Perspectives And Practices Of Quality Assurance In Public And Private Host Universities At Work With Cross-border Higher Education Providers In Ethiopia

This research set out with the aim of exploring perspectives on quality and rnpractices of quality assurance, and enhancement of host institutions at Work with rnCBHE in Ethiopian. The research has collected essential data from internal rnparticipants who are involved in quality assurance. These participants of private rnand public higher education institutions intended to pinpoint some of the major rnproblems and challenges faced and has forwarded some mitigating implications for rnthe challenges. To meet these objectives, extensive reviews of the literature werernmade and as well, theoretical and conceptual frameworks were formulated. Two rnhost university cases, one public, and one private were operating in collaboration rnwith CBHE. The selection was based on the participants’ lived experience with rnCBHE. An in-depth exploration of the problem was conducted through a rncomparative case study approach using a qualitative research design. This design rnwas selected because it enables us to see through “a wide-and deep-angle lens” rnand explore the quality assurance systems in the case study universities. The rnresearch has involved, twenty-two participants from two selected host universities, rn(6) quality assurance officers, (6) academic staff, (4) supporting staff, and (6) rnstudents. The selection is purposely done from the two case study universities. The rndata were gathered through using carefully prepared interview protocols, semi structured interviews, document reviews, and observation field notes. To rncomplement the interviews, a review of essential documents and site-visit of host rnuniversities, particularly, resource centres were seen. Within case analysis data rnfollowed by the cross-case analysis were undertaken. Thus, The findings of the rnstudy revealed the fact that there are diverse quality conceptions among rnparticipants, both in public and private cases, and this implies that quality rnconceptions are not conclusive. Some of the internal university challenges, for rncase-1, that influence quality assurance and enhancement practices, pinpointed by rnthe research were: lack of writing skill, plagiarism, centralized QA structure. rnWhile, for case-2, student absenteeism in tutorial sessions, a decline in reading rnculture, and resource constrictions are identified. Concerning the external rnenvironment, many of the participants in case-1, do not have awareness about the rnCBHE guideline of HERQA, whereas, in case-2, participants are aware of the rnguidelines. Additionally, the CBHE partner of case-2 is accredited conversely, the rnCBHE partner of case-1 works without accreditation. Thus, lack of awareness and rndoing in favour of one may affect the quality assurance practices in case-1, than rncase-2. Therefore, it should be implied that both case study universities revisit their rnacademic support services, quality assurance structure, and HERQA needs to treat rnboth private and public partner CBHE equally, in the accreditation process. rnMoreover, MoSHE should provide facilities and financial support to case-2.

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