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 Management and Leadership / D. Ed. (Education Management)

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)

The purpose of this study was to explore the practices and processes executed by middle managers as practitioners during the implementation of strategy. In order to do that, this study investigated the problem of strategy implementation, analysed existing literature, identified the gaps, and explored the roles of middle managers in terms of strategy practices and processes, specifically in the South African Defence Evaluation and Research Institutes (DERI) context. Resources, time and effort are applied to formulating strategy but less of these to the execution of the strategy which includes the emotions, motivations and actions that are intangible during the implementation of strategy. The study therefore attempts to answer the following research question: What practices and processes are employed in strategy implementation in DERIs in South Africa? The literature study was undertaken with the objective of mapping the research problem and to highlight, through critical discussion, the latest work done on the subject of this study. The gap in relation to research work was identified and the contribution is clear that not much work has been done in this environment. Research is a systematic process where information on a specific topic is gathered in order to increase understanding of that phenomenon. A qualitative study was performed and data was obtained from several institutes through interviews, documents and questionnaires in order to build a rich database that could be analysed for the required output. Engagement with the first level of management as well as the next level management teams ensured that a representative population group was used during this study. The data was organised, categorised, interpreted, identified, synthesised and generalised. The quotations identified from the text were coded through inductive coding and grouped into categories until a logical theme, category and concept was formed. The objective of this research was to investigate, identify and understand what the strategy practices and processes are that make highly technical and scientific institutes execute strategies successfully. The study provided insight into and clarity on the complexity of the strategy implementation process as executed by middle managers, particularly in the South African context. The link was explored between formulation and implementation as applied by middle managers as practitioners and the practices and processes in use were identified. It was demonstrated that the outcome of this research is applicable to the research problem and also provides an understanding of the phenomenon, namely strategy practices and processes in use at the Defence Evaluation and Research Institutes. It can therefore be concluded that the research objective was achieved. / Business Management / D.B.L.