EVALUATION OF THE ADEQUACY OF ACCOUNTING FACULTY RESOURCES IN NIGERIAN HIGHER EDUCATION INSTITUTIONS (A CASE STUDY OF UNIVERSITY OF UYO)

ABSTRACT

The adequacy of faculty resources in higher education institutions is pivotal to delivering quality education and shaping the future workforce. This study evaluates the adequacy of accounting faculty resources in Nigerian higher education institutions, focusing on the University of Uyo as a case study. Faculty resources, including teaching staff, educational infrastructure, and administrative support, play a critical role in ensuring that students in the accounting department receive comprehensive training to meet professional standards and societal demands.

This research examines the extent to which the accounting faculty at the University of Uyo is equipped with qualified academic personnel, modern teaching facilities, and other essential resources required to deliver a robust accounting curriculum. The adequacy of these resources is measured against the standards set by the National Universities Commission (NUC) and other regulatory bodies in the accounting profession. Furthermore, the study explores the impact of faculty resources on students' academic performance, skill acquisition, and readiness for the accounting profession.

The research employs a mixed-methods approach, utilizing both quantitative and qualitative data collection techniques. Surveys and interviews were conducted with accounting students, faculty members, and administrative staff to gather firsthand information on resource availability and quality. Secondary data from institutional reports and national regulatory agencies were also analyzed to provide a comprehensive view of the situation.

Findings from this study indicate that while the University of Uyo's accounting department has made progress in recruiting qualified lecturers and providing some essential teaching resources, there are significant gaps in areas such as modern teaching aids, research facilities, and access to practical training opportunities. These inadequacies have implications for the quality of education provided, potentially affecting students' preparedness for professional accounting roles.

In conclusion, the study underscores the need for strategic investments in accounting faculty resources to align with global educational standards and the evolving demands of the accounting profession. Recommendations are made for university administrators and policymakers to address the identified gaps, ensuring that Nigerian higher education institutions produce graduates who are well-prepared for the competitive global workforce in accounting. This research contributes to the broader discourse on educational quality in Nigerian universities, emphasizing the importance of resource adequacy in achieving academic excellence.


 

TABLE OF CONTENTS

ABSTRACT. ii

TABLE OF CONTENTS. iv

 

CHAPTER ONE. 1

INTRODUCTION. 1

1.1 Background to The Study. 1

1.2 Statement of The Problem.. 4

1.3 Objectives of The Study. 5

1.4 Research Questions. 5

1.5 Research Hypothesis. 6

1.6 Significance of The Study. 6

1.7 Scope of The Study. 7

1.8 Limitations of The Study. 7

1.9 Organization of The Study. 7

1.10 Definition of Terms. 8

CHAPTER TWO.. 11

REVIEW OF RELATED LITERATURE. 11

2.1 Introduction. 11

2.2 Theoretical Review.. 11

2.2.1 Resource-Based View (Rbv) Theory. 11

2.2.2 Human Capital Theory. 12

2.2.3 Constructivist Learning Theory. 12

2.2.4 Institutional Theory. 12

2.3 Conceptual Review.. 13

2.3.1 Overview.. 13

2.3.2 The Role of Accounting Education. 13

2.3.3 Faculty Qualification and Experience. 14

2.3.4 Infrastructure and Technological Resources. 14

2.3.5 Curriculum Relevance. 14

2.3.6 Development Programs. 15

2.3.7 Student-Faculty Ratios. 15

2.3.8 Research and Publication Output 15

2.3.9 Collaboration with Industry. 16

2.3.10 Regulatory Framework. 16

2.4 Empirical Review.. 16

2.5 Summary of Literature Review.. 19

CHAPTER THREE. 20

RESEARCH METHODOLOGY. 20

3.1 Introduction. 20

3.2 Research Design. 20

3.3 Study Area. 21

3.4 Population of The Study. 21

3.5 Sampling Techniques. 22

3.6 Data Collection Methods. 22

3.7 Validity and Reliability of Research Instruments. 23

3.8 Data Analysis Techniques. 23

3.9 Ethical Considerations. 24

3.10 Limitations of The Study. 24

3.11 Conclusion. 25

CHAPTER FOUR. 26

DATA ANALYSIS AND INTERPRETATION. 26

4.1 Preamble. 26

4.2 Socio-Demographic Characteristics Of Respondents. 26

4.3 Analysis of The Respondents’ Views on Research Question One: 29

4.4   Testing Hypothesis. 42

4.5 Discussion of Findings. 43

CHAPTER FIVE. 47

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS  47

5.1 Summary of Findings. 47

5.2 Conclusion. 48

5.3 Recommendations. 49

REFERENCES. 51

APENDICES. 55

APENDIX I; RESEARCH QUESTIONAIRE. 55

 

 

 

 

 


CHAPTER ONE

INTRODUCTION

1.1 Background to The Study

Ensuring a country's national development is a sine qua non for quality investments in its education systems. Education generally involves the teaching and learning of knowledge, skills and values in a school environment. The education system, particularly in Nigeria, operates at different levels: primary, secondary and tertiary. Primary education includes students at early ages (6-11 years and above), while secondary education transitions students aged 11-17 years and above to tertiary education. The tertiary sector trains and develops a workforce for national development. However, the means to ensure or provide quality teaching at different school levels cannot be realized without the provision of key resources.

Resources are extremely important in providing quality education. The qualitative resources determine the rise or fall of any education system. Generally, resources are viewed as money, personnel, and other materials provided to accomplish a goal within a group setting. Resource refers to something needed to carry out a project/activity (Bouchrika, 2024). These are all materials made available in our environment that are technically accessible, economically feasible and culturally appropriate and help us satisfy our needs and desires.

Meanwhile, educational resources are described as the totality of everything the education system needs for its proper functioning. Educational resources refer to all human, tangible, intangible, audio-visual, school environments and community materials present in a school environment to improve the smooth running and make the teaching-learning process effortless. You could also include other basic materials available in school to make teaching and learning easier, more meaningful and understandable for students.

Resources in education include all materials, human and non-human, drawn or photographed, manually created or electronically operated, books and all related materials used for the purpose of enhanced teaching and learning activities (Usman, 2016).

In the field of higher education, particularly in accounting programs, the availability of qualified accounting faculty is a critical factor in ensuring quality education. Since accounting is a technical and dynamic discipline, it requires lecturers who not only have academic qualifications but also have current knowledge and practical experience in the field. As Ogunleye (2020) notes, the quality of accounting education has a direct impact on the competence of graduates entering the workforce.

This competency is essential to the training of individuals who will make significant contributions to Nigeria's financial system, economic stability and corporate transparency. Recent studies have shown that many Nigerian tertiary institutions are struggling with a shortage of qualified accounting teachers, which is negatively impacting the quality of accounting education offered. Ajibade (2021), for example, draws attention to the difficulties educational institutions face in attracting and retaining qualified teachers, given competitive pay and better prospects elsewhere. Moreso, current educators' ability to stay abreast of the latest accounting and educational practices may be hindered by the lack of professional development opportunities available to them (Obi & Emeka, 2019).

Given that accounting teachers' resources, such as access to current teaching resources and relevant academic materials, are critical to the educational process, this circumstance calls into question the overall effectiveness of accounting education in preparing students for the demands of the accounting field.

Many universities lack modern accounting software and relevant case studies that would enhance practical learning, claims Ezeani (2022). This deficiency reduces students' motivation to enter technologically advanced professional environments and also limits faculty's ability to teach successfully. In order to identify gaps and create plans to improve educational frameworks, a thorough assessment of these resources is required.

 

1.2 Statement of The Problem

The problem of inadequate accounting faculty resources in Nigerian higher education institutions significantly hampers the quality of accounting education, affecting the preparedness of graduates for the workforce.

 

Many institutions face challenges such as a shortage of qualified faculty, outdated teaching materials, and insufficient access to modern technology and resources (Ajibade, 2021). This scarcity is exacerbated by competitive labor markets that lure qualified educators away, leading to a gap in experienced faculty members capable of delivering effective education and mentorship. Consequently, students often graduate without the necessary skills and knowledge required to thrive in the rapidly evolving field of accounting, resulting in a workforce that is ill-equipped to meet industry demands.

 

Furthermore, the lack of continuous professional development opportunities for existing faculty limits their ability to stay current with advancements in accounting practices and educational methodologies (Ogunleye, 2020). Without ongoing training and access to contemporary resources, faculty members may struggle to engage students meaningfully or integrate relevant real-world applications into their teaching. This deficiency not only undermines the educational experience but also contributes to a broader issue of inadequate professional preparedness among accounting graduates, ultimately impacting the overall effectiveness of the accounting profession in Nigeria.Top of Form

 

Bottom of Form

 

1.3 Objectives of The Study

The main objective of the study is to examine the adequacy of accounting faculty resources in Nigerian higher education institutions. Specific objectives of the study are:

  1. To the adequacy of human resources in accounting faculties of Nigerian higher education institutions.
  2. To evaluate the adequacy of physical resources in accounting faculties of Nigerian higher education institutions
  3. To examine the adequacy of financial resources in accounting faculties of Nigerian higher education institutions.

1.4 Research Questions

To guide the study and achieve the objectives of the study, the following research questions were formulated:

  1. What is the ratio of accounting faculty members to students in Nigerian higher education institutions?
  2. What is the availability and condition of teaching facilities, such as classrooms, laboratories, and libraries, in accounting faculties of Nigerian higher education institutions?
  3. What is the level of funding allocated to accounting faculties compared to other faculties in Nigerian higher education institutions?

1.5 Research Hypothesis

The following research hypothesis was developed and tested for the study:

Ho: The adequacy of accounting faculty resources across Nigerian higher education institutions do not significantly impact the quality of accounting education provided.

1.6 Significance of The Study

The study is important for many reasons. The following are the major stakeholders this paper through its practical and theoretical implications and findings will be of great significance:

Firstly, the paper will benefit major stakeholders and policy makers in the Accounting Education sector. The various analysis, findings and discussions outlined in this paper will serve as a guide in enabling major positive changes in the industry and sub-sectors.

Secondly, the paper is also beneficial to the organizations used for the research. Since first hand data was gotten and analyzed from the organization, they stand a chance to benefit directly from the findings of the study in respect to their various organizations. These findings will fast track growth and enable productivity in the organizations used as a case study.

Finally, the paper will serve as a guide to other researchers willing to research further into the subject matter. Through the conclusions, limitations and gaps identified in the subject matter, other student and independent researchers can have a well laid foundation to conduct further studies.

1.7 Scope of The Study

The study is delimited to University of Uyo. Findings and recommendations from the study reflects the views and opinions of respondents sampled in the area. It may not reflect the entire picture in the population.

1.8 Limitations of The Study

The major limitations of the research study are time, financial constraints and delays from respondents. The researcher had difficulties combining lectures with field work. Financial constraints in form of getting adequate funds and sponsors to print questionnaires, hold Focus group discussions and logistics was recorded. Finally, respondents were a bit reluctant in filling questionnaires and submitting them on time. This delayed the project work a bit.

1.9 Organization of The Study

The study is made up of five (5) Chapters. Chapter one of the study gives a general introduction to the subject matter, background to the problem as well as a detailed problem statement of the research. This chapter also sets the objectives of the paper in motion detailing out the significance and scope of the paper.

Chapter Two of the paper entails the review of related literature with regards to corporate governance and integrated reporting. This chapter outlines the conceptual reviews, theoretical reviews and empirical reviews of the study.

Chapter Three centers on the methodologies applied in the study. A more detailed explanation of the research design, population of the study, sample size and technique, data collection method and analysis is discussed in this chapter.

Chapter Four highlights data analysis and interpretation giving the readers a thorough room for the discussion of the practical and theoretical implications of data analyzed in the study.

Chapter Five outlines the findings, conclusions and recommendations of the study. Based on objectives set out, the researcher concludes the paper by answering all research questions set out in the study.

1.10 Definition of Terms

1. Accounting Faculty Resources

 This term refers to the combination of human, material, and financial resources dedicated to the accounting education programs within higher education institutions, including qualified faculty members, teaching materials, technology, and financial support.

2.  Faculty Qualifications

 This refers to the educational background, professional certifications, and teaching experience of accounting faculty members. It is a critical factor in assessing their capability to deliver quality education.

3.  Curriculum Adequacy

This term pertains to the relevance, comprehensiveness, and alignment of the accounting curriculum with industry standards and educational goals, ensuring that students are equipped with necessary skills and knowledge.

4. Student-to-Faculty Ratio

 This metric evaluates the number of students enrolled in accounting programs relative to the number of faculty members. A lower ratio often indicates better access to faculty support and personalized instruction.

5.  Teaching Resources

This includes textbooks, online materials, laboratory equipment, and software used for teaching accounting concepts and practices. Adequate teaching resources are essential for effective learning outcomes.

6.  Professional Development Opportunities

 This term refers to the training, workshops, and continuing education programs available to faculty members to enhance their teaching skills and stay updated with current accounting practices and technologies.

7.  Assessment and Evaluation Mechanisms

 These are the tools and processes used to measure the effectiveness of the accounting faculty resources, including student feedback, course evaluations, and performance metrics that inform ongoing improvements in the educational program.