Buildings constitute a substantial percentage of most educational institutions' assets, user needs and operating costs. The performance level of this resource is therefore very critical to educational effectiveness. However, despite the crucial role of this resource in the education and construction sectors of the economy, evaluation of building performance is not a mainstream activity in Africa, particularly Nigeria. Presently, there is limited or no research/data in Nigeria to assess how extensively the use of or lack of building performance evaluation techniques affect teaching, learning spaces and overall organisational performance. The aim of this research was to develop an appropriate model for building performance evaluation in higher education institutions based on performance indicators, for improved awareness, understanding and practice. The research primarily focused on "user needs/requirements" within the organisational context. The methodology employed in the study included a review of the relevant literature and multiple case-studies conducted on four Federal Government universities in South East Nigeria. The target universities constituted the units of analyses and therefore provided opportunity for in-depth examination of the links between users, building facilities and organisational processes as established in the literature review. Epistemologically, the research is objectivist and paradigmically positivist. However, some qualitative aspects of data were relevant to the study and therefore used in a complementary manner. The case approach utilized mixed methods by applying a range of data collection techniques and evidence from multiple sources. The sampling technique was sequential involving both purposive and stratified random sampling. The study reveals apparent lack of a systematic mechanism for evaluating the success or performance of completed and occupied buildings and so the interaction between users and buildings did not add value to learning and working experiences in the target institutions. The bespoke methodology and conceptual process model developed in this research constitute an innovative and pioneering contribution to building performance evaluation as a developing field of knowledge. The study has established a basic level of awareness and understanding among construction practitioners that building performance evaluation can be used as a tool for delivering strategic objectives in the management of educational buildings. The study strongly advocates the inclusion of building performance evaluation as part of the building procurement process. The proposed model in the study provides a useful guide needed by the institutions to navigate to future competitive success in higher education built asset/facilities management.

This study was conducted to determine the impact of student-faculty informal interpersonal relationships on the intellectual development and personal achievement of students attending the University of Lagos, Lagos, Nigeria. Specifically, the work of Pascarella and Terenzini was generalized with respect to the positive influence of student-faculty interactions on academic outcomes. Additionally, the work of Pascarella and Terenzini was extended with a sample of students at the University of Lagos, Lagos, Nigeria. Eight hundred subjects were selected for the study; 621 subjects responded. One survey instrument was used. Frequencies and multiple regression analyses were used. A series of studies on student-faculty interaction has shown a significant relationship between student-faculty informal contact and student outcomes. A large number of studies have also indicated that student outcomes are not independent of students' background. Therefore, pre-enrollment characteristics were controlled for this study.

Diss. Helsinki : Univ.

The problem with which this study is concerned is to determine the relationship between the motivations to work for Nigerian lecturers and their perceptions of their academic organizational climate. The related purposes of the study are to determine the motivations to work for Nigerian lecturers, their perceptions of the academic organizational climate in which they work, and the relationships that exist between motivations and type of organizational climate.

The problem of this study was to describe higher education in relation to economic development and social change in Nigeria. The purposes of this study were (1) to identify the needs for economic development and social change in Nigeria; (2) to relate higher education goals to the identified needs; (3) to determine the perceptions of the participating groups of students, faculty members, academic administrators, and government officials about what priority of importance is being placed and should be placed on higher education goals to achieve the national needs; (4) to formulate recommendations for the future development of higher education in relation to economic development and social change in Nigeria.