




































American Interdisciplinary Journal of Business and 

Economics 
ISSN: 2837-1909| Impact Factor : 6.71 

Volume. 11, Number 2; April-June, 2024; 

Published By: Scientific and Academic Development Institute (SADI) 

8933 Willis Ave Los Angeles, California 

https://sadijournals.org/index.php/AIJBE| editorial@sadijournals.org 

 

 

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BRAIN DRAIN AND PERFORMANCE OF STATE-OWNED 

UNIVERSITIES IN SOUTH EAST, NIGERIA 

 
 

Awoke Chigozirim Florence, Prof N.M. Ile, Ph.D. and Prof T, O. Enudu, Ph.D. 

Department of Business Administration, Enugu state University of Science and Technology 

DOI: https://doi.org/10.5281/zenodo.11198422 

Abstract: The study evaluated Brain drain and performance of state universities in south East, Nigeria. The 

specific objectives were to; Examine the relationship between leaving of educated staff for quality of life and 

quality of teaching and learning; evaluate the relationship between migration of high-quality lecturers for high 

salaries and visibility and identify the relationship between skilled staff movement to access advanced 

technology and mobility of academic researchers of state-owned universities in South East, Nigeria. The study 

used the survey approach and simple random sampling. The primary source of data was the administration of 

the questionnaire. The population of the study is three thousand two hundred and fifty (3250) which consists of 

selected lecturers both male and female of different carders in the selected universities. The sample size of three 

hundred and forty-four (344) was determined using Cochrian (1963) sampling technique at a 5 percent margin 

of error. Two hundred and eighty-one (281) staff returned the questionnaire accurately filled. Data were 

analyzed by mean score and standard deviation. The hypotheses were analyzed using the Pearson correlation 

coefficient (r). The findings indicated There was significance positive relationship between leaving of educated 

staff for quality of life and quality of teaching and learning in state owned universities in South East, Nigeria, ( 

r=.579 <.869, p<.05).  There was significance positive relationship between migration of high quality lecturers 

for high salaries and visibility of state owned universities in South East, Nigeria, ( r=.725 <.841, p<.05).  There 

was significance positive relationship between Skilled staff movement to access advanced technology and 

mobility of academic researchers staff of state owned universities in South East, Nigeria, ( r=.390 < .907, 

p<.05).  The study concluded that the departure of educated staff, skilled staff movement, and migration of 

lecturers had significant negative relationship with quality of teaching and learning, visibility and mobility of 

academic researcher’s staff in state owned universities in South East, Nigeria. 

Keywords: Brain drain, mobility, performance, migration staff movement 

 

 

 

 

 



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SECTION ONE 

INTRODUCTION 

1.1 Background of the study 

Quality teaching has become an issue of importance as the landscape of higher education has 

been facing continuous changes. The absence of human capital is a phenomenon that has been of concern to 

academics and development practitioners. Brain drain is a slang term indicating substantial emigration or 

migration of individuals due to turmoil within a nation, the existence of favorable professional opportunities in 

other countries, or from a desire to seek a higher standard of living. It represents the loss of highly skilled 

professionals from a source country to a recipient country. Apart from all the damages brain Drain causes, it 

also has positive effects on society, especially for the source countries. In this case, when the possibility of 

migration is real, the level of education in the country rises. Thereby increasing the labour force of skilled and 

potential workers finding their way to the academic sectors (Ehezi, 2021). The economy of a developing 

country may suffer if there is a large outflow of skilled workers. There are many considerations that a migrant 

considers when deciding whether or not to relocate to a more developed country. Typically, brain drain is 

referred to as an issue that must be addressed. The phenomenon, on the other hand, has advantages. When 

people relocate from less developed countries to more developed countries, they acquire new skills and 

experiences that they can use when they return to their native country. In addition, remittances, which are 

money that migrants send back to their home countries, can support the economies of such countries (Burtler, 

Francis and Shinn, 2022). 

Brain drains involves the mass migration of skilled professions from an underdeveloped region to a developed 

region. It affects various sectors of a nation including the educational aspect. This in turn may be disastrous to 

the upbringing of young scholars in the depleted nation. A university is an institution of higher learning 

providing facilities for teaching and research and authorized to grant academic degrees. State owned 

universities are universities of college that is in state ownership or receives significant public funds through a 

national or subnational government, as opposed to a private university. Whether a national university is 

considered public varies from one country (or region) to another, largely depending on the specific education 

landscape. Femi, (2009) noted that the case of brain drain seems to be overlooked within the Nigerian 

educational institutions. Universities are one of the most important institutions of comprehensive development. 

They are responsible for preparing and qualifying human resources in the light of scientific and technological 

progress. Faculty members in the universities are the most important elements of the educational process, and 

the most important reasons for the success of universities in achieving their social goals (Abdalmenem, Owda, 

Al hila, Abu-Naser and Al Shobaki, 2018). The Nigerian education industry is surrounded by a mirage of 

problems; one of such problems is brain drain syndrome. 

The reason for establishing universities is to help transform the mind and skills of willing youths 

in order to make them useful to themselves and society at large. Lecturers stand as the driving 

force in which this goal can be achieved. This is because unfolding events in the lecturing 

profession prove that lecturing as a profession in the modern day goes beyond talk and chalk. The issue of brain 

drain in some key sectors of the economy is not a new phenomenon. Thus, brain drain is a situation where the 

highly skilled and specialized individuals leave low-paying jobs for highly- paid jobs, usually outside the 

country. Baridam and Baridam, (2020) proposed that the mass exodus of highly skilled manpower from Nigeria 

to other enabling environments of the world is a classic definition of brain drain at its most scandalous 

manifestation. The bad news is that while the benefitting countries of brain drain continue to improve their 



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skilled manpower base, the victim countries, such as Nigeria, continue to suffer from specialized manpower 

deficit on all fronts. In view of this backdrop the present study aimed to evaluate the brain drain and 

performance of state universities in south East, Nigeria. 

 

 

1.2 Statement of the Problem 

Brain drains of intellectuals emerges not only in the under developed or economically weak Countries but also 

in developed countries. Brain drain in academic section is any process that leads to educational institutions 

losing some or a significant number of its academic staff to other sector of the economy or to other countries. In 

development circles, there is a growing realization that sustainable development cannot take place without 

sound human capital, with education being a key component in this regard. It could be noticed that the object of 

brain drain is practically related to the matters of great concern.  

 Performance determines the end product of various activities undertaken by organization, a reflection of the 

way in which tangible and intangible resources are invested in the organization in order to achieve the desired 

goals. Nevertheless, performance challenges in the universities often leads to brain drain problems and have left 

a very huge impact on the educational quality. In addition to the weakness of the infrastructure and educational 

content, which limits the ability of state-owned universities in South East, Nigeria to develop educational 

performance compared to other universities the present study identifies that they encounter problems due to 

brain drain which includes migration of high-quality lecturers for high salaries, departure of educated staff for 

quality of life and skilled staff movement to access advances technology. 

The high level of mass departure of highly skilled and talented individuals from the state-owned universities in 

South-East, Nigeria to other conducive nations of the world is a great and negative result of brain drain in the 

tertiary institutions. The effects of brain-drain on the higher institutions administration frustrates the 

administration of tertiary institutions including state owned universities. Poor quality education, high student-

teacher ratio, shortage of academic staff, poor research development and poor programme development all 

contributes to the level of performance through which a university would be rated and as such the present study 

sought to evaluate the brain drain and performance of state-owned universities in South East, Nigeria. 

1.3 Objectives of the study 

The main objective of the study was to evaluate the Brain drain and performance of state universities in south 

East, Nigeria. The specific objectives were to; 

i. Examine the relationship between leaving of educated staff for quality of life and quality of teaching and 

learning in state owned universities in South East, Nigeria. 

ii. Evaluate the relationship between migration of high-quality lecturers for high salaries and visibility of 

state-owned universities in South East, Nigeria. 

1.4 Research Questions  

The following research question guided the study 

i. What is the relationship between leaving of educated staff for quality of life and quality of teaching and 

learning in state owned universities in South East, Nigeria? 

ii. What is the relationship between migration of high-quality lecturers for high salaries and visibility of 

state-owned universities in South East, Nigeria? 

1.5 Statement of Hypotheses guided the study 

The following null hypothesis guided the study 



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i. There is no significance positive relationship between leaving of educated staff for quality of life and 

quality of teaching and learning in state owned universities in South East, Nigeria. 

ii. There is no significance positive relationship between migration of high-quality lecturers for high salaries 

and visibility of state-owned universities in South East, Nigeria. 

 

1.6 Significance of the study 

The study on brain drains and performance of state universities in South East, Nigeria will benefit the following 

Government: It will help the government to look into the nation’s economy in other to identify those areas 

which are more likely to cause brain drain. 

Lecturers:  The study will benefit lecturers as it was carried out mainly on universities. It will to understand 

specifically those factors that are likely not to favour lecturers that will lead to their departure from the 

university and address it because once the education system of a nation starts to fall; the nation has a high 

tendency of falling out. 

Students: Students will also benefit from the study as it addresses the challenges facing the university and 

methods of overcoming them. It would also help in the provision of highly skilled and talented lecturers with 

good subject knowledge; reduce lecturer’s turnover and increase students and institutions performance. 

Researchers: This present research will serve as a reference material to future researchers, academicians and 

students. 

Review of the Related Literature 

Conceptual Review 

2.1 Brain  

The brain is an organ that is made up of a large mass of nerve tissue that is protected within the skull. It plays a 

role in just about every major body system. The brain sends and receives chemical and electrical signals 

throughout the body (Susam,2021). Collins, (2022) established that a person’s brain is the mind and the way 

they think and that once an individual stops using his/her brains they go stale. Also if someone has brains or a 

good brain, they have the ability to learn and understand things quickly, to solve problems, and to make good 

decisions. Different signals control different processes and the brain interprets each signal skills such as 

working memory, planning, organization and attention develop over time with brain maturation and with 

practice.  

2.2 Brain Drain 

A brain drains, the term often describes the departure of groups of doctors, healthcare professionals, scientists, 

engineers, or financial professionals. When these people leave, their places of origin are harmed in two main 

ways. First, expertise is lost with each emigrant, diminishing the supply of that profession. Secondly, the 

country's economy is harmed because each professional represents surplus spending units. Julie, Micheal and 

Katrina (2021) ascertained that brain drain causes countries, industries, and organizations to lose a core portion 

of valuable individuals. Organizational and industrial brain drain is usually a byproduct of a rapidly evolving 

economic landscape in which companies and industries unable to keep up with technological and societal 

changes lose their best workers to those that can. 

2.4 Components of Brian Drain used in the study 

Frederic, (2014) and Burtler, Francis and Shinn, (2022) noted that the brain drain components include migration 

of high-quality lecturers for high salaries, departure of educated staff for quality of life and skilled staff 

movement to access advanced technology.  



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2.4.1 Departure of Educated staff for quality of life 

Lecturers’ productivity can be said to be useful results obtained from efforts made by the lecturers to attain 

educational goals in the university setting. Thus, there is need for motivation because despite the cumbersome 

workload of lecturers, productivity needs to be attained but how can this be when there is little or no support 

from government and university management in career development through conference, seminars and constant 

promotion. Lecturers’ productivity is seen in the morality of the students’ performance in internal and external 

examinations. Students who graduated under a productive lecturer are known by the way they 

comport themselves, speak and write, (Amini and Okonmah, 2020). 

2.4.2 Migration of high-quality lecturers for high salaries 

The best way to improve the quality of instruction would be to lower barriers to be- coming a teacher, such as 

certification, and to link compensation and career advancement more closely with teachers’ ability to raise 

student performance. Mohammadi and Karupiah, (2019) noted that managers of universities must pay more 

attention on the significant dimensions and improve them among the academic staff in order to achieve a high 

level of work performance. The effect of pay may work through a selection channel (better pay attracts better 

candidates to teaching) and a pure motivational channel. However, little is known about the impact of wage 

income on the behaviour and productivity of teachers (and public sector workers in general) particularly in 

developing countries. Grieve and Miquel, (2018 & Ile, Otti, and Mbah ,2023)) ascertained that teachers are 

naturally a vital part of the learning process and interest has recently shifted to focus on how best to ensure that 

teachers deliver high quality instruction in the classroom. One of the mechanisms through which this can be 

done could be to offer teachers better pay. 

2.4.3 Skilled staff movement to access advanced technology 

Technically skilled individuals are often an essential part of the economy because they are responsible for the 

creation of innovation (Chen and Rhinehart, 2021). The lack of access to technology and everything it offers is 

referred to as the digital divide. Technology provides students with easy-to-access information, accelerated 

learning, and fun opportunities to practice what they learn. It enables students to explore new subjects and 

deepen their understanding of difficult concepts. As advances in technology drive globalization and digital 

transformation, teachers can help students acquire the necessary skills to succeed in the careers of the future 

(School of Education, 2020). The effective use of digital learning tools in classrooms can increase student 

engagement, help teachers improve their lesson plans, and facilitate personalized learning.  

2.5 Performance 

Academic performance is the measurement of student achievement across various academic subjects. Teachers 

and education officials typically measure achievement using classroom performance, graduation rates and 

results from standardized tests (Ballotpedia, 2022). Academic achievement is a standard prerequisite for 

students to progress from one level of study to another, the need for greater efficiency, productivity and quality 

in the higher education sector has triggered increased governmental interest towards different mechanisms of 

accountability, especially evaluation and performance measurement (Jussi, Elias, laila, Hanne, Lars & Anu, 

2019). Institutions need to develop such a system where a conducive environment is provided to their 

employees within the existing resources to get better employee performance. 

2.6 Components of Performance used in the study 

Performance is the effective accomplishment of task. Effective performance in organizations leads to 

accomplishing of organizational goals and objectives. Armstrong (2010) defines performance as the 



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accomplishment, execution, carrying out, working out of anything ordered or undertaken leading to outputs/ 

outcomes (accomplishment) or achieving of results.  Performance of academic staffs in universities involves 

teaching, research and publication, Visibility of Lecturers innovation, Graduate employability and community 

service.  Iqbal, Rasil & Heng (2011) ascertained that Academic staff produce development solutions through 

innovations.  

2.6.1 Quality of teaching and learning 

The quality of education depends on the ability, hard work and dedication of the teacher. If a teacher fails to 

keep himself in touch with the rapid scientific and educational developments then he would become inefficient 

and ineffective as indicated in the National Education Policy, that the teacher is considered the most crucial 

factor in implementing all instructional reforms at the grassroots level. It is a fact that the academic 

qualifications, knowledge of the subject matter, competence and skills of teaching and the commitment of the 

teacher have effective impact on the teaching learning process. Many factors are responsible for shaping the 

quality teaching. These include ideological and socio-economic needs, existing structure of education system, 

and well-defined theories and practices of teaching and learning (Ramezanghorbani, Hajiabedin Rangraz,& 

Heidari, 2019) . Without good knowledge of what you are teaching, it is impossible to meet these standards in a 

meaningful way (Ambassador, 2019 & Ugwu,2021). 

2.6.2 Visibility of state-owned universities 

Visibility can be referred as the degree to which something is seen by the public.  To achieve visibility in an 

academic field means that people know your name, think highly of your scientific contributions and are familiar 

with your work (Mauvais, 2016). Academic visibility relates to the dissemination, accessibility, and recognition 

of scholarship produced by college faculty, especially in terms of promotion and tenure criteria and academic 

rank. Traditionally, "visibility" was a function of printed output like books, book chapters, and peer-reviewed 

journal articles primarily available in academic libraries. 

2.6.3 Mobility of academic researcher’s staff 

In recent years, some surveys of the ‘academic profession’ and ‘researchers’ have been undertaken primarily in 

economically advanced countries or especially in European countries that provide an overview on various 

modes, e.g. migration prior study, short-term student mobility and mobility for the whole degree programme, 

mobility in the phase of doctoral education and training, professional mobility in various stages of the 

professional career and finally shorter visits linked to academic and research work. All available information 

suggests that substantial differences exist by country and that no signs of convergence are visible. Moreover, 

surveys confirm that international experience is a frequently valuable asset of academic research careers but 

often is viewed as less beneficial than conventional wisdom suggests (Ullberg, 2015 & Ugwu,2021). 

2.2 Theoretical framework 

The following theories guided the study 

Equity theory by John S. Adams (1960s) and Expectancy theory by Victor H. Vroom (1964). 

The study was anchored on Equity Theory because it is concerned with people’s perception on how they are 

being treated i.e Fairness in the organizations.  

Equity Theory 

Equity theory was first developed in the early 1960s by behavioural psychologist John S. Adams Equity theory 

is a theory of motivation that suggests that employee motivation at work is driven largely by their sense of 

fairness. Employees create a mental ledger of the inputs and outcomes of their job and then use this ledger to 



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compare the ratio of their inputs and outputs to others. Employees will feel frustrated and distressed if they 

perceive themselves as being underpaid or not being rewarded accordingly. When employees fail to achieve 

equity, they will target their hostility towards the organisation producing negative behaviour; this is in the hope 

to restore justice.  According to Equity Theory, in order to maximize individuals' rewards, we tend to create 

systems where resources can be fairly divided amongst members of a group. Inequalities in relationships will 

cause those within it to be unhappy to a degree proportional to the amount of inequality (Adams, 1965). 

The belief is that people value fair treatment which causes them to be motivated to keep the fairness maintained 

within the relationships of their co-workers and the organization. The structure of equity in the workplace is 

based on the ratio of inputs to outcomes. 

Expectancy Theory 

Expectancy theory was proposed by Victor H. Vroom in the year (1964). Expectancy theory proposes that an 

individual will behave or act in a certain way because they are motivated to select a specific behavior over 

others due to what they expect the result of that selected behavior will be. Turnover intention is related to the 

expectation of a lecturer such as reward, training, working conditions, and recognition. When employees join 

the organisation with some expectations, the chances of negative behaviours such as absenteeism or turnover 

intention will increase if those expectations are not met.  Evaluating employees' performance is one of the most 

important issues that any organization will face. Issues related to evaluating performance engage different 

aspects, including, but not limited to, employee's behavior in the workplace, the performance appraisal system, 

and performance appraisal conducting style, the relation between the performance appraisal system and task 

descriptions and finally, the fairness of the performance appraisal process. Vroom's expectancy theory separates 

effort, performance and outcomes (Vroom, 1964). 

2.3. Empirical Review 

2.3.1 The relationship between leaving of educated staff for quality of life and quality of teaching and 

learning in state owned universities in South East, Nigeria. 

Voss, Roediger, and Thorsten (2019). “The Desired Teaching Qualities of Lecturers in Higher Education: A 

Means End Analysis”. The study aims to develop a deeper understanding of the teaching qualities of effective 

lecturers that students desire and to uncover the constructs that underlie these desire expectations and reveal the 

underlying benefits that students look for. A semi-standardized qualitative technique called laddering was 

applied that allows researchers to reach deeper levels of reality and to reveal the reasons behind the reasons. 

The study was conducted amongst teacher education students at a large German University of Education and 

laddering questionnaires were handed out to 53 students enrolled in a business management course the 

exploratory study gave a valuable first insight into the desired qualities of lecturers. In particular, the study 

results indicate that students want lecturers to be knowledgeable, enthusiastic, approachable, and friendly. 

Students predominately want to encounter valuable teaching experiences to be able to pass tests and to be 

prepared for their due to the exploratory nature of the study and the scope and size of its sample, the results 

outlined are tentative in nature. As the study involved only a single group of university students from one 

university, the results cannot be generalized to the student population as a whole profession. This study also 

showed that students are mainly concerned about vocational aspects of their studies and are less interested in 

their subject. 

Ogunode and Ishaya, (2019) Effects of Brain-Drain on Higher Institutions’ Administration in Nigeria. Brain-

drain is one of the major problems facing Nigerian higher institutions. Many higher institutions in Nigeria are 



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losing their professors daily due to poor working conditions. This paper intends to discuss the effects of brain-

drain on the administration of higher institutions in Nigeria. The paper looked at the concept of brain-drain. The 

paper identified the causes of brain-drain in the Nigerian higher institutions to include but not limited to; poor 

salary, unconducive working environment, poor staff development, inadequate infrastructural facilities, strike 

actions, insecurity and inadequate funding while the identified effects of brain-drain on the higher institutions 

administration to includes; poor quality education, high student-teacher ratio, shortages of academic staff, poor 

research development and poor programme development. The study in order to ensure higher institutions 

sustainability in Nigeria hereby recommended among others the following: government should increase the 

motivation of academic staff, implement all reached agreement with trade union groups or civil society 

organizations in the country, ensure adequate life and job security in all higher institutions and provide more 

infrastructural facilities 

2.3.2 The relationship between migration of high-quality lecturers for high salaries and visibility of state-

owned universities in South East, Nigeria. 

Amini and Okonmah, (2020) Lecturers’ Workload and Productivity in Universities in Delta State. This study 

investigated lecturers’ workload and productivity in Universities in Delta State. Six research questions were 

answered and six corresponding null hypotheses were tested at 0.05 level of significance. The study adopted the 

correlational research design. The population of the study comprised 164 Heads of Department (HODs) in six 

public and private universities in Delta State. A sample of 115 HODs were drawn through stratified random 

sampling technique and used for the study. Two instruments titled ‘Lecturers Workload Scale’ (LWS) and 

‘Lecturers’ Productivity Scale’ (LPS) were used for data collection. Face and content validities of 

the instruments were ensured by experts. The reliability coefficients of the instruments (LWS and LPS) were 

determined using Cronbach Alpha reliability estimate and the reliability coefficient of the LWS was 0.72 while 

that for LPS was 0.74. Pearson Product Moment Correlation was used to answer research questions 1,2,3,4 and 

5. The corresponding hypotheses were subjected to 0.05 alpha level of significance. Research question 6 was 

answered using Multiple Regression while ANOVA associated with multiple regressions were used to test 

hypothesis 6. It was found that, there is significant high negative relationship between lecturers teaching 

workload, marking workload, supervision of students’ project workload, research workload and participation in 

community service workload and productivity in Universities in Delta State independently and jointly taken. 

 Sousa, Gouveia, Silva-Júnior, Ribeiro dos Santos and Avelino, (2020) Promotion of the Quality of Life of 

Workers in a Higher Education Institution: A Scope Review”. The present study aimed to map the evidence to 

provide an overview of actions implemented/executed and scales used in public higher education institutions to 

promote worker health. A scoping review based on the PCC (Population, Concept, and Context) mnemonic was 

conducted in PubMed, CINAHL, Scopus and Virtual Health Library (VHL). Population included workers from 

a higher education institution, the concept referred to studies focusing on the assessment of quality of life and 

health promotion actions and the context to higher education institutions. Electronic searches were held on 

December 2019. A qualitative synthesis of the data extracted from included studies (i.e. author, year, study 

design, sample, country, aims, action implemented/performed, thematic focus, evaluation) was performed. 

Electronic searches retrieved 3,330 articles that were screened by tittles and abstracts. Of these, 34 studies were 

fully appraised, of which four reported that actions implemented/executed related to sedentariness, posture and 

stress. The studies show 49 scales were identified to measuring at least one quality of life item. Through this 

scoping review the available evidence to provide an overview of actions implemented/executed and scales used 

in public higher education institutions to promote worker health. Future studies should consider more rigorous 



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designs and objective measures to measure the quality of life of these professionals, and develop target 

interventions based on factors associated with the work. It is also necessary to evaluate whether the strategies 

work. 

 

2.4 Gap in Literature 

The gap in literature identified by present study was that there were few works on areas of brain drain and 

performance. The reviewed studies were also mostly done outside Enugu State and were also not recent. 

Furthermore, these reviewed literatures were mainly qualitative studies but the present study will also adopt the 

quantitative and qualitative methods and further be analysed using statistical tools. The empirical reviewed were 

also mainly in education sector.  

SECTION THREE 

 METHODOLOGY 

3.1 Research Design 

The study employed survey research design because people’s opinion was sought using questionnaire, and their 

views used to justify the current practice, and consequently suggest better ways for improvement. The 

knowledge allows generalization to be made about characteristics, opinions, beliefs, attitudes, etc. of the entire 

population to be studied.  

 A survey questionnaire was used to collect both quantitative and qualitative data from the selected academic 

staff of these five universities. The aim is to identify, describe and compare variables to ascertain differences 

and relationships of the dependent and independent variables to be use for hypotheses with appropriate and 

amenable test statistics.  

3.2. Sources of Data 

In the course of carrying out the research, two sources were used to gather the necessary information. These 

includes: primary and secondary sources of data. 

3.2.1 Primary Sources of Data 

The primary data was collected through systematically planned questionnaire administered to the sampled 

lecturers of the university under study.  

3.2.2  Secondary Sources of Data 

The secondary sources of data for the study will be collected from published sources like: textbooks, journals, 

internet and statistical bulletins etc. 

3.3. Area of the Study  

The field of study includes a political or geographical area including its history, geography, language, and 

general culture. The field of the present study was (5) states universities in the South East of Nigeria. The 

universities include:  Enugu State University of Science and Technology, Ebonyi State University, Imo State 

University, Anambra State University of Science and Technology, and Abia State University Uturu, Okigwe.   

3.4  Population of the Study 

The study was limited to five (5) states universities in the South East of Nigeria. The universities include:  

Enugu State University of Science and Technology, Ebonyi State University, Imo State University, Anambra 

State University of Science and Technology, and Abia State University Uturu, Okigwe. The population of the 

study is three thousand two hundred and fifty (3250) which consists of selected lecturers both male and female 

of different carders in the selected universities.  



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Table 3.1  

 

Universities and the Population for the Study. 

Source:  Field survey, 2022.  

The study was limited to five (5) states universities in the South East of Nigeria. The universities include:  

Enugu State University of Science and Technology, Ebonyi State University, Imo State University, Anambra 

State University of Science and Technology, and Abia State University Uturu, Okigwe. The population of the 

study is three thousand two hundred and fifty (3250) which consists of selected lecturers both male and female 

of different carders in the selected universities.  

3.5 Sample Size Determination 

Considering the relatively large size of the population, using the entire population was cumbersome, hence the 

need for sampling.  In dealing with large population, the sample size can be determined using normal 

approximation to the binomial distribution.  The approximation is premised on the fact that the population is 

large and the sample is small.  For instance, when you are to sample 300 individuals, for the purpose of 

accuracy, a smaller sample number is required thus using the normal approximation to the binormal.  Therefore, 

to determine the sample size for small populations, we use the normal approximation to the hyper geometric 

distribution.  Conchram (1977) the sample size formula includes: 

n  =             Z2Npq   

     Ne2 (N-1)  + Z2pq 

Where: 

n          =        the required sample size 

N = the population size 

P and q =  the population proportions.  It is set at 0.5 

S/N NAME OF 

UNIVERSITY 

LOCATION ASS.LECT. LECTURE 

II 

LECTURER 

1 

SENIOR 

LECTURER 

ADJ. 

LECTURE 

READER PROF.  NO OF 

STAFF 

1 Enugu State 

University of 

Science and 

Technology  

Enugu State 20 234 189 127 75 35 40 698 

2 Imo State 

University, 

Owerri. 

Imo State 8 233 115 113 88 42 

 

34 

 

 

633 

3 Abia State 

University, 

UturuOkigwe, 

Abia State 12 213 138 121 91 38 

 

37 

 

 

650 

4 Ebonyi State 

University, 

Abakaliki, 

Ebonyi 

State 

27 220 128 127 92 29 

 

36 

 

 

659 

5 Anambra State 

University, 

Igbariam, 

Anambra 

State 

9 203 124 121 98 23 

 

32 

 

 

610 

 Total         3250 



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Z = the value that specifies the level of confidence.  Typical levels of confidence      for surveys sets 

are 95%, in which case z is set to 1.96. 

e = Error margin.  In this study e is set with an accuracy of plus or minus 5%, that is, E is set to 0.05. 

n     =                1.962 x 3250 x 0.5 x 0.5                   =   3.8416𝑥3250𝑥0.5𝑥0.5  =   
3121

9.085
   = 343.5 

           3250 ( 0.052) + 1.962  x 0.5 x 0.5                      9.085          

 

Therefore, the sample size for the study is 344 

3.5. Sampling Technique   

For the purpose of the study, the actual population was three thousand, two hundred and fifty (3250) staff.  

However, to ensure that the sample is represented of each University, the proportionate stratified random 

sampling technique was used to determine the number of selected academic staff from each of the five 

Universities.  This was to ensure a fair representation of the respondents in each stratum of the sample for the 

study. Bowley’s (1937) proportional allocation statistic was utilized to ensure equitable representation of the 

Universities.  Bowley’s (1937) fomular: 

Nh = nxNh 

     N 

Where nh  =  number of questionnaire allocated to each of the institution 

n = Total sample size 

Nh = Number of proposed lecturers to be used from the selected Universities 

N = Population size.  

Table 3. 2:     Questionnaire Allocation to Each University 

 Organisations Population  Calculation         Sample size 

1. Enugu State University of Science and 

Technology  

698 698 𝑥 344

3250
   =      74 

2. Imo State University, Owerri. 633 633 𝑥344

3250
  =       67 

3. Abia State University, Uturu Okigwe, 650 650 𝑥 344

3250
   =      69 

4. Ebonyi State University, Abakaliki, 659 659 𝑥 344

3250
  =        70 

5. Anambra State University, Igbariam, 610 610 𝑥 344

3250
  =        65 

 Total 3250        344 

                       Source: Author’s field work 2022 

1.6 Method of Data Collection and Distribution 

The instrument for data collection in the study was structured questionnaire. The measuring instruments for each of 

the attitudinal variables were developed and designed on a 5-point Likert Scale of Strongly Agree (SA), Agree (A), 

Neutral (U), Disagree (D) and Strongly Disagree (SD) with their corresponding weights of 5, 4, 3, 2 and 1 

respectively.  

3.8. Data Analyses Technique 

Data were analyzed using descriptive statistics such as the mean and standard deviation. The hypotheses were 

tested using the Pearson correlation coefficient(r).  

SECTION FOUR 



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DATA PRESENTATION, ANALYSES AND INTERPRETATION 

Table 4.1: Distribution and Returned Questionnaire 

4.1 Distribution and returned Questionnaire 

The chapter presents and analyzes the data collected for the study. The presentation and interpretation of data 

were based on the questionnaire administrated to the staff of the Universities in Southeast, Nigeria.  

Table 4.1 Distribution and Return of the Questionnaire  

Firms Distributed   No 

Returned  

percent No not 

Returned  

Percent 

1. Enugu State University of Science and 

Technology  

74 56 21 18 5 

2. Imo State University, Owerri. 67 60 17 7 1 

3. Abia State University, Uturu Okigwe, 69 53 15 16 4 

4. Ebonyi State University, Abakaliki, 70 62 18        8 1 

5. Anambra State University, Igbariam, 65 46 13 19 5 

Total 344 281       84 63 16 

Source: From the questionnaire administration, 2022 

Three hundred and forty four (344) copies of the questionnaire were distributed to the respondents and two 

hundred and eighty one (281) copies were returned representing eighty-four (84%) percent, while sixty three 

(63) copies of the questionnaire were not returned representing sixteen percent (16%). This shows a high rate of 

the respondents. 

4.2 The relationship between leaving of educated staff for quality of life and quality of teaching and 

learning in state owned universities in South East, Nigeria. 

Table 4.2.1 shows the relationship between leaving of educated staff for quality of life and quality of teaching 

and learning in state owned universities in South East, Nigeria. 

Table 4.2.1: Responses to research question one on the relationship between leaving of educated staff for 

quality of life and quality of teaching and learning in state owned universities in South East, Nigeria. 

  5 

SA 

4 

A 

3 

N 

2 

DA 

1 

SD 

∑FX - 

X 

SD Decision 

1 There is loss of value added which 

could have be achieved in the 

country 

600 

120 

42.7 

364 

91 

32.4 

51 

17 

 6.0 

32 

16 

5.7 

37 

37 

13.2 

1084 

281 

100% 

 

3.86 1.374 Agree 

2 Quality labour or workforce is 

reduced in the university 

575 

115 

40.9 

352 

88 

31.3 

57 

19 

6.8 

  44 

22 

7.8 

37 

37 

13.2 

1065 

281 

100% 

 

3.79 1.392 Agree 

3 Limited access to resources and 

drawbacks  are investable 

320 

64 

22.8 

584 

146 

52.0 

51 

17 

6.0 

40 

20 

7.1 

34 

34 

12.1 

1029 

281 

100% 

 

3.66 1.246 Agree 

4 Bringing a candidates knowledge of 

a subject may decline 

765 

153 

54.4 

160 

40 

14.2 

81 

27 

9.6 

52 

26 

9.3 

35 

35 

12.5 

1093 

281 

100% 

 

3.89 1.458 Agree 

5 The movement of lecturers for 

economic factors creates knowledge 

vaccum 

450 

90 

32.0 

540 

135 

48.0 

  45 

15 

5.3 

30 

15 

5.3 

26 

26 

9.3 

1091 

281 

100% 

3.88 1.188 Agree 

 Total Grand mean and standard 

deviation 

      3.816 1.3316  



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Source: Field Survey, 2022 

Table 4.2.1, 211 respondents out of 281 representing 75.1 percent agreed that there is loss of value added which 

could have be achieved in the country with mean score of 3.86 and standard deviation of 1.374.  Quality labour 

or workforce is reduced in the university with 203 respondents representing 72.2 percent agreed with mean 

score of 3.79 and standard deviation of 1.392. Limited access to resources and drawbacks are invetable with 210 

respondents representing 74.8 percent agreed with mean score of 3.66 and standard deviation of   1.246.  

Bringing a candidate’s knowledge of a subject may decline with 193 respondents representing 68.6 percent 

agreed with mean score of 3.89 and   1.458.  The movement of lecturers for economic factors creates knowledge 

vacuum with 225 respondents representing 80.0 percent agreed with a mean score of 3.88 and standard 

deviation of 1.188. 

4.2.2 The relationship between migration of high-quality lecturers for high salaries and visibility of state-

owned universities in South East, Nigeria. 

Table 4.2.2 shows the relationship between migration of high-quality lecturers for high salaries and visibility of 

state-owned universities in South East, Nigeria 

Table 4.2.2: Responses to research question one the relationship between migration of high-quality lecturers for 

high salaries and visibility of state-owned universities in South East, Nigeria 

  5 

SA 

4 

A 

3 

N 

2 

DA 

1 

SD 

∑FX - 

X 

SD Decision 

1 The departure of educated 

lecturers makes teaching 

unaccessible 

340 

68 

24.2 

480 

120 

42.7 

48 

16 

 5.7 

106 

53 

18.9 

24 

24 

8.5 

998 

281 

100% 

 

3.55 1.275 Agree 

2 There is discouragement of 

viable career path to range of 

graduates 

400 

80 

28.5 

412 

103 

36.7 

36 

12 

4.3 

  124 

62 

22.1 

24 

24 

8.5 

996 

281 

100% 

 

3.54 1.333 Agree 

3 The actual knowledge lecturer is 

expected to teach is lost 

305 

61 

21.7 

404 

101 

35.9 

78 

26 

9.3 

128 

64 

22.8 

29 

29 

10.3 

944 

281 

100% 

 

3.36 1.321 Agree 

4 Making things easier and 

understandable for students 

becomes difficult 

255 

51 

18.1 

520 

130 

46.3 

15 

5 

1.8 

124 

62 

22.1 

33 

33 

11.7 

947 

281 

100% 

 

3.37 1.322 Agree 

5 Loss of good lecturer reduces 

model for interactions among 

students and other lecturers 

350 

70 

24.9 

396 

99 

35.2 

  27 

9 

3.2 

124 

62 

22.1 

41 

41 

14.6 

938 

281 

100% 

3.34 1.430 Agree 

 Total Grand mean and 

standard deviation 

      3.432 1.3362  

Source: Field Survey, 2022 

Table 4.2.2, 188 respondents out of 281 representing 66.9 percent agreed that the departure of educated lecturers 

makes teaching inaccessible with mean score of 3.55 and standard deviation of 1.275.  There is discouragement 

of viable career path to range of graduates with 183 respondents representing 65.2 percent agreed with mean 

score of 3.54 and standard deviation of 1.333. The actual knowledge lecturer is expected to teach is lost with 

162 respondents representing 57.6 percent agreed with mean score of 3.36 and standard deviation of   1.321.  



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Making things easier and understandable for students becomes difficult with 181 respondents representing 64.4 

percent agreed with mean score of 3.37 and   1.322.  Loss of good lecturer reduces model for interactions 

among students and other lecturers with 169 respondents representing 60.1 percent agreed with a mean score of 

3.34 and standard deviation of 1.430. 

 

4.3   Test of Hypotheses 

4.3.1 Hypothesis One: There is no significance positive relationship between leaving of educated staff for 

quality of life and quality of teaching and learning in state owned universities in South East, Nigeria. 

Table 4.3.1.1 shows the correlations between leaving of educated staff for quality of life and quality of teaching 

and learning in state owned universities in South East, Nigeria 
Correlations 

 

There is loss of 

value added which 

could have bee 

achieved in the 

country 

Quality 

labour or 

workforce is 

reduced in 

the 

university 

Limited 

access to 

resources 

and 

drawbacks  

are invetable 

Bringing a 

candidates 

knowledge of a 

subject may 

decline 

The movement of 

lecturers for 

economic factors 

creates 

knowledge 

vaccum 

There is loss of value added 

which could have bee achieved 

in the country 

Pearson 

Correlation 
1 .869** .819** .698** .631** 

Sig. (2-tailed)  .000 .000 .000 .000 

N 281 281 281 281 281 

Quality labour or workforce is 

reduced in the university 

Pearson 

Correlation 
.869** 1 .813** .733** .637** 

Sig. (2-tailed) .000  .000 .000 .000 

N 281 281 281 281 281 

Limited access to resources and 

drawbacks  are investable 

Pearson 

Correlation 
.819** .813** 1 .746** .579** 

Sig. (2-tailed) .000 .000  .000 .000 

N 281 281 281 281 281 

Bringing a candidates 

knowledge of a subject may 

decline 

Pearson 

Correlation 
.698** .733** .746** 1 .615** 

Sig. (2-tailed) .000 .000 .000  .000 

N 281 281 281 281 281 

The movement of lecturers for 

economic factors creates 

knowledge vaccum 

Pearson 

Correlation 
.631** .637** .579** .615** 1 

Sig. (2-tailed) .000 .000 .000 .000  

N 281 281 281 281 281 

**. Correlation is significant at the 0.01 level (2-tailed). 

Table 4.3.1. Showed the Pearson correlation matrix on the leaving of educated staff for quality of life and 

quality of teaching and learning in the instutition showing the correlation coefficients, significant values and 

the number of cases. The correlation coefficient shows .579 <.869. This value indicates that the correlation is 

significant at 0.05 level (2 tailed) and implies that there was significance relationship between leaving of 

educated staff for quality of life and quality of teaching and learning in state owned universities in South 

East, Nigeria, (r=  .579 <.869). The computed correlations coefficient is greater than the table value of r = .000 

with at alpha level for a two-tailed test (r= .579 <.869, p<.05). 

 Decision Rule 

The decision rule is to accept the null hypothesis if the computed r is less than the tabulated r otherwise reject 

the null hypothesis. 

Decision 



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Since the computed (r =.579 <.869) is greater than the table value of .000, we reject the null hypothesis. 

Therefore, we concluded that there was significance relationship between leaving of educated staff for quality 

of life and quality of teaching and learning in state as reported in the probability value of ( r=.579 <.869, p<.05). 

 

4.3.2.1  Hypothesis Two: There is no significance positive relationship between migration of high quality 

lecturers for high salaries and visibility of state owned universities in South East, Nigeria. 

Table 4.3.2.1 shows the correlations between migration of high quality lecturers for high salaries and 

visibility of state owned universities in South East, Nigeria 
Correlations 

 

The departure 

of educated 

lecturers makes 

teaching 

unaccessible 

There is 

discourageme

nt of viable 

career path to 

range of 

graduates 

The actual 

knowledge 

lecturer is 

expected to 

teach is lost 

Making things 

easier and 

understandable 

for students 

becomes difficult 

Loss of good lecturer 

reduces model for 

interactions among 

students and other 

lecturers 

The departure of 

educated lecturers 

makes teaching 

unaccessible 

Pearson Correlation 1 .841** .723** .806** .749** 

Sig. (2-tailed)  .000 .000 .000 .000 

N 281 281 281 281 281 

There is 

discouragement of 

viable career path to 

range of graduates 

Pearson Correlation .841** 1 .764** .781** .830** 

Sig. (2-tailed) .000  .000 .000 .000 

N 
281 281 281 281 281 

The actual knowledge 

lecturer is expected to 

teach is lost 

Pearson Correlation .723** .764** 1 .866** .725** 

Sig. (2-tailed) .000 .000  .000 .000 

N 281 281 281 281 281 

Making things easier 

and understandable for 

students becomes 

difficult 

Pearson Correlation .806** .781** .866** 1 .821** 

Sig. (2-tailed) .000 .000 .000  .000 

N 
281 281 281 281 281 

Loss of good lecturer 

reduces model for 

interactions among 

students and other 

lecturers 

Pearson Correlation .749** .830** .725** .821** 1 

Sig. (2-tailed) .000 .000 .000 .000  

N 
281 281 281 281 281 

**. Correlation is significant at the 0.01 level (2-tailed). 

Table 4.3.2. Showed the Pearson correlation matrix on migration of high quality lecturers for high salaries and 

visibility of  the institutions showing the correlation coefficients, significant values and the number of cases. 

The correlation coefficient shows .725 <.841. This value indicates that the correlation is significant at 0.05 level 

(2 tailed) and implies that there was significance relationship between migration of high quality lecturers for 

high salaries and visibility of state owned universities in South East, Nigeria., (r= .725 <.841). The computed 

correlations coefficient is greater than the table value of r = .000 with at alpha level for a two-tailed test (r= .725 

<.841, p<.05). 

 Decision Rule 

The decision rule is to accept the null hypothesis if the computed r is less than the tabulated r otherwise reject 

the null hypothesis. 

Decision 

Since the computed (r =.725 <.841) is greater than the table value of .000, we reject the null hypothesis. 

Therefore, we concluded that there was significance positive relationship between migration of high quality 



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lecturers for high salaries and visibility of state owned universities in South East, Nigeria as reported in the 

probability value of ( r=.725 <.841, p<.05). 

 

 

 

4.4  Discussion of Findings 

4.4.1 The relationship between leaving of educated staff for quality of life and quality of teaching and 

learning in state owned universities in South East, Nigeria. 

From the result of hypothesis one, the computed (r =.579 <.869) is greater than the table value of .000, we reject 

the null hypothesis. Therefore, we concluded that there was significance relationship between leaving of 

educated staff for quality of life and quality of teaching and learning in state owned universities in South 

East, Nigeria as reported in the probability value of ( r=.579 <.869, p<.05).  In the support of the result, in the 

literature review, Ogunode and Ishaya, (2019) Effects of Brain-Drain on Higher Institutions’ Administration in 

Nigeria. Brain-drain is one of the major problems facing Nigerian higher institutions. Many higher institutions 

in Nigeria are losing their professors daily due to poor working conditions. The paper identified the causes of 

brain-drain in the Nigerian higher institutions to include but not limited to; poor salary, unconducive working 

environment, poor staff development, inadequate infrastructural facilities, strike actions, insecurity and 

inadequate funding while the identified effects of brain-drain on the higher institutions administration to 

includes; poor quality education, high student-teacher ratio, shortages of academic staff, poor research 

development and poor programme development. The study in order to ensure higher institutions sustainability 

in Nigeria hereby recommended among others the following: government should increase the motivation of 

academic staff, implement all reached agreement with trade union groups or civil society organizations in the 

country, ensure adequate life and job security in all higher institutions and provide more infrastructural facilities 

4.4.2  The relationship between migration of high-quality lecturers for high salaries and visibility of 

state-owned universities in South East, Nigeria. 

From the result of hypothesis two, the computed (r =.725 <.841) is greater than the table value of .000, 

Therefore, we concluded that there was significance positive relationship between migration of high quality 

lecturers for high salaries and visibility of state owned universities in South East, Nigeria as reported in the 

probability value of ( r=.725 <.841, p<.05). In the support of the result, in the literature review, Amini and 

Okonmah, (2020) Lecturers’ Workload and Productivity in Universities in Delta State. This study investigated 

lecturers’ workload and productivity in Universities in Delta State. It was found that, there is significant high 

negative relationship between lecturers teaching workload, marking workload, supervision of students’ project 

workload, research workload and participation in community service workload and productivity in Universities 

in Delta State independently and jointly taken. It was recommended among others that lecturers should always 

ensure that their teaching activities are well prioritized so as to give adequate attention to the learning needs of 

students. 

Summary of Findings, Conclusion, Recommendation 

5.1 Summary of Findings 

i. There was significance positive relationship between leaving of educated staff for quality of life and quality 

of teaching and learning in state owned universities in South East, Nigeria, ( r=.579 <.869, p<.05). 

ii. There was significance positive relationship between migration of high quality lecturers for high salaries 

and visibility of state owned universities in South East, Nigeria, ( r=.725 <.841, p<.05). 



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5.2 Conclusion 

The study concluded that the departure of educated staff, skilled staff movement, and migration of lecturers had 

significant negative relationship with quality of teaching and learning, visibility and mobility of academic 

researcher’s staff in state owned universities in South East, Nigeria. Thus, brain drain is a situation where the 

highly skilled and specialized individuals leave low-paying jobs for highly- paid jobs, usually outside the 

country. Baridam and Baridam, (2020) noted the mass exodus of highly skilled manpower from Nigeria to other 

enabling environments of the world is a classic definition of brain drain at its most scandalous manifestation. 

The bad news is that while the benefitting countries of brain drain continue to improve their skilled manpower 

base, the victim countries, such as Nigeria, continue to suffer from specialized manpower deficit on all fronts. 

5.3 Recommendations 

Based on the findings of the study, the following recommendations were proffered. 

i. The government should endeavor to have good economic environment that can sustain the educated 

personal in the country for retention of quality workforce. 

ii. To reduce the most highly skilled and competent individuals leaving the country, and contributing their 

expertise to the economy of other countries, Government should try and motivate the lecturers by paying 

them well. 

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