CHAPTER ONE
INTRODUCTION
1.0 BACKGROUND TO THE STUDY
Alwasilah, (2002)
stated that, school location refers to the community in which the school is
located, such as village hamlet or rural area 9fewer than 3000 people), a small
town (3000 to about 15.000 people), a town (15,000 to about 100,000 people),
close to the centre of a else where in a city with over 1000,000 people.
Akilaya (2001) explained school location as specific geographical site of the
school and it contains building where the school equipments are kept for
educational use. He further explained
that the location of any school must in most cases follow some laid down
guidelines. This is so because the school should not be close to noisy
environment such as the market, highway roads rails and very risky
environments. He also pointed out that the most important thing in the
consideration of the school location is the population that the school is going
to serve and the distance the students would have to get to the school.
Previously, sociologists
such as Jacobs (1961) and Hall (1988)
asserted that the cities grow through widespread economic development (Savage and Warde, 1993). Development scholars
currently believe that among the set of investments (physical, technical, and
labor), labor productivity is the most important variable (Pishgahi-Fard and Qodsi, 2009). Considering
higher education as a linchpin for fostering experts and academic productivity
(Merton, 1938) in societies, a skilled and
trained workforce is valued in the labor market. The term “academic
productivity”was introduced into higher education research in Japan, in 1973.
From Arimoto’s perspective, this concept is adaptable not only to research but also
to all functions of knowledge. Hence, academic productivity is thought to apply
to research, teaching, and service productivity (Arimoto,
2006; Rabbani Khorasgani and Moazzeni, 2011).
The concept of academic productivity may be understood as a creative, original
activity, academic vitality and other higher education activities in the
scientific community (Savage and Warde, 1993).
In summary, the university holds a basic role in academic productivity.
Universities have other consequences
on cities apart from academic productivity- Their most
important functions
are providing efficient manpower and expanding the frontiers of knowledge and
technical skill while advancing technology. Both the aim and the means of
academic services are necessary and interdependent. Academic service also plays
an underlying role (Foyoozat, 2003). Meanwhile,
development in the communication and information age and globalization (Giddens, 1990) along with the
emergence of the knowledge-based economy, have led to a more decisive role for
higher education in a nation’s wealth and capital. This results more competitive
conditions for community development.
Statement of the
Problem
The growth of higher education,
together with the limitation of public resources, enhance stakeholder
sensitivity towards higher education quality as well as its value. (Brennan and
Shah, 2000). Intuitively, the demand for higher education increases the
importance of quality and outputs. On the other hand, decentralization is
likely to result in heightened expectations among authorities for universities
to align their needs with their community obligations and powers (Massey, 2005). Therefore,
external stakeholders (the labor market, government, society, and public
culture) as well as internal ones intend to recruit faculty members; on the
other hand, students have coordinated and have continuously demanded to improve
the quality (CHEA, 2003). This research aims to study the impact of
universities such as Modibo university in light of the economic, social,
cultural development of Yola in Nigeria. It also seeks to answer the question
of whether the establishment of such universities has had a positive impact on
cities from a citizen’s perspective.
.
Purpose of the Study
The research objectives are both
qualitative and quantitative. The first objective is qualitative,
and the others are
quantitative.
1.
Determine
the economic, social, and cultural impacts of university establishment in Yola in Nigeria (qualitative)
2.
Explain
the relation between economic, social, and cultural impacts of university establishment with regard to Yola
development in Nigeria (quantitative)
3.
Compare
the attitudes of men and women on the consequences of establishing the
university in Yola and its development (quantitative)
Significance of the
Study
Although several studies have been
conducted on the effect of university and higher education institutes in
development, they only consider the impact of student academeic development. In
other words, the effects on other universities on its neighborhood have not
been studied. Hence this research will add to the body of literature on the
subject matter.
Research Question
The following research questions
would guide this study:
1.
What
is the economic, social, and cultural
impacts of modibo university establishment in
Yola
2.
What
is the relation between economic,
social, and cultural impacts of modibo university establishment with regard to Yola development
3.
What
is the attitudes of men and women on the consequences of establishing the
modibo university in Yola and its development
(quantitative)
The Scope of the Study
The scope of this
study focuses on the relationship between school location and sommunity socio
economic and cultura development in Yola Adamawa state.
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