University Crises in Africa: A Situational Crisis Communication Theory Case Study of Daystar University, Kenya

IF 0.5 Q4 COMMUNICATION
Benjamin Muindi, Caroline Kiarie
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引用次数: 0

Abstract

Abstract While disruption of learning has become a common, almost a permanent feature, of universities in Africa, crisis response strategies in these organisations remain understudied. This article reports on a case study which focused on Daystar University (DU) in Kenya that was plunged into a crisis leading to its closure when students boycotted lectures to protest poor infrastructure and fee increment. The study used Coombs Situational Crisis Communication Theory (SCCT) to analyse crisis response strategies utilised at DU. The study found that the reputational threat was severe and that the university identified with the victim cluster in its crisis response strategies to protect its positive reputational history. Specifically, the SCCT deny response strategies were applied in DU's initial communication utilising the corresponding scapegoat tactic. But later, deal response strategies were applied although ineffectively. Thus, the research recommends that in future, DU should broaden its crisis response strategies in order to effectively reach all constituencies and protect its reputational capital.
非洲大学危机:情境危机沟通理论——以肯尼亚Daystar大学为例
虽然学习中断已经成为非洲大学的一个普遍现象,几乎是一个永久的特征,但这些组织的危机应对策略仍然没有得到充分研究。本文以肯亚Daystar大学(DU)为个案,该大学因学生抵制课程以抗议基础设施落后及学费增加,而陷入危机,导致学校关闭。本研究运用库姆斯情境危机沟通理论(SCCT)分析杜里大学的危机应对策略。研究发现,声誉威胁是严重的,大学在其危机应对策略中确定了受害者集群,以保护其积极的声誉历史。具体而言,SCCT拒绝响应策略应用于DU的初始通信中,利用相应的替罪羊策略。但后来,交易响应策略得到了应用,尽管效果不佳。因此,研究建议在未来,DU应扩大其危机应对策略,以有效地触及所有选区,保护其声誉资本。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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CiteScore
1.50
自引率
0.00%
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15
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