CONFLICT MANAGEMENT IN NIGERIAN FEDERAL INSTITUTION
ABSTRACT
The study examined conflict management in the Universityof Benin (UNIBEN). It seeks to investigate common causes of conflictexplore  in University of Benin to determine if preferred conflict management style varies on the basis of selected demographic variable of the respondents (age, gender, marital status, highest educational qualification, Religion, the length of services, etc.) and ascertain strategies which are commonly used for managing conflict and if the preferred conflict management style vary on the basis of selected demographic variable in University of Benin;
    The study adopted the survey method in the collection of research data and questionnaire as the research instrument. The study population consists of all the employees of the University of Benin, Benin City, Edo state. The sample size (380) was determined from the total Academics and Non-Academics staff (7679) using the Yaro Yamane formula and 75% of the three hundred and eighty (380) questionnaires (285 questionnaires) were distributed to Non-Academic staff while the remaining 25% (95 questionnaires) were distributed to Academic staff.
    The findings show that the most common cause of conflict experienced by both academic and non-academic staffs was that of varying goal difference among staffs of the university. Which follows from not properly specified goals by departments of the University. This concurs with Alade (1998) that effective communication organizations goals and objectives to members of staff is good for the long run health of the organization.
Both Non-Academic staff and Academic staff agreed that the most common type of conflict experienced in the University is Dysfunctional conflict. This has negative effect on the growth of the organization and inhibits optimum performance of members of staff.
Integration was agreed as the most effective way to manage conflict by both categories of staff. This involves working around differences to achieve a common goal.
Demographic variables really does affect the staffs choice of strategy used in times of conflict. Highest level of education and the years of experience of  the individual plays a role in the individuals decision to choose integration in times of crisis, this holds true for both category of staff.
TABLE OF CONTENT
CHAPTER ONE: INTRODUCTION
1.1     Background of  Study -    -    -    -
1.2    Statement of the problem    -    -    -    -    
1.3    Objectives of the study    -    -    -    -    
1.4    Research Questions    -    -    -    -    -    -
1.5    Significance of the Study    -    -    -    -    
1.6    Scope of the Study    -    -    -    -
CHAPTER TWO: LITERATURE REVIEW
2.1    Introduction    -    -    -    -    -    -    
2.2    Concept of Conflict    -    -    -    -    -
2.3    Types of Conflicts    -    -    -    -    -
2.3.1     Functional or Constructive Conflict    -    -    -    -
2.4    Views on Conflict    -    -    -    -    -
2.4.1     Traditional View (1930-1940)    -    -    -
2.4.2     The Human Relations or Contemporary View (1940-1970)-
2.4.3     The Interactionism View    -    -    -    -
2.5    Causes of Conflicts-    -    -    -    -    -    
2.6     Levels of Conflict    -    -    -    -    
2.7    Process of Conflicts    -    -    -    -
2.8    Effects of Conflict    -    -    -    -    -
2.9    Conflict Management Defined    -    -    -    
2.10    Strategies for Managing Conflict    -    -
2.10.1 Negotiation in the Conflict Process    -    -    
2.11     Conflict Management in Federal Universities    -
CHAPTER THREE: METHODOLOGY
3.1     Introduction    -    -    -    -    -    -
3.2    Research Design    -    -    -    -    -
3.3     Population and sampling    -    -    -    
3.4     Operationalization and measurement of variables    -    
3.5     Research Instrument    -    -    -    -    
3.6    Sources of data    -    -    -    
3.7    Method of Data Analysis    -    -    -    
CHAPTER FOUR: PRESENTATION AND ANALYSIS OF DATA
4.1    Introduction    -    -    -    -    -    -
4.2    Demographic Profile of Respondents    -    -    -    
4.3    Common Causes of Conflict    -    -    
4.4    Types of Conflict    -    -    -    -
4.5    Strategies for Managing Conflict-    -    -
4.6    Conflict Management Styles And Demographic Variables-        
4.6.1    Relationship between Demographic Variables and CMS (Academic staff)-
4.6.2     Relationship between Demographic Variable and Integration (Non-Academic Staff)    -    -    -    
4.6.3    Relationship between Demographic Variables and Obliging (Academic Staff)-    -    -    
4.6.4 Relationship between Demographic variables and Obliging (Non-Academic Staff)    -    -    
4.6.5    Relationship between Demographic Variables and Dominating (Academic staff)-    -    -    -    -
4.6.6    Relationship between Demographic Variables and Dominating (Non-Academic Staff)    
4.6.7    Relationship between Demographic Variables and Avoiding (Academic Staff)    -
4.6.8    Relationship between Demographic variables and Avoiding (Non-Academic Staff)-    -    -    
4.6.9    Relationship between Demographic Variables and Compromise (Academic Staff)-    -    -    -
4.6.10    Demographic Relationship between Demographic Factors and Compromise (Non-Academic Staff)-    -    -    -    
4.7    Discussion of Findings-    -    -    -
CHAPTER FIVE: SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS
5.1    Introduction    -    -    -    -
5.2    Summary of Findings    -    -    -    -
5.3    Conclusion-    -    -    -    -
5.4    Recommendations    -    -    -    -
BIBILIOGRAPHY    -    -    -    -    
APPENDIX I    -    -    -    -    -    -
APPENDIX II    -    -    -    -    -
APPENIX III    -    -    -
LIST OF TABLES
Table 3.1 shows how the variables in this study will be
operationalized and measured        -    -    
Table 4.1:    Respondents Demographic Profile-    -    
Table 4.2:    Respondents Perception of causes of conflict    
Table 4.3:    Respondents perception of types of conflict    -    
Table 4.4:     Respondents perception of strategies for conflict management-
Table 4.5:      Regression Result for Demographic variables and CMS
 (Academic Staff)    -    -    -    -
Table 4.6:     Regression Result for Demographic variables effect on Integration (Non-Academic Staff).    -    -    
Table 4.7:    Regression Result for effect of Demographic profile of Academic staff on Obliging    -    -    -
Table 4.8:     Regression Result (Effect of Demographic profile of Non-Academic Staff on Obliging)-    -    -    -    -    
Table 4.9:    Regression result (Demographic profile of Academic staff and the use of dominance as a strategy for managing conflict)-    -
Table 4.11:    Regression Result (effect of Demographic variable on Avoidance as a strategy to manage conflict for academic staff
Table 4.12:    Regression Result (effect of Demographic profile of Non-Academic staff on the choice of Avoidance in managing conflicts)-        
Table 4.13:    Regression Result (effect of Demographic variables on the use of Compromise for Academic staff)-    -    -    -
Table 4.14:    Regression Result (effect of Demographic variables on the use of Compromise for Non-Academic staff)-    -    -
CHAPTER ONE
INTRODUCTION
1.1    Background of study
The nature and character of institutions as academic organization entails the achievement and maintenance of a harmonious environment conducive for the working together of various groups of staffs and the management team for the attainment of preselected missions and objectives. However, in recent years, the industrial relations terrain in the Nigerian University system has been saturated with series of industrial conflicts with consequent adversities on the advancement of knowledge (Ajayi, S. &Modupe, O.2000)
Conflict today has become part of organizations. This is more so in organization as an institution with a structure that allows two or more units or groups to share functional boundaries in achieving its set objectives. In Nigerian Federal universities, people with differing nature, students, lecturers and administrative staff have to work harmoniously together (Idowu, 1985). Hence, the organizational structure is such that staff and staff, students and students, and staff and students share functional boundaries of exchange of knowledge. Conflicts will always occur but a well-managed conflict will not degenerate to violence (Idowu, 1985). Since violence will not erupt without conflict as antecedents, one can assume that many of the conflicts in Federal universities is because their antecedents (causes) were not properly managed or that the conflicting parties did not explore the power of communication and conflict manager's personality in resolving the crises (Agbonna, Yusuf &Onifade, 2009).
1.2    Statement of the problem
Nigeria universities has for decades been faced with so many crisis ranging from conflict between academic staff and university administrators, students versus Academic staff, students versus university authorities, Non-Academic staff versus university administrators (Ndum& Stella-Maris, 2013). These conflicts have given rise to distrust and hostility among professionals and academics thus contributing in hampering smooth, effective and efficient administration in the universities. It also appeared that despite this situation, stakeholders in education seemed to develop nonchalant attitude towards these conflicts (Ndum& Stella-Maris, 2013). If this role conflict is not checked it can be descriptive and negative as people involved will often see one another as enemies (Ndum& Stella-Maris, 2013). This is unwholesome for the University community and Nigeria educational system as a whole.
1.3    Objectives of the study
The broad objective of this research is to examine the remote and immediate causes of industrial disharmony in Federal Universities. The specific objectives of this study are to:
investigate common causes of conflict in Nigeria Federal universities;
 ascertain the types of conflict that exists in Nigerian Federal universities;
ascertain strategies which are commonly used for managing conflict in Nigerian Federal universities; and
to determine if preferred conflict management style varies on the basis of selected demographic variables.
1.4    Research Questions
The following research questions were raised to guide the study.  
What are the most common causes of conflicts in Nigerian Federal universities?  
What are the types of conflict that exist in Nigerian Federal universities?
What strategies are commonly used to manage conflict in Nigeria universities?
Does the preferred conflict management style vary on the basis of selected demographic variables?  
1.5    Significance of the Study
The study focuses on conflict management in Nigerian Federaluniversitiesan area that  has received much attention in the extant literature. Therefore, this study is significant to the management of such institutions in that it  will enlighten them on the prerequisite skill, knowledge and attitude to manage conflict.
Secondly to the other stakeholders, this study will not only enlighten their understanding on managing conflicts but also it will also equip them with a more recent technique for dealing with conflicts.
In addition, the study is significant as it hope to add to a body of knowledge that will serve as valuable resource for scholars in Nigeria and elsewhere who may be interested in embarking on further research work on this subject matter.
1.6    Scope of the Study
The scope of any research study is defined in terms of its geographical coverage, content and time (Cooper, & Schindler, 2003). In respect to geographical coverage, the study will be delimited to  Nigerian Federal universities. In terms of content, the study focuses on conflict management in Nigerian Federaluniversities . Also in terms of time, a cross sectional time study will be done.