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Higher institutions in Nigeria have witnessed an increase in the number of student enrolments; Northern Nigerian universities are not excluded. As the number of students increases, so do their needs in terms of facilities such as lecture halls, libraries, laboratories, accommodation, studios, furniture and other auxiliary facilities services (among others things). The purpose of this study is to explore the structural characteristics of building features’ performance and to statistically group them into building components (dependent) and physical and non-physical building features (independent) constructs, relating to influence of facilities’ performance in student satisfaction in Northern Nigerian universities.

Questionnaires used were designed to collect data on both academic facilities, based on student experience and satisfaction with respect to physical and non-physical facilities. The school building assessment method questionnaire by Sanoff (2001) was adapted. Hence, the validity and reliability of measures was examined via academicians and data analysis with statistical package of social science (SPSS) version 22. In general, the values of alpha coefficients were above 0.80.

The result of exploratory factor analysis revealed that all factors loaded more than 0.61. In conclusion, the results indicated acceptable factor loadings and effective grouping of the features according to the conceptualised framework for the building component. A hypothetical model of building components was then proposed, suggesting the effects of physical and non-physical building features on building components.

This research has been applied to a Northern Nigerian university. The research should be expanded to other institutions offering higher education.

Based on a conceptual framework, the study gives practical insights concerning the performance of building component as a key success factor for higher education institutions’ (HEIs) facilities.

Therefore, the need to develop and improve instruments that will reflects facilities performance for students satisfaction in Nigerian universities became paramount. Thus there is lack of an integrating framework for facilities performance as well as students satisfaction and experience in the context of Nigerian HEIs, especially in the region of northern Nigeria.

Using the social model of disability and social cognitive theory, this study aims to examine Students With Disabilities (SWDs) and facilities accessibility to dismantle exclusion in achieving Sustainable Development Goal 4.

Three sets of data were collected for the study, first, detailed inventory and actual measurements of basic accessibility to infrastructure (ramp, staircases, handrails, drop-kerb and toilets), estimating barriers and breakers and checking conformity with The Americans with Disabilities Act (ADA) Accessibility Guidelines (ADAAG) standards. Second, perceptual data was collected from SWDs through questionnaire administration on 56 SWDs based on consent and willingness to partake in the survey, and finally, 5 key informants were selected for interview. Data collected were analyzed using mean index, cross-tabulation and content analysis.

The study revealed that accessibility to buildings and facilities is a major problem faced by SWDs within the campus, and this is attributed to insufficient provision of facilities such as ramps, drop kerbs, tactile, traffic/auditory signals, crossing aids in the campus physical environment. Also, no building on campus is disability friendly, with barriers such as step and stair landings, circulations and narrow corridors within the campus buildings and no provision for disabled priority seating, toilets and elevators among others. These accessibility limitations contribute greatly to the disadvantage and marginalization faced by SWDs, leading to deprivation and exclusion.

Creating an inclusive environment, especially for SWDs, requires access to adequate and standard barrier-free facilities within university campuses. These barriers create accessibility limitations and contribute greatly to the disadvantage and marginalization faced by SWDs, leading to deprivation and exclusion, in the form of fatigue, restriction from educational opportunities, frustrations and hinder the right to freedom of movement, unequal participation and lack of access to various facilities such as health. Hence, disabled-friendly design components play a vital role in creating inclusion within the campus environment.

The study focuses on the minority and less privileged students whose voices and fundamental human rights have been trampled upon indirectly through exclusion in policy formulation. This has to a large extent hampered their access to public buildings such as classrooms and libraries, which may transcend to affecting their academic excellence. A study of this nature aimed at breaking exclusion for proper accessibility to school infrastructure, which will aid the achievement of SDG4.

The role of institutional facilities is of paramount importance to ensure quality of teaching and learning with respect to achieving quality of education in any given higher educational institutions (HEIs). The purpose of this paper is to determine the performance of physical and non-physical facilities of higher institutional facilities.

The data were collected from respondents using a closed-end questionnaire. In total, 1,000 questionnaires were administered to students and 735 were returned and valid for analysis. Partial least squares-structural equation modelling was adopted for analysis.

It was found that the exogenous constructs [physical facilities (PPE) and non-physical facilities (PNE)] scored 32.7 per cent (R² = 0.327) of the variance of the facility’s performance. It was also found that the physical facility is the most significant factor that determines facility performance.

This paper is limited to investigating the performance of physical and non-physical facilities; it is not in any way a measure for the students’ views about other services offered by the institutions. Future research is needed to use relevant information from HEIs’ facilities for validating factors that determine the facility’s performance.

Physical facility was identified as the most influencing factor that determines the facility performance based on the information provided by respondents. This research should help the facility management department at HEIs when designing the academic facility management. The study will also serve as a yardstick for the Federal Ministry of Education, the National University Commission in academic facility accreditation. This paper contributes to both the body of knowledge in facility management by considering the performance of facilities at HEIs.

This paper demonstrates the duality of HEIs’ facilities into physical and non-physical facilities and their distinct contribution to the overall facility’s performance.

The main aim of this paper is to examine the role of demographics and self-reported computer skill levels as predictors of e-resources awareness and use by faculty members working at various public and private universities in Bangladesh.

An online survey was conducted at public and private universities in Bangladesh. A total of 757 faculty members from 48 universities across the country responded to the survey. The data were analyzed using various descriptive statistics, i.e. frequencies and percentages and non-parametric Mann–Whitney and Kruskal–Wallis tests were conducted to see the differences in levels of awareness among faculty members in terms of university type, gender, age, designation, specialization and computer proficiency levels. An ordinal regression model was used to predict the role of demographics and computer skill levels on faculty awareness levels. Finally, correlation coefficient was measured to see the relationships between faculty awareness and use of e-resources.

The findings revealed that faculty members working at different universities in Bangladesh are generally aware of most e-resources types. There were significant differences in faculty awareness in terms of demographics and self-reported computer skills levels. The results showed that computer proficiency level is a significant predictor of faculty awareness of e-resources. The findings also showed that awareness and use of e-resources are positively and significantly correlated.

This is the foremost attempt to assess the role of demographics and computer skill levels as predictors of awareness and use of e-resources by faculty members.

Inadequate strategic planning and maintenance budget may undermine the maintenance of the Higher Education Institution Building (HEIB). Studies have shown that a customised maintenance concept such as Soft System Methodology (SSM) can improve public building maintenance operations. There is a paucity of studies regarding public HEIB maintenance in Nigeria via an SSM approach. Therefore, the research investigated the state of public HEIB and developed a framework to improve public HEIB maintenance practices in Nigeria.

The research adopted SSM to understand Nigeria’s public HEIB maintenance practices. The SSM permitted a substitute approach to improve public HEIB maintenance practices via a developed framework. Data were collated via virtual interviews with experts, and findings were presented in line with the SSM seven steps.

Findings show that besides the shoddy state of public HEIB maintenance, there is no public digitalised HEIB framework to improve maintenance practices across Nigeria’s higher education institutions. The study developed a digitalised framework with the support of Computerised Maintenance Management System from the findings. It would reposition the public HEIB and stir up various agencies/departments/units managing maintenance for better service delivery via integrated delivery, practical, methodological and managerial aspects.

The research investigated Nigeria’s public HEIB maintenance practices via SSM to identify the required document and propose a feasible framework to improve Nigeria’s HEIB maintenance practices. Besides the developed conceptual framework, Nigeria’s HEIB maintenance practitioners and higher institution chief executives can use the recommended framework as guidelines to improve HEIB maintenance practices.

This paper explores the motivations and challenges faced by Muslim women ‘mumpreneurs,’ in Northern Nigeria, a region with a predominantly Muslim population. The unique socio-religious and cultural context of Northern Nigeria serves as a key driver for this research, prompting a deeper understanding of the experiences of Muslim mumpreneurs in the area.

The study employed a qualitative approach, by utilizing semi-structured interviews with 12 Muslim mumpreneurs residing in various states across Northern Nigeria. Accordingly, thematic analysis was used to explore the influence of their motherly roles on their entrepreneurial experiences.

Thematic analysis revealed three key themes: Motivations: Mumpreneurs were driven by desires for financial independence, positive societal impact and increased flexibility to manage work-family balance. Challenges: Lack of capital, skills, knowledge and sociocultural constraints (e.g. gender norms) impeded their progress. Push and pull factors: Their entrepreneurial journeys were shaped by both internal aspirations and external societal influences.

The findings of this study provide further understanding of the distinct experiences of Muslim mumpreneurs in Northern Nigeria, contributing significantly to our knowledge of the dynamics of Muslim women mumpreneurs in a specific, understudied Muslim society. By implication, it highlights the need for targeted support for this under-researched population, informing policymakers, support organizations, and future research endeavors.

Educational researchers have long experienced increasing rates of Nigerians educated to the graduate levels going overseas as a way to leave Nigeria. For the last 25 years, research has shown a rapid increase in the brain-drain syndrome in Nigeria (Akomas, 2006; Oji, 2005). From the history of expatriate Nigerians, research showed that the return rate of Nigerians who studied and obtained Ph.D.s in foreign countries shares a noticeable portion of the university educational outcomes and cannot be ignored. Pires, Kassimir and Brhane (1999), Oji (2005), West (2005), and Akomas (2006) agreed that brain-drain syndrome in Nigeria is increasing. Many Nigerian professors teaching in the universities in Nigeria have either gone overseas or are looking for ways to leave the country for greener pastures (West, 2005). In South Africa, one would find hundreds of Nigerian professors educating South Africans (West, 2005). Many are in Saudi Arabia, the United Kingdom, Holland, Germany, Canada, Australia, New Zealand, the United States, and many more places beyond the shores of Nigeria (West, 2005). Therefore, both educational leaders in the universities in Nigeria, in general, and Niger Delta region, in particular, and expatriate Nigerians educated to the graduate levels play a substantial role in the country's educational leadership effectiveness and success.

It is useful to provide a context for the elaboration of this argument by referring to the historical and intellectual roots of Nigerian federalism, the nature of Nigeria's ethnic mosaic, and the influence or impact of ethnicity on the architecture of Nigerian federalism. The foundational or theoretical building block of Nigerian federalism was and continues to be ethnic, as opposed to geographical, diversity. The artisanal design and construction of this ethnicized federalism was informed by the imperative of elite accommodation initially between the departing British colonial administration and the emergent leadership of the inheritance elite and thereafter, at various times between 1960 and the present time, among the political leadership of the various fractions of the politically significant and mobilized ethnic groups (Jinadu, 1985, 2002).

This paper deals with current efforts to control the amorphous range of newsprint ephemeral documents that have dominated the Nigerian literary market for nearly thirty years. The materials which are of inestimable value to social scientists, administrators, politicians, historians, the military and commerce, originate from a variety of sources. Some of the major sources are identified and the lack of any conscious and adequate attempts by their producers to bibliographically control these publications are hereby examined in relation to the special responsibilities of the National Library of Nigeria in the production of a comprehensive national bibliography.

IN A SPARSELY‐POPULATED continent like Africa, Nigeria with a population of 40 million (the largest in the continent) offers a big potential for library service. Spectacular progress has been made in the field of primary and secondary education in recent years and more and more Nigerians are becoming library‐conscious. The thirst for knowledge is so great that each of the governments in the Federation is spending more than 20 per cent of its revenue on education alone. Even the older generation who had no opportunity of attending schools are now striving to read and write their own language in their spare time and the young ones are giving them every encouragement by giving voluntary service as teachers. Every effort is being made to wipe out illiteracy altogether and everywhere throughout the country, the story is one of success.