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- Inaugural lectures by Professors from different Faculties of Lead City University
Recent Submissions
Impact of Sustainable Education Practices on National Development among Selected Higher Institutions in Southwest Nigeria, 2012-2024
(Lead City University, Ibadan, 2025-12) Michael Olatunde AGBABIAKA
The imperative of sustainable education as a catalyst for national development has become increasingly prominent in the global discourse on education and policy reform. In Nigeria, where education remains a critical determinant of socio-economic transformation, the integration of
sustainable principles within the educational system is pivotal to achieving long-term national goals. This study investigates the impact of sustainable education on national development, among selected higher institutions in South West Nigeria. The research examines how these institutions implement sustainable educational practices and evaluates their contribution to economic growth, environmental consciousness, social equity, and institutional resilience. The study’s theoretical framework is grounded in sustainable development theory, emphasizing the interconnectedness of education, economy, society, and environment. Adopting a descriptive survey research design, both qualitative and quantitative data were collected from academic staff, administrators, and students across strategically chosen universities in the region. Structured questionnaires, semi structured interviews, and institutional documents formed the primary instruments for data gathering. Findings reveal that while awareness of sustainable education is growing among stakeholders in higher institutions, implementation remains fragmented and inconsistent. Curriculum integration of sustainability concepts is present in certain disciplines but lacks a unified strategy across departments and faculties. Infrastructure development in most institutions reflects some level of environmental consciousness through green buildings and waste recycling initiatives, yet these efforts are limited by inadequate funding, policy gaps, and a lack of institutional commitment. Furthermore, the research highlights the significant role that higher institutions play in driving national development through innovation, research, and community engagement. However, their potential is often undermined by challenges such as poor governance structures, limited stakeholder collaboration, and an absence of long-term sustainability planning. The study concludes that sustainable education in South West Nigerian higher institutions holds great promise for accelerating national development if supported by coherent policy frameworks, improved funding, staff training, and institutional accountability. Recommendations include the establishment of sustainability units within institutions, mandatory inclusion of sustainability education across all curricula, increased investment in research addressing local developmental issues, and stronger partnerships between academia, government, and industry. By situating sustainable education at the heart of higher learning, this study underscores its critical role in shaping future leaders and equipping graduates with the competencies required for sustainable national development. The research contributes to the broader understanding of how higher education can be strategically aligned with national development goals, particularly in emerging economies like Nigeria. The findings are expected to inform policymakers, educational planners, and institutional leaders seeking to transform the educational landscape in alignment with the Sustainable Development Goals (SDGs), especially Goal 4 (Quality Education).
Key Words: Sustainable Education, National Development, Higher Institution, Southwest Nigeria.
Word Count: 422
E-governance and Public Service Delivery in Selected Education Districts in Lagos State 2019-2024
(Lead City University, Ibadan, 2025-12) Maharfudeen DEHINSILU-ISA
This study investigates the interplay between e-governance and public service delivery in selected education districts in Lagos State, Nigeria. In the context of a rapidly digitalizing global environment, e-governance has emerged as a critical tool in enhancing the efficiency, accessibility, and transparency of public services. In Nigeria, especially Lagos State, the adoption of egovernance in the education sector aims to improve administrative efficiency, monitoring of teacher performance, student enrolment systems, data management, and policy implementation. However, questions remain about the extent to which these digital initiatives translate into improved public service delivery outcomes in the education sector. The study was guided by the Disruptive Innovation Theory, Technology Acceptance Model (TAM) and Institutional Theory. Disruptive Innovation Theory aptly explains how the adoption of e-governance serves as a catalyst for institutional change and improved service delivery; TAM provides insight into how perceived usefulness and ease of use influence the adoption of e-governance technologies by stakeholders. A descriptive research design was employed. Quantitative data were collected through structured questionnaires administered to administrative staff/education officials, teachers and students across two purposively selected education districts. Qualitative data were obtained through key informant interviews with top education managers and ICT officers. Descriptive and inferential statistics were used to analyze the quantitative data, while thematic content analysis was applied to qualitative responses. Findings revealed that while e-governance tools such as online registration portals, digital attendance systems, and performance monitoring dashboards have been deployed, their impact varies across districts. Districts with better ICT infrastructure and trained personnel recorded more efficient service delivery. However, common challenges identified include inconsistent internet connectivity, resistance to change, inadequate digital literacy among staff, and lack of sustained government investment. The study concludes that e-governance holds significant potential to transform public service delivery in Lagos State’s education sector. Nonetheless, its success depends largely on institutional capacity, infrastructure, and stakeholder engagement. Recommendations include a sustained investment in ICT infrastructure across all education districts; continuous training and capacity building for education personnel; awareness campaigns to promote stakeholder buy-in; and development of a robust monitoring and evaluation framework to track e-governance performance outcomes. Strengthening these areas can position e-governance as a driver of inclusive, transparent, and efficient public service delivery in education.
Keywords: e-governance, Public Service Delivery, Education, Lagos State
Word Count: 365
Women, Intergroup Conflict Management and Peacebuilding: Study of Selected Communities in Southeast of Nigeria
(Lead City University, Ibadan, 2025-12) Lilian Nnenne AKHANOLU
Conflict is part of life and inevitable especially in relating with one another in any given situation. The way conflict is managed and/or resolved, either positively or negatively is very essential to human relations. In the pre-colonial times, women were part of various peacebuilding initiatives though it differed in level of involvement and participation with various ethnic or communities. Women contributed to the management of conflict through
many communal initiatives, formal and informal means. For instance, Mrs Funmilayo Ransome Kuti, an activist who motivated others in the fight against oppression, imperialism and gender inequality. However, during the colonial era, women’s roles in conflict management and peacebuilding became underrated and not until the recent times are there improvements in those roles. Igbo women in the Southeast of Nigeria have been contributing to conflict management and peacebuilding, and contrary to the general belief that they are not allowed to have a voice in these aspects in their communities, this study examines their roles in conflict management and peacebuilding in their communities. The study adopted Snail-sense feminism theory which states that the movement of a snail is slow but steady and likewise the efforts and contribution of women to peacebuilding. Primary and secondary sources of data were used to gather information for the study. Interviews and focus group discussions were conducted with members of three communities from three state in the Southeast, Nigeria. The study found out that women get involved in certain conflicts such as
stealing, fighting, infidelity between couples and cases such as murder are left for the law enforcement agents to handle. Likewise, when they fail to resolve a conflict, they refer it to the elders or ultimately the Obi Eze, the traditional rulers in the community. The study concluded that Igbo women are peacebuilders and they are also as proactive and reactive in peacebuilding as their male counterparts, all for the progress of their communities. The study therefore recommends that women should be given more opportunities and participation in these peacebuilding initiatives. And that they should be made agents of peace by giving them more support in the politics of the region which can be achieved by the region giving some percentage of slots to women for the Houses of Assembly. This will greatly trigger more participation of women in politics and consequently showcase them in peacebuilding at state levels instead of being village and clans’ champions alone. Also, girl child education which will empower the women to do more in the future should be prioritized in the communities.
Keywords: Women, Conflict Management, Peacebuilding, Southeast.
Word Count: 420
Principal Administrative Practices and Employee Benefits as Correlates of Teachers’ Commitment towards Universal Basic Education (UBE) in Southwest, Nigeria
(Lead City University, Ibadan, 2025-12) Taofeek Oyesola LAMIDI
This study investigated principal administrative practices and employee benefits as correlates of teachers’ commitment towards Universal Basic Education (UBE) in Southwest, Nigeria. Search of literature shows scarcity of studies on joint contribution of the above predictors on teachers’
commitment to UBE. Three research questions and two hypotheses were raised. Descriptive research design was employed. Population included 54,870teachersand 2,398 principals. 3013 teachers and 911 principals were sampled using multi-stage procedure. Teachers’ Commitment Questionnaire (TCQ)(α = .876)”, and Principal Administrative Practices and Employee Benefit Questionnaire (PAPEBQ)(α = .805)”were used to collect data. Data were analysed using descriptive and inferential statistics. Results showed high level of teachers’ commitment to the school (x̅= 2.542) and students (x̅= 2.535) but low commitment to teaching/profession (x̅=2.459). Principals highly adopt supervision (x̅= 2.564) and involvement of teachers in decision making (x̅= 2.550) for teachers’ administration. Fringe benefits (x̅= 2.583) and paid time off benefits (x̅= 2.752) are highly provided for teachers whereas there is low level of provision of insurance benefits (x̅= 2.056). Principals' administrative practices and employee benefits jointly
contribute significantly to teachers' commitment to UBE (F6, 904 = 4.928, P<0.05).Supervision (β = .081; t = 2.354; sig. = .033), involvement of teachers in decision-making (β = .094; t = 2.675; sig. = .021), staff development practices (β = .072; t = 2.165; sig. = .038), fringe benefits (β = .152; t = 3.808; sig. = .003) and paid time off benefits (β = .137; t = 3.235; Sig. = .008) except insurance benefits (β = -.060; t = -1.631; Sig. = .099)all have significant relative influence on teachers’ commitment to universal basic education at P<0.05.In conclusion, principals' administrative practices and employee benefits significantly influence teachers' commitment in universal basic education. It was recommended among others that attention should be given to improving teachers’ commitment by ensuring better administrative practices and more provision of employee benefits.
Keywords: Principals Administrative Practices, Employee Benefits, Teachers’ Commitment
Word Count: 300
Leadership Style, Emotional Intelligence, Organisational Structure and Service Quality among Library Personnel in Colleges of Education, South west, Nigeria
(Lead City University, Ibadan, 2025-12) Rokibat Mayowa KARIM-ASIYANBI
Library service quality is a critical determinant of user satisfaction and the overall effectiveness of academic libraries. High-quality services ensure timely access to relevant information, support learning and research, and promote the intellectual development of students and staff. The perception of service quality is shaped not only by staff responsiveness, competence, and empathy, as well as the adequacy of library resources and facilities, but also by leadership style, emotional intelligence, and organisational structure within the College of Education libraries in South-west Nigeria. The research is guided by Model and theories LibQUAL Model, Situational leadership theory, Emotional intelligence Model and Mintzbergs Theory, This study examined how leadership style, emotional intelligence, and organisational structure collectively influence service quality in Colleges of Education libraries in South-West Nigeria. The population comprised 183 library personnel across 11 colleges, with total enumeration sampling employed due to the relatively small population size. A mixed-method approach was adopted, combining structured questionnaires titled Leadership Style, Emotional Intelligence, Organisational Structure and Service Quality among Library Personnel in Colleges of Education, South west Nigeria and in-depth interviews with 21 library users. The instruments were validated by PhD-level experts in library science, and reliability and adequacy were confirmed. The instruments reliability was also confirmed at Cronbach-alpha score of 0.72, 0.93 and 0.70 for the variables respectively. A total of 147 questionnaires were returned for analysis. Data analysis employed both descriptive and inferential statistics. Frequencies, percentages, and means were used to address demographic data and the four research questions, while regression analysis tested four hypotheses at a 0.05 significance level. Findings revealed that service quality among library personnel in Colleges of Education libraries is high. The study also identified directive leadership as the predominant style, noted a high level of emotional intelligence among library personnel, and confirmed professional bureaucracy as the prevailing organizational structure. Inferential analysis indicated that there was a significant combined influence of leadership style, emotional intelligence and organisational structure on service quality in college of education libraries in South-west Nigeria (Adj. R2=43.643, F(3,143)=43.643, p=0.000), with their combined effect exerting a powerful impact on service delivery. Based on these findings, it was recommended that library management continue investing in staff training, the provision of adequate facilities, and access to up-to-date information resources. Regular monitoring and evaluation should be conducted to maintain high service standards and identify areas for continuous improvement.
Keywords: Leadership Style, Emotional Intelligence, Organisational Structure, Service Quality, Library Personnel
Word count: 390