The Ethiopian Journal of Higher Education

The Role of University Governance in Enhancing Research Performance: Evidence from Ethiopian Public Universities

2025-12-08T12:57:11+00:00

Inadequate implementation of university governance principles in public universities can severely impact academic research performance, affecting not only the academic institutions but also the broader community and society. This study aimed to assess the role of university governance in enhancing the research performance of public universities in Ethiopia. To achieve this objective, a total of 377 instructors and academic officials were selected from six public universities using a multistage random sampling method. Data collected from these participants were analyzed using SPSS, employing descriptive statistics, correlation analysis, and a multiple linear regression model. The findings showed that factors such as academic freedom, accountability, and responsibility exhibited a significant negative correlation with university governance, highlighting their influence on research performance. Conversely, autonomy and transparency did not show a statistically significant impact. To foster improved governance practices, it is essential for academic leaders in public universities to enhance support for academic freedom and bolster accountability among decision-makers. By prioritizing these aspects, universities can better implement governance principles that promote effective decision-making and ultimately improve research outcomes. This research underscores the need for a more robust governance framework to enhance the research environment in Ethiopian public universities, paving the way for future studies to further explore these dynamics.

Aligning Academic Writing Practices with Learners’ Needs through Content-based Instruction

2025-12-08T12:59:05+00:00

The last four decades have witnessed considerable scholarly efforts devoted to formulating instructional techniques that help to equip learners with academic language skills. As part of these effort, this study investigated the combined role of content-based instruction (CBI) and the socialization model of genre theory in aligning writing practice to the academic needs of Computer Engineering students drawn from a population of second-year university students. The study employed a quasi-experimental design and quantitative tools of data collection and analysis. The results of the study showed that this pedagogical approach is far better than the conventional approaches to target and develop writing skills relevant to the learning needs of students in their academic disciplines. Also, the operationalization of the investigation process has important pedagogical implications in (1) revealing the social foundation of acquiring discursive academic writing, and (2) the distributed role of actors in developing such skills.

The Gap between Classroom Learning and Career: Implementing Industry-Relevant Curriculum in the Ethiopian Private Higher Education Institutions

2025-12-08T13:00:16+00:00

This study examines how Ethiopian private higher education institutions (PHEIs) integrate industry needs into their curricula. Using a grounded theory approach, the research collected data through semi-structured interviews held with 33 academic managers and staff members from three private universities (University A, B, and C). The study also used document analysis to corroborate findings. A purposive and theoretical sampling approach was used to select participants. The findings reveal varying efforts toward implementing industry-relevant curricula. University A excelled in market-driven curriculum design and industry input, while University B had structures in place but needed a stronger stakeholder involvement. University C involved stakeholders but lacked documented procedures and a focus on transferable skills. A comparative analysis showed that TVET programs had successful collaboration and practical learning, while undergraduate programs needed stronger collaboration and more industry practitioners. Faculty development practices also varied, with TVET programs emphasizing industry-specific training. University C’s Higher Diploma Program with industry placement offered a promising model. The innovative practices we identified included targeted internships, project-based learning, and online platforms. The study proposes a cyclical model for effective industry-relevant curriculum implementation to produce job-ready graduates.

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

2025-12-08T13:01:22+00:00

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.