**1. Introduction**

First-time entrance into a public university, particularly in the African context, is here-marked by a change in experiential learning of the university students. People grow in particular moral traditions guided by specific moral principles, beliefs, and values [1]. Such traditions take care of such society members to a given stage of development, which if fully development is realized in higher learning institutions (HLIs). As students enter universities for the first time, they experience an abrupt change in their ways of communication. Bazerman on ethics notices the need to learn new forms of communication for the purpose of suiting the cultures of speaking to lecturers and peers, and communicating with oneself [2]. Secular education in African public universities is run under value-free HLIs, whereby students may exercise traditions, moral values, and ethical practices of their choices. However, the conflicting traditions, moral values, and ethical standards have been linked to affect students' academic success, life adaptations, and individual worldview. They particularly shape behaviors by affecting learning realized through globalization. Despite the fact that there are heterogeneous curriculum class settings, and trainings are run under common ground of value-free policy in HLIs. Disciplines, such as philosophy, sociology, anthropology, humanities, natural science, engineering, law, and education, therefore, have realized a change of mindsets of the graduates on training. Contrarily to training, learning has been confronted by founded systems of morals and ethics of the students on first-time entry, which university faculties need to handle and nurture. University settings have a role to play in mitigating malfunction in student behavior and facilitating functional individuals, both in academic settings and society at large.

This chapter presents an empirical analysis of the situation of first-time entrant students in a public university campus, their exposure, and response to new university culture, which might contradict their initial moral values and ethical standards. The contradicting values with their local traditions and religious moral foundations guided to theorize on ease of learning and short-term and long-term future impacts on their behaviors mediated through university training in the era of globalization. The chapter, therefore, contains analyses on the relevance of students' moral ethics to the public universities' cultures; students' responses to new cultures in public universities on retention overtime; appraisals of initial moral values and ethics; and future possibilities of ethical standards geared by globalization through university education.
