Abstract

The study examines the Role of Public Administration in Human Capital Development
in Public Organisations: A Survey of Tertiary Educational Institutions in Rivers State. A cross
sectional survey design was adopted. The sample selection of the sample elements from the
tertiary institutions was done randomly. The research instruments used to collect data for this
study included, questionnaire, personal interviews and personal observations. The study selected
a sample of 379 staff (through the use of Taro Yamanes sample technique) from the 3 tertiary
institutions in Rivers State studied, and 370 copies of questionnaire were actually retrieved from
them (the respondents). After editing the copies of questionnaire only 366 copies representing
(98.92% response rate) were found useful for the data analysis. Descriptive and inferential
statistics were used to analyze the data for this study. Specifically, Pearsons Product Moment
Correlation Coefficient was used to test the hypotheses in the study. The study has revealed that
to a large public administration is a veritable mechanism to achieve development objectives of
government/public related organisation. The study equally revealed that efficient human capital
development in the tertiary institutions in Nigeria is a veritable ingredient for effective service
delivery and organisational success. The study also found that the inefficient human capital
development leads to poor service delivery in the tertiary institutions in Nigeria. Major human
resource challenges faced by workers in tertiary institutions as identified by the study include:
lack of due respect and recognition, uncertainties underlying performance evaluation, bottlenecks
/ bureaucracy, lack of due respect and recognition, uncertainties underlying performance
evaluation, fraud / corruption, management and economic forces, changing government policies,
market forces and so on. It is evident and conclusive in this study that: There is significant
relationship between public administration encouraging effective human capital development and
service delivery in the tertiary institutions in Nigeria; there is significant relationship between
public administration encouraging effective human capital development and the performance of
the lecturers in the tertiary institutions in Nigeria; there is significant relationship between public
administration encouraging effective human capital development and the quality of students
produced by the tertiary institutions in Nigeria and there is significant relationship between
public administration encouraging effective human capital development and controlling of
human resources for service delivery in the tertiary institutions in Nigeria. Therefore, the study
recommends that for the tertiary institutions to successfully cope with the challenges confronting
them and make meaningful contributions in human capital development, the country needs an
education-friendly government, a civilized tertiary educational institutions and public sector that
is ready and willing to invest in university education and give recognition to those who have
chosen the path of knowledge industry.

Keywords:

Public Administration Human Capital Development, Service Delivery, Career

Development, Job Performance, Job Satisfaction, Employee Commitment

Introduction
The extent to which human efforts lead to organisational survival and success is better
explained by history of organisations. Human input into the day-to-day operations in the work
place is so wholesome that value oriented professionals like accountants, economists,
educationists and workers had found it difficult to ascribe values to it, (Adelemo, 2011). In
essence, the performance of the employee in the organisation has to be continually sustained,
maintained and improved upon for the organisation to achieve its goals and objectives. In an era
of global industrialization where significant and giant strides are made in technological spheres,
all aimed at creating a conducive habitat for man and all his activities, it has become expedient
that we look at the human capital challenges and career development of workers in the work
place.
Public administration has so much affected the overall development in Nigeria as whole
that a study of this kind has become imperative especially in this strategic sector of the economytertiary educational institution. Human capital development challenges identified in tertiary
institutions include: Bottlenecks, bureaucracy, nepotism, fraud, corruption, laissez faire altitude,
nonchalant attitude of workers, managements mismanagement syndrome, lack of planning,
government / organisations non cooperating attitude, poor salary package / economic factors,
sexual overtures and harassment by some super ordinates, union problems, socio-political
problems, informal groups, religious/ethical problem and discrimination/ marginalization. How
these play on the performance level of workers and many others will be explored.
With the drive towards technological advancement in Nigeria, development of students,
candidates and employees is inevitable in order to optimize performance in tertiary institutions.
For example, the conversions to the use of electronics, computers and telecommunications have
virtually made every industry to change their operations which necessitate workers to cope with
the environmental changes. With the growth and development of modern management
techniques, tertiary educational institutions have evolved strategic options to develop their
manpower for effective performance (Okoroma, 2010). One of the most result-oriented ways to
achieve this target is through the effective career development of human resources; therefore it
becomes imperative that a careful and well-articulated study be conducted on the Role of Public
Administration in Human Capital Development in Public Organisations: A Survey of Tertiary
Educational Institutions in Rivers State.
Objectives of the Study
This study seeks to explore the role of public administration in human capital
development in public organisations with emphasis on tertiary educational institutions in Rivers
State. To that effect the major objectives of this study therefore are:
1.
To determine the extent to which public administration encourages effective human
capital development leading to good service delivery in the tertiary institutions in
Nigeria.
2.
To ascertain the extent to which public administration encourages effective human capital
development leading to the effective performance of the lecturers in the tertiary
institutions in Nigeria.
3.
To find out the extent to which public administration encourages effective human capital
development that leads to the quality of students produced by the tertiary institutions in
Nigeria.

4.

To explore the extent to which public administration encourages effective human capital
development in controlling of human resources for service delivery in the tertiary
institutions in Nigeria.

Research Questions
The purpose of this study as earlier indicated is to examine the Role of Public
Administration in Human Capital Development in Public Organisations: A Survey of Tertiary
Educational Institutions in Rivers State.. In addressing this problem, the following questions
have been raised:
1.
To what extent does public administration encourage effective human capital
development leading to good service delivery in the tertiary institutions in Nigeria?
2.
To what extent does public administration encourage effective human capital
development leading to the performance of the lecturers in the tertiary institutions in
Nigeria?
3.
To what extent does public administration encourage effective human capital
development that leads to the quality of students produced by the tertiary institutions in
Nigeria?
4.
To what extent does public administration encourage effective human capital
development in controlling of human resources for service delivery in the tertiary
institutions in Nigeria?
Research Hypotheses
Having reviewed the background of the problem, the following research hypotheses have
been formulated in this study:
Ho1: There is no significant relationship between public administration encouraging effective
human capital development and service delivery in the tertiary institutions in Nigeria.
Ho2: There is no significant relationship between public administration encouraging effective
human capital development and the performance of the lecturers in the tertiary
institutions in Nigeria.
Ho3: There is no significant relationship between public administration encouraging effective
human capital development and the quality of students produced by the tertiary
institutions in Nigeria.
Ho4: There is no significant relationship between public administration encouraging effective
human capital development and controlling of human resources for service delivery in the
tertiary institutions in Nigeria.

Background Information on the Study Areas

University of Port Harcourt
The University of Port Harcourt is a university in the Nigerian city of Port Harcourt. It
was established in 1975 as University College, Port Harcourt, and was given university status in
1977.
Faculties:
The university originally had six schools in 1977 as follows:

School of Humanities
School of Social Sciences

School of Biological Sciences

School of Chemical Sciences

School of Physical Sciences

School of Educational Studies

It changed from a school system to a faculty system in 1982. The university now has ten
faculties:

Faculty of Humanities
Faculty of Social Sciences

Faculty of Education

Faculty of Engineering

Faculty of Management Sciences

College of Health Sciences

college of natural and applied science

Faculty of Dentistry

Faculty of Pharmacy

Faculty of Agriculture

Vision
4

The University of Port Harcourt aims to be ranked amongst the best universities in
Africa, renowned for its teaching, research, creativity and innovation.
Mission
The Mission of the University of Port Harcourt is the pursuit of academic excellence,
advancement of knowledge and community service through quality teaching, life-long learning,
social inclusion, strengthening civil society and policy-relevant research that addresses the
challenges of contemporary society. To achieve this Mission, the University is guided by the
spirit of enquiry, self-reliance, fairness, ethical and professional standards of the disciplines.
Philosophy
The Philosophy of the University of Port Harcourt is: commitment to academic freedom,
tolerance, probity, equal opportunity and respect for cultural diversity.
Rivers State University of Science and Technology, Port Harcourt
The Rivers State University of Science and Technology (RSUST) Port Harcourt was
established in October, 1980 from the Rivers State College of Science and Technology which
was itself established in 1972. It is located at Nkpolu-Oroworukwo in Port Harcourt, the capital
of Rivers State, Nigeria. It is the first Technological University in Nigeria and the first state
owned State University in the Niger Delta region of Nigeria. The motto of the University is
"Excellence and Creativity". The University has a staff strength of 1,870 and a student
population of 29,939. The University is ranked as the 16th among 80 other Universities in
Nigeria. The language of instruction in the institution is English.
The Mandate of the University
Rivers State University of Science and Technology was established to:
Produce scientific and technical manpower of various levels needed for essential development;
Produce technical and science teachers for developmental programmes;
Assist in the industrial and other developmental programmes through consultancy services,
special project centres and related activities;
Encourage the advancement of learning to all persons without distinction or race, creed, sex or
political conviction the opportunity of acquiring a higher and liberal education;
Provide courses of instruction and other facilities for the pursuit of learning in all the faculties
and institutes, and to make facilities available on proper terms of such persons as are equipped to
benefit from them;
Encourage and promote scholarship and conduct research in all fields of learning and human
endeavour;
Relate its activities to the social, cultural and economic needs of the people of Nigeria; and
Undertake any other activities appropriate for a University of the highest standard.
Ignatius Ajuru University of Education (IAUE), Port Harcourt
At the end of the civil war in 1970, the Rivers State Government was faced with an acute
shortage of trained teachers for its rapidly expanding programme of post-primary education.
After the required spade work by the Ministry of Education, Rivers State College of Education
opened in temporary quarters at the Catholic Missions Stella Maris College, Port Harcourt on
14th June, 1971 with an initial intake of 116 students, under the headship of Dr. William
Maxwell Jnr., a USAID representative then serving in the State. Rivers State College of
5

Education was born as an autonomous body. With the attainment of full maturity, it became well
placed to play a more dynamic role. There was established for the purposes of the college a
Governing Council which is responsible for the recruitment of staff and for the general and
overall administrative and financial control of the institution. Following this transformation, Mr.
E. Aguma, who was appointed Principal in January 1975,became the first Provost while Dr. E.T.
Green succeeded Mr. Alagoa as the Chairman of Council in June 1975. After an interregnum
created by the change of Government in the country in July 1975, a new Governing Council with
Dr. F.A. Eke, as Chairman, and a new Provost, Mr. R.I.C. Koko, were appointed in November of
the same year. Undeniably, the problem of accommodation greatly inhibited the progress of the
college. For almost six years of its existence, Rivers State College of Education occupied a
compound with very limited number of classrooms and all students lived off-campus. The
college moved to its permanent site at Rumuolumeni in January,1977 although some essential
facilities were still lacking on the campus. This bold step was a definite milestone in the life of
the institution, because physical presence on the spot has placed it in a better position to make
further plans for its continued growth and improvement of existing facilities. A unique event in
the history of the College took place on 11th March 1978 on the occasion of its official opening
and first graduation ceremony. Four sets of students totaling 462 in number received their
diplomas on the successful completion of the Nigeria Certificate in Education (NCE)
programme. The graduands were made up of those who passed their examinations between 1974
and 1977. A great landmark in the history of the institution, this successful graduation ceremony
was an eloquent testimony of the tireless labor of both the college community and the Rivers
State Government in the bold bid to produce well-trained non-graduate teachers for post-primary
institutions. With effect from January 1977, the Ministry of Education made available two top
Model Primary Schools in Port Harcourt the Port Harcourt Primary School and the Sea Shell
Model Primary School which now form part of the College.
By 1980, following Governments proclamation of its intention to run degree
programmes in educational fields through Colleges of Education, the Rivers State Government
decided to sponsor the programme in order to increase the number of teachers in the State. Prof.
G.O.M. Tasie was appointed Provost of the College and was expected to upgrade the college to a
degree-awarding institution. He assumed duty on August 21st, 1980, being the date Mr. R.I.C.
Koko, former Provost of the College, handed over to him. During this period, Chief A.B. Batubo
was the Chairman of the Governing Council of the college. Following this appointment, the
1981/82 academic year witnessed the actual admission of candidates for degree programmes in
Rivers State College of Education. On May 28, 1982, the College happily matriculated the
pioneer students of the degree programme. By the end of the 1983/84 academic session, a total of
3,169 students had successfully passed through the various programmes of the College. Out of
this figure, 2,504 went through the NCE Programme, 531 passed through the ACE programme
and 134 in the B. Ed. programme.
On 1st September, 1984, Professor G.O.M. Tasie was re-appointed Provost by the Rivers
State Military Governor. Within this period, Prof. D.M.J. Fubara was the Chairman of the
Governing Council of the College. From 1984 to 1987, it was observed that Rivers State College
of Education made giant strides in the improvement of its structures, facilities, funding and
conditions of service, particularly by providing the Visual Arts Laboratory building and by the

construction of twin standard-size lawn tennis courts. Within the period 1984-88, the College
Management dealt with a lot of problems, which included:
i. the certificates of occupancy for two campuses, viz. Ndele and St. Johns Diobu campuses,
were collected;
ii. the fight for the adoption of the University Salary Structure (USS) in the College was started
and fought a long way; and
iii. the enactment by the Council of an effective statute on financial regulations of the college.
In January, 1988, the Military Governor of Rivers State approved the appointment of
Professor S.F. Amakiri as Provost of the College. In May of the same year, Prof. Isaac Dema was
appointed to head the Governing Council . From 1988 to 1991 Rivers State College of Education
achieved much, and some of its dreams were realised. Rivers State College of Education was the
first College of Education that started the scheme. The decision to convert Rivers State College
of Education into a university was taken in 2009 by the Rivers State Government in furtherance
of its desire to provide opportunities for high quality education for citizens of the State. Given
that the college had for a long time been awarding degrees in affiliation with the University of
Ibadan, the transition from a college of education to a university should be easy for the
institution. Further to this notion is the fact that many graduates of the defunct Rivers State
College of Education have been yearning to improve their academic qualifications through the
acquisition of university degrees, preferably within an environment they are used to. Given the
reasonably favourable financial situation of Rivers State, the Government considered it expedient
to establish the second State Government-owned university. Ignatius Ajuru University of
Education was established by the University of Education Law No. 8 of 2009 of the Rivers State
Government passed by the Rivers State House of Assembly on 15 October 2009 and assented to
by His Excellency, Chief Rotimi Amaechi, the Executive Governor of Rivers State on 20
October 2009.

REVIEW OF RELATED LITERATURE

Conceptual Definitions
Career development:This is the process of learning new skills and developing old ones in order
to be effective in achieving the corporate objectives under a given profession. It is the sequence
of employment related positions, roles, activities and experiences encountered by a person in a
particular profession as he matches on to reach the zenith of that chosen vocation.
Job Performance: This is process of achieving a given standard at a given period of time. It
is also an ability to carry out a given activity effectively and efficiently.
Job Satisfaction:
In this context, satisfaction means contentment. It is a feeling of content
and happiness derives from achieving a particular desire. Therefore, job satisfaction is the
contentment, comfort and happiness derived from performing a given task or job.
Employee Commitment: Tendency of a worker giving total loyalty to his work with zeal and
desire required in performing such work in order to achieve a given target.
7

Human Capital Development: Programmes and activities undertaken by the organization

aimed at preparing and training individuals to develop their skills and capacities so that they can
contribute their best in work place.
Public Administration: Public administration is the machinery, as well as the integral
processes through which the government performs its functions.
Service Delivery: In this study, service delivery is accorded two basic meanings. Firstly, it is
equated with the provision of social services like education, security, drinking water,
sanitation, infrastructure, transportation like mass transit, social welfare services like bursary,
scholarships to students, disaster prevention and rehabilitation. Bello-Imam and Roberts
(2001), agree with this understanding of service delivery when they noted that the state social
service delivery is the provision of services intended to alleviate human suffering and by
extension, enhance the quality of life of the citizens.
Tertiary institutions: The educational sector that is engages in the inculcation of knowledge
and skills to students who present themselves for learning through admissions having complete
secondary education and or obtained relevant qualifications.
The Concept Public Administration
Conceptualizing public administration remains quite challenging even after several
decades of development. The field therefore was being described as featuring heterodoxy rather
than orthodoxy (Eziani, 2005). These conceptual contentions notwithstanding there seem to be a
point of convergence in the fact that public administration is an aspect of a more generic
concept- administration, the essence of which has been described as determined action taken in
pursuit of conscious purpose (Achimugu, 2011).
Most efforts at defining public administration therefore stress the element of cooperation
among two or more individuals, and views it as cooperative human efforts geared towards
predetermined goals.
Administrative activities can take place in a variety of settings, provided the crucial
elements are present: The cooperation of human beings to perform tasks that have been mutually
accepted as worthy of the joint effort (Kamar, (2005). The institutional framework in which
administration occurs may be as diverse as business firms, labour unions, churches, educational
institutions or governmental units.
Public administration is that sector of administration found in a political setting,
concerned primarily with the implementation of public policy. Public administration can be
roughly distinguished from private or non-public administration (Henry, 1999). Of course, the
range of governmental concern may vary widely from one political jurisdiction to another so that
the dividing line is wavy rather than clear-cut. Kamar (2005) offers another dimension to this
rather unclear identity when he argued that both fields of political science and management have
had the greatest influence on public administration. Hence, it tends to share the characteristics of
both, depending on the setting, and or environment.
In sum, public administration connotes the application of the principles of administration
in a political setting. It is the harnessing of both human and material resources in pursuit of the
implementation of government policies, goals and objectives. What seem to be of great
importance to this paper is that national development rests almost entirely on public
administration, (Ribadu, 2010).
8

Conceptual Framework on Human Capital Development

Career development is seen by Straw (2008:181) as the aggregate of all the processes by
which a person develops the abilities, attitudes and other forms of behaviour, which are of
positive value to professional development that snowball into the work place and society. Career
development is not only the process by which we acquire knowledge, skills, habits, values and
attitudes to be able to become useful members of the organization and the society but also help to
acquire suitable appreciation of our cultural heritage to live a fuller and more satisfying life.
The management objective is to make sure that the workforce is used successfully to enhance
productivity. This objective cannot be achieved effectively without streamlining how
subordinates could be effectively developed. In fact there are positive indices that effective
career development has snowballing effects on the productivity level of the organization. To a
large extent this is true because learning organizations are prone to more strategic and pragmatic
growth than docile ones.
Conventional 'training' is required to cover essential work-related skills, techniques and
knowledge, and much of this section deals with taking a positive progressive approach to
training and career development. Importantly however, the most effective way to develop people
is quite different to conventional skills training, which most employees regard as a pain in the
neck. They will do it of course, but they won't enjoy it much because it is about work, not about
themselves as people. The most effective way to develop people is instead to enable career and
personal development, with all that this implies (Enyioko 2006:25).
So, as soon as you have covered the basic work-related skills training focus on enabling career
and development for people as individuals - which extends the range of development way
outside traditional work skills and knowledge, and creates far more exciting, liberating,
motivational opportunities - for people and for employers. Organisations are facing great
pressure to change these days - to facilitate and encourage whole-person development and
fulfillment - beyond traditional training. Manpower planning is the ability of the organization to
recruit, train, motivate, evaluate and analyse workers in line with their requirements in the firm,
and then make necessary arrangement for the continuous use of qualified personnel. According
to Nnedu (2006:172):
Human resources development is not just career development in the
mechanics or getting work done but also the development of present
manpower for the present and future needs of the organization.
Manpower development helps an employee to be prepared skillfully as well as acquire
tremendous knowledge through the process. Promotion attained through effective work,
gives a sense of self-fulfilment and its denial, especially when one thinks one merits it
deflects ones ego. Nwachukwu (2009:130) has maintained that:
Every organization should identify and encourage employees who
have the potential to contribute their quota in the organization and
the society as a whole.
He further submitted that any organization that forgets to develop its managerial cadre could
not continue to survive and grow in our dynamic environment.

There are many different training and development methods. On-the-job training,
informal training, classroom training, internal training courses, external training courses, on-thejob coaching, life-coaching, mentoring, training assignments and tasks, skills training, product
training, technical training, behavioural development training, role-playing and role play games
and exercises, attitudinal training and development, accredited training and career, distance
career - all part of the training menu, available to use and apply according to individual training
needs and organisational training needs.
Training is also available far beyond and outside the classroom. More importantly,
training - or career development, to look at it from the trainee's view - is anything offering career
and developmental experience. Training and career development includes aspects such as: ethics
and morality; attitude and behaviour; leadership and determination, as well as skills and
knowledge.
Development is not restricted to training - it's anything that helps a person to grow, in
ability, skills, confidence, tolerance, commitment, initiative, inter-personal skills, understanding,
self-control, motivation and more (Okoroma, 2010). If one considers the attributes of really
effective people, be they leaders, managers, operators, technicians; any role at all, the important
qualities which make good performers special are likely to be attitudinal. Skills and knowledge,
and the processes available to people, are no great advantage. What makes people effective and
valuable to any organization is their attitude.
Nnedu (2006:41) outlined the methods that can be used in Nigeria for human asset
development programmes as:
Videotape Recording: This method can be used to ethical and philosophical campaign geared
towards behavioural changes in organizations and even in society.
Role Playing: This technique can be used to train organizational members on the areas of public
relations and general understanding or human behaviour.
On-the Job Career development: This is a method that allows the workers to train on the job as
he/she performs his/her functions in the establishment.
Major Problems of Career and Human Capital Development
Personnel development/management in Nigeria is faced with certain peculiar problems,
some of which are:
Lack of Qualified Manpower
In Nigeria before and now, some skills are readily available and some are raised to come by
in the technical and technological field, which makes it difficult at times to attain the
required manpower mix. In order to correct the imbalance, the institutions to admit students
in the educational favour science related discipline. Also large organizations have had to
establish career development centers, so that required skills can be trained for internally
(Nwachukwu,2009).
State of Personnel Administrator
Personnel administrators are regarded as least important managers who are to be seen and not
heard. This resulted from the fact that the original parishioners were untrained, but this
altitude is gradually changing. Nowadays, personnel managers or directors now rise to the
board and enjoy comparable fringe benefits to those of their counterparts in other discipline.
10

Despite this, the fact that the output of the personnel department is non-tangible, the efforts
of parishioners are least appreciated until industrial disharmony occurs.
Lack of Facilities for Career development
Career development is a crucial aspect of the personnel function. However, career
development facilities are in short supply and large organizations have had to establish career
development centres of their own. And others use the services of management consultants who
organize career development programmes, example, seminars, symposium, conference, lectures,
etc, for administrative college of Nigeria also aid organization on area of manpower
development. Professional bodies such as the IPM, NIM, etc, also help. In some cases where the
required are available, the skilled trainers are not available.
Social Pressures
Personnel administrator come under seven social pressures and merit is often sacrificed
when recommitment of certain skills are not from his uncle, or his in-law or his boss. Under this
situation, it is difficult to carry out a systematic selection exercise and the use of test becomes
irrelevant.
Political Pressure
In Nigeria, the institution of federal character and quota system cannot be ignored. This is
to bridge the gap between educationally backward north and advanced south. However, this is
been abused to the disadvantage of the southern qualified candidates.
Environmental Constraint
Nigeria as an example consists of several dialects and many can only speak their dialect
and broken English. This makes it difficult to transfer some illiterates from their area to another
place, as they will find it difficult to accept changes (Ajuzie,2011).

Challenges Facing Nigerian Tertiary Educational Institutions

Higher educational institutions in Nigeria are confronted with several challenges. The
challenges facing Nigerian higher institutions are complex. It is a combination of limited access,
increasing cost, decreasing quality, and inflexibility in course selection. We all know that an
educated citizenry is crucial to the social, political, economic and cultural vitality of our
communities and the country as a whole. Struggling economies, outdated academic equipments
and obsolete organizational structures are among the issues facing university education in
Nigeria today. Perhaps the most formidable task confronting higher education in Nigeria is to
articulate the triple relationship between the mission of the university and the specific needs of
university's political, social, economic, and cultural environment, and the characteristics of a
rapidly changing world.
Nigerian university education is based on a centuries old system of knowledge
organization, largely influenced by 19th century academic traditions. How are the universities to
survive in the formation and higher demand for higher education degree today? Today, a college
degree has become a necessity for most careers, and graduate education desirable for an
increasing number. A growing population will necessitate some growth in higher education to
accommodate the increasing number of college age students seeking for college degrees. "Yet the
potential of higher education systems in developing countries to fulfil this responsibility is
frequently thwarted by long-standing problems of finance, efficiency, equity, quality and
governance" (Hassan, 2003).
11

Nigerian universities are founded to seek the truth through the development of
knowledge, and manpower personnel. They were founded also for the scientific and
technological advancement of society, as well as to its material and cultural development. Adams
(2007) said, "Educational systems were said to produce the skilled manpower and the new
knowledge requisite for technological advancement and economic growth" (p.299). Nigerian
universities must reorganize its fundamental role in shaping the human resources necessary for
societal development and its responsibility to help solve social and cultural problems. It should
recognize the universal value of debate for the development of humankind, science, art and
culture.
Market forces
Some of the market forces affecting Nigerian universities are Joint Admission and
Matriculation Board (JAMB), matching education to job demands, and infrastructure
inadequacies. The Joint Admission and Matriculation Board examinations have caused a concern
for both parents and candidates in Nigeria. Some candidates sit for the exam for years without
gaining admission to any university. These have lead to cheating or taking an unpopular career
course in order to gain admission.
Moja (2010) said "Access to higher education and the lack of the capacity of the system
to absorb the numbers of students seeking admission to higher education institutions continues to
pose a serious problem. For example, it is estimated that out of 400,000JAMB candidates
seeking admission to university education, more than 320,000, which is about 80% are not able
to gain admission to any of the 37 Nigerian universities"(p.30). Ajala, (2002) commented, "The
latest Joint Admission and Matriculation Board (JAMB) figures clearly show that the situation
has not improved in the real sense of the world. According to JAMB figures, out of about
800,000 candidates that sat for the 2005 examination, only 147,000 would be offered places in
the existing universities. This represents only 18.4 percent"(p.2).
Infrastructure Inadequacies
The infrastructure inadequacies in the Nigerian universities are another area that poses
hindrance to learning and research work. A good number of Nigerian universities are offering
technological education programs. The question is how many of these universities have the basic
infrastructure to run the program. For example, in most universities offering computer course,
students graduate without touching a computer. Ajala, (2002). said, "The death of infrastructure
in the public universities is sickening and runs short of an ideal academic environment" (p.2).
They cannot be confined to provide the human resource demands by the market. To do so would
be to limit the social relevance of higher education. The challenge to Nigerian universities is to
conduct the university's affairs in a way that is relevant to a historical moment gripped by rapid
change.
Faculty Exodus
Over the past decades, as a result of a gradual exodus of many of our most talented
faculty, Nigeria universities have seized to be a place for exciting search for innovation. Some
faculty abandoned academia for other sectors of the economy, where professionals and scientists
receive higher salaries and greater social recognition. Some emigrate for economic reasons,
while some fled because of political reasons. Okoroanyanwu, (2002) commented, "There was
mass exodus of many brilliant lecturers that could not compete on political campus arenas from
the university campus. Some left to join the rat race in the business world and others left Nigeria
for better services" (p.3). He further said, "that experienced and seasoned professors like the late
12

Awojobi were sidelined. The political professors often silenced the lone voices of active and
academic professors" (p.4). Ali (2009) said "That many experienced and young lecturers are
fleeing from the frustration of university life into more rewarding and more challenging sectors
of the economy and even to overseas countries" (p.3). The result of the faculty exodus is seen in
the quality of graduates that our university produces.
Money and Management
The growing and changing nature of higher education needs will trigger strong economic
forces. Already, the traditional source of funding -federal support has simply not kept pace with
the growing demand. This imbalance between demand and available resources is aggravated by
the increasing cost of higher education, driven as they are by the number of students seeking
admissions to the universities. The weakening influences of traditional source of funding are the
emergence of increased number of college age students seeking admission into the Nigerian
universities. The societal needs, economic realities and technology, are likely to drive a massive
restructuring of higher education enterprise. This will need a global knowledge and learning
industry, and the need for traditional institutions to converge with other knowledge-intensive
organizations such as information services, companies and telecommunications (Okoroma,
2010). Financial restrictions also create problems that obstruct academic work, causing friction
between the universities and the government, thus threatening the stability of institutions. The
problems are more visible in the areas of faculty salaries, libraries, equipments, research and
quality of students entering our universities today. Ajuzie (2011) said, "The existing orthodox
education in Nigeria seems to suffer from inadequate funding" (p.136). Levin (2004) said, "The
schools today are ill-equipped and teachers are poorly trained. Standard is falling in all
departments".
Socio / Political issues
There are also fiscally induced tensions that generate negative impact e.g.; cultic cases,
economic and political pressures. Olajire (2003) commented, "The tertiary institutions that are
established to promote intellectual excellence, good virtues etc; have deviated. We are faced
daily with reports of students caught in armed robbery, rape, assassination. The majority of these
institutions have misplaced their goals and allowed social, political factors of their environment
to create crises in their academic community. It is a known fact that tertiary institutions do not
get their entire approved annual budget" (p.6). All these and more threaten the academic
autonomy and stable academic calendar.

13

Research Methodology
This study is primarily aimed at examining the Role of Public Administration in
Human Capital Development in Public Organisations: A Survey of Tertiary
Educational Institutions in Rivers State.
Research Design
Quasi-experimental is descriptive in nature because it is channelled towards solving a
particular problem through an in-depth examination of topical issues inherent in the subject
matter. For this study, a cross sectional survey design is adopted. This is a system of measuring
and collecting data at a single point in time.
Study Population
The population of the study consists of the tertiary institutions in Nigeria. However,
specifically, we have drawn our population from 3 tertiary educational institutions in Rivers state
relying more on management staff and supervisors who are involved in leadership career
development practices in this sector. We have defined our population in relation to the 3 tertiary
educational institutions that are fully both the Federal and Rivers state government and is
distributed as follows:
University of Port Harcourt
3802 Staff
Rivers State University of Science and Technology
1870 Staff
Rivers State University of Education
1524 Staff
Total Population
7196 Staff
Sources: Universities and Colleges Data and Record, 2015
Sampling Procedure and Sample Size
The sample selection of the tertiary institutions recognized by our population definition has been
done randomly through probabilistic sampling techniques, involving stratification. The use of
stratification was mainly applied to the interviewed staff since all the three tertiary institutions
defined in our population through their staff were studied. The study adopted simple
random sampling techniques based on the population of the study as 7196
Staff, the sample size was determined through the use of Taro Yamanes
sample technique as follows:
n = N
1 + N(e)2
Where; n = Sample size
N = Population of the study
e = Level of significance @ 5%
Therefore sample size for the study is determined thus:
n=

7196
7196
2
1 + 7196 (0.05) = 1 + 17.99
= 378.93

7196
18.99

=
=

379

Sample size = 379 staff.

14

Methods of Data Collection

The research instruments used in collection of data for this study included, the use of
questionnaire containing structured questions, personal interviews, personal observation. Equally
secondary information or data were collected through textbooks, journal, magazine and
newspapers etc.
Method of Data Analysis
Descriptive and inferential statistics were used to analyze the data for this study. In this
study, we would use percentage ratios, frequency distribution and other statistical tools.
Specifically, we would use Pearsons Product Moment Correlation Coefficient.
RESULTS AND DISCUSSIONS
Data Presentation and Analysis (Results)
The presentation and analysis of data are made in this section as follows:
Of the 379 copies of questionnaire distributed, 374 copies were retrieved and 366 copies of
questionnaire (representing 95.31% response rate) were correctly filled and therefore analyzed.
Table 1: Administration and Retrieval of Data for the Study
Number
of Number
of Number
of Response
Name of Higher Institution
Questionnaire
Questionnaire
Questionnaire
Rate
Administered
Retrieved
Found Useful
University of Port Harcourt
190
Rivers State University of 118
Science and Technology
Rivers State University of 71
Education
Total Sample Size
379
Source: Survey Data, 2015

187
117

185
116

98.42%
98.31%

66

65

91.55%

370

366

98.92%

Table 1 shows that 190 copies of questionnaire were administered on the respondents
from the University of Port Harcourt, 187 copies of them were actually retrieved, while 185
copies of questionnaire were found relevant, and this represents 98.42% response rate of this
segment In Rivers State University of Science and Technology 118 copies of questionnaire were
administered on the respondents and 117 copies were retrieved while 116 copies of
questionnaire were found relevant, and this represents 98.31% response rate of this segment. For
the Rivers State University of Education 71 copies were administered on the staff, 66 copies of
questionnaire were collected from them and 65 copies i.e 91.55% response rate were found
useful. In all, the study administered 379 copies of questionnaire on the respondents from the
selected 3 tertiary institutions in Rivers State, while 370 copies of questionnaire were actually
retrieved from the respondents. However, after editing the copies of questionnaire only 366
copies representing (98.92% response rate) were found useful for the data analysis.

15

Demographic Characteristics of the Workers in Tertiary Institutions and Their Choice of

Career Development in Tertiary Educational Institutions
Table 2 shows the socio-demographic characteristics of respondents with respect their age
range, marital status, educational status, professional / work status and level of job experience.
Table 2: Socio-Demographic Characteristics of Respondents
Variable
Frequency
Age
18 30
112
31 40
84
41 50
95
51 60
57
> 60
18
Marital status
Married
204
Single
140
Widowed/separated/ divorced
22
Educational status
G.C.E. /WASC
55
B. Sc. / B.A. / B.Ed. /HND / PGD
106
M.Sc. / M.A. / M.Ed. / MBA
136
PhD
69
Professional / Work status
Senior Academic Staff
41
Junior Non Academic Staff
105
Senior Non Academic Staff
50
Middle Academic Staff
126
Middle Non Academic Staff
44
Experience Level
< 10 Years
216
> 10 Years
150
Total
366
Source: Survey Data, 2015

Percentage Response
30.6
23
26
15.5
4.9
55.7
38.3
6
15
29
37.2
18.8
11.2
28.7
13.7
34.4
12
59
41
100

Table 2 shows the demographic distribution of respondents. The age range of the
respondents was between 18 and 62 yr (33.624.21 years). Almost 80% of the
respondents were between 18 and 50 yr.. The single, married and widowed were 55.7%,
38.3% and 6.0% respectively. Only 15.0% of the respondents had G.C.E. /WASC
education. Most of the respondents were Middle Academic Staff (126, 34.4%) and this
was followed by Junior Non Academic Staff workers (105, 28.7%) which included
various forms of skills. The results indicated that marital status, educational status,
professional / work and experience level are some of the socio-demographic
characteristics of the respondents.
16

To what extent does public administration encourage effective human capital development
leading to good service delivery in the tertiary institutions in Nigeria?
2.
To what extent does public administration encourage effective human capital
development leading to the performance of the lecturers in the tertiary institutions in
Nigeria?
3.
To what extent does public administration encourage effective human capital
development that leads to the quality of students produced by the tertiary institutions in
Nigeria?
4.
To what extent does public administration encourage effective human capital
development in controlling of human resources for service delivery in the tertiary
institutions in Nigeria?
Table 3:

The Extent to which public administration encourages effective human capital

development leading to good service delivery in the tertiary institutions in Nigeria
Options
Number of Respondents
Percentage Response
Very large extent
97
26%
Large Extent
73
20%
Moderate extent
79
22%
Low extent
66
18%
Very low extent
51
14%
Total
366
100%
Source: Survey Data, 2015
Table 3 shows that 26% of the respondents indicated that to a very large extent public
administration encourages effective human capital development leading to good service delivery
in the tertiary institutions in Nigeria. Also 20% of the respondents indicated to a large extent to
the question while 22% of the respondents indicated to a moderate extent to the question: The
data equally revealed that 18% of the respondents indicated that to a low extent public
administration encourages effective human capital development leading to good service delivery
in the tertiary institutions in Nigeria. only 14% of the respondents indicated to a very low extent
to the question.
The Extent to Which Public Administration Encourages Effective Human Capital Development
Leading to the Performance of the Lecturers in the Tertiary Institutions in Nigeria
Table 4 gives details of the extent to which public administration encourages effective
human capital development leading to the performance of the lecturers in the tertiary
institutions in Nigeria.

Table 4:

The Extent to which public administration encourages effective human capital

development leading to the performance of the lecturers in the tertiary institutions
in Nigeria
17

Options

Number of respondents

Percentage/Response

Very large extent

93
25%
Large extent
73
20%
Moderate extent
86
24%
Low extent
62
17%
Very low extent
52
14%
Total
366
100%
Source: Survey Data, 2015
Table 4 shows that 25% of the respondents indicated that to a very large extent public
administration encourages effective human capital development leading to the performance of
the lecturers in the tertiary institutions in Nigeria, 20% of them indicated to a large extent while
24% of them indicated to a moderate extent to the question. Equally, 17% of the respondents
indicated to a low extent to the question, while only 14% of them indicated that to a very low
extent public administration encourages effective human capital development leading to the
performance of the lecturers in the tertiary institutions in Nigeria.
Extent to Which Extent to Which there is Evidence of Public Administration that
Encourages Effective Human Capital Development Leading to the Performance of the
Lecturers in the Tertiary Institutions in Nigeria
Table 5 shows the result of the data generated from the respondents on the extent to
which there is evidence of public administration that encourages effective human capital
development leading to the performance of the lecturers in the tertiary institutions in Nigeria.

Table 5:
Evidence

Extent to Which there is Evidence of Public Administration that Encourages

Effective Human Capital Development Leading to the Performance of the
Lecturers in the Tertiary Institutions in Nigeria
of
Extent / Counts
Total
Mean Decision
18

Public
Administration
in
tertiary
educational
institutions
Score

Count

Score

300

1320

3.63

High

290

1293

3.55

High

420

1413

3.88

High

260

1223

3.36

Low

290

1248

3.43

Low

1560

2497

Very
Large

Large

Mode
-rate

Low

Very
Low

Presence
of
223
230
227
340
efficient human
capital
development
traits
Adequate
220
252
263
268
motivation of
subordinates
High level of
210
234
245
304
cooperation on
the part of the
leaders
Provision
of
248
238
245
232
finance
Sufficient
of
240
248
230
240
commitment on
the part of the
leaders/workers
Total
1141
1202
1210
1384
Source: Survey Data, 2015.
Likert Scale = 5 Points.
Decision Rule Cut off : 3.50 = High; < 3.50 = Low

From the presentations in table 5 it is revealed that High level of cooperation on

the part of the leaders ranked first with 3.88 mean score in the evaluation of the extent to which
there is evidence of public administration that encourages effective human capital development
leading to the performance of the lecturers in the tertiary institutions in Nigeria. Presence of
efficient human capital development traits constitutes the 2nd option selected by the respondents
as to extent to there is evidence of public administration that encourages effective human capital
development leading to the performance of the lecturers in the tertiary institutions in Nigeria;
the option had a mean score of 3.63 meaning a high. Adequate motivation of subordinates is
rated third as it had 3.55 points and was equally considered high in the rating of the extent to
which there is evidence of public administration that encourages effective human capital
development leading to the performance of the lecturers in the tertiary institutions in Nigeria.
Also sufficient of commitment on the part of the leaders had 3.43 mean score indicating the 4th
(low). Finally provision of finance has been indicated by the respondents as the 5 th option as to
the extent to which there is evidence of public administration that encourages effective human
capital development leading to the performance of the lecturers in the tertiary institutions in
Nigeria.
19

.
The Extent to Which Efficient Public Administration Encourages Effective Human Capital
Development that Leads to the Quality of Students Produced by the Tertiary Institutions
in Nigeria
Table 6 and 7 show the extent to which public administration encourages effective human
capital development that leads to the quality of students produced by the tertiary institutions in
Nigeria.
Table 6: Whether public administration encourages effective human capital development that
leads to the quality of students produced by the tertiary institutions in Nigeria
Options
Number of Respondents
Percentage Response
Yes
193
53%
No
173
47%
Total
366
100%
Source: Survey Data, 2015
Table 6 shows that 53% of the respondents indicated Yes that public administration
encourage effective human capital development that leads to the quality of students produced by
the tertiary institutions in Nigeria. Also, 47% of the respondents indicated No to the question.
Table 7:

The Extent to which public administration encourage effective human capital

development that leads to the quality of students produced by the tertiary
institutions in Nigeria
Options
Number of Respondents
Percentage Response
Very large extent
90
25%
Large extent
79
22%
Moderate extent
86
24%
Low extent
59
16%
Very low extent
52
14%
Total
366
100%
Source: Survey Data, 2015
Table 7 shows that 25% of the respondents indicated that to a very large extent public
administration encourages effective human capital development that leads to the quality of
students produced by the tertiary institutions in Nigeria. Equally 22% of respondents indicated
to a large extent to the question, and 24% of them indicated to a moderate extent to the
question. Also 16% of them indicated that to a low extent public administration encourages
effective human capital development that leads to the quality of students produced by the tertiary
institutions in Nigeria and 14% of the respondents indicated to a very low extent to the question.

The Extent to Which public administration encourages effective human capital development in
controlling of human resources for service delivery in the tertiary institutions in Nigeria
20

Tables show that 8 and 9 show the extent to which public administration encourages
effective human capital development in controlling of human resources for service delivery in
the tertiary institutions in Nigeria.
Table 8:
Whether public administration encourages effective human capital development
in controlling of human resources for service delivery in the tertiary institutions in Nigeria
Options
Number of respondents
Percentage/Response
Yes
224
61%
No
142
39%
Total
106
100%
Source: Survey Data, 2015
Table 8 shows that 61% of the respondents indicated that public administration encourages
effective human capital development in controlling of human resources for service delivery in
the tertiary institutions in Nigeria while only 39% of the respondents indicated no to the
question.
Table 9:

The Extent to which public administration encourages effective human capital

development in controlling of human resources for service delivery in the
tertiary
institutions in Nigeria
Options
Number of Respondents N Percentage Response
= 366
Very large extent
104
28%
Large extent
79
22%
Moderate Extent
83
23%
Low Extent
59
16%
Very low extent
41
11%
Total
366
100%
Source: Survey Data, 2015
The data reveal in table 9 that 28% of the respondents ticked to a very large extent that
public administration encourages effective human capital development in controlling of human
resources for service delivery in the tertiary institutions in Nigeria. Equally, 22% of them
indicated to a large extent while 23% of the respondents indicated to a moderate extent that
public administration encourages effective human capital development in controlling of human
resources for service delivery in the tertiary institutions in Nigeria. The data further reveal that
16% of the respondents indicated that to a low extent that public administration encourages
effective human capital development in controlling of human resources for service delivery in
the tertiary institutions in Nigeria, while only 11% of respondents indicated to a very low extent
to the question.

21

The Major Human Capital Development Challenges faced by Workers in Tertiary

Educational institutions
Table 10 shows the details on the responses of the respondents concerning the major
human capital development Challenges faced by workers in tertiary institutions in Nigeria.

Table 10: Major Human Capital Development Challenges faced by Workers in

Tertiary Institutions
Options
Number
of Percentage
Respondents
Response
Lack of due respect and recognition
Uncertainties
underlying
performance
evaluation
Bottlenecks / bureaucracy
Fraud / corruption
Management and economic forces
Changing government policies
Market forces
Efficient human capital development, social,
cultural, and political problems
Female chauvinism and discrimination
Financial / administrative problems
Technical problems
Source:
Survey Data, 2015.

Rating

345
338

98
92

1st
4th

349
314
342
304
300
290

95
86
93
83
82
79

2nd
6th
3rd
7th
8th
9th

338
325
325

92
89
89

4th
5th
5th

Table 10 shows major human capital development challenges faced by workers in tertiary
institutions. The first challenge or problem as indicated by 98% of the respondents is Lack of
due respect and recognition this is followed by Bottlenecks / bureaucracy, indicated by 95%
of the respondents. The third human capital development challenges identified by 93% of the
respondents are management and economic forces while the fourth human capital development
challenge as indicated by 92% of the respondents are: uncertainties underlying performance
evaluation and Female chauvinism and discrimination. Also the data in table 10 reveal that
89% of the respondents indicated financial / administrative problems and technical problems
as the 5th major human capital development challenges faced by workers in tertiary educational
institutions. The 6th leadership challenge identified by 86% of the respondents is Fraud /
corruption. Equally, changing Government policies have been identified by 83% of the
respondents as the 7th major human capital development challenge faced by workers in tertiary
institutions. The data show that Market forces are the 8th major leadership challenge as
indicated by 82% of the respondents. Finally, 79% of the respondents indicated that Inefficient
human capital development, social, cultural, and political problems are the 9th major human
capital development challenges faced by workers in tertiary institutions.

22

Test of Hypotheses
Having presented and analyzed the data generated for this, study this section is devoted
to testing of the three hypotheses formulated in the study. They have been tested using Pearsons
Product Moment Correction Coefficient ( r ) and t - test
Hypothesis I (Ho1): There is no significant relationship between public administration
encouraging effective human capital development and service delivery in the tertiary
institutions in Nigeria.
Table 11:
Statistical Relationship between public administration encouraging effective
human capital development and service delivery in the tertiary institutions in
Nigeria
Extent
of public
Service
Relationship
administration
delivery in
Between
the encouraging
the tertiary
Variables
effective
human institutions
capital development in Nigeria
(X)
(Y)
X2
Y2
XY
Very Large extent 97
93
9409 8649
9021
Large extent
73
73
5329 5329
5329
Moderate extent
79
86
6241 7396
6794
Low extent
66
62
4356 3844
4093
Very low extent
51
52
2601 2704
2652
Total
366
366
27,9 27,922
27,888
36
Source: Survey Data, 2015( See also tables 3 and 4 )
r =
0.96 (positive relationship)
t=
5.928 (computed) High level of significance
t crit @ 3;0.05 = 3.18
From the data in table 12 and the computation of the r value (which is 0.96) and t value
(which is 5.93); it is conclusive that the computed value of t is greater than the one obtained
from the table, which is 3.18. Therefore, the study has rejected the null hypothesis I and
accepted the alternate hypothesis I Hi1 which says There is significant relationship between
public administration encouraging effective human capital development and service delivery in
the tertiary institutions in Nigeria.
Hypothesis II (Ho2): There is no significant relationship between public administration
encouraging effective human capital development and the performance of the lecturers in the
tertiary institutions in Nigeria.
Table 12:
tertiary

Significant Relationship between public administration encouraging effective

human capital development and the performance of the lecturers in the
institutions in Nigeria

23

Evidence public administration

encouraging effective human
capital development and the
performance of the lecturers in
the tertiary institutions in
Nigeria
X
Y
X2
Y2
XY
Presence of efficient human
capital development traits
3.63 1320
13.1769 1742400 4791.6
Effective
motivation
of
subordinates
3.55 1293
12.6025 1671849 4590.15
High level of cooperation on the
part of the leaders
3.88 1413
15.0544 2006569 5482.44
Provision of finance
3.36 1223
11.2896 1495729 4109.28
Sufficient commitment on the
part of the leaders
3.43 1248
11.7649 1557504 4280.64
Total
17.85 6497
63.8883 8464051 23254.11
Source: Computed by the Researcher from the Survey Data, 2015. (See Table 5 )
r
= 0.944
t
= 4.96
Based on the computations above it is obvious that the r value is positive and the t value
computed is 4.96 > 3.18 from the statistical table @ 3; 0.05, therefore the study has rejected the
null hypothesis and accepted the alternate hypothesis, that is: There is significant relationship
between public administration encouraging effective human capital development and the
performance of the lecturers in the tertiary institutions in Nigeria.
Hypothesis 1II (Ho3): There is no significant relationship between public administration
encouraging effective human capital development and the quality of students produced by the
tertiary institutions in Nigeria.
Table 13:

Statistical Relationship between public administration encouraging effective

human capital development and the quality of students produced by the tertiary
institutions in Nigeria
Extent
of public administration Quality
of
Relationship
encouraging
students
Between
the effective
human produced by the
Variables
capital development tertiary
(X)
institutions
in X2
Y2
XY
Nigeria (Y)
Very
Large 97
90
9409
8100
8730
extent
Large extent
73
79
5329
6241
5767
Moderate extent 79
86
6241
7396
6794
Low extent
66
59
4356
3481
3804
Very low extent
51
52
2601
2704
2652
Total
366
366
27,936
27,922 27,837
24

Source: Survey Data, 2015( See also tables 3 and 7)

r =
0.92 (positive relationship)
t=
4.085 (high level of significance)
t crit @ 3;0.05 = 3.18
The data in table 13 are drawn to see whether there is any positive and or significant
relationship between the efficient human capital development in the university and service
delivery in the tertiary institutions in Nigeria. From the statistical presentation above and based
on the values of r computed (i.e. 0.92) and t computed (i.e. 4.085) it is obvious that the computed
t is greater than the figure obtained from the table, which is 3.18. Therefore, There is significant
relationship between public administration encouraging effective human capital development and
the quality of students produced by the tertiary institutions in Nigeria.
Hypothesis 1V (Ho4): Ho4: There is no significant relationship between public administration
encouraging effective human capital development and controlling of human resources for
service delivery in the tertiary institutions in Nigeria.
.
Table 14:

Statistical Relationship between public administration encouraging effective

human capital development and controlling of human resources for service
delivery in the tertiary institutions in Nigeria.
Extent
of public
administration Controlling
Relationship
encouraging
effective of Human
Between
the human capital development Resources
Variables
for Service
Delivery
(X)
(Y)
X2
Y2
XY
Very Large extent 97
104
9409
10816
10088
Large extent
73
79
5329
6241
5767
Moderate extent
79
83
6241
6889
6557
Low extent
66
59
4356
3481
3804
Very low extent
51
41
2601
1681
2091
Total
366
366
27,936 29,108
28,397
Source: Survey Data, 2015( See also tables 3 and 9 )
r =
0.98 (positive relationship)
t=
8.527 (high level of significance)
t crit @ 3;0.05 = 3.18
The data in table 14 are drawn to see whether there is any positive and or significant
relationship between the efficient human capital development and service delivery in the tertiary
institutions in Nigeria. From the statistical presentation above and based on the values of r
computed (i.e. 0.98) and t computed (i.e. 8.53) it is obvious that the computed t is greater than
the figure obtained from the table, which is 3.18. Therefore, There is significant relationship
between public administration encouraging effective human capital development and controlling
of human resources for service delivery in the tertiary institutions in Nigeria
General Discussions of the Findings
25

The study has revealed that to a large extent efficient human capital development in the
tertiary institutions in Nigeria is a veritable ingredient for effective service delivery and
organisational success. Recognizing the important role of knowledge on task performance,
Gelleffilan, (2007:41) recommended three guidelines to follow when investigating career
development of workers. First, hypotheses should focus on the effects of specific knowledge
(content or organization) on performance. Second, in order to properly demonstrate a knowledge
difference or the effect of knowledge on performance, a researcher must use a task that clearly
delineates the difference of having or not having the requisite knowledge. Third, the presence of
a knowledge effect is best investigated by manipulating stimuli and/or context features and
comparing individuals with varying levels of service delivery in the tertiary institutions in
Nigeria. Adams, (2007:24) also commented on the methodological difficulties in career
development expertise research. They claimed these studies were characterized by a failure to
differentiate between the constructs service delivery in the tertiary institutions in Nigeria and
expertise as well as a lack of a well defined research question. Like Adams, (2007:25) he put
forth four prescriptions for career development / leadership challenges research in institutions.
In the cue weighting task participants were presented with five cues and asked to make a
control or analytical procedure risk judgment on a 9 point scale with endpoints labelled low risk
and high risk. As expected, the presence of task-specific knowledge resulted in improved
performance when selecting and weighting cues in the analytical risk assessment task. In the late
eighties and early nineties research on career development of workers in institutions were
documented. In general, these studies found that career development of workers resulted in taskspecific knowledge which often leads to superior performance. The authors assert that different
types of career development create knowledge structures and these knowledge structures will
influence the problem representation of a resource allocation task. The theoretical underpinnings
of task-specific service delivery in the tertiary institutions in Nigeria, as revealed by the study are
a related knowledge base, and the resulting superior performance is generalizable to other
settings. In fact, a relationship between service delivery in the tertiary institutions in Nigeria and
performance has been established by the study. The study has found that service delivery in the
tertiary institutions in Nigeria plays significant role towards effective decisions- leading to the
growth of the organisation. The study found that in the Nigerian Organisation today, there is a
lack of performance oriented leadership, which promotes target setting as well as proper
performance evaluation. Besides, there is a poor data and career development culture, which
allows for system leakage and corruption. This situation necessitates the need to develop models
for effective control and performance evaluation criteria. From the study we have found that
Performance measurement is a valuable exercise not least because it provides an opportunity and
a framework for asking fundamental question such as what are you trying to achieve. What does
"success" look like? How will you know if or when you've achieved it? As Baird (2004:29) said:
"No organisation can afford to overlook the importance of clearly defining its objectives and
priorities, assessing performance against well-defined benchmarks, and changing the
bureaucratic culture into one that stresses client service and achievement of results rather than an
imposed requirement of donor agencies, evaluation now becomes a key instrument of good
governance and institutional development within the country. We all have responsibility to make
sure this function is nurtured and supported.
An assessment of the human capital development challenges in the organisation leaves
much to be desired. The practice today is that a certain percentage is added to previous period's
26

career development to arrive at current career development figures without reference to the
environmental inhibitions being encountered or the realities of present day situation. The career
developments are centrally prepared and the result passed down the line for all and sundry to
implement without questions. Efficient human capital development and implementation can
facilitate important group practice activities, including, strategic planning, quality improvement,
and managed care contracting. Managers use effective career development of subordinates to aid
in planning and controlling their organisations.
Conclusion
Public administration is a veritable mechanism to achieve development objectives of
government/public related organisation. In the same vein human capital development/ career
development are essential ingredients for enhancement of the resource of an organization or a
tertiary educational institution to attain its desired goals. Dearth of good and efficient human
capital development in all spheres of human endeavours could be said to be the main clog in any
societal development.
From the test of the hypotheses, it is evident and conclusive that: There is significant
relationship between the efficient human capital development in the university and career
development of workers in tertiary educational institutions; there is significant relationship
between the efficient human capital development and career development of workers in tertiary
educational institutions; there is significant relationship between the efficient human capital
development in the university and career development of workers in tertiary educational
institutions and there is significant relationship between the controlling of educational resources
and service delivery in the tertiary institutions in Nigeria.
Recommendations
Based on the findings and the conclusion reached, the following recommendations have
been made:
(1) For the tertiary institutions to successfully cope with the challenges confronting them and
make meaningful contributions in human capital development, the country needs an
education-friendly government, a civilized tertiary educational institutions and public
sector that is ready and willing to invest in university education and give recognition to
those who have chosen the path of knowledge industry.
(2) There is also the need for those in the tertiary institutions to put their houses in order, so
that they would be encouraged to join hands with tertiary educational institutions in
confronting the challenges of the 21st century more especially with respect to human
capital development.
(3) It is imperative that the most sustainable way of meeting national objectives for
international integration and prosperity is to invest in Nigerians through higher education,
and the best starting point is through genuine reform of the underpinning policy systems
constraining the tertiary institutions more especially in career development of workers.
(4) Human Resources should be made to be accountable for their stewardships both when in
office/work place and after wards, through legislative or any possible means.
(5) Professionals and mass media should form vanguards that would serve as watch-dogs or
whistle blowers to curtail the excesses of the leadership in developing the human capital.

27

(6) Role model should be set in our spheres of human endeavour. Human resources should be
sincere and selfless in their various fields of endeavour so that their organisations can
achieve set objectives.

References
Achimugu, H. (2011). An assessment of the contributions of e-government to overcoming
the challenges of local government performance in Ofu local government area An
unpublished PhD seminar of the Department of Public Administration Kogi
State
University Anyigba-Nigeria
Adams, D.K (2007). Development Education. Comparative Education Review.
&3 June/ October; pp.296-310

Vol.21 No.2

Adelemo. I. A (2011) Higher Education in Nigeria: Institutional inadequacies

system performance and sustainability. The Nigerian social scientist Vol.4 No.2, pp.2329
Ajala, J.A. (2002). Designing content of curriculum: A guide to practice. Ibadan:
May best Publication.
Ajuzie, M.V (2011). A Concise History of Education in Nigeria: Issues and New
Challenges. Akoka Lagos: Nigeria. Time Publications
Ali, A (2009). Academic Standard of Extension and Satellite Programmes of
Nigeria
Universities: Management and Control. University of Nigeria
Nsukka
Amadi, I. O (2009): Performance Appraisal and Workers Performance A Research Project.
Rivers State University of Science and Technology, Port Harcourt, Pp. 18-21.
Baird, K.K. (2004). Principles of Institution Management. New Delhi: Kalyani Publishers.
Bello-Imam, I.B. and Roberts, F.O.N.(2001). Residents Perception of The state Government
Services in Bello-Imam, I.B.(ed).The state Government Finance in Nigeria, Ibadan:
Centre for The state Government and Rural Development Studies(CLGARDS),190-241.
Enyioko, N, C (2006): Personnel Administration in Nigeria: An Assessment
Unpublished Research Project University of Calabar, Pp25-31.
Eziani,O. E. (2005). The Nigerian Civil Service and National Development since
independence: An Appraisal African Journal of Political and Administrative Studies.
Vol.2 No.1 pp. 167-182.
Henry, N (1992). Public Administration and Public Affairs; Eaglewood Cliffs:Prentice Hall.

28

Gelleffilan, S. (2007): How to Increase Productivity Modem Business Report.

Alexander Hamilton Institute, Pp. 72-81.

Chicago,

Hassan T. (2003). Value Orientation as Basis of Education Awakening in Nigeria

LASU Education Review. Vol.1 265-271.
Kamar, B (2005). Conceptual and Theoretical Framework in Kamar Bello (ed.) Essentials
of Public Administration. Kano: Flash
Printers. Pp. 6-13
Levin, H.M (2004). Educational Reform and Social Change. Journal of Applied
Behavioral Science. Vol 10, no 3, pp304 -320.
Moja, T. (2010). Nigerian Education Sector Analysis: An Analytical Synthesis of Performance
and Main Issues. Washington DC: World Bank.
Nnedu, E. E. I (2006): Business Policy and Strategy Management Theory and
Practice,
Port Harcourt: Paragraphics, Pp. 41, 172.
Nwachukwu, C.C. (2009): Management Theory and Practice (Reprint) Onitsha:
African PEP Publisher Limited, Pp 19-43.
Obasanjo, O. (2009). The Nigerian Declaration of Human Responsibilities. Abuja:
National Orientation, Agency September 10
Ogbeide, P.C (2006) Imparatives of Success Strategies in Human Resources
Management Paper Presentation: Nigeria Institute of Management Calabar, August, 24,
P.23.
Okoroanywu, J. O. (2002) The Tertiary Educational Institutions and Nigeria
Paper Presenting, Ibadan, Pp. 106-109.
Okoroma, N.S. (2010) Perspectives of Educational Management Planning and
Policy Making. Port Harcourt: Minson
Publishers
Olajire, I. (2003). Constructive discipline: A Remedy for Moral Bankruptcy in
Nigerian Schools LASU Education Review .vol.1152-160
Ribadu, N. (2010). My Story, My Vision; Lagos: Digital World.
Straw G. C. (2007) Human Asset Management New Jersey: McGraw Hill Inc.
Yamane, T. (1967). Statistics: An Introductory Analysis, 2nd Edition, New York: Harper and
Row.

29

APPENDIX A:

Computation of r and t Values For Testing of Hypothesis i (Pearson

Product Moment Correlation Coefficient)

Table 11B:

Statistical Relationship between Efficient Human Capital Development

in the University and Service Delivery in the Tertiary Institutions in Nigeria
Extent
of Efficient
Service
Relationship
human capital delivery in the
Between
the development
tertiary
Variables
(X)
institutions in
Nigeria
(Y)
X2
Y2
XY
Very Large extent 97
93
9409
8649
9021
Large extent
73
73
5329
5329
5329
Moderate extent
79
86
6241
7396
6794
Low extent
66
62
4356
3844
4093
Very low extent
51
52
2601
2704
2652
Total
366
366
27,936
27,922
27,888
Source: Survey Data, 2015( See also tables 3 and 4 )
r = n(xy) (x) (y)
[n(x2) (x)2 x n(y2) (y)2]
= 5(27888) - (366) (366)
5(27936) (366)2 x 5 (27922) (366)2
=

5484
5724 x 5654

= 5484
5688.89

0.9539

r = 0.96
Testing for level of significance t
t = r
n-2
1 (r)2
t

= 0.96

52
1 (0.95)

= 1.66
0.28

30

= 5.93
t = 5.93
(High level of significance)
APPENDIX B:

Computation of r and t Values for Testing Of Hypothesis ii (Pearson

Product Moment Correlation Coefficient)

Table 12B:

Significant Relationship between public administration encouraging effective

human capital development and the performance of the lecturers in the
tertiary
institutions in Nigeria
Evidence public administration
encouraging effective human
capital development and the
performance of the lecturers in
the tertiary institutions in
Nigeria
X
Y
X2
Y2
XY
Presence of efficient human
capital development traits
3.63 1320
13.1769 1742400 4791.6
Effective
motivation
of
subordinates
3.55 1293
12.6025 1671849 4590.15
High level of cooperation on the
part of the leaders
3.88 1413
15.0544 2006569 5482.44
Provision of finance
3.36 1223
11.2896 1495729 4109.28
Sufficient commitment on the
part of the leaders
3.43 1248
11.7649 1557504 4280.64
Total
17.85 6497
63.8883 8464051 23254.11
Source: Computed by the Researcher from the Survey Data, 2015. (See Table 5 )
r
=
=
=
r

299.1
316.85
0.944
1-r2

=
n( x y)
(x)( y)
2
2
2
2
[n(x ) (x) ] [ny ) (y) ]
5(23254.11) - (17.85)( 6497)
5(63.8883) (17.85)2] [5(8464051) (6497)2]
299.1
(0.919) (109246)
= 0.944

r n-2

0.944
5-2
1-(0.944)2
31

1.6351
0.1088

1.6351
0.3298

4.96

t
=
4.96
APPENDIX C:

Computation of r and t Values for Testing of Hypothesis iii

(Pearsons Product Moment Correlation Coefficient)

Table 13B:

Statistical Relationship between public administration encouraging effective

human capital development and the quality of students produced by the tertiary
institutions in Nigeria
Extent
of public administration Quality
of
Relationship
encouraging
students
Between
the effective
human produced by the
Variables
capital development tertiary
(X)
institutions
in X2
Y2
XY
Nigeria (Y)
Very
Large 97
90
9409
8100
8730
extent
Large extent
73
79
5329
6241
5767
Moderate extent 79
86
6241
7396
6794
Low extent
66
59
4356
3481
3804
Very low extent
51
52
2601
2704
2652
Total
366
366
27,936
27,922 27,837
Source: Survey Data, 2015( See also tables 3 and 7)
r = n(xy) (x) (y)
[n(x2) (x)2 x n(y2) (y)2]
= 5(27837)-( 366) (366)
5(27936)-( 366) 2 [5(27922)- 366) 2
=
5129
5724 x 5654
= 5129
5688.89
= 0.919
r = 0.92 (Positive relationship)
Testing for level of significance t
t = r
n-2
1 (r)2
32

0.92

52

1 (0.92)

= 1.593
0.39
= 4.085
t
= 4.085
(High level of significance)

APPENDIX D:

Computation of r and t Values for Testing of Hypothesis iv

(Pearsons Product Moment Correlation Coefficient)

Table 14B:

Statistical Relationship between public administration

human capital development and controlling of human
delivery in the tertiary institutions in Nigeria.
Extent
of public
administration Controlling
Relationship
encouraging
effective of Human
Between
the human capital development Resources
Variables
for Service
Delivery
(X)
(Y)
X2
Very Large extent 97
104
9409
Large extent
73
79
5329
Moderate extent
79
83
6241
Low extent
66
59
4356
Very low extent
51
41
2601
Total
366
366
27,936
Source: Survey Data, 2015( See also tables 3 and 9 )
r = n(xy) (x) (y)

encouraging effective
resources for service

Y2
10816
6241
6889
3481
1681
29,108

XY
10088
5767
6557
3804
2091
28,397

[n(x2) (x)2 x n(y2) (y)2]

= 5(28397)-( 366) (366)
5(27936)-( 366) 2 [5(29108)- 366) 2
=
8029
5724 x 11584
= 8029
8142.89 = 0.98
r = 0.98 (Positive relationship)
Testing for level of significance t
t = r
n-2
1 (r)2

33

= 0.98

52
1 (0.98) 2

= 1.697
0.199
= 8.527
t
= 8/53
(High level of significance)

34