This attracted the attention of other students and a conflict ensued between the Christian students and the Muslim students.
This conflict was complex due to the characteristics surrounding the matter. The conflict involved two different groups with clear cutline boundaries. Since diversity management was the principle applied in this institution, the administration was against any form of discrimination whatsoever (Donohue & Kolt, 2009). The institution strived to establish cohesion between student no matter their background, culture, or even gender. Secondly, this was a dysfunctional conflict that threatened the well-being of the institution. If allowed, this conflict would lead to a rivalry between religious groups. As such, the conflict was likely to likely to destabilize the harmony of the institution. As such, the conflict demanded immediate attention to ensure that order was restored in the institution.
In the analysis of a conflict, it is crucial to identify the parties and the variables involved in the conflict (Avruch, 2005). One of the variables that came up in the conflict was a cultural difference between the Muslims and Christians. As the two students came from different regions of the world, their cultural believes were varied. Secondly, gender was a variable since the initial crisis ensued between the male and female student. Thirdly, the two groups had different religious conflicts, making it hard for them to agree on the matter brought forward on the issue. The fact that other students decided to join in the war increases the number of parties in the conflict and makes it more complicated. As such, it is crucial to consider the sensitivity of the matter before engaging in conflict resolution.
Due to the complexity of the matter, negotiation technique of conflict resolution would fail in this case.