Institutionalization of Community Engagement in Ethiopian Higher Education: The Case of Hawassa University

Abstract

This study was intended to examine the institutionalization of community engagement in the Ethiopian Higher Education by taking the case of Hawassa University. A qualitative research approach was employed to collect data from key stakeholders of Hawassa University and the community partners. The data were parts of a PhD dissertation on higher education institutionalization carried out by the researchers. The set of key stakeholders involved the Ministry of Education, Hawassa University, community partners, students, faculty, deans, directors, and other administrators. The research utilized institutional theory, and a slightly modified version of the Holland Matrix for the Institutionalization of Community Engagement was used as an analytical framework for the analysis of data. The results suggest two intriguing institutionalization continuums: (1) Formal-structural alignment: Faculty members are encouraged to participate in community-based research and leave time to those who participate. Service-learning courses and volunteer opportunities were available to promote student participation. Hawassa University created equitable partnerships with community groups to meet community needs. Resources, such as research funds, primary offices, and dedicated staff, are provided to assist community engagement initiatives. The institution includes public service as a potential area in its promotion and tenure requirements, proving its commitment to community engagement. (2) Normative and operational misalignment: However, the strategic plan for community engagement is limited, with a focus on specific events, rather than a comprehensive university-wide approach. The distribution of resources for community engagement is unclear, and the absence of explicit mention of community engagement as a distinct promotion and tenure criterion creates confusion. A probe may be required to resolve this issue.