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dc.contributor.authorKigen, E.M.
dc.contributor.authorMokaya, B.M.
dc.contributor.authorOyugi, E.A.
dc.contributor.authorGatumu, H.N.
dc.contributor.authorIreri, A.M.
dc.date.accessioned2014-07-16T11:33:23Z
dc.date.available2014-07-16T11:33:23Z
dc.date.issued2013
dc.identifier.citationEducation 2013; 3(3): 178-184en_US
dc.identifier.issn2162-9463
dc.identifier.issn2162-8467
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/10432
dc.descriptiondoi:10.5923/j.edu.20130303.06en_US
dc.description.abstractRapid changes in university structure and mission present various conflicts that require effective management. This study evaluated the effectiveness of distributive bargaining, integrative bargaining, and interactive problem solving models of conflict resolution in facilitating positive change in student’s intergroup expectancies and attitudes. 120 undergraduate students of Kenyatta University took part in the study. Data were collected using questionnaires and oral interviews. The findings revealed that conflict resolution approaches that increase optimistic expectancies and perceptions of greater compatibility between the positions, interests, and needs of disputants may be more useful for a wide range of conflicts. Recommendations for practice and further research are given.en_US
dc.language.isoenen_US
dc.publisherMDPIen_US
dc.subjectConflict Resolution Modelsen_US
dc.subjectUniversity Students’ Attitudesen_US
dc.subjectIntergroup Expectancies, Kenyaen_US
dc.titleEvaluating the Effectiveness of Three Conflict Resolution Models in Changing Students’ Intergroup Expectancies and Attitudes in Kenyatta University (Kenya)en_US
dc.typeArticleen_US


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