CONCEPTUALIZATION AS A CRITICAL THINKING SKILL AND ADMINISTRATIVE EFFECTIVENESS OF PUBLIC TERTIARY INSTITUTIONS IN RIVERS STATE
Abstract
This study examines the relationship between conceptualization as a critical thinking skill and
administrative effectiveness in public tertiary institutions in Rivers State. Three research
objectives and three research questions guided the study. The study was anchored on the
Systems Theory. The study employed an exploratory research design and relied on an extensive
review of literature to analyze how conceptualization influences decision-making, resource
management, and conflict resolution within higher education administration. The study shows
that conceptualization positively influences decision-making by enabling administrators to
anticipate challenges, weigh alternatives, and develop proactive strategies rather than relying
on reactive responses. The study concludes that conceptualization is indispensable for effective
leadership in public tertiary institutions and recommends for targeted training and also adopt
conceptual frameworks that promote participatory decision-making, transparent
communication, and inclusive negotiation to resolve conflicts and prevent recurrence.
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Published in BUSINESS AND FINANCE JOURNAL
ISSN: 988-47878
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