An Investigation on the Management of Intercultural Conflict among Students from ethnically diverse backgrounds focus at Ambo University

Abstract

The purpose of this study was to investigate the management of intercultural conflict among students from ethnically diverse backgrounds in higher education institutions in Ethiopia, with a focus on Ambo University. The study's qualitative research design was ethnographic and sampling technique were simple random to students (open-ended questionnaire) and purposive sampling (heterogeneous) for the FGD. The sample size was 60 students who had fully filled out the questionnaire, and of those, 9 students participated in the group discussion and two vices were involved in the in-depth interview. Analysis of the qualitative data started in the field where data presentation was made in narration after thematic analysis. The findings of the study show that the causes of intercultural conflict are ethnocentrism, prejudice, stereotypes, but majorly a student murder at another public university, unethical presentation of the victim in mass media, service termination, naming a block by a rebel group or activist, national crisis, well planned and researched conflict escalation funding by ethnic entrepreneurs. The most widely prevalent types of intercultural conflicts are first interpersonal conflict, then it develops into group and mass, ethnic-based conflict, and structural conflict. Intercultural conflict management styles used by the students are dominating, integrating, physical confrontation, fighting, legal procedures, avoiding, and the most widely practiced is the collaborative approach, with over 90% of conflicts resolved by the peace forum. The university administrators' conflict resolution strategies were both mixed (Jarsuma and Gadda systems, local and federal forces). Although there have been challenges in managing intercultural conflict, such as different communication styles, misinformation on social media, unnecessary measurement by local and federal forces, and some students mocking traditional conflict resolution, conflict entrepreneurs funding students to fuel conflict, and homogeneous leadership. The study recommends that students use collaborative approaches to manage intercultural conflict management styles rather than harsh strategies. The study also recommends naming a block unofficially as it could cause intercultural conflict, so it is better to rename it with positive messages. Homogenous leadership is a hindrance to managing intercultural conflicts, so it should be heterogeneous to be the voice of the whole ethnic group. Finally, concluded with constructive recommendations and conclusions.