THE ROLE OF MENTORING IN HUMAN CAPACITY BUILDING IN HIGHER EDUCATION: INSIGHTS FROM UNIVERSITIES IN ENUGU, SOUTH-EAST NIGERIA
Abstract
This study examined the role of mentoring in human capacity building in higher education with insights from Universities in Enugu, South-East Nigeria. The study was guided by three principal objectives. The study adopted descriptive research survey method in which a set of pre-tested questionnaire was used to collect data from five Faculties in five Universities in Enugu. The Universities included the University of Nigeria Enugu Campus, Caritas University, Amorji-Nike Enugu, ESUT, Enugu, Godfrey Okoye University, Ugwuomu-Nike, Enugu, and Coal City University, Enugu. The combined population of the academic staff of these Faculties as at the time of this research was 5,911. From this population, Cochran’s finite population correction statistics was used in determining a sample size of 361 for the study. The said questionnaire that was used by the study consisted of 18 close-ended items (6 on the demography of respondents and 12 on the research constructs of the study) with the latter set on the 5-point Likert-type scale. Results of the reliability test carried out on the said questionnaire showed that it had a Cronbach’s Alpha index (CAI) of 0.86. The respondents for the study were chosen using purposive sampling technique which used certain pre-determined set of criteria to choose those adjudged to possess some good knowledge of the issues involved in mentoring, human resource management, human capacity building. Descriptive statistics that consisted of tables, frequency counts, and percentages was used to analyzed the data collected, while the three hypotheses for the study were tested using Pearson’s Chi-square Cross Tabulation Statistics, all with the aid of SPSS. It was the findings of the study that direct mentoring had significant positive effect on the stock of research skills imparted to younger University lecturers and programmes facilitators by their senior colleagues (X2=33.44; p=0.000<0.05); that indirect mentoring had no significant positive effect on the stock of pedagogical skills imparted to younger University lecturers and programme facilitators by their senior colleagues (X2=54.47; p = 0.000<0.05); and that Collegial mentoring had no significant positive effect on the stock of administrative skills imparted to younger University lecturers and programme facilitators by their senior colleagues (X2=38.79; p =0.00<0.05). This study recommended change of attitude on part of senior lecturers towards mentoring their junior colleagues; increase in the retirement age of professors and other senior academics from 65 year to 75 years and putting in place effective mentoring programmes on various university campuses.
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