final year research report
TRANSCRIPT
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THE UNIVERSITY OF ZAMBIA
SCHOOL OF HUMANITIES AND SOCIAL SCIENCES
DEPARTMENT OF DEVELOPMENT STUDIES
RESEARCH REPORT FOR DEV 4154
LECTURER: MR ELEMU
FINAL YEAR REPORT:
Students’ perspectives on the
effectiveness of Student Unionism at
the University of Zambia
GROUP MEMBERS: COMPUTER NUMBER:
1. Fredrick Kaluluma M. 12006246
2. Chota Musonda C. 12007960
3. Niza Sichula M. 12012149
4. Louis Mtonga 12040274
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TABLE OF CONTENTS
Acknowledgments.......................................................................................................................... iii
Dedication ...................................................................................................................................... iii
Declaration ..................................................................................................................................... iii
List of Figures and Tables.............................................................................................................. iv
Acronyms and Abbreviations ........................................................................................................ iv
1.0 INTRODUCTION .................................................................................................................... 1
2.0 LITERATURE REVIEW ......................................................................................................... 2
3.0 STATEMENT OF THE PROBLEM ........................................................................................ 6
4.0 RESEARCH OBJECTIVES ..................................................................................................... 7
4.1 General Objective ................................................................................................................ 7
1.2 Specific Objectives.......................................................................................................... 7
5.0 RATIONALE OF THE STUDY .............................................................................................. 7
6.0 RESEARCH METHODOLOGY.............................................................................................. 8
6.1 Data Collection .................................................................................................................... 9
6.1.1 Secondary Data Collection .............................................................................................. 9
6.1.2 Primary Data Collection .................................................................................................. 9
6.2 DATA PROCESSING AND ANALYSIS ........................................................................ 11
7.0 RESEARCH ETHICS ............................................................................................................. 11
8.0 RESEARCH FINDINGS ........................................................................................................ 12
8.1 Background Characteristics ............................................................................................. 12
8.1.1 Sex .................................................................................................................................... 12
8.1.2 Age ................................................................................................................................... 13
8.1.3 Institutional Position of Staff Members ....................................................................... 13
8.2 Extent of Knowledge on Student Unionism .................................................................... 14
8.2.1 Students knowledge ........................................................................................................ 14
8.2.1.2 Extent of Students knowledge on the Roles .............................................................. 14
8.3 The Attitudes towards Student Unionism ....................................................................... 15
8.4 Extent to which students participate in student affairs. ................................................ 17
8.5 To determine how student participation could be improved ........................................ 18
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8.6 Conclusion ............................................................................................................................. 19
8.7 Recommendations ................................................................................................................. 19
9.0 WORK PLAN ......................................................................................................................... 21
10.0 BUDGET .............................................................................................................................. 24
11.0 REFERENCES ..................................................................................................................... 26
12.0 APENDICES......................................................................................................................... 27
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Acknowledgments
This report could hardly have been accomplished without the advice given in this course by Mr.
Elemu and with the help of Miss Marian Mtonga who both equipped us with the knowledge and
wisdom required in presenting this academic piece of writing. We would also like to thank
everyone who participated in answering the questionnaires and making this research what it
turned out to be; a huge success. Lastly we would like to thank the lord almighty for giving us
the strength and courage to overcome this challenge of which we endeavored to resolve and for
enlightening our minds to offer solutions to this pending problem of students’ views on Student
unionism.
Dedication
This report is dedicated to our Heavenly Father who gives us renewed hope every day and has
seen us through our academic years and work all throughout our lives. Also to our dear parents
who work tirelessly to ensure that we had been provided with all our academic requirements. We
would also in a special way like to dedicate this to one of our group members father, Mr Rodwell
Sichula who passed on just before the presentation of this report, May his Soul Rest in Peace!
Further, we dedicate this report to our families and friends who have never doubted our potential
and capacity to pursue this degree to completion and have shown tremendous support throughout
our lives.
Declaration
We declare that this is our own work and that we did not plagiarize this work from any piece of
Academic writing aside from the literature review which was of strict necessity and an
entitlement we had in researching about the research topic from previous scholarly works already
done.
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List of Figures and Tables
Figure 8.1……………………………………………………………………………………P12
Table 8.1……………………………………………………………………………………..P12
Table 8.2……………………………………………………………………………………..P13
Table 8.3……………………………………………………………………………………...P13
Table 8.4………………………………………………………………………………….......P14
Figure 8.2……………………………………………………………………………………..P14
Figure 8.3……………………………………………………………………………………..P15
Figure 8.4……………………………………………………………………………………..P17
Figure 8.5……………………………………………………………………………………..P17
Figure 8.6…………………………………………………………………………………......P18
Acronyms and Abbreviations
UNZA-The University of Zambia
UNZASU-University of Zambia Students Union
DOSA-Dean of Students Office
UNZALAW-The University of Zambia Law Association
UNZADESA-The University of Zambia Development Studies Association
MDA-Ministries Departments and Agencies
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1.0 INTRODUCTION
Since gaining independence in 1964, the demand for well galvanized student’s leadership
unions in Zambia has ever so grown in order to facilitate an effective administration and
development student polities in general (Coburn, 1993). The foundation on which student
leadership was born from emanated from the introduction of one of the highest institutions of
learning in the country and one of the best in Southern Africa, the University of Zambia, which
was founded in 1966 (ibid).
The university began with three schools; Education, Humanities and Social Sciences, and
Natural Sciences. But as facilities developed and needs were recognized new schools were added
including Law, Engineering, Medicine, Agriculture Sciences and Veterinary Medicine. Currently
the university has further included more fields with a vision to improve education in the country
through offering diverse courses (Coburn, 1993). The institution initially operated without the
evocative of student’s populace; however, management realized in 1967 that there was need for a
student union executive which is called University of Zambia Student’s Union (UNZASU
Constitution).
Students union means an institutionalized group of students for synergy of relationship among
themselves as well as between them and other social stakeholders in a nation; stakeholders that
include university authorities, the political class, the press, governments, ministries, departments
and Agencies (MDAs), corporate organizations and the state. In standard global practices, a
student union is "saddled with the responsibility of managing the affairs of students to represent
the interest of students" (Adelabu and Akinsolu 2009: p. 52). It is often instituted in higher
institutions where most students are adults. Depending on countries, students union is often
created by institutional laws or regulation, and is funded either by authorities that create it or
student members themselves (ibid). The university is the focus of this paper, so, students union
will conceptually refer to university students union.
Prominent members of students union often have the opportunity of interacting with the top
echelon of the university, with some of them represented in policy making bodies up to, in some
cases, the level of the university governing council. This often creates easy administrative link
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between the students and the university authorities. The students union often runs like "a typical
government; it has senate and also examines legislative procedures", and is always the platform
where students practice political roles (Adelabu and Akinsolu 2009:52).
The students union also serves as a training ground for political leadership. Of all agents of
primary socialization or otherwise in the university therefore, it is the students union that
provides this kind of opportunity, which, as Alada (2011) notes, often “helps students to develop
their organizational ability and strength of character that prepare them for higher responsibility in
the near future”.
Zambia, particularly, has some universities that still, in this century, regard students union as
an impediment to peaceful administration; with old ones proscribing and new ones avoiding it;
while the government does nothing to check the situation. There have many been question marks
regarding UNZASU and whether it has been as effective as it should be since its inception in
1967. Further questions have been raised as to whether or not the student populace appreciates
the importance of having a student’s union. This can be seen by voter apathy observed after
UNZASU elections have been carried out (Lusaka Star Newspaper 26th
June, 2013).
2.0 LITERATURE REVIEW
Several scholars have given a general consensus of what an ideal student’s union should be like.
It can be said that the role played by the students union in effective university administration and
political development is as follows;
Considerable research has been done on student unionism by various scholars. Akinboye and
Eesuola (2015) proposed that the primary role of students union in effective university
administration is that it helps university administration maintain openness to students, gain their
trust and that of the entire university community. The setting of a university is such that makes
mutual suspicion inevitable between university students and university administration, especially
because the administration charges fees, imposes levies and formulates policies on such issues as
accommodation, transportation, admission, scholarship, examination, discipline and others that
directly and critically affect students. In addition, because the higher institutions are known for
where ideologies are formed, and tertiary education in particular is fundamental to the
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construction of knowledge (Adelabu and Akinsolu 2009), university students often have access
to such information and ideas so that they make use of it in articulating issues and criticize
policies of university administration as well as the state (Olugbade 1990, in Adelabu and
Akinsolu 2009). So, it is necessary to have students' union as umpire between the administrations
and the students to avoid misread policy intention, destructive rumors and propaganda.
Secondly, a student’s union also enhances openness and trust between the students and the
university administration. This is necessary because there are some unruly students who for
various reasons can construct false stories such as “Tuition fees have been doubled next
semester” and can spread it out for example on social media (Akinboye and Eesuola, 2015). In
instances where students unions have been observed to be in existent, these’ type of postings
may lead to bridge of trust between the administration and the students, and a needless riot may
be the price for it. Succinctly put therefore, students union serves as a tool of communication and
information dissemination that can create and reinforce trust and openness in university
administration (Adelabu and Akinsolu, 2009).
Thirdly is the issue of reciprocal accountability and respect. The university has to be
accountable to the students and the entire community while students themselves should
periodically render accounts of their actions and inactions to the university community for
smooth running of the system (Eesuola 2012). In doing this, principal officers and administrators
represent the university authorities just as the students union needs to represent the students too.
At all times, somebody must be accountable to who does what, when and how, and the students
need to be represented by their union to provide this accountability. Mutual respect and
understanding also matter in the smooth running of university system, and the students union is
required to achieve this (Lipset, 1967; Califano, 1970; Jonas, 2000; Hu, 1981).
Various scholars have therefore stated that there is a wide generational gap between the
university administrators and the students for whom they administer the university (Akinboye
and Eesuola, 2015). University administration cannot know students the way students themselves
will, that is in terms of the latter’s preferences, values, yearnings, aspirations and pranks. Since
most of the problems and challenges confronting university administration are students related,
such as, examination malpractices, gangs and cults, sex related offences and others that are
symptomatic of youthful exuberance, a union of students is needed as primary source of
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orientation for students. Students union can also help apprehend their members in defiance of
university rules and regulation. In addition to this, trial cases of students on issues of
examination malpractices, gangster cum cult activities as well as other offences can commence
from the students’ union panels and the panels send their findings to the administration for
decisions to be taken on such issue. This gives students sense of responsibility towards their
colleagues and the authorities, and decisions finally reached are not likely to be challenged by
anyone. This evidently enhances effective running of the university.
Adelabu and Akinsolu (2009) have observed that the students union often runs like "a typical
government; it has senate and also examines legislative procedures", and is always the platform
where students practice political roles. More emphatically, most students unions have the three
branches of government: executive, legislature and judiciary, and they practice representative
democratic system through the different faculties and colleges as well as halls of residences
(where they exist). According to the University Of Zambia Student’s constitution, the name of
the student representative body was established to be called the University of Zambia Students
Union (UNZASU Constitution). The Unions Headquarters shall be located at the same place as
Dean of Students offices (DOSA) and Central Administration. It comprises of 5 major positions,
which is the President General, Vice-President General, Council Secretary General, Treasurer
General and Three Committee Members.
As stipulated in the constitution, the goals and objectives are to be archived through the
various functions of the executive (UNZASU draft Constitution, 2015). In the spirit of Article 4
of the UNZASU Constitution, the activities organized by UNZASU Executive directly and/or in
cooperation with other registered student organizations shall be as follows:
It shall represent students in relations with the authorities of the University of Zambia and
other institutions as it may deem fit for the efficient management of the affairs of the students,
appoint such ad hoc committees as it may deem fit for efficient management of the affairs of the
students, promote the general welfare and interests of the students and coordinate the social,
cultural, intellectual and recreational activities of the students of the University of
Zambia(UNZASU draft Constitution, 2015).
Furthermore, the executive shall nominate student representatives on appropriate
committees, establish links and maintain cordial relations and promote exchange programs with
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students of other universities, colleges and educational and vocational institutions within and
outside Zambia, manage the financial affairs of the student body, publish and present audited
quarterly and annual statements of accounts to the student body, raise funds for the benefit of
the student body, carry out all other activities that may be necessary to further the aims of
UNZASU, publish and/or broadcast any information that is relevant to the student populace and
finally the UNZASU Executive may recommend disciplinary measures against any erring
member of the Executive in accordance with the student rules and regulations(UNZASU draft
Constitution, 2015).
The inability of the government to meet the student’s needs has led to student unrests in
several countries on the globe (Jonas, 2000). Responsibility and control are highly necessary in
any gathering of men, and the university is no exception. The opposite is anarchy. As earlier
asserted, university students are a peculiar species of adults whose stage of live is vulnerable to
all sorts of experimentations that come in forms of construction and deconstruction of social
values, as well as questioning social issues. In the process of doing so, disagreement may ensue
between them (students), and the university authorities, and this disagreement may lead to
protest (ibid).
The Nigerian Education sector in general has for a long time been experiencing a devastating
crisis since the late 1970. This crisis has been characterized by a combination of chronic
underfunding, rapidly increasing students’ enrolment, inadequacy of facilities, deterioration of
physical infrastructures and suppression in managing the institutions, demoralization of staff and
students, incessant students riots and periodic staff strikes (Adelabu and Akinsolu, 2009).
This is all too familiar in Zambia where students have been seen to be rioting of meal
allowances and other pressing issues. For Instance, the Lusaka times newspaper on the 2nd
of
September 2015 reported that students at the University of Zambia where observed to have been
rioting over the incumbent government (Patriotic Front Party) is inability to pay lecturers. And
the subsequent results of that action was the lecturer’s refusal to release their semester results
and withhold them till all outstanding monies where paid to them by government (Lusaka times
Newspaper 2nd
September, 2015).
Another instance would be with regards to the where students have been seeing rioting, with
the case of Copperbelt University students over fellow students who had been suspended for the
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purpose of previous riotous behavior concerning meal allowances. These irate students have
numerously blocked main roads along the university premise thereby blocking traffic and
inciting Zambia police to take vigorous action (Post Newspapers 19th
January, 2016).
On protest the university administration has little or no preventive control since it is inevitable
in any social formation. The university will be safer if students union coordinates and controls
such protest so it will not be hijacked by other forces. All over the world, students have
established cases of defending their universities from both external attacks and insurrections.
They have assisted university administrations in waging war against cult and gangsters. They
have served as communication link between their members and the authorities of their
universities, and, for their entire fatherland they have assisted in providing political education
through mobilizations, rallies and civil society activities in such a way that has enhanced socio
political development, either directly or otherwise (Lipset, 1967; Califano, 1970; Jonas, 2000;
Hu, 1981).
3.0 STATEMENT OF THE PROBLEM
The University of Zambia is the highest learning institution in the country and it has a significant
role that it plays in the political atmosphere of the nation. Besides that it plays host to over 16000
students in different schools whose affairs are therefore managed by the school student’s unions.
However, it has been suggested that students that in recent times the University of Zambia
Student’s union has not been effectively handling the affairs of the school, represented students
before the University to their fullest capacity, as well as represent the institution before various
stakeholders and the nation at large (The Post newspapers 12th
February, 2014). Voter apathy in
student elections and the allegations of corruption that have accompanied some the student union
leaders could lead one to argue that the students may have lost confidence in the effectiveness of
the union.
Therefore the purpose for this study was to investigate student’s views (perspectives) on the
effectiveness of Student Unionism at UNZA. .
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4.0 RESEARCH OBJECTIVES
4.1 General Objective
To investigate students perspectives on the effectiveness of student unionism at the University of
Zambia.
4.2 Specific Objectives
1. To determine how knowledgeable students are about the different roles of the student
union (UNZASU).
2. To determine students attitudes towards student unionism at the University of Zambia.
3. To determine the extent to which students participate in student union affairs.
4. To determine how student participation could be improved.
5.0 RATIONALE OF THE STUDY
It was envisaged that this study would help benefit students, researchers, policy makers, the
university administrators and other stakeholders on student’s perspectives on the effectiveness of
student unionism and leadership.
This study was important for the purpose of contributing to the body of knowledge on the
effectiveness of student unionism based on the views of students at the University of Zambia
campus. It had been observed that literature on student unionism is quite scarce and when it is
available, people have to seek it through the internet which may not always be available to every
student on campus.
This Research explored the influence of students' perception on the importance of effective
leadership, perception of themselves as leaders, perception of the importance of leadership after
college, and the importance of working in teams or groups and how those perceptions influence
success after college. Further research would help substantiate the importance of students'
leadership perceptions.
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In-addition, the study enlightened students and other stakeholders to have a wide and broader
understanding of the role and function of students’ unions in various universities and colleges.
This was coupled with highlighting the aims and objectives of a student union.
The study also provided awareness on the general expectations of students from the student’s
union which could in turn help the student’s representative body improve on the delivery of their
services.
The study also helped in ascertaining whether the needs and expectations of students from the
student’s body are realistic. This was realized by matching the aims and objectives of the union
with what was on the ground. It also helped in establishing the importance and value of student
unions and leadership in universities thereby causing many students to participate in student
affairs and other related activities.
More importantly, the study was undertaken as partial fulfillment for the award of the Bachelor
of Arts Degree with Development Studies.
6.0 RESEARCH METHODOLOGY
Research methodology is a broad term all strategies that describes how, when and where data is
to be collected and analyzed. Methodology is defined as “the activity or business of choosing,
reflecting upon, evaluating and justifying the methods used in data collection.
The proposed research design for the study was non-experimental investigation. This is because
the research had been conducted in a natural and uncontrolled setting which was done at the
University of Zambia and not a place with a controlled sample. The study was both descriptive
and explanatory. The study identified the student’s perspectives on the effectiveness of students’
unionism at the University of Zambia.
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6.1 Data Collection
6.1.1 Secondary Data Collection Secondary data was used because it was readily available and not expensive to obtain. The
University of Zambia provided us with some of this data.
Secondary data is important to a research because since most of it is done frequently over periods
of time for example in this case University of Zambia Student Union holds elections every
academic year. This can give a clear evolution of the problem based on student participation in
these elections. Re-analyzing data can also lead to unexpected and new discoveries.
Prospective sources from which secondary data was obtained included journal and newspaper
articles, books and research materials. These were obtained from records and journals of notable
stakeholders;, donors and government departments, The University of Zambia library and the
internet. The data was collected so as to provide a framework upon which to base the research
and also as a means of guidance in the course of the research.
6.1.2 Primary Data Collection
This data was collected because it had information for specific purposes of the study. This is a
collection of original data, it was collected after getting some insight into the problem and
analyzing previously collected primary data on the same problem. The primary method of data
collection used was questionnaires and person to person interviews. This method is inexpensive
and has gotten to the point information about the problem.
The research site will be the University of Zambia, Great East Road Campus; in the 2015/16
academic year.
Target Groups and sampling procedures
The total number of prospective respondents was 40. This comprised of 30 students and 10
members of the general staff, including office clerks, library stuff, lecturers and tutors from the
University of Zambia administration. Since the study was confined to the University, only those
within the University were sampled.
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Target Group A
For the 30 students, simple random sampling was used for their selection by means of the
sampling frame. A sampling frame is a complete listing of all members of a particular locality
although in this case it consisted of only full time accommodated students. However this is
convenient in that accommodated students are easier to reach and access than those who are not.
Target Group B
For the remainder who were members of the general staff, purposive sampling was employed.
The reason for this was because these individuals have appreciable detailed knowledge on the
subject matter and day to day interaction with students. This includes lecturers and tutors.
Data Collection Tools
Questionnaire
In the collection of data, the method that was used was in such a way that it worked to the
advantage of both the research team and the respondents of which collection of data was done
through a set of questionnaires which will comprise of both closed ended and open ended
questions. This is because this type of data gathering facilitated the statistical analysis of the
information to be collected, the questionnaire was a structured one, relying mainly on open
ended questions asserting to the fact that it is not the most ideal tool for qualitative data
collection. To ensure that data of very high quality is collected, these Self-administered
questionnaires were used for our population of interest assumed to be literate. For this purpose,
our desire for quantitative data to be analyzed statistically was achieved with the use of
computers. The nature of the questionnaire was such that it was impersonal; it was convenient
since there was enough time given to respondents to answer questions freely without any undue
influence.
Interview Guide
For the Institutional stakeholders, the interview guide was selected because it leaves room for
new questions, covers broader questions and leaves room for the interviewer to probe further.
The interview guide was used to gain further insight into the topic of study as it was used on the
members of stuff.
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Sampling Procedure
Simple random sampling was used on the entire sample because it is a basic probability design in
which we select a group of subject’s for study from a larger group, which in this case is the
University of Zambia student body. Each student was chosen by chance and each member of the
student population thus had an equal chance of being included in the sample.
The sampling frame used in the study was the University of Zambia, 2014 Year Book. The Year
Book is reliable and valid. It also allows for tracing of elements and locating halls of residence.
6.2 DATA PROCESSING AND ANALYSIS
The data collected using the questionnaires had been checked for uniformity, consistency and
accuracy. The raw data collected was subjected to serious analysis in order to understand the
broader perspective and use this data to describe the problem and bring up a possible solution.
There was a manual analysis of the data from the questionnaires so that the similarities were
recognized. The data was then grouped into themes after checking how frequently answers
appeared. Summaries according to each question were developed then grouped according to the
majority. The mutually exclusive grouped data was then recorded.
The interview guide responses were written down and analyzed using the content and thematic
methods. This involved reading through responses as given and grouping similar answers
together similar to the questionnaires.
7.0 RESEARCH ETHICS
The research was conducted for academic purposes. The participants in the sample were
randomly selected and their privacy was kept as no names were to be included in the discussion.
Respondents through the guides in the questionnaire were informed on what type of research it
was and that findings were in no way to be tied back to them. The research did not include any
names and did not subject the respondents to embarrassing statements or questions.
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8.0 RESEARCH FINDINGS
This chapter will present the representation of findings, discussion of findings and finally
recommendations. Background characteristics of the respondents will also be tabulated and
presented in this chapter.
8.1 Background Characteristics
8.1.1 Sex
Figure 8.1 shows the overall gender participation Table 8.1shows respondents by sex
According to both the figure 8.1 and table 8.1 of the sample captured, 13 were female and 17
were male. This slight difference in the gender participation could have been as a result of a
significant lack of interest on the part of the females on the topic under study as opposed to
males who showed more interest. Since ethical concerns and willingness were highly valued in
the research hence the results obtained.
0%
10%
20%
30%
40%
50%
60%
Male Female
59%
41%
Frequency Distribution
Sex Frequency
Male 17
Female 13
Total 30
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8.1.2 Age
Table 8.2 shows the Age Distribution of Sample A.
Age Frequency frequency distribution
18 and below 3 10%
18-20 9 30%
21-23 11 36.7%
24-26 4 11.65%
26 and above 4 11.65%
From the above illustration we do note that the majority of the respondents of sample A were
aged between the ranges of 18-20 and 21-23 respectively, whilst 8 respondents were between the
ranges 24-26years and 26 and above illustrating that the target group was quite a youthful group
from which we may deduce that they are quite learned. This therefore entails the ability of the
sample to provide the research with rationale and systematic information for the study.
8.1.3 Institutional Position of Staff Members
Table 8.3 shows the Institutional Stakeholder distribution
Position of Staff Members frequency distribution Frequency
Lecturers 20% 2
Accommodation custodians 20% 2
Librarians 10% 1
Administration Staff 30% 3
Tutors 10% 1
Computer staff members 10% 1
Total 100% 10
The institutional stakeholders formed sample B of the target group and the table above is an
illustration of the different staff members that were interviewed via person to person interviews.
The Sample size was limited to ten (10) respondents drawn from across the institution.
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8.2 Extent of Knowledge on Student Unionism
8.2.1 Students knowledge
Table 8.4 shows the Frequency distribution on the knowledge about Student UnionResponse
Response Frequency Frequency Distribution
Yes 28 93.30%
No 2 6.70%
Total 30 100%
The table above shows the distribution of the responses by the respondents concerning their
knowledge on a Student Union body being present at the University of Zambia. Statistics
therefore show us that 93.3% of the respondents know about the union and less than 10 % do not
know about its existence. This information establishes that the majority are aware of the union
being available and active but careful attention must then be directed towards establishing
whether respondents do entirely know about the purpose of what the student body is supposed to
do.
8.2.1.2 Extent of Students knowledge on the Roles
Figure 8.2 shows the responses on the awareness of the roles that UNZASU is supposed to play
In order to meet this objective the respondents were asked if they were aware of some of the
roles in line with the purpose of the University of Zambia Student’s Union (UNZASU) .Of those
45% 55%
Aware of roles Not aware of roles
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that responded (93.3%), 55% said that they were not aware of the roles of UNZASU and 45%
said that they were aware of the roles that UNZASU.
From those who responded that they were aware of UNZASU’s roles (45%), majority of them
stated that these roles were to mainly represent students before the University Administration.
Whilst others felt that the Students union also had a mandate to represent students before various
stake holders. Finally others pointed out that representing the University Administration before
the students was also of some significance.
Of the 10 general staff interviewed, seven (70%) said they were aware of the UNZASU’s roles
which mainly encompass it acting as a channel between students and the management and
mostly to create a podium where students can air out their grievances as well as raise their
concerns. Three (30%) said that UNZASU’s roles are present on paper but are susceptible to
external influence such as political affiliations.
8.3 The Attitudes towards Student Unionism
Figure 8.3 shows the responses on the attitudes towards student unionism of the respondents
In order to determine the respondents’ attitudes towards student unionism, they were asked on
whether they felt UNZASU represented them well before the School Administration and before
various Stakeholders. As well as on what they thought about whether UNZASU was effectively
playing the roles that they ought to play.
In response to the first question, 72% of the respondents did not feel UNZASU represents them
well before the School Administration and 28% felt well represented. In response to the second
question, 76% of the respondents did not feel UNZASU represents them well before
0%
20%
40%
60%
80%
Representationbefore SchoolAdminstration
Representationbefore Stakeholders
Effectively playingroles
Yes No
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Stakeholders. Then in response to the third question 70% of the respondents did not feel that
UNZASU are effectively playing their roles and 30% of the students did feel they were playing
their roles. To build further on these questions, the respondents were asked to explain the
reasons why they felt that UNZASU was not effectively performing the roles expected of them.
The majority (65%) of the students felt that UNZASU was poor at communicating with the
students on administrative information such as sessional dates and also information from
stakeholders such as dates for students to receive their loans. The minority (35%) stated that they
felt UNZASU was lacking in transparency in the way they conducted their activities.
We further interviewed the members of staff if they noted any differences between the UNZASU
of recent years and the one of old and we also asked them to express their views on why there is
high voter apathy in recent UNZASU elections.
Of the 10 members of staff interviewed, 80% said there is a great discrepancy between the
UNZASU of old and the recent one in terms of aggression. The UNZASU of old was more
aggressive and effortlessly mobilised demonstrations which exploded into riots. 20% said they
did not really see much difference because the riots and demonstrations have kept on escalating
and have gotten much worse to the extent that they led to an indefinite closure. Most of them
also said the high voter apathy has always been there because UNZASU fails to meet students’
needs and they also just feel the leaders want to enrich themselves which have a negative impact
on the students’ attitudes.
17
8.4 Extent to which students participate in student affairs.
Figure 8.4 and shows the responses patterning to participation of students in UNZASU elections
Figure 8.4 Figure 8.5
In order to meet this objective, the respondents were asked how often they participated in student
elections and the majority of them 76% said that they did not participate and 24% said that they
do participate by means of voting. Considering that the majority stated that they did not
participate, they were also asked to explain why they did not participate. Figure 8.5 illustrates
that the majority (53%) of them cited no credible candidates as the reason for their lack of
participation. Others (12%) cited the ineffectiveness of the union as their reason for not
participating. About 33% gave other reasons patterning to religion affiliations, lack of interest
and ignorance.
The rest of the 10 % members of staff that were interviewed, 100% (10) said students’
participation in student affairs is very low and quiet disheartening.
24%
76%
Yes No
12%
53%
33%
Ineffectiveness
No credible candidates
Other reasons (Relegion, lack of interest, Ignorance)
18
8.5 To determine how student participation could be improved
Figure 8.6 shows the responses about which recommendations can improve student participation
in UNZASU affairs
Figure 8.6
In order to meet this objective, respondents’ were asked on what recommendations to UNZASU
and other potential leaders could help improve student unionism. The majority (46%) of the
respondents cited that practicing accountability and transparency by UNZASU would help
improve participation whilst 20% cited that commitment to manifesto promises by UNZASU
representatives would also help. Others felt that if UNZASU representatives would cut down on
political affiliations and also increase student participation in affairs would also improve overall
student unionism at UNZA.
Of the 10 members of staff interviewed, six (60%) said the only way student participation can be
improved is if the leaders who are elected into UNZASU can deliver the services that they
promise in their manifesto. They should be serious accountability and transparency in the union.
Four (40%) said the only way student participation can be increased is if the leaders did
everything they can in their capacity to win back the students trust in the union at all cost.
46%
18%
20%
16%
Recommendations for improved students unionism by respondents
practice accountability andtransparency
non-affilliation to politicalparties
commitment to manifestopromises
increased participaton ofstudents in UNZASU affairs
19
8.6 Conclusion
Based on the findings highlighted above, there are several conclusions that could be made. Some
of these are as follows; firstly the results show that the respondents deem that UNZASU has been
ineffective in carrying out their roles of representing students before the school administration
and various stakeholders. This could be linked to the uncontrollable behavior that students have
often exhibited which has been expressed through the various riots and other forms of deviation.
Secondly the results also showed that the students have a negative attitude towards student
unionism. This could be the reason why there has been poor participation by students in student
union affairs such as elections which have been characterized by voter apathy.
Finally, the results also show that the majority of students have little knowledge on the roles that
UNZASU is supposed to play. This could be why there is arguably a lack of transparency and
accountability exhibited by student union leaders. This is because the students cannot hold the
union accountable when they do not know the purpose why the union exists.
8.7 Recommendations
In light of the findings and conclusion above, the recommendations made concern what needs to
be done to be done to improve student’s perspectives towards student unionism at the University
of Zambia. These recommendations are as follows;
Firstly it is recommended that sensitization programs on student unionism should be
commenced. This could also be achieved by including student union sensitization in the
orientation process for all students when they come to the University of Zambia. The increase in
knowledge could lead to an increase in student participation in student unionism. It could also
lead to student’s holding the union accountable when they are not performing their duties
effectively.
Secondly it is recommended that checks and balances should be increased so as to monitor the
student union and assess it according to what is expected of them. Associations such as
20
University of Zambia Development Studies Association (UNZADESA) and the University of
Zambia Law Association (UNZALAW) should take up the initiative of monitoring UNZASU to
ensure that they are following procedure and putting the interests of the students first.
Furthermore, there should be thorough investigation of UNZASU’s activities and there should be
stiff penalties applied to those who are abusing their positions for illegal activities.
It is also recommended that there should be a review of the criteria that is used to qualify
students to stand for positions in UNZASU. This review should be done in order to ensure that
only capable students who will effectively play the roles expected of them will qualify to stand
for these positions.
It is recommended that in the future, a large scale research should be done on how student
participation student unionism can be increased. This can be done in several public institutions
and the results can be compared and solutions can be suggested.
21
9.0 WORK PLAN
This is a break-down of all activities to be performed in the undertaking of the research project.
This is from start to end of the research.
Activity 1
Topic formulation/Approval, this involves reading widely so as to better come up with a research
topic. This will take place between 10th
November, 2015 and 10th
December, 2015.
Activity 2
Literature review, the literature review is a theoretical aspect that answers or shows the
significance of the selected topic and it further gives insight and understanding on the topic
selected. This involves a lot of researching to comprehensively undertake. This is an on-going
procedure but for the sake of progress, it will be conducted between the 10th
of December, 2015
and the 22nd
of February, 2016. However, more information will be added throughout the
research.
Activity 3
Proposal Development/preparation, this is the actual compilation of the research proposal as
instructed. 14th
December, 2015 to 19th
February, 2016.
Activity 4
Data collection tools development, this is the tool required to capture the information needed for
analysis so as to come up with the needed research document. It involves coming up with
research questions to be administered to the respondents. This will be executed from the 2nd
of
January, 2016 to the 28th
of March, 2016.
22
Activity 5
Pretesting of data collection tools, to ensure that the collection tool will be efficient enough to
capture the information needed. Ambiguity, consistence and suitability will be analyzed from the
process. This will be done from 27th
March, 2016 to the 29th
March, 2016.
Activity 6
Revising of data collection tools, in case that the guide and the questionnaire fail to get the data
required, they will thus need to be revised. 30th
March, 2016 to 31st March, 2016.
Submission of report proposal, the proposal will be submitted to await approval for data
collection once granted. This will be done on the 04th
of April, 2016.
Activity 7
Data collection, this involves the distribution of questionnaires to the respondents for data
collection. The data to be collected is primary information as it comes directly from respondents.
Target group A information will be accessed using questionnaires while target group B
information will require an interview guide. The procedure will be done between 02nd
May, 2016
and 14th
May, 2016
Activity 8
Data Analysis, cleaning and transcription, this is the interpretation of the collected data. Data
cleaning involves coding and verification of the responses that will be given in the
questionnaires. Consistence will be checked as well as tallying up of responses. Objectives will
then be compared to the responses and findings and from this conclusions for the report will be
drawn. This will be done from the 15th
May, 2016 to the 15th
of June, 2016.
Activity 9
Drafting of the report, this will involve typing the analyzed work in the Microsoft Word
Processor. This will be done between the 16th
of June, 2016 and 30th
June, 2016
23
Activity 10
Finalizing the report, this period will thus involve proof reading so as to ensure the final
document is ready for submission. This will take place between 21st September, 2016 and the
29th
of September, 2016
Activity 11
Submitting of final report, this will involve printing out of the final document and submitting to
the course co coordinator for marking. This will be done on the 30th
of September, 2016.
24
10.0 BUDGET
This is a breakdown of how money shall be spent throughout the projects life span.
Topic formulation/Approval
This involves wide reading of articles on the internet and books. This will also involve wide
consultations before finally deciding on what to do. This was important to find pressing issues
around student affairs in different places. Internet and transport costs will be incurred.
Literature Review
Literature review is one of the most important parts of the report as it helps in making one
understand where the problem is and what is being done to solve the problem. Therefore the
information will drown from all possible sources as deemed relevant.
Data collection tools construction
A questionnaire and research guide will be formulated. Printings costs are to be incurred here as
pretesting samples are required at a later stage.
Revising of data collection tools
In the event that the tools are found to be ineffective, re modifications will be required.
Printing and photocopying of data collection tools
Questionnaires for a sample of 40 students and members of stuff in the main library will be
prepared and distributed. For the four interview guides, these will be used on the members of
stuff in the main library at the university. This will take up a huge amount as the research is
heavily dependent on this activity.
Sending of proposal
A research proposal is required before submitting the actual report. This will require internet
connectivity as well as Printing of final document, a collection of all the subparts of the report.
25
FINANCIAL SHEET
Activity Cost
Topic formulation/Approval---------------------------------------150.00
Literature Review-----------------------------------------------------250.00
Data collection tools construction-----------------------------------50.00
Revising of data collection tools-------------------------------------20.00
Printing and photocopying of data collection tools--------------350.00
Sending of proposal----------------------------------------------------25.00
Printing of final research report document---------------------------60.00
Sub Total A-------------------------------------------------------------K 905.00
Stationary
This will include items to be used whilst constructing both the proposal and the final report and
this are list as given below.
Ream of paper------------------------------------------------------------ 40.00
Pens-------------------------------------------------------------------------10.00
Pencil------------------------------------------------------------------------5.00
Note pad---------------------------------------------------------------------10.00
Sub Total B-----------------------------------------------------------------65.00
Sub Total C (A+B) --------------------------------------------------------970.00
Contingency fund@10% C------------------------------------------------96.00
GRAND TOTAL-----------------------------------------------------------K 1,050
26
11.0 REFERENCES
Adelabu, M. & Akinsolu, A.(2009). Political education through the university: A Survey of
Nigerian university students. African Journal of Political Science and International Relation,
3(2) 046-053.
Akinboye, S and Eesuola, K. (2015) African research Review, An international Multidisciplinary
journal, Ethopia, vol 9(1), SERIAL No. 36, January 2015: 146-158
Alada, J. (2011). UI pushes for vibrant students’ unionism. Ibadan: www.ui.edu.ng. Retrieved
8/8/14
Califano, J. (1970). The student revolution: A global confrontation. Toronto: Norton
Coburn, J. (1993, March). “Out of Africa in Low Pay. Conference for improving Tertiary
education in Sub-Saharan Africa: Things that work”. The Glasgow Herald .p 20.
Eesuola O. (2012). Declining political activism amongst among Nigerian university students.
UniLag Journal of Politics, 6 (2012). Pp.47-64
Hu, T. (1981). Assessing the impact of faculty unions: The financial implications of collective
bargaining. Journal of Higher Education 52 (3), 237–55.
http://www.luskatimes.com/2015/09/02unza-students-riot-over-the-pf-governement-failure-to-
pay-lecturers/
http://www.postzambia.com/news.php?id=14810
Jonas, G. (2000). One shining moment: The untold story of the American student world federalist
movement, 1942-1953. USA: High Universe Publication.
Lipset S. (1967). University students and politics in underdeveloped countries. In, S.M. Lipset
(ed). Students’ politics. New York: Basic Books.
Kotecha. P, Strydom .M and Fongwa. S(2012), A Profile of Higher Education in Southern
Africa, Volume 2: National perspectives. SARUA Higher Education Data.
The Constitution of the University of Zambia Student’s Union.
27
12.0 APENDICES
COURSE CODE: DEV 4154: RESEARCH METHODS IN SOCIAL SCIENCES
QUESTIONNAIRE FOR STUDENTS
RESEARCH TOPIC: STUDENT’S PERSPECTIVES ON THE EFFECTIVENESS OF
STUDENT UNIONISM AT THE UNIVERSITY OF ZAMBIA
You are therefore requested to answer the questions honestly, sincerely, appropriately and
professionally.
INSTRUCTIONS
• Do not indicate your name or designation on the questionnaire
• In section A and B, tick answer(s) that express(s) your opinion as shown [ ]
• In section C, Briefly explain your responses in the spaces provided for each question.
• Do not write anything in the column for official use
N.B.: please note that the research is purely for academic purposes. Therefore, be assured that
the information you will provide will be received in confidentiality, treated with utmost privacy,
and held in high esteem. Your anonymity is therefore guaranteed
28
SECTION A: BACKGROUND INFORMATION OFFICIAL USE
1. How old were you on your last birthday?
________________________________________________ [ ]
2. Sex
(1) Male [ ] (2) Female [ ] [ ]
3. Marital Status
1) Single [ ]
2) Married [ ]
[ ]
3) Separated [ ]
4) Divorced [ ]
5) Widowed [ ]
4. Which school are you in?
1) Agricultural Sciences [ ] 2) Education [ ]
2) Engineering [ ] 4) Humanities and Social science [ ]
[ ]
5) Mines [ ] 6) Natural sciences [ ]
7) School of Law [ ] 8) Veterinary Science [ ]
5. What was your mode of entry?
1) Direct entry (School leaver) [ ] 2) Mature entry(Non-school leaver) [ ]
[ ]
6. What is your year of study?
1) First Year [ ] 2) Second Year [ ]
3) Third Year [ ] 4) Fourth Year [ ] [ ]
5) Fifth Year [ ] 6) Sixth Year [ ]
29
SECTION B: SOCIO-ECONOMIC STATUS
7. Who do you live with?
1) Father and Mother [ ] 3) Mother only [ ]
[ ]
[ ]
[ ]
2) Father only [ ] 4) Guardian [ ]
8. What is your Parents or Guardian occupation?
_________________________________________________________________
9. What is your parents or Guardians level of income per month?
1) Below K1, 000 [ ] 2) K1, 000 - K 2,500 [ ]
3) K2, 500 - K5, 000 [ ] 4) K5, 000 and above [ ]
10. In what category would you put your place of residence?
[ ]
1) Low density (e.g. Kabulonga, Kalundu) [ ]
2) Medium density (e.g. Chelston, Kabwata) [ ]
3) High density (e.g. Kalingalinga, Misisi) [ ]
SECTION C: RESEARCH QUESTIONS
11. Are you aware of the existence of the University of Zambia Student’s union?
1) Yes [ ]
[ ]
2) No [ ]
12. Are you aware of some of the roles in line with purpose of the University of Zambia Student’s
union? If your answer is no. skip question 13
1) Yes [ ]
2) No [ ]
[ ]
13. List any three roles of the University of Zambia Student’s Union that you know of
_____________________________________________________________________
_____________________________________________________________________
30
_____________________________________________________________________
_____________________________________________________________________ [ ]
_____________________________________________________________________
14.14. How often do you actively participate in the UNZASU elections by means of voting?
1) Rarely .. [ ]
[ ]
2 ) Often (skip to question 16) [ ]
15. If rarely, give reasons why you do not participate in UNZASU elections often by means of
voting
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
________________________________________________________________________
________________________________________________________________________
[ ]
16. If often, give reasons why you participate in the UNZASU elections by means of voting
_______________________________________________________________________
________________________________________________________________________
________________________________________________________________________ [ ]
17. Do you feel that UNZASU represents the student’s interests well before the school
administration?
1) Yes [ ]
[ ]
2) No [ ]
18. Briefly explain your answer to question 17.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________ [ ]
_______________________________________________________________________
_______________________________________________________________________
19. Do you feel that UNZASU represents the institution well before various stakeholders in society
1) Yes [ ]
[ ]
31
2) No [ ]
20. Briefly explain your answer to question 19
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
[ ]
21. Do you think that UNZASU is effectively playing the roles you mentioned in question 13?
1) Yes [ ]
2) No [ ] [ ]
22. Briefly Explain your answer to question 21
_______________________________________________________________________
________________________________________________________________________ [ ]
________________________________________________________________________
________________________________________________________________________
23. Do you think it is still necessary for UNZA and other higher learning institutions to have a
student’s union
1) Yes [ ]
2) No [ ]
24. Explain your answer in 23
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
25. What are your recommendations to UNZASU and other potential student union leaders
[ ]
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
32
THE UNIVERSITY OF ZAMBIA
SCHOOL OF HUMANITIES AND SOCIAL SCIENCES
DEPARTMENT OF DEVELOPMENT STUDIES
COURSE CODE: DEV 4154: RESEARCH METHODS IN SOCIAL SCIENCES
INTERVIEW GUIDE FOR
MEMBERS OF STAFF
RESEARCH TOPIC:
STUDENT’S PERSPECTIVE ON THE EFFECTIVENESS OF STUDENT UNIONSIM AT
THE UNIVERSITY OF ZAMBIA
33
SECTION A
1. Sex
2. Position in institution (UNZA)
3. Number of years at institution
SECTION B
1. What is the intended purpose of a student union?
2. What are some of the principles that you think should govern a student union?
3. Of what benefit has UNZASU been to the school administration?
4. Have you noted any particular differences between the UNZASU of recent years and the
one of old times?
5. If so what differences have you noticed?
6. What do you think is the reason for high voter apathy in recent UNZASU elections?
7. What advice would you give UNZASU and other prospective student unionists on how
they can be more effective?