Impact of institutional crisis on the process of teaching-learning at Haramaya University

Abstract

The study examined the impact of the institutional crisis on the process of teaching-learning at Haramaya University. The researchers adopted survey research design. An explanatory mixed approach was employed to collect quantitative data first and then qualitative data to explain the quantitative results. A questionnaire, key informant interviews, and field visit were the instruments used to collect the data. The study participants were 45 faculty members/instructors, 40 students, 27 department heads/program coordinators, four deans/associate deans, and five peace & security officers. Simple random, availability, and purposive sampling techniques were used to select the study participants. The researchers used descriptive and inferential statistics to analyze quantitative data. In addition, qualitative data was analyzed thematically to substantiate on quantitative findings. The findings indicated that the leaders of Haramaya University have better competence on a political frame than structural, human resource, and symbolic frames. In addition to this, the findings of the study showed that on-campus demonstrations, boycotts of cafeteria services and class, students withdrawl, dropout, ethnocentrism, psycho-social problems, destruction of material resources, and high staff turnover are the major consequence that mostly affected the teaching and learning process. Therefore, it would be advisable if leaders are vigilant to manage the crises that disrupt the teaching and learning proces which in turn hampers the realization of institutional objectives.

Keywords

• Impact
• Haramaya University
• Higher education
• Teaching-learning