European Journal of Science, Innovation and Technology ISSN: 2786-4936 www.ejsit-journal.com Volume 4 | Number 5 | 2024 84 EJSIT Genesis of Conflict in Higher Institutions of Learning in Northern Ghana: The Case of Tamale Technical University Alhassan Abdul Mumin (A. A. Mumin) 1* and Sulemana Iddrisu (S. Iddrisu) 2 1 Department of Community Development Studies Faculty of Sustainable Development Studies University for Development Studies, Box TL 1350, Tamale N/R, Ghana 2 Tamale College of Education, Box 1, Education Ridge, Tamale N/R, Ghana ABSTRACT Conflict often plays a major destructive role in tertiary institutions. It is often seen as a fight and uncomfortable struggle in these work places. This study was undertaken to investigate the sources of conflicts and strategies to deal with it in the Tamale Technical University. The study used descriptive design and the qualitative approach of data collection. In-depth and key informant interviews were used to collect data from sixteen (16) participants. Findings from the study indicated that unequal resource allocation, office space, competition from University for Development Studies (UDS), political interferences, relationships and ethnic issues were cited as some of the sources of conflicts in the institution. While making sure that resources and key positions are evenly distributed, workshops and training on conflict management, convocation meetings and committee meetings were some of the conflict resolution strategies adopted by managers of the institution. The study, therefore recommends institutionalisation of these strategies for a better conflict management in the Tamale Technical University. Keywords: conflict management, conflict strategies, conflict resolution, tertiary education INTRODUCTION Conflict, according to Holton (1995), has always been an element of academic life. Academic departments' functional, structural, and relational qualities, according to Gmelch and Carrol (1991), are "woven into the fabric" of educational institutions. "A wonderful breeding environment for conflict," said Miklas and Kleiner (2003) of educational institutions. Because of the support of academic independence and unconstrained thought, conflict is inherent at higher education institutions. Students vs. professors, faculty against. faculty, faculty vs. administrators, and students vs. students may all lead to conflict (Holton, 1995), according to Din et al. (2011). In general, conflict is unavoidable and may occur in every aspect of life. This is due to the fact that no two people are so same that they can always think and behave in the same manner or agree on everything. Human differences are what cause disputes in educational institutions (Arthur, 2009). During conflicts and civil wars, society diverts some of the most valuable resources away from productive sectors and onto areas of violence (Stern, 2003). Staff at tertiary institutions often experience conflict, which is seen as a misunderstanding. Certainly, today's workers at higher education institutions are more likely to have disagreements. It is necessary to identify and comprehend the origins and repercussions of disputes. There are various types of conflicts within tertiary institutions as an organization, but conflicts among employees are more prevalent. If the causes and consequences of such conflicts can be assessed and understood, a solution may not be far-fetched because the nature * Corresponding Author