ba degree management research paper pdf in ethiopia 2020

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African Journal of Business Management The challenges of management research in Africa: A study of selected Ethiopian higher education institutions

Management in Africa is under researched by scholars both within and outside of the continent. As a result, nowhere is management research-practice gap so wide than in Africa. This paper aims to assess the management research practices and challenges in selected Ethiopian higher education institutions (HEIs) and contributes to the improvement of management research practice in general. The study employed qualitative approach and a descriptive case study designed to assess management research practices in 7 selected public and private higher institutions in Addis Ababa. The study result indicated that the status of management research and publication in these institutions is limited and lack focus. There is only once a year call for papers and publishing of proceedings. The themes were selected by research coordinators or committees often without consultation with staffs and other stakeholders. There are lacks of genuine commitment from the institutions; rather they face saving activities made to meet the minimum standards for the renewal of their licenses. The major challenges were shortage of finance, staff competency deficiencies and lack of commitment, absence of research culture, lack of incentives and encouragements, and lack of involvement and engagement of key stakeholders in the research process. Hence, to improve their visibility, their staff and education quality HEIs are recommended to establish their research program through involvement of internal and external stakeholders in the research process from identification of research areas to the use of the results, develop research competency of their staff, provide incentives, and promote research culture.

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Ethiopian higher education has a short history of quality assurance practice. Pressed with acute concerns on educational quality caused by massive expansion over the past decade, the Ministry of Education has adopted an external and internal system of managing and supervising the relevance and quality of higher education. In spite of this, the existing practice of quality assurance lacks comprehensiveness. It suffers from a disproportionate focus on the quality of core university missions, a lack of a robust conceptual framework, and disconnected approaches to managing quality. The paper therefore concludes that the current practice of quality management needs to be revised and updated in order to ensure success with regard to the assurance and enhancement of quality. In this respect, there is a need to develop a conceptually, legislatively and structurally comprehensive approach towards understanding and dealing with higher education quality. Quality assurance and quality enhancement activities also need to be tuned and complementary.

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Abstract Today universities are considered not only as centers of knowledge and learning, but as key institutions in national innovation systems. In order to carry out their role within the innovation system, universities need to be well-linked to enterprises, other research institutes, and supported by government policies. No nation can progress without the contribution from its higher education sector which provides the research, knowledge and skills needed to sustain its socio-economic development. The last two decades two main parallel changes have taken place: transformation of society and transformation of science. These changes have direct impact upon each other, and it is a co-evolutionary process. Synergies between university and industries can play a critical role in securing and leveraging additional resources for higher education, promoting innovation and technology transfer, and ensuring that graduates have the skills and knowledge required to effectively contribute to the workforce. Many Universities in Ethiopia lack an enabling environment for re-orienting their institutions towards a more entrepreneurial role. Ethiopia universities, for example, face considerable constraints with regards to the structure of their economies, political environments, and institutional research capacity. Despite criticisms of the poor state of university-industry linkages in Ethiopia, Ethiopia universities are taking steps to initiate and accelerate measures to strengthen institutional capacity to support linkages with industry and the broader productive sector. The study was designed to describe and analyze the University-Industry linkage in Ethiopia. This study revealed the power of implementation of policies in connection with university-industry linkage is very poor in national and university level, the leadership commitment to creating linkage with industry doesn’t get priority attention by the university and the industry owner as well. Moreover this study also shows that the university academic staffs are not competitive to conduct competitive academic research which can be sold to industries, the university come up with financial constraint and limited allocation of annual fund for the university- industry linkage unit. Moreover the study findings indicate that lack of incentive mechanisms to motivate the academic staff, low level supply of updated research infrastructure and facilities, low level commitment and poor management system were the lion share for the low level status of university industry- linkage. The university-industry partnership in terms of research is still on its infant stage because of the two parties miss communication, low level industry owner awareness, university leadership commitment and competence to create the linkage is also below average.

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Before the 1990s, highest level of policy making in developing countries, influenced by international trend setting institutions like the World Bank, was informed by the thesis that the private returns of higher education were much higher than the social counterparts, and hence governments focused their resources rather on lower level education. Today, however, it is clear that higher education not only produces social benefits that are too significant to ignore, rather it is considered as an essential element of the development dynamics in the global competitive environment (Bloom et al, 2014a, 2014b; Bell, 2008; Montenegro & Patrinos, 2013). In 2006 the former Secretary General of the UN, Kofi Annan, made the argument that "university must become a primary tool for Africa’s development in the new century". This was also reflected in the policy direction of many international organizations and of countries; the UNESCO World Conference on Higher Education in 2009 highlighted this ambitious and promising vision (Montanini, 2013). Similarly, the World Bank (2009) suggested that a new version of "Development University" is needed where higher education institutions have to transform themselves in to "networked, differentiated, and responsive institutions focused on the production of strategically needed human skills and applied problem-solving research" (p. 103). Higher education institutions, according to this document, are national assets that can be enabled and steered through national policy instruments to serve national development agendas. Therefore, it is essential that governments, with other concerned stakeholders, shall integrate human capital development in to their economic growth strategies. In the developmental state paradigm, the role of higher education in supplying the required skilled man power, improving productivity through learning from others, adopting technologies to local contexts, creating new ideas, etc. (Holmes, 2013; Aghion et al, 2009; World Bank, 2009) is at the center of the national development strategy. By the same token, Ethiopia's ambition of becoming a middle income state by 2025 requires a well thought out integration of its higher education and human capital development strategy in to the overall growth and development plan.

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Whatever inspirational and fundamental changes are being implemented in higher education institutions without effective managerial practices it seems unlikely to higher education institutions to succeed in their endeavours. Lately, researchers are motivated to study on the organizational culture to provide managerial effectiveness in the universities. Furthermore, one should analyze the typologies of organizational culture to understand the organizational behaviours in higher education institutions. The purpose of this study is to explore the concept of current and preferred organizational culture and subculture at Addis Ababa University so the effective management strategies will be developed. The Competing Values Framework was employed to identify the current and preferred organizational culture type displayed by Addis Ababa University faculty. This framework assesses the dominant current and preferred organizational culture based on four culture types: Clan, hierarchy, adhocracy, and market. According to the results of this study, Addis Ababa University faculty exhibits hierarchy culture type as dominant in the current situation while clan culture type as a dominant in the preferred situation. The hierarchy culture represents Addis Ababa University as an organization that concentrates on internal maintenance with stable and where individuals follow procedures, and leaders effectively coordinate and organise activity to maintain a smooth running organisation. However, the strategic objectives of Addis Ababa University emphasize the attributes of mainly adhocracy and clan culture types and market culture to some extent. This implies that Addis Ababa University’s mission, goals, and strategic objectives are not mostly being met with the dominant current culture type and call cultural change to the preferred culture type. Researches on organizational culture indicate that mission, goals and strategic objectives of an organization shouldn’t conflict with the current culture and they must work together to enhance effectiveness of the organization.

Adelegn A Asress

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