Institutional Autonomy and Accountability Practices of Ethiopian First Generation Public Universities

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