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Academic Leadership Journal

Abstract

The Nigerian higher education has been accused of performing below expectation when judged from both internal and global benchmarks of quality of output, peaceful co-existence on campus, fair conduct of examination, amongst others. The nature of higher education is such that its students are seen by members of campus community as adults who have attained the age of taking full responsibility of their behaviours and students on their part see themselves as those set free from the encumbrances of family control and influences. Indeed the campus environment is one perceived as “everyman to himself”. Students’ relationship with teachers, fellow students, staff and management appears to be characterized by this attitude despite the fact that both the young and old require to be given a reasonable measure of care and concern in everyday life. This is even more harmful considering the fact that candidates below the age of 17 are increasingly gaining admission into higher education. This air of dealing with “adults” is so pervasive in the schools that one looses sight of psychosocial environmental affects on students’ sense of satisfaction, motivation and learning.

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