This inquiry purported to examine the practices of leadership and management accountability in South Nation Nationalities Region public universities. Mixed research design instrumental. Proportional stratified random sampling, and purposive sampling techniques were used to select sample universities and respondents (n=370).Descriptive data analysis tool, mainly mean and standard deviation employed in analyzing quantitative data. Qualitative data analysis methods were applied to the data generated from transcriptions of interviews, FGD and document analysis. One way ANOVA employed to examine the variations between and within groups by considering its assumptions. Besides, Binary regression was applied to test overall model evaluation and goodness-of-fit. Principal component analysis utilized as a data reduction technique among the explanatory variables. Independent t-test also used to compare differences between separate groups and to determine a significant difference in scores between and within groups. The study reveals, the logistic regression model was statistically significant, at Wald test: χ 2 = 24.450, p<. 001. The model explained 36.0% (Nagelkerke R2) of the variation in effective governance practices and correctly classified 68.30 % of cases. Hosmer-Lemeshow test points out the goodness of fit of the model with chi-square value of 8.036 and with a P>0.05, which provides significant at the 5 % level, the model suggesting, does not conform to the data set as alternative assumption (H1).We can conclude that effective governance practices from both leadership and accountability perspective in the sampled public universities were not promising. The study also forwarded six major policy options will aid to insure that the HE to attain effective leadership management and accountability.
In the stir of the competitive era of education today, higher education institutions (HEIs) attempt to advance themselves in academic programs, researches and innovations. To this end, they need to transform to realize such aspiration. This study was designed to look at staff perception toward leadership in transforming Wolaita Sodo University. Qualitative research design and case study method are used under the study. Part of the data was collected from a sample of 15 participants. The sample colleges and administration divisions, college deans, department heads, academic and supportive staff were selected through purposive sampling. The tools used to gather relevant data were interview, FGD, and relevant document analysis. Findings of the study revealed that attempt to transform the skill and competence of academic and supportive staff and students' learning are found to be insignificant; the top academic leaders focus on routine and administrative issues at the expense of emphasis on strategic matters, and changing the prevailed institutional culture. Moreover, there is lack of empowerment of the middle and first line managers who are highly engaged in operationalzing transformation process. Hence, change at Wolaita Sodo University lacks transformational dimension and the change may not make its intended goals. The study recommended that the transformation should primarily focus on developing people through empowering them and giving them responsibilities. The transformational leaders should focus on strategic issues instead of wasting time in changing and re-changing structures. The government needs to avail adequate budget and personnel to help the transformation. The University should also diversify its sources of income instead of relying on government subsidy, and should be autonomous to run its own affairs without direction or influence from any level of government.
Evidently, the implementation of a DL system does not ensure a high-quality education. The purpose of this study is to explore the dynamics and challenges of distance education at Private Higher Institutions in South Ethiopia. In a given study, a representative sample of tutors and academic program leaders selected through simple random and stratified sampling techniques. Questionnaires and interview were instrumental for data collection. The finding revealed that, the number of learners in a class during tutorial programs is not to the standard, the tutors’ are responsible for one to two courses at a time and the remainder for more than two courses, assignments were too difficult for the ability of the students on the courses some learners do not receive modules before tutorial sessions and, consequently, some were forced to share modules, modules were not given long enough in advance of the actual tutorial sessions less commitment of stakeholders to realize the DL program. It is recommended that, Intensification distance education units at the institution and ensuring that students have a suitable educational background when they join to the specific program would make distance education efficient. In addition to this, it is good to try to make the system more flexible and use different information and communication technologies to support distance education.
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