BARRIERS TO COLLABORATIVE RESEARCH IN EDUCATION: A STUDY OF HIGHER EDUCATION LECTURERS IN KWARA STATE, NIGERIA

Abstract

This study investigates the importance of collaborative research and the key barriers hindering its practice among lecturers in universities, polytechnics, and colleges of education in Kwara State, Nigeria. Using a descriptive survey design, data were collected from 150 lecturers through a structured questionnaire (BCRHELQ) and analyzed using descriptive and inferential statistics. Results revealed a strong agreement on the benefits of collaborative research, including enhanced research quality, access to funding, mentorship, and policy relevance. However, significant barriers were identified, notably a lack of research funding (M = 4.50), heavy workloads (M = 4.40), and limited institutional support (M = 4.30). An ANOVA test indicated significant differences in perceived barriers across institution types, with lecturers from colleges of education reporting higher levels of constraint. Senior academics were found to engage more in collaborative research than their junior counterparts. The study concludes that systemic and institutional challenges continue to obstruct collaborative efforts, despite their recognized value. It recommends increased funding, workload adjustments, mentorship programs, and infrastructure improvements to foster a more collaborative research culture in Nigerian higher education institutions.

Keywords: Collaborative research, education, higher education lecturer.