Institutional policies and postgraduate programme dichotomy in Obafemi Awolowo University Ile-Ife, Nigeria.
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Date
2025
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Department of Educational Management, Faculty of Education, Obafemi Awolowo University, Ile-Ife, Nigeria.
Abstract
This study identified the dichotomy factors of the postgraduate programmes in Obafemi Awolowo University, Ile-Ife, and investigated the influence of institutional policies on the postgraduate programmes. It further examined the differences between research and professional postgraduate programmes; and the challenges faced by students on research-based programmes in Obafemi Awolowo University, Ile-Ife. These were with the view to impact the institutional policies on the dichotomy of postgraduate programmes at Obafemi Awolowo University, Ile-Ife.
The study employed a mixed method of qualitative and quantitative research design. The population consisted of 1,088 postgraduate students and 91 postgraduate programme coordinators in Obafemi Awolowo University (OAU), Ile-Ife, Nigeria during the period under study. The sample for the study comprised 243 postgraduate students and 11 postgraduate coordinators which were arrived at using research advisor at the level of 0.05 level of confidence. Multistage sampling procedure was used to select the sample. Nine faculties were selected from the thirteen faculties using simple random sampling techniques: Three departments were selected from each Faculty making a total of 27 departments using simple random sampling procedure. Nine students were selected randomly from each of the 27 departments, making a total of 243 postgraduate students. However, total enumeration sampling technique was used to select one postgraduate coordinator from 11 departments. Two sets of instruments were designed by the researcher titled Institutional Policy and Postgraduate Programme Dichotomy Questionnaire (IPPPDQ) was used to collect data from postgraduate students while Institutional Policy and Postgraduate Programme Dichotomy Interview Guide (IPPPD-IG) was used to collect data from the postgraduate programme coordinators. Research questions 1,2 and 3 were analysed using descriptive statistics such as percentage and frequency count while hypothesis was tested using simple regression analysis. The findings revealed notable dichotomy factors in the postgraduate programmes at Obafemi Awolowo University, Ile-Ife, particularly in terms of admission requirements, tuition fees, and expected completion time between research-based and professional programmes. A majority of respondents (61.3%) affirmed the existence of these distinctions. The study further found that institutional policies significantly influenced the postgraduate programmes. A one-way ANOVA yielded F = 7.911 with P > 0.05, indicating that such policies have a statistically negative effect on the effectiveness and quality of the postgraduate experience at the University. The findings revealed a clear dichotomy between research-based and professional postgraduate programmes at Obafemi Awolowo University, Ile-Ife. This distinction was confirmed by 61.3% of respondents, who acknowledged significant differences in the structure and expectations of both programme types. The study also found that students enrolled in research-based programmes reported significant challenges. Difficulties in processing administrative forms were acknowledged by 44.4% of respondents, with an additional 27.6% strongly agreeing. Moreover, changes in research intent during the processing of Form A were affirmed by 33.7% of respondents, while 27.6% strongly agreed, suggesting instability and procedural setbacks. The issue of inadequate resources for research was also widely recognized, with 39.4% agreeing and 44.1% strongly agreeing. Similarly, 50.5% agreed and 32.7% strongly agreed that the process of data collection is time-intensive. The rigour of postgraduate training was highlighted, as 39.1% agreed and 38.4% strongly agreed that their experience was highly demanding.
The study concluded that the structural and policy-driven disparities between postgraduate programme have significant implications for student outcomes and satisfaction. Research students face more challenges, intensified by institutional inefficiencies. Policy reforms are needed to improve equity and support.
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xi, 91p.
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Citation
Atinuke, A. O. (2025). Institutional policies and postgraduate programme dichotomy in Obafemi Awolowo University Ile-Ife, Nigeria. Department of Educational Management, Faculty of Education, Obafemi Awolowo University, Ile-Ife, Nigeria