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Table of Contents
Intro
Foreword
Contents
Abbreviations and Acronyms
Section I: Background and Review of Related Literature
1 Introduction
1.1 General Background
1.2 Background to the Ethiopian Higher Education System
1.3 The Need for Diversifying the Higher Education System of Ethiopia
2 Objectives
2.1 General Objective
2.2 Specific Objectives
3 Expected Outcomes
4 Review of Literature
4.1 Conceptualizing Differentiation
4.2 Importance of Differentiation
4.3 National Experience
4.4 International Experience
4.5 Experience from Selected Countries
4.5.1 Africa
4.5.1.1 Egypt
4.5.1.2 South Africa
4.5.1.3 Ghana
4.5.1.4 Tanzania
4.5.1.5 Pan Africa University (PAU)
4.5.2 Asia
4.5.2.1 China
4.5.2.2 South Korea
4.5.2.3 Uzbekistan
4.5.3 South America
4.5.3.1 Chile
4.5.4 Europe
4.5.4.1 Germany
4.5.4.2 France
4.5.4.3 The United Kingdom
4.5.5 North American
4.5.5.1 The USA
4.5.5.2 Canada
4.5.6 Summary of Lessons Learnt from the Case Countries
4.5.7 International Classification Systems
4.5.8 Types of Differentiation
4.5.9 Pre-differentiation Actions
4.5.10 Enabling Factors and Challenges for Differentiation
4.5.10.1 Enabling Factors
4.5.10.2 Challenges
4.5.11 Key Lessons
4.5.11.1 Lessons From National Experience
4.5.11.2 Lessons From International Experience
5 Developing a Differentiation Model and Standards for Ethiopia
5.1 Characteristics of the Ethiopian Higher Education System: A conceptual model for differentiation
5.2 Setting Standard for Differentiating HEIs in Ethiopia
5.2.1 Suggested Differentiation for the Higher Learning System of Ethiopia
5.2.1.1 Research University
5.2.1.2 University of Applied Sciences
5.2.1.3 Comprehensive University
5.2.1.4 TVET Colleges
5.2.1.5 Liberal Arts College/College of Liberal Arts
5.2.1.6 College of Fine Arts
Section II: Empirical Study
1 Introduction
2 Establishing Actual Model for Categorization
3 Methods and Procedures
3.1 The Study Design
3.2 Research instruments
3.3 Delimitation of Study
3.4 Defining Objectives
3.5 International Benchmarking
3.6 Preparing for Data Collection
3.7 Data Analysis
3.8 The Process of Data Collection
3.9 Data Clearing and Encoding
3.10 Procedures for Encoding Data
4 Results and Discussion
4.1 Data Source
4.2 Key Findings
4.2.1 Ranking
4.2.2 Identifying Priority Areas
4.2.2.1 Band Strength
4.2.2.2 Scopus Publication Data
5 University Categorization and Identification of Areas of Strength
5.1 Research Universities and their Focus Areas
5.2 University of Applied Sciences and their Focus (Mission) Areas
5.3 Comprehensive Universities and their Focus (Mission) Areas
6 Conclusions and Recommendation
6.1 Conclusions
6.2 Recommendation
6.3 Limitations
Foreword
Contents
Abbreviations and Acronyms
Section I: Background and Review of Related Literature
1 Introduction
1.1 General Background
1.2 Background to the Ethiopian Higher Education System
1.3 The Need for Diversifying the Higher Education System of Ethiopia
2 Objectives
2.1 General Objective
2.2 Specific Objectives
3 Expected Outcomes
4 Review of Literature
4.1 Conceptualizing Differentiation
4.2 Importance of Differentiation
4.3 National Experience
4.4 International Experience
4.5 Experience from Selected Countries
4.5.1 Africa
4.5.1.1 Egypt
4.5.1.2 South Africa
4.5.1.3 Ghana
4.5.1.4 Tanzania
4.5.1.5 Pan Africa University (PAU)
4.5.2 Asia
4.5.2.1 China
4.5.2.2 South Korea
4.5.2.3 Uzbekistan
4.5.3 South America
4.5.3.1 Chile
4.5.4 Europe
4.5.4.1 Germany
4.5.4.2 France
4.5.4.3 The United Kingdom
4.5.5 North American
4.5.5.1 The USA
4.5.5.2 Canada
4.5.6 Summary of Lessons Learnt from the Case Countries
4.5.7 International Classification Systems
4.5.8 Types of Differentiation
4.5.9 Pre-differentiation Actions
4.5.10 Enabling Factors and Challenges for Differentiation
4.5.10.1 Enabling Factors
4.5.10.2 Challenges
4.5.11 Key Lessons
4.5.11.1 Lessons From National Experience
4.5.11.2 Lessons From International Experience
5 Developing a Differentiation Model and Standards for Ethiopia
5.1 Characteristics of the Ethiopian Higher Education System: A conceptual model for differentiation
5.2 Setting Standard for Differentiating HEIs in Ethiopia
5.2.1 Suggested Differentiation for the Higher Learning System of Ethiopia
5.2.1.1 Research University
5.2.1.2 University of Applied Sciences
5.2.1.3 Comprehensive University
5.2.1.4 TVET Colleges
5.2.1.5 Liberal Arts College/College of Liberal Arts
5.2.1.6 College of Fine Arts
Section II: Empirical Study
1 Introduction
2 Establishing Actual Model for Categorization
3 Methods and Procedures
3.1 The Study Design
3.2 Research instruments
3.3 Delimitation of Study
3.4 Defining Objectives
3.5 International Benchmarking
3.6 Preparing for Data Collection
3.7 Data Analysis
3.8 The Process of Data Collection
3.9 Data Clearing and Encoding
3.10 Procedures for Encoding Data
4 Results and Discussion
4.1 Data Source
4.2 Key Findings
4.2.1 Ranking
4.2.2 Identifying Priority Areas
4.2.2.1 Band Strength
4.2.2.2 Scopus Publication Data
5 University Categorization and Identification of Areas of Strength
5.1 Research Universities and their Focus Areas
5.2 University of Applied Sciences and their Focus (Mission) Areas
5.3 Comprehensive Universities and their Focus (Mission) Areas
6 Conclusions and Recommendation
6.1 Conclusions
6.2 Recommendation
6.3 Limitations