External Quality Assurance in Ethiopian Higher Education: Comparing Practices in Public and Private Universities
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Date
2020-12
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Addis Ababa University
Abstract
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/HEIs
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Keywords
essence,, implementation practices,, (perceived) outcomes; EQA; neo-institutional theory; contingency theory; qualitative research method; comparative case study design; HERQA; public and private universities/HEIs