http://hdl.handle.net/123456789/5300 2026-04-03T16:51:30Z http://hdl.handle.net/123456789/7465 Title: Student Perspectives about Their PhD Journey: The Case of Addis Ababa University Authors: Wondwosen Tamrat and Getnet Tizazu Abstract: This study was conducted to explore students’ views on their PhD journey by gauging the experiences of 164 students pursuing their studies at the four colleges of Addis Ababa University- Ethiopia’s flagship institution. The findings indicate that while the student-student and student-faculty relationships, climate of programs and thesis advisory services are positively rated, support systems like availability of financial assistance and resources, workshop and conference presentation, special trainings provided, opportunities for publication of research papers are found to be very weak. It is posited that the success of PhD programs currently run at Addis Ababa University will continue to be challenged unless a significant improvement is made on the support mechanisms put in place. 2019-07-27T00:00:00Z http://hdl.handle.net/123456789/7464 Title: Demographic Dynamics and Graduate Employability Authors: Leka, Wanna Abstract: The 2016/17 data from the Ministry of Education shows that there were 788,033 students enrolled in all programs both in government and non-government higher education institutions. In the same academic year, a total of 141,700 students graduated from government and non-government higher education institutions. One of the main purpose of higher education institutions is to produce competent graduates who have appropriate knowledge, skills and attitudes in diverse fields of study. Thus, the employability of these graduates in the labour market has been the interest of many stakeholders. Employability is a multi-dimensional concept. Some authors suggest that we must distinguish between factors relevant to obtaining a job and factors relevant to the preparation for work. In view of this, a preliminary study was carried out to see the employment/unemployment status of graduates from five selected public higher education institutions of Ethiopia. The objectives of the study were: (a) to investigate the factors that the graduates consider as important in enhancing employment in the labor market; and (b) to explore the relevance of students' areas of specialty and the labor market demand. In order to address the objectives of the study, the following research questions were raised: (a) What was the reported employment/unemployment status of graduates from selected public HEIs? (b) What factors were considered as important in enhancing employment in the labor market? and (c) How relevant are HEIs programs in relation to labor market demands? In order to answer these basic questions, both qualitative and quantitative methods were employed in conducting the study. Primary and secondary sources were used to collect data. The primary sources included graduates, instructors, and policy makers from the Ministry of Education. The secondary sources were documents from the sample HEIs, CSA, and other relevant publications. Both questionnaires and interview protocols were used to collect data. The results indicated that a number of graduates were employed in public and private institutions, few of the graduates were self-employed and a small number of graduates were looking for jobs that they were interested in. The majority of the respondents indicated that their pre-employment training was fairly relevant. Despite the positive responses given by respondents, higher education institutions need to work in close collaboration with the employers to make the programs more relevant. 2019-07-27T00:00:00Z http://hdl.handle.net/123456789/7463 Title: Education as Adaptive Strategies in the Face of Land Scarcity among the Alla and Nolei Oromo of Lake Haramaya-Tiniqe Watershed, Eastern Ethiopia: Aspiration and Reality Authors: Tefera, Tilahun Abstract: The value for women fertility, the shift from pastoral livelihood to sedentary agriculture and polygamous marriage were historic factors for the population surge of Lake Haramaya-Tiniqe Watershed. Because of population surge, land became the scarcest resources. In the area, household landholdings are the only land sources for the new generations. Accordingly, a father should have a responsibility to allocate land for each son at marriage. For instance, a man who has ten sons, will appropriate his land for all of them during marriage. The same is expected for those sons who get mirazaa (one’s own land share) when they have their own sons in the future. Hence, the scarcity of land becomes acute. Amidst of this problem, households are looking for different adaptive strategies. In this regard, education has become one of the adaptive strategies to alleviate land scarcity. Thus, the purpose of this article is to examine the role of education as adaptive strategy in the face of land scarcity. It also attempts to explore whether education has served its purpose up to community’s expectation or not. 2019-07-27T00:00:00Z http://hdl.handle.net/123456789/7462 Title: Mode 3 Theories in Higher Education: Potential Modalities of Emerging University-Society Engagements Authors: Abate Bekele, Teklu Abstract: Knowledge has been an organizing logic and one of the major functions of universities since their establishment. Contemporary developments in society and economy seem to bestow even more ‘currency’ to knowledge than ever before. Knowledge production chiefly dictates international university rankings, national science policy making, funding and quality assuring regimes worldwide. The quantity and quality of knowledge production and dissemination seems to justify the social significance and relevance of higher education to national development. The mode of knowledge production is but as varied as it is prolific. Conceptually driven studies could broadly be classified into four non-exclusive and non-exhaustive major strands: Disciplinary cultures, professional cultures, Mode 2, and epistemic cultures. While higher education researchers continue ‘experimenting’ with Mode 2 perspectives and epistemic cultures, the emergence of Mode 3 knowledge production is proclaimed. Analytical frameworks (mentioned in the literature as theories) which claim to align within Mode 3 thinking are developed. Our understanding of how and to what extent Mode 3 theories are distinct from each other, and from Mode 2 and epistemic cultures with regard to particular knowledge production parameters is however unclear. Work that features the possible commonalities and differences among Mode 3 theories, and Mode 2 and epistemic cultures is needed, as it can leave implications regarding the social relevance and significance of higher education to socio-economic development. To partly address this knowledge gap and then to better inform future research, this configurative review aims to map out the conceptual contours of Mode 3 theories in comparison with Mode 2 and epistemic cultures using particular parameters. It examines whether there is cultural convergence, divergence, or emergence within Mode 3 theories, and among Mode 3, Mode 2 and epistemic cultures. In this study, culture as in cultural convergence, divergence, and emergence draws on definitions from epistemic cultures and disciplinary cultures to refer to the socio-cultural, technological, material, methodological, and epistemological features or dimensions of knowledge production. It includes academic norms, traditions, expectations, and other conditions that affect knowledge production. 2019-07-27T00:00:00Z