埃塞俄比亚南部地区公立大学治理：专业与行政问责视角外文翻译资料
2023-01-28 12:14:49
英语原文共 14 页，剩余内容已隐藏，支付完成后下载完整资料
2020届英文翻译
题 目: 埃塞俄比亚南部地区公立大学治理：专业与行政问责视角
目录
英文原文
Governance of Ethiopia Public Universities in Southern Region: Professional amp; Administrative Accountability Perspective（节选）
Abstract
This inquiry aimed to examine the practices of governance with particular domains of professional and administrative accountability in South Nation Nationalities Region public universities. Mixed research design (Quantitative dominant Qualitative) was instrumental. Proportional Stratified random sampling, and purposive sampling techniques were used to select sample universities and respondents (n=370. One way ANOVA employed to examine the variations between and within groups by considering its assumptions. Besides, Binary regression was applied to test overall model evaluation and goodness-of-fit. Principal component analysis (PCA) utilized as a data reduction technique among the explanatory variables. Independent t-test also used to compare differences between separate groups and to determine a significant difference in scores between and within groups. The study reveals, the logistic regression model was statistically significant, at Wald test: x2= 25.350, p lt;.001. The model explained 36.0% (Nagelkerke R2) of the variation in accountability practices and correctly classified 68.30 % of cases. Hosmer-Lemeshow test points out the goodness of fit of the model with chi-square value of 8.036 and with a Pgt;0.05, which provides significant at the 5 % level, the model suggesting, does not conform to the data set as alternative assumption (H1). We can conclude that system of accountability from both professional and administrative accountability perspective in the sampled public universities were on an infant stage and not promising. The study also forwarded policy options will aid to insure that the HE sector in the sampled region attains effective professional and administrative accountability, and responsiveness to the society and market demands.
Keywords:
Governance, Autonomy, Accountability, Professional Accountability, Administrative Accountability, Higher Education Institutions
INTRODUCTION
As clearly stated by Pandey (2004) in the context of higher education, governance refers to the issues of autonomy and accountability in most countries including developing nations. Autonomy is the prerogative and the ability of an institution to act by its own choices in pursuit of its mission and goals. Autonomy extended to higher education institutions (HEIs) in order to increase the flexibility, which these institutions require to meet the needs of the society. According to Sifuna (1998), the term autonomy encompasses three areas: academic, institutional, and financial. Academic autonomy is the freedom for faculty members to operate freely which would lead to intellectual wealth. Institutional autonomy includes operational freedom and freedom of decision-making. The freedom of HEIs to raise and use funds according to their priorities and internal rules considered as financial autonomy.
Mulgan (2000) also consider autonomy or self-government as a key ingredient in university governance. They define autonomy as the freedom to make decisions on a broad complex of issues without interference from external, non-university agencies. Hence, according to the stipulations of the various African universities acts, these universities are supposed to be autonomous of government control. However, the provision of universitiesrsquo; autonomy and academic freedom is very much depending on the nature of the prevailing political system in the country (Ayalew, 2008; Taye 2008; Yimam, 2008; Sifuna, 1998).
Although many universities have enjoyed some degree of autonomy with regard to student admissions and academic staff recruitment as well as in the determination of their teaching and research agenda, government involvement in the running of universities has been a common feature of government-university relations (Orsquo;Connell, 2005). Similarly, government involvement in university affairs in Ethiopia has been widely observed in the areas of management (Demoze, 2013, Kenenisa, 2015, Ayalew, 2008)
Pandey (2004) argues that autonomous or, not all organizations, including HEIs are accountable to their stakeholders in particular and to the society in general. Autonomy of publicly funded institutions al
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