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This study was undertaken to identify the EFFECT OF HUMAN RESOURCES MANAGEMENT ON STUDENTS ACEDEMICS PERFORMANCE IN PUBLIC UNIVERSITIES. CASE OF BUEA. To go through this study, variables were formulated in the form of questions which were later put in questionnaires. Works of other author were reviewed under the variables of the study. The research design used was the survey research design. The population comprised students each from the department of educational psychology and the department of curriculum studies and 400 students in the University of Buea. The data collected was analyzed using simple percentages. From the data collected, the findings revealed the following; The consequences of classroom overcrowding in the university of Buea has an adverse effect on students’ academic achievement, The consequences of sitting position in the University of Buea has a negative effect on students’ academic achievement, students’ level of motivational has a negative effect on the academic achievement in an inadequate classrooms in the University of Buea finally, students’ performance are being affected negatively  due to lectures in inadequate classrooms  in the University of Buea



1.1 Background of the study

First, under unstable economic conditions, human resource is established as the most valuable resource within the national economy. The people are the bearer of cultures, experiences, abilities, skills and they are able to generate innovation and creation. With innovative and creative spirit, the people can make the difference between failure and success. The attention given to human capital increases exponentially in the unusual situational context: crisis, conflict at organisational and at national level. It has become commonly acknowledged that the essential element in any functional or business organisation is its human resources. This argument has gained its increasingly acknowledged importance due to the big emphasis it does on the assumption that without communication mechanisms inside organisations, they cannot function and deliver their services effectively. Since the major purpose of educational institutions is to deliver quality educational services, the key factor ensuring fulfilment of this purpose is the human resources. That is the reason why human resources of educational institutions are often considered as their most valuable assets. In this context, developing human resources is an essential complex, continuous and high responsibility process for any organisation, which involves actions and activities to select and train new staff and to retain existing one (Popescu & CRENICEAN, 2011). The researcher will be discussing this below under the historical, theoretical, conceptual and contextual backgrounds.

According to Alareqe, (2014) the general objectives of HRM are as follows:

  1. To achieve the organisational goals by proper utilisation of human resources.

  1. To develop and maintain healthy working relations among all the employees and to adopt sound, desirable organisation structure.

  2. To integrate individual and group goals within an organisation.

  3. Establishing mutually satisfying work relationships between all the workers of the business enterprises at different work levels.

  4. It provides adequate opportunities to the highest level of perfection with due dignity and well- being.

  5. Effective & optimum utilisation of human resources within the enterprise without their exploiting to attain economically and effectively the goals of the business organisation.

  6. To create opportunities and facilities for individual and group developments according to the growth and development of the organisation.

  7. To identify and satisfy individual, worker and group’s needs, such as fair wages and salaries, incentives, welfare facilities, social security, prestige, reorganisation, security, status etc.

Human resource planning: The objective of HR Planning is to ensure that the organization has the right types of persons at the right time at the right place. It prepares human resources inventory with a view to assess present and future needs, availability and possible shortages in human resource. HR Planning

Design of organization and job: This is the task of laying down organization structure, authority, relationship and responsibilities. This will also mean definition of work contents for each position in the organization. This is done by: job description. Another important step is job specification. Job specification identifies the attributes of persons who will be most suitable for each job which is defined by job description.

Selection and staffing: This is the process of recruitment and selection of staff. This involves matching people and their expectations with which the job specifications and career path available within the organization.

Training and development: This involves an organized attempt to find out training needs of individuals to acquire the knowledge and skill which is needed not only to perform current job but also to fulfil the future needs of the organization.

Organizational development: This is an important aspect whereby “Synergetic effect” is generated in an organization i.e. healthy interpersonal and inter-group relationship within the organization.

Compensation and benefits: This is the area of wages and salaries administration where wages and compensations are fixed scientifically to meet fairness and equity criteria. In addition, labour and welfare measures are involved which include

Through HR planning, managers anticipate the future supply of and demand for employees and the nature of workforce issues, including the retention of employees. So HRP precedes the actual selection of people for organization. These factors are used when recruiting applicants for job openings. The selection process is concerned with choosing qualified individuals to fill those jobs. In the selection function, the most qualified applicants are selected for hiring from among the applicants based on the extent to which their abilities and skills are matching with the job.

Role of HR Manager

Human Resources Manager plays a vital role in the modem organization. He plays various strategic roles at different levels in the organization. The roles of the HR Manager according to Becker & Huselid (2006) include roles of conscience, of a counsellor, a mediator, a company spokesman, a problem solver and a change agent.

The Conscience Role: The conscience role is that of a humanitarian who reminds the management of its morals and obligations to its employees.

The Counsellor: Employees who are dissatisfied with the present job approach the HR manager for counselling. In addition, employees facing various problems like marital, health, children education/marriage, mental, physical and career also approach the HR managers. The HR Manager counsels and consults the employees and offers suggestions to solve/overcome the problems.

The Mediator: As a mediator, the HR manager plays the role of a peace-maker. He settles the disputes between employees and the management. He acts as a liaison and communication link between both of them.

The Spokesman: He is a frequent spokesman for or representative of the company.

The Problem-solver: He acts as a problem solver with respect to the issues that involve human resources management and overall long range organizational planning.

Contextually according to Law No. 005 of 16 April 2001 to Guide Higher Education in Cameroon, Article 1: (1) stipulates that the law shall lay down the general legal framework and basic guidelines for higher education in Cameroon. Also,

Besides, Article 10: (1) The State shall permanently monitor the implementation of rules and regulations in all higher education domains as well as academic and pedagogic activities of all private education institutions. (2) It shall be empowered to sanction administrative and academic authorities as well as students, lecturers and other higher education staff in compliance with the statutory provisions. (3) The monitoring of the higher education policy and the supervision of its implementation shall be ensured by a supervisory authority appointed by statutory means. Moreover, looking at Article 12: (1) These studies shall be organized according to training cycles and courses whose respective numbers and study periods shall vary based on the institutions and types of studies concerned. (2) The organization of training cycles according to levels or years of studies in the schools of university institutions shall be laid down by specific instruments. (3) Each cycle shall award a national or school certificate for acquired competencies and/or professional skills. (4) Syllabuses shall ease changes in courses and the furtherance of studies. To this end, programmes and conditions of access to institutions shall ease changes from one training course to another through partnerships signed between institutions under the guidance of the supervisory authority. Article 13: (1) The first cycle shall be open to holders of the “Baccalaureate” and the General Certificate of Education (Advanced Level), as well as of equivalent certificates, according to the statutory requirements. It shall: Enable a student to acquire, deepen and diversify knowledge in basic disciplines which pave the way for major sectors of activities, as well as to

1.2 Statement of the Problem

Based on preliminary research and participant observation, the problem plaguing continues learning and self-development in English speaking public Universities in Cameroon can be seen from three dimensions: the economic, social and organizational domains. Economically, in most Less Developing Countries (LDC) including Cameroon, the motivation for continuous learning and self-development for most lecturers is very poor. To add, the economic situation of the economy does not support the lecturers financially to continue learning through the provision of scholarship opportunities, and this is made worst as most of them do not have enough income to support such ventures. Equally, regarding their social status, most of them are either married and have a lot of responsibilities that consumes a considerable part of their earnings. Meanwhile others because of their social lifestyle, they may not even be willing to engage in to continuous learning and any other form of self-development activity because they do not even know that they have to learn and do not know that knowing more is necessary for their success regardless of whether you are poor or not.

On the part of the organization, the management style is thrifty and does not reward employees who have attained additional qualifications. This alone is very discouraging to others who intend to further their education. More so, the personnel policy could be such that supports continues learning and self-development of their lecturers, yet management in most cases are unwilling to implement the strategy as it is. Thus, discouraging lecturers from pursuing continuous learning and self-development. More so, the fact that these institutions do not provide sabbatical leave to their employees makes it difficult for lecturers to devote ample time for studies as they are left with no option than to concentrate on their job. Even when they do, there is usually a conflict between the lecturer’s devotion to their employer and their

Because of these, the researcher sought to investigate the effects of human resource management on students’ academic performance in English Speaking Public Universities in Cameroon.

1.3 Research question

General research question

  • To what extent does Human Resource Management affect students’ academic performance in English Speaking Public Universities in Cameroon?

Specific research questions

  • To what extent does recruitment and selection affect students’ academic performance in English Speaking Public Universities in Cameroon?
  • To what extent does human resource development affect students’ academic performance in English Speaking Public Universities in Cameroon?
  • To what extent does motivation affect students’ academic performance in English Speaking Public Universities in Cameroon?
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