest educational qualification were holders of first degree certificate (44%), followed by the holders of the higher degree certificate (28%), while other categories included holders of national certificate of education (12%), and senior school certificates (14%).
The non-teaching staff that participated in the study were categorized into senior staff (44%), and senior administrative staff (56%). These categories of participants were the most appropriate respondents for the study. Also, those who had served the universities for between 6-10 years accounted 35%, followed by those who had put in between 11-15 years (32%) in active service. These groups represent the highest representation in that categories. The types of continuing professional development programmes for which the staff had participated include; workshops training (36%) seminars and conferences (32%) respectively. The mode of sponsorship for these professional development programmes included tetfund (48%), self-sponsorship (28%) and university assisted (24%). It was also evident that executive officers (60%) were mostly involved in training, followed by administrative officers (26%) and secretaries (14%) within the senior cadre while under the junior staff cadre, clerical staff (60%) were mostly involved in continuing professional development.
Research Question 1.
How would workers’ continuing professional development enhance optimisation of resources and efficiency in workers’ performance in the university system?
Table 1: Summary of Mean and Standard Deviation Score Workers’ Continuing Professional Development And Optimisation of Resources and Efficiency in Workers Performance.
Variables SA(4) A(3) D(2) SD(
1)
Total _ X
SD Training enhances my skills
competence on the job
40(16 0)
36(10 8)
16(3 2)
8(8) 100(30 8)
3.0 8
0.93 9 Conferences attended provide
opportunities to be exposed to best practices in one’s responsibilities/duties
26(10 4)
20(60 )
36(7 2)
18(1 8)
100(25 4)
2.5 4
1.06 8
Promotion has been accelerated due to the application of skills and knowledge gained through training
14(56 )
70(21 0)
6(12 )
10(1 0)
100(28 8)
2.9 8
0.76 9
Participation in various seminars and conferences provided staff with additional work outlook and experience
16(64 )
34(10 2)
14(2 8)
36(2 8)
100(23 0)
2.3 0
1.12 4
I am more productive now than ever before due to the regular training received
12(48 )
74(22 2)
6(12 )
8(8) 100(29 0)
2.9 0
0.70 4 I perform at peak level and
surpassing my target due to the additional skills acquired
50(10 0)
44(13 2)
4(8) 2(2) 100(34 2)
3.4 2
0.66 9 I now work to achieve set
target with little or no wastages
32(12 8)
48(14 4)
16(3 2)
4(4) 100(30 8)
3.0 8
0.80 0 I am adaptable to the functions
of different units and departments in my institution
34(13 6)
38(11 4)
22(4 4)
6(6) 100(30 0)
3.0 0
0.89 9 Training enhances staff
scheduling of assignments
44(17 6)
48(14 4)
6(12 )
2(2) 100(33 4)
3.3 4
0.68 5 I have a time utilization
efficiency scale
30(12 0)
58(19 4)
6(12 )
6(6) 100(31 2)
3.1 2
0.76 9 I maintain a flexible schedule
of duties as a result of further training on the job
36(14 4)
54(16 2)
6(12 )
4(4) 100(32 2)
3.2 2
0.73 3 I am always at my duty post on
time, but not always
46(18 4)
20(60 )
18(3 6)
16(1 6)
100(29 6)
2.9 6
1.01 36
Grand Mean 2.9
9
0.65 8 Cut-off Mean = 2.50; N = 100
From table 1 above, it is obvious that the mean scores for seven, out of the twelve variables were above the cut-off mean of 2.50. Besides, the Grand Mean score of 2.99 is also greater than the cut-off mean score. This implies that, workers’ continuing professional development would significantly enhance optimization of resources and efficiency in workers performance in universities in South-South, Nigeria. A critical review of the variable in item 6 showed that with exposure to continuing professional
development, workers’ now attain peak level of performance thereby achieving set targets due to the additional skills acquired through the training.
Research Question 2: What are the variants of workers’ continuing professional development for effective management of the university system?
Table 2: Summary of Mean and Standard Deviation Score on the Variants of Workers’ Continuing Professional Development for Effective Management of the University System.
Variables SA(4) A(3) D(2) SD(1) Total _ X
SD Seminar provides
opportunities for
updating of
knowledge that promotes best practice and thus, ensure effectiveness of system operation
54(216) 26(78) 8(16) 12(12) 100(322) 3.22 1.031
Training in
operational skill provides additional technical-know-how
for improved
performance
42(168) 36(108) 14(28) 8(8) 100(312) 3.12 0.935
There is usually additional
remuneration or rewards (attached) to participation in training programmes
15(64) 76(228) 4(8) 4(4) 100(304) 3.04 0.602
Regular on-th-job or of off-the training ensures that one is
creative and
innovative in minds
32(128) 56(168) 4(8) 8(8) 100(312) 3.12 0/820
Professional development
enhances the
sustenance of the work procedures and operational
efficiency of organization
40(160) 36(108) 16(32) 8(8) 100(308) 3.08 0.939
Seminars on staff development ensures regular appraisal of worker’s orientation
52(208) 40(120) 4(8) 4(4) 100(340) 3.40 0.752
Positive attitudinal
disposition to achievement of task
42(168) 40(120) 10(20) 12(12) 100(292) 2.92 0.907
Worker’s continuing professional
development in universities is vital for high quality scholarship
26(104) 52(156) 10(20) 12(12) 100(292) 2.92 0.918
Research &
academic excellence
56(208) 36(108) 4(8) 8(8) 100(322) 3.32 0.866
Grand Mean 3.15 0.863
Cut-off Mean = 2.50; N=100
Table 2 above shows the mean and standard deviation scores for the variants of workers’ continuing professional development for effective management of the university system. The mean scores for all the variables, except for item 20 are greater than the cut-off mean. Thus, these variables are therefore capable of enhancing effective management of the university system giving that workers’ are continually accessed to continuing capacity building through continuing professional development. For example, the mean score for item 18 is 3.40 which is not only greater than the cut-off mean, but significantly greater than the grand mean score of 3.15.
Research Question 3: How does workers’ continuing professional development impact on the economies of scale of university management?
Table 3: Summary of Mean and Standard Deviation Scores on Impact of workers’ Continuing Professional Development on Economies of Scale of University Management.
Variables SA(4) A(3) D(2) SD(1) Total _ X
SD Enhanced
student/staff records management system
48(192) 24(72) 16(32) 12(12) 100(308) 3.08 1.061
Improved staff/student relations
58(232) 30(90) 8(16) 4(4) 100(342) 3.42 0.086
Promotion of
academic discipline and moral values
36(144) 50(150) 10(20) 4(4) 100(318) 3.18 0.770
Goal attainment in its vision and mission
28(112) 52(156) 8(16) 12(12) 100(296) 2.96 0.920
Stable academic session
28(112) 42(126) 18(36) 12(12) 100(286) 2.86 0.964 Regular processing
of students records
52(218) 44(132) 0(0) 4(4) 100(344) 3.44 0.701
such as results, registry, transcripts, and other
Attraction of endowments and chairs
28(112) 54(162) 14(28) 6(6) 100(300) 3.00 0.804
Community services 48(192) 38(114) 8(6) 6(6) 100(328) 3.28 0.854 Sustained linkages,
collaboration and advancement
24(96) 62(156) 16(32) 8(8) 100(292) 2.92 0.854
Quality assurance in product development
22(88) 48(144) 28(56) 2(2) 100(290) 2.90 0.759 Sustenance of
academic and
research activities
28(112) 54(162) 8(16) 10(10) 100(300) 3.00 0.876
Flexible reward system
12(48) 52(156) 28(56) 8(8) 100(268) 2.68 0.770 Staff development 34(136) 46(138) 14(28) 6(6) 100(305) 3.08 0.848
Grand Mean 3.06 0.846
Cut-off Mean = 2.50; N=100
Table 3 indicates the mean and standard deviation score on how workers’ continuing professional development impact on the economies of scale of university management. From the presented, it is obvious that all the mean scores for the variables are greater than 2.50 which represent the cut-off mean. Besides, the grand mean score of 3.06 is also greater than the cut-off mean, an indication that, workers continuing professional development impact positively on the economies of scale of university management in south-south, Nigeria. The economies of scale are evident mostly in enhanced record management system (x = 3.08; SD = 1.061), regular processing of students records such as results, registry, transcripts among other (x = 3.44; SD = 0.701) and staff development (x = 3.08; SD = 0.848).
Research Question 4: How does investment in workers’ continuing education contribute to the overall performance index of workers in the university management?
Table 4: Summary of Mean and Standard Deviation on how investment in continuing Professional Development Contribute to Workers’ Performance index in University System.
Variables SA(4) A(3) D(2) SD(1) Total _ X
SD Staff mentorship and
student internship
26(104) 20(40) 36(72) 18(18) 100(252) 2.54 1.068 Maintenance of
facilities for systems operations
16(64) 34(102) 14(28) 36(36) 100(230) 2.30 1.124
Systems efficiency 12(48) 76(228) 2(4) 10(10) 100(290) 2.90 0.732 Reduction in running 44(156) 48(144) 6(12) 2(2) 100(334) 3.34 0.685
cost
Resource allocation efficiency
30(12) 58(174) 6(12) 6(6) 100(312) 3.12 0.769 Sustenance of staff
general well-being
36(144) 54(162) 6(12) 4(4) 100(322) 3.22 0.733 Poor evaluation of
capacity is evident in the system
46(184) 20(60) 18(36) 16(16) 100(296) 2.96 1.136
Grand Mean 2.91 0.892
Cut-off Mean = 2.50; N=100
Table 4 above shows the summary of the mean and standard deviation scores respectively on how investment in workers’ continuing professional development contribute to the overall performance index of workers in the university system.
Apart from the fact that empirically, all the mean scores are greater than the cut-off mean of 2.50, it is evident that investment in workers continuing professional development contribute significantly to system efficiency (x = 2.90; SD = 0.732), reduction in the running cost of financing professional development (x =3.34; SD = 0.685), resource allocation efficiency in workers performance ( x = 3.12; SD = 0.769) and maintenance of facilities for effective systems operation (x = 2.54; SD = 1.068).
In general, investment in workers continuing professional development contributes positively to the performance index of workers in the university system in south- south, Nigeria.
Research Question 5: What are the limiting factors to the economies of scale of workers continuing professional development?
Table 5: Summary of Mean and Standard Deviation Scores on Factors Limiting the Economies of Scale of Workers’ Continuing Professional Development
Variables SA(4) A(3) D(2) SD(1) Total _ X
SD Negative attitudinal
disposition work after training
12(48) 66(198) 14(24) 88) 100(282) 2.82 0.744
Training seen only as organisational support programme not-orgnaisationed indeed
46(184) 40(120) 8(16) 6(6) 00(326) 3.26 0.848
Non-prioritization of capacity
development is usually evident in the process
26(104) 36(108) 18(36) 20(20) 100(268) 2.69 1.072
Workers continuing Professional
development process needs to follow up
32(128) 40(120) 12(24) 16(16) 100(288) 2.88 1.037
its systematic
approaches which are gradual and not once and for all exercise
Inadequate
budgetary allocation
to workers’
professional
development limits participation
38(152) 54(162) 4(8) 4(4) 100(326) 3.26 0.719
Many workers do not utilize the opportunity of professional
development to enhance the systems performance
48(192) 42(126) 8(16) 2(2) 100(336) 3.36 0.718
Negative attitudinal disposition work after training
36(144) 42(126) 10(20) 12(12) 100(302) 3.02 0.974
Training seen only as organisational support programme not-orgnaisationed indeed
36(144) 44(132) 14(28) 6(6) 100(310) 3.10 0.859
Grand Mean 3.05 0.871
Cut-off Mean = 2.50; N=100
Table 5 above shows the mean and standard deviation scores respectively on the factors limiting the economies of scale of workers’ continuing professional development in the university system. The results indicate that, the cut-off mean of 2.50 is below all the mean sores for all the eight variables measured. Besides, the grand mean score of the factors (3.05) is also greater than the cut-off mean score.
This implies that certain variables exist as constituting limiting factors to the economies of scale of workers’ continuing professional development in the university system.
Discussion of Findings
The crux of this research on workers’ continuing professional development is the attainment of professionalism in practice. Non-teaching staff in various universities are also regarded as professionals in their various disciplines. As professionals, there is a distinguished level of competence and skills expected. This is because, a profession is associated with:
i. skill based on theoretical knowledge, the provision of training and education;
ii. a test of the competence of members administered by a professional body;
iii. a formal professional organisation which has the power to regulate entity to the profession; and
iv. a professional code of conduct (Armstrong, 2003:75).
Therefore, the exposure of non-teaching staff to various forms of continuing professional development programmes is a certification of the first criteria of professionalism. This is on account that, professionalism which depicts the practice of specific skills, based on a defined body of knowledge can only be relevant when it contributes to the workers efficiency through the demonstration of skill competence, and performance improvement.
The result of this study has further lay credence to the fact that continuing professional development usually enhance process skills, leadership skills task skills, effectiveness skills, team functioning skills and system thinking skills which Jasper (2006) considered as consistent with optimization of resources (human and materials) as well as attainment of efficiency in workers’ performance. This result is therefore consistent with some of the goals for which workers’ continuing professional development in many organizations inclusive of the university system are set.
Meanwhile the research also found out the variants of workers’ continuing professional development among non-teaching staff in the university system.
Consistently, the finding supports the submission of the National Professional Development Centre (2008) that identified among others the following:
Coaching: - to enhance a workers’ competencies in a specific skill area by providing a process of observation, reflection and action;
Mentoring:- to promote a worker’s awareness and refinement of his or her own professional development by providing and recommending structured opportunities for reflection and observation.
Reflective supervision:- to support, develop, and ultimately evaluate the performance of employees through a process of inquiry that encourage their understanding and articulation of the rationale for their own practices.
Hence, through seminars, workshops conferences and on-the-job training, workers are exposed to skills competence in their various professions within the synergy of the university system. With respect to the impact of workers’ continuing professional development on the economies of scale of university management, recall that, a positive economies of scale was recorded. This supports the submission of Mc Ber (2000) cited in Anderson (2004) who noted that, in professional development of initial training, and continuous professional development, capacity is aimed at improving and sustaining commitment to do everything possible for the attainment of the vision and mission statement of the system.
The impact also includes development expectations that are characterized by initiatives, information seeking skills and drive for improvement. These impact reduce wastages, promotes effectiveness, encourage efficiency and enhance significant improvement in performance index among the workers that are exposed to training and re-training. The findings also lay credence to the report of Purcell, Kinne,
Hutchinson, Bayton & Swart (2005) on the impact of continuing professional development that noted among others that, it contributes to:
In otherwords, continuing professional development significantly impact on the economies of scale of university management through the promotion of high performance work practices, enhanced flexible working situation, increasing skills and extension of the skills base of the workers. All these translate to the quantum of returns in terms of the development of high level manpower through efficient service delivery. Besides, a measure of the performance system must also be defined in the context of the available skills. Continuing professional development is concerned with staff commitment to work, improved performance and self-development skills which are not exclusive of careers and employability service in the university system.
Finally, there are limiting factors to workers’ continuing professional development which are either personally or institutionally driven respectively. Such personal factors are not strictly isolated from the human behavioural disposition measured in terms of indifferent attitude, inability to utilize training opportunities and outsight refusal to attend continuing professional development programmes. These negate total commitment and the dedication expected of the workers. Institutionally, poor budgetary allocation and inconsistency in the policy driving the process significantly limit the benefits of workers continuing professional development in the university system. Beside, poor evaluation capacity coupled with the non-prioritization of workers’ continuing professional development constitute negating factors in the process.
Conclusion
This study on economies of scale of workers’ continuing professional development is based on situational variables from selected universities in South-south, Nigeria. The research has underscored that, workers’ continuing professional development is an on-going human resource development practice by the university system. Beside the fact that workers’ participate in the programmes, the benefits in terms of optimization of resources, attainment of efficiency, and its significant contribution to effective management of the university system, it is also obvious that the economies of scale of the process to the internal efficiency of the university system is very significant.
Although there are some human and institutionalized factors that impact negatively on the process, these are however not significant to the economies of scale of the process.
Recommendations
Arising from the findings of this study, the following recommendations are put up as options:
the development and successful implementation of high performance work practices, particularly those concerned with job and work design, flexible working, resourcing (recruitment, selection and talent management), employee development (increasing skills and extending the skills base), reward, and giving employees a voice (Cited in Armstrong, 2003:16)
1. There is the need to maintain a statutory budget for staff professional development within the university internally generated revenue structure without dependence on external agencies. This will guarantee continuity in the process.
2. There is the urgent need to motivate staff to actively participate in workers’
continuing professional development. The process should encourage more of mentoring, technical assistance on the job, coaching and reflective supervision.
3. There is the need to institute an evaluative system for workers’ continuing professional development programmes in the university system.
4. Rewards are critical to the sustenance of workers’ continuing professional development.
5. Comparative efficiency of the variants of workers’ continuing professional development must be periodically determined among the members of non- teaching staff of universities in South-South, Nigeria.
References
Anderson, L. W. (2004). Increasing teachers effectiveness (2nd ed.) Paris. UNESCO UEP.
Armstrong, M. (2003). A handbook of human resource management practice (9th ed.). London & sterling. Kogan Page.
Golding, L. & Gray, I (2006). Continuing professional development for clinical psychologists. A practical handbook. The British Psychological society. Oxford:
Blackwell Publishing.
Jasper, M. (2006). Professional development, reflection and decision-making.
Oxford,
Blackwell Publishing.
National Professional Development Centre on Inclusion (2008). What do we mean by professional development in the early childhood field? Chape Hill: The University of North-Carolina, EPG Child Development Institute.
Purcell, J; Kinnre, N; Hutchinson, S: Rayton, B & Swart, J (2003). Understanding the people and performance link: Unlocking the black box. London; CIPD.
Speck, M. & Knipe, C. (2005). Why can’t we get it right? Designing High-quality professional development for standards-based schools (2nd. Ed.). Thousand Oaks:
Conwin Press.
Contact email: jonathan.oghenekohwo@ndu.edu.ng/ joeoghenekohwo@gmail.com
Utilisation of Resources As Correlates of Undergraduates' Academic Achievement in Cataloguing and Classification in Library Schools in Southern Nigeria
Samuel Oke Ogunniyi, Adeyemi College of Education, Nigeria Kenneth Ivo Ngozi Nwalo, University of Ibadan, Nigeria
The European Conference on Education 2015 Official Conference Proceedings
Abstract
The study focused on utilisation of resources as correlates of undergraduates’
academic achievement in cataloguing and classification in library schools in Southern Nigeria. Cataloguing and classification are still compulsory courses in library schools in Nigeria. Despite the importance of the courses in the library profession and schools, it was observed from library educators and students that there is apathy for the courses in the library schools. Some graduates in the library schools are not interested to work in the cataloguing section of the library. This may be as a result of non-provision or non-utilisation of basic resources in teaching and learning processes.
Survey research design of correlational type was adopted in the study. Purposive sampling technique was used in the study to select all the 550 final year students and 18 lecturers teaching cataloguing and classification in library schools in Southern Nigeria. The research instruments that were used for data collection in this study are two questionnaires for students and lecturers, achievement test for students and observation schedule on availability of resources. Descriptive statistics, including frequencies, percentage, mean, and standard deviation was used to answer the research questions while Pearson’s Product Moment Correlation coefficient was used to test the hypothesis. Results from the study among others revealed that:all the library schools in Southern Nigeria have basic cataloguing tools for learning while majority of the library schools have no cataloguing laboratory and laboratory instructor and assistant, and there was positive and significant relationship between resource utilisation and academic achievement of undergraduates in cataloguing in library schools in Southern Nigeria. The study recommends among others that the management of the schools should provide adequate and independent laboratory for cataloguing and classification in the library schools in Nigeria and employ cataloguing and classification instructors in the cataloguing laboratory.
iafor
The International Academic Forum www.iafor.or
Introduction
Organisation of resources is very important in the library for easy information access and retrieval. Systematic organisation of resources in the library is achieved through cataloguing and classification and other activities. The library catalogue is the end product of cataloguing. The catalogue may be in a variety of forms like card, book, microform and online. According to Edoka (2000), the need of the user or potential user of the library is of principal importance in producing the library catalogue.
Taylor and Miller (2006) gave the following functions of a library catalogue to the users:
the functions of the library catalogue are to enable a person to find a book of which either the author, title and subject is known and to show what the library has by a given author, on a given subject and in a given kind of literature. It also functions to assist in the choice of a book as to the edition and its character (p.7).
Information resources have been organised from antiquity to date to facilitate access to and use of library resources. Ancient civilisation recorded lists of books onto tablets and libraries kept records of their holdings during the Middle Ages.
Development of the printing press in the 15th Century made it easy for the creation of bibliography arranged in chronological order with an alphabetical author index by Konrad Gesner (Taylor and Miller, 2006). According to Hunter and Bakewell (1991), there were some attempts at systematisation of cataloguing methods such as the cataloguing rules of Conrad Gesner (1548), Florianus Treflerus (1560), Andrew Maunsell (1595) and John Durie (1650). It was further revealed by Hunter and Bakewell that Maunsell, a London bookseller, introduced entry under surname, entry of anonymous works under title or subject or both. The first national cataloguing code was put in place by France government after the French Revolution in the 18th Century.
Despite the importance of cataloguing in librarianship, it was observed that many undergraduates continue to record poor academic achievement in cataloguing courses in library schools. This could likely be due to resource utilisation, teaching methods, time allocation and attitude of undergraduates in library schools in Southern Nigeria.
Resources are very important in teaching and learning processes. Farombi (2001) defines resources as the sum total of everything that goes into any given educational system. The author classified resources into financial, human, material and instructional time resource. In a related development, Adeogun and Osifila (2011) classified educational resources into human, material, physical and financial. The resources under this study consist of human, material and physical facilities. The human resource in cataloguing and classification consists of lecturers and laboratory instructors. Lecturers and cataloguing laboratory instructors are very important in facilitating teaching and learning process in the library school. Farombi (2001), citing Manson (1981) stated that the quality of teachers is an important input in effective learning since quality output demands quality input. Both teachers and laboratory instructors are very germane in achieving high academic achievement of undergraduates in educational institutions.
Material resource needed for teaching and learning cataloguing and classification include textbooks and cataloguing tools. These materials are needed to enhance teaching and learning of the courses. Adeogun and Osifila (2011) assert that, the availability of educational resources is very important because of their role in the achievement of educational objectives and goals. Teaching and learning effectiveness and achieving the required learning outcome must be balanced with adequate resources in any educational set up. Resources provided for teaching and learning in any subject or course must be available and be made use of. Lecturers are expected to provide reading lists of textbooks relevant to the courses being taught.
Physical facility in this study consists of cataloguing laboratory and computer laboratory. Owoeye and Yara (2011) described laboratory as a room or building specially built for teaching by demonstration of phenomenon into practical terms.
Cataloguing laboratory is an essential physical resource that should be provided for demonstrating theories learnt in teaching and learning cataloguing and classification in the classroom. According to Aina (2007), cataloguing and classification tools must be made available to students for practice on a regular basis in the indexing/cataloguing laboratory. In support of Aina’s assertion, opportunity should be given to the students to practice regularly with cataloguing and classification tools in the cataloguing laboratory. Since cataloguing and classification are practical courses, students should be given the opportunity to make use of the tools in the laboratory on a regular basis to enable them to make use of the tools which may enhance their academic achievement. Furthermore, Adesoji (2008) citing Farounbi (1998) stated that students tend to understand and recall what they see more than what they hear as a result of using laboratories in the teaching and learning of science. Therefore, provision and utilisation of cataloguing laboratory and tools may lead to high academic achievement of the undergraduates in cataloguing and classification courses in library schools.
Statement of the Problem
The main problem of this study is poor academic achievement of undergraduates in cataloguing and classification in library and information science schools in Southern Nigeria. Systematic organisation of information resources in the library facilitates their access and use is achieved through cataloguing. Cataloguing and classification are core courses in librarianship in library schools in Nigeria. Despite the importance of the courses in the library schools, it was observed that many undergraduates are known to record poor academic achievement in cataloguing and classification in the library schools. Interaction with library educators and students revealed that undergraduates portrays cataloguing and classification as been difficult and were not able to have high score in courses. This is a major concern of the literature on cataloguing and classification education. It has been observed also that some undergraduates in the library schools in Nigeria each year fail to graduate because of poor performance in cataloguing and classification courses. This poor academic achievement of the undergraduates may be due to non-provision or non -utilisation of appropriate resources in the library school.
Objectives of the Study
The specific objectives for the study are to:
i. find out resources available for teaching and learning cataloguing and classification courses in library schools in Southern Nigeria;
ii. find out the resources that are utilised in teaching and learning cataloguing and classification courses in library schools in Southern Nigeria;
iii. ascertain the level of academic achievement of undergraduates in cataloguing and classification in library schools in Southern Nigeria;
Research Questions
The following research questions were answered in the study:
1. What are the resources available for teaching and learning cataloguing and classification courses in library schools in Southern Nigeria?
2. Which resources are highly utilised in teaching and learning cataloguing and classification in library schools in Southern Nigeria?
3. What is the level of academic achievement of undergraduates in cataloguing and classification in library schools in Southern Nigeria?
Hypothesis
This null hypothesis was tested in the study at0.05 level of significance:
HO1 There is no significant relationship between resource utilisation and academic
achievement of undergraduates in cataloguing and classification Review of related Literature
Resources are subdivided into three in this study namely human, material and physical facility. Human resources are unique educational input necessary for the development of skill acquisition and literacy of the students (Ekundayo and Alonge, 2012). In cataloguing and classification education in library schools lecturers/teachers and cataloguing instructor/assistant are needed in imparting relevant knowledge on students when teaching and assisting students to use the laboratory and equipment/tools in understanding the theories learnt in the classroom through practical experiences respectively. The success of any organisation is a resultant effect of quantity and quality of its workforce (Adegbemile, 2011).
Teachers have been revealed as very important in teaching and learning processes.
What then is the correlation between the use of a qualified teacher and students’
academic achievement? Akiri and Ugborugbo (2009) discovered that effective teachers produced better performing students. Similarly, Ugbe and Agim (2009) found that there is a significant relationship between teachers’ competence and students’ academic performance in Chemistry. Chemistry students taught by qualified teachers performed significantly better than those taught by unqualified teachers.
Ugbe and Agim further stated that chemistry students taught by experienced teachers
