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2026
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| Online Access: | https://doi.org/10.5281/zenodo.19130310 |
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| author | Matthew Taiwo Oni, Manthekeleng Agnes Linake & Chima Jonas Egbujuo |
| author_facet | Matthew Taiwo Oni, Manthekeleng Agnes Linake & Chima Jonas Egbujuo |
| contents | <p>Student union politics in tertiary institutions is widely regarded as a platform for leadership development, civic participation, and democratic engagement among undergraduates. However, intensive participation in political activities may generate competing demands between political responsibilities and academic obligations. Drawing on Kahn et al.’s Role Conflict Theory (1964), this study assessed the influence of student politics on academic performance, identified strategies for mitigating its negative consequences on academic performance, and compared the institutional approaches adopted by tertiary institutions to manage these challenges. The study adopted a qualitative comparative case study design involving two Nigerian public tertiary institutions: the University of Ibadan and the Polytechnic of Ibadan. Purposive sampling was used to select thirty key informants (15 from each institution), comprising student union leaders, academic staff, and administrative personnel who were directly involved in student governance or student affairs. Data were collected through semi-structured key informant interviews using the Academic Outcomes and Student Politics Interview Schedule (AOSPIS). Interview transcripts were analysed using inductive thematic analysis. Responses were coded, organised into thematic categories, and compared across the two institutional contexts. Findings indicate that participation in student politics contributes positively to leadership development, communication competence, and civic awareness among students. However, political engagement was also found to demand considerable time and attention, often creating conflicts with academic responsibilities. While majority of the respondents reported negative academic implications, some participants acknowledged positive outcomes. The study concludes that although student politics serves as an important avenue for leadership development, excessive involvement may undermine students’ academic performance due to role conflicts between political and academic responsibilities. This study contributes to existing literature by providing comparative institutional insights into how tertiary institutions manage the intersection between student political engagement and academic performance. The study recommends the institutionalisation of structured mentorship programmes, clearly defined institutional policies regulating student political activities, and mandatory counselling support for student leaders to ensure effective balance between academic obligations and political responsibilities.</p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_19130310 |
| institution | Zenodo |
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| publishDate | 2026 |
| publisher | Zenodo |
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| spellingShingle | Impact of Student Union Politics on Academic Performance: A Comparative Analysis of Two Nigerian Public Higher Education Institutions Matthew Taiwo Oni, Manthekeleng Agnes Linake & Chima Jonas Egbujuo Role conflict theory, student politics, academic performance, tertiary education, institutional policy, mentorship programmes <p>Student union politics in tertiary institutions is widely regarded as a platform for leadership development, civic participation, and democratic engagement among undergraduates. However, intensive participation in political activities may generate competing demands between political responsibilities and academic obligations. Drawing on Kahn et al.’s Role Conflict Theory (1964), this study assessed the influence of student politics on academic performance, identified strategies for mitigating its negative consequences on academic performance, and compared the institutional approaches adopted by tertiary institutions to manage these challenges. The study adopted a qualitative comparative case study design involving two Nigerian public tertiary institutions: the University of Ibadan and the Polytechnic of Ibadan. Purposive sampling was used to select thirty key informants (15 from each institution), comprising student union leaders, academic staff, and administrative personnel who were directly involved in student governance or student affairs. Data were collected through semi-structured key informant interviews using the Academic Outcomes and Student Politics Interview Schedule (AOSPIS). Interview transcripts were analysed using inductive thematic analysis. Responses were coded, organised into thematic categories, and compared across the two institutional contexts. Findings indicate that participation in student politics contributes positively to leadership development, communication competence, and civic awareness among students. However, political engagement was also found to demand considerable time and attention, often creating conflicts with academic responsibilities. While majority of the respondents reported negative academic implications, some participants acknowledged positive outcomes. The study concludes that although student politics serves as an important avenue for leadership development, excessive involvement may undermine students’ academic performance due to role conflicts between political and academic responsibilities. This study contributes to existing literature by providing comparative institutional insights into how tertiary institutions manage the intersection between student political engagement and academic performance. The study recommends the institutionalisation of structured mentorship programmes, clearly defined institutional policies regulating student political activities, and mandatory counselling support for student leaders to ensure effective balance between academic obligations and political responsibilities.</p> |
| title | Impact of Student Union Politics on Academic Performance: A Comparative Analysis of Two Nigerian Public Higher Education Institutions |
| topic | Role conflict theory, student politics, academic performance, tertiary education, institutional policy, mentorship programmes |
| url | https://doi.org/10.5281/zenodo.19130310 |