Journal of Education in Developing Areas (JEDA) Vol. 19, No. 1.

ANALYSIS OF INTRA AND INTER CAMPUS COMMUNICATION FACTORS FOR GOALS ACHIEVEMENT IN UNIVERSITY OF PORT HARCOURT, NIGERIA.

BY J.N.D MEENYINIKOR, Ph.D DEPARTMENT OF EDUCATIONAL MANAGEMENT FACULTY OF EDUCATION UNIVERSITY OF PORT HARCOURT NIGERIA GSM +234 8037 453 140 E-MAIL: jndaccountability@yahoo.com & K.N.D MEENYINIKOR, B.Sc DEPARTMENT OF MATHEMATICS FACULTY OF SCIENCE UNIVERSITY OF PORT HARCOURT, CHOBA, RIVERS STATE, NIGERIA GSM +234 8134 991 098 E-MAIL: kndmathematics@yahoo.com

ABSTRACT

This paper seeks to find out the factors responsible for the effective or ineffective inter and intra campus communications that enhance the achievement of goals by the students, members of staff as well as the university management. Using available documents for analysis, related literature for review and schedules for interview, four research questions and one hypothesis were formed while questionnaire was used to elicit information for analysis. Out of the population of about 20,000 members of staff and students, 5000 was randomly selected as sample. The study discovered fifteen factors and calculated that there is a significant relationship between the scores of the factors of campus communication for goals achievement by the students and the members of staff of university of Port Harcourt. Accordingly, conclusions and recommendations were made.

March , 2011 JOURNAL OF EDUCATION IN DEVELOPING AREAS (JEDA) VOL.19 (1). Introduction Organizations and companies are established for the purpose of achieving special goals and objectives. Drucker (1957), Brech (1963) and Koontz and Weihrich (1989). University of Port Harcourt like all other universities in Nigeria was established to achieved specified goals and objectives, Ejituwu (1999), Aliu (2001). The members of staff employed by it, according to Maslow (1957) in Appleby (1980) have their hierarchy of needs to be satisfied. The various levels and categories of students, who are the majority of the customers to receive the processed goods or services of the university also, according to Nwachukwu (2007) and Meenyinikor (2007), have their own goals and objectives to achieve within a specified period of time. The uniqueness of university of Port Harcourt includes the fact that, (although it is situated in only one city called Choba in Rivers State The treasure base of the nation, Nigeria) it is scattered around and it is separated by many roads. This scenarios or uniqueness appear to be the main factor responsible for the numerous complains by the various stakeholders. For example, the students frequently complain bitterly about missing results of assignments, tests and examinations, late computation of grades for graduations, unpublished results; impromptu notices for change of lecture, test and examination periods, dates and schedules, and a host of others. On the other hand, the members of staff including university administrators; the Vice Chancellor, the Deputy Vice Chancellors, the Bursar, the Registrar, the Deans, the Provosts, the Heads of Departments, Directors of Centres, Coordinators of Units, Union Executives, Professors and others also complain bitterly about poor attendance and participation at meetings, seminars, workshops, lectures and other important university gatherings. The implication of all these lapses could mean that the individuals involved is likely and sure to incur irrecoverable expenses and costs that may have adversely affect on his or her economic wellbeing and social status in the society hence militated against the achievement of not only his or her goals but also the overall goals or objectives of the university. The main point of this implication and general observation is that, definitely it appears all is not well with the inter and intra campus communication in the University of Port Harcourt. Campus communication is the exchange or transmission of a message,

information, knowledge or idea from a sender to the receiver within the same www.jeda-uniport.com Page 1

March , 2011 JOURNAL OF EDUCATION IN DEVELOPING AREAS (JEDA) VOL.19 (1). university irrespective of their different locations. There is therefore, the need to look seriously at the issues of campus communication for goals achievement. The Purpose of the study This study is conducted to: 1. Find out the factors responsible for the effective or ineffective campus communication for goals achievement in University of Port Harcourt. 2. Determine how the students score the factors of campus communication for goals achievement in University of Port Harcourt. 3. Determine how the members of staff score the factors of campus communication for goals achievement in University of Port Harcourt. 4. Establish, if any, the relationship, whether significant or not, between the scores of the factors of campus communication for goals achievement by the students and the members of staff of University of Port Harcourt. Research Questions 1. What factors are responsible for the effective or ineffective campus communications for goals achievement in University of Port Harcourt? 2. How do the students score the factors of campus communication for goals achievement in University of Port Harcourt? 3. How do the members of staff score the factors of campus communication for goals achievement in University of Port Harcourt? 4. What is the relationship if any between the scores of students and members of staff on factors of campus communication for goals

achievement in University of Port Harcourt? Hypothesis There is no significant relationship between the scores of the factors of campus communication for goals achievement by the students and the members of staff of University of Port Harcourt. Methodology This is a survey study. It is a survey because all the students, members of staff and the documents to use are all available and present in University of Port Harcourt. The information gathered from the academic planning unit of the Vice chancellors office gives the number of students at about 16,000 and the number of www.jeda-uniport.com Page 2

March , 2011 JOURNAL OF EDUCATION IN DEVELOPING AREAS (JEDA) VOL.19 (1). the members of staff as about 4,000. Therefore, applying the mathematical and statistical techniques of percentages and stratified random sampling, 25% of each of the strata was adopted. Thus the questionnaire which was validated by experts in the University and tested for reliability was administered on 4,000 students and 1,000 members of staff. Two weeks were used to retrieve all the completed questionnaire before their sorting, collation and analysis of the data for eventual presentation. Frequencies, percentages and Pearsons product moment coefficient of correction were used to answer the research questions whereas the hypothesis was tested at 5% significant level with the appropriate degree of freedom. Results presentation and analysis
Table1. Campus communication factors in University of Port Harcourt. s/n Factors of Campus Communication Students Frequency 4000 3660 3,740 3, 170 1, 730 3, 670 2, 280 3, 210 3, 870 2, 280 2, 600 2, 690 3, 450 3, 660 2, 050 2, 520 % 100 92 94 79 43 92 57 80 97 57 65 67 86 92 51 63 Staff Frequency 1000 890 710 330 270 980 920 690 530 770 650 910 900 940 200 780 % 89 71 33 27 98 92 69 53 77 65 91 90 94 20 78 Total Remark Frequency 5000 4,550 4,450 3,500 2,000 2,000 3,200 3,900 4,400 3,050 3,250 3,600 4,350 4,600 2,250 3,300 % 100 91 89 70 40 93 64 78 88 61 65 72 87 92 45 66

1. 2. 3. 4. 5. 6. 7. 8. 9. 10 11. 12. 13 14. 15.

16.

17.

Constant electricity and power generation Operational information building & officer at main gates Trained inquiry officer at each Faculty Trained information officer at each department Proper and adequate funding. Qualified information and communication officer Available and easy transportation to and fro the university Available and easy transportation within the campus(es) Access to telephone linkages between & within campuses and outside world Availability and access to public pay phone service within campuses Availability of intercom facilities within campuses Functional and adequate notice board for each department and faculty Availability of functional public address system in all lecture halls Availability of functional chalk boards in all lecture halls Availability of well known calendar for the department, faculty and University Availability of well known time table for the department, faculty and University Availability of functional email, website, fax and PMB

A A A N A A A A A A A A A N A

1, 840

46

110

11

1,950

39

2, 350

59

650

65

3,000

60

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March , 2011 JOURNAL OF EDUCATION IN DEVELOPING AREAS (JEDA) VOL.19 (1).

18. Availability of well written and 2, 360 regular newsletter, press release & year books or journals Privately owned handsets by staff & 1, 300 students. Availability of private radio and 890 television houses by the department, faculty and University = Accepted N = 59 540 54 2,900 58 A

19. 20.

33 22

150 60

15 6

1,450 950

29 19

N N

Not Accepted

The

above

table

is

about

the

factors

that

will

enhance

effective

communication for goals achievement in University of Port Harcourt. Generally, it gives 20 factors numbered from 1 to 20 with the frequencies and their corresponding percentages for the responses from the students, the members of staff and the sum of the students and the members of staff. Specifically, it shows that factor number 1, constant electricity and power generation, has a frequency of 3, 660 and a corresponding percentage score of 92% for the students. But for the staff it has a frequency of 890 and a corresponding percentage score of 89%. The total frequency therefore for both the students and the staff is 3660 plus 890 which is 4550 resulting to a corresponding percentage of 91%. Thus, this first factor is accepted as a factor that will enhance effective communication for goals achievement in University of Port Harcourt for it scored above 50% average in the overall. The above explanation is applied similarly down to the last item 20, availability of private radio and television houses by departments, faculties and the University, with the students frequency of 890 or 22%, staff frequency of 60 or 6% and the total of 950 or 19% which is not accepted for scoring below the 50% average in total. The above factors of campus communication are scores in percentages by both the students and the members of staff as follows:
TABLE 2
Accepted factor 1 2 3 4 5 6 7 8 9 10 11 12 13 Students scores 92 92 92 94 97 86 80 67 79 63 65 57 57 Staff scores 98 94 89 71 53 90 69 91 33 78 65 92 77

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March , 2011 JOURNAL OF EDUCATION IN DEVELOPING AREAS (JEDA) VOL.19 (1).

14 15 59 59 65 54

Table 2a: Students and staff relationship of factors of campus communication for goals achievement in university of Port Harcourt.
Student X 92 92 92 94 97 86 80 67 79 63 65 57 57 59 59 N =15: 1,139 Staff Y 98 94 89 71 53 90 69 91 33 78 65 92 77 65 54 1,119 XY 9,016 8,836 8,188 6,674 5,141 7,740 5,520 6,097 2,607 4,914 4,225 5,244 4,389 3,835 3,186 85,612 X2 8,464 8,464 8,464 8,836 9,409 7,396 6,400 4,489 6,241 3,969 4,225 3,249 3,249 3,481 3,481 89,817 Y2 9,604 8,836 7,921 5,041 2,809 8,100 4,761 8,281 1,089 6,084 4,225 8,464 5,929 4,225 2,916 88,285

N XY X . Y 2 2 N X X . N Y 2 Y
2

15 x 8561 1139 x1119

15 x 89817 1139 15 x 88285 1119

2 2

0.0161
Table 2b; Students-Staff Relationship of Campus Communication Factors of University of Port Harcourt. Total Students X Staff Y 15 1,139 1,119 Relationship (r) = 0.0161 N XY 85,612 X2 89,817 Y2 88,285 Remarks Positive, not very strong

Table 2 shows by calculation, using the Pearsons product moment coefficient of correlation formula, that there is a 0.0161 positive relationship between the scores of the factors of campus communication for goals achievement by the students (x) and the members of staff (y) of university of Port Harcourt.
Test of the hypothesis Table 3: Hypothesis Decision table

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March , 2011 JOURNAL OF EDUCATION IN DEVELOPING AREAS (JEDA) VOL.19 (1).

Pearsons product Moment Correlation (r) value Significant level % 5 Degree of freedom 28 Calculated or computed 0.0161 Critical / book or table 0.361 Hypothesis Decision Accept.

Table 3 shows that at 5% significant level with 28(N1 = 15 + N2 = 15 2) degree of freedom, the calculated or computed previous product moment coefficient of correlation (r) of 0.0161 is less than the book or critical or table value of 0.361. Hence the hypothesis is accepted. Therefore, it is concluded that there is no

significant relationship between the scores of the factors of campus communication of goals achievement by the students and members of staff of University of Port Harcourt. Discussion and implications of findings This study has provided the factors for managing inter- and intra-campus communication for goals achievement in University of Port Harcourt. These factors are very necessary for effective teaching learning activities for the students as well as staff functional operations and performances. The implication of these revelations is that the provision and availability of these factors will enhance the achievement of goals not only by the students but also by the members of staff of the university. On the whole the goals and objectives of establishing the university and its campuses shall be fully realized. Secondly the scoring of these factors by the students emphasizes the areas of concentration and consideration for their satisfaction. This is indicative of the fact that these students are the leaders of tomorrow and communication is a veritable tool that will enhance their future aspirations. The scoring by the members of staff of these factors of campus communication supplies the areas for improved welfare and conditions of service that will lead to effective performance of functions and goals achievement. The evidence of a positive relationship between the scores of these factors by both the students and the members of staff implies the joint concern expected of the human resources of the university. Although this appears not to be very strong, it is indicative of the fact that both the students and the members of staff are very much concerned with communication within the campuses. Finally, the acceptance of the hypothesis that there is no significant relationship between the scores of the factors of campus communication for goals achievement by the students and the members

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March , 2011 JOURNAL OF EDUCATION IN DEVELOPING AREAS (JEDA) VOL.19 (1). of staff of university of Port Harcourt shows that at an alpha level of 5% and 28 degree of freedom, these parties are not at the same level of operation because one (the students) are the customers receiving the services or product of the other (the members of staff) and communication is very vital. Conclusion Communication within and between the campuses of the same university is very vital for the effective and efficient achievement of goals and objectives of not only the students but also of the members of staff. Both the students and the members of staff constitute the human resources of the university who use communication in the performance of their functions and operations. Thus a full knowledge and grasp of the factors of campus communication will make a very significant contribution toward the successful management or administration of not only the campuses in particular but the university in general. Recommendations 1. The students and members of staff should take inter and intra-campus communication very serious since it is the means of transmission of knowledge and information to everybody in the system. 2. University administrators should do all within their capacity to provide or improve upon the identified factors of campus communication for they will enhance goals achievement. 3. There should be laid down rules and regulations about campus

communication as well as strict punishment for defaulters. These should be made well known to all students and members of staff as well as visitors to the university campuses. 4. There should be awards for the department and faculty with the most effective and efficient campus communication compliance.

REFERENCES Aliu, Y.O. (2001). Introduction in Manual of University Management. Abuja: National Universities Commission. Appleby R.C. (1980). Modern Business Administration 2nd Edition. London: Pitman publishing Ltd. Brech, E.F.L. (1963). Principles and Practice of Management. London: Longmans. www.jeda-uniport.com Page 7

March , 2011 JOURNAL OF EDUCATION IN DEVELOPING AREAS (JEDA) VOL.19 (1). Drucker, P.F. (1954). The practice of management. New York: Harper and Brothers. Ejituwu, N.C. (1999). Administration in Alagoa, E.D. (ed). The History of the University of Port Harcourt 1977-1988. Port Harcourt: University of Port Harcourt Press Ltd. Koontaz, H. and Weihrich, H. (1989). Management 9th Edition. New York: McGrawHill Book Company. Maslow, A. (1957). Motivation and Personality. New York: Harper and Row. Meenyinikor, J.N.D. (2007). Being a Student. Owerri: Springfield Publishers Ltd. Nwachukwu, C.C. (2007). Management Theory and Practice. Revised Edition. Abuja: African first publishers limited. Ukwuije, R.R.I. (1992). Peanuts Educational Statistics for University Undergraduate. Port Harcourt: Laser Engineering consultants.

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