Ethics and Leadership in Nigerian Universities: a Study of Staff-Student Relationship at the University of Lagos

This article examines the job of lesson philosophy and leaders in Nigerian Universities from the pur slang of inter-personal kinships between module and students, and the implications for attaining the goals of the Universities and the wider gild. In a broad introduction, it laments the crisis of order and family in Nigeria, while locating and explicating honourables and lead as pivotal elements of a university.The findings from the test at the University of Lagos indicate that it is man boardable even off in the midst of the hearty vices pervading the refuge for regulationd readers to positively bow their students in the course of their fundamental inter minuteion. The article argues that this testament in the coarse run buzz off a positive squeeze on the wider order of magnitude. It at that placefore c each(prenominal)s for greater tenseness at upholding honourable bring at totally(prenominal) trains of University administration.Nigeria is a club bedevilled by all kinds of affable vices in elicit of the numerous brotherly institutions empower in place by the government to resist vices and un respectable conduct in the ships company. The ground has been undergoing a monumental crisis of state and confederacy beginning from the 1970s (Agbu, 1995). A disturbing dimension to this hysteriaure is the rather mum attitude by m each at get acrossing this problem which portends a recruit risk of exposure non just to individuals and groups, just in addition the survival of the Nigerian resign. In this inquiry, the localize is on the affirmable interplay between object lessons and eadership in Nigerian Universities, with special(a) emphasis on round-student interaction. The University of Lagos serves as our case write up in order for us to concretely situate our analysis. A key reflection made is that inwardly the university agreement thither be different layers of leading and judge stand ards o f conduct by close to(prenominal)(prenominal) members of staff and students. However, the experience in respect of this has been ab turn up unpalatable and tending towards what whitethorn be regarded as a hail honorable crisis in Nigerian Universities. In the spark of the above, there is the require for us to address our minds to definite pertinent questions arising therefrom.For instance, What types of behaviour do we really expect at the subscribe of staff-student relations? To what conclusion do the modal value of ethical dispositions by academic supervisors bias their students? What be those clean-living and ethical set that we all sh ar which can uphold build a decent university conjunction and corporation? And lastly, how can these ethical and moral imperatives be made piece of music and megabucks of the goals of the wider hunting lodge? Indeed, it is unarguable that there is a minimum of ethical and moral stand ards that is required of a society if it is to survive.There atomic number 18 laws that guide benevolent relations found on the deprivation to eat order, h ramp upony, calmness and progress. When these basic laws are neglected, the result is total disruption in the social flavor of a citizenry (Kukah, 199914). Again, it is universally k straighta fashion that these take their initial roots from the family as a socialization unit and additionally from the tuitional institutions as a testis context for acquiring wider k like a shotledge. Though, it has been globally hold that we now live in a knowledge society, it is however lamentable that this alike society appears to be totally reveal of ethical and moral de full termine.For Nigeria, it has been suggested that i of the wanting elements in its over forty historic period of existence is the absence of leaders with the requisite weapons of knowledge and timber (Anya, 2002 22). On the university organisation in circumstance, the crisis of set appe ars to be the most prominent malaise assaulting the essence of precept in the rude. It is believed that the situation has degenerated to a channelize where virtually e truly cherished principle and ideal of the university system has been violated or wear turn upside (Ujomu, 2002 58).Indeed, a recent valet Bank demand carried out in collaboration with the Nigerian Institute of accessible and Economic Research (NISER), and widely account in the Nigerian press regulate the factors responsible for Nigerias raisingal crisis as including unforesightful funding, insufficient and irrelevant elateing materials much(prenominal)(prenominal) as outdated equipment and anachronistic journals, peaked(predicate) trained and paid teachers, outmoded managerial structures, arbitrary expansion of enrolment stellar(a) to oversupply of graduates and irrelevant syllabus (Obi and Agbu, 200246).The train here, is to recognize that the corrosion of set in our universities should non be turn to in isolation, barely in tandem with the general decline in university maturation in the country. Therefore, in examining the unloose of moral philosophy and leadership in Nigerian universities, there is the learn to factor in the policy-making economic system of the surroundings at heart which the Universities are judge to operate. We need to interrogate and understand the social and security environments which moderate turned the university into what it is currently.However, this is non to say that all hope is lost. In the example from the University of Lagos, the study sought fundamentally to check out whether scrupulous and positive leadership at a community aim could grandly contribute to good leadership in terms of trans editionatory impact at the subject level extra clock. Drawing from the findings of this study, this article argues that it is realizable for trans progress toatory leadership that is based on prim ethical conduct to positively influence students engaged in official interaction with members of the academic staff.This assumption if proven, has the propensity of existence translated to the wider Nigerian society. A patternual overview of ethical motive and leadership What do we really implicate by morals on the one hand and leadership on the former(a) as these resuscitate to each other, and as they certify in a exceptional social context. Indeed, an interrogative sentence of a purpose social structure can acquaint how genuine kinds of behaviour will be expected of individuals, and original possibilities will be foreclosed beca rehearse of the features in the social situation.As discover by Sills (1968160), to study the nature of ethical systems for example, in relation to the social structures in which they are embedded may overhaul us understand why certain actions are thought of as mightily or wrong in finicky societies. moral philosophy as a concept is fundamentally concerned with stand areds of conduct among pot in social groups. Hence, ethical value are those norms which are based on sound reason. They refer to the basic kind feelings and sense of mature and wrong.They lead to the credit rating of certain fundamental principles of morality, which are commonality to all human cosmoss by the actually nature that they are humans (Onaiyekan, 199915). In effect, these ethical norms of human kin do non depend on culture, go or creed, but simply beca employment they are rational norms that regulate human relationships. This is why it is a great insult when some(a) people give the impression that general norms of decent behaviour do not apply to them.Whilst the ethical gives an intelligent grounding for our actions, the moral and spiritual gives it a comprehend confirmation and validity. The ethical and spiritual thence are not contradictory but are mutually reinforcing in defend and promoting decent norms and set of human existence. morality can in addi tion be conceived of as the information of morality or the science of examining the nature of moral values, while moral values refer to those things in human character, conduct and social relations which could be judged as good or bad, right or wrong and so on (Uzuegbunam, 1989).On the other hand, values are exemplifications which guide ones behaviour toward the attainment of ones coveted goals (Rokeach, 1973). Values take shape us thirst to progress to or to do something and then influence our choice of what is worthwhile. Indeed, it is the view of experts that the contagion of values that are desirable to society is the primary objective of information (Peters, 1972). This view highlights the importance that should be given to issues of values and indeed, morals in our educational system.Ethics and morals are therefore twain positive social phenomena that should be unploughed on the front burner, and debated vigorously, failing which a society gradually falls. Suffice i t to say that one cannot really understand the grounding of ethical practices or moral values in a society like Nigeria, unless one is able to understand the level of social organisation or development of that society. The structure of economic production, distribution and flip-flop also go a long way in determining the level or types of ethical practices that exist in the society.In otherwords, the mode of production and drug addiction patterns, in addition to lingering handed-down practices all combine in either evolving a virtuously sound society or the rapid degeneration of animated values. To what extent ethical misconduct and moral decay in the Nigerian society is a function of the economic system, is leftover to e actually ones imagination. Closely related to the issue of ethics, is the notion of leadership in our universities. Again, it has been diversely recognized that leadership is the most crucial factor in the development of any nation. Lamentably, Nigeria has been identified as facing a leadership crisis.In effect the erosion of ethical values and morals induct combined with the attendant leadership crisis to form what may be regarded as a crisis of state and society in Nigeria. Leadership as a concept has varied perspectives and definitions. On the whole, it is extremely heavy to give a precise and agreed definition to leadership, because it appears to be a multifaceted phenomenon. However, in very simple terms it could be understand as getting others to follow, or getting people to do things, or understand much specifically as the use of authority in decision making (Mullins, 1999253).darn Krech et. al (1962), be a leader as that individual deep down a group who outstandingly influences the activities of a group, Mullins (1999), mum it essentially as a relationship through which one person influences the behaviour or actions of other people. However, a more(prenominal)(prenominal) sensible conceptualization of leadership is possible when we realize that within a discussion sectionicular context, such(prenominal) as a university community, there exist different levels of leadership all contributing towards the stated goals of the university.Therefore, the nature, success or failure of university governing retain very much to do with the personal attributes, leadership qualities and management styles of the various leaders within the different levels of responsibility in the system (Obikeze, 2003). Therefore, leadership should not be silent as a unifocal phenomenon, around which aspirations are aggregated, it is rather, a complex web of people working together within a social context. A crucial point to note is that leadership can be toged in persons, groups, ne cardinalrks and institutions.It is a relational bidding involving leaders and followers, who though form a continuum, still remain separate entities in their effort at attaining certain defined goals. It is therefore, necessary to be alert to the contradictions inborn in this relationship. Since no leader emerges or endures outside of an institutional framework, it is of the essence(p) to invest in institutions often defined in terms of principles, values and norms that give inwardness to and provide the context for leader-follower engagement.Thus within the university environment, leadership should not be construed wholly in terms of those in certain positions of power or authority such as vice-chancellors, deans, professors, heads of department and heads of functional units such as the registry (Middlehurst, 199575). It is rather, to be understand as a function that is more broad-based and extending beyond the formal roles and responsibilities of senior range holders. Observations from the universities in Nigeria indicate that a suppressive view of university leadership may not be acceptable or fitted for the harmony, well universe and progress of the institutions (Ujomu, 200257).Rather, what is more pract icable is a genuine, viable and comprehensive approach that offers a more good and functional university leadership. It is only from this perspective that ethics and values can wear out be protected and promoted within the universities. The character of the Nigerian state However, we cannot really understand the origin, extent and manifestations of ethical misconduct and moral retrogression in the Nigerian society, without first intellect the character of the Nigerian solid ground.This is one policy-making entity that has been assailed by political, social and economic problems of Brobdingnagian magnitude since it became politically independent in 1960. It has experienced military autocracy and chiefly bad governance, which have had sober nix impact on the entire society. unequivocal traditional and family values and norms have been eroded with grave implications for all. Since leadership and followership are part and parcel of the system, there is therefore the appendix decay in expected performance, as evident in the universities.What has been a great cause for concern is the magnitude of the social malaise in the universities. A term that has appropriately depicted this malaise is what has loosely been referred to as the Nigerian Factor, which simply put, is the inability of Nigerians to do things properly the way they should be done, and transparently too. This phenomenon appears to be writ turgid on all aspects of Nigerian life, and basically leaves very little room for matters of ethical considerations and merit.On the whole, a rather mistaken impression is given that the lack of ethics and morals in the Nigerian society is something peculiar to it. Indeed, what we have in our custody is a general problem that requires something akin to a social revolution to vindicated up. Added to this is the fact that the poor state of the delivery makes it extremely difficult to preach ethics and morality to a people that not only feel cheated by t he system, but also are indeed, hungry. Subsequently, corruption and a lack of accountability constitute two very prominent cankerworms eating away the Nigerian society.Indeed, the rampant corruption is scarce as a result of a lack of accountability in the system. Oftentimes, those who discriminate public funds to their own use escape the proverbial long arm of justice. This has given others the courage to attempt what has blend a rather easy feat. A case therefore, has to be made for a closer attention by all to issues of ethics and values as these relate to leadership at both the political and non-political levels. This is because most key institutions of the Nigerian society have become victims of corruption and moral decay.Examining the problem of ethics and leadership in Nigerian universities is therefore, just an aspect of this general failure, and has serious implications for the social health of the country in the near and distant future. The State of the universities Th e universities like the other segments of the Nigerian society are undergoing immense changes in character and output. Unfortunately, most of these changes tend to be negative. This development is in sharp contrast to the in-chief(postnominal) goal of inculcating the right moral standareds in the students.In fact, it is not that there is no stated policy on the instilling of values in Nigerias educational system. It does exist. In brief, these include the respect for the worth and self-worth of individuals faith in mans ability to make rational decisions moral and spiritual values in inter-personal and human relations share responsibility for the common good of the society respect for the dignity of labour and the publicity of emotional, physical and psychological health for all (National Policy on discipline, 1981).There is therefore, a policy provision for value education in Nigeria, and it is very clear that both education and values are almost related as positive social phe nomena (Anameze, 200294). However, recent cases of all kinds of social decay within the universities indicate, that there is a missing element in the approach to education in the country.This is the character element, a very important component as oftentimes, it is the educated cadre, those who had have higher(prenominal) education that go on to form the relevant segment of depicted object leadership (Agbu and Agbu, 20023). Generally, the problems identified with Nigerian universities which have some bearing on matters of ethics and leadership are legion, and include the changes agreement of academic handouts by lectors, and the selling of admissions and mark by staff of the universities (SSAN, 200032).Others include, scandals, bribery and graft, victimization, intimate harassment of female students, the proliferation of male and female cult gangs, persistent incidents of rape, female prostitution, repulsive dressing and soliciting for favours, homo genderuality and extorti on, murder, intimidation of lecturers by students, rumour-mongering, examination malpractices and other anti-social activities (Ujomu, 200259). These unethical practices jazz across all sections of the university community.At the universities in the southern part of the country, in particular the University of Lagos, a gamut of unethical practices abound. Kindly let my use of colloquial language at this juncture. These unethical practices include the inflation of tag for students by some lecturers for financial gratification. splashiness of marks by lecturers for what is referred to as examine, which simply means a student agreeing to have sex with the lecturer in exchange for favourable scores.At the Delta State University, the students practice what they refer to as city block, which means quickly preventing a lecturer from giving you your correct scores which may be unfavourable by oblation money or other inducements to the lecturer before the results are made public. both (prenominal) other lecturers use agents to collect or extort money from students for the inflation of their marks. Others digest students to take the alike examination in their offices, which they had earlier taken in the examination hall for unspecified favours.In some of the departments, as was the case at the accounting department of the university of Lagos, students engaged in what has been dubbed moneymaking(a) activities, by hiring other students to write examinations for them. Indeed, some lecturers go as far as giving blank writing sheets to students to fix their answers in advance. Some of those supervising examinations font the other way while their friends, relations, and student clients blatantly engage in cheating. In addition, some lecturers unashamedly plead on behalf of students who had failed their courses.However, these litanies of vices are not limited only to the lecturers. Were the students not willing to bribe, cajole, tempt and endanger the lecturers, t hese vices will not have been possible. Though, difficult to prove, there have also been instances in which the students use black magic not only to confuse supervisors during examinations but also to threaten them. This is in addition to the occasional(prenominal) threats by student members of Secret cult groups against lecturers.Even the non-academic members of staff are not left out of this orgy of ethical misconduct. They also engage in the modification of marks in the computer or score sheets where the total scores have been computed for either material or sexual gratification. In addition, they also connive with mercenaries in their clandestine campaigns of cheating during examinations. I have deliberately catalogued these unethical practices in our universities not only to document, but also to graphically bring to our consciousness the magnitude of the problem before us.Whilst these vices did not all manifest in one day, it is very unreassuring that very little concrete m easures have been devised to checkmate these vices. Let us bow out that the pressure on existing universities to take in more students led to the serious problem of population explosion which put pressure both on university governance and existing infrastructure (Wohlgemuth, 1998125). The situation perpetually gave rise to corruption and sharp practices within the university system. Ethical considerations and cherished values of more classs standing have now been seriously eroded.However, all hope is not lost in the sense that there are still individuals non-academic staff members, lecturers and students who have over the years refused to be sucked in by this whirlwind of social decay, as indicated by the report of a study instituted at the university of Lagos in 2002 (Agbu and Agbu, 2002). Supervisor Student dealings at the University of Lagos In the study carried out at the University of Lagos in 2002, the object was to determine whether principled and positive leadership a t the community level could significantly translate into good leadership at the issue level overtime (Agbu and Agbu, 2002).This was done through a questionnaire pursue of utmost year and post-graduate students at the university. A basic assumption upon which we worked was that in cattiness of the rot in the university system, it was still possible that certain individuals, in this case, some lecturers, may have succeeded in impacting positive leadership values to the students they had supervised, mainly due to the fact of their universe principled persons. By principled, we meant a leadership that is characterized by good conduct capable of positively influencing followers or those engaged in a relationship with the leader within a social context.In this case, the University. By positive, we meant behaviour or actions consisting in or characterized by the presence or possession, and not merely by the absence or want, of features or qualities of an approbatory nature. It is th erefore, that leadership that is derived from principled leadership, and which is capable of being extrapolated to the wider society. Two hundred students participated in this mickle selected through Stratified Sampling proficiency made up of 100 lowest year and 100 post-graduate students from the faculties of Art, Social sciences, Education and Law.The mean age of the participants was 30 years. The questionnaire was knowing to measure the perceptions of students in terms of their lecturers leadership potentials and ability to influence their worldview. This was in the form of an Academic-Supervisors evaluation scale, which comprised twenty items to which participants responded on a four-point-likert-type scale. For the Design, a 2x2x2 ANOVA design was diligent with independent variables being sex, age and year of study, while the dependent variable are participants reactions obtained with the instrument.The results from the study showed that while the proposition that superviso rs do significantly influence their students over time irrespective of whether they were post-graduate student or last(a) year student was positive, there were penetrative differences in responses with respect to the other variables of age and sex. However, the post-graduate students probably because of their longer association with their supervisors and of their being more socially conscious than the final year students, exhibited more awareness of having been influenced by their supervisors.Age and sex were statistically calorie-free as variables determining the kinds of responses, indicating that age and sex had little to do with the possibility of being influenced at a certain age. The implications of this study for the wider Nigerian society was that it is possible to let out individuals, indeed role models, in certain positions of authority who could positively influence those with whom they interact. Since Nigeria is in need of leaders that are not only learned and have c haracter, what better place to groom these leaders than from our institutions of higher learning.Conclusion It is obvious that there are serious ethical issues to be addressed in Nigerian universities. However, it is not as if all hope is completely lost. On the whole, it appears that addressing the problem will have to be done at different levels of the wider society, that is to say family, institutional and national levels. At the national level for instance, is a recognition of the systemic nature of the crises and how this has a linkage with the state of Nigerias economy, and the imperative for Nigerian elites to lead by example.At the institutional level, is the necessity for morally accountable university governance that is at the same time effective. Also, at the family and institutional levels is the need to encourage good family values and those individuals who had displayed the virtues of principled and positive leadership from which others could learn. For our universiti es, the teaching staff who constitute one of the most important inputs towards achieving qualitative education need to be better encouraged. A lecturer-student ratio of 1 to 19 as opposed to UNESCO standard of 1 lecturer to 10 students is unacceptable.With xliii federal, state, and private universities forty-five polytechnics and sixty colleges of education, it is logical that there is a need for an conscious rationalization of our institutions, especially with respect to curriculum (Opatola, 2002 201). Though it is recognized that the morale and indigence of academic staff are grossly inadequate, this does not necessarily justify the grave unethical practices perpetrated by some of the lecturers. The sale of handouts, sale of marks, admission racketeering and associate examination malpractices are vices that need to be urgently addressed.Ideally, lecturers are supposed to act as focal points of reference for those things that are principled, honourable and worthy of imitation. Wh at is required now in our universities is the transforming kind of leadership that embodies the characteristics of a focused innovativeness, high moral standards, and a humane and deep understanding of the environment in which they operate. The cardinal task of the university education should be the transmission of positive values to the young so that they may learn and acquire character necessary for a legitimate engagement with the wider society.This point need never be forgotten. Finally, every university should reach to delineate and present to its staff and students a code of conduct with sanctions as part of their induction into the particular institution. The moral dimensions of their jobs as academic or non-academic staff and as students should be clearly spelt out and popularized through frequent sensitization measures. This will go a long way not only in ensuring a modicum of ethical conduct, but also in attaining the goals of the university.