Arsi University

Research and Community-Service Directorate

Research Fund Application Form

I. TITLE THE RESEARCH PROJECT V. DURATION OF THE
Extent of Practices, Major Challenges and PROJECT
Opportunities of Intragroup Synergy COMMENCEM TERMINATI
Creation among Students in Higher ENT DATE : ON
Education 20/08/2016 DATE :
30/06/201
7
II. NAME OF THE PRINCIPAL INVESTIGATOR : VI.PRPOSED FUND IN
Dr. Endalew Fufa Kufi, Assist. Prof. BIRR: 52,090.00
Dr. Kassim Kimo Kebelo , Asso. Prof. VII. PURPOSES OF
III. PRESENT POSITION:
X Academic Review & Audit APPLICATION:
Unit Head NEW RESEARCH
IV. COLLEGE AND DEPARTMENT : Education and
Behavioral Sciences /Curriculum and Teachers APPLICATION OF
Professional Development RESEARCH
ADDRESS: Arsi University RESULTS
Mobile: +251942622834
E-
mail:endkufi@gmail.com/endalewkufi@yahoo.com/karay
u2008@gmail.com.
Fax:
P.O.Box:173
FOR OFFICE USE
PROJECT CODE NO: Department
Date Received:
Signature:
Remark:

College: CRP:
Date Received: Date Received:
Signature: Signature:
Remark Remark

Research and Publication Guidelines Page 1

 1. Title of the Project: 1 Extent of Practices, Major Challenges and
Opportunities of Intragroup Synergy Creation among Students
in Higher Education

The issue of gender is a principal matter in education since it marks the balance with which
educational services are provided and the extent to which both male and female students benefit
from the provision. In higher education, big emphasis is placed in treating female students as a
special group, and yet the extent to which females support one another, and the related synergy
creation on the part of support-rendering groups such as gender offices, HIV office and student
affairs is an issue worth-researching since it encloses the success-based root to be entailed by the
services and supports provided. This research, hence, looks into the effect of different student-
related units in building synergy and self-reliance among female students in higher education
with specific reference to units in Arsi, Ambo, Bule-Hora, Addis Ababa, Haramaya, and Madda-
Walabu universities. Mixed design of research will be employed for the research in order to
explicate the extent to which intragroup synergy is practiced, challenges in doing so , and
opportunities to make a success in creating synergy among female students in higher education.
Data will be collected in the form of experiential self-report which will directly be collected from
officers, documentary review and students testimonials. Sources of data will be officers in the
gender, HIV and Student Affairs Offices of Arsi University and sample students from the five
colleges of the university. Instruments of data collection will be documentary checklist, open and
closed-ended questionnaire and focus-group discussion guides. Procedures of data collection and
analysis will be such that, first office-based data will be collected regarding what is planned and
implemented, and then student-based data will be treated. The collected data will systematically
arranged, and analyzed statistically and thematically.

3. Research Work to date(if any): 3

1. The Role of Educational Stakeholders in Improving Education Quality

2. Status of Experiential Integrity in Higher Education

3. Teachers Professional Roles in the Production and Utilization of Instructional Technology

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1.Background and Justification:4
Education is the process of ensuring equitable development among students in physical, mental
and psychological realms (Griffin, 2009). With its indispensable role in the economic, social,
cultural, and political development of individuals and societies, promoting gender equality in
education ensures that the opportunities and benefits that come with education are available to
both boys and girls in developing countries (Baric & Bouchie, 2011). An education program
should seek to ensure that gender concerns are identified and addressed at the highest level of
decision making through the development and implementation of gender-equitable policies
which can lead to workable development (King, 2006).
Such a development cannot be realized without allowing conditions which entertain some
diversities such as those related to gender role, cultural dimensions and other forms of treatment
in society. In that, diversity among students are hard to stop but possible to adapt to the working
situation for the best benefit of learners (Association for the Development of Education in Africa,
2006).
One of the areas in education where student diversity is largely observed is higher education,
which treats students of different ethnic, gender, academic, economic and cultural backgrounds
in the same campus (Bringham & Nix, 2010). While the existence of diversity is beauty for the
creative and multifaceted minds, the way diversity among students is treated may have pressing
effects on students very success and adjustment in work and life (Curtis, 2011). By virtue of
being human, students come to belong to one or the other category where some are males and
other are females; some belong to one ethnic group while others belong others; some come from
middle income family backgrounds while others come from well-to-do families(UNESCO,1993).
There could also be others coming from low-income family backgrounds. Such a question of
being is treated in higher education in the form of supports given by pertinent units and offices
arranged for treating diversity among students which may, at occasions, lead to disparity which
leaves scar on the students lives and achievement.
Higher education institutions react to diversity among students through such offices as gender,
student affairs, youth reproductive guides, and counselling. Such offices, though having their
own target roles, focus on curbing conditions which stand as blockade on students learning and
achievement. One among diversity areas in education to which vast attention is given nowadays
is gender issue, binding parity between males and females at large (Eurydice, 2009).

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 In response to the escalating gap in quantity and quality in learning between boys and girls in
education, gender offices arrange for breakthroughs through training and orientation, supplies
and other related supports, in order to minimize the gap. However, the effect of such supportive
action in creating synergy among students of the same gender category does not seem tom have
got wider attention. To that effect, researches are rare regarding the issue of intra-group synergy
building.
So, this research investigates extent of creating intragroup synergy among female students in
higher education, with specific reference to practices and practices in selected Ethiopian
universities. This research is timely and justifiable on the ground that, investigating the
progresses of supports in terms of bimodal reference to gender roles in education would put
emphasis on insightful treatment of gaps observed in learning among females and males, and
extends the chain of treating gender-based treatment from within groups as well as between.

____________

3
list all your major publications, especially those related to your proposed research project and
participation in workshops, seminars, conferences, etc.
4
Describe basic assumptions/concerns that led you to carry out this research and the gaps that the
proposed research is intended to fill also, include information on the likely contribution to knowledge or
practice that the research will make.

Research and Publication Guidelines Page 4

 2. Statement of the Problem
Gender is an issue which needs holistic attention in education for three main reasons. The first
reason goes to care for the role a person get in terms of what s/he deserves as a human being.
The second is in the fact that, how gender role is treated marks how the person in question can
behave in the immediate and mediate life situation which also influences the persons desire
and endeavor for self-improvement. The third reason pertains to the reality embracing that, the
style of gender role treatment manifest in the concerned institutions forecasts what they get as
a backwash effect; the better and productive the treatment the better is the change backed up,
and the more sustainable the institution as a center of big concern. Coming to education, how
gender roles are actuated in schools heralds not only the amount of success but also the reaped
long-range effect of schooling (Hofbauer & Wrobleski, 2015). That, in turn, quests for the
nature of treatment given by the concerned institutions and the effect found as a pathfinder for
further change. Regarding this, Baric and Bouchie (2011) underline some of the roles of
gender-responsive education to be addressing gender-based barriers to both boys and girls so
that both men and women can learn the impact; respecting differences and acknowledging
gender; sensitive to all the needy groups, not only females, part of a wider strategy to advance
gender equality in the society, and to be continuously evolving to close gaps on gender-
disparity and discriminate gender-based discrimination.

Regardless of vast presence of vast theoretical and research findings on the necessity of gender
and gender-based concerns to ensure education quality through equality, the creation and
development of intragroup synergy among students remains an area of big concern. This is due
to the fact that, without considering within group exchange and developing synergetic roles
among females, sheer reference to them as the most disadvantaged, as so far seen both
domestic and international research, would lead to by-passing internal roles of females to
support one another thereby subjecting them to dependence on external supports.

So, the research underway deals with answering the following grand and elaborate questions:

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 2.1 Basic Question: To what extent is intragroup synergy creation being practiced among
female students in higher education?

2.2 Specific Questions

a. How deeply do female students in higher education support one another in terms of
academic and social matters?

b. What workable roles do different student support units (gender, HIV and student affairs)
play in helping students build synergy among themselves?

b. What policies and directives do university units officially design and put to practices to
enable female students to be self-supportive and synergetic?

c. What are factors stand as challenges in creating and enriching synergy among female
students?

d. What deductions can be ascertained about the prospective co-working of female students on
the basis of the interplay between observed practices and challenges?

3. Objectives:5
There are different offices and concerned support units in Ethiopian Higher Education which
work on the betterment of learning situations for students, such being gender office, student
affairs office and counselling offices. Such offices and units are based on their steered plans
and strategies which address changes in the customers (students) behavior in terms of
academic, social and attitudinal aspects. With regard to students gender parity, most offices
have the view that, the issue is male-female parity. Females self-reliance in supporting one
another in education is seldom addressed as an issue of due concern. The aim of this research
is to clarify the effect of different institutions in higher education in addressing intragroup
synergy among female students.

In that, the succeeding general and specific objectives are envisioned to be attained:
3.1 General objective:
This research is carried out to ascertain the extent to which intragroup synergy practiced and

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challenges of institutional supports in ensuring it among female students in higher education.

3.2 Specific Objectives

To the specific the research intends to:
Identify extent of practices in synergy creation among female students in terms of
academic and social matters?

identify workable roles different student support units (gender, HIV and student affairs)
play in helping students build synergy among themselves;

underline policies and directives university units officially design and put to practices
to enable female students to be self-supportive and synergetic;

Make plain factors which stand as challenges in creating and enriching synergy among
female students;

Pinpoint opportunities which can be ascertained about the prospective co-working of

female students on the basis of the interplay between observed practices and
challenges.
4. Methodology:6
This research focuses on explicating extent of practice and challenges of creating synergy
among female students in higher education by different support groups such as gender office,
student affairs and counselling offices in creating synergy. In that, the major variables of
concern are activities of the offices (Independent) as set in planned strategies and formalized in
practice and practices of synergy as observed (dependent) on the part of female students as
customers.

4.1 Research Design

Mixed-design of quan-qual model will be used to disclose the status of practices and
challenges of creating synergy among female students in higher education on the basis of
triangular analysis of data. This notion is supported by different scholars such that, the
research design provides a framework for the collection and analysis of data and subsequently
indicates which research methods are appropriate (Walliman, 2011: 13).

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4.2 Data Types and Sources
Data for the research will be obtained in the form of documentary review and analyses on the
part of offices in addition to experiential self-report on the part of students. Subjects of the
study will be officers in gender and student affairs directorates of Addis Ababa and Haramaya
Universities from the first generation; Ambo, Madda-Walabu from the second generation, and
Arsi and Bule Hora Universities from the third. Selected female students from five colleges of
each university will also be data providers. Sample proportion from each college and
department will be ascertained in progress.

4.3 Samples and Sampling Techniques

4.3.1 Sample Population

In general, the research sample encloses 150 female students selected from each one of the six
universities (n=900), and 4 officers gender directorate and students from each (n=24). Sample
for the research will be selected purposely in the case of officers, and on a stratified-random
basis in the case of female students. The basis of stratification will be faculties they belong to
and years of pursuance.

4.3.2 Sampling Techniques and Procedures

In order to identify sample female students, first two faculties will be taken at random from
each one of the target universities (n=12). Then, from the two faculties or colleges, two
departments will be identified at random (n=12). From each randomly selected department,
150 female students will be selected from each target university on the basis of stratified
sampling. Officers will be selected as per their roles from gender and students affairs
directorates.
4.4 Instrumentation and Validation
Instruments of data collection will be documentary checklist, open and closed-ended
questionnaire and focus-group discussion guides. The questionnaire items and interview
guides will be developed in English first, and then translated into Oromo and Amharic for the
respondents to find it appropriate according to their language mastery across respondents and

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participants backgrounds. The questionnaire items will be peer-reviewed and pilot tested for
their relevance and consistency in representing the required research information.

4.3 Procedures and Techniques of Data Collection and Analysis

The procedures of data collection and analysis will be such that, first questionnaire data will be
collected from the students and then documentary data and that based on discussion will be
dealt with. The collected data will systematically be organized and analyzed statistically and
thematically.

____________

5
State the specific(short-term) objectives of the project and how they relate to the general(long-term)
objectives and the questions that the project will attempt to answer.
6
It should describe the methods to be used with sampling methods, research design, experimental
procedures, data collection and analysis.

5. Significance & Beneficiaries:7

This research will be significant to students, especially female students at different levels of
study in higher education, who can use the findings to be bedrock for their collaboration. The
research could also be of value to student support providers in terms of providing heed to
consider within group contributions for female students as well as using between and extra-
group supports. The study can, further, be beneficial to teachers and researchers to base their

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future research on the issues of creating synergy among students of the same sex group thereby
boosting the efforts from within a group.
6. Expected Output:8
The study is expected to come up with outputs resting in illuminating the path for developing
synergy among students, with special emphasis on intragroup collaboration in terms of
academic and psychological supports. The research can also disentangle supports due students
by clarifying the role of the different support providers such as gender directorate, student
service directorate and others in charge of providing due supports to ensure students success
in their learning. The research output could also be manifest in terms of identifying core areas
of concern on which the university support-provision have deep-roots.

__________

7
List the significance of the project and the beneficiaries
8
Indicate expected outputs from the project

7. Time Schedule or research Work Plan: 9

No. Research Activity Description Time
From To
1. Developing the proposal The proposal with all 15.08.16 30.08.16
and presenting it for its composures will be
defense completed and set for
team defense.
2. Developing instruments of Instruments of data 01.10.16 15.10.16
data collection and pilot- collection will be
testing tested at pilot level in
non-target colleges of
two proximate
universities for 10
days (10*206*2)
3. Data collection Principal (N=2) data 20.10.16 30.12.16
Collectors
Assistant data 20.10.16 30.12.16
collectors (N=10)
4. Data Organizing, Coding, Data will technically 01.01.17 30.02.17

Research and Publication Guidelines Page 10

 Entering (SPSS) and be organized and
Analyzing data analyzed
5. Reporting findings and Presenting the 20.03.17 30.04.17
presenting completed research

Activity cost details

No. Research Activity Description
Unit Total
1. Developing the The proposal with all its composures will be - -
proposal and completed and set for team defense.
presenting it for
defense
3. Developing Instruments of data collection will be tested 197.00 1970.00
instruments of data at pilot level in non-target colleges of two
collection and pilot- proximate universities for 3 days (197*5*2)
testing
4. Data collection Principal (N=2) data 197.00 15,760.00
Collectors (2*197*40)
Assistant data collectors (2*6*5*100) 100.00 6000.00

Per diem for driver (1*148*40) 148.00 5920.00

Fuel for movement from site to site - 6000.00
Haramaya University = 100*15*4
Bule Hora University = 80*15*4 - 4800.00
3600.00

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 Ambo University = 60*15*4 2100.00
Addis Ababa University= 35*15*4 3600.00
Madda-Walabu University=
60*15*4
5. Reporting findings Presenting the completed research - -
and presenting
Total activity cost 49,750.00

Material Cost of the Research

No. Material Required Unit Number Cost Remark

Unit Total
1. Tonner for printing Quantity One 1500.0 1500.00
research materials
2. Photocopy Reams 5 140.00 700.00
paper
3. Pen Quantity 20 7.00 140.00
Total material cost 2340.00

Grand Total= 52,090.00

Research and Publication Guidelines Page 12

6. References:10
Association for the Development of Education in Africa. (2006). A Toolkit For
Mainstreaming Gender In Higher Education In Africa. Association for African
Universities. Retrieved in : www.aau.org .

Baric, Stephanie & Bouchie, Sarah. (2011). First Principles: Designing Effective Education
Programs that Promote Gender Equality in Education. Retrieved in: www.equip123.net.

Bringham, Teri & Nix, Susan J. (2010). Women Faculty in Higher Education: A case study
on gender bias. Retrieved in: www.files.eric.ed.gov.

Curtis, John W. (2011). Persistent Inequity: Gender and Academic Employment. Retrieved
in : www.aaup.org/NR/rdonlyers.

European Commission. (2009). Gender differences in educational outcomes: Study on

Measures taken and the current situation in Europe. Retrieved in : www.eacea.ec.europa.eu

Griffin, J.M. (2009). The Intersection of Race, Class and Gender in Higher Education:
Implication for Discrimination and Policy. Retrieved in:
https://deepblue.umich.edu/bitstram.

Hofbauer, Johanna & Wrobleski, Angela. (2015). Equality Challenges in Higher

Education. Retrieved in: www.institute.tuwein.ac.at/fileadmin.

King, Jacqueline E. (2006). Gender Equity in Higher Education. American Council, Center
for Policy Analysis. UNESCO. Retrieved in : www.acevet.edu/news-room/documents.
Research and Publication Guidelines Page 13
 UNESCO. (1993). Women in Higher Education. Retrieved in:
www.unesco.org/education/pdf/24-211.pdf.

____________
9
Use chart or table (activities and duration )

THE UNDERSIGNED AGREES TO ACCEPT RESPONSIBILITY FOR SCIENTIFIC AND

TECHNICAL APPLICATION OF THIS RESEARCH PROJECT, THE PROVISION OF THE
REQUIRED PROGRESS REPORT AND THE PRESNETATION OF THE FINAL REPORT AS
REQUIRED.

PROJECT INTIATOR RESPONSIBILITY SIGNATURE DATE

1. Dr. Kassim Kimo Principal Initiator --------------------
-------------------

2. Dr. Endalew Fufa Member -----------------

---------------

HEAD OF THE DEPARTMENT SIGNATURE DATE

Dr. Oli Negassa ------------------ 10/10/2016

Research and Publication Guidelines Page 14

COLLEGE DEAN/VICE-DEAN SIGNATURE DATE

Dr. Tolera Negassa ------------------ 10/10/2016

Research and Publication Guidelines Page 15