Quality Control Strategies and Administrative Effectiveness in Federal Universities in North-West Zone, Nigeria

This study examined quality control strategies and administrative effectiveness in federal universities in North-West Zone, Nigeria. The study adopted correlational Research Design. Three objectives and three research questions were raised to guide the study. Three null hypotheses were tested at α≤ 0.05 levels of significance. Two instruments: Quality Control Strategies Questionnaire (QCSQ) and Administrative Effectiveness Questionnaire (AEQ) were adapted. The instruments were validated by experts from the Department of Educational Foundations and Faculty of Education and Extension Services. The instruments exhibited reliability coefficients of 0.75 and 0.79.Population of the study comprised of 15,700 staff of Federal Universities in North-West Zone, Nigeria with a sample size of 390 respondents proportionately drawn for the study. Null hypotheses were tested using Pearson Product Moment Correlation Coefficient. The findings of the study revealed low level of quality control strategies, no significant and positive relationship between Quality Control Strategies and Administrative Effectiveness in Federal Universities in North-West Zone, Nigeria. Based on these findings, the study recommended that university management should revisit their programme planning processes, ensuring that plans are realistic, data-driven, and aligned with administrative objectives as well as regularly reviewing progress, collecting feedback, and using monitoring data to inform decision-making to ensure administrative effectiveness in federal universities in North –West Zone, Nigeria.

Quality Control Strategies, Instructional Supervision, Programme Planning, Programme Monitoring.

1. Abubakar, M., Usman, A., & Suleiman, K. (2022). Facilities management and institutional Performance in Nigerian universities: Implications for administrative effectiveness. Journal of Higher Education Management, 14(2), 55–68. [Google Scholar] [Crossref]

2. Adamu, H., Bello, I., &; Musa, A. (2022). Leadership, resource management, and university Administration in Nigeria: The moderating role of instructional supervision. Nigerian Journal of Educational Leadership, 10(3), 44–59. [Google Scholar] [Crossref]

3. Adebayo, S. O., &; Akinola, T. M. (2020). Campus facilities and administrative efficiency in Nigerian universities. International Journal of Educational Administration and Policy Studies, 12(1), 23–34. [Google Scholar] [Crossref]

4. Chukwu, L., &; Nwankwo, E. (2018). Instructional supervision and administrative efficiency in Nigerian universities. African Journal of Educational Research and Developmen77–91. [Google Scholar] [Crossref]

5. Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. New York, NYC: SAGE Publications [Google Scholar] [Crossref]

6. Eze, J., &; Chukwu, P. (2021). Institutional structures and administrative effectiveness in public universities in Nigeria. Journal of Educational Policy and Management, 15(1), 99–112. [Google Scholar] [Crossref]

7. Fashiku, C. O. (2016). Instructional supervision as a tool for promoting effective teaching and learning in Nigerian secondary schools. Journal of Education and Practice, 7(3), 51–56 [Google Scholar] [Crossref]

8. Ibrahim, S., &; Suleiman, M. (2020). Academic supervision and administrative efficiency in public universities: Evidence from Northern Nigeria. Journal of Educational supervision and management, 5(2), 66–80. [Google Scholar] [Crossref]

9. Ibrahim, S., &; Suleiman, M. (2021). Programme planning and university administration in Nigeria: An empirical analysis. Journal of Higher Education Studies, 9(1), 115–128. [Google Scholar] [Crossref]

10. Musa, I., &; Bello, A. (2021). Facilities management and operational efficiency in northern Nigerian universities. African Journal of Educational Management, 19(2), 141–156. [Google Scholar] [Crossref]

11. Ojo, F., &; Adeyemi, B. (2019). Facilities maintenance and administrative outcomes in federal universities in Southwest Nigeria. Journal of Educational Planning and Administration, 33(2), 201–218. [Google Scholar] [Crossref]

12. Okeke, C., & Chukwuma, A. (2021). Instructional supervision and administrative performance in Nigerian higher education. Nigerian Journal of Educational Research, 11(2), 130–145. [Google Scholar] [Crossref]

13. Okoro, J., & Eze, P. (2019). Instructional supervision, programme planning, and administrative efficiency in Nigerian universities. Journal of Contemporary Educational Research, 7(4), 177–189. [Google Scholar] [Crossref]

14. Okoro, J., & Nwankwo, C. (2019). ICT integration and administrative effectiveness in Nigerian universities. International Journal of Educational Technology, 8(3), 44–57. [Google Scholar] [Crossref]

15. Oladipo, A., &;Afolayan, J. (2019). Instructional supervision and institutional effectiveness in Nigerian universities. Journal of Education and Management Studies, 9(2), 221–230 [Google Scholar] [Crossref]

16. Taiwo, F., & Oladipo, K. (2020). Institutional resources and administrative effectiveness in Nigerian universities: The role of leadership and funding. International Journal of Educational Development in Africa, 7(1), 31–47. [Google Scholar] [Crossref]

17. Uche, O. O. C. (2011). Religion and sustainable development in Nigeria; a functionalist prospective. In A. B. C. Chiegbuka, T. C. Utoh Ezeajuah, & M. S. Ogene (Eds.), The humanities and sustainable development 350-359. [Google Scholar] [Crossref]