Communication as a Management Tool for Crisis Resolution in Selected Tertiary Institutions in Delta State Nigeria
Chapter One
Objective of the study
- To assess the communication strategies and protocols currently employed by selected tertiary institutions in Delta State for crisis management.
- To identify the common types of crises that tertiary institutions in Delta State have encountered in the past and to understand the impact of these crises on the institutions, their stakeholders, and the wider community.
- To examine the extent to which transparency and accountability are integrated into the crisis communication practices of the selected tertiary institutions in Delta State.
CHAPTER TWO
REVIEWED OF RELATED LITERATURE
CONFLICT MANAGEMENT:- Tertiary institutions are always in crises when conflicts occur, which vary from campus to campus depending on the size, location, student population, mission, management and unionization. What can trigger conflict, even large scale ones, in one campus may not in another. Aguba (2009), referred to conflict as a struggle or contest, when workers and management have incompatible, conflicting or irreconcilable views on issues that could lead to conflict. He maintained that it is unthinkable to find any industrial society without industrial conflict, stressing that even Japan which is regarded as the Mecca of industrial harmony has elements of industrial conflict in one form or the other. Ezegbe (1977), defines conflict as “mutual hostility in inter human relations in educational institutions in Nigeria”. Mutual hostility can occur in form of black Mailing, withdrawal of love and support, withdrawal of resources, salaries, wages, fringe benefits, or incentive, sudden transfer, suspension, violent demonstration and many more. Conflict can occur at the level of interpersonal, inter group, organisation or intra-organisational relationship involving chief Executive (Vice chancellors, provost or rector) and the rest of the staff, students, super-ordinate cadre, subordinates, the senior and the junior staff, the student and school authority, the community and the institution. Many people view conflict as an activity that is almost totally negative and has no redeeming qualities while other school of thought accept it as dysfunctional, destructive and at the same times accept it as a catalyst for change, creativity and production (Posisha and Ogbuvwa, 2009). Alabi, (2010) sees conflict as opposition to another or each other, or disagreement. Kesterner and Ray (2002) see conflict as when two parties (individuals, group, State) are involved and strived for goals which can only be reached by one party, and/or want to employ incompatible means to achieve a certain goal. It thus implies struggle over values or claims to status, power and scarce resources in which the aims of the groups or individual involved are not only to obtain the desired values but neutralize, injure or eliminate rivals. Gilhin (2004) affirms that conflict is a normal part of man‟s social relations. Albert (2001) observes that there are productive and destructive conflicts. In his view, a conflict is said to be positive when it is constructively discussed by the parties in amicable terms and settlement reached. Constructively managed conflict induces a positive performance while poorly managed conflict is unhealthy and can lead to destruction. Conflict should not always be seen as something undesirable but rather as a necessary outcome that can bring about positive consequences. Analysis of conflict in tertiary institutions shows that conflict can affect the attainment of institutional goal positively or adversely. Conflict in some cases could facilitate co-operation, foster goal attainment if properly handled. On the other hand, if not well managed, could lead to loss of lives, destruction of properties and disruption of normal academic activities. The survival of any institution therefore, largely depends upon the development of better means of resolving conflicts (Aja, 2012).
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
POPULATION OF THE STUDY
According to Udoyen (2019), a study population is a group of elements or individuals as the case may be, who share similar characteristics. These similar features can include location, gender, age, sex or specific interest. The emphasis on study population is that it constitutes of individuals or elements that are homogeneous in description.
This study was carried to examine Communication as a management tool for crisis resolution in selected tertiary institution. Selected Delta state Nigeria form the population of the study.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain Communication as a management tool for crisis resolution in selected tertiary institution in Delta state Nigeria. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing Communication as a management tool for crisis resolution in selected tertiary institution
Summary
This study was on Communication as a management tool for crisis resolution in selected tertiary institution in Delta state Nigeria. Three objectives were raised which included: To assess the communication strategies and protocols currently employed by selected tertiary institutions in Delta State for crisis management, to identify the common types of crises that tertiary institutions in Delta State have encountered in the past and to understand the impact of these crises on the institutions, their stakeholders, and the wider community and to examine the extent to which transparency and accountability are integrated into the crisis communication practices of the selected tertiary institutions in Delta State. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from selected tertiary institutions in Delta State. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
In conclusion, the study underscores the significance of communication as a management tool for crisis resolution within selected tertiary institutions in Delta State, Nigeria. While the research has identified limitations and specific regional factors, the findings and recommendations provide valuable insights for these institutions to enhance their crisis communication strategies, thereby promoting the well-being and continued trust of their stakeholders. It is hoped that this study will serve as a catalyst for further research and improvements in crisis communication within the higher education sector in Delta State and beyond.
Recommendation
Based on the findings of the study on “Communication as a Management Tool for Crisis Resolution in Selected Tertiary Institutions in Delta State, Nigeria,” the following recommendations are provided to help tertiary institutions in Delta State and similar contexts enhance their crisis communication strategies:
Tertiary institutions in Delta State should establish and regularly update comprehensive crisis communication plans. These plans should outline roles, responsibilities, and communication procedures during various types of crises. The plans should be readily accessible and communicated to all relevant stakeholders.
Institutions must prioritize transparency in their crisis communication. This involves openly sharing information about the crisis, acknowledging mistakes when they occur, and outlining the steps taken to mitigate the situation. Accountability should be emphasized at all levels of the institution.
Engaging with stakeholders, including students, faculty, staff, parents, and the local community, is critical. Institutions should establish mechanisms for soliciting feedback, addressing concerns, and involving stakeholders in decision-making processes during crises. Regular updates and open channels of communication should be maintained.
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