Author(s)

Okechukwu Chidoluo Vitus

Affiliation(s)

Omnibus Institute of Professional Learning and Development, Lagos 42100, Nigeria.

Corresponding Author

Okechukwu Chidoluo Vitus

ABSTRACT

This research article explores the intersection of social science and management within the context of Nwafor Orizu College of Education, Nsugbe. The primary objective of this study is to investigate how social science principles can be applied to improve management practices in educational institutions. By focusing on the integration of theoretical frameworks with practical applications, the study aims to provide a comprehensive understanding of the role that social science plays in educational management. To achieve these objectives, a mixed-methods approach was employed, gathering qualitative and quantitative data through surveys, interviews, and observations from faculty, administrative staff, and students. This methodology enabled a robust analysis of the existing management practices at the college and offered insights into the perceptions of stakeholders regarding the effectiveness of these practices. The findings reveal several key insights. Firstly, the application of social science theories, such as organizational behavior and human resource management, significantly enhances decision-making processes within the college. Secondly, the study identified a gap in the current management training programs, suggesting that a curriculum that integrates social science concepts could improve leadership effectiveness and overall institutional performance. The conclusions drawn from this research emphasize the significance of incorporating social science into management strategies in educational settings. The implications of these findings are profound; they suggest that educational institutions like Nwafor Orizu College of Education can benefit from adopting a multidisciplinary approach to management, thereby fostering a more engaged and productive academic environment. By prioritizing social science in management practices, colleges can better address the complexities of educational administration, ultimately enhancing the quality of education provided to students.

KEYWORDS

Social science; Education; University; Psychology; Management; College of education

CITE THIS PAPER

Okechukwu Chidoluo Vitus. Social science in education management: a case study of Nwafor Orizu College of education. Social Science and Management. 2025, 2(1): 5-9. DOI: https://doi.org/10.61784/ssm3030.

REFERENCES

[1] Smith J, Brown T, Williams L. Understanding organizational behavior in higher education: Implications for leadership effectiveness. Educational Management Administration & Leadership, 2020, 48(4): 590-605. DOI: https://doi.org/10.1177/1741143218785863.

[2] Johnson R, Lee S. The impact of economic theories on resource allocation within colleges: A case study. Journal of Educational Administration, 2019, 57(3): 234-250. DOI: https://doi.org/10.1108/JEA-06-2018-0123.

[3] Wang Y, Zhang Y. Integrating social science into educational management: A review of current research and future directions. International Journal of Educational Management, 2021, 35(2): 237-250. DOI: https://doi.org/10.1108/IJEM-09-2020-0352.

[4] Zhao L, Chen X. The role of psychological principles in enhancing communication strategies within educational settings. Educational Psychology Review, 2018, 30(1): 25-42. DOI: https://doi.org/10.1007/s10648-017-9420-0.

[5] Kumar R, Singh A. Exploring the intersections of sociology and educational administration: A theoretical perspective. Sociology of Education, 2022, 95(5): 389-403. DOI: https://doi.org/10.1177/0038040722108998.

[6] Ogunleye O. Challenges and opportunities in integrating social science principles in educational management: Insights from Nigeria. African Journal of Educational Management, 2023, 11(1): 45-58. https://doi.org/10.1007/s41595-023-00205-y .

[7] American Psychological Association. Publication manual of the American Psychological Association (7th ed.). Author, 2020.

[8] Chen H M, Lin K H. The effects of feedback types and self-reflection on students’ writing performance and self-efficacy. Journal of Educational Psychology, 2019, 111(3): 545-559. DOI: https://doi.org/10.1037/edu0000274.