Research Article

Standardised Predictive Linear Models of Managerial Processes and the Sustainability of Graduate Programmes (SGPs) in Universities: A Case Study

Valentine Joseph Owan 1 * , Oni Enene Offu 1
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1 Department of Educational Management, University of Calabar, Calabar, NIGERIA* Corresponding Author
Contemporary Mathematics and Science Education, 2(1), 2021, ep21006, https://doi.org/10.30935/conmaths/9681
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ABSTRACT

The exploration of the literature indicated that much studies abound in related areas. Much seems yet to be known about the nature of the relationship that exists between managerial variables and the sustainability of graduate programmes. To bridge this gap, we utilized a standardised multiple regression approach to build up linear models that examine three managerial processes (strategic planning, staff and information/communication management) and how they affect three proxies of the sustainability of graduate programmes (availability of funds and facilities, as well as supervision) respectively and cumulatively. Quantitative data were obtained from an entire population of 149 managers (Head of Departments and Deans) in the University of Calabar, Calabar, Nigeria using a questionnaire. Findings emerged, among others, a significant relationship between each of the managerial processes to the sustainability of graduate programmes generally and particularly in terms of availability of funds, facilities and supervision; the three predictor variables partially and jointly accounted for significant proportions in the sustainability of graduate programmes generally and specifically in terms of the various dimensions. Based on this evidence, one general and three partial predictive linear equations, as well as models were derived, while relevant action-based implications for effective management and practice were discussed.

CITATION (APA)

Owan, V. J., & Offu, O. E. (2021). Standardised Predictive Linear Models of Managerial Processes and the Sustainability of Graduate Programmes (SGPs) in Universities: A Case Study. Contemporary Mathematics and Science Education, 2(1), ep21006. https://doi.org/10.30935/conmaths/9681

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