Dawit Tefera H/Wold’s scientific contributions

This study examines the internal quality assurance (IQA) practices at Gondar University, one of Ethiopia’s oldest and largest public universities. Despite its long history dating back to 1954 as a public health training institution, the university has faced challenges in institutionalizing a comprehensive Quality Assurance system. The establishment of the Education Quality Assurance and Audit Directorate (EQAAD) in 2003 marked a significant step towards formalizing Internal Quality Assurance processes. Through qualitative data collected via interviews and document analysis, this research explores the achievements, key focus areas, challenges, and gaps in the university's Quality Assurance framework. Among its accomplishments are the development of the Education Quality Improvement Package (EQIP), hosting national QA conferences, conducting graduate tracer studies, and implementing self-audits and program evaluations. However, the study reveals systemic challenges including limited staffing capacity, insufficient financial resources, inconsistent implementation of QA procedures, and minimal involvement of top management and academic staff in routine QA activities. Structural and procedural weaknesses such as unclear leadership roles, lack of reward mechanisms, and under emphasis on research and community engagement were also identified. The findings highlight the need for stakeholder engagement, policy innovation, and resource mobilization to strengthen the QA culture. The study concludes that while Gondar University has laid a foundation for quality enhancement, sustained institutional commitment is essential for meaningful improvement.

The primary purpose of this research is to assess the leadership capacities of leaders at JIGDAN College and the extent to which the current governance structure of the college supports these capacities. To this end, a mixed research approach and a convergent parallel design were employed. To achieve the objectives of the study, both primary and secondary data were collected from the leaders at the college and various documents. Primary data were gathered through questionnaires, while secondary data were obtained from documentary evidence. The primary data were analyzed using various descriptive statistical tools, including percentage, mean, and standard deviation, with SPSS version 20. The results regarding leadership capacities indicated that the highest leadership skills possessed by the leaders are time management and the effective use of technology. Conversely, the capacities in which they are most deficient include establishing external networks (relationships) at both national and international levels and the ability to inspire and persuade others. The governance structure is well organized, and relevant documentation is available within the organization. The leaders at the college demonstrate a clear understanding of change and change management. The college excels in its teaching-learning and community outreach services, surpassing its performance in research, innovation, and technology transfer missions typical of higher education institutions. A significant challenge facing the college leadership is the financial capacity required to implement the planned programs. To address these leadership challenges, it is recommended that the college management provide training to raise awareness in the areas where leadership is lacking and enhance its financial capacity.