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All Journal Bulletin of Educational Management and Innovation Indonesian Journal of Educational Management and Leadership EDUMALSYS Journal of Research in Education Management International Journal of Pedagogy Indonesian Journal of Multidisciplinary and Educational Researcher ALSYSTECH Journal of Education Technology International Journal of Education, Culture, and Society International Journal of Education, Management, and Technology International Journal of Humanities, Education, and Social Sciences Journal of Education Policy and Management Studies Journal of Indonesian Progressive Education Indonesian Journal of Education Teaching and Learning
Teshome, Samson Worku
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Religion Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Electrical & Electronics Engineering Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Social Sciences Other

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Exit Exams and Stakeholders Engagement in Higher Education: Systematic Literature Review Teshome, Samson Worku
International Journal of Humanities, Education, and Social Sciences Vol 3 No 2 (2025): International Journal of Humanities, Education, and Social Sciences
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ijhess.v3i2.5623

Abstract

Exit exams in higher education have been a subject of extensive research due to their potential impact on educational quality, student outcomes, and stakeholder engagement. This systematic literature review aims to explore the role of exit exams in higher education, focusing on stakeholder engagement, including students, faculty, administrators, and policymakers. Using the PRISMA framework, the researcher conducted a comprehensive search of academic databases, identifying 19 relevant studies to the topic. The review highlights the objectives, methods, and findings of these studies, with a particular emphasis on how stakeholders are engaged in the design, implementation, and evaluation of exit exams. The results indicate that stakeholder engagement is critical for the success of exit exams, yet it remains under-researched in many contexts. The review concludes with recommendations for future research and practice, emphasizing the need for inclusive stakeholder engagement strategies to enhance the effectiveness of exit exams in higher education.
Efficacy of Accommodation Strategies for Students with Disabilities in Undergraduate Exit Exams: A Systematic Literature Review Teshome, Samson Worku
International Journal of Humanities, Education, and Social Sciences Vol 3 No 2 (2025): International Journal of Humanities, Education, and Social Sciences
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ijhess.v3i2.6162

Abstract

Exit exams in higher education function as critical evaluative tools to verify that students satisfy academic criteria prior to graduation. However, the integration of disability accommodations within these assessments remains insufficiently explored, raising concerns about equity and accessibility. This systematic review synthesizes current literature on the intersection of exit exams and disability, focusing on the challenges, strategies, and outcomes experienced by students with disabilities. Employing the PRISMA framework, 31 studies were analyzed, uncovering notable gaps in standardized accommodations and limited evidence regarding the long-term impacts of these exams on students with disabilities. While individualized accommodations, such as extended time, alternative formats, and flexible scheduling demonstrate potential to enhance fairness, systemic barriers persist, including inconsistent implementation and resource constraints. The review emphasizes the application of universal design principles to develop inclusive assessments that serve all students. Furthermore, it highlights the necessity of educator training and policy reforms to mitigate disparities. Key findings indicate that although accommodations improve immediate exam performance, their effects on long-term academic and career outcomes warrant further investigation. This study contributes to advancing educational equity by providing actionable recommendations for policymakers, educators, and researchers aimed at fostering more inclusive assessment practices.
The Silver Lining of Higher Education Exit Exams—Global Perspectives: A Systematic Review Teshome, Samson Worku
International Journal of Pedagogy Vol. 3 No. 01 (2025): International Journal of Pedagogy
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/ijp.v3i01.26612

Abstract

Exit exams in higher education serve as a critical tool to assess students' proficiency and ensure they meet academic and professional standards before graduation. These exams evaluate critical thinking, subject mastery, and alignment with program learning outcomes, while also providing insights into curriculum strengths and weaknesses. This systematic literature review synthesizes the advantages and disadvantages of exit exams by analyzing 24 peer-reviewed studies sourced from databases such as ERIC, Google Scholar, and Wiley. The review follows PRISMA guidelines and employs PICO to structure research questions, ensuring methodological rigor. The significance of this study lies in its comprehensive analysis of exit exams' dual impact, offering valuable insights for policymakers, educators, and institutions. Findings reveal that exit exams enhance quality assurance, standardize assessments, and improve student performance, but they also pose challenges such as increased stress, equity concerns, and potential curriculum narrowing. By highlighting best practices and pitfalls, the review aids in designing balanced assessment strategies that maximize benefits—such as accountability and employability—while mitigating drawbacks like student anxiety and inequity. This contributes to ongoing debates about educational quality and reform, providing evidence-based recommendations for optimizing exit exam implementation in higher education.
Accountability and Exit Exams in Higher Education: A Systematic Literature Review Teshome, Samson Worku
EDUMALSYS Journal of Research in Education Management Vol 3 No 2 (2025): EDUMALSYS Journal of Research in Education Management
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/edumalsys.v3i2.5496

Abstract

Exit exams have become a significant tool in assessing student competency and ensuring accountability in educational systems worldwide. This systematic literature review aims to explore the relationship between exit exams and accountability in higher education, focusing on their impact on educational quality, student outcomes, and institutional performance. Utilizing the PRISMA framework and the PICO strategy, the researcher conducted a comprehensive search of relevant studies published between 1999 and 2024. The review synthesizes findings from 34 studies, highlighting the role of exit exams in enhancing accountability, the challenges associated with their implementation, and their effects on students and institutions. The results indicate that while exit exams can improve educational standards and accountability, they also pose significant challenges, including increased stress for students and potential inequities. The discussion emphasizes the need for balanced policies that consider both the benefits and drawbacks of exit exams. This review contributes to the ongoing debate regarding the role of exit exams in higher education and provides recommendations for policymakers and educators.
Systemic Inequalities in Higher Education Exit Exams: A Systematic Literature Review Teshome, Samson Worku
EDUMALSYS Journal of Research in Education Management Vol 3 No 2 (2025): EDUMALSYS Journal of Research in Education Management
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/edumalsys.v3i2.5746

Abstract

Exit exams in higher education are commonly utilized as tools for quality assurance; however, their implications for systemic inequalities remain inadequately examined. This systematic literature review investigates the extent to which exit exams contribute to or alleviate disparities related to socioeconomic status, race, and institutional resources. Applying the PRISMA framework, the review analyzes 32 peer-reviewed studies from varied national contexts, including Ethiopia, India, the United States, and Germany. The findings indicate that exit exams disproportionately disadvantage marginalized student populations due to structural inequities in exam design, unequal access to preparatory resources, and disparities in institutional support. In Ethiopia, for instance, rural students confront significant linguistic and infrastructural barriers, while African American students in the United States are often subject to culturally biased test content. These examinations have been found to exacerbate dropout rates, constrain curricular breadth, and introduce substantial financial burdens—particularly for students from low-income backgrounds. The review highlights the need for policy reform focused on inclusive assessment strategies, equitable educational support systems, and pedagogical frameworks that address diverse learner needs. It emphasizes that fair assessment practices are critical for advancing educational equity and social justice within higher education systems. Future research should further explore issues such as digital accessibility, longitudinal impacts on career trajectories, and alternative models of student evaluation that prioritize fairness and inclusivity.
Factors Affecting Students’ Performance in Undergraduate Exit Exams: A Systematic Review Teshome, Samson Worku
EDUMALSYS Journal of Research in Education Management Vol 3 No 2 (2025): EDUMALSYS Journal of Research in Education Management
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/edumalsys.v3i2.5854

Abstract

Exit examinations play a pivotal role in higher education by evaluating students’ preparedness for professional practice and maintaining academic quality. However, performance on these assessments is shaped by a complex interplay of psychological, institutional, and socio-economic factors. This systematic review investigates the determinants influencing students’ performance in exit exams across undergraduate programs. Guided by the PRISMA framework, a comprehensive literature search was conducted across major academic databases to identify peer-reviewed studies published between 1983 and 2024. Following a rigorous screening and quality appraisal process, 37 studies were included for analysis. The synthesis reveals four dominant themes influencing performance: academic preparedness, mental health status, institutional support structures, and the high-stakes nature of the assessments. Notably, high-stakes exams were consistently associated with heightened stress and test anxiety, contributing to suboptimal outcomes, while structured academic support and adequate preparation correlated positively with exam success. Additionally, socio-economic disparities and variations in institutional resources emerged as moderating variables. The review underscores the need for holistic educational strategies that balance rigorous assessment with student well-being. It recommends future longitudinal research to explore causal relationships and long-term impacts of exit examinations. The findings offer practical guidance for educators, policymakers, and academic institutions seeking to improve assessment practices and foster equitable academic outcomes in higher education.
An Overview of Autonomy in Higher Education: A Systematic Review of the Meaning, Dimensions, Challenges, and Future Directions of Autonomy Teshome, Samson Worku
EDUMALSYS Journal of Research in Education Management Vol 3 No 2 (2025): EDUMALSYS Journal of Research in Education Management
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/edumalsys.v3i2.6270

Abstract

Autonomy in higher education has become a central focus in academic discourse as institutions confront the evolving demands of globalization, accountability, and governance reform. This systematic literature review synthesizes current research on the concept of autonomy in higher education, examining its definitions, core dimensions, prevailing challenges, and future trajectories. Employing the PRISMA framework, a comprehensive search and selection process resulted in the inclusion of 44 scholarly articles. The analysis identifies four principal dimensions of institutional autonomy: academic, financial, organizational, and staffing. Key challenges include the tension between autonomy and accountability, increasing external pressures from governments and market forces, and the implications of internationalization. The review also outlines emerging directions for research and practice, including the development of adaptive governance frameworks and the strategic use of digital technologies to strengthen institutional independence. The findings emphasize the role of autonomy in promoting innovation, academic excellence, and institutional resilience amidst growing global and regulatory pressures. This review offers valuable insights for policymakers, university leaders, and scholars, contributing to the broader dialogue on higher education governance.
Exit Exams in Higher Education—Impact on Teaching Strategies: Systematic Literature Review Teshome, Samson Worku
Indonesian Journal of Education Teaching and Learning (IJETL) Vol 4 No 1 (2024): Jurnal Indonesian Journal of Education Teaching and Learning
Publisher : Universitas Muhammadiyah Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33222/ijetl.v4i1.4527

Abstract

Exit exams in higher education have become a critical focus of educational policy and research, particularly regarding their influence on teaching strategies. This systematic review examines the impact of exit exams on teaching methodologies using the PRISMA framework to ensure rigor and transparency. By synthesizing evidence from 15 peer-reviewed articles, case studies, and reviews, this study identifies key themes such as curriculum alignment, teacher behavior, student engagement, institutional policies, and washback effects. The findings reveal that exit exams can lead to both positive and negative impacts on teaching strategies, depending on factors like exam design, stakeholder expectations, and resource availability. Positive outcomes include improved accountability, standardization, and alignment with industry standards, while negative consequences include "teaching to the test" and reduced opportunities for creative thinking. Contextual factors play a significant role in determining the effectiveness of exit exams. This review highlights the need for balanced approaches that integrate exit exams with broader educational goals. Policymakers, educators, and researchers are encouraged to collaborate in designing exit exams that enhance rather than hinder quality education. Future research should explore longitudinal impacts and innovative strategies to mitigate adverse effects.
Skills of Educational Managers in Private Higher Education Institutions in Addis Ababa City Administration Teshome, Samson Worku; Woldegerima, Haileselassie
International Journal of Education, Management, and Technology Vol 3 No 3 (2025): International Journal of Education, Management, and Technology
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ijemt.v3i3.7731

Abstract

This study investigates the managerial competencies of educational managers in private higher education institutions within Addis Ababa City Administration, Ethiopia. Data were collected through structured questionnaires administered to both educational managers and teaching staff, focusing on core management skill areas including conceptual, interpersonal, technical, decision-making, problem-solving, and leadership abilities. Descriptive statistical tools—frequency counts, percentages, mean scores, and standard deviations—were employed to analyze the responses. The findings indicate that while interpersonal communication and relationship management are generally well-developed, critical skill gaps exist in areas such as delegation, staff motivation, forecasting, and analytical decision-making. These deficiencies highlight the need for structured professional development initiatives tailored to enhance managerial effectiveness and leadership capacity. The study emphasizes the strategic importance of equipping educational managers with a balanced and comprehensive skill set to foster institutional performance, improve governance practices, and support the professional growth of subordinates. This research contributes to the broader discourse on educational leadership by offering empirical insights into the current competency landscape of private higher education managers in Ethiopia and underscores the urgency of capacity-building interventions aligned with contemporary managerial demands.
Assessment of Expected Leadership Capacities in Higher Education Institutions: The Case of Jigdan College Teshome, Samson Worku; H/Wold, Dawit Tefera; Birru, Yonas Tefera; Amedie, Wossenu Yimam
International Journal of Education, Culture, and Society Vol 3 No 2 (2025): International Journal of Education, Culture, and Society
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ijecs.v3i2.5467

Abstract

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.
Co-Authors Aga, Firdissa Jebessa Amedie, Wossenu Yimam Ayalew, Lulit Bekele, Zelalem Beteselassie, Yishake Birru, Yonas Tefera Fantaye, Girma Lemma H/Wold, Dawit Tefera Kibret, Belay Tefera Mekonnen, Worku W/Giorgis, Yebegasget Woldegerima, Haileselassie Yifiru, Techane