Ibironke Oluwakemi ¹, Lawal Bukola ², Olayinka-Phillips Cynthia ³, Ojo Olumuyiwa ⁴, Olusola Philip ⁴, Adekanmbi Oluyemi ⁴, Idowu Olufunmi ¹, Rachael Oloye ⁵, ¹ University of Lincoln, United Kingdom, ² University of Ibadan, Nigeria, ³ Cardiff Metropolitan University, United Kingdom, ⁴ Lead City University Ibadan, Nigeria, ⁵ The Polytechnic Ibadan, Nigeria

Equality, diversity, and inclusion (EDI) constitute essential pillars for sustainable innovation in the Nigerian higher education system. Accordingly, this study investigated the lived experiences of Office Technology and Management (OTM) teaching staff undertaking doctoral studies at a private university in Ibadan, Nigeria, through a qualitative research approach involving in-depth interviews and thematic analysis. A purposive sampling strategy was employed to recruit Office Technology and Management (OTM) teaching staff from polytechnics who were undertaking their PhD programmes at a private university. Four overarching themes emerged from the findings: previous experience syndrome, professional striving, organisational barriers, and personal barriers. The findings revealed that prioritising inclusivity enables institutions to empower PhD students to develop sustainable and innovative approaches to managing information and office environments. Accordingly, the study recommends that academic institutions invest in research capacity development and provide targeted mentorship programmes, both of which are critical for promoting sustainability.

Doctoral Journey, Office technology & management staff, Inclusiveness, Nigerian higher education