The aim of this study is to examine the status of implementation of organizational change in public universities in Ethiopia as perceived by the Universities’ academic community. The sample included 115 academic leaders (Deans and Department Chairs), 445...
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The aim of this study is to examine the status of implementation of organizational change in public universities in Ethiopia as perceived by the Universities’ academic community. The sample included 115 academic leaders (Deans and Department Chairs), 445 instructors, and 497 undergraduate students representing seven selected institutions. Self-developed survey questionnaires, FGDs, and documentary sources were used to gather useful data. Attempts were made to examine the convergence and divergence of findings obtained from the quantitative data and the qualitative ones. The findings overlap in almost all areas of concern of the study. The findings portray an encouraging but inadequate, inconsistent, and ineffective state of implementation of the programs of change namely, student-centered learning approach, continuous assessment, “modularized” teaching, and 1to5 peer study grouping. The study reveals that the overall state of execution of the programs was far from what the government
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