MU BSC STRATEGIC PLAN (2015/16-2020/21) · of our students, our community, our industries, our...

MU BSC STRATEGIC PLAN (2015/16-2020/21) I

MU BSC STRATEGIC PLAN (2015/16-2020/21) i

Strategic Plan Steering Committee Members

1. Dr. Kindeya Gebrehiwot (Assoc. Prof.) President

2. Dr. Abdulakadir Kedir (Asst. Prof.) Vice President for Academics

3. Dr. Tsehaye Asmelash (Asst. Prof.) VPRCS

4. Dr. Tesfamichael Gebreyohannes (Assoc. Prof.) Vice President for Support Services

Strategic Plan Technical Team Members 1. Nuru Seid Abidu MA in Human Resources and

Organizational Development (Lecturer)

2. Yared Berhe Gebrelibanos LLM in Business Law (Asst. Prof)

3. Goitom Abera Baisa MPP in Public Management &

MSc in Development Management (Asst. Prof)

4. Hailu Negus Weldeana MEd in Mathematics Education (Asst. Prof)

5. Yrgalem Gebreslassie Adane MSc in Finance & Investment &

Master’s in Public Policy (Lecturer)

6. Rahwa Gebre Tesfahuney MSc in Management, Economics &

Consumer Studies (Asst. Prof)

7. Yemane Seged Gebru MSc in Computer Science ICT Expert

8. Dr. Fasil Taddesse Gebremariam PhD in Innovation Management (Asst. Prof)

Edited by:

Dr. Tesfaye Mesele Zinabu, PhD in Literature, (Asst. Prof.)

MU BSC STRATEGIC PLAN (2015/16-2020/21) I

CONTENTS

Message from the President ......................................................................................................... IV

Acronyms ..................................................................................................................................... VI

1. Introduction ............................................................................................................................... 1

2. Organizational Assessment ....................................................................................................... 2

2.1. Mandate Analysis Result .................................................................................................... 2

2.2. Analysis of National Policies and Strategies ...................................................................... 3

2.2.1. Agricultural and Rural Development Policy ................................................................... 3

2.2.2. Industrial Development Policy........................................................................................ 4

2.2.3. Health Policy and Strategies ........................................................................................... 5

2.2.4. Good Governance and Democratization Process ............................................................ 5

2.2.5. Educational Policy and Capacity Building Programs ..................................................... 5

2.2.6. The Second Five Year Growth and Transformation Plan (GTP-II)................................ 6

2.2.7. Roles of the University in Realizing the National Policies and Strategies ..................... 6

2.3. SWOT Analyses.................................................................................................................. 7

2.3.1. Internal Analysis- Strengths and Weaknesses................................................................. 7

2.3.2. External Threats and Opportunities (PESTEL) Analysis .............................................. 17

2.3.3. SWOT Summary ........................................................................................................... 20

2.4. Customers and Stakeholders Identification ...................................................................... 22

2.4.1. Customers and Stakeholders Matrix (Need Analysis) .................................................. 22

2.4.2. Customer/Stakeholder Value Propositions.................................................................... 25

2.5. Mission, Vision and Values .............................................................................................. 27

2.5.1. Mission .......................................................................................................................... 27

MU BSC STRATEGIC PLAN (2015/16-2020/21) II

2.5.2. Vision ............................................................................................................................ 27

2.5.3. Core Values ................................................................................................................... 27

3. Strategy Formulation (Strategic Themes and Results) ............................................................ 28

3.1. Strategic theme 1: Academic Excellence .......................................................................... 28

3.2. Strategic Theme 2: Excellence in Research and Technology Transfer ........................... 28

3.3. Strategic Theme 3: Excellence in Community Service .................................................... 28

3.4. Strategic Theme 4: Dependable Support Services ............................................................ 29

4. Strategic Objectives ................................................................................................................. 30

4.1. Corporate Strategic Objectives ......................................................................................... 30

4.2. Strategic Objectives Commentary .................................................................................... 30

4.2.1. Increase Sense of Ownership ........................................................................................ 30

4.2.2. Increase Customer/Stakeholder Satisfaction ................................................................. 31

4.2.3. Increase Amount of Revenue/Resources....................................................................... 31

4.2.4. Optimize Resource Utilization ...................................................................................... 31

4.2.5. Improve Quality and Relevance of Education .............................................................. 31

4.2.6. Enhance Quality and Relevance of Research and Technology Transfer ...................... 32

4.2.7. Enhance Quality and Relevance of Community Services............................................. 32

4.2.8. Enhance Quality of Support Services............................................................................ 33

4.2.9. Strengthen Performance of Monitoring and Evaluation ............................................... 33

4.2.10. Boost Internationalization and Stakeholder Engagement ............................................ 33

4.2.11. Strengthen Mainstreaming of Cross-cutting Issues....................................................... 34

4.2.12. Improve Governance ..................................................................................................... 34

4.2.13. Enhance Staff Satisfaction ............................................................................................ 35

MU BSC STRATEGIC PLAN (2015/16-2020/21) III

4.2.14. Improve Competencies of Staff and Leadership ........................................................... 35

4.2.15. Improve Supply of Facilities ......................................................................................... 35

5. Strategy Map ........................................................................................................................... 36

6. Strategic Performance Measures ............................................................................................. 37

7. Strategic Initiatives .................................................................................................................. 50

8. Monitoring and Evaluation ...................................................................................................... 59

8.1. Monitoring ........................................................................................................................ 59

8.2. Evaluation ......................................................................................................................... 59

MU BSC STRATEGIC PLAN (2015/16-2020/21) IV

Message from the President

Making the right strategic choice is a prerequisite for the realization of the mission and vision of

any organization including ours. In our case, this demands making a careful analysis of the

working environment, understanding possible challenges, and defining a road map that leads to

actualization of the long term vision of our university. Moreover, we need to focus on key

issues with well-defined objectives and milestones which can add values to the pillars of the

university in a way we meet the targets and take the momentum in courses of our

achievement. It should also capitalize on existing competitive advantages.

In order to sustainably achieve success in all courses of our endeavors for the fulfillment of our

vision 2025, we have to build capacity that can match to the demands of the external and internal

working environments and enable this huge responsibility. We need to

give prominence to developing and internalizing values, to combining our efforts and

applying the art of measuring our progress through the framework of Balanced Score Card

(BSC).

Our strategic plan has set the agenda for our future activities and goals at Mekelle University for

the next five year by integrating the national GTP II directions of our nation, sectoral policies

and strategies and other relevant international trends.

In the scope and direction of the University, the strategic apex, and the middle line as take–

charge executives and the operating core as an organized force are responsible to proactively

execute the plans of the University. It should be noted that our combined every day activity

counts to the achievement of our vision: being among the top 25 Universities in Africa by 2025.

As family members of this vibrant University, we should harness our forces to meet the demands

of our students, our community, our industries, our country and the world at large. Such demand

and shared vision should be our driving reason for our commitment to bring a sustainable

institutional change, and to find the best place in the competitive world. It is my strong belief

that our University has a strong, competent and responsive community that will work hard to

realization of the objectives and initiatives outlined in this strategic plan.

MU BSC STRATEGIC PLAN (2015/16-2020/21) V

This strategic plan will enable us to make a better choice for a better decision in academics,

research and technology transfer, and community services. Looking back what we have achieved

so far, knowing our hard working university community, supportive government, engaging

stakeholders, dependable national and international partners, I am very confident that we will

meet our intended goals and objectives.

We Really Care!

Kindeya Gebrehiwot (PhD),

President

MU BSC STRATEGIC PLAN (2015/16-2020/21) VI

Acronyms

APD Academic Programs Directorate

AVP Academic Vice President

Br Birr

CCD Corporate Communications Directorate

CH Customer Handling Office

E.C Ethiopian Calendar

EDA Educational Development Army

EDC Entrepreneurship Development Center

ESDP Education Sector Development Program

FD Finance Directorate

FDRE Federal Democratic Republic of Ethiopia

GDP Gross Domestic Product

GTP Growth and Transformation Plan

HAPPCO HIV/AIDS and SRH Problems Prevention and Control Office

HEI Higher Education Institution

HERQA Higher Education Relevance and Quality Agency

HRD Human Resources Directorate

IA International Affairs Directorate

IAD Internal Audit Directorate

IBP Internal Business Process

ICT Information and Communication Technology

MU BSC STRATEGIC PLAN (2015/16-2020/21) VII

IPS Institute of Pedagogical Sciences

ISO International Standards Organization

ITQA Institutional Transformation and Quality Assurance Directorate

JC Journals Consortium

KTT Knowledge and Technology Transfer

LG Learning and Growth

MB Megabyte

MoE Ministry of Education

MU Mekelle University

NGO Non-governmental Organization

PBD Plan and Budget Directorate

PESTEL Political, Economic, Social, Technological and Legal

RAD Registrar and Alumni Directorate

RCSVP Research and Community Services Vice President

RPGD Research and Postgraduate Directorate

SP Strategic Plan

SSD Student Service Directorate

SSVP Support Services Vice President

SWOT Strengths, Weaknesses, Opportunities and Threats

UICL University, Industry and Community Linkage Directorate

VP Vice President

Vs Versus

MU BSC STRATEGIC PLAN (2015/16-2020/21) 1

1. Introduction

Mekelle University (MU) is one of the leading and biggest Universities in Ethiopia; it hosts over

30,000 students in seven colleges and nine institutes. The University runs undergraduate, masters and

PhD programs. The University is making a significant contribution to the national effort in improving

political, economic, social, technological, environmental and legal wellbeing of the society through its

teaching learning, research, technology transfer and community service endeavors.

In line with the Growth and Transformation Plans (GTP), Mekelle University has given due emphasis

to enhancing quality of its core and support services and pursuing excellence. Every concerted effort

has been exerted to transform MU to a better position by translating its mission and strategy into a

comprehensive set of measurable performance using the Balanced Scorecard approach. Within this

perspective, the Balanced Scorecard is used as a tool to translate the university’s mission and strategy

into tangible objectives and measures (external measures for stakeholders/customers and internal

measures of internal business processes and learning and growth).

Taking lessons from the performance and assessment results of GTP-I period, the university is now

striving to meet the stakeholders/customers’ expectations and satisfaction apart from the traditional

excellence indicators, which indeed are easily quantifiable (e.g., student and staff demographics, grade

point average, class rank, acceptance rates, retention rate, staff-student ratio, graduation rates, staff

teaching load, counts of publications and grants, statistics on physical and library resources, etc). To

comply with the national requirements and directions of the country in the Growth and Transformation

Period II (GTP-II), the university has developed a strategic plan that systematically measures

expectations and satisfactions of stakeholders and customers, building on strengths of GTP I and plan

for improvement on identified shortcomings.

This strategic plan identifies broad directions that MU will follow to realize its vision and corporate

level initiatives for implementing those directions.


2. Organizational Assessment

2.1. Mandate Analysis Result

According to the Ethiopian Higher Education Proclamation No. 650/2009 and charter (Council of

Ministers Charter Regulation No 112/2004), the university is mandated to:

Implement undergraduate and postgraduate programs, establish and run colleges, faculties,

schools, institutes, and other academic and research units;

Offer academic certificate, diplomas, degrees and other academic awards, and confer academic

titles and medals for those who have made immense contributions;

Undertake research and provide community services that contribute to the development of the

country;

Organize and conduct seminars, workshops and symposia;

Establish relations with different bodies, including local and foreign sister

organizations/universities, research institutions and other organizations having similar

objectives;

Provide appropriate consultancy, tailor-made training and other services to the community,

private organizations, local and federal governments, international organizations, and non-

governmental organizations;

Establish and publish academic journals and newsletters;

Levy appropriately for the services it is providing;

Establish and administer income generating enterprises;

Carryout any other activities as are necessary for the attainment of its objectives.


2.2 Analysis of National Policies and Strategies

Our country is envisioned “to become a country where democratic rule, good-governance and social

justice reigns, upon the involvement and free will of its peoples, and to become a middle-income

economy.” To realize this vision, GTP II intends to maintain at least an average real GDP growth rate

of 11% and meet the Sustainable Development Goals; expand and ensure the qualities of education and

health services thereby achieving the Sustainable Development Goals in the social sectors; establish

favorable conditions for sustainable state building through the creation of democratic and

developmental state; and ensure growth and sustainability by realizing all the above objectives within

stable macroeconomic framework. Thus, integrated efforts will be made focusing on sustaining faster

and equitable economic growth, maintaining agriculture as a major source of economic growth,

creating favorable conditions for the industry to play key role in the economy, enhancing expansion

and quality of infrastructure development, enhancing expansion and quality of social development,

building capacity and deepening good governance, and promoting women and youth empowerment

and equitable benefit.

2.1.1. Agricultural and Rural Development Policy

In the GTP-I, the agricultural sector was entrusted with the role of becoming the major source of

economic growth of the country. At the forefront of this sector’s development were development of

smallholder farming, pastoral agriculture and private sector commercial agriculture with a focus on

horticulture and large-scale mechanized farming. Consequently, the sector has achieved remarkable

success; the country has become food self-sufficient by the end of the GTP-I period. As of 2015,

agriculture’s share in the total GDP of the country accounted for 38.5% next to the service sector

which accounted for 46.3% and far ahead of the industry sector which took 15.1% share of the total

GDP.

In a similar fashion, the Agriculture sector will play the leading role in national development and serve

as spearhead of the fast economic growth forecasted to be registered in the GTP-II period.

Accordingly, the major strategic directions of the sector will include development of smallholder

farming and pastoral agriculture, implementation of development-corridor based agricultural growth,

tackling problems associated with the use of agricultural inputs and technologies, enhancing private

sector’s participation in agriculture, aligning natural resources conservation with the green

development vision, expansion of irrigation-based agriculture, protecting bio-diversity and thereby

ensuring fairness in societal well-being, transforming farmers to produce high-value products and


enhancing effectiveness of agricultural marketing, and harnessing the fast rural growth opportunities

for the benefit of the youth and women.

2.1.2. Industrial Development Policy

The Ethiopian Industrial Sector is in a position to take major structural change. The shifting of

resources, especially the labor and the financial funds to promote industrialization are imminent to

happen in the GTP II. For the structural change of the economy, labor and fund allocation changes

from agriculture to industry is expected to be an important aspect of Ethiopia’s economic development

strategy in GTP II. Although much was expected to happen in the industry sector of Ethiopia in the

GTP I period, the industrial sector has shown relatively small changes. The industry has only

accounted for 15.1% of GDP in 2015.

According to a report produced by Inclusive and Sustainable Industrial Development (ISID) and

United Nations Industrial Development Organization (UNIDO), the Ethiopian Government has already

formulated an industrial development strategy with clearly defined objectives, targets, budgets and

institutional setups required for implementation. In this development strategy, documents that include

the Industrial Development Roadmap (IDR), which provides a strategic framework for industrial

development; the Industrial Development Strategy Plan (IDSP); and the Industrial Development

Institutional Setup (IDIS) are well addressed.

To support the industrial development, the Ethiopian Government has been guided by the strategy of

Vision 2025. This vision aims to transform Ethiopia into a middle-income country by 2025. However,

with this objective in mind, the Government has developed a number of policy documents over the

past 10 years, including: the Plan for Accelerated and Sustained Development to End Poverty

(PASDEP); the Growth and Transformation Plan I (GTP I) for the period 2010-2015, to be followed

by GTP II (2015-2020); and, the Agricultural Sector Policy and Investment Framework (PIF) for the

period 2010-2020, as well as various other sector-specific plans.

The overall goals of these policies are to bring about structural change in the economy through

industrial development, to enhance the productivity of existing light industries (agro-food processing;

textiles and garments; leather and leather products), to diversify the sector by launching new industries

(heavy metal, chemicals), and to build up high-tech industries (packing, biotechnology, electronics,

information, and communications). These situations and policies indicate that there is a positive and

conducive environment in the Ethiopian context for industrial development.


2.1.3. Health Policy and Strategies

Ethiopia has achieved globally acknowledged success in improving the overall health status of the

society in general and mothers’ and children’s health in particular, which is fundamental to alleviate

poverty. Successive implementation of Health Sector Development Programs (HSDP) accompanied by

different commitments of the government such as health extension workers and health development

army has led the success. In addition to the efforts exerted by health institutions at all levels that took a

lion’s share, the success embraces courses of actions by other organizations including teaching

hospitals.

The GTP II’s overarching objectives from health perspective are to increase citizen’s life expectancy;

increase the health service coverage; decrease maternal and child mortality; improve quality of health

service and address epidemiologic transition; promote and adopt nutrition and healthy diet, and exploit

the benefits of traditional medical practices.

2.1.4. Good Governance and Democratization Process

Enhancing good governance and democratization are among the core strategic priorities of the GTP II

as provided in the National GTP II document. The democratization process demands for exerting

maximum efforts to boost transparency and accountability in all governmental functions and thereby

enhance public satisfaction from its present status of 60% to 85% at the end of the second GTP period.

It also strives to build the capacity of civil servants and the leadership at all levels through short and

long-term capacity building programs. Moreover, the plan aims at combating corruption and rent-

seeking attitudes and actions of public institution officials and servants, and the public at large. The

GTP II plan gives significant attention to high public participation endeavors through direct and

indirect democracy. The plan also calls for strengthening national consensus through national dialogue

and public participation.

2.1.5. Educational Policy and Capacity Building Programs

One of the major challenges of Ethiopia is the lack of skilled human capacity for executing

development polices and strategies. This challenge is explicit as viewed from different angles

including human resources and organizational system. To address these capacity gaps, the government

of Ethiopia has been making concerted efforts in expanding educational access and building capacities

of both the public and private sector.


Specifically, the higher education sector has been instrumental in developing and supplying highly

qualified Professionals. The government indicated the priority program for the higher education

institutions as in the following quote: The goal of the program is: “to produce competent graduates

who have appropriate knowledge, skills and attitudes in diverse fields of study; to produce research

which promotes knowledge and technology transfer based on national development and community

needs; and to ensure that education and research promote the principles of freedom in exchange of

views and opinions based on reason, and democratic and multicultural values” (Education Sector

Development Program V [ESDPV], 2015, p.80).

2.1.6. The Second Five Year Growth and Transformation Plan (GTP-II)

In 2010, the Ethiopian government developed five years’ Growth and Transformation Plan (2010/11-

2014/15). The overarching objective of the GTP1 was to sustain and accelerate rapid, broad-based, and

equitable economic growth path of the previous years and eventually end poverty. In 2015, the

Ethiopian Government developed the second five years Growth and Transformation Plan (2015/16-

2020/21) which is intended to advance and modernize agricultural sector, to accelerate

industrialization, and to bring structural transformation in the economy of the country.

To this end, the pillars designed are sustaining rapid and equitable economic growth; maintaining

agriculture as a major source of development, creating conditions for the industry to play key role in

the economy, enhancing expansion and quality of infrastructure development and health services,

enhancing expansion and quality of social development, building capacity and deepening

developmental good governance, promoting cross cutting issues including gender and youth

empowerment and equity, sustaining educational development including expertise development issues,

and advancing economic and investment conditions, implementation of fiscal policy and utilization of

government budgets.

2.1.7. Roles of the University in Realizing the National Policies and Strategies

The University’s role in the realization of the national policies and strategies is directly related with its

core businesses. Through its teaching learning core process, it has been playing crucial role by

producing competent, responsible and entrepreneurial graduates who have been making appreciable

contributions in all sectors of development as well as the flourishing of governance & democratization

across all these sectors. This trend will continue in a better way in the GTP2 period and beyond.


Research and technology transfer have also been very instrumental in the realization of national

policies and strategies by conducting problem solving research projects in areas of national priorities

both independently and in collaboration with partner institutions. This will be further strengthened by

reviewing existing research thematic areas to align with new developments in the national policies and

strategies as well as the launching of GTP2. Accordingly, the university will carefully allocate its

research resources to priority areas of interest identified as research themes that will have sound impact

on poverty reduction, creation of employment opportunities, economic growth, ensuring good

governance and democratization, and design, implementation and evaluation of national policies and

strategies.

Along with the teaching-learning and research works, the university has been actively contributing

towards empowering local communities and micro and small enterprises (MSEs) through continuous

advisory, technical and material supports, introduction of agricultural technologies, environmental

rehabilitation, and provision of preventive and regular health care services. Moreover, the university

will contribute towards enhancing the capacity of the private and public sectors through technology

transfer, training and development and systems improvement. These engagements will get intensified

in depth and breadth in alignment with GTP2’s priority sectors and pillars as well as the long-term

national policies and strategies.

2.3 SWOT Analyses

SWOT analysis is fundamental in the development of a strategic plan. Therefore, this section presents

analysis of the internal and external environment in which the university operates. SWOT analysis as a

tool is used to identify the strengths, weaknesses, opportunities and threats, thereby identifying the

enablers and pains having an effect on the operations of the university.

2.3.1 Internal Analysis- Strengths and Weaknesses

A. Academic

The academic, as a core activity of the university, is tremendously influenced by the quality of its

inputs, processes, and outputs/outcomes. The input includes components such as the management,

policy documents, staff, students, fund, curriculum, facilities and learning infrastructure as well as the

internal quality assurance guidelines and standards. The process entails study contents, teaching-

learning, curriculum design, EDA (teachers’ and students’ development teams and networks), and

learning assessment. The output section of this core activity comprises achieved standards, pass rates,


dropout rates, graduation rates and cost per student. Attainments on outcomes of the academic core

activity are measured against indices of opinions of the students, the alumni, the labor market, the

society, and the staff.

With reference to the First Growth and Transformation Plan (GTP-I), an assessment of attainment on

the academic activities indicated varied success rates. Student enrolment increased from 19,397 in

2003 E.C to 32,248 in 2007 E.C. This is 13.2% average increment in student enrollment per year

which totals 66% in the GTP-I plan. Female enrolment rate was also an area of emphasis during the

GTP 1. In this regard, female enrolment has grown to 30% by the end of GTP1 which is less than the

national target of 40% and the enrolment target of 32%. In the same vein, proportion of female

academic staff and the enrolment in postgraduate programs are quite minimal. Only 7.5% females were

recruited for academic staff positions in comparison to the planned 25%. Around 19% of female

students attended postgraduate programs compared with the goal of 20%. Both performance rates are

below the national target.

Staff educational profile achievement is short of the national targets. Although the national target for

PhD, Second Degree, and First Degree was set at 25%, 75% and 0%, the actual achievement of the

university was 12%, 65% and 23% respectively.

In infrastructure and Learning Resources, there is remarkable progress in classroom, laboratories,

smart classes, and sport academia. However, with the average of 13.2% increase in student population

per annum, inadequacies are terribly explicit in faculty and staff offices, ICT services, laboratories

(including equipment and chemicals), and libraries as shelved with old and outdated books. To address

loopholes which compromise the quality of education, the university employed utmost efforts in

several perspectives: developed quality manual, dispatched HERQA’s guidelines, provided guidelines

and instruments helpful to work with quality matters and established the quality assurance forum for

continuous monitoring and follow up to keep track of assuring quality education.

Curriculum design and development occupy key place in the educational process. As is practically

experienced in the university, both the parallel and competency-based programs are at a stake. As

confirmed by employers (MU Tracer Study, 2015), the previous curriculum at MU is workable with

suggestion to consider revision at some length. Three years ago, the university introduced

modularization approach and implemented it across all colleges and institutes. An assessment

conducted by the university indicated that harmonized curriculum is in place and relevant competency-


based modules are also developed. However, it is obscured by a number of constraints. These include:

(a) modules are not adequate enough to include all the required competencies, (b) assessments are

characterized by measuring knowledge of students, (c) classroom modalities are influenced by block

courses and (d) feedback mechanism is highly dependent on provision of grades.

Another very important point in the instructional process is the application of continuous assessment. It

is evident that students were assessed using various testing mechanism including quizzes, individual

assignment, group work, student projects and final exam. However, there was inconsistency in

administrating continuous assessment tools among the staff. In addition, there was lack of

understanding the very concept of assessment. With regard to assessment results, delays were observed

in recording the grade in the existing e-student system.

Course coverage and exam administration are also areas of concern in the education process. As

evidenced by the quality assurance forum, some inconsistencies happened in course coverage. There

were courses with no qualified professionals; thus delayed as compared with the schedule and stayed

uncovered. In some other cases, teachers tend to cover courses within a short period of time

disregarding the allocated time for the courses. As is claimed by most institutes and colleges, course

coverage of the supporting courses is by far less than the coverage of major courses. The view that

teachers delay course delivery because students fail to comply with the day one-class one motto and

the time thereafter lacks regular follow up. In addition, different exams are administered for the same

course because the course is given by different instructors, and some exam dates were postponed due

to delay or absence of an assigned invigilator.

In order to enhance staff and students’ performance, team work and networking is worthwhile.

Cognizant of this, staff and students’ networks were introduced in the middle of GTP1 (2005 E.C). As

evidenced by annual evaluation and reports, success stories such as positive attitude towards team

spirit, joint study program, joint project work, joint assignments and improved social interaction are

witnessed. However, networks have shown limitations including lack of periodic contact, lack of target

setting, unbalanced effort to a joint work, and lack of documentation.

Output of the education programs was found to be encouraging. As educational abstracts indicated,

graduation rate was 94.4% with only 5.6% attrition rate, of which the proportion of female student’s

attrition rate is by far large. In terms of graduate quality, the opinion of employers showed that

graduates were labeled as adaptable, creative, and persistent with difficult conditions (MU Tracer


Study, 2015). Also employers confirmed that graduates demonstrated adequate performance in

personal attributes, personal skills and basic knowledge applicable in the world of work. However,

slight discrepancies existed between competencies acquired and competencies required by the labor

market. The study also showed that both graduates and employers have positive attitude toward the

university.

B. Research, and Knowledge and Technology Transfer

The national education and training policy of Ethiopia in general and ESDP IV in particular stipulate

that research undertakings of higher education institutions will have to play crucial role in national

development. In line with this, the university has been engaged in research and technology transfer

endeavors. During GTP1, the university achieved encouraging results in its research undertakings

despite many challenges it had to face in terms of budget scarcity, capacity constraints and failure to

accommodate and provide an opportunity to novice researchers.

Several small, medium, and large scale projects were carried out in the previous strategic period. The

number of research projects has shown encouraging increment from year to year for the last five years,

particularly small scale projects. However, the number of such projects was not comparable to the

immense potential of the university. In terms of relevance, research project undertakings were in line

with the country’s development policies and strategies.

The achievements of the research undertakings in terms of addressing socio-economic problems are

mixed in the sense that most of the large-scale and medium scale research projects were good enough

in addressing socio-economic problems including improving agricultural production and productivity,

technology transfer, environmental rehabilitation, capacity development, women’s empowerment,

provision of preventive and regular health care services, trade and finance, and improving the practice

of good governance. Most of the small-scale projects have significantly enhanced the research

undertaking capacity of the young staff but they have had marginal contribution in terms of addressing

socio-economic problems at the local or national level due to lack of competency and scholarly

attitude.

In line with this, research output disseminations via publications and organization of international and

national conferences, seminars, symposiums and workshops have also shown encouraging progress,

and contributed to institutional capacity and reputation. The number of articles published in peer

reviewed journals in the GTP1 period has shown encouraging increment from year to year. However,


the increment in the number of publications was not without its setbacks; many of the publications

ended up in low quality journals mainly due to lack of awareness on the side of the research staff and

failure to document publications.

The limitations noticed in quality and effect of the research outputs/outcomes emanates from, among

other things, the process and resource allocation. In the process side, the research fund settlement

process had been lengthy and resulted in discontentment of researchers. In the input side, budget

inadequacy, lack of robust evaluation and selection guidelines, lack of strong university-industry-

community linkage, lack of research competence and professional ethics were among the main hurdles.

Knowledge and Technology transfer (KTT) has also been one of the core activities of the university.

The main purpose of KTT is to support economic growth and transformation by delivering competitive

products for local and international market. The movement for technology transfer must be aligned

with public and private institutions. Various strengths and weaknesses of the university from input,

process and outputs perspectives have been surfaced during the GTP-I period.

From input perspective, the university has strengths in institutionalizing KTT endeavors such as

development of guidelines, allocating fund and committed staff. However, weaknesses were also

observed including poor linkage with industry, poor design capability for imitated technologies,

limited experience and small number of intellectual property ownership. In the internal processes,

strengths were observed in the form of aligning KTT objectives with research and community services.

Also, low attention, lack of motivating situation, and poor protection against IP infringement in KTT

activities have been observed as other weaknesses that need to be addressed in the GTP II period. In

output side, strengths include trust by the government and public and promising dissemination

endeavors. Weakness was observed predominantly in commercialization of KTT outputs.

C. Community Services

The university has been delivering diverse community services in GTP-I. In so doing, various strengths

and weaknesses have been observed in respect to inputs, processes and outputs. To begin with the

inputs, the university has established offices at all levels. Consequently, all colleges and institutes, in

alignment with their research undertakings, have assigned focal community service coordinators. The

university has also established considerable community service centers such as the Legal Aid Center,

Human Rights Center, High Value Crops Research Center (CDANR), Veterinary Extension and

Consultancy Center, Bee Breeding Center, Cooperative Business Development Center,


Entrepreneurship Development Center (EDC), Animal Welfare Center, Gebrehiwot Baykedagn Center

for Strategic Studies, Environment and Natural Resources Law Center, and Yared Center for Ethiopian

Philology and Manuscript Studies. In addition, the university has recently developed community

service guidelines and award criteria that are important for smooth functioning of the services and for

motivating the staff.

Process wise, the process of community services was strong enough in approval, autonomy in

managing, and perusing a policy of community empowerment manifested by good customer handling

and respect for the society. However, the centers were not as effective as supposed to be. The

university faced weaknesses in the course of discharging its mandate of delivering community

services. One of the weaknesses was limited amount of budget and facilities compared to the huge

demands of the society. The efforts exerted to raise fund and resources for running community services

were limited. Other weaknesses included lack of periodic follow up and reporting, poor linkage

between the university and the community in designing community service projects, loose connection

with the teaching and learning process of the university, and limited emphasis on institution-based

community services.

The performance in terms of outputs indicated the number of services provided to the community has

been modestly increased; some staff have successfully participated in various consultancy services

including the Ashegoda and Adama Wind Farm projects and Wolkayt Sugar Development Project. As

a result, the society has benefitted from these services, and cooperative relationship has been

strengthened. On the other hand, the major setback observed in this regard is that comprehensive

impact assessment and customer satisfaction surveys have not been conducted yet.

D. Leadership

The role of leadership in the higher education is highly important for mission and vision

accomplishment. University leadership refers to top, middle and first line leaders which includes the

board, management council, senate, college/institute councils, directorate offices and department

councils.

The strengths of the top leadership are characterized by having high professional profile, commitment

to public policies, welcoming attitude and readiness for change, community service commitment, and

team spirit. On the other hand, observed weaknesses are loose management system, limited managerial

capability manifested by, among others, delay in decision making and conflict management.


The leadership was successful in designing inspiring vision and sharing across the university

community; in decentralizing decision making; and in making effective communication. In addition,

the leadership was committed to addressing cross-cutting issues. The leadership was also committed to

introducing change initiatives such as Balanced Scorecard, Educational Development Army, Kaizen,

and ISO quality management system. However, the leadership had its own weakness emanating in the

course of exercising its roles. These include inadequate support and follow-up and pre-occupation with

daily routines, exercising limited accountability, limited effort in creating sense of ownership,

emphasis on crisis management than establishing effective organizational systems, and limited

emphasis to gender empowerment at leadership level.

The leadership achieved success in capacitating employees and creating organized work teams, strong

partnership, sound financial standing, stable working environment, and modest national and

international recognition. However, the leadership has weaknesses on creating strong sense of

ownership across the university community, ensuring good governance and combating rent seeking

attitudes and practices. As a result, there was a gap between the actual and expected performance of the

university.

E. Support Services

Support services play an important role for the success of the core businesses of the university. By the

end of the GTP 1 period, total number of employees was 5500, of which 3480 and 2020 were support

and academic staff respectively. Accordingly, the support to academic staff ratio is approximately 2:1.

The sections below describe strengths and weaknesses of support services in terms of input, process

and output of the main functional services.

Plan, Budget and Finance

Due to the great national emphasis given to higher education institutions, budget allotted from national

and other sources was increasing from year to year during GTP-I period. Capital and recurrent budget

for the year 2003 was birr 675,576,144.49; this more than doubled and grew to birr 1,710,375,219.40

in the year 2007. The following figures show the trend in the specified period.


Figure 1: Recurrent budget Vs recurrent expenditure over the strategic period

Figure 2 Capital budget vs. capital expenditure over the strategic period

{}

The university took encouraging steps to ensure adequacy and optimal use of budget as well as

effectiveness and efficiency of financial administration. In the first two years of the GPT I period,

budget allotted to both capital and recurrent activities were not fully utilized as indicted in the figures

above. Then after, however, the gap between budget and expenditure narrowed down. To ensure

intended use of the budgets a lot should be done on planning, implementation, control practices and

work integration among interdependent working units.

Procurement and Property Administration

In order to smoothly run operations of the university, procurement of goods and services were carried

out at increasing rate during the GTP-I period. To this end, documents on applicable laws and

regulations were distributed to relevant units and staff. On the strength side, the unit has shown

Expenditure, 2003 E.C, 185.38





Budget, 2003 E.C, 205.63

Budget, 2004 E.C, 336.74

Budget, 2005 E.C, 426.92

Budget, 2006 E.C, 501.40

Budget, 2007 E.C, 732.49

Mill

ion

s

Years

Expenditure

Budget






Budget, 2003 E.C, 469.95

Budget, 2004 E.C, 754.98 Budget, 2005 E.C,

675.32

Budget, 2006 E.C, 702.85

Budget, 2007 E.C, 977.89

Mill

ion

s

Year

Expenditure

Budget


significant improvement in facilitating the procurement and supply of inputs needed for the mega

projects of the university, reducing bureaucratic processes, and establishing cohesive teams which

were very instrumental for the above achievements.

Recent government reports (MoE and Federal Audit) indicated that there is high level of corruption in

the higher education institutions in Ethiopia in relation to procurement and property administration,

where Mekelle University is not an exception. In our case, reports from multiple sources of the

University indicated that there were limiting factors that hindered performance including lack of sense

of belongingness, poor inventory management, weak working culture, weak implementation

competency, and rent-seeking trends. Additionally, the struggle for rent seeking practices have not

been strengthened and accompanied by tangible results. This created a loophole for occurrence of other

problems that include lengthy and less responsive processes in procurement and property

administration; violating laws and regulation; misusing and mishandling of resources; repeated bid

cancelations; weak planning, monitoring and evaluation system; weak contract administration and

follow up; and poor complaint handling and communication practices. Also, significant amount of

procurements were made near and end of budget year. Finally, the newly introduced procurement

system by FDRE Public Procurement & Property Administration Agency has been causing serious

delays in procurement.

Construction and Design

During GTP I, 90 construction projects including buildings, water treatment facilities, roads, and

oxidation pond were planned to be constructed. Of the 90 projects, 63 got completed and the remaining

27 are in progress ranging from 17% to 94% performance level. Generally, this unit has been

managing the vast construction expansion projects well; however, some of the projects were not

completed in the project period and failed to fully meet quality requirements. On top of the limited

financial resources for construction and procurement of educational infrastructures, there were clear

gaps in planning, prioritization and execution of projects in terms of system functioning and human

capacity.

Facility

There were encouraging moves to beautify campuses, furnish old and new offices dormitories, and

laboratories. Even though efforts have been made on the maintenance of technically failed and aged

facilities like buildings, sewerage systems, electric system and office equipment, there is still critical

limitation on addressing all difficulties on the appropriate time so that the equipment can provide the


required services. In addition, there have been inadequate transportation services, and residential and

recreational facilities. In particular, there were loopholes in fuel controlling (a considerable number of

cars do not have gauges, no system of distance vs fuel consumption controlling, etc …), and keeping

proper records to track vehicle repair and maintenance functions. In connection with this, the existing

garage is under equipped, resulting in misuse and mishandling of university property. Moreover, the

weak facility management system and practice has exposed the university to wastage of resources.

Information and Communication Technology (ICT)

There was success in installation of new and state of the art (tyre 3) data centre, automating 10 work

services and implementation of MoE-approved new structure that increased the staff size of the work

units and increased benefit package. The new data center has brought about sweeping results that

include the bandwidth increment from 50 MB to 400 MB and reliability of connectivity throughout the

university campuses. On the other hand, the directorate has been affected by series of weaknesses that

include limited staff capacity in all areas of ICT services, high staff turnover, lack of commitment and

attitudinal problems.

Student Support Service & Registrar

Despite the fact that the government has been allocating budget, it was not sufficient to adequately

cover the expense for students’ meal due to increase in cost of living. This along with the poor

procurement and administration of students’ cafeteria services appeared to have negative impact on the

quality of the meal and this resulted in increment in number of non-café students. Yet, the university

has been working hard to improve the quality of the food and has been gradually able to register some

achievements through increased involvement of the students and the university’s Consultancy and

Business Enterprise (MU-CoBEnt). As far as dormitory service is concerned, the university has been

providing reasonably equipped rooms and related facilities. However, there are limitations from

students and proctors in properly utilizing the service and making strict follow-up respectively.

Furthermore, campus based clinical services have been helpful in providing first aid services even if

the clinics require further improvement in human and medical supplies.

The registrar and alumni services have shown encouraging improvements in service delivery,

especially after automating all its services. However, there are serious problems in filing of alumni

records, preparation and provision of accurate data, provision of official transcripts and degree

certificates, authentication of academic documents, and holding strong relationships with alumni.


2.3.2 External Threats and Opportunities (PESTEL) Analysis

A. Political

The political environment has significant opportunities to use and setbacks to manage. From

opportunities point of view, the primary advantage is the political will for development,

democratization, and good governance in the country. To that end, the government has designed

development policies and strategies. It also pays significant attention to the role of higher education

institutions in supporting development of the nation. Consequently, it allocates huge amount of

resources to the higher education sub-sector so that universities can play their expected roles.

Moreover, the government introduced several reform packages to increase the sub-sector’s

performance.

As far as human capital is concerned, the government has been supporting human resource capacity

development programs to realize the nation’s overarching vision of becoming a middle income country

in 2025. Besides, the government emphasizes on science & technology advancement, the realization of

which demands huge involvement of higher education institutions.

In spite of these positive trends, there are threats that pose challenges to the sub-sector. To begin with,

the nation’s development and democratization process is affected by mal-governance practices.

Secondly, religious extremism and terrorism are threats that can hamper the healthy functioning of the

university. Thirdly, the rent seeking trends manifested in the nation can adversely affect the

performance of the university.

B. Economic

The fast growing national economic development creates favorable conditions to Mekelle University

(MU). Among the opportunities are increasing budget allotted by federal government to MU,

increasing demand for graduates, increasing demand for Higher Education Institutions (HEIs) core

services, involvement in national mega projects, increasing demand for partnerships, and joint research

and technology development projects.

On the other hand, there are circumstances that negatively impact the university. These include

inflation which distorts value for money and the increasing cost of living, stiff competition, and

inadequate compensation package. Also, increasing work opportunities from better paying local and

global organizations poses significant threat in terms of employee turnover.


C. Social

The social environment will create ample opportunities to HEIs in the country in general and MU in

particular. The ever increasing size of the young population coupled with higher social values for

completion of university studies and the demand for qualified workforce will enhance continued

enrollment of young people into the undergraduate and postgraduate programs of the university. This

dynamism will further be strengthened with the increment of multicultural composition of both local

and international students and expatriate staff which in turn facilitates accommodation of diversity and

ever increasing process of regional integration and globalization. Moreover, the positive view of the

society towards universities and the expectations on their role as centers of excellence will create

ample opportunities in expanding MU’s service outreaches far beyond its existing domains. The

change of society’s attitude towards teaching female family members will also create great

opportunities to balance gender compositions of both staff and students of the university.

However, there are some threats that need careful consideration of the changing trends in the society.

The negative spill-over of globalization such as erosion of social, religious and cultural values and

ethics is negatively influencing students’ and staff’s performance and social cohesion. Another threat

that MU may face is the outbreak of epidemic diseases with the prevalence of free flow of people from

country to country and region to region. Moreover, the regional and global threats of terrorism and war

with the increasing radicalization of desperate young people across the globe should not be

underestimated; it has the potential to disrupt the normal operations of MU.

D. Technological

The policy emphasis given to technological advancement to eliminate poverty is a huge incentive for

MU to adapt and/or innovate technologies that support development endeavors. The transformation

process from agriculture to industry-based economy in general and manufacturing industry in

particular is another opportunity for technology advancement and transfer, and cultivation of

entrepreneurial mind set. The recent trend of increasing dependence on technological products is also a

great opportunity to produce quality research outputs and instruction. In addition technology tools play

a great role in increasing accessibility of services and internationalization.

On the other hand, advancement of technology is causing excessive technological dependence

resulting in reluctance in using own potential and downsizing labor force. With regard to IT

technologies, virus threats and intrusions as well as misuse of the technologies are among the main

challenges affecting service security.


E. Environment

Environmental protection is increasingly becoming a global concern entailing its own opportunities

and threats to HEIs where Mekelle University is not an exception. The ever-rising concern paves an

opportunity in many respects. First, the issue creates an opportunity to the university to collaborate

with national and global, and governmental and non-governmental organizations that have interest on

environmental protection. Second, the problem of land degradation, soil erosion, acidity, drought and

related problems bring challenge as how to backup through further problem-solving research and

innovative technologies. Third, regional and national exemplars of natural resources conservations

create the venue to scale up these good practices to which the university can take part in different

capacities. Fourth, government’s concerted effort to address the concern, including national green

economy policy and the annually recurrent national campaign for plantation of endogenous plants offer

a fertile ground for the university to jointly work on climate change issues with aspirant partners. Fifth,

the university can work on innovating and disseminating environment friendly agricultural and

industrial practices and technologies. Sixth, carbon trading, ways of environment financing, decreasing

land degradation, forest enhancement and other climate change issues can be addressed via research,

awareness creation and Knowledge and Technology Transfer (KTT) endeavors. Seventh, MU being

located in metropolitan area has access to international airport, industries, and advanced infrastructure.

Finally, Mekelle city has favorable climate condition suitable for health and work.

Despite the above mentioned environmental opportunities, the university may encounter a number of

threats that might hinder to run its activities smoothly. First, global warming makes the present

environment miserable for living things; thus, MU will be challenged to adapt itself with new

circumstances. Second, the expansion of desertification and recurrent drought at an increasing rate set

challenge to the community. Finally, the critical water shortage and distribution problems in Mekelle

city and its surroundings will make life difficult.

F. Legal

Mekelle University, as located in Tigray and as federal higher education institution, is affected by the

regional and federal laws. The existing two categories of laws create opportunities that need to be

exploited and challenges that should be managed. The legal environment creates opportunities in

various ways. To begin with, the law establishes the university as an autonomous federal higher

education institution and enables it to pursue its own academic curriculum, research and community

services in its own policy direction. The law also protects academic freedom endeavors so that the


university's staff engages in researching and teaching series of regional, national and international

social, economic and political issues dictated by objective realities, and seek for truth without any fear

of the consequences of their actions. Again, the law creates conducive environment for the university

to run demand-driven academic programs, research, community/consultancy services and technology

transfer initiatives. In fact, the law encourages an ever increasing university and industry linkages.

Moreover, the law allows the university to pursue its academic, research and community/consultancy

services by partnering with national and international stakeholders. Finally, the nation has scores of

comprehensive laws and institutions on good governance, social order and democratization. For

instance, the laws, starting from the FDRE Constitution, require for transparency, accountability, rule

of law, protection of civil and political rights, etc.

On the other hand, there are several laws and practices that pose daunting challenges to the university.

First, there is limitation in proper enforcement of laws that can be hurdles for compliance. Secondly,

lack of detailed framework that governs wide-range of issues such as protection of farmers' IP rights,

academic freedom and accountability, etc. Thirdly, there is a lack of comprehensive law that governs

the establishment and running of business and consultancy enterprises run by universities, leaving the

university in confusion on how it should run it’s already established enterprise. Finally, there is a lack

of clarity or prohibition to issuance of licenses to university staff in various fields such as law,

technology, etc; this denied the staff from participating in consultancy and income-earning activities

outside the university. This in turn has negative implication on university-industry linkage. It is also

causing staff turnover instigated by search for better pay mainly in the industry.

2.3.3 SWOT Summary

For the better and succinct understanding and focus on the most important enablers and threats, a brief

summary of the SWOT is hereby presented in this section in two categories. The first category

combines the internal strengths and external opportunities as enablers and the second sub-section is

devoted to summarizing the internal weaknesses of and the external threats to the university as pains

that the university must strive to circumvent and/or lessen their impact.


Table 1: Summary of SWOT Analysis

Enablers (Strength + Opportunities) Organizational Pains (Weakness+ Threats)

Inspiring and shared vision

Open door management practices

Decentralized management

Improved human capacity

Automated operations

Reform initiatives and practices Good ICT infrastructures and technology

accessibility

Peaceful working environment

Resource endowment and improved financial management system

Strong collaboration with partners

Public recognition

Engagement of students and community

Fast and continuous economic growth

Industrialization and market potential

Emerging graduates’ entrepreneurial mind set

Conducive policies and strategies

Cultural diversity and tolerance

Problems in quality of education, research and community services

Inadequate educational supplies and infrastructure

Low proportion of PhD holders

Unsatisfactory support services

Leadership’s limited focus on strategic issues

Inadequate staff commitment and sense of ownership

Employees’ complaints and dissatisfaction

Wastage in human resource placement and utilization

Wastage in resource allocation and utilization

Poor monitoring and evaluation system

Problems in good governance, combating corruptions and problems of ethics

Low gender empowerment

Inadequate students’ budget and inflation

Inadequate compensation package

Climate change

Lack of dependable and ethical suppliers

Interruption in utility service supply

Cyber attacks


2.4 Customers and Stakeholders Identification

2.4.1 Customers and Stakeholders Matrix (Need Analysis)

Table 2: Customers and Stakeholders Matrix Customer/stakeholders

group Behaviors we desire Their needs

Resistance issues if not

met

Degree of

influence

Customers

Students

Competent graduates

Good work discipline

Assertive and entrepreneurial attitude and capacity

Ethical behavior

Interest and commitment

Proper utilization of university property

Teamwork and collaboration

Quality education and other services

Engagement in University Affairs

Ethical and exemplary staff

Good governance

Educational infrastructure

Recreational facilities

Peaceful teaching learning environment

Reluctance to work hard

Frustration

Violence

Absenteeism

Defamation

Withdrawal

Very high

Industries

Use of our services, graduates and research outputs

Active participation in university affairs

Merit based & transparent use of services and outputs

Alignment and coherence with MU’s needs

Being resource centers

Commercializing MU knowledge and technologies

Competent graduates

Problem solving research outputs

Quality and need based services

Effective communication and engagement in University affairs

Strong university industry linkage

Transparency in decision making

Reluctance to use/adopt University outputs and services

Lack of confidence on mutual benefit/relationship

Unwillingness to host MU students for practical attachment

High

Community

Active participation in university affairs

Willingness to use MU’s services and outputs

Sense of belongingness

Strong link and cooperation with MU

On time feedback

Problem solving research outputs,

Quality and need based community services

Competent and ethical graduates

Good Governance

Dissatisfaction Rejection

Unwillingness to cooperate

Complaints

High


Active role in need identification and implementation

Involve in cultivating students’ behavior

Engagement in University Affairs

Reputation of MU

Peaceful teaching-learning environment

Scientific community

Collaboration

Participation and collegial behavior

Joint service undertakings

Intellectual property protection Resource sharing

High quality outputs and services

Collaboration

Integrity Innovation

Dissemination of knowledge and technology

Membership and subscription

Reluctance to publish research outputs

Reluctance to adopt services and outputs


High

Stakeholders

MU staff

Competence

Commitment

Ethics Loyalty

Conducive work environment

Attractive compensation package

Recognition

Job security

Capacity building

Good governance

Resistance to change

Limited commitment

Corruption/unethical behavior

Turnover

Negative influence

Very High

Government

Conducive policies and laws Autonomy

Adequate budget allocation

Partnerships

Strengthening university-industry linkage

Peace and security

Infrastructure

Attractive compensation package

Good governance

Competent, entrepreneurial and ethical graduates

Quality and demand driven services and outputs

Proper utilization of resources

Active involvement in policy making

Proper implementation of laws and policies

Good governance Reputation

Limited budget Undue bureaucratic

procedures

Undue pressure/ interference

Rejection Very high

Partners Cooperation/Collaboration

Mutual benefit

Capacity

Contract enforcement


Medium


Autonomy

Knowledge and technology transfer

Staff and student exchange Grants

Flexibility

Successful accomplishment of common objectives

Effective communication

Reliability

Proper utilization of resources

Reputation

Good governance

Imposition of unilateral interests

Lack of flexibility

Failure to implement the agreement

Undue bureaucracy

Defamation

Suppliers

Quality

On time delivery

Fair price Compliance to terms and conditions

of contracts

Respect to rule of law

Dependability

Ethics

On time settlement

Speedy complaint handling system

Engagement

Good governance

Breach of contract

Unwillingness to supply

Undue pressure and influence

Corruption High

Alumni

Promote image of the university

Maintain contact

Linking MU with partners Respect to MU’s alumni guidelines

Joint undertakings

Feedback

Continuous communication

Active involvement in MU affairs

Successful accomplishment of common objectives

Respect for alumni guidelines

Good governance

Reputation

Detachment from MU

Breach of alumni guidelines

Reluctance to collaborate

Defamation Medium


2.4.2 Customer/Stakeholder Value Propositions

Table 3: Customer/Stakeholder Value Propositions

Customer/Stakeholder

Segment

Expected

Product/Service

Product/Service Attributes

Function Quality Timeliness Economy

Customers

Student

Education/Training

Research outputs

Competency development

Entrepreneurship

Employment

As per minimum requirement of the programs

As per the duration of the curriculum Reasonable

Industry

Graduates

Knowledge

Technology

Productivity enhancement

Capacity development

Technology adoption, adaptation and innovation

As per industry-specific quality standards

As per the university and industry agreed time

Affordable

Reasonable

Community


Technology

Problem solving research

Socio-economic and political empowerment

Productivity

Technology adoption and adaptation

Meeting minimum quality requirement

Well-timed; Meeting deadlines

Affordable

Scientific community

Knowledge

Research outputs Technology

Problem solving

Policy analysis Knowledge and technology

transfer

High quality research outputs

Meeting research standards

Well-timed; Meeting deadlines Affordable

Reasonable

Stakeholders Partners

Joint education and training

Joint research and community service

Joint programs and projects

Common mission accomplishment


Community empowerment

Contribution to development Cultural exchange

Meeting jointly set quality standards

Meeting deadlines

Optimal


Government

Graduates

Educational and training programs

Research outputs

Community/consultancy services

Technology

Policy analysis

Human capacity building

Productivity

Service efficiency Policy formulation and

implementation

Law enforcement

Technology diffusion

Governance improvement

Solving societal problems

Fit for purpose (socio-economic and political development)

Meeting national time frames

Effective

Optimal

Staff

Efficient services Educational facilities

Education and training

Conducive working environment

Good governance

Productivity Motivation

Retention

Competency development

As per service/product standards

Meeting deadlines and time standards

Affordable

Reasonable

Suppliers

Clear product/service specification and description

Fair competition

Payment and settlement

Good governance

Increase loyal and potential suppliers

Productivity

Satisfaction

Meeting product/service quality standard

Meeting deadlines

Optimal cost

Alumni

Network

Support and cooperation

Partnership

Services

Communication

Competency

Image building

Joint undertakings

As per university and agreed quality standards

Well-timed; Meeting deadlines

Reasonable

Optimal


2.5 Mission, Vision and Values

2.5.1 Mission

The mission of our university is pursuing excellence in academics, research and community services and

contributing to the advancement of knowledge, economic growth and social welfare to national and

international community through excelling in innovation and entrepreneurship, partnering with national

and international institutions, and empowering communities.

2.5.2 Vision

By 2025, Mekelle University aspires to become one of the top 25 universities in Africa.

2.5.3 Core Values

The University’s commitment to pursuing excellence in all its core businesses is reflected in the major

values expressed below:

Excellence in service delivery: we are committed to excel in delivery of our core and support services.

Dynamism: we keep track of on-going changes in our environment & proactively act to grow &

sustain with new developments.

Academic freedom: we are committed to uphold the long standing value of academic freedom.

Good governance: we are determined to ensure good governance in all our dealings with all our

customers & stakeholders.

Sensitivity to cross-cutting issues: we give due value & respect to cross-cutting issues including

gender, environment, health and diversity.

2.5.4 Motto

Our motto is "We Really Care!"


3. Strategy Formulation (Strategic Themes and Results)

3.1. Strategic theme 1: Academic Excellence

Strategic Result: Internationally competent, innovative and entrepreneurial graduates

Description: In this context, academic excellence refers to excellence in instructional process

accompanied by well-designed programs and courses for improved student outcomes. It is reflected in the

use of multiple measures/assessment dimensions in evaluating the quality of programs and courses and

student outcomes generated from stakeholders/customers, alumni, peers/colleagues from one’s own and

perhaps other institutions, and graduates through conducting surveys. Moreover, it focuses on ensuring

good governance practices on teaching learning process by guarantying responsiveness, rule of law,

transparency, reliability, and accountability.

3.2. Strategic Theme 2: Excellence in Research and Technology Transfer

Strategic Result: Research outputs disseminated and used to address felt needs of the industry and

community.

Description: Excellence in research refers to conducting high-quality & relevant research undertakings

that effectively address socio-economic problems of the community and the competitiveness gaps of

industries, and production of research outputs that qualify to be published in peer-reviewed journals. It is

expressed in terms of impact assessment results related to the quality and relevance of research projects

conducted, research results disseminated through publications, and conferences. Moreover, this theme

aims at supporting the realization of technology imitation and adaptation and knowledge transfer aspects

of the national knowledge and technology transfer policy directions through, among other things,

establishment and promotion of ICT parks, technology incubation and entrepreneurship centers. Further,

it focuses on ensuring good governance practices on research processes by guarantying rule of law,

transparency, reliability, fairness and accountability.

3.3. Strategic Theme 3: Excellence in Community Service

Strategic Result- regional and national communities empowered

Description: Community service refers to providing paid consultancy or pro-bono social services with a

view to enhance knowledge, develop attitudes, and skills among the regional and national communities.

To this end, emphasis will be made on institutionalizing the efforts of community service of the


university, improving staff capacity and generating adequate fund to finance the community services that

lead to improvements in livelihoods and work efficiency. This theme also aspires to strengthen

community engagement through the principle of reciprocal relationship and mutual benefit enhancement

on planning, implementation and evaluation of community services. Further, it focuses on ensuring good

governance practices on community/consultancy service processes by guarantying rule of law,

transparency, reliability, fairness and accountability.

3.4. Strategic Theme 4: Dependable Support Services

Strategic Result: Satisfied internal and external customers and stakeholders

Description: This theme focuses on ensuring quality, efficiency and effectiveness of service delivery

systems and ensuring good governance practices by guarantying responsiveness, transparency, reliability,

and accountability of the support service wing so as to facilitate the core business of the University.


4. Strategic Objectives

4.1. Corporate Strategic Objectives

Table 4: Corporate Objectives

Perspective Strategic Objectives

Customer/stakeholder Increase sense of ownership

Increase customer/stakeholder satisfaction

Financial/Resources Increase amount of revenue

Optimize resource utilization

IBP Improve quality and relevance of education

Enhance quality and relevance of research and technology transfer

Enhance quality and relevance of community services

Enhance quality of support services

Enhance monitoring and evaluation of performance

Boost Internationalization and Stakeholder engagement

Strengthen mainstreaming of cross-cutting issues

Improve governance

LG Enhance staff satisfaction

Improve supply of facilities

Improve competencies of staff and leadership

4.2. Strategic Objectives Commentary

4.2.1. Increase Sense of Ownership

This objective is concerned with improving customers’/stakeholders’ sense of ownership of the

university. It calls for identifying and addressing the needs of customers/stakeholders and as a result of

which the number of satisfied customers and stakeholders are increased and thereby the sense of

ownership is improved. The objective also demands tracking and increasing the number and involvement

of the university’s alumni, service recipients and working together with the society at large.

Outcome: Improved recognition and reputation


4.2.2. Increase Customer/Stakeholder Satisfaction

Description: This objective refers to consistently ensuring customer/stakeholder satisfaction. To do

this, the university will engage its customers/stakeholders and provide quality education, competent

and entrepreneurial-minded graduates, problem-solving research results and technologies, and

effective community services. In addition, customer/stakeholders satisfaction assessments will be

regularly carried out and corrective actions will be taken on the basis of customer/stakeholders

feedbacks.

Outcome: Enhanced sense of ownership

4.2.3. Increase Amount of Revenue/Resources

Description: This objective focuses on generating financial and non-financial resources by increasing

amount and diversity of resources. These include government budget; local and foreign grants from

partners; internal revenue from MU business enterprise and revenues generated from providing education

and training (regular, distance and continuing education) services to local and international students,

consultancy and community services as well as technology transfers. This will be achieved through

developing project and programs, partnership with private and public stakeholders, NGOs, alumni, and

strengthening the university’s enterprise.

Outcome: Enhanced organizational growth and sustainability

4.2.4. Optimize Resource Utilization

Description: This objective focuses on economical, efficient and effective allocation and use of financial

and non-financial resources of the university. This will be met through proper planning and

implementation, strict enforcement of laws and regulations, use of office automations, and monitoring and

evaluation of resource utilization. This will ensure reduction of wastages and defects, timely and cost-

efficient procurement and resource allocation, proper handling of materials and proper placement of staff.

Outcome: Enhanced organizational productivity and sustainability

4.2.5. Improve Quality and Relevance of Education

Description: This objective focuses on the teaching-learning process that promotes learners' achievement

of required knowledge, skills, and behaviors. This could be achieved by means of creating learning


environments in which learners could get the best possible opportunities for success and provide an

appropriate curriculum and flexible delivery arrangements to meet their diverse needs. Furthermore, it

also includes setting quality standards and guidelines; increasing number of an appropriate and highly

qualified staff; development and maintenance of high quality approaches to learning and teaching based

on pedagogical best practices; increasing number of award/medal receiving staff and alumni; increasing

number of exchange staff/students; development, distribution and use of relevant and high quality

learning programs; provision of an adequate, current, and relevant teaching and learning infrastructure

and resources; and assessment of students’ learning and interventions in line to national needs and

priorities.

Outcome: Competent, entrepreneurial and ethical graduates

4.2.6. Enhance Quality and Relevance of Research and Technology Transfer

This objective focuses on boosting the impact of the research and technology transfer endeavors of the

university and, thereby, continually supporting the socio-economic development of the nation and ever-

increasing empowerment quest of the society. Thus, the university will make every effort to produce

quality and problem solving research and publications with increased number in reputable journals

(Science Citation Index-expanded, Social Science Citation Index, Arts and Humanities Citation Index,

etc), increasing number of cited articles per staff and disseminating innovated, imitated and adapted

technologies. This objective will be realized through enhancing the research and innovative capability of

the staff, increasing number of international collaborative projects, improving the quality of reviewing

practices, quality audit, soliciting and allocating adequate funds, awarding and scaling up best practices as

well as hosting national and international scholarly conferences.

Outcome: Enhanced socio-economic wellbeing and partnership

4.2.7. Enhance Quality and Relevance of Community Services

Description: This objective refers to provision of quality and relevant community services to private,

public and community organizations, and the society at large. Quality enhancement will be ensured

through engagement of the community and industry in the design, implementation and evaluation of

community service projects; implementation of quality standards such as ISO; and delivery of these

services in partnership with reputable institutions. Relevance of services will be ascertained through

alignment of the services with national priorities as stipulated in policy documents such as GTP-II and


identification of community needs through need assessment and research projects. These undertakings

will be subject to continual checks and revisions depending on the feedbacks to be acquired from the

beneficiaries in particular and stakeholders in general.

Outcome: Empowered and satisfied communities

4.2.8. Enhance Quality of Support Services

This objective focuses on improvement of quality of administrative and technical support services

including human resources, procurement and property, finance, facility, construction and design

administrations, and registrar, library, ICT and student services. It also aims at rendering standard and

dependable services to staff, students, suppliers, and other stakeholders in a way it ensures the successful

operation of the core businesses of the university. The quality will be assured by improving efficiency and

effectiveness of support operations and processes through implementing reforms and management tools

and contemporary customer handling practices.

Outcome: Satisfied customers and stakeholders

4.2.9. Strengthen Monitoring and Evaluation of Performance

Description: Monitoring and Evaluation is a critical component for the well-functioning of an

organization. Thus, this strategic objective is dedicated to ensure efficient and effective monitoring and

evaluation of organizational, business unit, departmental, and team and individual performance for

continuous enhancement of service quality and stakeholder satisfaction. Relevant performance indicators

will be used to ensure reliable performance feedback for informed decision making. Tools for collecting

data such as supervision, surveys, keeping records and notes, performance appraisal and forums will be

implemented to regularly plan, continuously monitor, periodically measure and review performance of the

organization in terms of indicators and targets for efficiency, effectiveness and impact. In addition,

performance evaluation will be conducted on biweekly, monthly, quarterly, semi-annual, annual and mid-

term basis.

Outcome: Enhanced efficiency and effectiveness

4.2.10. Boost Internationalization and Stakeholder Engagement

Description: this objective emphasizes on the internationalization process through which the university

improves its status/ranking as measured by defined parameters, for example, increased international staff,


increased international scholarship awards, collaborative research projects, inviting qualified scholars and

increasing MU's visibility on the internet. It also refers to involvement of internal and external

stakeholders (most importantly our students) in the university’s undertakings. In the teaching-learning

process, the engagement refers to the participation of customers/stakeholders in the development and joint

delivery of programs and their evaluation. In research, they will be engaged in identifying research

themes, funding, joint project undertaking, staff development, evaluation of research outcomes, and

disseminating research results. In community services and technology transfer, they will be involved in

the planning, implementation and evaluation of community service projects. In addition,

customers/stakeholders will participate in periodic evaluation of university performance.

Outcome: Enhanced performance and belongingness

4.2.11. Strengthen Mainstreaming of Cross-cutting Issues

Description: This objective refers to strengthening the mainstreaming of gender, environmental education

and protection, HIV/AIDS, special needs and inclusive education, and drug and substance abuse (DSA)

prevention issues. It focuses on awareness creation, institutionalization and integration of the issues in the

university’s businesses. This will be executed through earmarked budgeting programs such as gender and

HIV/AIDS responsive budgeting, infrastructure provision and collective engagement of beneficiaries.

Outcome: Enhanced and inclusive community empowerment

4.2.12. Improve Governance

Description: In view of the role of good governance in enhancing organizational performance and

customer and stakeholder satisfaction, it is crucial to improve good governance in the university. This

objective intends to enable the university to run all of its daily activities based on principles of good

governance. It can be achieved through curbing corrupt and rent-seeking trends and behaviors and

boosting key elements of good governance such as transparency, accountability, rule of law and public

participation. Additionally, efforts will be made to strengthen the role and impact of good governance

watchdog units of the university so that they accomplish their mandates effectively and efficiently.

Outcome: Pleased customers and stakeholders


4.2.13. Enhance Staff Satisfaction

This strategic objective emphasizes on enhancing employees’ satisfaction which could be manifested as

pleasing or positive emotional state through provision of dependable services to internal customers and

achievement of one’s job values. This can be achieved through creating favorable work condition,

promotional opportunities, motivation or sense of achievement, benefits, management support, feedback,

and reward and recognition. This is vital in order to achieve excellence in teaching, research and

community services.

Outcome: Improved performance and retention

4.2.14. Improve Competencies of Staff and Leadership

This strategic objective focuses on developing competencies of staff and leadership required for

accomplishing the mission of the university. These include peoples' knowledge, skill, attitude and traits

which are important for successful and exemplary performance. Assessment and identification of core

competencies and traits gap of staff and leaders will be conducted to configure training and development

activities with a view for cultivating them. Efforts will be made to attract and retain people who have the

ability to perform business of the university at an exemplary level.

Outcome: Improved organizational competitiveness

4.2.15. Improve Supply of Facilities

Description: This strategic objective includes enhancing the quality of all facilities such as transportation,

ICT, library, classrooms, offices, furniture and equipment, laboratory, security, utilities infrastructure,

student services and recreation centers, and staff residence. In addition to this, the objective focuses on

standardization of facility services at each level.

Outcome: Enabling and conducive working environment


5. Strategy Map

Figure 3: Corporate Strategic Objectives Map


6. Strategic Performance Measures

Performance Threshold

Dark green >=95% (Excellent)

Light green 80-94 (Very good)

Yellow 60-79 (Good)

Red <60 (weak)

Table 5: Strategic performance measures

Perspectives

With their weights

Strategic

objectives Specific objectives

Performance

Indicator and

measurement

Baseline (2007 EC)

Source

of Data

Targets 2008-2012 E.C

08 09 10 11 12

Customer/

stakeholder (30%)

Increase sense of

ownership

Improve University image Reputation index (%)

70 Survey - 75 - - 85

Increase loyalty of

stakeholders Loyalty index (%) 79

Tracer

study/Survey

- 87 - - 95

Increase participation of Alumni

Number of Alumni members

80 RAD 800 2000

4000

8000 1000

0

Increase

customer/stakeholder satisfaction

Increase university rank

National ranking 5 MoE 1-3 1-3 1-3 1-3 1-3

Africa universities

ranking 88

Journals

Consortium(JC)

- - - - 45-55

Increase graduates’ satisfaction

Graduates’ satisfaction (%)

66 Tracer study

- - 80 - 95

Increase students’ satisfaction

Students’

satisfaction index (%)

66 Survey 75 80 85 90 95


Perspectives

With their

weights

Strategic


Performance

Indicator and

measurement

Baseline (2007 EC)

Source

of Data


08 09 10 11 12

Increase Industries’ satisfaction

Industries’ satisfaction (%)

80 Survey - 87 - - 95

Increase satisfaction of the

community

Community Satisfaction index

(%)

60 Survey 65 70 75 80 85

Reduce complaints % of complaints 20 Office of CH

17 14 11 7 5

Financial/Resources

(15%)

Increase amount

of revenue

Increase amount of project

grants

% of annual grant

increment 200

million

PBD/

FD 10 10 10 10 10

Increase amount of government budget

Amount of budget in ETB (in bls)

1.7 PBD/ FD

1.88 2.0 2.27 2.5 2.75

Increase internal revenue

Amount of internal

revenue in ETB in millions

77.85 PBD/

FD 85.6 100 150 200 250

Optimize

resource utilization

Ensure program based

budget utilization

Proportion of

utilized budget per annum

98.99 PBD/

FD 100 100 100 100 100

Increase economic value of resource

Proportion of

budget used vs. desired output

- PBD 1:1 1:1 1:1 1:1 1:1

Ensure internal audit compliance

% of conformance 80 IAD 87 94 96 97 98

IBP (30%) Improve quality and relevance of

education

Ensure relevance of

education with national priorities

70:30 ratio 71.5:28.5 AVP

report 70:30 70:30 70:30 70:30 70:30

Increase students

Post Doctoral 0 RAD 0 0 3 5 10

PhD 33 RAD 55 80 120 160 200

Masters Regular 1005 RAD 1700 3000 4000 5000 6000


Perspectives

With their

weights

Strategic


Performance

Indicator and

measurement

Baseline (2007 EC)

Source

of Data


08 09 10 11 12

enrolment Masters CDE 1230

RAD/CDEP

1700 2000 2500 3000 4000

First Degree

Regular 23360 RAD 20K 20K 20K 20K 20K

First Degree CDE

5947 RAD/CDEP

7000 8000 9000 10K 11K

% of female undergraduate

30 RAD 33 36 40 43 45

% of female second degree

19 RAD 20 22 23 24 25

% female PhD degree

1 RAD 8 13 16 18 20

Number of postgraduate

programs

109 APD 117 125 134 142 150

Number of undergraduate

programs

79 APD 81 83 86 88 90

Improve the quality of teaching learning process

% of programs reviewed

10 ITQA& APD

30 45 70 90 100

Number of quality

initiatives 5 ITQA 5 5 6 7 7

Teacher student ratio

1:20 Report 1:20 1:19 1:19 1:19 1:19

% of courses assessed

continuously

50 APD

&ITQA 70 80 85 90 95

Reference book to 1:25 Library 1:20 1:15 1:10 1:7 1:5


Perspectives

With their

weights

Strategic


Performance

Indicator and

measurement

Baseline (2007 EC)

Source

of Data


08 09 10 11 12

student ratio

Strengthen students’

collaborative learning

% of functional

networks 50 ITQA 70 80 90 95 100

Increase quality of graduates

% of graduates passing exit exam

95 MoE 98 98 100 100 100

% of graduates

with distinction and above

10 RAD 15 20 25 30 35

Reduce attrition rate Attrition rate (%) 3.1 RAD 2.75 2.5 2 2 2

Enhance quality

and relevance of research, and

Technology transfer

Increase the number and quality of transferred technologies

Number of transferred

technologies

42 KTT 45 50 55 60 65

Number of adapted technologies

3 KTT 4 5 7 9 12

Increase the relevance of researches

Proportion of

researches aligned with national and regional priorities

90 RPGD 92 95 100 100 100

Increase number of publications

Number of

publications in reputable journals

164 RPGD 180 240 320 400 500

Number of

publications in conference proceedings

150 RPGD 200 250 300 350 400

Enhance quality

and relevance of

Increase competency of

beneficiaries

Number of

trainings 80 UICL 90 100 110 115 120


Perspectives

With their

weights

Strategic


Performance

Indicator and

measurement

Baseline (2007 EC)

Source

of Data


08 09 10 11 12

community

services

Increase number of consultancy services

Number of consultancies

provided

49 UICL 55 60 65 70 75

Number of job placement exams

200 Colleges/

Institutes 220 230 240 250 260

Strengthen social empowerment

Number of

advocacy initiatives

2 RCSVP 2 5 10 15 20

Enhance quality of Support services

Increase efficiency % of on time

service delivery 70

MU-

SP1 80 85 95 95 95

Develop service standards Number of documents produced

1 ITQA 5 10 12 14 15

Improve guidelines Number of guidelines produced

10 SSVP 12 14 16 18 20

Ensure compliance with

performance standards

Rate of

compliance 70

MU-

SP1 80 90 95 95 100

Strengthen Performance

Monitoring and Evaluation

Strengthen strategic and

operational planning

% of College/Institute/S

cools/Directorates with strategic plan

100 Plan and

budget

100 100 100 100 100

% of

Departments/Chairs/Centers with strategic plan

90

Plan

and budget

100 100 100 100 100


Perspectives

With their

weights

Strategic


Performance

Indicator and

measurement

Baseline (2007 EC)

Source

of Data


08 09 10 11 12

% of work units with operational

plan

80 Plan and

budget

90 100 100 100 100

% of staff with

operational plan 50

Plan

and budget

80 100 100 100 100

Strengthen monitoring and feedback

% of periodic and timely

performance reports

75

Plan

and Budget

90 100 100 100 100

Number of

supervisions 2

ITQA/P

PB 4 4 4 4 4

Number of feedbacks given

2 ITQA/plan and

budget

4 4 4 4 4

Ensure performance Evaluation

Number of Performance evaluations

4 VPs 4 4 4 4 4

Number staff

performance appraisals

conducted

2 HRD 2 2 2 2 2

% of ranked business units

0 ITQA / VPs

100 100 100 100 100

Strengthen Internal auditing

Number of

institutional audits

1 ITQA/

APD/ - - 1 - 1

% of audited programs

2.7 ITQA/ APD/

10 30 60 90 100


Perspectives

With their

weights

Strategic


Performance

Indicator and

measurement

Baseline (2007 EC)

Source

of Data


08 09 10 11 12

% of audited support work units

80 Audit 100 100 100 100 100

% of corrective

actions taken ----- Audit 100 100 100 100 100

Boost Internationalization and

Stakeholder Engagement

Boost Internationalization

Number of active International Partners

11 IA 16 20 25 30 35

Number of joint

research projects 20

VPRCS/

IA 25 30 35 40 45

Number of joint academic

programs

10 AVP/IA 10 11 12 13 15

Number of international staff

90 HRD/IA 95 100 110 130 150

% of international

students 0.5 RAD/IA 0.6 0.9 1.2 2 3

Number of exchange students 3 IA 3 10 15 30 50

Number of

exchange staff 0 IA 0 5 10 15 20

Ensure student

participation in university affairs

Rate (%) of participation

50 Student Service

60 70 80 90 95

Increase the number of local partners

Number of active Partners

20 CCD 25 30 35 40 45

Number of joint 1 CCD 2 2 2 2 2


Perspectives

With their

weights

Strategic


Performance

Indicator and

measurement

Baseline (2007 EC)

Source

of Data


08 09 10 11 12

forums

Increase participation of suppliers

Number of joint forums

2 SSVP 2 2 2 2 2

Strengthen

mainstreaming of cross-cutting issues

Increase female

professional and leadership role

% of female academic staff

12 HRD 16 20 25 27 30

Number of female in top leadership

0 HRD 1 1 1 1 2

% of female in middle leadership

17 HRD 20 22 25 27 30

% of female in first

line leadership in academic wing

5 Gender

office 10 13 15 20 25

% of female in first line leadership in

support wing

25 Gender

office 30 35 40 45 50

Empower female students

Proportion of female students

with distinction and above

4 RAD/ Gender

office

9 12 15 18 21

Female attrition

rate 6

RAD/

Gender office

5 4 3 2 2

% of tutorial program

beneficiaries

35 Gender

office 40 42 45 47 50

Reduce female abuse and harassment practices

% of cases - Gender office

1 0.7 0.5 0.2 0

Number of 2 Gender 2 2 2 2 2


Perspectives

With their

weights

Strategic


Performance

Indicator and

measurement

Baseline (2007 EC)

Source

of Data


08 09 10 11 12

awareness creation

forums

office

% of cases properly addressed

- Gender office/

SS

100 100 100 100 100

Strengthen anti-HIV/AIDS and

reproductive health services

Number of awareness creation events

8 MU-HAPCO

4 4 4 4 4

% of service beneficiaries

90 MU-HAPCO

90 95 99 100 100

HIV/AIDS prevalence rate

1.6 MU-HAPCO

1.6 1 0 0 0

Improve accommodation of persons with special needs

% of people with disability receiving adequate support

50 MU-HAPCO

60 70 80 90 95

% of people

coming from emerging regions

receiving support

50 MU-HAPCO

60 70 80 90 95

Strengthen Environmental

Protection

Number of awareness creation programs

1 Reports 4 4 4 4 4

Number of interventions/projects

1 Reports 5 5 5 5 5

% of work units

mainstreaming 20 Report 50 75 85 95 100


Perspectives

With their

weights

Strategic


Performance

Indicator and

measurement

Baseline (2007 EC)

Source

of Data


08 09 10 11 12

environment

Improve

governance

Ensure Participation,

transparency, rule of law and accountability

Good governance

index (1-10)

5 Survey 7 7.5 8 8.5 9

LG

(25%)

Enhance staff satisfaction

Ensure satisfaction and reduce turn over

Satisfaction rate 50 Survey 70 75 80 85 90

Retention Rate (Academic)

85 HRD 90 92 93 95 97

% of staff with

green threshold 60 HRD 75 80 85 90 95

Improve supply of facilities

Fulfill Educational Supplies

Computer to

student ratio 1:20 Report 1:15 1:10 1:8 1:5 1:5

% of smart class rooms

1

Facility/

APD/ICT

10 15 20 23 25

% of standardized

labs 10 AVP 30 35 40 45 40

% of Programs with Digital

Library service

50 Library 80 90 95 100 100

Number of subscribed academic journals

2 Library 8 16 24 32 32

Increase Office and residential Facilities

Number of academic staff per

office

5

Facility/Property Director

ates

5 4 3 2 2

Office to support staff per space in

(m2)

1.43 Facility/Property

Director

1.5 2.5 3.5 4.5 5


Perspectives

With their

weights

Strategic


Performance

Indicator and

measurement

Baseline (2007 EC)

Source

of Data


08 09 10 11 12

ates

% of standardized

offices 50

Facility Director

ate

60 70 80 90 100

% of staff with residential house

10

Facility

Directorate

15 20 35 45 50

Improve student service

and recreational facilities

% of Cafeterias per standard

50 SSD 80 90 95 98 100

% of dormitories

per standard 50 SSD 80 90 95 98 100

Sport fields to end user ratio

1:5714 SSD 4000 1818 1428 1000 500

Number of lounges 11 Facility 12 15 16 17 18

Improve ICT facilities

Number of bandwidth

400Mb ICT 400 800 1G 2G 3G

% of connected devices

80 ICT 85 90 95 100 100

Number of automated services

7 ICT 10 12 14 16 18

Number of

business units with updated websites

4 VPs/ ICT

9 16 24 24 24

Number of

business units with Video conference halls

6 AVP/ ICT

7 10 12 14 16

Improve Increase the qualification % of PhD holders 12.5% AVP/V 15 17 20 25 30


Perspectives

With their

weights

Strategic


Performance

Indicator and

measurement

Baseline (2007 EC)

Source

of Data


08 09 10 11 12

competencies of

staff and leadership

of academic staff PRCS

% of second degree holders

64.5% AVP/VPRCS

65 66 67 68 70

% of HDP

Certified staff 20

AVP/

IPS 30 40 50 65 80

% of staffed/filled positions

85 HRD 90 95 100 100 100

Enhance knowledge and skill of leaders

% of trained

leaders 50 HRD 55 80 100 100 100

Number of

trainings in leadership

2 HRD 2 2 2 2 2

Training

Satisfactions rate 75 HRD 80 85 90 95 95

Upgrade support staff competency

% of Trained staff 20 HRD 25 30 35 40 45

Number of trainings per staff

1 HED 2 2 2 2 2

Training Satisfactions rate

75 HRD 80 85 90 95 95

Strengthen Educational and Technology Development Army

(ETDA)

Proportion of

network 97

VPS/

ITQA 100 100 100 100 100

Proportion of

Development teams

100 VPS/ ITQA

100 100 100 100 100

% of effective

teams 50

VPs/

ITQA 80 85 90 95 100

Improve practical Number of 2 PO/ITQ 2 2 2 2 2


Perspectives

With their

weights

Strategic


Performance

Indicator and

measurement

Baseline (2007 EC)

Source

of Data


08 09 10 11 12

knowledge and skill experience

sharing/benchmarking visits

A

Number of lessons

disseminated 1

PO/ITQ

A 2 2 2 2 2


7. Strategic Initiatives

Table 6: Strategic Initiatives

N

o

Strategic

objectives Initiatives Outcome Activities Estimated Budget Owner

1

Improve competencies

of staff and leadership

Staff Development program

Leadership and management training

project

Skill development

project

ETDA enhancement

program

Practical knowledge development project

Improved organizational

competitiveness

Conducting need assessment, developing human resource

plan, recruitment scholarship, on the job and off the job training, induction, experience

sharing, coaching, networking and evaluation,

Total: 3.87Billion

ETB

500 PhD

700Masters

10 international

visits

Short term training

Basic salary and fringe benefits

VPs, Colleges/Inst

itutes/Schools, plan and budget,

ITQA and HRD

2 Enhance staff satisfaction

Working condition improvement program

Staff welfare program

Staff reward scheme

Employee

relationship management program

Improved performance and retention

Accessing suitable physical work facilities,

Engaging in organizational

affairs

nurturing healthy working

culture

Providing performance based

reward and incentives

Staff satisfaction survey

Total 30,300,000.00

ETB

600 Employees* 5yr*5000Br

2surveys*150,000Br

PO, VPs, Colleges/Institutes/School

s, plan and budget ITQA

and HRD,


N

o

Strategic


3

Improve

supply of facilities

Facility Development

Program: o Educational

infrastructure

improvement project

o ICT infrastructure expansion project

o Facility

maintenance project o Residential and

recreational expansion project

Enabling and

conducive working environment.

Conducing need assessment,

Setting standards and conducting quality audits

Procuring and constructing facilities,

Maintaining facilities

Opening language skill

development centres

Equipping staff with smart

devices

Outsourcing services

Total 6 Billion ETB

(1.2. Billion birr per

year)

PO, VPs,

Plan & Budget ,Facility

Directorate , construction

and design, Procurement and Property

administration,

Colleges/Institutes/Schools, ITQA,

APD

4

Improve governance

Good governance improvement

program

Pleased customers and

stakeholders

Conducting good governance status survey

Developing (reviewing) good governance packages

Awareness creation activities,

Conducting community mobilization

Conducting evaluative forums and surveys

Taking corrective actions for violations

Total 2.45 Million

ETB

Survey*2*5*150,000Br

Manual*3*150,000Br

Other * 5* 100,000Br

PO, VPs, Colleges/Inst

itutes/Schools, plan and budget

ITQA, Legal services,

Ethics & anti corruption, complaint

handling office


N

o

Strategic


5

Strengthen mainstreami

ng of cross-cutting issues

Environmental

protection program

Community

awareness project

Female leadership

development program

Educational support

program

HIV/AIDS and Reproductive health

programs

Support scheme for

people with special needs

Enhanced

community empowerment

Identifying community

needs

Providing awareness creation

service

Community mobilization

Delivering tutorials

Providing need base support

Mainstreaming

Conducting environment

resilient activates

Providing impact assessment

Launching environmental protection office

Tutorial, materials support, etc...

Total 73.4 Million

ETB

mobilization*2*5*50,000Br

support*850*5*3,000Br

tutorial*80 sections*3course*

5*120

HIV/Aids

project*5yr*0.02*1.2Bil

research*2*5*

150000

PO, VPs,

Gender office, HIV/AIDS

and RH office,

Colleges/Institutes/Schools and

advocacy office

6

Boost Internationali

zation and Stakeholder Engagement

Stakeholder

/customer relationship

management project

Research and

community service projects

Joint Academic

programmes

Recognition scheme

Enhanced

performance and belongingness

Improved performance

and international standing

Identify and recognize

stakeholder/customer

Writing letter of intent

Signing MoU

Conducting joint forums

(conference, workshop, evaluations ...)

Visiting each other

Preparing term of reference

Joint research undertakings

Staff /student exchange

Provision of honourable

Total 103.5 Million

ETB

Forum*2*5*100,000

Br

Visit*2*5*1.5Mil

Staff/student exchange*1*5*1.5Mil

Research*8*4*5*0.5Mil

PO, VPs,

International Affairs directorate,

Corporate communicati

on directorate, and

Colleges/Institutes/School

s.


N

o

Strategic


7

Enhance Monitoring

and Evaluation of Performance

Performance follow-

up and evaluation program

Enhanced

organizational effectiveness and efficiency

Preparing BSC plans,

Making performance follow-up through periodic follow-

up, evaluation, and feedback.

Conducting supervision

Conducting performance appraisal and ranking at

various levels

Taking corrective actions

Caring out periodic internal

performance and financial audits

Total 2 Million ETB

Retreat *2*5*2*100,000Br

PO, VPs,

Colleges/Institutes/Schools, plan and

budget, HRD

8

Enhance

quality of Support

services

Reform enhancement

programs o BSC

o Kaizen o ISO

o ETDA

Service

standardization program

Service automation

program

Satisfied

customers and stakeholders

Awareness creation,

internalization and training

Citizen charter and

guidelines development,

Benchmarking

Handling change resistance

Organizing change

teams(Champions)

Implementing reform tools

BSC, Kaizen, ISO , ETDA

Developing TOR, selective

teams, and follow up

Conducting supervision and

feedback

Measuring performance

Celebrating early success and rewarding

Keeping important

Total 35.5 Million

ETB

Training and

awareness creation sessions *5*5*2*200,000Br

Manuals and guidelines 10*50000

Reward 600 Employees*

5yr*5000Br


N

o

Strategic


documents

9

Enhance

quality and relevance of

community services

Reform enhancement

programs o BSC

o Kaizen o ISO

o ETDA

Service

standardization program

Service automation

program

Novice researchers

development program

Community and

industry engagement program

Empowered

and satisfied communities

Awareness creation,


Citizen charter and

guidelines development,


Organizing change teams(Champions)

Implementing reform tools BSC, Kaizen, ISO ..

Developing TOR, selective teams, and follow up

Conducting supervision and feedback

Measuring performance

Celebrating early success and

rewarding

Keeping important

documents

Training in research skills

and project development

Allocating research budget for novice researchers

Coaching novice researchers

Need assessment, promotion

works and conducting workshops and forums

Total 26 Million ETB

Training and awareness creation

sessions *5*5*2*2*200,000Br

Manuals and guidelines

10*2*50000

Reward 200

Employees* 5yr*5000Br

10

Enhance quality and relevance of

research, and Technology

transfer

Enhanced socio-

economic livelihood and

partnership


N

o

Strategic


11

Improve quality and relevance of

education

Teaching, learning,

assessment, and quality audit scheme

Input standardization

project

External auditing and

accreditation project

Education reform

projects

E-learning integration

program

Students’ personality

development program

Students’

entrepreneurial mindset enhancement

program

Competent,

entrepreneurial and ethical graduates

Awareness creation,



Organizing change teams(Champions)

Implementing reform tools

Using educational

technologies

Developing TOR, selective

teams, and follow up

Conducting supervision and

feedback

Measuring learning achievement

Celebrating early success and rewarding

Keeping important documents

Scaling up exit exams

Introducing virtual and

online based learning

Scaling up digital and

reference libraries

Life skill training

Equipping student with smart devices

Scaling up EDC activities

Mentoring


Training and

awareness creation sessions

*5*5*2*200,000Br

Manuals and

guidelines 10*2*50000

Reward 200

Employees* 5yr*5000Br


N

o

Strategic


12 Optimize resource

utilization

Reform enhancement

programs o BSC o Kaizen

o ISO o ETDA

Program-based budgeting

Strengthen internal control system

Enhanced

organizational productivity and sustainability

Awareness creation and

Training

Assessing resource wastage

status

Implementing Kaizen

Automating services

Implementing the existing

reform tools

Implementing modern

financial management systems

Conducting performance and

financial auditing

Taking corrective measures

Implement integrated internal control framework

Total 46.5 Million

ETB

Training*2*5*6000000

Assessment*1*5*100000

Automation*2*5*4milion

PO, VPs,

Colleges/Institutes/schools, ITQA,

Audit, Procurement

and property administration, plan and

program budget,

Facility, Finance, student

service,

13

Increase

amount of revenue

Resource generation programs

Research and

development Projects

Community service

and KTT projects

Collaborative projects

Continuing and distance education

enhancement program

Enterprise development program

Internal revenue

Enhanced

organizational

growth and

sustainability

Plan and budget request

Developing action plans and

communicating to stakeholders

Increasing collaborative

partnerships

Preparing research and

community service proposals

Developing new business

units

Identify and diversify

potential source of revenues

Collecting revenues

Receiving in-kind resources

Total 19.7 Million

ETB

Mobilization*4*5*3

2units*30000

Retreats and

visits2*5*50000


N

o

Strategic


development program

Service charge scheme

International students

recruitment program

(Technologies, vehicles,

machineries ...etc)

Promoting and communicating university

reputation through different media outlets

Promoting university services

14

Increase

customer/stakeholder satisfaction

Customer/stakeholder

relationship management

program


engagement program

Enhanced sense

of ownership

Conducting satisfaction

assessment survey at university, business unit and

department levels

Entertaining complaints or

opinions, problem identification, generating alternative solutions and

taking corrective measures

Scaling up and sustaining

good practices

Complaint handing

Involving in University affairs

Total 9.8 Million

ETB

University level

sruvey1*3*5*150000

College/Institute/Sch

ool/Hospital/ level survey

*2*5*25*30,000

15 Increase sense of

ownership


communication program

Alumni engagement program

Improved

recognition and

reputation

Conducting graduate tracer

study

Attracting Alumni members

Running MU-Alumni joint forums

Communicating and promoting MU affairs with

the external environment through publications, media,


Tracer study 2*1.5milion

Forums1*5*500000

Communication and

promotion(Lump sum)5*5milion

Award1*5*100000


N

o

Strategic


social networks

Promoting remarkable achievements

Implementing recognition

and award ceremonies

Total cost in Billion birr 10.262 Billion


8. Monitoring and Evaluation

Monitoring is a continuous activity that uses the systematic collection of data on specified

indicators to provide evidences of performance for management and the stakeholders. Evaluation

is the systematic and objective assessment of an ongoing or completed project/ program, or

activity, including its design, implementation, and results. The aim is to determine the relevance

and fulfillment of objectives, and the efficiency, effectiveness, impact, and sustainability of the

program. An evaluation conducted by the university shall provide information that is credible

and useful, enabling the incorporation of lessons learned into the decision making process. Both

monitoring and evaluation conducted in the university are supposed to create substantive

accountability to the management and the university community so as to take prompt corrective

action, ensure informed decision making and enhance organizational and individual learning.

Monitoring and evaluation in this regard requires continuous commitment, time, effort, and

resources, and hence, it's recommended to conduct it regularly at various hierarchical levels,

including corporate, business units, departments, teams and individual levels.

8.1. Monitoring

With respect to monitoring, the following activities are planned to be conducted:

o Periodic (monthly, quarter, semi-annual and annual) performance report at corporate,

college/institutes/centers/departments, Offices/ units/team, and individual level.

o Observation or supervision will be conducted on quarterly, semiannual and annual

basis, and feedback will be organized and disseminated;

o Forums will be conducted with customer and stakeholders;

o Survey will be conducted on annual/bi-annual basis;

8.2. Evaluation

The evaluation will mainly rely on bottom-up and top-down approaches. Every two weeks each

development team, network and individual performers will conduct evaluation against the

predetermined objectives, and lessons are going to be identified for developmental purposes.


Evaluation reports have to be submitted for the immediate supervisor so as to take corrective

action. Every college/Institute/office has to carry out performance evaluation on monthly,

quarter, semi-annual and annual basis through the participation of actors so that success and

challenges can be clearly identified and corrective actions taken. On semi-annual and annual

basis, evaluation is going to be conducted at university level so as to make analysis of

performance gaps and take corrective actions. Following this, best performers as individual and

teams will be provided recognition and award. Moreover, best practices will be identified,

selected, organized and scaled up to relevant working units of the university. Finally,

performance appraisal will be conducted on bi-annual basis for every staff member of the

university.

After thoroughly implementing monitoring and evaluations for two and half consecutive years,

plan revision will be made so as to consider new developments and take appropriate actions.

MU BSC STRATEGIC PLAN (2015/16-2020/21) · of our students, our community, our industries, our...

Documents

Transcript of MU BSC STRATEGIC PLAN (2015/16-2020/21) · of our students, our community, our industries, our...