ASSESSMENT OF INSTITUTIONAL MANAGERS IN

EDUCATIONAL QUALITY ASSURANCE CASE

STUDY OF BULE HORA UNIVERSITY

A RESEARCH PAPER SUBMITTED IN PARTIAL

FULFILLMENT OF THE REQUIRED FOR B.A DEGREE IN
MANAGEMENT

PREPARED BY: MENGISTU SIME AND

ADVISOR: SEID MUBES

DECEMBER, 2017
BULE HORA, ETHIOPIA

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 Acknowledgement
First of all I would like thank to ALLAH for giving me the strength to bring my long time
dream and effort in to reality.

I would like to express out heart full gratitude appreciating to my advisor Mr. Syed
Mobashir for his genuine and invaluable professional and guidance though out my
activities lastly, I

I would like to thank my family for their financial support to accomplish this paper.

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 TABLE OF CONTENTS
Acknowledgement................................................................................................................I
table of Contents...................................................................................................................I
List of Tables.....................................................................................................................III
Acronyms..........................................................................................................................IV
Abstract...............................................................................................................................V
CHAPTER ONE..................................................................................................................1
INTRODUCTION...............................................................................................................1
1.1 Background of study..................................................................................................1
1.2 Background of the organization.................................................................................2
1.3 Statement of the Problem...........................................................................................4
1.4 Objective of the Study...............................................................................................6
1.4.1 General objective................................................................................................6
1.4.2 Specific Objective...............................................................................................6
1.5 Significance of the Study...........................................................................................6
1.6 Scope of the Study.....................................................................................................6
1.7 Limitation of the Study..............................................................................................7
CHAPTER TWO.................................................................................................................8
2. REVIEW LITERATURE................................................................................................8
2.1 Concept and Definition of Quality............................................................................8
2.2 Quality Assurance....................................................................................................10
2.3 Quality management System (QMS).......................................................................12
CHAPTER THREE...........................................................................................................14
3. METHODOLOGY........................................................................................................14
3.1 Source of Data.....................................................................................................14
3.2. Method of Data Collection.................................................................................14
3.3 Methods of Sampling...........................................................................................15
3.4 methods of analysis and Presentation..................................................................15

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CHAPTER FOUR..............................................................Error! Bookmark not defined.
4. DATA ANALYZATION AND INTERPRETATION..Error! Bookmark not defined.
4.1 Characteristics of Respondents................................Error! Bookmark not defined.
4.2 Planning...................................................................Error! Bookmark not defined.
4.3 Implementation of Plans..........................................Error! Bookmark not defined.
4.4 Monitor Evaluate and Report..................................Error! Bookmark not defined.
4.5 Taking Remedial measures......................................Error! Bookmark not defined.
CHAPTER FIVE...............................................................Error! Bookmark not defined.
5. SUMMARY CONCLUSION AND RECOMMENDATION.....Error! Bookmark not
defined.
5.1 Summary..................................................................Error! Bookmark not defined.
5.2 conclusion................................................................Error! Bookmark not defined.
5.3 Recommendations....................................................Error! Bookmark not defined.
References..........................................................................Error! Bookmark not defined.

II
 List of Tables

Table 4.1- Characteristics of respondents..........................Error! Bookmark not defined.

Table 4.2- Respondents response on planning...................Error! Bookmark not defined.
Table 4. 3- Respondents response on implementation of plans......Error! Bookmark not
defined.
Table 4.4- Respondents response on monitor evaluate and report. .Error! Bookmark not
defined.
Table 4.5- Respondents response taking remedial measures..........Error! Bookmark not
defined.

III
 ACRONYMS
QT- Queensland University of Technology
GC- Gregorian Calendar
QAA- Quality Assurance Agency
UKDES – United Kingdom
BSI – British Standard Institution
PDCA – Plan Docheck Act
EFQM – European Foundation for Quality Management
AHEC – Austrian Higher Education Council
SAQA – South African Qualification Authority
QMS- Quality Management System
QA – Quality Assurance
HEQC – Higher Education Qualification Council
UK- United Kingdom
UKDES – United Kingdom Development of Education Sector
ISO- International Standard for Organization
CBE- College of Business and Economics

IV
 Abstract

The main objective of the study was to assess the role of institutional manager in
educational quality assurance in Bule Hora University. To achieve objective of the study
the student used descriptive research design. Having 80 sample size using stratified
sampling techniques and data collection from data both primary and secondary source by
distributing questionnaire and different document review. The justification for the study
is that quality assurance is basic criteria in service delivering institution to increase
satisfaction level of customer.
The finding show that there are certain problems undertaken to implement the plan and
evaluate the program which is un balanced student. Admission and availability of
physical facilities. So that the organization a disable to create situation to balance student
admission and availability of physical facility.

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VI
 CHAPTER ONE
INTRODUCTION
1.1 Background of study
“Higher education is the backbone of any society and the quality of higher education
determines the quality of human resources of a country (Hay 2006,10). Among other
functions, higher education essentially has a major responsibility to produced a qualified,
skilled and globally competent work force for the labor market of business and industry
which is a critical factor to national growth and development (Hay 2006.p.6). Recent
developments’ such as increased student enrolments, reduced state funding for public
higher education, increased number of private provider internationalization cross border
education had 2010 p.10) Assurred quality of higher education had became more
characteristic of the knowledge economy of the 21 st century. The importance of assuring
quality was underscored by the existence if institutional, national and international
agencies established programmed met certain stipulated set of minimum standards (Hay
2006,10).

The term leadership and management are often used interchangeably. Attempted to
separate the two reveals that management was concerned with the daily running of an
organization ensured that the employees perform the tasks expected of them. Leadership
on the other hand complex multifaceted process conceived as a set of values, qualities
and behaviors exhibited by the leader that encouraged the participation, development and
commitment of followers leader was also considered or the art of influenced an
individual or individuals in a particular direction which involved casting vision, goal
setting and motivating people (spend love 2007,p.115).

Although none of the Universities in the region was in any of the rankings of the world’s
top universities, Universities could played an important role in provided leadership in
terms of governance reform in the University system and was an entry point for wider
disseminated and practiced and private institution on the government side a key role for

1
government lied in strengthening the governance capacity enabled powers more
effectively to promoted a process of social learned among local institutions. Universities
constitute on of the key institutional supports for the process and recent experience
confirms that this role increasingly being recognized (Yusuf and Nabeshima 2007 o.11). .

1.2 Background of the organization

Bule Hora University was a public higher learned institution committed to advanced
teaching research and services through its innovated cherished community based
education: it was well situated in the south west part of Ethiopia endowed with
diversified repetition cover and high moisture areas of the country. Research was a core
business of Bule Hora University. The existence of a number of disciplines and
diversified research based post graduated programs had created the opportunities to faster
a maulti disciplinary demand derived and quality research hence. We were committed to
generated technology and innovation to the end users to enhance economic growth and
development of the nation.

Vision
Bule Hora University aspired a leader research University in East Africa in generated
adapted and transferred the research out puts to benefit the community.
Mission
Advancement of research and innovation and disseminated the research outputs to the
end user.
Goal
Advancing demand derived multidisciplinary and quality research that fules the
development agenda of the nation.
Objective
1. Formulated and updated research thematic and priority areas that fuels the
development agenda of the nation by consider national problems and relevant
international trends.
2. Created enabling environment for staff and students to conducted high quality
multidisciplinary and need based research.

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 3. Mobilized resources and undertaked needed based research through strong
linkage, partnership.
4. Disseminated the research outputs which enable stakeholders to make informed
dictions.
5. Enhance internal national and international collaboration to promoted research
and innovation and disseminated technology. Knowledge and information.
Main Activities of the Research wing of Bule Hora University

Development and updated of policy and procedure for research under taking and output
disseminated.

Provided customized trained to faculty and student to enhanced research competence.

- Funding of winning research projects that passed through the reviewed process.
- Monitoring and Evaluation of the research projects.
- Organized annual research conference and public lectures provide a back stooping
to managed Bule Hora University hosted Journals.
- Documentation and communication of research projects and research outputs.
- Searched for research partners and supported organizations, created a team of
researchers and monitor the team of developed winning proposals.
- Organized enteral research laboratories to enhanced multidisciplinary researcher.
Policies and Procedures
Research community based and post graduate studier policy research community based
and post graduate guidelines and procedures. Intellectual property Right (Under
Revision).
- College of Agriculture and Veterinary medicine
- College of Business and Economics
- College of Engineering and Technology
- College of Public health and Medical Sciences
- College of Social Science and Low
- College of natural Science

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1.3 Statement of the Problem

Higher education in a world was experienced chanced in the form of expansion of the
sector. Diversification of provision, more heterogeneous student bodies’ new funding
arrangements, increased focused on accountability performance global networking,
mobility and collaborated. There changed had challenged institutional manager that more
than ever before needed to revised and specified institutional mission statements assessed
impact of view sources of funding met requirements for accountability. Considered
participated in globalization and international competition and he requirement for
national regional and international integrated (Lemaitre 2009 p.113).

Quality assurance was continuous process by which an institution could guaranteed that
standards and quality of its educational provisions are being maintained or enhanced
(standa 2008) A study that examined the problems of leadership within a University
Concluded that one of the most difficult challenged that leaders within Universities face
was that they must took responsibility for systems that provided assurance of quality
teaching research and community service within rapidly changed environment despite
bureaucratic structured context dominated by process mentality (QUT 1994).

A study conducted in Hong Kong Pounder (1999). Developed organizational

effectiveness criteria which reflected expected from University management applicable
across higher educational institutions. The organizational effectiveness model comprised
four effectiveness criteria, namely.
1. Productivity_ Efficiency. This refers to behavior that reflected the extended to
which leadership was concerned with the quality of what is produced and the cost
of production.
2. Cohesion. This referred to behavior that reflected the extend to which it was
concerned with staff moral, interpersonal relationships team work and sense of
belonging.

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3. Information management-communication. This referred to ability to the leaders
to distributed timely and accurate information needed by its stakeholders to did
their job.
4. Planning-goal setting: This aspect of an organization’s performance had to did
with behavior that reflected the extend of its ability to set goals and objectives and
systematically planed for the future. As Ndeithu (2007) noted. Learned outcomes
for any institution are shaped by the determinate of the university authorities more
than the valued of students. Lectures and availability of resource. The
effectiveness of employee behavior with in organizations and the effectiveness of
the performance of employer are referred as organizational effectiveness. That
was why the rational of the researcher the role of institutional managers in quality
assurance in education in case of Bule Hora University: hence the study addressed
the following basic questions.
- What are the factors hinder the mangers not to create favorable working condition
to assured the quality of education?
- What kind of techniques that managers had employed to influenced of
management on a University?
- Which ways measurements and procedures managers contemplated to achieve
quality education?
- What are the role institutional managers could play to assure quality of education?
- What is the relationship between organizational effectiveness and quality
assurance function of institutional managers?

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1.4 Objective of the Study
1.4.1 General objective
The general objective of this study was to assessed the role of Bule Hora university
leaders to assured quality education in the campus.

1.4.2 Specific Objective

The specific objective of the study addressed the following points
- To examine and evaluate the quality assurance policy strategy of the university.
- To explain how Bule Hora University managers play role in assured quality.
- To examine the techniques that managers used to influence guaranteed quality
education.
- To identify the constraints /challenges of Bule Hora University in assured quality
education.

1.5 Significance of the Study

These studies have benefits like

- It reviews the role of managers in quality assurance in Bule Hora University.
- It remained to all University staff of their own roles and responsibilities with
regarded to quality issues in education.
- The recommendation may helped a University to had better quality assurance
techniques.
- It helped the partial fulfillment of BA in management in an art of Degree

1.6 Scope of the Study

The study entirely focused on the role of institutional managers (Bule Hora University
managers) in quality education assurance for the fulfillment of the institution vision. The
survey would include the year 2010/11 GC (Official inauguration year as Bule Hora
University) up to now.

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1.7 Limitation of the Study

- No updated written document in organization which deals with criterion for

promotion and appointment as a sample to attach as a secondary sources.
- Some respondent were not has willing and fill out the questions and some where
not returned the questionnaires they take to fill which made data collection and
data analysis a difficult task.
- Further more factors like lack of time, lack of budget and new less of the student
for the study made the recommendation not conclusive beyond the question and
let the study not to be end by itself.

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 CHAPTER TWO
2. REVIEW LITERATURE
2.1 Concept and Definition of Quality

Quality is a much debated term to some it is like beauty that lies in the eye of the
beholder those who believe in this are relativists whereas those who believe quality can
be specific attributes that can be identified they raw objectives the word quality comes
from the Latin word quails eaning “ what kind of” Quality as progression and the
Managerial process associated with the quality function, was introduced during the
second half of the 20th century, and has evolved since then over this period, few other
disciplines have seen as any changes as the quality profession. The quality profession
grew from simple control, to engineering to systems engineering. Quality control
activities where predominate in the 1940s, 1950, and 1960. The 1970s were an era of
quality engineering and the 1990s saw quality system as an emerging filed like Medicine,
Accounting and Engineering; quality has achieved status as a recognized profession.

According to Gamberon (1990) it might be useful to insight in to the many dimensions

that form a fuzzy entity referred to as quality though social consensus rather than
deplaning it. Garvin (1988) classified the various definitions of quality into five major
groups.

Transcendent definitions: These definitions are subjective and personal. They are
related to concepts such as beauty and love.
Product-based definition:- Quality is seen a measurable variable. The basis for
measurement is objective attributes of the product.
Use-based definition:- Quality is a means for customer satisfaction. This makes these
definitions individual and partly subjective.
Manufacturing-based definition:- Quality is seen as conformance to requirements and
specifications.

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Value-Based Definitions:- These definitions define quality in relation to cost. Quality is
seen as providing good value for costs (largess, 2004) (Quality assurance in higher
Education, November 2007).
Quality, as a concept, has been defined differently by different stakeholders. This is
because it is multi-dimensional and mean different thing to different stakeholders. Also,
different countries may tend to define these terms differently. This document adopts the
following definitions of quality, quality assurance, accreditation, and licensing from
Materu (2007). Quality technically refers to fitness for purpose. It encapsulates the
concept of meeting commonly agreed precepts or standards. Such standards may be
defined by law, an institution, a coordinating body or a professional society. In the
diverse arena of higher education, fitness for purpose varies tremendously by filed and
programme. Abroad range of factors affect quality in tertiary institutions including their
vision and goals, the talent and expertise of the teaching staff, admission and assessment
standards, the teaching and learning environment, the employability of its graduates
(relevance to the labor market), the quality of the library and laboratories, management
effectiveness, governance and leadership.

The “product” of higher education is intangible and the customer very difficult to
identify. The difficulty of attempting to establish consensus or define quality in the
higher education sector is aptly captured in the words of Akin Aina (1994:2) “Quality is a
most elusive notion. Virtually everybody recognizes it when it is seen but scarcely
anyone can specify its components or features with any degree of precision or
confidence. But intuitively, and at time empirically, scholars seem to know what they are
talking about”. In the research project the critical analysis of definitions/notions of
quality as presented in the typology of Harvey and Green (1993:9-34) were thoroughly
discussed. Their notions of quality were found to be sufficiently inclusive and adaptable
and could be used by different institutions operating under different circumstances:
- Quality as excellence /exceptional with variants of quality as distinctive,
excellence and passing required standards.
- Quality as fitness for and of purpose.

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 - Quality as transformation; educational institutions empowering students with
skills, knowledge and attitudes that promote transformation.
- Quality as a threshold to the attainment of especially newly set goals.
- Quality as enhancement of the academic ethos in any given situation.
- Quality as the fulfillment of he demands of the stakeholders or their expectations.

2.2 Quality Assurance

Quality is multi-dimensional concept, with no commonly accepted definition but

generally measuring the level of realization of set standards or targets. “Quality assurance
is a planned and systematic review process of an institution or programme to determine
whether or not acceptable standards of education, scholarship, and infrastructure are
being met, maintained and enhanced. A tertiary institution is only as good as the quality
of its teaching staff they are the heart of the institution that produces it graduates, its
research products, and is service to the institution, community, and national. Although
quality is one of the most widely used and spoken of conception higher education circles,
very little or no unanimity with regard to its meaning had been reached (Freeland 1991;
Benchers 1994).

The related concept of quality assurance has also become globally important in higher
education discussions. More attention is being paid today to the issue of quality
assurance in higher education than ever before. This is not surprising as stakeholders in
higher education are now aware of the fundamental and global importance of quality and
quality assurance in higher education. Stakeholders who are interested in quality
assurance include:-
a) The students, who are the primary recipients of higher educational and who the
quality of training they get defines their potential performance in life;
b) Parents, who often pay for the studies of their wards and consequently demand
vale-for money.
c) Governments that demand accountability from their higher education institutions,
d) The employer who demands well trained graduates with competences to
effectively operate in the 21st entry,

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 e) The institutions themselves, cognizant of the keen competitiveness in the global
higher educational system, and
f) The society that benefits or suffers the effect of good or poor quality educational.
Therefore, quality issues have taken the center stage in global higher education.
Quality issues have taken the Centre or suffer the effect of good quality education.
Therefore, quality issues have taken the centre stage in global higher education. Quality
assurance can be either an external or internal process. External quality assurance refers
to the review by an external agency (e.g. a national quality assurance agency) or body
(e.g. a professional body), which evaluates the operations of a University (institutional)
or of its programmes to ascertain the level of compliance with set minimum standards.
External quality assurance is mainly carried out through the instrumentality of
accreditation and involves, as indicated earlier, a self-study, peer review and a reporting
system. Internal quality assurance, on the other hand, refers to the internal policies and
mechanisms of a University or programme for ensuring that it is fulfilling its purposes as
well as the standards that apply to higher educational in general or to the profession or
discipline, in particular (IIEP,2006).

Internal quality assurances are as old as higher education it self indeed most universities
from inception design and implement various internal activities to ensure the certain
agreed standards of performance are being met. One of such is the external examination
system. The system involves the assessment of student examinations for compliance
with curriculum content and general professional or global standards. However, this
system is facing some challenges. Some Universities are unable to fund the external
examination system. The system involves the assessment of examinations for
compliance with curriculum content general professional or global standards. However,
this system is facing some challenges. Some Universities are unable to fund the external
examination system as the numbers of academic programmes and the required external
examiners have increased significantly. There is also the self-assessment system in
which the institution carriers out an internal appraisal of its programmes to ascertain the
level of achievement of its internally set objectives and standards. Assessment, which is
externally mandated. Self assessment can be conducted at two levels, the programme and

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institutional levels, and is advisory to the administration of the level of permeation of
quality in the operations and activities of the institution. Student-lecturer assessment is
another form of internal quality assurance in which students assess their course lecturers.

2.3 Quality management System (QMS)

The quality assurance (QA), like quality is also defined differently by various scholars
according to different contexts. Despite the different contexts within quality assurance
can be defined it always includes two purposes
- Accountability
- Improvement
A government- and agency-drive quality assurance system like that of the Australian
Higher Education Council (AHEC) tends to emphasize the accountability part more than
the institutional improvement. The AHEC defines quality assurance as “guarantee that
required standards are being met” (AHEC 1992:6). On the other hand, Cuttance
(1994:99) incorporates both purposes by defining QA as: “Planned and systematic
actions necessary to provide adequate confidence that the educational provided met the
needs of clients, a way of evaluating the effectiveness of structures and processes
required to achieve outcomes”. The South African HEQC defines quality assurance as a
term that encompasses all the policies, systems and process directed at ensuring the
maintenance of the quality of education provision within an institution. Therefore,
quality assurance refers to mechanisms for ensuring that quality-enhancing techniques are
carried out. It is a means of asserting that errors are eliminated. South African
Qualifications Authority (SAQA) one of the major quality role players in the South
African higher education sector, defines a quality management system (QMS) as a
combination of processes used to ensure that the degree of excellence is achieved (RSA
1998a). SAQA suggests that a QMS should encompass quality assurance, quality audit
and quality control. In addition, SAQA states that there are aspects that are critical to a
QMS and that the QMS must ensure that the degree of excellence specified is achieved
through:

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 - The quality management policies, which define the quality which is to be
achieved;
- The quality management procedures, which ensure that the practice of the
organization is consistent with policy; and.
- The review mechanisms, which ensure that he quality management policies and
procedures defined are applied and remain effective.
The establishment of any QMS is about a combination of institutional processes used to
ensure that the degree of excellence and standards specified is achieved.

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 CHAPTER THREE
3. METHODOLOGY
This study utilized descriptive survey design Bule Hora University consists of six
colleges four colleges are natural since, while the other two are social sciences. Faculties
are homogenous within their science steams. Therefore college of Business and
Economics is randomly selected from social and while college of public health and
medical science is randomly selected from natural since stream science streams. Data
was collected from a sample of leaders, lectures and students from 2 randomly selected
colleges among all colleges in the university.

3.1 Source of Data

Sources of data for this study are both primary and secondary sources primary data
gathered by distributing questionnaires to sample of students, lectures and academic
staffs secondary data for this study is collected from various documents like manuals,
short term reviews, Journals, etc.

3.2. Method of Data Collection

In this research, the researcher uses questionnaires as primary data collection mechanism.
The participants’ lectures, students and administrators/managers selected randomly from
college of business and economics and college of other social science and humanity From
Bule Hora University meaning for a total of students, academic staffs and administrators
questionnaires were distributed.

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3.3 Methods of Sampling

This study employed stratified random sampling technique to get proportional sample
from each sub group therefore as per the ratio 10 questionnaires for administrators 25
academic staffs and 45 students totally 80 questionnaires distributed from both colleges.

3.4 methods of analysis and Presentation

The researcher displays the data quantitatively and qualitatively. The quantitative aspect
described and analyzed in percentage term where as qualitative aspect discussed on
descriptive term the response from questionnaire followed by verbal interpretation finally
data has been analyzed conclusion is drown and recommendation has been forwarded.

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 Bule Hora University
College of Business and Economics
Department of Management
Questionnaire to be filled by administrative staffs’ lectures and students
Dear respondent this questionnaire is designated to supplement a study conducted
to a practical fulfillment required to obtain of bachelor of art degree in
management and also to study role of institutional managers in quality assurance
in educate (case study in Bule Hora university) and to forward possible ideas for
improvement of quality assurance your exact feedback is vital for the study and
will only be used for the analysis is in the study. Thank you for your cooperation
in filling the questionnaires please put "x" Mark for the closed ended questions
and write your for the open-end questions.

NB. All questions are expected to be filled by administrative staff lectures and
students.
General information
1. Sex Male  Female 
2. Age  below 20  20-30  30-40 
3. Educational level  BA/BC  Assistant professor
 MSc /Ma/ MBA  Associate professor
 PHD  Full bright professor
4. Work experience in Bule Hora university
1-4 year  9-13 year 
5-9 year  14 year and above 
5. Current carrier ___________________

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Part I planning
“Benevolent institutional managers could be facilitator so that they encourage
the involvement of stake holders by introducing. Promoting and sustaining
participatory planning in a managerial process to meet the target of higher
education institution there fore what is your opinion the following questions
regarding on the strategic planning process in Bule Hora University?

1. Does Bule Hora University have institutional strategies plan which includes
on
Institutional mission goals and priorities.
A. Yes  B. No 
2. Does Bule Hora University have action plans at all levels (departments,
Colleges, university).
A. Yes  B. No 
3. Does Bule Hora University have financial and human resource plans?
A. Yes  B. No 
4. Do you think that there is a work load plan of lecturers at department level?

A. Yes  B. No 
5. Do you perceive that there is a specific plan (curricula and force of
Implementation Plan). At all levels?
A. Yes  B. No 
6. Does Bule Hora University have institutional quality assurance policy?
A. Yes  B. No 
7. Does Bule Hora University have institutional quality assurance system
(Institutional quality assurance structure, procedures and guidelines)?
A. Yes  B. No 
8. Do you think that Bule Hora University has been regulated by external
quality

17
 assurance responsible body (Government and quality assurance unit to
Support quality assurance process in Bule Hora University?
A. Yes  B. No 
9. Do you think that there is internal quality assurance unit to support quality
assurance process in Bule Hora University?
A. Yes  B. No 
10. Do you give your eye witness that there is committed of leaders in BHU?
A. Yes  B. No 
11. Do you think that the administrative staffs are committed in building
Quality culture in Bule Hora University?
A. Yes  B. No 

Part II Implementation of plans

“University managers influence of management on organization behavior to

bring internal quality culture it means management for quality rather than
quality management" what is your opinion on the following questions during
the implementation processes regarding Bule Hora University?
2.1 do you think that there is effective leering assessments in Bule Hora
University?
A. Agree B. Disagree
2.2 Do you think that student and academic staffs are effectively engaged in
Decision making process?
A. Agree B. Disagree
2.3 Do you perceive that there is effective communication between the
University management and stake holders?
A. Agree B. Disagree
2.4 Do you think that there is equal employment opportunity regardless of sex
Equinity and religion in Bule Hora University?
A. Agree B. Disagree
2.5 Do you perceive that Bule Hora university has effective appointment and

18
 Promotion procedures of staffs?
A. Agree B. Disagree

2.6 Do you think that students and academic staffs are understood their
Accountability to quality assurance in Bule Hora University?
A. Agree B. Disagree
2.7 Do you think that students’ admissions are based on the availability of
Physical facilities?
A. Agree B. Disagree
2.8 Do you think that Bule Hora University staffs are motivated?
A. Agree B. Disagree
2.9 Do you think that Bule Hora University staffs work as a team?
A. Agree B. Disagree
2.10 Does Bule Hora University hires qualified and competent staffs.
A. Agree B. Disagree
Part III Monitor evaluates and report

3.1 Does Bule Hora University have an internal culture to measure students
attitude?

A. Yes  B. No 
3.2 Do you have internal evaluation process that provides feedback?

A. Yes  B. No 
3.3 Does Bule Hora University manager evaluate strategic annual progress review
Made in terms of achieving the goals set by the institution?
A. Yes  B. No 
3.4 Does Bule Hora University manager conduct internal seminar?
A. Yes  B. No 
3.5 Does Bule Hora University conduct need assessment about learning resources
Offered monitored?

19
 A. Yes  B. No 
3.6 Does the institution strategy and the achievement of goals set in each are
revised when the document is revised?
A. Yes  B. No 
3.7 Does Bule Hora University have standard examination process of students?
A. Yes  B. No 
3.8 Does Bule Hora University have performance evaluation culture of staffs?
A. Yes  B. No 
3.9 Do you perceive that Bule Hora University publicized learning out comes to
the
Society?
A. Yes  B. No 
Part IV Take remedial measures

4.1 Do you perceive that Bule Hora University manager are taken corrective
measures
to the outcome when it is necessary for continuous improvement?
A. Agree B. Disagree
4.2 Do you think that there is effective review the overall process and modifying
to achieve the university objectives?
A. Agree B. Disagree
4.3 Do you think that Bule Hora university managers plan for the next year based
on
the feed back and evaluation?
A. Agree B. Disagree
4.4 What type of quality assessment tools the university has been used before?
A. Internal quality assessment ________________________
B. External quality assessment ________________________
4.5 What things do you want to be change in the future in the university?

20
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

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