Students' Voices Receive More Attention than Academics' Voices: A Paradox in Ethiopian Public Universities

Autor/inn/en	Mekonnen, Geberew Tulu; Kilpatrick, Sue; Kenny, John; Kember, David
Titel	Students' Voices Receive More Attention than Academics' Voices: A Paradox in Ethiopian Public Universities
Quelle	In: Africa Education Review, 18 (2021) 3-4, S.59-74 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mekonnen, Geberew Tulu) ORCID (Kilpatrick, Sue) ORCID (Kenny, John) ORCID (Kember, David)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2022.2150978
Schlagwörter	Public Colleges; College Students; College Faculty; Foreign Countries; Student Rights; Governance; Teacher Participation; Influences; Student Participation; Student Attitudes; Teacher Attitudes; Deans; Department Heads; Administrator Attitudes; Educational Policy; Participative Decision Making; College Governing Councils; Ethiopia + Suchen Sie Ihr Suchwort? Collegestudent; Fakultät; Ausland; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Influence; Einfluss; Einflussfaktor; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schülerverhalten; Lehrerverhalten; Dean; Dekan; Politics of education; Hochschulrat; Äthiopien
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01