Browsing by Author "Dawit Assefa"

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    Challenges and Critical Success Factors of Humanitarian Consortium Collaborative Approach in Ethiopia: The Case of Swan (Sci, Wve, Acf and Nrc) Humanitarian Consortium
    (Addis Ababa University, 2022-03) Dawit Assefa; Shiferaw Mitiku (PhD)
    There are no agreed definitions for a consortium. However, by and large, consortia are formedaround the principle of synergy. That is a formal, timeā€bound arrangement systematically linking diverse competencies of a group of actors to better reach shared objectives. This research aimedto evaluate the challenges and critical success factors of SWAN (Save the Children International, World Vision International, Action Against Hunger and Norwegian Refugee Council)humanitarian consortium along with its drivers, facilitators. The research designs applied to this research were explanatory s with case study design. The data was collected from 51 respondents who have been worked in SWAN humanitarian consortium as experts, managers and directors. The data collected were analyzed through the computer software SPSS and presented using descriptive, correlation, and regressions. This research found out that working in consortium helpsSWAN consortium members to respond natural and human made disasters efficiently and effectively. Critical success factors, challenges, key drivers and facilitators applicable to SWANhumanitarian consortium were identified. Based on the findings of the research, the researcherproposed applicable and suitable recommendations to be considered by the humanitarian actors in order to respond acute and longstanding problems of the country. For future studies, successindicators such as impact, sustainability and relevance can be taken as indicators to study in the same consortium or similar studies can be conducted in different consortia. Key words: Humanitarian Consortium, Critical Success Factors, Challenges, Key drivers,Facilitators
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    The Effect of Training Students in Giving and Receiving Peer Feedback on Learners' Revision Types and Writing Quality: A Case Study of Second Year Students of: DEFENCE University College
    (Addis Ababa University, 2003-06) Dawit Assefa ; Italo Beriso
    In the practice of peer feedback, it has been observed that writing teachers are not confident about the ability of their students in practicing peer feedback on their peers' essays. It has also been complained that the peers themselves are reluctant to comment on each other's writing. Others, however, argue that students can successfully practice peer feedback if they get appropriate training and guidance in how to exercise peer feedback in writing classes. The objective of this study was therefore to investigate the effect of training students in giving and receiving peer feedback on the revision types and their writing quality . The study focused on the case of ten second yea r students who were taking sophomore English language course. To gather information or data four essays of the succulents with two drafts each were mainly used. These were to evaluate the actual change in the revision types and writing quality. Questionnaires were also designed and administered to both the instructors and the students to identify the customs of feedback practice on the students' writing and to check the perception the students had before and after the training. The study took a month through the four essays together with two drafts each. The result of the data presentation and analysis shows that sign of improvements were observed in the types of revision made on t heir classmate's essays and the qualities of these essays were also realized since the writers used most of the feedback given by t heir peers on the higher concerns of their writings. It can be concluded that this was the result of the tra ining and the guidance given by the teacher. So, if students get proper t raining and continuous guidance in the practice and use of peer feedback or revision, they may be reliable reviewers of each other's drafts of t heir essays. To avoid the wrong perception the students may have towards their classmates' comments on their writing they might be briefed of the benefits of peer feedback. The result of this study could also be more reliable if other related studies could be made. Therefore we could suggest further study which may substantiate the current finding .