Abstract:
The main purpose of the study was to investigate institutional autonomy and accountability
practices of Ethiopian first Generation public universities. Mixed research design with
convergent parallel strategy was employed. Proportional stratified sampling and simple random
sampling techniques with lottery method was used to select sampled Universities, departments,
and teachers. Data were gathered using structured questionnaire, and semi-structured interview
from 434 sampled respondents and 8 interviewees from directors, deans, vice deans, department
heads and teachers. Additionally primary data were gathered from different documents. From
inferential statistics independent sample t-test and from descriptive statistics frequency,
percentage mean and standard deviation were employed to analyze data. The finding from both
quantitative and qualitative sources concomitantly revealed that, first generation public
Universities’ institutional autonomy from financial, organizational, staffing and academic
autonomy perspective and institutional accountability exercised from legal, administrative,
political and professional accountability perspective was not well perceived. Clear policy put to
practice on a way to balance exercising autonomy and accountability was not in place in
sampled public Universities. It was concluded that the level of institutional autonomy enjoyed
and accountability exercised by first generation public Universities was low. Thus, it is
recommended that, enhancing university autonomy, developing comprehensive autonomy and
accountability framework with clear boundary to keep balance between the two via continuous
open discussion with higher education institutions are suggested for state. Exerting relentless
influence to safeguard their institutional autonomy and exercising robust accountability keeping
both autonomy and accountability in balance are suggested for public Universities
