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)

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)