Understanding Faculty Go-Slow Behavior and its Effects on Teaching and Student Academic Outcome in Higher Education: Evidence from Nimba University

This study examined the determinants of faculty go-slow actions at Nimba University and their implications for the teaching-learning process and student academic outcomes. Using a cross-sectional survey design, primary data were collected from 17 faculty members and 235 students, drawn from a target population of 92 faculty and 1,612 students. Descriptive statistics and a one-sample chi-square goodness-of-fit test were used to analyze responses. Findings revealed that go-slow actions are driven primarily by institutional and relational grievances rather than economic factors: near-unanimous agreement that such actions respond to unresolved grievances (94.1%, χ²(1) = 13.24, p < .001) and poor working conditions (88.2%, p = .002) reached statistical significance, whereas delayed salary payment did not (p = .134). Students reported substantial disruption to teaching and learning, including reduced lecture hours, delayed feedback, and limited lecturer-student interaction (all p < .001), alongside significant academic harm in the form of comprehension difficulties, knowledge gaps, and reduced motivation. However, effects on overall academic performance and academic experience were not statistically significant, indicating divided student perceptions. The study concludes that faculty go-slow behavior at Nimba University stems chiefly from institutional governance failures rather than compensation alone, and recommends improved working conditions, communication, shared governance, and grievance-resolution mechanisms to safeguard instructional quality.

faculty go-slow action; teaching-learning process; student academic outcomes; higher education governance

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