An Exemplar of Research Proposal Report

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PROPOSED STUDY
Title: IMPACT OF PERSONALITY OF FOUNDER/PROPRIETOR OF A PRIVATE UNIVERSITY ON STUDENTS' ENROLMENT IN NIGERIA 1999-2011;
AFE BABALOLA UNIVERSITY (ABUAD) AS A CASE STUDY.
Aim: This study aims to investigate impact of personality of founder/proprietor of a private university on students' enrolment over a period of twelve years (1999-2011). ABUAD as a case study.

1.0: INTRODUCTION
1.1. Background/Rationale
A number of studies both qualitative and quantitative have explored an emerging educational policy in Nigeria since 1999 up until date. Before the establishment of first private university in Nigeria in 1999, there has been prevailing, but limitations to robust enrolment procedure. The chances of admission into public higher institutions of learning were very slim, and the prospective students into the available higher institutions of learning desired admissions into the respective institutions without much regard to the standards of the institutions. Since 1999, the establishment of private universities get on the increase on annual basis. This study is to explore the impact of the personality of proprietors who are deemed as the owner of these universities on the actual enrolment.

Thematically, it looks at some of the ways that privately owned institutions are wholly influenced by the personality of founder/proprietor of private university to implement educational changes. It entails delivering maybe it is "cutting edge" in curriculum development, and it justifies students' enrolment in preference to Federal or State Universities.

1.2. Timing
This research project will commence in January 2013 and the completion date will be 31 November 2013. However, section 4.3 gives detail time plan as the researcher takes 5 weeks to prepare this proposal.

1.3. Purpose
The ability of private universities to provide competitive educational services in delivery, infrastructure excellence and curriculum development, culminating to a climax of the best delivery to get beyond expectation, results which are evidenced in variously reliable public and private organisations. In variety of robust marketing strategies of the universities, many Private Universities promote their exceptional achievements as a pointer for an improved/innovative curriculum, first-rate amenities, and preeminent performance in teaching; and mainly the achievement and legacy of their proprietors. .

Rationally, one can conclude that, in juxtaposition with exceptional academic performance, private universities would be totally at top in all life endeavours. Students would be challenged to highly compete successfully with the traditionally entombed customs, which weaken both the academic, professional and business world performance.

1.4. Problem Definition
This study focuses on: How the personality of proprietor does impact on the enrolment behaviour of prospective students from 1999–2011. ABUAD as a Case Study.
Deductively, some leading questions include:
1. How has Nigerian government policy conceptualised establishment of private universities since 1999 to 2011?
How do policies on question (1) surface?
Do these policies impact positively or otherwise on programme offered at ABUAD and how?
How have ideological lags at the private institutions particularly relate to definite personality of proprietor?






2.0: LITERATURE REVIEW

Substantively, the subject for this study considers more than a core issue as indicated in this review of the literature. Conversely, its construction is centred strongly on classification of the behavioural attitude and its impact on students enrolment in private universities in Nigeria from 1990–2011. The right of entry to education is unarguably a display of how robust an educational system is. Consequently, the general behaviour pattern of enrolment in tertiary education cannot be, indulgently studied in seclusion from the universal view of potential student attitude within the social order and as of the primary objectives underpinning both the economical and societal advancement.

Babalola (2011) suggested that the link between learning and living should bring balance to students' behaviour in a choice of higher education in Nigeria. Feathermen (1993) indicated that in USA, at glance, enrolment attracts an equitable inclusion for both men and women in higher education.

Access: The Ashby Commission (cited in Moti 2010) noted that equity and access in higher education has been subject of research questions since the mid-50s. It interest furthered the link between educational advantages and how they stand from one region to another in Nigeria. It reported the imbalance and disproportional the opportunities were across the board in Nigeria. The report maintains how inadequate are the enrolment policies, and where few policies were deemed appropriate, its failure in not meeting the needs of people. Admittance to tertiary education is limited for several reasons. Importantly, the infrastructural deficiency in the system to admit at least more than 50% of students seeking admission, according to Moti (2010) remains a major concern. Moti (2010, cited in Okebukola 2009) noted numerous remedies that failed to curb the malady.

The Commission reported that the formula for enrolment places burden on the system having considered far more reasons for access that were counterproductive. Enrolments were not based on needs for progression, ease of applying diversity, and good judgment; and unhealthy contest for access. Limited places in Universities annually led to unacceptable acts such as examinations malpractices, giving bribe for enrolment, and alteration of examination results. NPE (2004) reported that admittance to education was everyone entitlement, depending on the levels.

Dada (2004) and Tonwe (2005) clarified that admission be viewed as a right and not a privilege. Both agreed that entry to higher education should not be of divergent notion from that of vocational studies, while UNESCO (2003) stated that, entry to higher education should be overtone, warranting equitable access to such provision. It reported that admission be based on merit, capacity, efforts, and perseverance.
Ene (2005) indicated that fairness in enrolment means that general public enjoy an even-handedness in pre-enrolment allocation to whatever educational opportunities available. Concisely, access means prospect for recognized instruction whilst equity means even-handedness in enrolment. NPE (2003) reported a provision for all Nigerians; i.e., promoting equal opportunities into education without prejudice. Ilusanya (2008) noted that, there was ongoing discussion amongst all stakeholders with respect to providing equitable access. He furthered his discussion that less than twenty percent of those seeking admission annually, eventually enrolled.

Okebukola (2006) conceded that extension due to divergent schemes in higher education, catalyses an improvement in numbers of people gaining access to education. This also reinforces the need for a globalised cooperation. He indicated that globalisation is a moving and important factor, which essentially outputting an escalating request for university education in Nigeria. He emphasised that the important contributing features consist of uncontrolled population growth, increasing needs for primary and secondary education, the fluctuations in amount and pace of increase noted among students demanding university education.

Onokala (2001) noted a fraction enrolment annually as the entire university system could not possibly accommodate the entire applicant. In addition to the 15% admitted annually, the Universal Basic Education Scheme (UBES)'s requests for places further worsen the situation. Nonetheless, the licensing of over 50 private universities from 1999 to date, in addition to the re-opening of the National Open University in 2003, has not helped in details. Okebukola (2006) suggestion that the state government establishment of more universities to complement the hard work of the federal government, also not solving the problem in this context. Developmentally, access to higher education, be constrained, repressed, or starved of, by some guidelines.

Ilusanya (2008) presented the subject of right to entry as a political demur. He suggested that the educational paradigm shift between the southern and northern parts in Nigeria has dictated further policies centres on desperate solution. Although, he agreed with some of the provisions but pointed that the shift engender national representation in universities federally established. These policies negatively influence students' enrolment according to Ilusanya (2008). He claimed that this culminated to the problem of several enrolments, which compound problems for universities, particularly their inabilities to determine what the immediate next year enrolment could be. This problem amongst others informed the formation of Joint Admissions and Matriculation Board (JAMB) in 1978. Akpotu (2005) reported that the main object of JAMB was to unify the enrolment activities within the stratified systems of the universities. He emphasised that the key obstacle to increasing access to higher education are not fees but the negative affluence of restructuring, with the unwarranted policy of quota system, catchment area, poor and inadequate facilities, and the limited absorptive capacity of Nigerian universities.

Foundationally, JAMB was to increase apparatus for reforming university admissions on a uniformly and equitably. It was to standardize enrolments' procedures and inject credible selection process for admission. However, Obilade (1992) noted an antithetical goal for JAMB. He claimed that there exist contradictions between what JAMB was established to do and what its offering. He noted imbalances with the use of the quota-based approach, particularly during the pre-private universities era. JAMB examinations became a political weapon for equalising educational opportunities. This emerged from policies and attitudes, meant to uplift socio-economic background of prospective students, and promote inequality in enrolment system.

Williams (2004) provided a deep insight to reasons why increased access to university education is paramount to prioritising democratic value in Nigeria. She suggested the concept of systemic inequality, usually viewed as a structural discrimination, in its implementation reproduced essentially the social group dichotomy, overly stigmatising a peculiar commonly acclaim channel. He emphasised that such approach, when extended across congenial societal sphere including income, education, social status, health, life expectancy, infant mortality, and representation in political institutions, could essentially lead to complex solution across the board. Moreover, systemic disparity tends to be inter-generational shady of group-structured difference. Consequently, this concept generates more discrepancies as one inequality in one domain could generate further inequalities in others as interaction becomes frequent according to (Franta & Guzi, 2008). Notably, enrolment in higher education intensely influences individuals involved.

Sundaram (2005) suggested that there exist a direct impact on the lifetime activities either to underpin or to deteriorate existing national disparities regarding tertiary education. Historically, access to higher education underrepresented some groups on one hand, and advantage to other groups on the other hands. The stretch eventually yields more inequalities as a long-term consequence. However, wherever entry right to tertiary education remains leaned in direction of the well-off, patterns of systemic variation, there could exist an unintentionally replication. Undeniably, (Franta & Guzi, 2008) reported that, in an economy where higher education yields great dividends to those who pursue post-secondary education, consistent access to university would not only strengthen economy but also augment platforms for social and economic upliftment.

However, Wiche (1988) claimed that, in the 1970s, the public universities students' group between eighteen and twenty-one year, would decline by twenty-five percent between the late 1970s and the early 1990s. This purportedly indicates one of the major reasons for licensing private universities in Nigeria according to Onokala (2001). Saint (1992) noted that the annual request for enrolment to university education in Africa perhaps remains a sole and trickiest assignment faced by the system in the Continent for decades. Onokala (2001) pointed out that; whilst the expansion of educational opportunities positively affects women access to education in developed nations, the same result does not apply to developing nations' counterpart.

(UNESCO 1993, cited in Schandorf 1995) indicated that the fact of enrolment in tertiary education leaned towards boys in Africa. It reported how this has brought imbalances in development purportedly at the utmost levels. Arguably, this position does not provide adequately for government owned universities in Nigeria; whilst in developed nations, colleges unhappily saw decline in jobs for the traditional college-level graduates according to Wiche (1988), thus it affected negatively on the economies of the developed nations in the late 1980s. Continually, due to the cutbacks in important welfare to potential students, the reflexes of students' enrolment further declined, this intensified as the 1970s ended (Wiche, 1988:127).

Hossler (1984) reported that from the 1970s until the end of 1990s, college recruitment activities were centred on mainly on two basic market strategies, to plan and to forecast their enrolment more proficiently. He claimed that as the college choice behaviour became more complex, administrators were thus competently developed programmes that were of market mix of both micro and macro levels.

Riesman (1980) noted that the prospects of reduced enrolments, budget deficits, retrenchment, and institutional closings, engaged the minds of college administrators to pay more attention to enrolment maintenance, thus, are adequately respond to market interests due to awareness of the increasingly proven competitive nature of students' enrolment even in Africa where there were shortages of places for various reasons. Riesman furthered his position that for college administrators to be articulate, they have to engage in market oriented activities intended to attract students; each year's students became more like educational end-users. Interestingly, Stadtman (1980) preferred to put this effect to the need for more professional, work-related, or skilled courses instead of the customary arts and sciences courses. He indicated that in response, institutions of higher learning should make prompt changes to their course design approach, to prompt market oriented update in academic programmes to attract and match students' demand.

Jackson (1978) emphasised that boosting, college administrators engaged the services of researchers to study into the subject of student enrolment behaviour. He noted prone backgrounds in light of psychology, sociology, or economics; and proposed that these subjects offered different perception and conception to the subject of students' enrolment. However, Astin (1965) has earlier suggested the need to thoroughly matched students' needs to course design to promote effective marketing. Jackson (1978:78) concurred with Astin (1965:9), that psychologists are concerned with psychological environment, or climate of an institution and how these would affect enrolled students, in attempt to forecast future enrolment.

Hoenack & Weiler (1979) noted that in understanding and determining enrolment at different levels, it is helpful to avoid some assumptions that might negatively affect planning and forecasting. They accepted though, and clarified that making assumptions were necessary, particularly to estimate revenue and expenditure in both planning and budgeting procedures.

Notably, authors like Moon (1992), Martino and Meyenn (2001), Weiner (1985), and Spender (1982) affirm the prolific works of post-modernity to produce clarity within subject of equitability. Students' enrolment planning and forecasting assert this trend claimed by writers like Onokala (2010), Okebukola (2006, 2008), Ilusanya (2008), and Babalola (2011).

This literature review shows that due to shortage of places into Nigerian Universities, hardly, there are reasons to research into students' choice of enrolment whilst sufficient works are being done by the Federal Government in formulating different policies in attempt to give equitable access to higher education in Nigeria. Apparently, enrolments usually and annually exceed places available. NUC (2011) reported that 25% of applicants into Nigerian Universities were actually admitted. It means over 70% seeking enrolments were declined annually. NUC documents and reports show that founders/proprietors of private Universities should include their personalities and contributions into their academic brief presented when applied for license to operate private universities.

However, the framework of this study centres on the students' behaviour attitudes, in particular the impact of founders/proprietor of private universities, this is a new field of educational engagement in Nigeria arguably.


3.0: METHODOLOGY
3.1. RESEARCH DESIGN
In undertaking this research, a qualitative research method is preferred to a quantitative type. Yates (1993) noted that comparison within behavioural pattern of any class could competently undertaking with qualitative and site-based studies than otherwise. He noted the reliability of this approach, reported that respondents are unbiased. (1993:39).

Usher et al., (1997) suggested a re-conceptualisation, both of the reading and analysing data, to decentralise the role of the researcher. They noted that the researcher cannot viewed to be objective, authoritative, politically neutral, absolutely but an observer. Denzin and Lincoln, (1994) concurred and added that researchers are also locally situated to observe various human conditions. Broadly, this method permits extensive interpretation, which is compatible with what is available historically and agree with post-modern framework for analysis. Miles & Hubermann (1984) indicated that this method position both social construction and discourse analysis, for a fruitful combination of interpretation tactics in examining the case study. Lather (1991:13) posted an antithesis if otherwise as disarticulation could lead to deconstruction. Although, Parker et al. (1995) noted that deconstruction could be useful to facilitate ideological framework in multiple styles of communication but Punch (1998:147) & Feldman (1995) noted an excessive assumptions following deconstruction. Lather (1991:13) claimed that though deconstruction could expose few limitations in analysing, it also demarcates behind diminutive inquiry. It indicates a paradigm shift from providing general details into a specific problem associated with interpretation and description, in a case like discussing the personality of a proprietor as required by the (www.NUC.gov.ng). Postmodernist takes this view of struggling to conceptualize, intangibles and universalizes. Notably, Waugh (1992) and Punch (1998) favour the idea of concretizing locally prone apprehensions.

(Patton 1990; Zeming 1999) claimed that qualitative research provides an approach that enables giving adequate width and depth to relevancies in handling a complex topic contextually on societal values and thoughts. Punch (2000) viewed this as a concept of perception to set up array of suppositions in both sociological and philosophical inquirers to adequately solved complex topics. It permits the same, as it is "relatively homogeneous" in opposing view to quantitative study.

(Patton, 1990:14; Zeming, 1999:6) noted a dominant significance of an interpretivist approach. They emphasise the efficacy of the method in eliciting details from a small sample of people instead of what large sample could provide. In this case, it provides a better alternative to quantitative approach, which determines the reactionary attitude of participants, even to a limitedly designed inquiry. This study will engage with the interpretivist approach, it is suitable because it provides techniques in handling a multi-method focusing hypothesis, and can manage a wide range of data gathering plans.

3.2. Sample Design
The study will recruit mainly currently enrolled students from across the board of selection; both sources of divergent environment as research may show differing attitudes regarding choice of universities. Both academic and non-academic staffs are to be recruited, in particular, those who have wards or relatives and/or friends children enrolled into ABUAD.

Recruiting participants in this study will be based on researcher personal knowledge and links. This may possibly to classify family generations from students already known to the researcher, from university magazines, regular bulletins, and students' and staffs' directory. Additionally, selection will engage with "incremental" rather than the "manually-intended' method of accumulating respondents. Regarding "incremental" sampling, the interviewer gets leads from an original group of interviewees on further appropriate people to add affluence and mixture to discussions and data gathering. Punch (2000:546) asserted that "incremental" or "succession" sampling means identifying "cases of successive people to classify rich information where diversely connected" Lancy (1993) suggested a development to adopt a set of headings reflecting a similar approach to Lemert (1951)'s assertion.

Nonetheless, the analysis and deconstruction of responses could outcome an entire "reading" style to that of the respondents. It relates to the postmodern view that offers a translucent rendering of reality. Understanding lexis contextually stems from their socio-culturally framework usage. Consequently, it denotes different outcomes from different readings of each classification entity. This concurs with the view that any reading of a "text" stems directly from a frequently designed communication template that exist between the participants.

3.2.1. Interviews
The interviews will take 2 months period in 2013 to complete, during which the researcher will repeatedly visit ABUAD. Semi-structured interviews may follow to extract specific information if necessary. Merriam B. & Simpson L. (2000) indicated that this would add a dimension to the gathering of sampling data. It ensures a face-to-face encounter with the research participant. Usually, the format will show the links between respondents and relationship that exist within them as it relates to the case study. Maykutt & Morehouse (1994:80) emphasised that this is important provision for opening of communication channels between interviewer and interviewee. Discussions are to be deep and rich enough to clarify any presumption. Interviews will be recorded using tape recorders with the consent of the participants. Aftermath recording, the researcher will write out the recorded interviews.

Data collection questions will include:
Why do you attend this university?
What influence your decision to attend this university?
Are you aware of the legacy of the proprietor of this university?
In what ways are, the information you have about the proprietor has informed your decision to attend this University.
What type of course interest you
What are the values and attitudes instils by this University? 
What are the philosophies of the proprietor are you aware of before attending this University?

3.3. Data collection
Data collection will comprise of documents, e.g., academic brief, ABUAD website, university magazine, NUC website, Nigerian national dailies, newsletters, policy statements, prospectuses, autobiography of the proprietor, and responses in interviews.

Concurrently, document analysis will happen with interviews, as they will provide the basis for reviewing interview questions and probably anecdotal them across the spectrum.

(Macdonald and Tipton, 1996; Finnegan, 1996) indicated that the approach to document analysis defers severally to some of the documentary sources, which resulted from human activity, produced because of certain ideas, theories or commonly accepted, and taken-for-granted ideologies.

Finnegan (1996:149) noted another aspect of documentary and textual analysis for straight analytical context of significance. This study will use methods range from interpretive understanding following the ideas of Dilthey (Macdonald and Tipton, 1996:197) to more structural approaches, especially sociological behavioural pattern (Punch, 1998:232).

3.4. Data analysis
Initially, analysis will note patterns and consistencies in the "subjective" data, whilst observing similarities and differences between individual narratives. Subsequently, participants will be able to comment on their readings. Thus, the data become available for comment and reinterpretation. Middleton (1993) provides an understanding of the participants' culture as "multi-voiced dialogue." Quartz (1992:190) clarifies reasons for any contradictions or tensions within individual narratives.

Miles and Hagerman (1998)'s framework for qualitative data analysis will be used. It offers a systematic approach to collecting, organising and analysing data from the respondents. The "data reduction", "data display", and "coding and memoing" could occur concurrently, to "drawing and verifying conclusions." The process will entail menial abstraction, as it refers to as "descriptive" codes. These codes are valuable in initiating analysis, in enabling the researcher to get a "feel' for the data (1998:205). The whole process will follow on different level of "inferential" or pattern coding. A mid-level will permit the putting together of propositions for further discussion and analysis. Memoing will be "substantive" and "theoretical", and may deepen concepts than the traditional coding may produced. Further methodical of conceptual analysis will be engaged with as permitted by the framework. The focus of using this analytical approach is to create inclusive historical narratives in clustering mode.

However, strategies for analysing documents include societal cluster, discourse analysis and understanding their combined production and context. The construction of behavioural pattern of enrolment tags with evidence of personality notes for analysis. Subtitles for analysis will combine around different research questions on Okebukola (2003), and (Hamersley & Atkinson 1995).

Jointly, the interviews and document study will provide a unified and full account of the impressions, potentials, knowledge and understandings of life in the university. This will enable the researcher to examine the contribution of the proprietor in changing or shifting in philosophy across the real period of studying.

4.0: REPORT
4.1. VALIDITY/LIMITATIONS
(Merriam B. & Simpson L. 2000:108) claimed that case study is an intensive description and analysis of a phenomenon or social unit such as an individual, group, institution, or community. Reinharz (1992:79) emphasised the ambiguity of this approach in social science. Punch (1998:153) indicated that this has been usually criticised for its generalization. However, Punch (1998:155) noted the main contribution of case study when skilfully conducted. He noted two contributions as follows:

There are lessons to learn from particularistic.
It gives a product, which is deeply rich in description of the phenomenon under study. Usually used to illuminate the researcher's understanding when complex social behaviour is involved, to discover new-fangled connotation, extend the reader's experience, or confirm what is known.

Merriam (1998:29-31) noted three essential properties of case study, particularistic, descriptive, and heuristic, to agree with Reinharz (1992)'s model. Hence, qualitative case study helps to develop a critical and diverse outcome of research questions for a purposeful rich description.

This study acknowledges the academic and historical limitations of knowledge based on recollection and subjective filtering; however, it is still possible to note and record the salient features of the ways in which behaviour pattern could be.

4.2. ETHICAL ISSUES
Punch (2000) asserts that, "all social research involves consent, access and associated ethical issues, since it is based on data from people about people". Douglas, et al., (1988) emphasised that, interviewing of participants should meet the general protocols and procedures for ethical reasons. This study will ensure that informed consent been obtained from participants. There will be provision for full information about the research including the reasons for the choice of interviewees. Participants' privacy, confidentiality and anonymity will be guaranteed. Consent forms and a covering letter to be available for appropriate endorsement of respondents.

Correspondingly, ABUAD will have to permit the use of documents necessary to this study such as archival material. The University will be reassured that all findings associated with the study will appropriately be used with respect to reporting and publication of the research outcome.

4.3. TIME PLAN
2013: January - February: Authorization of ABUAD, right to use archival material, effort to spot historically important material, Nigerian Universities Commission Policy documents, and recruiting participants.

March - April: Interviews, transcription of data. Check participants against template; identify further participants. Semi-structured interviews and completion of document analysis. Identifying key pointers of change.

May - June: Complete transcription. Coding and identification themes. Relay subjects from interview data to documentary data, handling any lagging factors.

July – August: Outlining of the analysis chapters. Write out of the chapter on theories, inferences, and conclusions.

September - November: Report writing to include; justification for it, Review of Literature, Research Methods and Design. Improving chapters on data Analysis and Theory, Final revision on report to be submitted.


4.4. Outcomes
Reference to the aim of this study, sections 1.1 and 1.3 has provided justification for excluding this section.

4.5. Budget
Tape Recorder expenses - £60
Copying cost: £200.00
Travelling expenses - £2500







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