Browsing by Author "Aytenfsu, Cherinet"
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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 Utilization of Instructional Media in Distance Education: The Case of two Distance Institutions(Addis Ababa University, 2008-06) Aytenfsu, Cherinet; Fanta, Tilahun(Ato)The major purpose of this study was to deal with utilization of instructional media. It particularly emphasized on the role, status of utilization, and major factors that hampered utilization of media in AUC and PADEA by taking the GSS distance education programme at the Addis Ababa study centers as a case. To realize the objectives stated, data were gathered from different parties by using in-depth interviews, and observations as well as document analysis. The informants were intentionally chosen based on their concerns, responsibilities, cooperativeness, experience, and other related qualities. The data rigorously collected were presented with the help of long and short direct quotations; and narrative statements based on the participants' understanding and interpretations besides the researcher's his reflective analysis. !]:If! major research findings revealed that the use of different media forms has a paramount importance so as to well-facilitate the entire instructional process at a distance. In terms of the status of utilization of media, presently both institutions have been utilizing, limited media forms out of which students were largely relied up on text-modules, but face-to-face tutorial sessions suffered from serious shortage of attendants. More or less, in the institutions some activities were observed to gear for the betterment of the existent media utilization status. Nonetheless, various factors, such as the place that media have got in the curricular materials; factors emanated from the institutions themselves; factors related to learners, tutors, finance, the medium itself; and others were found responsible to hamper the institutions' media utilization. Thus, the institutions give due attention for the inclusion of different media forms other than text media in the curricular materials; attempt to provide the necessary orientation, or trainings, and instructional materials; and at last, the institutions have to make ready themselves to cope up with the fast technological progress of the day