Exploration of Vice Chancellors’ Perceptions on Institutional Barriers to Undergraduate Access in Nigeria’s Private Universities: A Mixed Methods Case Study
DOI:
https://doi.org/10.64074/jorma006Keywords:
Undergraduate Access , Private Universities , Institutional Barriers, Higher Education Access , NigeriaAbstract
This mixed methods case study explored vice chancellors’ perceptions on institutional barriers to undergraduate access in Nigeria’s private universities. Three research questions were developed through a reflexive approach, guided by the framework. Using purposive sampling, 6 vice chancellors out of 29 were selected from across the six geopolitical zones, representing a 21% response rate. The study employed a convergent parallel research design, conducting one-on-one semi-structured interviews for qualitative data, which was thematically analysed. Quantitative measures extracted archival secondary data from policy documents produced by the Joint Admissions and Matriculation Board (JAMB) between 2015 and 2023 on annual key figures, including candidates’ applications, the number of candidates examined, enrolment figures across all universities, and quota allocations. Descriptive statistical analysis was used to identify trends and disparities in enrolment, particularly in private universities. Analyses of findings and results suggest that institutional barriers are significant obstacles created by regulatory institutions and internal university policies, collectively limiting the accessibility and attractiveness of private universities in Nigeria. The centralised system of JAMB continues to create challenges for students, universities, and the broader educational landscape, ultimately contributing to low enrolment in private universities. Significant annual disparities also exist between registered candidates for the Unified Tertiary Matriculation Examinations (UTME), examination takers, and enrolees in private universities. The government's comprehensive policy approach continues to restrict universities’ autonomy, limiting their ability to adapt curricula to local needs. The study made recommendations for policy and practice, based on the findings.
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