GROUP ONE

NAME ID
Mataruka Alice T. R109176J
Munzvenzve Jonas R198977B
Karimunhenga Molyne T. R201327F
Chikugwe Naison R201350W
Chakabva Natasha R129199J
Masisimani Nelissa R201276M
Mapfumo Nyaradzo R201318A
Mutowodzwa Ruvimbo R174069P
Manika Shingairai R201319C
Mayaya Tatenda R143356H
Nyahuma Tichawana R075351D

QUESTION

The issue of “Blessers” has been very topical at UZ to the extent that it has
attracted the attention of the Dean of students. Assume you have been hired as a
team of consultants to assist the Dean to thoroughly investigate this issue,
among other aspects, how you would address the following:

(i) The target population and the sampling procedure and their
justifications

(ii) The actual issues to be investigated

(iii) The type of instruments to used and their justification (provide

specimens)

(iv) The analysis of the data collected and the structure of the report to be
presented (can have a dummy report).
Table of Contents

INTRODUCTION...................................................................................................................1

(I) THE TARGET POPULATION AND THE SAMPLING PROCEDURE AND

THEIR JUSTIFICATIONS.....................................................................................................2

(II) THE ACTUAL ISSUES TO BE INVESTIGATED.......................................................5

(III) THE INSTRUMENT USED FOR THIS STUDY WAS FOCUS GROUP
DISCUSSION. FGDS WERE THE CHOSEN INSTRUMENT FOR THE FOLLOWING
REASONS:...............................................................................................................................7

(IV) REPORT AND ANALYSIS OF THE DATA COLLECTED:.....................................7

STUDENT PERSPECTIVES AND THE OUTCOMES FROM THE FOCUS GROUPS:

...................................................................................................................................................9

REFERENCE LIST...............................................................................................................15

ANNEXURE 1: FOCUS GROUP DISCUSSION GUIDE.................................................16

ANNEXURE 2: FOCUS GROUP CONSENT FORM.......................................................21

ANNEXURE 3: UNIVERSITY OF ZIMBABWE FOCUS GROUP DISCUSSION

BIODATA FORM.................................................................................................................24

1
Introduction

Group 1 held a focus group discussion with the purpose of understanding why
the university students engage in illicit relations with the so called Blessers who
include “Sugar Mamas” to the students’ own detriment. The focus group was
conducted for purposes of understanding why the university students engage in
illicit relations with the so called Blessers who include “Sugar Mamas” to the
students’ own detriment.

The discussion was designed to gather information from the students in regard
to the following:

1. Why students enter into the Blessers-Blessee relationships;

2. The consequences of the relations on the students;

3. What action can the university take to curb or eliminate the practices?

(i) The target population and the sampling procedure and their
justifications

This study is concerned with the issue of “Blessers” at the University of

Zimbabwe. According to Mampane, J. N. (2018), the “Blesser-Blessee”
phenomenon is comprised of mainly married men (Blessers) who engage in
extramarital activities, both sexual and non-sexual, with younger women
(Blessees) offering gifts and money in exchange. A study done by Madipoane
Masenya, (2017) a new definition has emerged with “sugar mamas” being older
women who entice younger men.

2
The target population of the study is all University of Zimbabwe students which
constitutes the Dean of Students’ jurisdiction. The study will be conducted on
both male and female students as well as residents and non-residents
encompassing all the faculties of the university.

The sampling frame is constituted by first, second, third and fourth year
students which has been grouped according to their year of study. The sampling
units will be the year of study as we believe that the cause and reasons of having
“Blessers” may differ according to the stage of learning of the students and their
maturity.

The sampling method to be used is stratified random selection. The population

has been divided into 4 strata (first, second, third and fourth year students) and
subjects for the study will be chosen randomly from these strata. Stratified
random selection was chosen because it ensures that the whole population is
represented with each sub group or strata being included. Each unit in the
population has a none zero chance of being in the sample and as the researchers
we know that the population has sub groups/strata that are of interest. If we use
simple random then we might not get from each group. So we stratify first, then
use simple random sampling to select from each group and get the same
percentage from each ending up with a proportional stratified random sampling.

Population also has mixed characteristics and we want every characteristic

covered proportionally. Characteristics can be gender, age and the like.

The total population and sub groups will be constituted as follows:

According to (https://en.wikipedia.org/wiki/University_of_Zimbabwe), Total

population = 17,718

Sub groups (Strata): 1st year students = 4430 students (25% of the population)

3
 2nd year students = 5315 students (30% of the population)

3rd year students = 4430 students (25% of the population)

4th year students = 3544 students (20% of the population)

Undergraduate sample to be selected from each strata

Year of Study Number of Students

1 25

2 30

3 25

4 20

Table 1: University of Zimbabwe Undergraduates Sample

Figure 1: University of Zimbabwe Undergraduates Sample

4
(ii) The actual issues to be investigated

The actual issues to be investigated in this study are:

Reasons why students are engaging in “Blessers”

Peer pressure

Sexual gain

Monetary or non-monetary gifts

Recreational activities

Companionship

Poverty

Dead issues- lack of a stable family background

Where the students meet the Blessers and how the Blessers access university
students and facilities

University campus

Recreational sites (bars, clubs, restaurants, sporting events, church)

Social media and internet

Mutual friends or networks or family

Home

Negative impact of “Blessers”

Unwanted pregnancies

HIV and Aids

5
School drop outs

Culture erosion – Particularly the African culture all older individuals in the
society were viewed as an equal to ones parents, however with this
phenomenon this view has been eroded.

Increase in divorce rate

Negative publicity and loss of the University of Zimbabwe goodwill

Reasons why Blessers are targeting university students

Immaturity – easy manipulation

Financial capacity – easy maintenance

Midlife crisis – Beating the biological clock, adventure

Uncharted territories

Rituals

(iii) The instrument used for this study was Focus Group discussion. FGDs
were the chosen instrument for the following reasons:

-this research is qualitative, thus FGDs are most appropriate;

-since the population entirely consists of students, this is the best way to really
get into their heads, collect data of what they know, think and feel about the
issue under study;

-we needed deeper and broader range of information pertaining to the issue
under study, in FGDs, we could probe more on some issues that might not have
been explained well in other methods of collecting data;

6
 -there were opportunities to ask for clarification on points raised by
participants;

-it is relatively cheap to conduct;

-we could collect data faster

Annexure 1: Focus Group Discussion Guide

Annexure 2: Consent Form

Annexure 3: Biodata Form

(iv) Report and analysis of the data collected:

FGD REPORT: EXPLORING THE REASONS WHY UNIVERSITY STUDENTS

ENGAGE IN ILLICIT AFFAIRS WITH “BLESSERS”.

DATE: 15 June 2020

Names of Facilitators

Mataruka Alice T. Masisimani Nelissa

Munzvenzve Jonas Mapfumo Nyaradzo

Karimunhenga Molyne T. Mutowodzwa Ruvimbo

Chikugwe Naison Manika Shingairai

Chakabva Natasha Mayaya Tatenda

Nyahuma Tichawana

7
Participant Demographics

Female Participants: 60

Male Participants: 40

Total Number of Participants: 100

Participants that gave consent: 100

Number of sessions 11

YEAR OF STUDY NO. OF PARTCIPANTS

1 8 Females 7 Females 10 Males

2 9 Females 9 Females 12 Males

3 8 Females 7 Females 10 Males

4 12 Females 8 Males

8
Student Perspectives and the Outcomes from the focus groups:

Outcome 1:

Awareness and knowledge about the blesser‐ blessee phenomenon

The blesser‐blessee phenomenon was described by participants as something

not new. Instead it’s a term that describes something that always occurred some
years ago using a different term known as the “the sugar daddy” or “sugar
mommy” this was illustrate in the following quote, “we have always had this
topic, but recently terms have changed from sugar daddy to a blesser, in this
case the blesser would be the girl being blessed” (male participant aged 18-22
years)

Participants admitted that they acquire information about blessers from their
environment which include the university campus, the community surrounding
the university campus and social media sites like Facebook, Instagram and
Twitter.

Several participants shared personal experiences were they admitted that they
are aware of their friends and family members being “blessed” or having being
personally approached by potential blessers. (Female participants). Some
participants suggested that blessers want to bless young girls because they are
perceived as being pure and innocent.

Questions Asked:

What is your understanding of a blesser or blessee?

Is the blesser and blessee phenomenon present at the University of Zimbabwe?

What is employment status of blessers?

Do students regard older partners as blessers?

9
What is the involvement of third parties in facilitating blesser and blesse
relationships?

How do students link up with blessers?

Why do blessers prefer students?

10
Outcome 2:

Motivating factors for involvement in the blesser‐blessee relationships

1. In the study two major motivating factors of the blesser-blessee relationships

where identified, Firstly, poverty was picked out as the primary motivating
factor. Within the University of Zimbabwe context, this is the mainly among
previously disadvantaged communities as shown in the following verbatim
quote: “I think it’s influenced by poverty and the bad economy. Because most of
them they are done with school, they don’t have jobs, where are they going to
get money to survive?” (Male participant, 19‐22 years).

2. Secondly the other primary motivating factor pin pointed was the aspiration
for a middle‐class lifestyle, especially among students (19‐22 years old). This
was evidently illustrated in the following quotes: “And then you go to university,
and there’s money there; there are cars there and there are fancy things. And it’s
expensive. And you’re trying to fit in because you really do stand out. I mean,
everyone wants a sense of belonging” (Female participant, 19‐22 years).

Questions Asked:

Participants will be asked to discuss motivating factors for involvement in the

blesser‐ blesse phenomenon at the University of Zimbabwe.

Do blessers want anything from blessees in return of favours/support?

Why do students choose blessers as partners and not younger partners?

What are the benefits of being a blessee?

Why do students engage with blessers?

What is the role of social media in motivating young people to get involved in the
blesser‐blessee’ phenomenon.
11
Can peer pressure be considered as a motivating factor to get involved in the
blesser‐blessee?’

Outcome 3:

Impact of the blesser‐blessee phenomenon on young people

Participants shared the opinion that in many instances young girls being
blessees do not recognise the dangers of what they are doing as shown in the
following verbatim quote: “They don’t see the danger; they are being spoiled
with money and gifts (Male participant, 16‐18 years).

Moreover, participants emphasised the emotional impact of being a blessee. In

most instances young girls who use to be involved with a blesser, have a very
low self‐esteem, feel worthless, disrespected and perceive them as being a sex
object

Further exploration identified that the emotional impact goes hand‐in‐hand with
the social impact. Young girls who are involved with blessers are often
stigmatised by the community and lose their dignity. They lose the respect and
support of friends and family members. Most male participants agreed that they
do not want a relationship with a girl who used to be involved with a blesser. “I
will feel like she’s the one rejecting me because I don’t have money” (Male
participant, 16‐18 years).

The participants elaborated on the physical impact on both the blesser and
blessee. They specifically referred to contracting sexually transmitted diseases
such as HIV.

12
Questions Asked:

What are the impacts and consequences of being involved blesser‐blessee

relationships?

What are the disadvantages of being a blessee?

What is the social impact of blesser‐blessee relationships?

What is the physical impact of blesser‐blessee relationships?

There is anything positive about the ‘blesser‐blessee’ phenomenon

13
Outcome 4:

Prevention and protection of young people from the blesser-blessee

phenomenon

Strengthening religious believes among young people was identified as a

requirement. They need to know that God loves them and will take care of them
despite their unfavourable circumstances as shown in the following quotes:
“They need to be educated about the Bible, the rules in the Bible. I think that will
really help” (Male participant, 19‐22 years).

Strengthening of an individual’s character and teaching of self‐love was also

recognised as a necessity. Teach children to love themselves from a young age as
illustrated in the following quote: “Self‐ love. Expose young girls to
opportunities, if you are from the rural areas you may not know a lot of things”
(Female participant, 18‐20 years).

Young adults require positive role models that can set good examples for them
to follow.

Skills development for young people including financial education as shown in

the following quote: “There is something unbelievable about being independent.
I think when you start to get educated and you start seeing that actually this is a
bad thing and I don’t want to be indebted to anyone... (Female participant, 18-23
years).

Questions Asked:

Based on the far‐reaching negative consequences of the blesser‐blessee

phenomenon among young people it is important to determine what can be
done to prevent young people from getting involved with a blesser.

What is the role of religion in preventing the blesser‐blessee situation?

14
What is the role of strengthening an individual’s character in the preventing
blesser‐blessee situation?

What is the role positive role models that set good examples for them to follow?

What is the role of positive parental education with regards to blesser‐blessee

relationships?

(v) Recommendations

In light of these findings, it is recommended as follows;

There is need to cultivate more awareness amongst the student population with
respect to sexual education and its connection to sexually transmitted infections,
STIs.

There is need to encourage students to prioritise abstention from sexual

intercourse as the first measure of protection against STIs failing which the use
of condoms is highly recommended.

The university authorities come up with programmes that empower the

students so that they regain their self-esteem and self-respect.

There should be campaigns involving certain respected and esteemed members

of society to assist is discouraging the Blesser-Blessee relationships.

There should be sustainable funding structures for the students to aid in the
upkeep of the students which will naturally discourage them from
experimenting with the illicit and dangerous Blesser-Blessee relations.

15
Reference List

1. Mampane, J. N. (2018) ‘Exploring the “Blesser and Blessee” Phenomenon:

Young Women, Transactional Sex, and HIV in Rural South Africa’, SAGE
Open. Doi: 10.1177/2158244018806343.

2. Masenya, Madipoane & Masenya Ngwan'a Mphahlele, Madipoane. (2017).

Reading Proverbs 7 in the context of female 'blessers' and sugar mamas
in South Africa. Scriptura. 116. 10.7833/116-2-1316.

3. https://en.wikipedia.org/wiki/University_of_Zimbabwe

16
ANNEXURE 1: FOCUS GROUP DISCUSSION GUIDE

TOPIC: “BLESSERS” PHENOMENON AT THE UNIVERSITY OF ZIMBABWE

1. Welcome, Consent and Introductions

Welcome:

Good morning/afternoon/evening and welcome to our session. We appreciate

you for taking your time to join us and discuss about the phenomenon of
“Blessers” in the University of Zimbabwe.

My name is ______________, I will be your facilitator for this discussion and

assisting me is ____________. The aim of this discussion is to fully understand
the issue about “Blessers”, your thoughts, causes or reasons for students to be in
such relationships and how it affects students positively or negatively.

Consent:

We are going to read the consent form as a group before we begin our discussion
so that you know why we are doing this focus group and that you are
cooperating voluntarily.

*Read the consent form

Introduction:

Focus group discussions are used to gather qualitative information about issues
in the society, how the issues help or affect us and how they can be resolved.
Show with a raised hand if you have participated in a focus group before.

17
You are the students at this university and we would like to learn from you and
know more about the issues surrounding the phenomenon about “Blessers”.

There are no right or wrong answers in this discussion, please feel free to air you
views and knowledge on the questions to be asked. We all have differing
opinions and our goal is to learn about all of them so as to get a grasp of this
issue under study. No judgment is to be passed.

2. Logistics and Ground Rules

Logistics:

-This session will be 1 hour long

-This session will be recorded for later verification of our notes and to get any
missed points.

-When given the opportunity to talk, kindly speak clearly and loudly.

-Everyone should participate but only one person can talk at a time.

-The facilitator will lead and guide this discussion through asking questions. You
are free to show by raise of hands if you have something to contribute. For
some questions we will do round robin for everyone to get an opportunity to say
their thoughts.

-There are no right or wrong answers.

-No side discussions or talk, let’s keep up as a group.

-All phones to be on silent or switched off

*Are there any questions or concerns before we begin the discussion?

-Enjoy the discussion!

18
3. Questions

Please note that there will be no specific questions decided in advance.

Questions will naturally evolve as the researcher probes in the interview.
Questions will be asked of in the following areas:
A) Awareness and knowledge about the Blesser‐Blessee relationships
i. What is your understanding of a blesser or blessee?
ii. Is the Blesser and blessee phenomenon present at the University of
Zimbabwe?
iii. What is employment status of blessers?
iv. Do students regard older partners as blessers?
v. What is the involvement of third parties in facilitating Blesser and
blesse relationships
vi. How do students link up with Blessers?
vii. Why do Blessers prefer students?
B) Motivating factors for involvement in the Blesser‐Blessee relationships
i. Participants will be asked to discuss motivating factors for
involvement in the blesser‐blessee phenomenon at the University of
Zimbabwe.
ii. Do blessers want anything from blessees in return of
favours/support?
iii. Why do students choose blessers as partners and not younger
partners?
iv. What are the benefits of being a blessee
v. Why do students engage with blessers?
vi. What is the role of social media in motivating young people to get
involved in the blesser‐blessee’ phenomenon.
vii. Can peer pressure be considered as a motivating factor to get
involved in the blesser‐blessee?’

19
C) Impact of the Blesser‐Blessee phenomenon on young people
i. What are the impacts and consequences of being involved blesser‐
blessee relationships
ii. What are the disadvantages of being a blessee
iii. What is the social impact of blesser‐blessee relationships
iv. What is the physical impact of blesser‐blessee relationships
v. There is anything positive about the ‘blesser‐blessee’ phenomenon
D) Prevention and protection of young people from the Blesser‐Blessee
relationships
i. Based on the far‐reaching negative consequences of the blesser‐ blessee
phenomenon among young people it is important to determine what can
be done to prevent young people from getting involved with a blesser.
ii. What is the role of religion in preventing the blesser‐blessee situation?
iii. What is the role of strengthening an individual’s character in the
preventing blesser‐blessee
iv. What is the role positive role models that set good examples for them to
follow
v. What is the role of positive parental education with regards to the issue of
blesser‐blessee relationships?

Conclusion

That ends our focus group. A very big thank you to all of you for participating
and sharing your thoughts and views with us. Kindly complete our focus group
survey and there are refreshments for everyone.

ANNEXURE 2: FOCUS GROUP CONSENT FORM

CONSENT TO PARTICIPATE IN RESEARCH

20
I willingly and freely agree to play a part in this research study.

I am fully aware of the fact that I can withdraw my consent at any time and
choose not to answer any questions without having to face any consequences.

I am fully aware of the fact that I can retract any permission to use data from my
interview for up to two weeks after the interview, in which case the data will be
discarded.

I confirm that the nature and purpose of the study has been explained in writing
to me and that I have understood what participation in this study involves. I
have also been awarded the platform to ask as many questions as I may have
had with regards to the study.

I understand that there will be no direct benefit of whatever kind to me for

taking part in this research.

I give my consent to having this interview audio-recorded.

I am fully aware of the fact that information I give in this study shall be kept
confidential and that any report on the results of this research shall keep my
identity anonymous by changing my name and so that it does not reveal my
reveal my identity or the identity of people I talk about.

I have fully comprehended that extracts from my interview for this research may
be given reference to in disguised form.

I have fully comprehended that in the event of someone else or myself being at
any form of risk or danger whatsoever, I may inform the researcher and they
may have to report this to the relevant authorities with or without my
permission after discussing with me initially.

21
I am aware and have understood that the original audio recordings will be
retained by the University of Zimbabwe MBA Group 1 students based in Harare
until the end of the first semester of their studies as part of their coursework
contributing to their final assessment in Statistics for Managers.

I am fully aware and have understood that due to the legislation on freedom of
information, I am entitled to access the information I have provided at any time
while it is in storage of those doing this research as specified above.

I am fully aware that I am allowed to contact any of the researchers for further
clarity on issues around this research at any time during the course of this
research.

For those who consent, show by raise of hand.

Thank you.

22
ANNEXURE 3: UNIVERSITY OF ZIMBABWE FOCUS GROUP DISCUSSION
BIODATA FORM

23
ANNEXURE 4: PLAGIARISM REPORT

Plagiarism Checker X Originality Report

Similarity Found: 2%

Date: Monday, June 22, 2020

Statistics: 78 words Plagiarized / 3515 Total words

Remarks: Low Plagiarism Detected - Your Document needs Optional

Improvement.

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

GROUP ONE _ _NAME _ID _ _Mataruka Alice T. _R109176J _ _Munzvenzve Jonas

_R198977B _ _Karimunhenga Molyne T. _R201327F _ _Chikugwe Naison
_R201350W _ _Chakabva Natasha _R129199J _ _Masisimani Nelissa _R201276M _
_Mapfumo Nyaradzo _R201318A _ _Mutowodzwa Ruvimbo _R174069P _
_Manika Shingairai _R201319C _ _Mayaya Tatenda _R143356H _ _Nyahuma
Tichawana _R075351D _ _ _ _ QUESTION The issue of “Blessers” has been very
topical at UZ to the extent that it has attracted the attention of the Dean of
students.

INTERNET SOURCES:

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26