Garuda - Garba Rujukan Digital

Exit Exams in Higher Educationâ€”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

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

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

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.

Internal Quality Assurance Practices: The Case of Gondar University Teshome, Samson Worku; H/Wold, Dawit Tefera; Aga, Firdissa Jebessa; Birru, Yonas Tefera
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.v3i2.5622

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.

A Systematic Review of the Virtues and Vices of Exit Exams in Higher Education Teshome, Samson Worku
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.v3i2.5795

Exit exams in higher education have become central tools for assessing students' readiness for professional roles or advanced academic pursuits, aiming to uphold accountability, standardization, and quality assurance across educational systems. Designed to evaluate mastery of discipline-specific knowledge, skills, and competencies, their implementation has sparked ongoing debate about their effectiveness and equity. This systematic literature review synthesizes findings from 33 peer-reviewed studies to examine both the advantages and challenges associated with exit exams. The review identifies that exit exams enhance transparency, promote comparability, and align academic outcomes with labor market expectations. However, they also present significant drawbacks, including the risk of over-standardization, elevated psychological stress, and reinforcement of systemic biases. Marginalized student populations are often disproportionately affected, as high-stakes testing can deepen existing educational inequalities and promote surface-level learning due to a "teaching to the test" approach. Technical limitations in digital exam delivery and uneven access to preparatory resources further undermine equitable assessment. Nevertheless, exit exams can offer constructive feedback to both learners and institutions, supporting curricular refinement and improving graduate employability. The review advocates for a more balanced and inclusive assessment model that integrates formative evaluations, leverages flexible technological platforms, and considers student mental well-being. By aligning exit exam practices with holistic educational goals and incorporating qualitative metrics, institutions can develop fairer, more effective frameworks that serve diverse student populations and drive continuous improvement in higher education.

Washback Effects: A Systematic Review of the Impact of Exit Exams on Teaching Strategies in Higher Education Teshome, Samson Worku
International Journal of Education, Management, and Technology Vol 3 No 2 (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.v3i2.5521

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.

Trends, Challenges, and Opportunities in the Integration of 21st Century Skills into Exit Exams: A Systematic Literature Review Teshome, Samson Worku
International Journal of Education, Management, and Technology Vol 3 No 2 (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.v3i2.5624

This systematic literature review explores the intersection of exit exams and 21st century skills, focusing on how exit exams are being adapted to assess competencies such as critical thinking, creativity, collaboration, communication, digital literacy, and problem-solving. The review follows the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines and employs the PICO (Population, Intervention, Comparison, Outcome) framework to structure the research question and guide the search strategy. A comprehensive search of electronic databases and manual searches yielded 15 studies, which were analyzed to identify trends, challenges, and opportunities in the integration of 21st century skills into exit exams. The findings reveal that while exit exams have traditionally focused on academic achievement, there is growing interest in adapting them to measure 21st century skills. However, significant challenges remain, including the difficulty of assessing non-cognitive skills, potential unintended consequences such as increased student stress, and the need for innovative assessment methods. The review highlights the potential of online exams and performance-based tasks to provide more inclusive and flexible assessments. Overall, this review underscores the importance of aligning exit exams with the demands of the modern workforce and calls for further research to develop effective and equitable assessment methods for 21st century skills.

Human Resource Development Climate. Culture and Mechanisms: The Case of United Bank Share Company Teshome, Samson Worku; Ayalew, Lulit; Yifiru, Techane; W/Giorgis, Yebegasget; Beteselassie, Yishake; Bekele, Zelalem; Mekonnen, Worku
International Journal of Education, Management, and Technology Vol 3 No 2 (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.v3i2.5713

This study aimed to assess the state of Human Resource Development (HRD) Climate, HRD Culture, and HRD Mechanisms at United Bank S.C., using a quantitative research design. A descriptive survey method was employed to explore three primary research questions: (1) Is the overall HRD climate at United Bank S.C. conducive? (2) To what extent does a supportive HRD culture exist within the organization? and (3) To what extent are HRD mechanisms implemented effectively at United Bank S.C.? A random sample of 60 employees was selected from the total population of 194 managerial and non-managerial staff. Data were collected using a standardized questionnaire comprising 38 items categorized under General HRD Climate, HRD Culture, and HRD Mechanisms. The responses were analyzed using the Statistical Package for the Social Sciences (SPSS). The findings revealed that the overall HRD climate in the organization is below average. Among the three components examined, HRD Culture was found to be more prominent than HRD Climate and HRD Mechanisms. Additionally, the study suggests that the organization places more emphasis on other resources than on the development of its human capital. The results highlight the need for United Bank S.C. to undertake strategic interventions aimed at strengthening its HRD climate by fostering a more robust culture of development and implementing comprehensive HRD mechanisms. Such measures are essential for enhancing organizational effectiveness and ensuring sustainable human capital growth.

The Contributions of Online Exit Exams in Undergraduate Programs to the Quality of Higher Education: A Systematic Review Teshome, Samson Worku
International Journal of Education, Management, and Technology Vol 3 No 2 (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.v3i2.5939

This systematic review examines the role of exit examinations, particularly online exit exams in enhancing the quality of higher education, with a focus on their impact on student competency, institutional accountability, and instructional practices. Utilizing the PRISMA and PICO frameworks, the review synthesizes findings from peer-reviewed studies published over the past two decades to address the central question: How do online exit exams contribute to educational quality in higher education? The evidence indicates that when thoughtfully designed and effectively implemented, online exit exams can strengthen academic standards by aligning curriculum with intended learning outcomes, promoting institutional self-assessment, and fostering pedagogical improvement. These assessments serve as measurable indicators of student achievement and program effectiveness. However, their success is highly contingent on context, with significant challenges identified, including test-related anxiety, inequitable access to preparatory resources, and disparities among marginalized student groups. Additionally, the influence of institutional culture, technological infrastructure, and administrative support plays a critical role in determining exam efficacy. The findings suggest that a standardized, one-size-fits-all approach is insufficient; instead, a nuanced and context-sensitive implementation is essential to ensure fairness, inclusivity, and positive educational outcomes. This review calls for continued research and policy development to refine the use of online exit exams as tools for quality assurance while safeguarding equitable access and support for all learners.

Key Performance Indicators in Higher Education: A Systematic Review of the Conceptualization, Dimensions, Frameworks, and Challenges of KPIs Teshome, Samson Worku
International Journal of Education, Management, and Technology Vol 3 No 2 (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.v3i2.6493

Key Performance Indicators (KPIs) have emerged as critical tools for measuring and improving the performance of higher education institutions (HEIs). This systematic literature review synthesizes existing research on the conceptualization, implementation, frameworks, and challenges associated with KPIs in the higher education sector. Following the PRISMA framework, a comprehensive search was conducted across major academic databases, including Google Scholar, ERIC, PubMed, ProQuest, and Scopus, resulting in the selection of 20 relevant studies published between 1992 and 2024. The review identifies key dimensions of KPIs, such as academic performance, research productivity, and institutional efficiency highlighting their broad applicability. However, it also uncovers persistent challenges in implementation, including issues related to data reliability, stakeholder resistance, and the difficulty of aligning KPIs with diverse institutional goals. The study concludes that while KPIs are widely recognized as valuable performance management tools, there is a pressing need for more standardized frameworks and the integration of advanced technologies to improve the accuracy and utility of KPI systems. This review contributes to the discourse on higher education management by offering a comprehensive overview of current KPI practices and proposing directions for future research and institutional policy development.

Title

Found 30 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 30 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 30 Documents
Search