http://hdl.handle.net/123456789/2051 Fri, 03 Apr 2026 20:27:11 GMT 2026-04-03T20:27:11Z http://hdl.handle.net/123456789/2182 Title: Globalization and Internationalization in Higher Education: A Quality Assurance Perspective Authors: Woldetensae, Yohannes Abstract: In recent years, globalization and internationalization are becoming central issues for higher education worldwide. Globalization has prompted the internationalization of higher education as one of the key new trends in higher education systems. The terms ‘Globalization’ and ‘Internationalization’ are closely intertwined and linked concepts. Whereas globalization is the increasing flow of technology, finance, trade, knowledge, people, values, and ideas across borders internationalization is the process of integrating an international dimension into the teaching, research and services functions of higher education institutions. Forces driving internationalization include: increasing demand for access to higher education; cross-border providers of higher education as a profit-making business; competition to attract the best academic staff and students; international competitiveness to use knowledge for creating knowledge-based economies; the harmonization of higher education to facilitate recognition of academic qualifications; and international cooperation for improving quality of higher education. The internationalization of higher education in its various forms poses major challenges for quality assurance and accreditation. One major impact of internationalization is the pressure created in the development of new mechanisms for recognizing credits and qualifications earned elsewhere. The increase in cross-border student and professional mobility has put the issue of recognition of academic qualifications high on the international agenda. Globalization and internationalization of higher education have made it imperative for quality control measures to be introduced in order to protect students from poor quality education. In the context of growing globalization, there is an urgent need for international initiatives to review the quality assurance mechanisms of higher education provision. There is also a growing agreement on the viewpoint that globalization in higher education urgently asks for a transnational approach to quality assurance and accreditation. This paper examines various literatures regarding globalization and internationalization implications to quality assurance in higher education. It first introduces briefly the concept of globalization and internationalization. Then it discusses some aspects of globalization that include the growing importance of the knowledge economy; trade in education services and private higher education; rapid expansion of distance education and quality concerns; cross-border higher education and quality assurance issues; and the need for recognition of qualifications, and international approach to quality assurance mechanisms and accreditation. Finally, the paper makes some recommendations that might be useful to the Ethiopian context. Wed, 01 Sep 2010 00:00:00 GMT http://hdl.handle.net/123456789/2182 2010-09-01T00:00:00Z http://hdl.handle.net/123456789/2180 Title: An Investigation of Stakeholders Concerns and Perceptions on Open and Distance Education in Ethiopian Higher Education Institutions: The Case of Haramaya University Authors: Seyoum, Yilfashewa Abstract: This study tried to explore the perceptions of stakeholders in open and distance education with particular reference to the eastern region of Harargie. 120 students, 30 tutors and 10 program coordinators were consulted and considered as subjects of the study. Both quantitative and qualitative approaches were employed in the data treatment and analysis. Data were collected from the selected sample through questionnaire, interview and a five point rating scale whose reliability is reported to be very high( = 0.96) and which also shows good content validly. The collected data were treated with percentage, t-test, ANOVA (One-way/Two-way) and the Pearson Product moment correlation(r). The results suggest that the largest proportion of students view distance education in general as an average. Differences and connections between perceptions and level of performance of ODL students in terms of sex, age, program, and academic achievement levels were also observed. Moreover, The late arrival of course modules to the students; the distribution of modules very close to the actual dates of the tutorial sessions; tutors’ reliance on the conventional face-to-face mode of instruction; large class size and the heavy workloads imposed upon tutors in some tutorial centers were some of the major constraints that caused the program to be implemented in an unsatisfactory way. Some respondents perceive distance education programs to be less effective, less systematic and less organized than the conventional system of education. Wed, 01 Sep 2010 00:00:00 GMT http://hdl.handle.net/123456789/2180 2010-09-01T00:00:00Z http://hdl.handle.net/123456789/2176 Title: Quality of Academic Staff in Ethiopian Higher Education: Views of Students, Department Chairs and Deans of Faculties Authors: Nekatibeb, Teshome Abstract: The main purpose of this study was to explore the quality of academic teaching staff in Ethiopian higher education as perceived by students, department chairs and faculty deans. As a secondary objective, the study also intended to review factors that influence the quality of teachers in higher learning institutions. The study adopted a survey methodology for data collection using closed ended-questionnaires. The research included 11 public universities and 2 private higher learning institutions. A sample of 576 students, 197 department chairs and 55 deans (N=55) were included in the survey. Findings show that the quality of teachers in higher learning institutions was not high as expected, but better than average. A variety of factors were identified to have influence on teachers’ quality including low salaries and social acceptance, large class size and lack of teaching materials. From these findings it was concluded that there is a need to improve teachers’ quality by paying attention to issues identified to have associations with academic staff. Wed, 01 Sep 2010 00:00:00 GMT http://hdl.handle.net/123456789/2176 2010-09-01T00:00:00Z http://hdl.handle.net/123456789/2173 Title: Keeping Teachers Happy: Talent Management Model for Higher Education Institutions in Ethiopia Authors: Mersha, Teshager; Ashagre, Endale Abstract: The provision of quality of higher education, among other things, is connected with the quality of faculty. However, with the increasing demand-supply gap with regard to qualified staff, higher education institutions in our country are facing severe problems. Therefore, addressing the need for talent so as to meet quality standards is very crucial. The strategies used so far by the government and institutions to meet the increasing demand for qualified staff in higher institutions has to give emphasis on the process of developing and integrating new workers, developing and keeping current workers and attracting highly skilled ones to work for a given institution. In light of this issue, this study was conducted with objectives of specifying talent management model for higher institutions and thereby to understand the factors important for faculty and their satisfaction. The study is exploratory in nature. The findings of this study were based on a survey conducted with majority of the responses from representative higher institutions in Ethiopia. Faculties are the target populations of the study. A structured questionnaire was used in the survey. The questionnaire contained the expectations of faculties and their satisfaction on identified parameters. Factor analysis is a method of reducing data complexity by containing the number of variables. The study showed ORIS and IBSM are important factors that define the aspects of teaching profession in Ethiopian higher education institutions. Under these factors opportunity for learning, opportunity for growth, research funding, incentives for hard work, salary structure, infrastructure facilities, behaviour of colleagues, support from administration and behaviour of management following variables were emerged as more significant. Therefore, strategies to retain and attract qualified and experienced faculties need to consider these variables. Wed, 01 Sep 2010 00:00:00 GMT http://hdl.handle.net/123456789/2173 2010-09-01T00:00:00Z