Staff mobility, recruitment and professional development in Ethiopian higher education

Abstract

This study is aimed at understanding staff mobility, recruitment and professional development in Ethiopian higher education. To respond to these questions, qualitative method was mainly used. The data collection tools were literature review, internet, in depth interviews, documents, speeches and open ended questionnaire. These data collection instruments were appraised to learn about their strengths and weaknesses. Moreover, the interview was conducted in Amharic language and tape recording and note taking were used to store and retrieve the data. The data collected was verified by the respondents to check the accuracy of the translation as well as confirm the credibility of the data gathered. A quantitative touch was also made in the form of close ended questionnaire followed by descriptive statistical analyses.

It was concluded that the internal and external mobility of staffs from Ethiopian HEIs is expected to perpetuate and Ethiopia can not control the pull factors that attract its skilled and knowledgeable citizens. However, it can reverse brain drain if the government and the Ethiopian educated community in the diaspora are seriously committed. The corner stone of academic values like good governance, academic freedom, and human rights could be put in place if the government respects what it claims in its various policy documents. Economy is the major factor that takes away many of the best brains from Ethiopian HE. It is less likely for Ethiopia to be a winner in purchasing best brains in the competitive brain market but it seems possible to introduce modest benefit packages that retain its HE staff.

Even though the HE sector has used different staff recruitment strategies, the demand of the academic staff is still much more than ever as a result of the aggressive reform undertakings. Given its multifaceted reform ambitions, Ethiopian HEIs may face challenges to have both quantity and quality of academic staff needed to implement its HE reform as expected in the short time. It was also learnt that friendship, ethnicity and favorism are used as a backdoor criterion to staff recruitment in the Ethiopian HEIs.

The training model used in professional development programs is very essential but not sufficient. Thus, other models could also be used in conjunction. This may help to cater for the different interests, competencies and needs academic staff might have. Based on the findings and conclusions of the study, suggestions and future research agenda are forwarded.