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This paper aims to carry out a thematic review of literature on ethics, governance and sustainable practices with regard to workforce engagement and development in the Nigerian hospitality industry.

The review covered the available conceptual and empirical research articles along with a number of alternative sources containing helpful information, such as industry reports and news articles. The review suggests that, for the Nigerian hospitality industry, extant research on ethics, governance and sustainability with regard to workforce management can be categorized into five themes adapted from the categorization of ethical constructs in the work of Tucker et al. (1999) on codes of conduct. These five themes are integrity, equality, economic efficiency and equivalence, distributive and contributive justice and environmental concern.

There appeared to be a high incidence of unethical behaviour in the industry, the most common being maltreatment by employers and dishonesty of employees.

Impressions derived from the study could be inaccurate, given the dearth of research publications in this regard in Nigeria. More empirical research must be done to better understand where industry players need help to be more responsible and sustainable in their business practices and in the way they engage and develop their workforce.

A number of recommendations were made regarding how to entrench ethics and sustainability in hospitality organizations and to develop the workforce in line with this.

The paper is important because of the high reliance on people for competitive advantage in this industry.

This study aims to obtain stakeholder perceptions of secondary education quality in Sokoto State, Nigeria.

A qualitative research approach was used by conducting interviews. Data were purposively collected from a sample of 15 education stakeholders in Sokoto State, and analyzed to extract major themes using the NVivo software program.

The results of the interviews suggested that high-quality education is defined by the following seven dimensions that fell under a systems-based framework: the provision of adequate instructional materials, the provision of educational infrastructure, imparting the “right” knowledge, meeting education “yardsticks”, provision of teacher support and welfare, creating a conducive learning atmosphere and availability of high-quality teachers.

The research is confined to the Sokoto State only. Although the findings may be applicable to other states of the Nigerian federation, the qualitative research design limits generalization beyond the present data. The research has methodological limitations in that only a qualitative approach was used in obtaining and analyzing the data.

This study presents dimensions of, and a definition of, secondary education quality, as perceived by education stakeholders in Sokoto State, Nigeria. This systems-based definition could be useful to the government in re-designing its educational plans and ensuring quality in secondary education programs. Once fully applied in the educational system, issues of low-quality education and graduation of unprepared students can be addressed more systematically. The goal of admitting more competent school leavers into tertiary institutions could also be pursued actively. Other social challenges, such as juvenile delinquency, can likewise be addressed. The study draws attention of those responsible for education provision in Nigeria to look inward to focus on those dimensions that need prompt and urgent improvements so that education quality can be ensured for a better society.

This study provides a systems-based framework of educational quality to guide school improvement efforts in Nigerian secondary schools that reflect values of regional stakeholders. This study demonstrates an easy-to-apply method for deriving educational quality indicators with stakeholder involvement. The dimensions obtained are supported by theory and the literature discussed.