Breakneck Expansion and Quality Assurance in Ethiopian Higher Education: Ideological Rationales and Economic Impediments

Challenges and Opportunities Associated with Supervising Graduate Students Enrolled in African Universities

“…Semela (2011) Graduate supervision is a noble activity undertaken by someone in an institution of learning with explicit expectations and accountability to the student and the institution that provides the supervisory relationship (Chiappetta-Swanson and Watt, 2011). The relationship and quality control measures are defined by the university in context based on internationally acceptable standards.…”

The Prevailing Practices and Challenges of Curriculum Reform in Ethiopian Higher Education: Views and Responses from Within

“…Over the years, many HEIs in Ethiopia are becoming more and more enlarged as they have increased their students' enrolments substantially (Akalu, 2014;Semela, 2011); yet, change strategies have not been exceedingly helpful in their capacity to guide institutions. Too often, dramatic failures of change tend to produce calls for more regulation, with little assessment of the underlying reasons for failure (Areaya, 2010;Assefa, 2008).…”

“…Recent research reports reveal that undergraduate students have competency gaps in some generic skills (Dinsa et al, 2014;Jimma University, 2010, 2011. Linked to these deficits is the failure to influence curriculum reform in relation to teaching and learning so that traditional forms of education delivery, most notably through the lecture format, and summative assessment have prevailed.…”

Inequality in Ethiopian higher education: reframing the problem as capability deprivation

“…Finally, the rapid expansion of the HE system has significantly widened participation (Semela, 2011). The Ethiopian Government has increased the number of public universities through merging existing colleges and institutions, establishing new ones, and expanding the admission capacity of existing universities.…”