Chalchisa, Desalegn (PhD)Asfaw, Yadesa2018-07-102023-11-102018-07-102023-11-102009-06http://etd.aau.edu.et/handle/12345678/7693This st udy attempted at examining the practice of internal quality assessment and its challenges and prospects in Ethiopian HErs wi th pal1icular reference to Arba Minch University. To thi s end, 'Mixed Research Design' was employed to grasp the general picture of the situation. Qualitative data were obtained via ten (10) interviews with the management of the University and HERQA and two (2) FGDs with instructors and students representatives. Questionnaires were used to gather data fi'om 238 participants. These pal1icipants were composed of 128 prospective graduates, 76 instructors, and 34 university management. Qualitative descriptions were pursued to analyze data from in-depth interviews and FGDs. Descriptive and inferential statistics were run to analyze quantitative data obtained from questionnaires. The result of the study revealed that important preconditions to effective internal quality assessment were either missing or not properly functioning. Limited aspects ofIQA strategies were practiced by the University. Exam review practice, internship programs, and instructors ' performance evaluations were common traditions. Program review and external examiner system were occasionally used to make sure that programs are up-to-the standard. No formal survey of graduate employment and employers and students sati sfaction has ever been undertaken. Educational research practice, teaching observat ion s, peer reviews of programs and assessment of resource adequacy were quite scanty. Neglecting external constituencies, involvements in institutional quality assessments were limited to internal stakeholders. The use of quality assessment results to improve academic quality fa lls short of the desired level. HERQA has contributed a lot towards the development of institutional culture of quality and quality assessment. Notwithstanding this fact, a good number of challenges were encountered during the quality audit process. The University was not well-prepared to the audit in terms of human, material and financial resources. There was insufficient understanding of the audit procedures due to lack of experiences and inadequacy of the training offered to internal quality auditors. HERQA's quality audit did not consider the prevailing condition of the university when it used the quality audit procedure of developed countries. Lack of qualified and competent staff due to unbridled staff turn-over was intensified by involvement of MOE in staff recruitm ent and appointment policy of the University. This study recommends the diversi fication of quality assessment strategies by the University and provisions of adequate support by HERQA and MOE to the quality assurance efforts of the University. Moreover, the University has to design strategies to recruit and retain qualified and competent staffby arranging incentive mechanisms. Finally, HERQA has to revisit the audit methodology by gathering feedback from HEls and drawing lesson from the first audit trialenEducationThesis