THE STRIKE DILEMMA, WORKERS' COMPENSATION AND

THE PRODUCTIVITY IN THE NIGERIAN UNIVERSITY

SYSTEM; OBSTACLES AND OPPORTUNITIES

Abstract

This work examines the strike dilemma which includes the causes and impacts of strike, workers'
compensation and the productivity of university system which also serve as the objectives of this study.
Data used was from secondary sources. The study emphasized that the industrial conflict between ASUU
and the government can be understood as having the features of a class dispute and that it entails both
economic and political factors. Besides domestic factors directly affect the disputes (e.g. low wages and
conditions of service, poor and erratic funding, rising student population and weak institutional
autonomy). The findings reveal that compensation grievances are a primary driver of strikes, significantly
disrupting university productivity and presenting substantial challenges for institutional management.
However, the study also identifies opportunities for improving compensation policies and labor relations
strategies that can mitigate the occurrence of strikes and enhance overall productivity. By triangulating
data from diverse sources and incorporating expert insights, the research offers robust and actionable
recommendations for policymakers, university administrators, and labor unions. This study contributes to
the broader understanding of labor dynamics in higher education and provides a foundation for future
research and policy development aimed at fostering more stable and productive academic environments.
Finally, to resolve these issues between Federal Government and ASUU, this study recommends among
others that; the Federal Government should create a strong forum where the active actors (Government,
Management and ASUU) meet and deliberate on issues affecting them instead of expressing it through
strike action. Furthermore, the Federal Government should provide a progressive increase of 26% or
more in the Annual Budgetary Allocation to education.

Keywords: ASUU strike, causes, industrial conflict, compensation, federal government, labour,
opportunities, recommendations.

INTRODUCTION
The Nigerian university system plays a vital role in the country's national development. Here is an
overview of the system and its importance:

➢ Human Capital Development: Universities produce skilled and knowledgeable graduates who
contribute to the workforce and drive economic growth.
➢ Research and Innovation: Universities conduct research and innovation, leading to discoveries
and solutions that address national challenges.
➢ Capacity Building: Universities build capacity in various fields, including education, healthcare,
and infrastructure development.
➢ Economic Growth: Universities attract foreign students and generate revenue, contributing to the
country's economy.
➢ Social Mobility: Universities provide opportunities for social mobility, enabling individuals from
diverse backgrounds to access higher education and improve their socio-economic status.
➢ National Identity: Universities preserve and promote Nigerian culture, history, and values,
shaping national identity and pride.
➢ Global Competitiveness: Nigerian universities compete globally, attracting international
recognition and collaborations, enhancing the country's reputation and influence.

Statement of problem

University staff strikes have become a recurring phenomenon in Nigeria, with various unions embarking
on industrial actions to protest issues related to workers' compensation and productivity. The strikes have
significant implications for the academic calendar, student learning, and the overall quality of education.
Some of the key issues driving the strikes include:

➢ Unpaid salaries and allowances

➢ Poor working conditions
➢ Inadequate funding
➢ Non-payment of earned allowances
➢ Lack of promotion and career progression
➢ Inconsistencies in the implementation of the Integrated Personnel and Payroll Information System
(IPPIS)

The strikes have resulted in:

➢ Disruptions to the academic calendar, leading to prolonged semesters and delayed graduations.
➢ Reduced productivity and research output among staff.
➢ Diminished quality of education and student learning experiences.
➢ Loss of public trust and confidence in the university system.
➢ Economic losses, as strikes affect not only the universities but also the surrounding communities.

Research Objectives

➢ To know the history, political and economic cause of industrial action (strike) on the university
system.
 ➢ To determine the impact of compensation and strike on productivity.
➢ To determine the solutions that can resolve the recurring issue of industrial dispute in the
Nigerian university system.

Research Questions

➢ What are the main causes of strike in the university system?

➢ How do workers' compensation issues influence the occurrence of strike?
➢ What are the impacts of strike on the productivity of universities?
➢ What obstacles do universities face in resolving strike related issue?
➢ What opportunities exist for improving compensation and productivity to minimize strikes?

Methodology

This study adopts a qualitative research design to deeply explore the nuances of the strike dilemma,
workers' compensation issues and their impact on university productivity. Qualitative methods are
suitable for capturing the complexity and contextual factors surrounding this issues. This design is also
suitable because it allows for an in-depth understanding of the perceptions, experiences and the
implications of strikes on university operations

Data for this paper was sourced using secondary data sources such as academic journals and articles,
government and industrial reports, media and news articles and university documents.

Literature Review

Historical Background

History of ASUU Strikes.

In the 1980s, during the military administration, the union actively participated in movements against the
military government. History has it that, as a result, the union orchestrated a national strike in 1988 in an
effort to win fair pay and autonomy for universities. Consequently, the ASUU was declared prohibited on
August 7, 1988, and all of its assets were taken. After another strike, it was permitted to continue in 1990,
but on August 23, 1992, it was once more outlawed. On September 3, 1992, a deal was finally negotiated
that addressed several of the union’s objectives, including the right of employees to engage in collective
bargaining. In 1994 and 1996, the ASUU conducted additional strikes to protest the military government
of Sani Abacha’s firing of employees. On September 3, 1992, a deal was finally negotiated that addressed
several of the union’s objectives, including the right of employees to engage in collective bargaining. In
1994 and 1996, the ASUU conducted additional strikes to protest the military government of Sani
Abacha’s firing of employees. On December 17, 2013, ASUU declared a strike that lasted six months
over the non-implementation of a 2009 agreement between it and the federal government, which was
eventually called off after the latter agreed to some of its demands. Yet a year later, the union still
embarked on a one-week warning strike over the failure of the government to implement the 2009
agreement and a 2013 MoU. According to the union: “Many aspects of the 2013 MoU and the 2009
agreement with the federal government have either been unimplemented or despairingly handled”. The
agreements are payments of staff entitlements since December 2015, funding of universities for
revitalization, pension, TSA and university autonomy and renegotiation of the 2009 agreement. There are
also serious implications of the government’s policy of “no work, no pay” for the community. Perhaps,
statisticians, criminologists and psychologists may look at the numbers – in terms of the rise and fall – of
crime during ASUU strikes and when schools are in full swing. This is because even during holidays, you
find students in school unlike when there is a strike. Most likely, the government’s minders do not look at
strikes, especially those to do with tertiary institutions, from this perspective. But the government needs
to look at the security implications of whatever it does.

After Nigerian democracy was restored in 1999 with the inauguration of the Fourth Republic, the union
continued to demand the rights of university personnel despite opposition from President Olusegun
Obasanjo's administration. In July 2002, the national president of the union, Dr. Oladipo Fashina, filed a
petition with Justice Mustapha Akanbi of the Independent Corrupt Practices Commission, asking him to
investigate claims of financial mismanagement and corruption against the administration of the University
of Ilorin. According to history, the ASUU embarked on a three-month strike in 2007. It held two one-
week "warning strikes" in May 2008 to pursue certain demands, including as a revised remuneration
structure and the reinstatement of 49 professors who had been fired several years earlier. ASUU gave its
members instructions to go on an indefinite walkout at federal and state universities nationwide in June
2009 amid disagreements with the federal government over a deal reached about 2.5 years prior with the
union. According to research, the union and other employee unions reached a deal with the government in
October 2009 to put an end to the industrial action after three months of strikes. ASUU initiated a fresh
strike on July 1, 2013, and it continued for five months and fifteen days, culminating on December 16 of
the same year. Therefore, the majority of ASUU's arguments on the strike center on the financing and
revitalization of Nigeria's public universities in addition to a particular earned allowance that it claims is
worth 92 billion Naira past due. Some Nigerian students believed the ASUU strike was a curse, while
others thought it was a godsend before it was officially declared. Although the association persists in
asserting that it is fighting for Nigerian students and Nigerian tertiary education, a lot of Nigerians think
this "fight," which has been marked by ongoing strikes, is malicious and self-serving. It hasn't helped
ASUU's reputation because they still fail to communicate effectively with Nigerians without coming
across as arrogant and patronizing.

Theoritical Framework

This study adopted system theory as it's theoretical construct. System theory provides a holistic approach
to understanding complex interactions within organizations, such as universities. By applying system
theory to labor disputes, compensation, and productivity in the Nigerian university system, we can gain
insights into how various components of the system influence each other. Here’s how system theory can
be applied to these issues:

System Theory Overview

System theory views an organization as a set of interrelated and interdependent components working
together towards a common goal. Changes in one part of the system can impact other parts, leading to
feedback loops that can either stabilize or destabilize the entire system.

Labor Disputes: Labor disputes in universities can be seen as disruptions within the system. These
disputes often arise from imbalances or unmet needs within the system, such as inadequate compensation
or poor working conditions.

Components of Labor Disputes in System Theory

➢ Inputs: Resources (funding, infrastructure), policies (labor laws, educational policies), and
stakeholder expectations (staff, students, government).
➢ Processes: Negotiations, grievance handling, and conflict resolution mechanisms.
➢ Outputs: Strike actions, changes in policy, agreements, and adjustments in compensation.
➢ Feedback Loops: Responses from government, university administration, and staff that influence
future actions and policies.

Systemic Causes of Labor Disputes

➢ Resource Allocation: Inadequate funding and resources can lead to dissatisfaction among staff,
triggering disputes.
➢ Policy Implementation: Failure to implement agreed policies and terms can create tensions and
mistrust.
➢ Communication Channels: Ineffective communication between stakeholders can exacerbate
misunderstandings and conflicts.

Compensation: Compensation is a critical component of the university system that directly affects staff
motivation and productivity.

Components of Compensation in System Theory

➢ Inputs: Budget allocations, economic conditions, and policy decisions.

➢ Processes: Salary structures, benefits administration, and performance evaluations.
➢ Outputs: Pay levels, benefits packages, and incentives.
➢ Feedback Loops: Employee satisfaction, retention rates, and productivity levels.

Systemic Impact of Compensation

➢ Motivation and Morale: Adequate and timely compensation boosts staff morale and motivation,
leading to higher productivity.
➢ Attraction and Retention: Competitive compensation packages attract and retain talented staff,
ensuring stability and continuity.
➢ Equity and Fairness: Perceptions of fairness in compensation affect organizational harmony and
reduce the likelihood of disputes.

Productivity: Productivity in universities encompasses the effectiveness of teaching, research, and

administrative functions.
Components of Productivity in System Theory

➢ Inputs: Human resources (faculty, staff), infrastructure, technology, and funding.

➢ Processes: Teaching methodologies, research activities, and administrative procedures.
➢ Outputs: Student performance, research publications, and overall institutional performance.
➢ Feedback Loops: Academic outcomes, staff evaluations, and stakeholder satisfaction.

Systemic Factors Affecting Productivity

➢ Resource Availability: Adequate resources and funding are essential for optimal performance.
➢ Working Conditions: Supportive working environments enhance staff efficiency and
effectiveness.
➢ Policy and Governance: Effective governance and clear policies streamline processes and reduce
inefficiencies.

Interconnections and Feedback Loops

System theory emphasizes the interconnectedness of labor disputes, compensation, and productivity.
Here’s how these elements interact:

➢ Labor Disputes and Compensation: Poor compensation can lead to labor disputes, which disrupt
academic activities and negatively impact productivity. Conversely, resolving compensation
issues can prevent disputes and stabilize the system.
➢ Compensation and Productivity: Fair and adequate compensation motivates staff, leading to
higher productivity. Increased productivity, in turn, can justify and sustain higher compensation
levels.
➢ Productivity and Labor Disputes: High productivity can reduce the frequency of labor disputes by
demonstrating the effectiveness of the system and enhancing stakeholder satisfaction. However,
unresolved disputes can lower productivity by disrupting academic and administrative functions.

Conceptualization

Concept of Industrial Dispute

According to Chand(2016), in common parlance, dispute means difference or disagreement of strife over
some issues between the parties. As regards industrial dispute, since its settlement proceeds as per the
legal provisions contained in the ‘Industrial Disputes’ Act, 1947, hence it seems pertinent to study the
concept of industrial disputes from a legalistic angle.According to Section 2 (k) of the Industrial Disputes
Act, 1947in Chand, 2016,the term ‘industrial dispute’ means “any dispute or difference between
employers and employers or between employers and workmen, or between workmen and workmen,
which is connected with the employment or non-employment or the terms of employment and conditions
of employment of any person”.

The above definition is too broad and includes differences even between groups of workmen and
employers engaged in an industry. However, in practice, industrial disputes mainly relate to the difference
between the workmen and the employers. Dispute differs from discipline and grievance. While discipline
and grievance focus on individuals, dispute focuses on collectivity of individuals. In other words, the test
of industrial dispute is that the interest ofall or majority of workmen is involved in it. The Following
Principles Judge The Nature of an Industrial Dispute:

➢ The dispute must affect a large number of workmen who have a community of interest and the
rights of these workmen must be affected as a class.
➢ The dispute must be taken up either by the industry union or by a substantial number of workmen.
➢ The grievance turns from individual complaint into a general complaint.
➢ There must be some nexus between the union and the dispute.
➢ According to Section 2A of the Industrial Disputes Act, 1947 in Chand, 2016,a workman has a
right to raise an industrial dispute with regard to termination, discharge, dismissal, or
retrenchment of his or her service, even though no other workman or any trade union of workman
or any trade union of workmen raises it or is a party to the dispute.

Form of Industrial Disputes:

The industrial dispute can be manifested in the following form which is Strike.

Strike: Strike is the most important form of industrial disputes. A strike is a spontaneous and concerted
withdrawal of labour from production (Chand, 2016).The Industrial Disputes Act, 1947 in Chand,
2016,defines strike as “suspension or cessation of work by a group of persons employed in any industry,
acting in combination or a concerted refusal or a refusal under a common understanding of any number of
persons who are or have been so employed to continue to work or accept employment”. Strike, according
to Chijioke (2013) “is an organized work stoppage by a body of workers to enforce compliance with
demands made on an employer or a group of employers.” Depending on the purpose, Mamoriaet and
Chand(2016) have classified strike into two types: primary strikes and secondary strikes.

➢ Primary Strikes: These strikes are generally aimed against the employers with whom the dispute
exists. They may include the form of a stay-away strike, stay-in, sit-down, pen-down or tools-
down, go-slow and work-to-rule, token or protest strike, cat-call strike, picketing or boycott.
➢ Secondary Strikes: These strikes are also called the ‘sympathy strikes’. In this form of strike, the
pressure is applied not against the employer with whom the workmen have a dispute, but against
the third person who has good trade relations with the employer.

The Causes of ASUU Strike

ASUU strikes in Nigerian universities have become so problematicthat parents and students are divided in
their opinion on who is responsible for these lingering crises. When some view government nonchalant
attitude and lack of commitment to the welfare of the education sector as the cause, others blame ASUU
on their radicalism, confrontational approach and insatiable demand. Apart from the sentiments being
expressed by people, not so much effort in the form of research has been extended towards this industrial
crisis. Otobo (1988:302) noted that despite their significance, strike in Nigeria has hardly received serious
attention in industrial relation research. However, in Nigeria, Professionals resorted to strike as a weapon
in industrial relation in the seventies. The reason for this, according to Isamiah (1986),is that social
scientists showed no interest in professional unionism because until very recently, trade unionism was
regarded as a working class phenomenon and generally thought to be inconsistent with the ethics and
status of professional employees. More so, most senior employees would prefer to call their organization
associations rather than unions. Waterman (1976) notes at such association would prefer to operate as
pressure group. Previous ASUU strikes before 2003 were caused according to National Association of
Universities Teachers (NAUT) 1978 by: erosion of university autonomy and academic freedom, poor
remunerative structure and conditions of service, under-funding of universities, poor physical conditions
of work in the universities, the delay in the payment of the elongated salary structure.Since 2003-2013,
the above reasons have almost remained central in ASUU demand and the cause of ASUU crises. The
problem is:why has this demand remained consistent and unresolved over the
years?Regardingthecauses,Adavbiele(2015), x-ray the causes of strike actions as; unfair treatment to the
employees/victimization, violation of legislation and poor application of the provision of collective
bargaining. Osabuohien and Ogunrinola(n.d), observes that unions within the system have often based
their demands on adequate funding of the system, university autonomy and academic freedom, as well as
salary and conditions of service. It also notes that high handedness, arbitrariness and corruption, on the
part of university administration, are some of the causes of agitation in the system. Again, Prof. Biodun
Ogunyemi, the president of ASUU, speaking on some of the agreement held with the government, noted
that government had reneged on a 2013 agreement to revitalize universities with 1.3trillion over a period
of six years. The first year, the government was to release N200billion, which it did, but it took a long
time for us to access it. But since that release in 2013, no single has been released thereafter. For 2014,
N220billion was not released. Again 2015 and 2016, nothing was released up to the third quarter of 2017.
In all, we can estimate the outstanding amount to be about N825billion for revitalization of our
universities and in the last two years, what has been allocated to education in the between six and seven
percent. Even in countries where they had wars like Rwanda and Sudan, they are still allocating well
above 20percent to education. Our citizens are rushing to Ghana, most universities there are public
universities (Ameh Comrade Godwin, 2017) In summary, the crux of the matter centreson ASUU trying
to protect its interest, as well as upgrade Nigerian Universities in all ramifications for competitive
advantage.

The effects of ASUU strike

According to Michael, 1986 in Doublegist, 2013),Strikes have four dimensions which include:

➢ Frequency: the number of work stoppages in a given unit of analysis over specific period of time.
➢ Breadth: the number of workers who participate in work stoppages.
➢ Durations: the length of stoppage usually in main days of work lost.
➢ Impact: the number of working days lost through stoppages.

The effects of ASUU strikes can also be categorized into two fundamental parts-Positive effect and
Negative effect. Under the positive effects it includes the following:

➢ The funds released for infrastructure will be used to meet the immediate needs of our schools.
Some universities will use the funds to construct more hostels;some Universities will use it to
equip libraries, provide internet connectivity, build laboratories and furnish them, amongst others.
These are projects that will aid learning and ultimately benefit students.
 ➢ Those that will later join the academia and become professors will also benefit of retiring at 70
years.
➢ Those that will join the academia in time to come stand a chance to enjoy the special allowances
that the current struggle will benefit.

Under the Negative effects; disruptions in academic programs serve as non-motivational factor to the
students. It is not surprising therefore that during strike actions, most students are seen involved in diverse
activities such as sexual immorality, cyber scam, poolbetting, unnecessary gossips, watching of films and
reading comic materials for entertainment purposes rather than reading their books. In the long run, they
soon forgot about academics and are no longer prepared for class activities which negatively affect their
learning capabilities.Odubela (2012) concluded that an effective learning or an enhanced academic
performance is achieved by successful covering of the course outline timely and before the examination.
This is rarely achieved with strike action in place.Some lasted studies have been carried out onthe
effectsof ASUU strikes in Nigeria. For instance, Ajayi (2013) examined Academic Staff Union of
Universities (ASUU) strikes and academic performance of students in Ekiti State University (EKSU)
Ado-Ekiti. The research employed multistage sampling technique to select the faculties and the
departments from where six hundred and four (604) respondents were selected, questionnaires and
interviews were employed to draw information from respondents. The findings showed that the incessant
strikes action by ASUU in Nigeria have disrupted the academic calendar of Universities and this has
affected students’ academic pursuit and performance, 71.2% of the respondents have experienced ASUU
strikes and 51.6% admitted that ASUU strikes have had negative influence on their academics. Another
scholar, Albar(2016),examined thatstrikes in Nigerian universities influence the educational systems and
students’ learning and information seeking behaviors. He went further to say that strikes have become
synonymous with university education systems more than two decades ago, and as university staff cannot
be stopped from exercising their civil rights to industrial action so too should university students’ rights to
learning not be compromised.According to Adamuand Nwogo (2014),revealed that, ASUU strike has
negative effect on the quality of university graduates that the country produces. In view of this, it was
recommended among others that, government should develop actions that will help to check incessant
industrial action in Nigerian educational sector.

From the above review therefore, the researchers are of the view that disruption in academic programme
as caused by strike action breeds disappointment, frustration, emotional and psychological trauma,
unpreparedness on the part of the students and lack of motivation, which sum up to
nonconduciveenvironment for effective learning in Nigerian Universities; a situation that dampens human
development and also, affects the students Grade Point Average (Doublegist, 2013).

Recommendations

Based on the findings of this study, the researchers recommend as follows:

➢ All sections of the National Policy on Education (2013) concerned with tertiary education in
Nigeria should be practically and effectively implemented without further delay
➢ Federal and state government should give the education sector its rightful place in Nigerian
economy. Education is the root of every other sector in the economy ranging from medical,
 industrial, political and social and therefore should receive the highest budget allocation.
University education should be properly and adequately funded to achieve the desired objectives,
produce self-reliant graduates thus reducing unemployment and social vices in the country and as
well boost the socioeconomic development of the country.
➢ Government should abide with any reached agreement with ASUU. The government refusal to
fulfill the agreement reached with ASUU since 1999 has however been the basic reason the union
goes on strike almost every year (from 1999 till last year 2020). This is quite unfortunate. Good
human relationship demands that agreement be kept and in case of any reason for otherwise both
parties should be aware on time and not after the time frame.
➢ One thing that has threatened university education in Nigeria is constant ASUU strike which is
triggered by government dishonesty and lack of empathy for education. The researchers
recommend that government should retrace their steps by avoiding erosion of university
autonomy and academic freedom, improve the working conditions of academic staff and improve
on physical conditions of work in the university in terms of infrastructures (classroom, libraries,
multi-purpose halls, laboratories, halls of residence and offices) and teaching and learning
materials.

Conclusion
This study is an evaluation of ASUU strike in Nigerian universities. It focuses on the causes, effects and
possible solutions to these strikes. Implementation of the reached agreement between ASUU and federal
government in 2009 among other recommendations above will, indeed, go a long way in solving the
persisting conflicts that often resultin ASUU strikes in Nigeria.
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