Educational Policy and Planning
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Browsing Educational Policy and Planning by Author "Angervall, Petra (Professor)"
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Item External Quality Assurance in Ethiopian Higher Education: Comparing Practices in Public and Private Universities(Addis Ababa University, 2020-12) Aytenfsu, Cherinet; Angervall, Petra (Professor)This research has aimed to investigate the actual practices (i.e., the essence, implementation practices, and perceived outcomes) of the Ethiopian higher education EQA, particularly in the contexts of selected public and private universities in a comparative fashion. Theoretically, the study subsumes some of the underlying assumptions or convictions in the contingency and the neo institutional theories to look deeply into the technical and the institutional environments, respectively, in understanding the EQA practices at each case study institution. Methodologically, the study has relied on the qualitative research method and the comparative case study research design. Accordingly, the data have been collected through the use of semi-structured interviews, focus group discussions (FGDs), and document reviews. In the analysis, the data that are generated from diverse sources of evidence are systematically transcribed, coded, and ultimately interpreted adequately. In this way, the analysis has been taken place in two stages: within-case analysis and cross-case analysis. As a principal finding, the study has got a lot of convergences and divergences in conceptions, views, and positions upon the essence, implementation practices, and outcomes of the Ethiopian higher education EQA system in the ambits of case study public and private universities. More specifically, the study has found out that there is a similar inclination to conceptualize the EQA system purely as an external deed that has been decoupled from/loosely coupled with the core activities in case institutions. In this research, the external institutional quality audit and the academic program accreditation and re-accreditation are found to be the most commonly used EQA approaches. Following the implementation patterns of these quality-assuring mechanisms, currently, the quality improvement intention has been materialized in both case universities, whereas the quality control is only meant for the private institution. Concerning the challenges, the study has pinpointed that a lot of prominent non-university specific and university-specific setbacks such as the contentious and ambiguous legal framework (provisions); the HERQA’s serious limitations in autonomy, credibility, and capacity/capability; the inadequate involvement (ownership and commitment) of multiple external stakeholders and internal actors in the course of the EQA system implementation; and the shortage of human, financial, and material resources in case study institutions are constraining the effective implementation of the EQA system (mechanisms) in case universities (though the degree varies from one institution to the other). With regard to the outcomes, the study has shown that the EQA system is believed to be brought the agenda of quality to the forefront and somewhat served as a catalyst for the indoor quality assurance endeavors in case universities. In contrast, it has also brought about temporary adjustments (symbolic compliance) in these institutions. Nevertheless, since both the quality audit and the accreditations approaches are being implemented in private case university, the institution is burdened by excessive control and regulation and, at the same time, gains positive outcomes more than the public counterpart. In the end, based on the major findings (and conclusions) in this research, useful suggestions (about possible developments and qualitative improvements of the current EQA practices) are offered to the Ethiopian government/the Ministry of Science and Higher Education (MoSHE), the HERQA, and also to the individual case study universities. These include: initiating an all-inclusive and equitable policy framework that treats public and private HEIs fairly; helping the HERQA to be fully independent/autonomous, credible, capable, and a truly professional agency as a whole; capacitating HEIs with the necessary support and assistance, and empowering them in the EQA processes and activities; and ensuring the integration of the EQA system into the core philosophies, structures, and norms and cultures of the universities. In all, this research call for ii an eclectic approach (system) by all concerned parties, actors, and stakeholders if the EQA has to best achieve its goals in public and private HEIs in the country. Keywords: essence, implementation practices, and (perceived) outcomes; EQA; neo-institutional theory; contingency theory; qualitative research method; comparative case study design; HERQA; public and private universities/HEIsItem International Higher Education Partnerships in Ethiopia: A Comparative Study of two Partnership Programs(Addis Ababa University, 2020-01) Kassie, Kitaw; Angervall, Petra (Professor)This study explores the intention underlying the North-South higher education partnerships and how these partnerships have been formed and functioning. The study focused on the experiences of local stakeholders of the partnerships between universities in Ethiopia and Norway. Two cases (Language and Health partnership programs) were selected and examined to compare the two cases to find out the major rationales, map out the partnership development process, and examine the positioning of partners. Concepts drawn from ‘internationalization rationale’ and ‘mutuality lens’ were used as theoretical guides the study. The study employed a qualitative comparative case study design and used interviews and document analysis as methods for data collection. Staff and students were selected as participants, using purposeful and snowball sampling techniques. The study showed that in Ethiopia, there is a loosely-defined policy space that underlies international higher education partnerships, at both national and institutional levels. The study indicated that although the two case universities of Ethiopia have followed an open approach to respond to various partnership possibilities, they have often accepted partnerships with the Northern partners. In both cases, factors related to academic growth and development, resource dilemmas and opportunities, societal development, and gender equity were found to be the major rationales driving the local partners to establish international partnerships. Of these, the interest for academic growth and development was recognized as the most dominant rationale. The study also mapped out important themes related to partnership development, starting from initiation, through to building and from operation to monitoring and evaluation. The study also indicated that at various stages of the partnership development, the two cases have manifested aspects of mutuality in terms of equity, participation, autonomy, and solidarity as well as aspects that counter to mutuality. The study also showed that comparatively, the Health partnership exhibited more asymmetrical patterns of relation, in favor of the foreign partner. Comparison of the two cases also revealed that the partnership development has been shaped not only by structural obstacles, manifested as inequalities in academic and research capacity, resource scarcities in the local partner, and the criteria and interest of funding bodies, but also by other contextual factors embedded in a particular partnership program, including pathways, modalities, activities, and individuals involved. This, generally, suggests the need for more thoughtful discussions between partners on both structural and contextual variables as ways towards balancing the positioning of partners.