The Vice-Chancellor, Professor Adeniyi Olayanju has reiterated the need for academics to constantly build capacity towards fulfilling the tripodal mandate of teaching, research and community development, noting that it is what culminates in meaningful and sustainable social transformation.

Professor Olayanju made this known at the opening event of the 2-day Bootcamp organized by the Department of Physical Sciences, Landmark University on Thursday, 3rd September 2020, aiming at assisting faculty and staff not only in the department but University-wide and beyond to live up to their responsibilities in teaching and research. 

According to the Vice-Chancellor who attended virtually, learning is lifelong, and imperative for continuous relevance, productivity and impact in an institution, that is why Landmark, having capacity building as one of her core values, is committed to the development of her workforce, being central to the fulfilment of the University’s tripodal mandate. He noted also that “the joy of any leader is in the growth and development of his people, and I want to appreciate the leadership of the Department of Physical Sciences and the College of Pure and Applied Sciences for leading in this direction which will not only further enhance productivity in our publication drive but also move us to the top and maintain our position at the top. It is my belief that all participants will be greatly impacted as we explore new knowledge and share ideas for self-development for societal transformation.”

Acknowledging the significance of the Bootcamp to the Landmark University context, the Dean, College of Pure and Applied Sciences, Professor O.O. Osemwegie remarked that the initiative to boost productivity in the department is a demonstration of their commitment to the publication drive of the University. He expressed hope that the topics of the Bootcamp would reengineer the research ‘genomic’ encoded in every faculty in order to thrive in academia, noting the key role continuous learning plays in human development. Professor Osemwegie, therefore, implored members of faculty to eschew academic arrogance which is most times exhibited oblivious of its inimical effect on their career. 

In her welcome remarks, the Head of Department, Physical Sciences, Dr Adejumoke Iyinbor, who affirmed that the Bootcamp was aimed at helping not only academics but also people from all works of life, revealed that the topics of discourse were carefully crafted to address major challenges and proffer solutions for the people to successfully navigate their career path to their desired heights, noting the influence of knowledge, learning and association on human mind and character. 

While, therefore, welcoming members of faculty and staff of her department and the University at large, and the over one hundred online participants to the Bootcamp, Dr Iyinbor appreciated the management of the University for their support toward the successful hosting of the event.

Kickstarting the training sessions was a presentation on “The Common Errors in Statistical Analysis and the Way-out” delivered by Dr Folaranmi Lukman. The session identified the misappropriation of statistical methods by most researchers as the major impediment to research breakthroughs and publications. He said, “poor statistics in science leads to poor science. Error seen in published papers corresponds to the deficiencies in statistical knowledge. However, statistical errors lead to incorrect conclusions.” He asserted that for research to gain acceptance,  understanding of the fundamentals of statistics is essential on the appropriate use of statistical techniques. He then took participants on the common statistical methods, parametric statistics and non-parametric statistics, and common errors in statistical analysis focusing on statistical methods and interpretation.

The second presentation titled “Combining Teaching Responsibilities with Effective Research” which was made by Professor Olugbenga Bello, emphasized the complementary importance of both teaching and research while situating their balance in the academic career. He noted that without research, teaching cannot be qualitative and effective. He then highlighted useful tips that could help in balancing the responsibilities thereby leading a successful academic career, some of which were time budget and goal setting for teaching and research. Other requirements included avoiding procrastination, starting early and never abandon what was started, planning ahead, finding an accountability partner, prioritizing, and limiting distractions.

Participants of the Bootcamp expressed delight over the presentations which they said had opened new vistas of balancing and maximizing opportunities in their academic career.




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