University of Tasmania
Browse

File(s) under permanent embargo

Students’ voices receive more attention than academics’ voices: A paradox in Ethiopian public universities

journal contribution
posted on 2023-05-21, 15:26 authored by Geberew Mekonnen, Susan KilpatrickSusan Kilpatrick, John KennyJohn Kenny, David KemberDavid Kember
This study explored the voice of students in the Ethiopian higher education context. Stratified sampling and an exploratory research design were employed to understand students’ voices. Thematic analysis was used to identify themes and meanings. The strength of students’ voices was contrasted with other countries that have implemented the Bologna Process. In Ethiopian higher education, students’ voices get considerable attention. Students are aware of their rights in terms of influencing decision-making processes. The study recommends inclusive and shared forums where the university, academic units, their staff, and students are expected to participate in participatory governance systems in pursuit of their respective missions within the university. The findings have implications for other countries. To fully implement the intention of the Bologna Process, student participation in university governance should be encouraged, but not at the expense of the participation of academic staff.

History

Publication title

Africa Education Review

Volume

18

Issue

3-4

Pagination

59-74

ISSN

1814-6627

Department/School

Faculty of Education

Publisher

UniSA Press

Place of publication

South Africa

Rights statement

© Unisa Press 2022.

Repository Status

  • Restricted

Socio-economic Objectives

Higher education; Policies and development; Other education and training not elsewhere classified