Prospects And Challenges To Implement Business Process Reengineering (bpr) In Ethiopian Public Universities

Since educational institutions function similar to other types of business organization, they canrnuse Business Process Reengineering (BPR) to enhance their performances in terms of reducingrnprocesses‟ cost and cycle time, increasing service quality, and increasing customers andrnemployees satisfactions. Likewise, starting from 2008 and 2009, all Ethiopian public universitiesrnengaged in BPR project to enhance their performances dramatically. However, thernimplementation phase of BPR pointed as the most challenging one. Thus, this study intended tornidentify factors that deemed as challenging factors of BPR implementation.rnTo address study‟s objectives, sequential explanatory strategy of mixed methods research designrnadopted. Specifically, in the first phase of the study, survey was conducted on four publicrnuniversities. To identify various challenging factors of BPR implementation, forty BPR projectrnredesign and implementation team members in the universities were subjects of the study. In thernsecond phase, after results obtained in the first phase, interviews were held with threerninterviewees to better understand the magnitudes of challenging factors. The study statisticallyrnanalyzed the data obtained in the first phase. Then, results obtained in the first phase elicited tornget qualitative data and thematically analyzed the qualitative data obtained in the second phase.rnResults of this mixed method research design in the first phase shows that between 11 to 40rnpercent of the redesigned processes implemented at universities and to implement the entirernprocesses, the implementation phase believed to take more than three years. Results alsornidentified universities‟ support processes (administrative) as challenging to implement comparernto core processes (academic). Besides, out of the thirty challenging factors included in the surveyrninstrument, more than 50 percent of respondents showed a higher degree of agreement tornseventeen factors as the most challenging factors that impeded redesigned processes from beingrnimplemented. However, results in the second phase shows that, of the seventeen factors, thernmagnitudes of nine factors to delay the implementation phase were severe. These includernproblems originated from change-management factors, top management support factors,rnorganizational factors, and country factors. Generally, this study suggests to take correctivernmeasures by the universities‟ management body and Ethiopian Ministry of Education before thernproject completely fail.rnKeywords: BPR implementation; Challenging factors; Ethiopian public universities

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