The Ethiopian Journal of Higher Education

Lived Experiences of Social Inclusion and Exclusion of Visually Impaired Students at Two Public University Campuses and Classrooms in Ethiopia

Tadesse Beza, Alemayehu Teklemariam — Wed, 16 Jul 2025 00:00:00 +0000

The main purpose of this study was to explore the lived experiences of social inclusion and exclusion among visually impaired students enrolled at regular undergraduate programs at Addis Ababa and Debre Berhan Universities. A descriptive phenomenological study design with a qualitative research approach was employed. To collect data for the inquiry, we utilized a one-on-one semi-structured interview guide with 8 participants (4 males and 4 females from 20-23 years of age) who were selected using purposive sampling technique. The interview data were analyzed thematically based on the framework of descriptive phenomenological research as provided by P. Colaizzi. Findings reveal that visually impaired students were experiencing both social inclusion and exclusion in the same classroom settings and campuses. To this end, the article concluded that social exclusion is still a threat to visually impaired students in the universities selected for this study. Most of all, two points were drawn from the study: (a) Though physically placed together with fully sighted peers, visually impaired students are encountering moments of both inclusion and exclusion in the same classrooms and campus, (b) Classrooms and campuses where they pursue their education are not social exclusion-free environments. To alleviate these problems, awareness creation, inclusive teaching strategies training for teachers, and creating an accessibility policy are important in addressing social exclusion and thereby building on the existing social inclusionary practices in higher education classrooms and campuses.

Self-Efficacy of Postgraduate Students in Scientific Writing: The Case of Selected Public Universities in Ethiopia

Oumer Aliy, Dereje Tadesse, Alemayehu Getachew, Abera Admassu — Wed, 16 Jul 2025 00:00:00 +0000

In the realm of the academic world, scientific writing is crucial for academics and postgraduate students to communicate scientific findings, advance knowledge in their fields, and make contributions to their countries’ development. Given this, building the scientific writing capacity of postgraduate students and identifying potential factors that affect their writing is imperative. This study aimed to investigate the self-efficacy of TEFL MA students’ scientific writing, particularly in employing linguistic knowledge, self-regulated writing strategies, and their comprehensive research efficacy at sampled Ethiopian public universities. A concurrent triangulation mixed-method design was employed for the purpose. Multi-stage sampling was used starting from random to comprehensive sampling techniques to reach the grassroots (individual participants). Universities in Eastern and South-eastern Ethiopia were sampled randomly. One hundred sixty students and fifteen supervisors were selected by employing a comprehensive sampling. Data were generated via interviews and questionnaires. Descriptive statistics, using SPSS version 20, were utilized to analyse the quantitative data, whereas thematic analysis was used for the qualitative data. The finding showed that the self-efficacy of TEFL MA students’ scientific writing self-efficacy, on average, was low, especially in their ability to utilize linguistic knowledge, self-regulated writing strategies, and comprehensive research, such as writing introductions, discussing and writing research results, and making recommendations. Furthermore, the interviews evidenced that the students were low in their abilities to carry out a review of related literature and method sections, though quantitative data revealed that the students have shown a moderate efficacy in these sections. Pedagogically, it is recommended that students’ scientific writing skills should be reconsidered, and the universities should give generic instruction, and integrate conducting mini-research, seminars, and reviewing empirical studies before actual research.

Employers’ Perception of Hiring Graduates of Vocational Education

Fita Ayalew, Befekadu Zeleke, Mesfin Molla — Wed, 16 Jul 2025 00:00:00 +0000

While developing countries are striving to install a strong technical and vocational system in response to changes in technology and emerging jobs that require contemporary skills and unforeseen challenges, the Ethiopian system is in short supply for employers. It has left many graduates unemployed for several months and years. This study examined the perception of employers in hiring graduates from technical and vocational institutions in Addis Ababa, using a convergent parallel mixed method. Data collected from randomly selected 228 subjects (42 employers and 186 employees) through a semi-structured interview guide and self-administered questionnaire were analyzed using thematic analysis and descriptive and inferential statistics techniques. The study found that though employers have an understanding of the sub-sector, they tend not to hire graduates for reasons of incompetence, the complex nature of hiring, a lack of holistic knowledge of occupational areas, and employers’ belief that graduates from the technical and vocational stream are prepared for self-employment rather than wage employment. The effort of training providers, authorities in the sub-sector, and policymakers in improving awareness of employers and the community at large remained weak.

University-Industry Linkages in Ethiopia: A Comprehensive Review and Analysis of Current Trends, Challenges, and Future Prospects

Israel Shamel, Wondwossen Bogale, Abraham Tulu — Wed, 16 Jul 2025 00:00:00 +0000

This study employs a comprehensive literature review and qualitative content analysis to identify and synthesize the current trends, challenges, and prospects of university-industry linkages (UIL) in Ethiopia. Currently, UIL has become a critical concern for nations and an integral economic component of many countries worldwide. UIL fosters innovation, drives economic growth, and bridges the gap between academic knowledge and industrial applications. It enables the commercialization of knowledge (research) and enhances industry productivity. Despite efforts to promote UIL in Ethiopia, the progress has been sluggish, accompanied by several challenges. While there is literature on UIL in Ethiopia, a significant problem persists in accessing and acquiring in-depth research or literature that adopts a comprehensive approach to the subject. This review aims to examine the status of UIL in Ethiopia. Through an analysis of 15 articles and 6 legal documents, the study identifies areas of collaboration, challenges faced, and legal frameworks that shaped UIL. The paper thoroughly analyzed research articles and legal documents to gain insights into the current landscape of UIL in Ethiopia. The result shows that the status of UIL in Ethiopia is in a nascent stage. Student internships, consultancies, and training initiatives are common forms of collaboration. Challenges identified encompass infrastructural limitations, knowledge gaps, weak institutional commitment, and awareness deficits. From the industry side, limited investment in research and development (R&D), lack of structured collaboration frameworks, and a perception of UIL as costly and impractical further hinder collaboration. From the government side, insufficient funding and weak enforcement of legal frameworks have contributed to the slow progress of UIL. The government's role in fostering a more robust UIL ecosystem remains weak. Legal documents, including UIL directives and policies, highlight efforts for alignment of technological development with national goals, emphasizing the multifaceted approach towards UIL. Despite facing challenges, there is optimism about the potential benefits of UIL, including practical industry exposure, financial support, and research opportunities. The findings stress the need for a collaborative and well-defined approach involving academia, industry, and the government to foster a vibrant UIL ecosystem. Based on these findings, recommendations for improving University Industry Collaboration (UIC) include strong legal enforcement mechanisms, increased investment in research and development (R&D), and the creation of more structured engagement instruments among universities, industries, and government. This comprehensive review reveals that the UIL landscape in Ethiopia is characterized by both promise and challenges, and exhibits sluggish progress. This review provides valuable insights for future research.