Gender Factors Responsible for Low Enrolment in Engineering and Nursing in Nigerian Universities: A Case Study of University of Ibadan, Ladoke Akintola University and Bowen University

Abstract

This study explores gender-related factors influencing undergraduate students’ experiences and course choices in the disciplines of Engineering and Nursing across three purposively selected Nigerian universities: the University of Ibadan (UI), Ladoke Akintola University of Technology (LAUTECH), and Bowen University (BU), located in Oyo and Osun States. These institutions were chosen based on their historical significance and the early establishment of both Engineering and Nursing programs. In addition, the universities were selected based on their proximity to minimise security risks during data collection. The study examines gender factors responsible for the low enrolment rates in Engineering and Nursing programs in Nigerian universities, investigates their causes and effects, and proposes possible solutions and recommendations. The findings aim to promote gender balance in the two professions and assist both government and university authorities in formulating equitable educational policies. A qualitative research design was employed, involving 72 participants divided into two respondent groups. The first group comprised 48 final-year undergraduate students (500 Level), equally representing both genders and disciplines, who participated in In-Depth Interviews (IDIs). From each university, 16 students (eight per discipline, with gender balance) were interviewed. The second group consisted of 24 Key Informant Interview (KII) participants drawn from academic staff in strategic positions—one Reader (Sub-Dean) per discipline and three Senior Lecturers from each discipline per university—totalling eight key informants per institution. The Social Cognitive Career Theory (SCCT) provided the theoretical framework, guiding the exploration of factors shaping students’ academic and career choices. Data were analysed using content analysis techniques to uncover patterns and insights into gender dynamics within these traditionally gendered disciplines. The study offers a nuanced understanding of gendered academic trajectories in Nigerian higher education.