Laxmikantham, P (PhD)Mekonnen, Naod2021-05-202023-11-042021-05-202023-11-042011-06http://etd.aau.edu.et/handle/123456789/26479Since educational institutions function similar to other types of business organization, they can use Business Process Reengineering (BPR) to enhance their performances in terms of reducing processes J cost and cycle time, increasing service quality, and increasing customers and employees satisfactions. Likewise, starting From 2008 and 2009, all Ethiopian public universities engaged in BPR project to enhance their performances dramatically. However, the implementation phase of BPR pointed as the most challenging one. Thus, this study intended to identify factors that deemed as challenging factors of BPR implementation. To address study's objectives, sequential explanatory strategy of mixed methods research design adopted. Specifically, in the first phase of the study, survey was conducted on four public universities. To identify various challenging factors of BPR implementation, forty BPR project redesign and implementation team members in the universities were subjects of the study. In the second phase, after results obtained in the first phase, interviews were held with three interviewees to batter understand the magnitudes of challenging factors. The study statistically analyzed the data obtained :n the first phase. Then, results obtained in the first phase elicited to get qualitative data and thematically analyzed the qualitative ciutu obtained in the second phase Results of this mixed method research design in the first phase shows that between I I to 40 percent of the redesigned processes implemented at universities and to implement the entire processes, the implementation phase believed to take more than three years. Results also identified universities' support processes (administrative) as challenging 10 implement compare 10 core processes (academic). Besides, out of the thirty challenging factors included in the survey instrument, more than 50 percent of respondents showed a higher degree of agreement to seventeen factors as the most challenging factors that impeded redesigned processes form being implemented. However, results in the second phase shows that, of the seventeen factors, the magnitudes of nine factors to delay the implementation phase were severe. These include problems originated from change-management factors, top management support factors, organizational factors, and country factors. Generally, this study suggests to take corrective measures by the universities ' management body and Ethiopian Ministry of Education before the project completely fail. Keywords: BPR implementation; Challenging factors; Ethiopian public UniversitiesenImplement BusinessProcess ReengineeringThesis