Amsalu, Firehiwot (2014) Policy Borrowing Practices and Challenges in Ethiopian Higher Education Institutions: A Case of Quality Assurance. Masters thesis, Addis Ababa University.
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Abstract
The primary objective of the study was to investigate the phenomenon of policy borrowing for Ethiopian higher education from the policy makers’ and policy implementers’ perspectives by using a mixed method design. Experts working at HERQA, HESC and MOE, along with the management staff of HEIs were the participants of the study. Data was gathered through questionnaires from 150 purposefully selected, information-rich participants ranging in diversity. Furthermore, 9 key officials were interviewed and an FGD was held among 6 other experts. Qualitative data was categorized and thematically analyzed, while the SPSS software was used to summarize the quantitative data. Findings of the analysis revealed that the process of borrowing a QA policy was incomplete and substandard as it is lacking among others: 1) a general framework that states expected profiles of HE input, process and output 2) proper integration of the QA policy with other policies 3) appropriate ways to fulfill desired logical requirements and suitable conditions of the QA policy, and 4) an action and experience-oriented adaption system capable of winning the commitment of implementers. These are then recommended to be improved by: 1) HESC placing a general QA framework with all required details 2) HESC being a strategic center to develop appropriate strategies to integrate and synthesize policies 3) the government granting appropriate autonomy to concerned organs, making HEIs’ progression system transparent and requiring accountability 4) HERQA helping HEIs identify skill gaps and trim training contents, creating common understandings through various awareness activities and creating a mentorship link between QA-experienced and junior HEIs, measuring impacts of the QA practices to keep all stakeholders informed on the outcome of their QA participation while providing support to HEIs to boost their commitments and motivation to own their internal QA system. Finally, these findings, which were identified as gaps in the borrowing process, were suggested as inspiration for further studies to be made on other borrowed policies.
| Item Type: | Thesis (Masters) |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Africana |
| Depositing User: | Vincent Mpoza |
| Date Deposited: | 19 Nov 2018 12:53 |
| Last Modified: | 19 Nov 2018 12:53 |
| URI: | http://thesisbank.jhia.ac.ke/id/eprint/7315 |
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