Project – An examination of the effect of facilities management practice on physical facilities that supports teaching and learning in Nigerian tertiary institutions

CHPTER ONE

INTRODUCTION

1.1BACKGROUND OF THE STUDY

An essential component of tertiary schools’ efficient operation is facilities management. The goal of facilities management is to guarantee that an organization’s physical assets are operated effectively and efficiently using a variety of procedures, practices, and disciplines (Sunderland, 2018). Examining the connection between facilities management and its effects on teaching and learning in tertiary institutions is crucial given the growing emphasis on high-quality education and the need for sophisticated learning environments. An essential component of every company, especially in education, is facilities management. Facilities management in higher education refers to the upkeep and administration of structures, support services, and infrastructure to foster an atmosphere that is favorable to instruction and learning (Haynes, 2016). According to research, students’ contentment, engagement, and learning results are greatly impacted by their physical surroundings (Lippman et al., 2016). Facilities management has a direct impact on students’ academic achievement and entire experience, therefore its importance in higher education cannot be emphasized. In order to guarantee that students, have the tools and surroundings they need for successful learning, facilities management is crucial in higher education. Facilities management in postsecondary institutions is complicated and requires multidisciplinary tasks, claim Kalamides and Mohebbi (2015). The quality of teaching and learning in postsecondary institutions is significantly impacted by the effectiveness of facilities management. The total performance and standing of educational institutions have been found to be significantly impacted by adequate facilities management (Bowen, 2017). Effective facilities management is becoming more and more important as tertiary education enrolls more students. Effective facility management is a difficulty faced by many tertiary institutions. Significant challenges include a lack of funding, deteriorating infrastructure, and rising demand for contemporary learning environments (Al-Momani, 2019). The learning environment’s functionality and safety may be compromised by failing maintenance procedures that result in deteriorating facilities (Oke et al., 2020). The provision of high-quality education may be hampered by antiquated infrastructure and buildings that do not suit the changing needs of instructors and students (Baird et al., 2017). Another essential component of facilities management in postsecondary schools is the efficient use of available space. According to Wong et al. (2018), ineffective space allocation can result in crammed classrooms, few study spaces, and less flexibility for group projects. Furthermore, new opportunities and difficulties for facilities management at postsecondary institutions have been brought about by technological breakthroughs. Studies have indicated that enhanced student performance, motivation, and happiness are correlated with well-maintained and constructed facilities (Kevitt, 2016). Well-managed and well-maintained facilities that complement the institution’s instructional objective are crucial for achieving this. Proactive planning and efficient execution are necessary for the integration of digital tools, smart systems, and sustainability measures (de Vries et al., 2020). It is essential for educational institutions to comprehend how facilities management affects teaching and learning results. Notwithstanding the importance of facilities management, thorough studies on its effects on teaching and learning outcomes in postsecondary institutions are scarce. Studies that already exist tend to concentrate on certain elements, like space usage or energy efficiency, rather than looking at the bigger picture of the connection between facilities management and academic results (Marshall et al., 2019). Research that examines the intricate relationships that exist between educational results, student experiences, and facilities management methods is therefore necessary (Kappelman et al., 2020). Administrators and legislators can use these studies’ evidence-based insights to help them make well-informed decisions on facility planning, funding allocation, and maintenance plans (Haapio et al., 2018). Furthermore, knowing the difficulties tertiary institutions encounter in properly managing their infrastructure might help with the creation of focused interventions (Karimi et al., 2018). For many African nations, including Nigeria, the concept of facility management is still relatively new. The benefits of practicing facility management are still somewhat of a mystery to many of these emerging nations. One associated activity that is currently well-known and widely practiced is property management. The emphasis was on the necessity of maintaining the building’s components properly in order to reap the greatest possible advantage and return.  A successful work environment is created by combining resources and activities through effective facilities management (FM), which is essential to any organization’s success. It supports the achievement of tactical and strategic goals at the business level. In higher institutions, facilities management is essential to establishing favorable learning environments. Student satisfaction, overall institutional success, and teaching and learning results are all directly impacted by the efficient management of these assets. It is crucial to comprehend how facilities management and teaching and learning are related in Nigeria, where higher education institutions encounter several obstacles. With a particular focus on a case study of the Nigerian Army University Biu (NAUB), this chapter examines facilities management and its impact on teaching and learning in Nigerian postsecondary institutions. Nigerian higher education institutions have a difficult time offering high-quality instruction because of a number of issues, including inadequate infrastructure. Over time, Nigeria’s higher education system has grown quickly, which has raised demand for educational facilities (Aina, 2016). There is a lack of classrooms, libraries, labs, and other necessary facilities as a result of the expansion not being sufficiently matched by the creation and upkeep of physical infrastructure (Okolocha, 2017).

According to the Federation of American Scientists (2007), tertiary institutions, such universities and colleges, are in charge of giving students a top-notch education and preparing them for employment in the future. In order to do this, the institution’s instructional goal must be supported by well-managed and maintained classroom facilities. Retaining and recruiting competent faculty members is facilitated by efficient facilities management. Faculty engagement, work happiness, and productivity can all be increased by a physically maintained space (Allen et al., 2017). Furthermore, the physical surroundings impact the campus experience as a whole and can foster a feeling of belonging and community among students (Chen et al., 2017). This research seeks to examine the effect of facilities management practices in Nigerian Army University Biu on physical facilities that supports teaching and learning. Due to how facilities affect the student satisfaction, flexibility and performance it is important to find the factors that affect facilities management practices and also the effect of those factors.

 

1.2 Statement of the Problem

Significant infrastructural problems frequently impede the seamless operation of academic activities in Nigerian postsecondary institutions (Aina, 2016). The standard of teaching and learning experiences is directly impacted by inadequate physical facilities, such as classrooms, libraries, labs, and leisure areas (Okolocha, 2017). Inadequate access to high-quality facilities can lead to uncomfortable conditions for staff and students alike, as well as crammed classrooms and little study materials. In Nigerian postsecondary institutions, crammed classrooms are a big obstacle to efficient teaching and learning (Iloputaife & Ugoji, 2018). High student-to-teacher ratios caused by a shortage of classrooms make it challenging for teachers to give each student individualized attention and education. Students’ comprehension and participation in the learning process may suffer as a result. Students’ capacity to actively participate in class discussions and collaborative activities is also impacted by overcrowding, which limits their overall educational experience.

Practical training is severely hampered by the inadequate and badly kept laboratories at Nigerian postsecondary institutions, especially in the fields of science and engineering (Ifeanyichukwu et al., 2020). Students’ practical experience and experimentation are limited by inadequate laboratory facilities and equipment, which jeopardizes their comprehension of theoretical concepts and practical application. Practical instruction is rendered less efficient by scientific instruments that are not properly maintained and calibrated on a regular basis. Students’ general learning experience and well-being are also impacted by the lack of recreational areas in Nigerian postsecondary institutions (Aina & Akingbade, 2018). The physical and emotional health of students depends on the provision of well-designed recreational spaces, such as sports fields and leisure centers. These areas offer chances for socializing, unwinding, and stress alleviation, all of which enhance the overall educational experience. Nonetheless, the general quality of life for students on campus is adversely affected by the lack of these areas.

Investigating the effects of facilities management techniques on teaching and learning outcomes in Nigerian tertiary institutions is therefore crucial. This study aims to provide insights into the challenges posed by inadequate physical facilities and identify potential solutions to improve the learning environment in Nigerian Army University Biu by looking at the current state of facilities management and its implications for teaching and learning and how its assist in student’s satisfaction, flexibility, performance and learning.

 

1.3 Aim of the Research

The aim of the study is to examine the effect of facilities management practice on physical facilities that supports teaching and learning in Nigerian Army University in order to propose a framework which enhance the quality of education.

Research Questions

To guide the study, the following research questions will be addressed:

1. Who are the stakeholders involved in management and maintenance of physical facilities that support teaching and learning in NAUB?
2. What are the factors that affect the maintenance of physical facilities that support teaching and learning?
3. How does the effect of the factors that affect management and maintenance of physical facilities on learning outcomes in NAUB?
4. What framework can be proposed for the management and maintenance of physical facilities to enhance the quality of education at NAUB?

Objectives of the Research Study.

The primary objective of this study is to examine the effect of facilities management on teaching and learning in Nigerian tertiary institutions, using NAUB as a case study. The specific objectives are as follows:

1. To identifies the stakeholders involved in management and maintenance of physical facilities that support teaching and learning in Nigerian Army University
2. To identifies the factors that affect the maintenance and management of physical facilities that support teaching and learning in Nigerian Army University Biu.
3. To examines the effect of factors that affect management and maintenance of physical facilities on learning outcome in Nigerian Army University Biu.
4. To proposes a frame work for the management and maintenance of physical facilities to enhance the quality of education at Nigerian Army University Biu.

1.6 Significance of the Study

This study’s findings will provide valuable insights into the relationship between facilities management and teaching and learning outcomes in Nigerian tertiary institutions. The results will serve as a resource for policymakers, administrators, and facilities managers in understanding the importance of effective facilities management practices. The study will also contribute to the existing body of knowledge on facilities management in the Nigerian context, particularly within the tertiary education sector.

1.7 Scope and Limitation of the Study

The study will focus on facilities management and its impact on teaching and learning in the Nigerian Army University Biu (NAUB). The choice of NAUB as a case study is based on its status as a relatively new institution and the need to explore the unique challenges faced by military-affiliated tertiary institutions. The study will encompass an assessment of physical facilities, maintenance practices, resource allocation, and their effects on teaching and learning outcomes. However, it will not delve into broader aspects of educational policy or curriculum development. The study will be limited to just the physical facilities of the institution which is the Nigerian Army University Biu (NAUB).

1.8 Definition of operational terms

Examination: An examination is described as the assessment of a person’s comprehension of their knowledge. A formal test may be used to conduct the evaluation. Examining something attentively in order to learn something is how Cambridge Dictionary defines examination.

Effect: A change that happens as a result of an activity or other cause is called an effect.

Facility: A structure, piece of equipment, or piece of natural order and capacity that is used for a certain function can be referred to as a facility. According to the Cambridge English Dictionary, a facility is a location with structures, tools, and services offered for a certain activity. According to Akomolafe (2016) and Ainon & Rosmaizura (2018), facilities can be divided into two categories: permanent and semi-permanent structures. Examples of these include laboratory equipment, teaching aids, classroom buildings, libraries, restrooms, storage areas, tools, and consumables (electricity and water).

Management: Management is the organization and coordination of activities to achieve a goal. Management is the process of allocating a company’s resources and actions to meet specific goals as effectively and efficiently as is practical. Efficiency in management refers to the capacity to carry out duties efficiently and successfully. Tasks must be finished within the set deadlines in order to produce quantifiable outcomes.

Facility Management: According to the International Facility Management Association (IFMA), (2016) facilities management demonstrates how tools, equipment, and services are maintained in a way that promotes comfort, functionality, safety, and efficiency with regard to the environment, including place, process, and technology. It is crucial to conduct research on the physical environment, especially at educational institutions, as facilities management grows continuously and becomes a significant issue for the community (Muhammad, Sapri, & Sipan, 2014).

Teaching: In the context of an educational institution, teaching is the activity used by a teacher with the goal of passing on skills (knowledge, know-how, and interpersonal skills) to a learner, a student, or any other audience. Learning, or the process by which the student assimilates this knowledge, is intimately tied to teaching.

Learning: Learning is defined as “a process that leads to change, which occurs as a result of experience and increases the potential for improved performance and future learning” (Ambrose et al., 2010, p.3). The learner’s conduct, attitude, or level of knowledge may all alter.

Tertiary: Tertiary refers to something that is third in importance, third in rank, or third in terms of development. Having a third place; third in rank, order, formation, stage, etc.

Institution: is a group, establishment, foundation, society, or similar entity committed to advancing a specific cause or initiative, particularly one with a public, educational, or charitable purpose.

Project – An examination of the effect of facilities management practice on physical facilities that supports teaching and learning in Nigerian tertiary institutions