Ethiopian Higher Education Institutions Research Articles

The Impact of Internet Addiction on Mental Health: Exploring the Mediating Effects of Positive Psychological Capital in University Students

Introduction: The widespread use of the internet has brought numerous benefits, but it has also raised concerns about its potential negative impact on mental health, particularly among university students. This study aims to investigate the relationship between internet addiction (IA) and mental health (MH) in university students, as well as explore the mediating effects of positive psychological capital (PsyCap) in this relationship. Objective: The main goal of this study was to examine the psychometric properties of the measures and to determine whether internet addiction could negatively predict university students’ mental health, mediated through PsyCap. Method: A cross-sectional design with an inferential approach was employed to address this objective. The data were collected using the Psychological Capital Questionnaire (PCQ-24), Internet Addiction Scale (IAS), and Keyes’ Mental Health Continuum-Short Form (MHC-SF). The total sample of this study comprised 850 students from two large public higher education institutions in Ethiopia, of whom 334 (39.3%) were female and 516 (60.7%) were male, with a mean age of 22.32 (SD = 4.04). Several analyses were performed to achieve the stated objectives, such as Cronbach’s alpha and composite reliabilities, bivariate correlation, discriminant validity, common method biases, and structural equation modeling (confirmatory factor analysis, path analysis, and mediation analysis). Confirmatory factor analysis was conducted to test the construct validity of IAS, PCQ-24, and MHC-SF. Additionally, the mediating model was examined using structural equation modeling with the corrected biased bootstrap method. Results: The preliminary study results found that the construct validity of IAS, PCQ-24, and MHC-SF was excellent and appropriate. Furthermore, the findings demonstrate that internet addiction had a negative and direct effect on PsyCap and MH. Moreover, PsyCap fully mediated the relationship between IA and MH. Additionally, this study confirmed that all the scales exhibited strong internal consistency and good psychometric properties. Conclusion: This study contributes to a better understanding of the complex interplay between IA, PsyCap, and MH among university students, confirming previous findings. Recommendation: The findings, discussed in relation to the recent and relevant literature, will be valuable for practitioners and researchers aiming to improve mental health and reduce internet addiction by utilizing positive psychological resources as protective factors for university students.

The psychometric properties of teacher leadership scale: the study of adaptation and validation based on the MLQ-5X in higher education

PurposeGiven the importance of teacher leadership in influencing, motivating and inspiring student learning engagement and associated learning outcomes, a robust instrument to assess this construct is critical. Although there are some teacher leadership instruments available in existing literature, efforts to adapt robust psychometric instruments to measure teachers' leadership practices in Ethiopian higher education institutions have been limited. Therefore, this study attempted to address this gap by adapting the Teacher Leadership Scale (TLS) based on the Multifactor Leadership Questionnaire (MLQ-5X) and validating its psychometric properties for use in higher education settings.Design/methodology/approachUsing a cross-sectional design, the study involved 409 undergraduate university students who were randomly selected from public universities. Factor analytic methodologies, including exploratory factor analysis (EFA) and confirmatory factor analysis (CFA), were used to analyze the data collected.FindingsThe result confirmed a set of 36 items arranged in nine factors, which have a theoretically supported factor structure, excellent model fit and robust evidence for validity, and reliability and measurement invariance. These results demonstrate that the scale is a strong psychometric tool for measuring the leadership profile and practice of higher education teachers.Originality/valueIt can be concluded that the TLS can assist stakeholders in several ways. Researchers can benefit from the scale to measure teachers' leadership practices and predict their influence on student learning outcomes. In addition, the scale can help practitioners and policymakers collect relevant data to rethink teacher professional development initiatives, leadership training programs and other practices aimed at improving teacher leadership effectiveness.

Getting ready for digital shift: the level of acceptance towards educational technology among faculty members in higher education institutions in Ethiopia

IntroductionUnderstanding the extent to which faculty members' beliefs, attitudes, and acceptance of educational technologies for learning is crucial for enhancing the effectiveness of technology and ensuring its long-term viability. However, higher education institutions have made significant investments in educational technology for learning without fully comprehending faculty members' beliefs, attitudes, and level of acceptance of these technologies. This lack of understanding has hindered the effectiveness of these investments. Therefore, this study aims to examine faculty members' beliefs, attitudes and level of acceptance towards educational technology in higher education institutions in Ethiopia.MethodsA survey was conducted at five public higher education institutions that offer priority health training programs. The survey collected data using the Unified Theory of Acceptance and Use of Technology, focusing on four key determinants. Faculty members were asked to rate these determinants on a scale of 1 to 5. Each determinant was analyzed separately, examining the mean value and standard deviation. An overall mean score was calculated by combining all the determinants. Additionally, a logistic regression analysis was performed to determine how different demographic factors influenced faculty members' acceptance of technology for student learning.ResultA total of 330 faculty members participated in the study. The majority of respondents were male lecturers who held a second degree qualification. On average, the participants were 32.9 years old and had six years of teaching experience. Interestingly, nearly three fourth (72.6%) of faculty members hold positive beliefs and exhibit a high level of acceptance of educational technology. Furthermore, the likelihood of accepting and utilizing technologies for learning was found to be 2.3 times higher for faculty members working in teaching settings at research institutions.ConclusionFaculty members have a favorable attitude towards educational technology, demonstrating a high level of acceptance. This positive belief holds significant implications and is crucial for enhancing the effectiveness of technology and ensuring its long-term viability.

Effect of Stress Management Practice on Employees’ Performance: Evidence from Private Higher Education Institutions in Ethiopia

Effect of Stress Management Practice on Employees’ Performance: Evidence from Private Higher Education Institutions in Ethiopia

Dynamics of Workforce Diversity in Ethiopian Higher Education Institutions

Purpose: The main purpose of this study is to understand the dynamics of diversity in higher educational institutions in Ethiopia particularly the dynamics in terms of gender, marital status, age, religious and educational status. The study also emphasized on main diversity dimensions as: diversity climate, organizational justice, identity, values, schema and communication practices in higher educational institutions. Theoretical Framework: This study which deals with the dynamics of diversity in higher educational institutions in Ethiopia is based on the taxonomy of work place diversity used by Tailer (2011).   Methods: The study is conducted using descriptive research design and mixed approach. The researchers describe the gender diversities and infer something based on the empirical evidences available. The Universities were selected using convenience sampling and self-administered questionnaires were distributed to respondents.   Results and Conclusion: Diversity is one of the buzzwords of our contemporary organizational realm as lack of diversity affects their performance in different perspective. Gender, marital status, age, religion and educational status were the diversity dimensions considered to see the dynamics of diversity.  The analysis indicated that Ethiopian higher educational institutions are diversified in terms of the indicated variables and especially are advised to focus on gender and religion diversities. The diversity taxonomy result indicated the following:  availability of inclusive climate, fair treatment of employees and hence, they perceive as they are part and parcel of their organization. Furthermore, employees are not subject to stereotyping at work and availability of a clear communication system in Ethiopian higher educational institutions.   Finding and Implication: Diversity can manifest in many ways and it is expressed as the differences in race, gender, sexual orientation, socioeconomic status, upbringing, and philosophical views are just a few ways in which people can be diverse. Hence, leaders of Higher Educational Institutions (HEIs) in Ethiopia thus need to create an environment where people with diverse attributes work together to achieve enhanced organizational performance.

Correction to: HIV testing service utilization and its association with HIV-related knowledge among students in higher education institutions in Ethiopia: systematic review and meta-analysis

Correction to: HIV testing service utilization and its association with HIV-related knowledge among students in higher education institutions in Ethiopia: systematic review and meta-analysis

Natural science and engineering instructors’ knowledge and practice of brain-based instruction in Ethiopian higher education institutions

Currently, the Brain-Based Instructional approach has become an alternative instructional method in the schooling system of different countries of the world. This study explored the current situation of natural science and engineering instructors' knowledge and practices of brain-based instruction in Ethiopian higher education institutions. A descriptive survey research design with concurrent mixed methods was employed. Data collection tools were developed based on the twelve principles of brain-based learning theory and confirmed their validity and reliability. Survey questions were used to gather quantitative data from 512 randomly selected instructors. Qualitative data were collected through interviews with 14 purposely selected instructors. Classroom observation was also conducted to triangulate data obtained through interviews and survey questions. Quantitative data were analyzed using descriptive statistics, whereas qualitative data were analyzed thematically. The findings of this study depict that most natural science and engineering instructors have good knowledge of brain-based instruction but not transferable knowledge and skills. There is a clear gap between instructors’ knowledge and classroom practice of brain-based instruction. Thus, to improve instructional practices, higher education institutions need to work strongly to narrow the existing variation. Implications and further recommendations are also suggested.

Data‐Driven Decision‐Making Practice in Higher Education Institutions in Ethiopia

ABSTRACTThis study investigates the practice of data‐driven decision‐making in higher education institutions in Ethiopia. It presents the results of a mixed‐methods investigation that was conducted at two public universities in Ethiopia. Data was collected via a survey questionnaire from 91 faculty members, nine ICT experts, four higher education registrar experts, and 194 graduating undergraduate students. The study also involved interviews with two directors from the university's education program relevance and enhancement office and four senior officers from library departments. The findings revealed that the majority of the instructors used manual data analysis and basic software, such as MS Excel, to analyze student performance, achievement, and assessment data. Institutions use many disconnected in‐house systems for different activities without intelligent tools or data warehouses to support data analytics. The results indicate deficiency in activities that promote data analytics and data‐driven decision‐making, such as capacity‐building training and leadership support within institutions.

Professors and Students in the Cultural Cold War: The Case of Ethiopia*

ABSTRACT During the Cold War the United States and the Soviet Union aspired to transform overseas academic institutions according to their political goals. Their attempts to impose certain values, disciplines, structures, and personnel were foiled by sabotage and indigenous traditions on the part of the local academic elite, particularly professors. The article illustrates futile revisions by both the United States and the Soviet Union at Ethiopian higher educational institutions and discusses the Cultural Cold War in terms of realism, constructivism, Americanisation, Sovietisation and response theory.

The Relationship between Job Satisfaction and Turnover Intentions among Faculty Members in Ethiopian Higher Education Institutions

The main objective of this study was to investigate the relationship between job satisfaction and turnover intentions among faculty members in Ethiopian public higher education institutions. A quantitative correlational survey design was employed, and a total of 382 participants were selected through stratified random sampling from five universities of Ethiopian public higher education institutions. To analyze the data, a descriptive approach was used to summarize the findings, while inferential analysis involved correlation and multiple regressions to examine the associations between the variables. The results showed that both intrinsic and extrinsic job satisfaction were significantly associated with turnover intentions. From this finding, it is recommended that the university administration, in collaboration with the Ministry of Education (MoE), takes appropriate measures to ensure that faculty members receive adequate intrinsic and extrinsic job rewards. This will contribute to higher job satisfaction and reduce turnover intentions among academic staff. By addressing these factors, the institutions can retain their valuable workforce.

Digital inclusion: Lived experiences of students with visual impairment accessibility to web-based information in higher education institutions of Ethiopia

Digital inclusion: Lived experiences of students with visual impairment accessibility to web-based information in higher education institutions of Ethiopia

The Effect of Workforce Diversity Management on Organizational Performance: The Case of Four Universities in Ethiopia

The objective of this study was to explore the degree of association between workforce diversity dimensions and academic performance of four universities in Ethiopia. The diversity management attributes assessed were diversity Climate, values and organizational justice; and identity, schemas and communication with adaptation to the contexts of the higher education institutions in Ethiopia. The Full account of these diversity management dimensions is presented in detail in the methodology section of this paper. The sample universities were selected purposively, and stratified and systematic sampling techniques were further used to identify respondents. The number of respondents that took part in the study was 386. Quantitative and qualitative data were collected to test the various study hypotheses. Descriptive statistics and simple correlation analyses were used to analyze the data. The demographic features of the staff working in the four case study universities was found to be diverse with regard to gender, marital status, age and religion. The agreement level of the staff with regard to the prevalence of diversity management dimension in their university was found to above the ideal average. The mean values of the Likert scale response ranged from 3.72 (with standard deviation of 0.98) for ‘organizational justice’ to 4.12 (with standard deviation of 0.74) for diversity management dimension designated as ‘values.’ Results from Pearson correlation analysis revealed that there are statistically significant positive correlations between the dimensions of workforce diversity and organizational performance. This implies that organizational performance of higher education institutions can be significantly and positively influenced by extant diversity. The practical implication of this is that attention needs to be given to the fair distribution of resources to the teaching staff working in these universities in the future. The freedom to express one’s own identity in the university workforce landscape was also observed to be limited in the universities studied and this has to be also improved. A democratic work environment is critical for the productivity of the staff to be enhanced and an effort has to be towards the goal of creating such an environment. The relationship between diversity management attributes (diversity climate, organizational justice, identity, values, schemas and communication) and overall academic performance was also determined, and the result indicated that there is statistically significant (P<0.00) positive correlations between workforce diversity and academic performance.

The Role of International Organizations and Partnerships for Emergency Education in Ethiopian Higher Education Institutions: Online Learning During COVID-19 Pandemic

The purpose of the study was to explore the role of international organizations and partnerships that provided support to the higher education institutions of Ethiopia during the active COVID-19 emergency period. In addition, the study aimed to explore the experiences and challenges of students in working with the online learning platforms that were made available during the pandemic. Qualitative case study was employed. Official email communications and documents were reviewed from two USA based partner organizations that responded to the higher education teaching need during the pandemic. In addition, 30 graduate students from counseling psychology program of the School of Psychology, Addis Ababa University (AAU) were involved in responding to a qualitative questionnaire in Google forms. The qualitative data were analyzed using thematic analysis. All partnership and collaboration efforts were important in supporting the teaching need of the local institutions during the pandemic. The major themes that emerged as positive experiences were (a) ensuring continuity, (b) new opportunity, (c) safety and economic management, and (d) working with different platforms. The major themes that emerged as challenges were (a) difficulty to adjust oneself, (b) lack of personal touch, and (c) internet and power disruption. The study provided critical message of social infrastructures are highly important as that of physical infrastructure need during emergency education. Additional implications are highlighted in making education systems more resilient.

Induced abortion among female students in higher education institutions in Ethiopia: A systematic review and meta-analysis.

Female students in institutions of higher education are at higher risk of abortion and its consequences. There is no nationally representative data on induced abortion among students in higher education institutions in Ethiopia. Hence, this study aimed to estimate the pooled prevalence of induced abortion among female students in institutions of higher education in Ethiopia. This study used a systematic review and meta-analysis of studies conducted from January 1, 2010, to June 30, 2022, in Ethiopia. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were followed. PubMed, Cochrane Library, Hinari, Google Scholar, CINAHL, and Global Health electronic databases were searched. The analysis was performed using STATA 14 software. Heterogeneity and publication bias were assessed using I2 statistics and Egger's test, respectively. Duval and Tweedie's 'trim and fill' method was also performed to adjust the pooled estimate. Forest plots were used to present the pooled prevalence with a 95% confidence interval (CI) of meta-analysis using the random effect model. This systematic review and meta-analysis included a total of 10 studies and 4656 study participants. The pooled prevalence of induced abortion among female students in institutions of higher education in Ethiopia was 5.06% (95%CI: 2.16, 7.96). The rate of induced abortion was 51 per 1000 women. The pooled prevalence of induced abortion among female students in institutions of higher education in Ethiopia was high. Thus, concerned bodies should design and implement an effective strategy to realize friendly and non-judgmental family planning and comprehensive abortion care service to curb the problem.

A Study on Total Quality Management in Selected Ethiopian Higher Education Institutions of Ethiopia

A Study on Total Quality Management in Selected Ethiopian Higher Education Institutions of Ethiopia

The status of teachers’ collaboration in Ethiopian public universities found in the Amhara region

Research findings on the issue of teachers' collaboration in Ethiopian higher education institutions are limited. The main objective of this study was to examine the status of teachers' collaboration in Ethiopian public universities found in the Amhara region. In addition, this study also aimed at comparing the status of teachers' collaboration among the four generations of Ethiopian public universities found in the Amhara Region. Using a convergent parallel mixed design, data were collected from teachers, department heads, and academic deans through questionnaires and interviews using a multistage stratified sampling procedure. Four universities were selected from the ten public universities after stratifying them into four categories based on generations. From the sampled universities, 250 participants were selected randomly to complete a self-administered questionnaire. In addition, 8 teachers, 4 department heads, and 4 academic deans were selected using the purposive sampling technique for the interview. The quantitative data collected through a close-ended questionnaire were analyzed using mean, standard deviation, t-test, and one-way ANOVA, and the qualitative data were analyzed using thematic analysis. Finally, the qualitative and quantitative results were blended to compare or relate to each other. The findings of this study revealed that university teachers found in the Amhara region were moderately collaborative in information sharing and informal collaborations/collegial relationships. However, teachers’ collaboration in professional activities seems unsatisfactory. The result of this research also indicated that there is a significant difference across the four generations of universities. Hence, Ethiopian public universities found in the Amhara region should give adequate attention to strengthening collaboration among teachers in professional activities.

Academic collaboration in Ethiopian Higher Education Institutions: from a senior-junior staff support perspective

This study examined the level of collaboration between senior and junior academic staff in Higher Education Institutions in the Amhara Regional State, Ethiopia. We employed a convergent parallel mixed research design and collected data from 203 teachers, four department heads, and four academic deans using questionnaires and semi-structured interviews. The researchers also employed frequencies, percentages, mean, standard deviations, independent sample t-test, and one-way analysis on variance to analyze and interpret the quantitative data. The qualitative data on the other hand, was analyzed thematically using reflexive thematic analysis. The results show that the collaboration between senior and junior faculty members is too weak and limited to information exchange and material-sharing practices. The study also shows that independent variables such as gender and level of qualification did not affect senior and junior staff collaboration, while age and teaching experience affected it. We recommend the concerned bodies in higher education institutions to establish a system that entertains a genuine collaborative culture between senior and junior academic staff, following an integrative approach among different groups and considering all the challenges in realizing such an effective collaboration.

Availability, awareness, and utilization of assistive technologies among students with visual impairment: The case of Haramaya University, Ethiopia

The purpose of this study was to explore the availability, awareness, and utilization of assistive technologies among students with visual impairment (SVIs) in higher education institutions in Ethiopia by taking one of the oldest universities in the country as a case. To this end, the study employed instrumental case study design. Five undergraduate SVIs, two special needs educators, an AT service-delivery facilitator, and the resource center coordinator were purposively selected from Haramaya University. Data were collected using semi-structured interviews and an observation checklist. The collected data were analyzed by using thematic analysis method and three overarching themes were generated inductively: knowledge and understanding about assistive technologies, availability and access to assistive technology devices and services, and utilization and management of assistive technologies. The study findings show that a lack of awareness among SVIs, instructors, and practitioners in the field; an improper organizational arrangement that dichotomize and diverge student disability services provision from trained professionals in the area; and the absence of policies and guidelines for managing assistive technologies had a negative impact on the availability and utilization of assistive technologies in the University. Thus, it is recommend that the University management, special needs educators, and other concerned stakeholders devise a means to equitably avail assistive technology devices and services for SVIs in the University accompanied by a planned training on its utilization and a coordinated management for sustainability of service delivery.

Influencing factors and prospects of electronic service implementation in higher educational institutions of Ethiopia

ABSTRACT This study examines the influencing factors and prospects of electronic service implementation in Ethiopian higher education institutions. The study employed a descriptive and explanatory research design with a quantitative research approach. A multistage sampling technique was used to acquire the relevant data from 364 selected graduate programme students. With the help of Stata-16 software, the collected data were analysed using descriptive and inferential statistics. The study’s findings showed that electronic service implementation has a potential advantage for educational provision regarding flexible access, greater speed, unlimited service time, and accuracy using the technology to assist teaching. However, the practice of electronic service implementation is weak. A web is present in the universities and the active functionality in terms of interaction, transaction, transformation, and full integration was at a low stage. The main factors that affect electronic service implementation are students’ electronic service usage capacity, top managerial commitment, information communication technology infrastructure, employee commitment, and training. Thus, there is a need to put a higher effort to facilitate the full implementation of service delivery by improving top management commitment, providing training for staff and students, improving information communication technology infrastructure, and developing students’ electronic services use capacity.

Planting the seeds of innovative e-learning platform in higher education institutions in Ethiopia: The case of ET online college

Many institutions of higher education systems worldwide are transitioning from face-to-face modality to e-learning as a means of solving issues of limited resources and access to quality education. One of the crucial prerequisites for the successful implementation of e-learning is a careful consideration of emerging technologies and the underlying pedagogy of how learning takes place using a virtual platform. In practice, however, this consideration is often a neglected aspect in developing countries’ context, and this neglect results in several challenges in academic setups. This study identifies and evaluates clusters of e-learning features and implementation strategies in use and challenges sought at the ET Online College located in Addis Ababa, Ethiopia. The features of these strategies are briefly discussed, as well as how these strategies evolved during the implementation processes. The college’s e-learning components have achieved merits for quality by their primary users (online students, e-course instructors, and technology, instructional design, and curriculum experts), web designers and graphic designers, and administrators within the college. These also achieved acceptance nationally by the larger key stakeholders. The findings and recommendations of the study can be used as empirical evidence-base to help policymakers strategically think about the implementation of e-learning in the Ethiopian Higher Education institutions, and other similar contexts at large.