ISSN: 2320-5407 Int. J. Adv. Res.

4(11), 1153-1161

AJournal Homepage: - www.journalijar.com

Article DOI: 10.21474/IJAR01/2199

DOI URL: http://dx.doi.org/10.21474/IJAR01/2199

RESEARCH ARTICLE
CONFLICT MANAGEMENT AND PERFORMANCE OF SELECTED TERTIARY INSTITUTIONS IN
ENUGU STATE, NIGERIA.

Dr. Obianuju Mary Chiekezie, Dr. Emmanuel Chijioke Dibua and Anzor Edith Chima.
Nnamdi azikiwe university Nigeria.
……………………………………………………………………………………………………....
Manuscript Info Abstract
……………………. ………………………………………………………………
Manuscript History The study explored the relationship between conflict management and
performance of some selected tertiary institutions in Enugu State,
Received: 28 September 2016 Nigeria. The specific objectives were to find out the extent to which
Final Accepted: 30 October 2016 arbitration enhances academic proficiency, and to ascertain how
Published: November 2016
dialogue can reduce incessant closure of selected tertiary institutions in
Enugu state. The study employed survey research design. Primary and
Key words:- secondary sources of data were used for this study. Pearson‟s product
Conflict Management, Arbitration, moment correlation was used to test the hypotheses. Findings revealed
Dialogue, Academic Proficiency, that effective conflict management has significant influence on
Incessant Closure, Tertiary Institutions.
performance of tertiary institutions in Enugu State, Nigeria. The study
concluded that effective conflict management is a necessity for optimal
performance of tertiary institutions in Enugu state, Nigeria. Based on
the conclusion, it was recommended that tertiary institutions should
employ techniques such as; arbitration and dialogue, proper use of
authority, observance of rules and regulations, proper structuring of
institutions, provision of adequate communication networks and
encouraging meaningful participation of stakeholders in resolving
conflicts. Again, courses that boarder on peace and rule of law should
be introduce in Nigerian tertiary institutions as a University General
Studies (GS).
Copy Right, IJAR, 2016,. All rights reserved.
……………………………………………………………………………………………………....
Introduction:-
BACKGROUND OF THE STUDY:-
Human beings are by nature social animals that interact, feel, learn, work and relate with each other in an
organisation. They are the most valuable resource as well as the source of most problems and conflicts in
organisations. Conflicts can be challenging and dysfunctional. It is inevitable due to the complex and unique
qualities people bring to the organisation. Inability to satisfy needs, interest or goals can result to conflict depending
on personalities, choices, decisions, behaviours and understanding of others. Conflict is a recurring decimal in all
human relationships, be it in the family, institutions, organisations, (Uchendu, Anijaobi, and Odigwe, 2013). Fadipe
(2000) sees conflict as a form of disagreement in an establishment between two individuals or groups who have
cause to interact formally or informally. It is basically a disagreement between two or more individuals or groups
over compatible goals. Conflict therefore involves behaviours that can mean interference or disruption by one
person or group of persons in a manner that make the other party less likely to be effective. Conflict means that
people are working against each other, in such a manner that what one wants is incompatible with that which
another wants. It could bring about competition in the pursuit of goals (Deutsch ,1973) .

Corresponding Author:- Obianuju Mary Chiekezie.

Address:- Nnamdi azikiwe university nigeria. 1153
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The university as an institution is made up of people with varying needs, interests, choices, features, goals and
personalities with different purposes and expectations from the university. They include, students, academic and non
academic staff, management team, unions and other stakeholders. Individual differences among people working in
an organisation often result to conflicts which might be counter-productive and can give rise to inefficiency,
ineffectiveness and in some cases, closure of the organisation. The goal of university education is pursued through
its main functions and activities of teaching, research, dissemination of existing and new information, service to the
community, and a storehouse of knowledge,(Ferdinand,1981). Carrying out these functions give rise to conflicts
within and among different categories of people in the university community. The non-academics who perform
support- function may feel unappreciated or even relegated by academic staff. Management often clash with
students, staff and other stakeholders in carrying out their functions of recruitment, admission, examination and in
the provision of welfare services to the staff and students. Again, the academics have a complex dual role of
teaching and conducting research. This dual role could be a source of much tension over the individual's division of
time, energy and commitment. The students' purposes are perhaps the most complex of all. As a heterogeneous
group, they have conflict within each of them, yet they have to conform to learning certain things in order to acquire
a degree (Alabi, 2010).

Given that conflict is inevitable in any organisation, tertiary institution is not an exception. It becomes disturbing
when there are no clear measures to employ in management of conflicts in some tertiary institutions to maximize
positive effects while minimizing the negative effects. This is important because, poor management of conflict in
tertiary institutions will most likely result to ineffectiveness and inefficiency especially in the areas of academic
proficiency and incessant closure of these institutions. Educational sub-sector in Nigeria and Enugu State in
particular, has been recording series of industrial unrests in the recent past. The effect of repeated and abrupt closure
of tertiary institutions due to conflict can better be imagined.

The University of Nigeria, Nsukka, Enugu State University of Science and Technology and Institute of Management
and Technology (IMT) Enugu which are the major tertiary institutions in the State have probably not advanced as
expected due to unhealthy and poorly managed conflicts. Some of these setbacks may be caused by mismanagement
of the University politics, absence of conflict management mechanisms such as dialogue and arbitration, rivalry
between competing interest groups or individuals for power, authority and leadership. Consequently, educational
standard tend to be questionable in some of these institutions. In some cases, academic calendar has been disrupted,
with some academic sessions out rightly lost. Students‟ academic proficiency has taken a nose dive, while various
forms of examination malpractices are on the increase. The situation is worrisome as the public now accuses the
tertiary institutions (ivory towers) of turning out graduates that are ill-equipped in character and learning to
contribute to the growth and development of the nation.

In view of the above problems, this study becomes imperative as it intends to explore the influence of effective
conflict management on the performance of selected tertiary institutions in Enugu state. It focuses on investigating
arbitration and dialogue as a conflict management mechanism for organisational optimal performance.

OBJECTIVE OF THE STUDY:-

The broad objective of this study is to explore the relationship between conflict management and performance of
selected tertiary institutions in Enugu state, Nigeria. The specific objectives are to:
i. Examine the extent to which management arbitration enhances academic proficiency in selected tertiary
institutions in Enugu state, Nigeria.
ii. Ascertain the extent dialogue can reduce incessant closure of selected tertiary institutions in Enugu state,
Nigeria.

RESEARCH Q UESTIONS.
1. To what extent does management arbitration enhances academic proficiency in selected tertiary institutions in
Enugu state, Nigeria?
2. To what extent does dialogue reduces incessant closure of selected tertiary institutions in Enugu state, Nigeria?

HYPOTHESIS:-
The following hypotheses were formulated in line with the objectives:
Ho: Conflict management by arbitration has no significant positive relationship with academic proficiency of
selected tertiary institutions in Enugu state, Nigeria.

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Hi: Conflict management by arbitration has a significant positive relationship with academic proficiency of
selected tertiary institutions in Enugu state Nigeria.
Ho: Dialogue has no significant positive relationship with incessant closure of selected tertiary institutions in
Enugu state Nigeria.
Hi: Dialogue has significant positve relationship with incessant closure of selected tertiary institutions in Enugu
state Nigeria.

Review Of Related Literature:-

CONCEPTUAL REVIEW:-
CONFLICT MANAGEMENT:-
Tertiary institutions are always in crises when conflicts occur, which vary from campus to campus depending on the
size, location, student population, mission, management and unionization. What can trigger conflict, even large scale
ones, in one campus may not in another. Aguba (2009), referred to conflict as a struggle or contest, when workers
and management have incompatible, conflicting or irreconcilable views on issues that could lead to conflict. He
maintained that it is unthinkable to find any industrial society without industrial conflict, stressing that even Japan
which is regarded as the Mecca of industrial harmony has elements of industrial conflict in one form or the other.
Ezegbe (1977), defines conflict as “mutual hostility in inter human relations in educational institutions in Nigeria”.
Mutual hostility can occur in form of black Mailing, withdrawal of love and support, withdrawal of resources,
salaries, wages, fringe benefits, or incentive, sudden transfer, suspension, violent demonstration and many more.

Conflict can occur at the level of interpersonal, inter group, organisation or intra-organisational relationship
involving chief Executive (Vice chancellors, provost or rector) and the rest of the staff, students, super-ordinate
cadre, subordinates, the senior and the junior staff, the student and school authority, the community and the
institution. Many people view conflict as an activity that is almost totally negative and has no redeeming qualities
while other school of thought accept it as dysfunctional, destructive and at the same times accept it as a catalyst for
change, creativity and production (Posisha and Ogbuvwa, 2009).

Alabi, (2010) sees conflict as opposition to another or each other, or disagreement. Kesterner and Ray (2002) see
conflict as when two parties (individuals, group, State) are involved and strived for goals which can only be reached
by one party, and/or want to employ incompatible means to achieve a certain goal. It thus implies struggle over
values or claims to status, power and scarce resources in which the aims of the groups or individual involved are not
only to obtain the desired values but neutralize, injure or eliminate rivals. Gilhin (2004) affirms that conflict is a
normal part of man‟s social relations.

Albert (2001) observes that there are productive and destructive conflicts. In his view, a conflict is said to be
positive when it is constructively discussed by the parties in amicable terms and settlement reached. Constructively
managed conflict induces a positive performance while poorly managed conflict is unhealthy and can lead to
destruction. Conflict should not always be seen as something undesirable but rather as a necessary outcome that can
bring about positive consequences. Analysis of conflict in tertiary institutions shows that conflict can affect the
attainment of institutional goal positively or adversely. Conflict in some cases could facilitate co-operation, foster
goal attainment if properly handled. On the other hand, if not well managed, could lead to loss of lives, destruction
of properties and disruption of normal academic activities. The survival of any institution therefore, largely depends
upon the development of better means of resolving conflicts (Aja, 2012).

Conflict management through dialogue:-

Conflict managers use the term "dialogue" in a variety of ways. Most dialogue processes involve people sitting
down together with a facilitator who will help them explore their feelings about the conflict and develop an
improved understanding of the concerns, fears, and needs of affected parties. Dialogue requires participants to
suspend attachment to their particular points of views. It stresses respect for others, listening, trust, and the shared
pursuit of deeper understanding.

Dialogue helps people to perceive the interconnectedness of the world. Dialogue helps people to transcend their
individual perspectives in order to achieve a larger view of reality (O‟Sullivan-Lago, and Abreu, 2010). Dialogue
requires four basic skills. First, participants must suspend both their attachment to their own positions and their
judgments regarding others. This allows participants to be more accepting of other alternate perspectives. It is also
key in creating a climate of trust where others will feel free to express their points of view. Second, participants

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must identify their underlying assumptions. Unidentified differences in people's basic assumptions will produce
incoherent conclusions. Third, participants must listen actively to each other. Moreover they must remain actively
present to each other. Finally, participants must engage in inquiry and reflection, in order to uncover deeper issues
and create more profound levels of understanding (Boston Globe 2008). Regular dialogue helps people to identify
problems early. Dialogue can lead to a clearer understanding of the problem and help participants to generate a
broader set of possible solutions.

Tileagă, (2007), asserts that groups who have practiced dialogue through the earlier stages will be more united
behind the final decision, and more committed to it. Dialogue sessions create a safe environment for the expression
of differences. The guidelines of dialogue can provide the structure needed for participants to transform chaos into a
source of creativity. Dialogue also provides a safe arena in which to express the often turbulent emotions occasioned
by the community building process. Finally, dialogue provides a process by which full communities can continue to
identify and respond to problems and issues, and so maintain themselves (Tileagă, 2007).

Arbitration is an alternative method to resolve conflicts with one or more arbitrators. It is a more agile way than a
judicial process and it is common in commercial contracts which include a clause that states that any problems that
may arise between parties in a contract may be solved by arbitration. An arbitration process is a quicker process
than a trial (Goldberg, Green and Sander, 1985).

The law provides that the arbitration may be in law, equity or technical. The referees dictate their decision on the
basis of their specific knowledge of a particular issue, trade or science (Ogochukwu and Eberinwa 2014). They
further added that the parties may agree who will be in charge of the arbitration procedure. Also the parties may
freely determine the place of arbitration but usually the arbitration institution decides which will take place. The
arbitration process shall not exceed five months duration unless the parties or the arbitrator decide to prolong it. The
active role of arbitrators is very important in the arbitration process because they are the ones who carry out the
process, determine what evidence will be accepted and valued and at the end they dictate the arbitration award
which will end the conflict. The award has the force equivalent to a court order and the parties must comply with it.
Arbitrators must meet certain requirements to serve as arbitrators and when they accept their position they assume
the obligation to fulfill its function with "dedication and commitment" and as well the responsibility to repair
damages caused to third parties by their fault or negligence (Goldberg, Green and Sander, 1985). Before going
under an arbitration process it is essential that the parties know about the arbitration clause and also about the
arbitration law which will govern the whole process.

THEORETICAL FRAMEWORK:-
The first theoretical construct that this study is premised is social identity theory established by Tajfel and Turner
(1979). Social identity theory asserts that group membership creates in-group/self-categorisation and enhancement
in ways that favour the in-group at the expense of the out-group. After being categorised of a group membership,
individuals seek to achieve positive self-esteem by positively differentiating their group from a comparison out-
group on some valued dimension, Haslam, (2001). In a simplified language, this theory asserts that we must do more
than study the psychology of individuals as individuals, but must understand how, when and why individuals define
themselves in terms of their group memberships and how these memberships as a consequence affect the behavior of
employees within organisations.

The second theoretical framework adopted for this paper is socio-cognitive conflict theory. Socio-cognitive theory
(SCT) was developed from social learning theory by Albert Bandura in the 1960s. The unique feature of SCT is the
emphasis on social influence and its emphasis on external and internal social reinforcement. SCT considers the
unique way in which individuals acquire and maintain behaviour, while also considering the social environment in
which individuals perform the behaviour. The theory takes into account a person„s past experiences which factor
into whether behavioural action will occur. People„s past experiences influence reinforcements, expectations and
expectancies in specific behaviours and the reason why they engage in such behaviours. Socio-cognitive conflict
theory models show how employees react to differences in standards and judgments and how they conform to group
opinions.

EMPIRICAL REVIEW:-
Ada, Adoga and James (2013) conducted a research in College Of Education, Oju, Benue State, Nigeria; on
Conflicts as Constraints to Effective Management of Tertiary Institutions in Nigeria. A number of 324 participants

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were chosen, using simple random sampling. They found that conflict is an attendant feature of human interaction
in every organisation which cannot be eliminated, therefore, maintaining a cordial relationship between staff,
students by school authority, is necessary, they recommended, involving students and trade unions in decision
making process which is the most effective way forward for efficient management of tertiary institutions.
The Centre for Effective Dispute Resolution (2005) supports the perception of an increase in organisational conflicts
with some hard facts. Their research reported a 17% increase in organisational conflict measured by more than
115,000 employment tribunal applications in 2004 in the United Kingdom.

Alabi, (2010) conducted a research on Conflict in a Nigeria Universities: causes and effects, using a survey method
with 654 participants. The study concluded that there is need for all the groups within the system to recognise
potentials and deliberately make concerted efforts to curtail the negative consequences of conflicts. This curtailment
could be achieved through meaningful interactions and effective communication; resourcefulness and resource
management; and cooperation between the universities and the state. All these measures would culminate in drastic
reduction in negative conflict potentials and consequent high goal attainment potential.

A similar research was conducted by Bricoe and Schuler (2004) in Accra, Ghana based on a survey design.
Hypothesis was tested using correlation analysis. Bricoe and Schuler found that many institutions use win-lose
nature and competitive approach to curb conflict; asserting that such negative view to conflict breed inefficiency,
creating destructions. They recommended appropriate guidelines involving cohesion and healthy competition for
turning dysfunctional conflicts into functional conflicts which leads to a win-win solution.

Summary Of Literature Review:-

Summarily, the related literature reviews on this topic, like Ada, Adoga and James (2013) in College Of Education,
Oju, Benue State, Nigeria; Alabi (2010) University of Calabar Nigeria and Bricoe and Schuler 2004 Accra Institute
of Technology (AIT) Ghana ) all adduced that conflict is often said to be functional for organisations, and all their
recommendations still fall within the spectrum of conflict reduction, resolution, or minimization. Meanwhile, their
recommendations are usually designed to deal with conflict at group levels and may not be appropriate for macro-
level changes in an organisation. However, these literatures are also deficient in these major areas:
1. There is no clear set of rules to indicate how conflict involving different situations can be managed effectively.
2. There is none that handled conflict in tertiary institutions in Enugu state, Nigeria.

This paper therefore, addresses the lacuna above focusing on tertiary institutions in Enugu state, Nigeria and
provides a design for managing interpersonal, intragroup, and intergroup conflicts. Moreover, the study will be
useful to the management practitioners as well as the academicians.

RESEARCH METHODOLOGY:-
RESEARCH DESIGN:-
This study adopted a descriptive survey design which aimed at collecting detailed factual information that describes
an existing phenomenon.

Population and Sampling Technique:-

The population of this study is made up of employees of three selected universities in Enugu state, Nigeria, which
include, University of Nigeria Nsukka, Enugu campus, Enugu State University of Science and Technology, and
Institute of Management and Technology, Enugu. A total number of 7,757 of both academics and nonacademic staff
of the above tertiary institutions form the population of the study. The composition of population size of the study is
represented in table 3.1 below.

Table 3.1:- Tertiary Institutions and Population Size

S/NO Tertiary Institutions Population Size
1 University of Nigeria Nsukka, Enugu campus 3015
2 Enugu State University of Science and Technology 2795
3 Institute of Management and Technology, Enugu 1947
Total 7757
Source: field work 2015.

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Sample and Sampling Techniques:-

Non-probability sampling method was employed in selecting the population size of the study. Hence, the random
sampling was done using Taro-Yamane arithmetical formula to arrive at sample size “n” with 5% level of
significance.
N
n =
Where: 1+N(e2)
n = sample size
N = population size
e = level of significance
n= N

1+N(e2)
n= 7757
1 + 7757 (0.052)
= 777
By the above calculations, the sample size is seven hundred and seventy seven (777) which implies that 777
questionnaire was distributed to the above mentioned tertiary institutions. The sample size for each university is
determined proportionately by the use of ordinary percentage. The total population of each school is divided by the
total sample size and multiplied by 100. Example:
For UNN, 3015 x 100%
777
= 388
Table 3.2:- Sample size Distribution
S/NO Respondents Total
1 University of Nigeria, Nsukka, Enugu campus 388
2 Enugu State University of Science and Technology 359
3 Institute of Management and Technology, Enugu 250
Total 777
Source: field work 2015.

METHOD OF DATA COLLECTION:-

Data for the research was collected from both primary and secondary sources. The primary data include
questionnaire. The questionnaire was structured and the respondents placed on a five point Likert scale as follows;
strongly agreed – 5points, Agree-4 points, Undecided – 3points, Disagree - 2points, and Strongly disagree – 1points.
The secondary data are information gathered from e-books, textbooks journals and e- magazines. The instrument
was validated using content validity. Reliability was tested using test- retest.

Table 3.3:- Reliability Statistics

Cronbach‟s Alpha Number of Items
.715 10
From the reliability test, the measuring instrument is reliable at alpha value of 0.715.

DATA PRESENTATION AND ANALYSIS:-

In order to assess the extent to which conflict management through arbitration and dialogue can affect effective
academic performances in tertiary institutions, a factor analysis was employed to establish the key factors important
in the effective conflict management. Pearson‟s product moment correlation was used to test the hypotheses.

Table 4.1:- Selected Demographic Characteristics of Respondents and Their Universities

Name of the University Frequency Percent
University of Nigeria Nsukka,
Enugu campus
Academics 288 74.23
Non-academics 200 25.77
Total 388 100%

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Enugu State University of Science

and Technology
Academics 204 57.66
Non-academics 159 42.34
Total 359 100%
Institute of Management and
Technology, Enugu
Academics 155 62
Non-academics 95 38
Total 250 100
GRAND TOTAL 777 100%
Source: Field Survey (2015

Test of Hypothesis:-
Hypothesis One:-
Ho: Conflict management by arbitration has no significant positive relationship with academic proficiencies of
selected tertiary institutions in Enugu state, Nigeria.
Hi: Conflict management by arbitration has a significant positive relationship with academic Proficiencies of
selected tertiary institutions in Enugu state, Nigeria.

Table 4.2:- Correlation between Arbitration and Academic Proficiency

ARBITRATION ACAD PROFICIENCY
ARBITRATION Pearson 1 .445*
Correlation .014
Sig. (2-tailed) 1760 1760
N
ACAD PROFICIENCY Pearson 445* 1
F Correlation 014
Sig. (2 tailed)
N 1760 1760
*correlation is significant at the 0.05 level (2-tailed).

This shows that conflict management through arbitration has a significant positive effect on academic proficiency of
tertiary institutions in Enugu state since the p-value (0.014) is less than 0.05 (at 2-tailed test) as can be seen in the
Table of Pearson correlation above. This implies that conflict management through arbitration has a significant
positive relationship with the performance of tertiary institutions in Enugu state.

Hypothesis two:-
Ho: Dialogue has no significant positive relationship with incessant closure of selected tertiary institutions in
Enugu state Nigeria.

Hi: Dialogue has significant positive relationship with incessant closure of selected tertiary institutions in
Enugu state Nigeria.

Table 4.3:- Correlation between Dialogue and Incessant Closure

DIALOGUE INCESSANT CLOSURE
DIALOGUE Pearson 1 .657**
Correlation .000
Sig. (2-tailed)
N 1760 1760
INCESSANT CLOSURE Pearson .657** 1
F Correlation .000
Sig. (2 tailed)
N 1760 1760
*correlation is significant at the 0.01 level (2-tailed)

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There is a significant positive relationship between dialogue and incessant closure of tertiary institutions in Enugu
state since the p-value of 0.000 is less than 0.01 (at 2-tailed test) as can be seen in table 4.3 of Person correlation
above. This implies that dialogue can go a long way in eradicating incessant closure of tertiary institutions in Enugu
state.

Summary of Findings, Conclusion and Recommendations:-

FINDINGS:-
From the analysis carried out in this study, the researchers found that effective conflict management through
dialogue and arbitration has a significant positive effect on performance of selected tertiary institutions in Enugu
state. It shows that the use of dialogue and arbitration in the management of conflict can go a long way in promoting
academic proficiency and in eradicating incessant closure of tertiary institutions in Enugu state, Nigeria. It further
reveals that for optimal performance of organisations with human elements, the organisation must create conflict
management mechanism such as arbitration and dialogue.

CONCLUSION:-
In view of the above findings, the study concludes that tertiary institutions can maintain academic proficiency and
eradicate incessant closure of universities by managing conflict through arbitration and dialogue. There is no doubt
that just as conflicts abound in human beings, so it is in tertiary institutions. The school administrators therefore
need managerial expertise and leadership qualities to bring the staff, students and other stake holders together to
fight a common course to ensure academic success and eradicate incessant closure of tertiary institutions. This study
therefore concludes that dysfunctional conflict should be avoided through arbitration and dialogue.

Recommendations:-
1. This study recommends that for effective performance, authorities of tertiary institutions should be more
democratic and skillful in handling the institution‟s affairs. The affected parties should be called for dialogue
from time to time to curb dysfunctional conflicts.
2. Authorities of tertiary institution should always embark or focus more on preventive strategies in order to
reduce crisis rather than corrective measures. Step by step conflict management in tertiary institution requires
giving consideration to problem solving techniques along with proper use of authority in the enforcement of
collective bargaining process. This requires managerial expertise and leadership qualities.
3. The study recommends the use of arbitration, observance of rules and regulations, proper structuring of
institutions, provision of adequate communication networks and encouraging meaningful participation of stake
holders in resolving conflicts.
4. Courses on conflict management and resolution, good governance, basic human rights, respect for rule of law
and teaching of peaceful coexistence as General Studies (GST) in Nigerian tertiary institutions should be
enforced with a view to making Nigerian tertiary institutions as much as possible conflict free and also improve
performance generally.

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