The Massive Academic Migration from Benue to Keffi –By Matthew Ma

Recently, Nasarawa State University, Keffi, held its annual convocation ceremony, celebrating the academic accomplishments of its diverse group of graduates. Among them were several number students who earned their PhDs. As I meticulously reviewed the list of graduates, I was particularly struck by the notable representation of individuals from Benue State who had achieved this prestigious milestone. This observation raises an intriguing question: what underlying factors might be driving the trend among Benue indigenes to pursue doctoral studies at Nasarawa State University, Keffi (NSUK)? Is it the university’s academic reputation, its accessible location, or perhaps a proactive recruitment strategy targeting prospective students from Benue?

Two groups of people expressed their opinions on why graduates and junior academics from Benue State are pursuing doctoral studies at Nasarawa State University (NSUK). The first group asserts that NSUK is awarding doctoral degrees through questionable methods and that this perceived laxity in academic standards has created an opportunity for graduates from Benue State to acquire the title of Doctor of Philosophy with relative ease. Supporters of this viewpoint draw troubling comparisons to a time when individuals were known to obtain degrees in Togo, which raised serious doubts about the authenticity and value of those credentials. They argue that while these graduates may initially celebrate their new academic titles, the long-term implications of obtaining degrees through potentially dubious means could pose significant problems. According to them, the eventual reality of these questionable qualifications may emerge over time, impacting the employability and academic credibility of those individuals. While I cannot independently confirm the accuracy of this statement, if the argument presented does indeed hold merit, it requires careful and thorough examination. This consideration should extend beyond the educational institutions directly involved in the situation and actively engage policymakers committed to understanding and shaping the broader landscape of higher education nationwide.

The second group argued that several critical issues underlie this migration, including capacity and confidence, the university’s academic reputation, NSUK’s geographical proximity, and proactive recruitment strategies. They first noted that Benue State University, once a promising center for postgraduate education in the North-Central region, is now struggling to attract and retain PhD candidates. Key issues include prolonged program durations, inconsistent academic calendars, and various administrative hurdles, which serve as significant deterrents. For them, time is not merely a measure; it is a valuable currency. Delays extending several years beyond planned completion dates can disrupt careers, undermine research ambitions, and create financial strain. The second reason cited by this group is the robust reputation of Nasarawa State University for stability and efficiency in its postgraduate programs. In discussions with various PhD graduates, they commended the university for its dependable academic calendar, well-defined supervision structures, and enhanced access to research resources. While no institution is without its challenges, many students believe that NSUK provides a system that better meets their academic needs.

The third reason the group put forward was about the growing emphasis on research output and institutional rankings. For example, in 2025, Nasarawa State University, Keffi (NSUK) achieved recognition as the leading university in Nigeria for Quality Education (aligned with SDG 4). It ranked among the top 10 universities nationwide, largely due to its research impact and contributions to sustainable development. Currently, it stands at 36th position in Sub-Saharan Africa and 8th in Nigeria. With a student body exceeding 10,000 and multiple campuses in Keffi, Lafia, Pyanku, and Gudi, the university is continually enhancing its reputation through academic and infrastructure improvements. This includes the development of specialized programs, such as the establishment of new faculties in engineering and health sciences, as well as the creation of the Center for Cyberspace Studies, Entrepreneurship Development, Open Distance e-Learning, the Center for Medical Geology Research, the Center for Climate Action, and the Center for Continuing Studies. Institutions that exhibit a strong research culture, provide substantial publication support, and maintain active academic networks naturally garner greater interest. Thus, if BSU is perceived—whether accurately or not—as falling behind in these areas, the trend of migration among scholars is likely to continue.

The group also identified funding as a key factor influencing Benue indigenes’ decision to pursue graduate programs at NSUK. They noted that many students have reported that access to grants, assistantships, and research sponsorships is both more favorable and better organized at NSUK. For example, in 2025, the university’s Internally Generated Revenue (IGR) rose to over ₦7 billion, an increase from ₦5 billion in 2024, thanks in part to support from the state government and TETFund interventions. They further noted that recently, NSUK has strengthened its financial position by settling more than ₦2 billion in liabilities, including staff gratuities and allowances. They also acknowledged that when postgraduate education is largely self-funded, even modest financial support can significantly influence students’ choices.

The final argument presented focused on NSUK’s closeness to Benue State. This group contended that NSUK’s proximity to Benue State considerably enhances its attractiveness as a higher education institution. Situated just a short distance away, NSUK provides a convenient option for students looking to further their education without the challenge of relocating far from home. This closeness allows Benue indigenes to enjoy the benefits of a quality education while minimizing the financial and logistical challenges that often accompany moving to universities in distant locations. In addition to its convenient location, NSUK may be employing proactive recruitment strategies to attract prospective students from Benue State. These strategies could include outreach programs in local communities, partnerships with nearby educational institutions, and collaborative projects to promote the value of higher education among youth in the region. Through these focused initiatives, NSUK is poised to connect with numerous individuals contemplating advanced degrees. Consequently, an increase in the number of Benue indigenes pursuing their PhD journeys at NSUK is anticipated, further enhancing the academic community and nurturing local talent.

While these arguments may have merit, some believe the trend should not be seen solely as a limitation of Benue State University. Instead, it should be recognized as part of a broader systemic challenge affecting the higher education landscape in Nigeria. According to them, this landscape is characterized by considerable disparities among institutions, inconsistent funding, and a lack of standardized practices for postgraduate students. Such discrepancies not only undermine the potential of individual universities but also tarnish the overall credibility of the higher education system in Nigeria. Moreover, the reputations of these universities are shaped not only by their internal governance and operational efficiency but also by the external policy frameworks and political environments in which they function.

In discussions with professors from Benue and Nasarawa, a consensus emerged that Benue State University requires a comprehensive revision of its academic programs to align with international standards. While I cannot confirm the accuracy of this assertion, should it be true, the university must intensify its efforts to attract students. This calls for a serious reform strategy, as these changes are no longer merely recommendations; they are essential measures for ensuring the institution’s survival and relevance in an increasingly competitive academic landscape. First, the university must strengthen its postgraduate administration to create a more efficient and supportive environment for students. This includes streamlining processes for program enrollment, advising, and overall student support, ensuring that graduates have the guidance and resources they need to navigate their advanced studies. Second, facilitating timely program completion is crucial. For example, implementing measures that enable students to progress through their programs without unnecessary delays will not only enhance their educational experience but also improve the institution’s retention rates. Third, investing in research infrastructure must also be prioritized. By providing state-of-the-art facilities, resources, and funding for research initiatives, universities can foster an environment where innovative ideas thrive, and students feel encouraged to engage in innovative projects. Lastly, cultivating a vibrant academic culture is essential for attracting and retaining students. This can be achieved by promoting interdisciplinary collaboration, encouraging intellectual exchange, and creating opportunities for professional development and networking.

The ongoing migration of students from Benue State to Nasarawa State provides several valuable lessons, both cautionary and constructive. First, it highlights the significance of institutional stability alongside academic reputation. Frequent strikes, administrative disruptions, and inadequate infrastructure in home institutions compel students to seek environments with reliable academic calendars and feasible completion timelines. Second, it reveals a shift towards increased student pragmatism. Many students are no longer sentimentally attached to their state institutions; rather, they are making calculated decisions based on factors such as efficiency, cost, quality of supervision, and career timelines. Third, this trend emphasizes the competition among universities. Institutions that promote continuity, invest in postgraduate support, and streamline their processes naturally attract talent—even from neighboring states. This serves as a market signal: students are drawn to institutions that provide value.

However, there are warning signs as well. For Benue, this migration signifies a brain drain at the training level, which can weaken its academic ecosystem and potentially diminish long-term research output. It also raises concerns regarding equity and access, as not all students can afford the relocation. On the positive side, such movement can promote inter-state academic exchange, broaden perspectives, and establish networks beyond local boundaries—benefits that enrich both the students and the host institutions.

At the end of the day, pursuing education outside of your home state is not inherently a crime; rather, it is often a valuable opportunity for personal and academic growth. Many individuals, including myself, have successfully studied abroad to pursue degrees and specializations, enhancing their skills and knowledge in ways that benefit themselves and their communities. However, the reasoning behind a student’s decision to study outside their home state deserves thoughtful examination. If students are pursuing education elsewhere due to inadequate academic programs or insufficient support services in their own State, this raises important concerns. Such a trend may indicate deeper systemic issues within the educational framework that require immediate attention and intervention.

On the other hand, if students choose to leave the State to pursue specialized knowledge and skills that could benefit their local communities upon their return, this trend should be actively supported and encouraged. Such opportunities for education and training can equip them with valuable expertise that can address pressing community needs, drive innovation, and foster economic development. By investing in their growth outside the State, we are ultimately investing in the future well-being and prosperity of our communities. In the case of Benue State University, the authorities must acknowledge these challenges and respond promptly. They should assess their academic programs, support systems, and overall educational environment to ensure that students have the necessary resources and opportunities to succeed. By taking these steps, the university can cultivate a more conducive learning environment that encourages students to stay and excel in the State, rather than feel the need to explore options elsewhere.

Rev. Ma, S.J., is a Jesuit priest and a public policy analyst. He currently writes from Abuja, Nigeria.