MANAGEMENT STRATEGIES OF CONFLICT BETWEEN ACADEMIC AND NON-ACADEMIC STAFF OF FEDERAL UNIVERSITIES IN SOUTH EAST NIGERIA

ABSTRACT

This study investigated management strategies of conflict between academic and non-academic staff of federal universities in South East, Nigeria. The study was guided by nine research questions and nine null hypotheses. The design of the study was descriptive survey. The population of the study was 16,387 respondents. A multi-stage sampling technique was used to select a sample of 1,025 subjects, comprising 527academic and 488 non-academic staff from the universities. Purposive sampling technique was also used to select another 10 academic and non-academic staff for the focus group discussion (FGD). The instrument for data collection was a questionnaire titled: Management Strategies of Conflict Questionnaire (MSCQ) and focus group discussion guide which was put in prose form. The research questions were answered using mean and standard deviation while t-test was used to test the null hypotheses at 0.05 level of significance. Findings of the study were that interpersonal and intrapersonal conflicts, interdependence conflicts,  breakdown in  communication, subordinate conflicts and breakdown of collective bargaining, among others are the nature of conflicts experienced in the federal universities. It was also found that breach of communication, poor human relationship, unequal attention to staff welfare, differences in staff perception, inadequate representation of staff in decision making, competition for scarce resources and their allocations, were among the sources of conflicts. The study revealed that conflict increases disunity, communication gap, bitterness, helps staff to voice out their dissatisfactions, reduces motivation, decreases productivity. The responses of academic and non- academic staff did not differ significantly (p<0.05) with regard to the strategies suitable for managing conflicts in federal universities. Among the recommendations were that university management should adopt the identified management strategies of conflict which, among others, include mediation, negotiation, dialogue, and effective communication that will tackle conflict between academic and non-academic staff in universities so as to enable them work together in peace and harmony for the effective and efficient achievement of the university goals. University management should organize conferences, workshops and seminars to create awareness on the adverse effects of conflicts in the universities and on their staff and students. This will encourage peaceful co- existence and team spirit for smooth running of the universities. Also university management should constitute conflict management committee who would be trained and guided on management strategies of conflict. This will help prevent and check any form of biased tendencies and will create synergy in order to achieve educational goals and objectives.

CHAPTER ONE

INTRODUCTION

Background of the Study

Conflicts are inevitable in any organization. This is more so in an organization as a university with a structure that allows two or more units or groups  to  share  functional  boundaries  in  achieving  its  set  objectives.  In universities, people with differing nature -students, lecturers and administrative staff – have to work harmoniously together. The organizational structure is such that staff and staff, students and  students, staff and students share functional boundaries to exchange knowledge.

The goal of university education is pursued through its main functions and activities of teaching, research, dissemination of existing and new information, service to the community, and being a storehouse of knowledge (Federal Republic of Nigeria, 2004). In carrying out these functions, there are always conflicts within and among the categories of people within the university community, namely students, academics, non-academics and their unions. These categories of people have different purposes and expectations from the university. In pursuance of their individual and group purposes and expectations they sometimes disagree with one another due to their differing ideals which result to conflict.

Several definitions of conflict have been given by different scholars. According to Enyi (2001), conflict can be regarded as a situation where disputants

are hostile to each other in their efforts to achieve goals which are at variance with

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each other.  Best (2006) defined conflict as pursuit of incompatible interests and goals by different entities. It is the struggle over values or claims to status, power, and scarce resources in which the aims of the groups of individuals involved are not to obtain the desired values but to neutralize, injure or eliminate rivals (Louis and Coser, 1996). Conflict is a disagreement between two or more parties who perceive that they have incompatible concerns. This incompatibility can be about needs, interests, values or aims (Bloisi, 2007). Nye (2001) conceived conflict as

‘mutual hostility’ at interpersonal, inter-human, inter-group, inter-ethnic, inter- cultural and inter-national level. From the above definitions, conflict is a fact in human existence and a natural part of our daily lives.

Conflict means to come into collision, clash or being in opposition or at variance with other person or group of persons. It equally mean strife, controversy, discord of action, disagreement in opinions and antagonism of interest or principle (Harks, 2001). Conflict could also be seen as a disagreement over social issues, beliefs and ideologies (Horowitz and Borden, 1995). Adejuwon and Okewale (2009) defined conflict as the result of interaction among people, an unavoidable concomitant of choices and decisions and an expression of the basic fact of human interdependence. Ejiogu (1998) postulated that conflict is a condition of disharmony or hostility within an interaction process which is usually the direct result of clash of interests by the parties involved. Whenever an action by one party is perceived as preventing or interfering with the goals, needs or actions of another, then conflict is bound to occur.

According to Holton (1998), conflict can be negative and can cause deep rifts in the framework of the society and even in the university; it can also be used as  a  tool  to  take  the  society  and  even  university and  the  people  in  it  from stagnation to a new level of effectiveness. Conflicts are inherent and inevitable in any human organization. It occurs when two or more values, perspectives and opinions are contradictory in nature and have not been aligned or agreed upon yet, including when values and perspectives are threatened (Fisher, 2000). Ikejiani- Clarke (2009) sees conflict as a natural and inevitable part of people working together, sharing diverse thoughts, concerns, perspectives and goals. It may occur at inter-organizational, organizational, inter-group and interpersonal levels. From the researcher’s point of view, conflict is said to occur when one party perceives the action of another party as blocking the opportunity for the attainment of a goal. For conflict to occur, two prerequisites must be satisfied, namely, perceived goal incompatibility and perceived opportunity for interference or blocking of goals. Management makes the difference as regards the effect of conflict on the society or an organization.

Management, according to Drucker (2002), is a multi-purpose organ that manages business, managers, workers and work. Management is a social process, which is designed to ensure the cooperation, participation, intervention and involvement of others in the effective achievement of a given or predetermined objective (UNESCO in Ogunu, 2000). Laurie (2002) perceived management as concerned  with  developing  people,  working  with  them,  reacting  objectively

towards them and achieving results. The researcher sees management as a process of  planning, and  organizing operations in  order to  achieve a  coordination of human and material resources essential to achieve set objectives. The effectiveness of individual staff and even the organization depends on how they manage interpersonal conflicts at work.

Management, according to Heimann (2000), is a process that entails assembling activities of an individual or a group of individuals that accept responsibilities  to  run  an  organisation.  Managers  Plan,  Organise,  Direct  and Control all the essential activities of the organisation. Managers do not do the work themselves but they motivate others to do the work and also co-ordinate the work of others in order to achieve the objectives of the organization.

Conflict management is the ability to deal with every situation that involves personal interactions, and differences of opinions (Casey and Casey, 1997). Conflict management minimizes the negative outcomes of conflict and promotes the  positive  outcomes  of  conflict  with  the  goal  of  improving learning in  an organization (Rahim, 2002). Conflict management refers to the long term procedures  of  controlling intractable conflicts.  Conflict  management refers  to resolution of disputes to the approval of parties in the dispute. Its aim is to enhance learning and  group effectiveness or  performance in  an  organizational setting. Conflict management also involves designing effective plans to minimize dysfunctions of conflict and enhance effectiveness in an organization (Rahim,

2002). Conflict is best managed since it cannot be avoided or eliminated in any organization or society.

From the above definitions, Conflict management is the principle that all conflicts cannot necessarily be resolved, but learning how to manage conflicts can decrease the odds of nonproductive escalation. Conflict management involves taking action aimed at conflict resolution, self-awareness about conflict modes, conflict communication skills, and establishing a structure for management of conflict in an environment (Imobighe, 1997) .

Conflicts exist at every level in the society, of which the university is not exempted. This is because it operates with people performing certain specialized complementary roles to make the system work. The university is a social system. Like all social systems, it consists of individuals, groups, units, sections, departments, all of which are important subsystems working together to achieve common goals. Ajayi and Agalele (2004) pointed out that the university is a social institution and an extension of the larger society. The categories of people within the university community include students, academic staff, non-academic staff, and technical staff. Administrative staff and technical staff are grouped under the non-academic staff. This is because they are non- teaching staff.  The academics are the teaching and research staff even though they also have dual functions in teaching and administrative positions e.g. Deans of Faculties and Heads of Departments. In this study, the staff are categorized into two groups namely, academic  and  non  academic  staff.  These  two  groups  of  staff  have  their  job

descriptions and specified roles in the university. The academic staff in the university contribute very significantly to the success of the university. They guide students academically and impart knowledge to students through teaching and research. The academic staff organizes several programs for students so as to motivate their interest in learning and research. They are noted for effectiveness in teaching and learning activities of the university (Academic Staff Union of Universities (ASUU), 2011). Apart from teaching, the academic staff are also involved in administrative jobs such as: producing specific designed materials required for effective implementation of the orientation courses, formulating a programme for  orientations  along with  broad  guidelines  given  by  university, setting up a documentation centre cum library for reference and source materials necessary for orientation courses and organizing refresher courses for students and serving teachers (ASUU, 2011).

The non-academic staff are the non-teaching staff. They are hired for the primary purpose of performing academic support functions. They are responsible for the day- to- day operations of the university and they also provide advice and support for current and prospective students and academic staff in all matters relating to studying at the university such as: enrolment, re-enrolment, leave of absence and choosing a degree program. The administrative staff carry out functions  of  recruitment,  admission,  examinations  and  provision  of  welfare services for the staff and students. (Smerek and Peterson, 2000).

There have been incidence of conflicts in the universities including those in South- East, Nigeria. These conflicts have been affecting the smooth running of the universities. For instance, the non-academics who perform support functions feel unappreciated by both the superior academics and the students. The administrators sometimes clash with students and staff in carrying out their functions of recruitment, admission, examination and provision of welfare services for  the  staff  and  students.  Also,  the  academics  have  a  complex  function  of teaching and research. The two, though reinforcing one another, could be a source of much tension over their division of time, energy and commitment (Adeyemi and Ademilua, 2012).

It is noteworthy that studies have shown that it is in    federal universities that  conflicts  between  academic  and  non-academic  staff  are  prevalent.  For instance, Akinwonmi (2005) and Adeyemi and Ademilua (2012) observed that conflicts between academic and non-academic staff of universities are prevalent in federal universities due to the fact that the federal universities,  quite unlike the state   and private universities, have   large number of faculties, departments and units  with a corresponding large number of academic and non-academic staff that have come from different ethnic groups with  different mindset, values, goals, life perceptions and religious background and that all these variables easily give room to misunderstanding and conflicts between them. Consequent upon  Akinwonmi’s and   Adeyemi and Ademilua’s observations, this study was restricted to federal

universities where  conflicts between academic and non-academic staff are said to be prevalent.

In an interview conducted on some of the academic and non-academic staff of  different  federal  universities,  the  major  complaints  were  on  the  earned allowance released by the federal government. This was one of the dividends of a prolonged strike by ASUU from July, 2013 to December, 2013 over the nonpayment of their allowances since the ASUU-FG 2009 agreement. The strike crippled  academic  activities  in  public  universities  in  Nigeria.  The  earned allowance has caused serious conflict between the academic and non academic staff of both state and federal universities on how the money should be disbursed. The non academic staff claim to be doing more job for the university, therefore they feel or believe that their share of the money should be greater than that of the academic staff and the academic staff claimed that they should be given a lion share of the money. This caused a lot of conflicts which eventually delayed the payment  of  the  money,  even  though  some  negotiations  were  still  going  on (Sotubo, 2013).

Unhealthy rivalry between groups in the university system has caused a lot of conflicts. Each group claims to be more superior than the other.. For instance, in a meeting held by the academic bodies of the universities, a professor argued that non  academic  staff  were  attachment  in  the  academic  system  who  help  the academic staff in carrying out their duties. The statement was greeted with mutters

of approval by many others present. This statement was made in order to put the non academic staff at a lower status (Adegbesan, 2012).

Furthermore, the issue of age disparity in retirement between the academic and  non-academic  staff  in  the  university  does  not  go  down  well  with  non- academic staff. This has caused a lot of conflicts in the university. Before now, the academic staff were retiring at the age of 65 years while the non- academic staff were retiring at the age of 60 years. Only recently the issue was harmonized with the non- academic staff now retiring at 65 years. While academic staff retires at the age of 65, professors retire at 70 years. This issue raised a lot of dust in the past (Osang, 2002).

Also, the issue of staff promotion where a staff promotion depend on the number of  articles or  publications, specifying that  it  must be  on  a  particular publisher (Thomsin Luther) which is not favourable to some of the academic staff. These issues have caused stress and tension in the university, thereby delaying the affected staff promotions. Unlike the non-academic staff who are enjoying their promotions. (Source interview)

Furthermore, Owens-Ibe (2000) pointed out that conflicts occur in federal universities in  South East,  Nigeria and  they  can  be    attributed to  ineffective communication network, poor management style, power tussle, maladministration, disagreement over goals by staff, manipulation of results, alterations of submitted scores of students’ examination, staff benefits, promotion style, irresponsibility

towards one another in carrying out official functions, and academic staff being the head of department over the non academic staff in an office.

The existence and prevalence of such conflict and their traumatic effect cannot be ignored. There is need to trace the source, nature, consequences and management strategies to control and resolve conflict. It becomes very necessary because when this mutual hostility is not resolved, the effect is disharmony and dearth of peace. Peace is order, brother-hood, and life itself. That is to say that when conflicts are allowed to linger, no matter at what level, the organization will not be able to achieve its aims and objectives and develop as expected even with the highest quality of staff and infrastructure. Hence, unrestricted and unresolved conflict is counterproductive to any organization.

The nature of conflict that occurs in federal universities in South East, Nigeria  varies  from  one  university  to  another.  These  include  intra-personal conflict, inter-personal conflict, inter-group conflict, ethnocentric conflict and subordinate conflict etc.  Intra-personal conflict deals  with  crises  arising from within the human personality. It concerns how the individual takes in, processes and produces information. It is  mostly psychological in nature.  Inter-personal conflict is mutual hostility between two people who have incompatible goals, needs and approaches in their relationship. An example is academic and non- academic staff in conflict. They are both working towards similar goals. Inter- group conflict is the conflict that takes place among department, units, sections or group of  persons in the university. Ethnocentric conflict is one  motivated by

discrimination between indigenous and non indigenous school members and subordinate conflicts have to do with hierarchy of position between two persons or groups among others (Walton and Dutton, 2005).

The sources of conflict that exist in  organizations, include: personality clashes, communication gap, unresolved power tussle, role conflict and interpersonal conflict, among others (Oboegbulem and Onwurah, 2011). Personality clash is a very strong difference in motives, style or values in dealing with people that are not resolvable. For example, if individuals differ in their style of dealing with people, they will be unproductive working in teams to execute a task. A hasty man will not have a harmonious working relationship with a slow man.

Communication gap or breakdown is one of the major sources of interpersonal conflict. Therefore learning communication skill is very important because it is used to prevent and resolve conflict at any level in an organization. It is the lifeline of any organization (Oboegbulem and Onwurah ,2011).

Unresolved power tussle usually recycles and escalates to the point of relationship breakdown and termination. For example, if both parties in a relationship have a high need for power and both want to be dominant in the relationship, there is no way both can be satisfied, so a power struggle ensues (Oboegbulem and Onwurah, 2011) .

Role conflict involves very real differences in role definitions, expectation or responsibilities between individuals who are interdependent in a social system.

If there are ambiguities in role definitions in an organization or unclear boundaries of responsibilities, then the stage is set for  interpersonal friction between the persons involved. Unfortunately, role conflict is often misinterpreted as interpersonal conflict and resolution is then complicated and misdirected. The emotional intensity is often quite high in role conflict since people are directly involved as individuals and there is a strong tendency to personalize the conflict (Oboegbulem and Onwurah , 2011).

The consequences of conflicts on the school organization have been regrettable. Part of the repercussions on school is disruption of academic programmes, hostility, stress, anxiety, unnecessary tensions, suspicion and withdrawal from active participation in school activities. It also renders school environment uncomfortable for serious academic activities. Hence, there is a need for management strategies of conflict.

Management Strategies of Conflict (MSC), according to Rahim (2002), are designed to enhance critical and innovative thinking to learn the process of diagnosing and interventions in the right ways. They are a plan of action designed to achieve a specific goal (Amoh and Bacal, 2007). There are many management strategies of conflict but for this study the researcher considered the strategies that are most closely related to the study. According to Oboegbulem and Onwurah (2011), some of  these strategies  include:  Dialogue, Confrontation, Mediation, Negotiation, Effective communication, and Clarification of goals and objectives.

Dialogue strategy is a process in which parties in a conflict engage in deep and meaningful discussion with their opponents, not for the purpose of resolving a dispute (as is usually true with negotiation or mediation) but rather for the purpose of developing a better understanding of the people on the other side through dialogue. Disputant’s breakdown negative stereotypes, focus on deep-rooted feeling, values, and needs, and come to the understanding of the conflict and the issues on all sides.  It is a process where groups in conflicts are brought together (face-to face) to express their views on the subject matter. Dialogue is also a discussion where the conflict parties share their feelings and fears, are open to listening to the other parties’ needs, are willing to be changed by what they hear, and are open to the idea of being vulnerable (Oboegbulem and Onwurah, 2011).

Confrontation strategy is direct expression of one’s view (thoughts and feelings) on the conflict situation and an invitation for the other party to express his or her views on the conflict. It is also where the problem is subjected to debate between those in conflict in order to expose the problem and convince the disputants on its emptiness. Confrontation process allows one to get at the root cause of the conflict in a productive manner. One is indirectly trying to say, let’s exchange ideas, pleasantly and comfortably. Once one has heard others’ opinions, one  will  decide  on  the  best  option.  This  is  not  contest  for  superiority. Confrontation is a matter of achieving understanding for behaviour change (Amoh and Bacal, 2007).

Mediation is another strategy. It is a situation where a neutral party helps groups in conflicts to discuss their difficult issues. Mediation allows disputants to ventilate anger and frustration in a free, open and therapeutic fashion. It helps disputants to receive an increased sense of power and personal worth.  Mediation helps disputants gain access to a readily available, quick and inexpensive forum (in comparison to litigation). It also helps disputants to equalize interpersonal power struggles by promoting an egalitarian ethic (Oboegbulem and Onwurah,

2011).

Negotiation strategy is another method of resolving conflicts. This is an official discussion between the representatives of opposing groups trying to reach an  agreement. The  purpose of  negotiation is  to  allow  both  sides involved in conflict to air their differences and to reach an agreement .This will result in a successful resolution of the conflict (Amoh and Bacal, 2007).

Effective communication is a very effective strategy for managing conflicts. It is a process where all the necessary information needed by groups are communicated to them in due time. Communication has a big role to play in conflict  management  because  it  has  been  observed  that  poor  communication results in misunderstanding and ultimately conflicts. Communication has to be clear and precise to avoid conflicts (Oboegbulem and Onwurah, 2011).

Clarification of goals and objectives as a strategy in managing conflict is a process of defining one’s interest and values and getting clear about the interest and values of one’s opponent. It is important for parties to be clear about what

they  want  their  opponents to  do  and  how  best  to  encourage them  to  do  it. Clarification of goals and objectives enables one party to understand the position of the other party (Amoh and Bacal, 2007).

It is disheartening when institutions of higher learning that are supposed to be a model of democratic unity, principles, and cooperation degenerate into conflicts between academic and non- academic staff as a result of controversies. The existence of conflict in the university if neglected can result to chaos, breakdown of law and order, and decline in attainment of established standards of performance. However, there have been diverse opinions concerning the management strategies of  conflict in  federal  universities such  as:  negotiation, effective communication, confrontation, dialogue, mediation, negotiation, and clarification of goals and objectives. Nevertheless, these opinions lack sufficient empirical evidence because no study known to the researcher has been carried out to  ascertain  them.  It  is  on  this  note  that  the  researcher  investigated  the management strategies of conflict between academic and non-academic staff of federal universities in South East, Nigeria.

Statement of the Problem

There have been claims that the incidence of conflicts between academic and non-academic staff of universities have been affecting the basic environmental conditions required for effective teaching, learning and research in federal universities in South East Nigeria. The seemingly chaotic situation is said to have undermined many programmes aimed at enhancing knowledge and skills in the

various universities.   As noted at the background of this study, some of these conflicts have caused stress, tensions, disorganized timing of school activities and in most cases render school environment unconducive for serious academic activities and created ineffective management.   As a result of ineffective management of conflicts, many universities’ conflicts are said to turn to violence and some seem to have become unresolved.

Regrettably, the opinions of people concerning the management strategies of conflict between academic and non-academic staff of federal universities lack sufficient empirical evidence because no study known to the researcher has been carried  out  in  federal  universities in  South  East,  Nigeria  to  determine these. Consequently, this gap in knowledge has informed the need for this study. It was, therefore, the problem of this study to empirically investigate the management strategies of conflict between academic and non-academic staff of federal universities in South East, Nigeria.

Purpose of the Study

The  general  purpose  of  this  study  was  to  investigate the  management strategies of conflict between academic and non academic staff of federal universities in South East, Nigeria.

Specifically, this study sought to:

1.      Find out the nature of conflicts between academic and non academic staff in federal universities.

2.      Ascertain the sources of conflict between academic and non academic staff in federal universities.

3.      Determine the consequences of conflicts on academic and non academic staff in federal universities.

4.      Find out the extent to which mediation is effective for managing conflicts between academic and non academic staff of federal universities.

5.      Ascertain the extent to which negotiation is effective for managing conflicts between academic and non academic staff of federal universities.

6.      Find out the extent to which dialogue is effective for managing conflicts between academic and non academic staff of federal universities.

7.       Determine the  extent  to  which  effective  communication is  effective  for managing conflicts between academic and  non academic staff of  federal universities.

8.     Ascertain the extent to which clarification of goals and objectives is effective for managing conflicts between academic and non academic staff of federal universities.

9.   Determine the extent to which confrontation is effective for managing conflicts between academic and non academic staff of federal universities.

Significance of the Study

The study has both theoretical and practical significance. The theoretical significance was hinged on the Marxism (Karl Marx) theory. This theory emphasizes  the  role  of  coercion  and  power  in  producing  social  order.  This

perspective  is  derived  from  the  works  of  Karl  Marx  who  saw  society  as fragmented into  groups that compete for social and economic resources. This social order is maintained by domination. This theory also stated that societies contain  a  basic  contradiction  which  means  that  they  cannot  survive  in  their existing form without exploitation of one social group or another. The findings of this study will help to explicate the functionality of these theoretical postulations on conflict management. The result of the study will further provide empirical information that will be of particular significance to researchers on conflict management.

On the practical aspect, the findings of this study will be of benefit to academic and non academic staff, educational policy makers, university management, students, university communities, Nigerian Society and researchers.

The results of this study when communicated to the academic and non academic staff through seminars, workshops and university bulletins will help them to be cautious of causes of conflicts in their area of jurisdictions and to ensure   that   such   conflicts   are   effectively   resolved   through   open   door administration and participative governance. This will in turn promote proper understanding and enhance cooperation among them.

The findings of this study when placed in government gazette will provide educational policy makers with a useful guide in drawing up policies that will be used in resolving and preventing conflicts in the universities. This will bring peace and help in the attainment of educational goals and objectives in the universities.

The results of this study when placed in the university gazette will help the university management to become aware of the conflict management strategies that will be used to prevent and resolve conflicts in the university. This knowledge will put the university management in a better position to prevent and resolve conflicts between its academic and non-academic staff. The prevention and successful resolution of conflicts in the university will equally give the university management time for other administrative work and also help them to achieve academic excellence, peaceful atmosphere and orderliness in the university.

The findings of the study will also be of immense benefit to students. This is because when the research findings are made accessible to them in their departmental and university libraries, they will provide vital information to them on conflict and its consequences and this will make them to be morally behaved and to obey the rules and regulations governing the university. This will equally expose them to good and peaceful academic environments which are conducive for effective teaching and learning.

The findings of this study will also benefit the university communities. This is because when these findings are communicated to them through university bulletins, seminars and workshops they will become aware of the strategies they can adopt to prevent and resolve conflicts thereby maintaining a peaceful atmosphere in the university.  This will ultimately bring about progress that will make members of the university community happy.

The findings of this study will also benefit the Nigerian society at large. The  research  findings,  when  communicated  to  the  Nigerian  society  at  large through public enlightenment campaigns, will inculcate to them values and norms which are necessary for the socialization of the people.

The findings of this study will benefit the university communities. This is because there will be progress and members of the communities will be happy for the peaceful atmosphere existing in the university communities. The findings of this study will benefit the society at large. It will inculcate values and norms necessary for the socialization of the people.

Finally, the results of this study when placed in university libraries will add to the body of knowledge in universities concerning the causes of conflict and its management strategies.   The research findings will also benefit researchers by serving as a poll of data for them whenever they are carrying out studies in related areas and these will provide them with direction and guidelines for their studies. Scope of the Study

The geographical scope of this study was de-limited to the federal universities in South East Nigeria.  The use of federal universities in South East Nigeria  for  the  study  arose  from the  fact  that  they  were  among the  federal universities in Nigeria where conflicts between academic and non-academic staff were said to be prevalent due to the fact that their staff are people from different ethnic groups who have different mindset, values, goals, life perceptions, and religious background which easily give room to misunderstanding and conflict

between them.   The content dimension of this study focused on the nature of conflict, sources of conflict, consequences of conflict and six management strategies for revolving conflicts between academic and non-academic staff of federal universities in the South East, Nigeria.

Research Questions

The study was guided by the following research questions:

1.    What is the nature of conflicts between academic and non academic staff of federal universities?

2.  What are the sources of conflicts between academic and non academic staff of federal universities?

3.  What are the consequences of conflicts on academic and non academic staff of federal universities?

4.  To  what  extent  is  mediation  an  effective  strategy  for  managing conflicts between academic and non academic staff in federal universities?

5.  To what extent is  negotiation an effective strategy for  managing conflicts between academic and non academic staff in federal universities?

6.  To  what  extent  is  dialogue  an  effective  strategy  for  managing  conflicts between academic and non academic staff in federal universities?

7.  To what extent is effective communication an effective strategy for managing conflicts between academic and non academic staff in federal universities?

8.  To what extent is clarification of goals and objectives an effective strategy for managing conflicts between academic and non academic staff in federal universities?

9.  To what extent is confrontation an effective strategy for managing conflicts between academic and non academic staff in federal universities?

Research Hypotheses

The following null hypotheses guided the study and were tested at 0.05 level of significance.

Ho1:   There is no significant difference between the mean ratings of academic and non academic staff with regards to the nature of conflicts between them in federal universities.

Ho2:   There is no significant difference between the mean ratings of academic and non academic staff with regards to the sources of conflicts between them in federal universities.

Ho3:   There is no significant difference between the mean ratings of academic and  non  academic  staff  with  regards  to  the  consequences  of conflicts between them in federal universities.

Ho4:  There is no significant difference between the mean ratings of academic and non academic staff with regards to the extent to which mediation is an effective strategy for managing conflicts in federal universities.

Ho5:  There is no significant difference between the mean ratings of academic and non academic staff with regards to the extent to which negotiation is an effective strategy for managing conflicts in federal universities.

Ho6:  There is no significant difference between the mean ratings of academic and non  academic staff  with regards to  the  extent to  which dialogue is  an effective strategy for managing conflicts in federal universities.

Ho7:  There is no significant difference between the mean ratings of academic and non    academic   staff   with regards   to   the   extent   to   which   effective communication is an effective strategy for managing conflicts in federal universities.

Ho8: There is no significant difference between the mean ratings of academic and non academic staff with regards to the extent to which clarification of goals and objectives is an effective strategy for managing conflicts in federal universities.

Ho9: There is no significant difference between the mean ratings of academic and non academic staff with regards to the extent to which confrontation is an effective strategy for managing conflicts in federal universities.

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