The study identifies how different stakeholders perceive service quality improvement initiatives in public higher education institutions in Ethiopia. For this purpose, a mixed research methodology was employed. Furthermore, secondary data were collected from a variety of literature and primary data were collected from academic staff and final year students at public higher education institutions using the SERVQUAL scale and through focus group interviews. The collected data were analysed using both descriptive and inferential statistics. The research findings indicated that all dimensions of the service quality improvement initiatives were perceived by academic staff and studentsto be verypoor. The reasons for these poor or low perceptions were: the high expectationsof the stakeholders, the government’s intention to expand, lack of adequate knowledge regarding the implementation of the BPR process, the lack of motivation by service providers, poor management and the lack of good governance by the universities, inexperienced workers, non-empowered and task specific frontline employees, the low quality of the infrastructure, non-value adding hierarchical structures and approval systems, ethical problems with some service providers, the high staff turnoverand the lack of experienced staff. In addition, at all new universities, construction is underway and as a result,there are problems such as the poor state of the dormitories, classes,bathrooms, recreation areas, lounges, TV rooms, sport fields and internet connectivity, while the libraries are not well stocked with books and periodicals either. This study has recommended that the institutions should have standardised instruments that can be used to measure the status of service quality improvement and deliveryperiodically and to identify the areas that have the highest perceived performance gap scores in order to redeploy some of the resources. It also needs to be pointed out that the service providers lack sufficient knowledge and skillsconcerning the implementation of BPR, thus training is recommended in this regard.It is further recommended that for effective implementation of the BPR process, the importance of the provision of different guiding documents, continuous monitoring of activities and top management support should be kept in mind. / Educational Leadership and Management / D. Ed. (Educational Management)

This study investigated the current practices of quality assurance systems in Ethiopia at national and institutional levels in the light of government’s intended policies and the policies that are being implemented in HEIs. In addition, the study intended to compare the practices of public and private HEIs. It focused on quality assurance in degree-granting public and accredited private higher education institutionsin Ethiopia. For this study, I employed a mixed approach (qualitative as a main and quantitative as a subsidiary approach), combining a comparative case study and a survey to investigate the practices of QA systems in HEIs. Data was gathered from the National QA agency, degree-granting public universities, and accredited private university colleges. In addition, HERQA experts, academic vice presidents, QA directors, research and publication directors, college deans, internal quality reviewers and senior academic staff were involved in the study. Semi-structured interviews with key informants, documentary evidence, and a survey questionnaire form the main evidence base. Content analysis and descriptive statistics were used to analyze the qualitative and quantitative data respectively. Although the study found structured QA processes at national and institutional levels, these were very recent in public HEIs, whereas and a quality culture had been developed in private HEIs. Self-evaluation and external quality audits are common methodologies used by both private and public HEIs. In addition, accreditation is another QA mechanism used by national quality assurance agencies to accredit private HEIs. This study confirmed that there was no QA policy at national and institutional levels to direct QA activities at all levels. This had a negative impact on the effective implementation of the system. Standards could be useful because they provide an institution with a clear idea of an ‘ideal’ end point, something towards which to strive. HEIs should develop their own quality principles and quality indicators for each key area of quality; however, the quality managers of both private and public HEIs did not understand the meaning of quality standards or quality indicators. There was a significant difference between public and private HEIs in the implementation of internal QA systems and their commitment to implementing them. Private HEIs’ top managers were more committed than those of public HEIs. The impact of QA systems on core activities of the institutions also varied from private and public HEIs. / Educational Studies / D. Ed. (Comparative Education)

O desenvolvimento tecnológico e a inovação são entendidos como elementos chaves para transformar o conhecimento em riqueza e melhorar a qualidade de vida das sociedades. Nos últimos anos, a preservação ambiental ganhou destaque e organizações governamentais e não governamentais passaram a buscar soluções para os problemas ambientais da atualidade. Desta maneira, estudos sobre as inovações ambientais têm tentado entender e fomentar inovações que visam reduzir o impacto ambiental. Sendo assim, esta dissertação tem como objetivo investigar a produção de ciência e tecnologia dos inventores da Universidade Tecnológica Federal do Paraná – UTFPR e verificar a presença da ecoinovação, para compreender sua contribuição no sistema de inovação. Tal estudo se mostra relevante uma vez que, reflete sobre a produção de ciência e tecnologia dos inventores de uma universidade tecnológica, sendo pertinente dado o papel importante da universidade na disseminação de conhecimento científico e no desenvolvimento tecnológico, e por outro lado, a ecoinovação é um debate recente e seu conceito ainda é indefinido. Assim, justifica-se pela importância do entendimento da ecoinovação e do papel da universidade no desenvolvimento tecnológico, seja pelo auxílio nas decisões de políticas públicas, bem como pela crescente demanda em orientar os resultados da universidade a serviço de maior competitividade da indústria nacional e do crescimento econômico. A metodologia baseia-se no método de estudo de caso, os procedimentos metodológicos foram exploratórios e descritivos, de natureza qualitativa e a coleta de dados foi realizada por meio de pesquisa bibliográfica, pesquisa documental e pesquisa de campo, Constatou-se, que aproximadamente 53% dos professores-inventores são da área de engenharia, reflexo da identidade de uma universidade tecnológica. A participação dos alunos inventores é proporcional entre os estudantes da graduação e pós-graduação, e existem pedidos de patente de invenção em coautoria com instituições pública e privada. Verificou-se que os artigos completos publicados em periódicos dos professores-inventores possuem citações nas bases de dados Scopus e Web of Science. Em relação à presença da ecoinovação, dos 118 pedidos de patente de invenção, 40 foram declarados ecoinovação por seus inventores, contribuindo no ganho de mais valor com menor impacto ambiental. / Technological development and innovation are understood as key elements for transforming knowledge into wealth and improving the quality of life of societies. In recent years, environmental preservation has gained prominence and governmental and non-governmental organizations have come to seek solutions to current environmental problems. In this way, studies on environmental innovations have tried to understand and foster innovations that aim to reduce the environmental impact. Thus, this dissertation aims to investigate the production of science and technology of the inventors of the Federal Technological University of Paraná - UTFPR and verify the presence of eco-innovation in order to understand its contribution to the innovation system. This study is relevant since it reflects on the production of science and technology of the inventors of a technological university, being pertinent given the important role of the university in the dissemination of scientific knowledge and technological development, and on the other hand, eco-innovation is a recent debate and its concept is still undefined. Thus, it is justified by the importance of understanding the eco-innovation and the role of the university in technological development, either by aiding in public policy decisions, as well as by the growing demand to orient the university's results in the service of greater competitiveness of national industry and economic growth. The methodology was based on the case study method, the methodological procedures were exploratory and descriptive, of a qualitative nature and the data collection was done through bibliographical research, documentary research and field research. It was found that approximately 53 % of teacher-inventors are from engineering, reflecting the identity of a technological university. The student inventors' participation is proportional among undergraduate and graduate students, and there are patent applications for co-authoring with public and private institutions. It has been found that the full papers published in the journals of the inventor-teachers are quoted in the Scopus and Web of Science databases. Regarding the presence of eco-innovation, of the 118 patent applications, 40 were declared eco-innovation by their inventors, contributing to the gain of more value with less environmental impact.

O Plano de Desenvolvimento Institucional (PDI) é um documento que contém parte essencial do planejamento estratégico das Instituições de Ensino Superior (IES). O PDI precisa considerar as políticas públicas, as necessidades institucionais e as demandas da comunidade. Sua composição mínima é estabelecida pelo Decreto n.º 5.773/2006, a qual serve de guia para a elaboração do planejamento institucional. Esse documento orienta a avaliação institucional e de cursos, bem como, norteia os rumos que a IES precisa seguir. Para que seja legítimo, o PDI depende da participação da comunidade em suas fases. Essa participação pode ensejar o aumento do controle social, da transparência das ações e também da prestação de contas por parte das Instituições Públicas para com a sociedade. A participação da comunidade torna-a mais comprometida com o processo, facilitando que o planejado seja colocado em prática. Este trabalho objetiva analisar a metodologia utilizada nas IES Públicas do Estado do Paraná para a construção, execução, acompanhamento e avaliação do PDI. A pesquisa realizada é exploratória e aplicada. Para a coleta de dados foram utilizadas múltiplas fontes de evidência: documentos, questionários, entrevistas, relatórios técnicos entre outras. Os resultados demonstram que, apesar do esforço realizado pelas áreas responsáveis, é preciso melhorar a participação da comunidade universitária nas fases do PDI. Além da análise documental, os questionários respondidos pelos Conselheiros e as entrevistas com os Responsáveis pela Área do PDI nas IES permitem concluir que ele precisa ser fortalecido e aproximado da comunidade universitária para que possa efetivamente trazer os resultados esperados. O estudo permitiu compreender como o PDI é conduzido por essas IES e demonstrou a necessidade de amadurecimento das metodologias utilizadas e o aprimoramento dos canais de comunicação com a comunidade. / An Institutional Development Plan (IDP) is a document containing the essential part of strategic planning for institutions of higher education (IHE). An IDP must take in consideration public policies, institutional needs and society demands. Its basic structure is established by Decree 5.773/2006 and it guides the development of institutional planning and institutional and courses evaluation, as well as sets a north for the IHE. In order to assure its legitimacy, an IDP must rely on community involvement in all its phases, which can enhance social control, transparency and accountability to society. Community commitment grows when people engage in the process, making it easier to implement what is planned. This paper is aimed at analyzing the methodology employed in IHEs in the state of Paraná – Brazil for developing, implementing, supervising and evaluating an IDP, through applied and exploratory research. Multiple sources of evidence were used for data collection, such as documents, questionnaires, interviews and technical reports. Results show that improving academic community participation is still necessary, despite all the efforts made by sectors in charge. In addition to documentary analysis, questionnaires filled in by council members and interviews with those responsible for the IDP in IHEs led to the conclusion that it is necessary to strengthen and bring IDP closer to the academic community so that it can effectively bring the expected results. The study made it possible to understand how the IDP is conducted by these IHEs, showing the need to fully develop the employed methods and to improve communication channels with society.

O acúmulo de documentos disponíveis na Web dificulta a recuperação de informação e a gestão eficiente do conhecimento. Os modelos tradicionais de recuperação da informação são inadequados para uma busca efetiva e rápida, e os resultados são, comumente, numerosos e irrelevantes. Com o advento da Web Semântica foi possível o uso da ontologia formal como modelo de recuperação da informação na Web para melhorar a qualidade da informação recuperada. Os portais semânticos constituem um instrumento da Gestão do Conhecimento que oferece maior capacidade e rapidez no acesso às informações com relevância dos resultados. Neste sentido, esta pesquisa tem como objetivo propor condições mínimas necessárias para o estabelecimento de potencial semântico de portais, mediante o mapeamento do uso da ontologia como modelo de recuperação da informação. O locus da pesquisa incluiu os portais de universidades públicas federais brasileiras da Região Sul do Brasil, partindo-se de um estudo comparativo entre as características da Web Semântica e as ferramentas e tecnologias usadas nas instituições pesquisadas. A pesquisa de campo foi instrumentalizada por um questionário, coletando-se dados da equipe técnica responsável pelos portais. Como principais resultados apresentam-se um diagnóstico do uso da ontologia na estruturação dos portais universitários pesquisados e a proposição de um quadro de referência das condições mínimas necessárias para estabelecimento de potencial semântico dos portais. / The accumulation of documents available on the Web makes it difficult to information retrieve and efficient knowledge management. Traditional models of information retrieval are inadequate for effective and quick search, and the results are often numerous and irrelevant. With the advent of the Semantic Web it was possible the use of formal ontology as a model of web information retrieval that improves the quality of the information retrieved. Semantic portals are a Knowledge Management tool that offers greater capacity and speed of access to information relevant results. In this trend, the goal of the this research is propose minimum conditions necessary for the establishment potential of semantic portals, by mapping the use of ontology as a model of information retrieval. The research's locus included the portals of federal public universities in southern Brazil, starting from a comparative study between the Semantic Web features and the tools and technologies used in the institutions surveyed. The field research was instrumentalized by a pool, collecting data from the technical team responsible for portals. The main results were presented a diagnosis of ontology in the structuring of respondents university portals and a framework of minimum conditions for semantic potential property portals.

This study serves two major purposes. First, it explores and validates attributes, dimensions and constructs that can be used to measure service quality in Ethiopian public higher education (EPHE) context. Second, it examines the interplay among the major service quality constructs and student related variables in search of a comprehensive theoretical framework for HE service quality. The study started its investigation by formulating a set of research questions that explore attributes, dimensions and constructs essential to measure service quality (RQ1), test for the measurement model fit (RQ2), examine the relationships or associations among the four service constructs and characteristics of students (RQ3), test for the structural model fit (RQ4), determine the causal relations among the variables in the structural model (RQs4.1 - 4.7), and assess service quality performances of EPHE institutions (RQ5). A mixed methods study with the qual-QUAN exploratory sequential design was employed to empirically answer the research questions. Fifteen interviewees took part in the qualitative phase. The interviews were analysed employing thematic analysis and narration of verbatim accounts. Three levels of themes that represent attributes, dimensions and constructs of service quality were identified and used to develop a questionnaire designed to measure service quality more objectively. The questionnaire was piloted at a pilot site involving 460 undergraduate students and its psychometric properties were determined. The main study was carried out in three universities selected from a target population of seven first generation public universities employing lottery sampling method. Concurrently, four programmes were chosen from a target population of 27 commonly offered programmes in the three sample universities employing systematic random sampling. Considering different batches and the four programmes as strata, 1412 undergraduate students were included in the main study using proportionate stratified random sampling technique. Descriptive and inferential statistics including factor analysis and structural equation modelling (SEM) were employed to address the research questions. The results from the qualitative and quantitative phases show that service quality can be measured by four constructs, of which three are multi-dimensional and one is a single dimensional construct. The four factor measurement model fit analysis resulted in an acceptable fit indices (i.e., CMIN/DF = 4.398, GFI = .915, CFI = .951, RMSEA = .049 and PCLOSE =.743) after some re-specifications and confirmed the structural validity of the instrument. Mixed results were obtained with regard to the correlations/associations between student characteristics and service quality constructs. After some re-specification, a structural model for the four service quality constructs and nine student related variables were identified with an acceptable fit indices (CMIN/DF=3.856, GFI=.901, CFI =.934 and RMSEA=.045, p=1.000). The path analyses also revealed that loyalty is a latent construct with 62% of its varaince predicted by the joint effects of percieved service quality, satisfaction and perceived gain. Each of these predicator latent constructs are also explained by some other control varaibles and latent constructs that have a predictive power ranging from 12% to 60%. Students perceived the current status of service quality in EPHE institutions as daunting in all constructs of service quality except perceived gain. Finally, conclusions pertinent to the measurement instrument and understanding of HE service queality are drawn, and recommendations that have theoretical and practical implications are forwarded. / Educational Leadership and Management / D. Ed. (Education Management)

University education is ideally expected to significantly expand higher education capabilities among students. Yet, if left unchecked, university education processes can under-equip students in terms of higher education capabilities. In the last one and a half decades, public university education in Uganda has been rapidly growing in terms of student enrolment and course completion. However, the higher education capability levels among students and consequently new graduates (2001-2010) have apparently been declining, especially in terms of practical reason, sociality and participation, learning dispositions, and science and technology. The current study analyses why the new graduates of public universities in Uganda are seemingly deficient in higher education capabilities. Data for analysis were mainly collected from 221 stakeholders of two public universities, namely Makerere University and Mbarara University. The analysis focused on respondents’ perceptions of the three sub-variables of university education, namely curriculum content, teaching processes, and learning processes. Through regression analysis, it was established that these sub-variables jointly predict higher education capability expansion among students in Uganda by 81.2%. Meanwhile, results from qualitative analyses suggest that the curriculum content of public university education is at an acceptable standard and, therefore, a minor cause of higher education capability deficiency among students. However, the teaching processes are perceived as ineffective since lecturers mainly use non-participatory approaches, teach fewer sessions than timetabled, and engage ‘liberal’ quality assurance measures that are open to abuse. Moreover, the learning approaches of some students seem to be surface in nature and the students’ levels of research learning and practice are low. Hence, the study conclusions suggest that low levels of higher education capabilities among students or new graduates in Uganda are largely due to ineffective teaching and learning processes at the two public universities studied. Consequently, the study recommends that, in a bid to enhance higher education capability expansion among students, public universities should focus on improving teaching processes and learning processes, particularly on staff pedagogical skills, commitment, quality controls, and reducing the number of students enrolled in most university courses. / Development Studies / D. Litt et Phil. (Development Studies)

The purpose of the study is to explore the current policy and practice of the national and institutional QA system in public HEIs in Ethiopia in order to determine how the quality of teaching and learning might have been enhanced through the QA system. Two organisational theories – contingency and neo-institutional theory – provide a theoretical lens to explain how internal and external organisational environments affect the implementation of QA in the HEIs. The mixed-methods research approach was used in the study, including document analysis, semi-structured interviews and questionnaires. Three public universities were chosen as data source. At macro level, the HERQA was also included to examine the effect of the institutional environments on internal quality assurance practices. The findings revealed that there is little evidence of self-initiated quality enhancement activities in the public HEIs. They do not have adequate structures, systems, and written policies to assure quality. The quality assurance efforts were implemented without a clear sense of direction and purposes and therefore lacked effective coordination. The self-evaluations were symbolically took place at the higher levels of the universities and that the results of the evaluations were rarely used in a structured way in improvement of teaching-learning, faculty decision-making and planning processes. It is far from clear that whether the internal quality assurance contributed to the teaching and learning or transformed the student learning experience. It can be concluded that the HERQA’s quality assurance policy and practices seems to be de-coupled from internal initiatives to improve quality in the higher education institutions. It is recommended that HEIs should develop QA policy, mobilise resources for institutional quality improvement, establish full-fledged QA structures at all levels, and furnish the structures with necessary human resources. The HEIs should initiate and undertake effective self-assessment of their activities, own it and work towards achieving their own stated objectives. It is important that the HERQA should develop accreditation procedures, particularly at programme level, for the public HEIs. The HERQA should consider playing more active roles in communicating with HEIs regularly about QA; pay more attention to a follow-up of the audits, the punctual development and delivery of the SEDs. The HERQA should be more independent, have more autonomy and sufficient resources to become a viable professional agency informing the HE sector on the quality of its performance. / Educational Leadership and Management / D. Ed. (Education Management)

Quality management of higher education is a vital concern today. The purpose of this study was to examine education quality management practices of Ethiopian public universities and to investigate a relationship between three dependent variables (planning for quality education, implementation of plans and performance improvement) and five independent variables (identification of quality education, considering customers’ needs, performance tracking, education quality management strategies and taking actions). Both quantitative and qualitative data were collected by means of questionnaires and interviews. Respondents of the questionnaire items were 170 education managers and student union representatives. In addition, ten senior instructors and ten senior students were interviewed. The responses obtained using questionnaires were analysed using frequencies, percentages, means, modes, chi-square tests and Spearman’s correlation. Responses obtained using open ended items on the questionnaires and interview responses were analysed qualitatively using themes of issues most frequently obtained. This study showed that: in most Ethiopian public universities the educational quality planning process is not participatory. There is a gap in using their plans in guiding their day to day activities. Most universities do not regularly collect data on satisfaction levels of their customers. Educational process changes are not tested on small scale before a wide spread application. It also showed that there is a strong positive relationship between performance improvement and the four independent variables namely: considering customers’ needs, performance tracking, teaching methodologies and taking actions in Ethiopian public universities. Consequently, recommendations have been given so as to improve education quality management practices of Ethiopian public universities. This study hopefully contributes a lot for performance improvement of similar higher education system. / Educational Leadership and Management / D. Ed. (Education Management)

O objetivo geral deste estudo é analisar a implementação das compras públicas sustentáveis nas universidades federais brasileiras. A pesquisa é aplicada quanto a sua finalidade e exploratória e descritiva quanto aos seus objetivos gerais. A abordagem utilizada é tanto qualitativa quanto quantitativa e a pesquisa contempla a utilização de métodos múltiplos de investigação. A etapa qualitativa exploratória foi operacionalizada por meio de entrevistas semiestruturadas realizadas com gestores da área de compras de duas universidades federais. As informações coletadas foram tratadas mediante a aplicação de técnicas de análise de conteúdo. A etapa quantitativa consistiu na aplicação de levantamento tipo survey, com emprego de questionário estruturado, em toda a população que compreende 59 universidades federais do Brasil. Os dados coletados em 37 questionários válidos receberam tratamento estatístico, envolvendo estatística descritiva e cálculo de correlação. Os principais achados indicam que: a implementação das compras sustentáveis nas universidades federais se encontra num estágio inicial e embrionário e que não existe uma política de compra sustentável claramente definida no âmbito da maioria das instituições. As ações são pontuais e não ocorrem de forma estratégica e planejada, e constituem tentativas de adequação às demandas normativas, motivadas pelas alterações legais, especialmente o estabelecimento da Instrução Normativa nº 01/2010-MPOG/SLTI, considerada o principal mecanismo que incitou a adoção da prática na esfera federal, bem como pelas deliberações e exigências dos órgãos de controle. Os critérios de sustentabilidade mais utilizados são, prioritariamente, aqueles determinados e ordenados na legislação e a utilização de critérios é predominante nas contratações envolvendo obras e serviços e engenharia, devido a maior exigência e respaldo legal. A oferta atual de produtos e serviços sustentáveis, os custos envolvidos, a pouca informação e conhecimento, a cultura organizacional e a falta de capacitação e treinamento dos envolvidos estão entre as principais barreiras identificadas. Há poucos resultados e impactos decorrentes da implementação das compras sustentáveis percebidos pelos gestores no âmbito das universidades e não é realizado o acompanhamento sistemático dos resultados. / The goal of this study is to analyze the implementation of Sustainable Public Procurement in the Brazilian federal universities. The research is applied as its purpose and exploratory and descriptive as to their overall goals. The approach is both qualitative and quantitative research and contemplates the use of multiple methods of investigation. The exploratory qualitative phase was operationalized through semi-structured interviews conducted with managers of the purchases area of two federal universities. The data were treated by applying techniques of content analysis. The quantitative phase consisted in an survey, with the application of a structured questionnaire across the population which comprises 59 federal universities in Brazil. Data collected on 37 valid questionnaires received statistical treatment involving descriptive statistics and correlation calculation. Key findings indicate that: the implementation of sustainable procurement in the federal universities is at an early stage and embryo and that there is not a policy of purchase sustainable clearly defined under most institutions. Actions are specific and do not occur in a strategic and planned level, and are attempts to adapt to the demands normative, motivated by legal changes, especially the establishment of Instruction 01/2010-MPOG/SLTI, considered the main mechanism that prompted the adoption of practice at the federal level and by the decisions and demands of controlling bodies. The most widely used sustainability criteria are primarily those determined and ordered in legislation and the use of criteria is prevalent in contracts involving works and services and engineering, due to higher demand and legal support. The current supply of sustainable products and services, the costs involved, the little information and knowledge, organizational culture and lack of capacity building and training of those involved are among the main barriers identified. A few results and impacts of the implementation of sustainable procurement perceived within universities and is not conducted systematic monitoring of results.