NATURE OF MSS COMMUNICATION
• Top-down flow of information: Messages are sent formally from the MSS to the student with little to no opportunity for dialogue. Once the rules are made or information is passed, the students are expected to follow them duly without objection.
• Persuasive and coercive intent: The goal is to influence student behavioral practices and ensure they comply with the school’s policies.
• Limited feedback mechanism or structure: Although the students may attend hearings, the final decision-making power remains with the committee. Students feedback rarely change the policies or decision of the committee, MSS.
EVIDENCE OF ONE-WAY ASYMMETRY
• Students receive disciplinary rules without prior consultation.
• Communication mostly state consequences than discussion.
• Students are not in the decision-making process of rules.
• The communication process focuses mainly on the enforcement of rules rather than collaborative conflict resolution.
STRENGTH OF THE CURRENT MODEL
• Ensures compliance of order.
• Clear authority hierarchy.
• Quick decision-making process.
WEAKNESS OF THE CURRENT MODEL
• Students may feel unheard or unfairly treated.
• It can create a feeling of fear rather than an understanding for the committee, MSS.
• There is no opportunity for relationship building between the students and MSS.
The committee currently uses a One-way Asymmetrical communication system in the school environment which prioritizes control over mutual understanding. Though this system seems to bring about structure, it has reduced the trust of the students for the committee, MSS.
The disciplinary committee, MSS uses the One-way Asymmetrical communication strategy. This communication strategy is used because:
• Authority is prioritized: As much as the students can defend themselves, we found out that authority is a huge factor of the committee. There is a need to maintain respect from the students to the MSS.
• Rules are imposed: The students do not have a choice whether to obey the rules or not. They are obligated to act according to the rules set by the MSS which is vested in the handbook to create order in the Covenant University environment.
• Student input is minimal: Though students can provide feedback during hearings, we found out that the input of student is not as much as it would be in a two-way communication system. The students have to follow the rules duly and go through the disciplinary process before they can give their take on issues or matters of the university.
The communication channels used are:
Formal: Most of the channels listed above are formal, and are well structured and we found out that this is due to the need for documentation.
Authority Driven: These channels used are ones used to bring about a level of authority.
Structure: The use of mostly formal channels has brought about structure to the communication strategy used by the committee.
The strategy focuses on enforcing rules and maintaining discipline rather than promoting two-way dialogue.
