Faculty of Humanities Strategic Plan (2020/21-

2024/25)
Transforming the Faculty of Humanities into a Research-Intensive
College

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Contents
ACRONYMS AND ABBREVIATIONS ...................................................................................... 3

I. FOREWORD.................................................................................................................................. 5

II. PREFACE ...................................................................................................................................... 6

III. EXECUTIVE SUMMARY ............................................................................................................ 8

1. INTRODUCTION ........................................................................................................................ 13

1.1. Brief Organizational History and Structure of FoH ..................................................................... 13

1.2. Purpose of the Strategic Plan........................................................................................................ 14
1.3. Strategic Planning Methodology .................................................................................................. 14
1.4. Humanities Faculty key achievements in the previous SP implementation ................................. 15
2. ENVIRONMENTAL SCAN ........................................................................................................ 17

2.1. Analysis of FoH‟s Strengths, Weakness, Opportunities and Threats ........................................... 17

2.1.1. Strengths of Humanities Faculty of BDU ..................................................................................................... 18
2.1.2. Weaknesses of Humanities faculty of BDU .................................................................................................. 20
2.1.3. Opportunities and Threats of FoH................................................................................................................. 22
2.1.4. Customers and Stakeholders of the Faculty of Humanities .......................................................................... 23
2.2. An Overview of International and National Policies and Strategies ............................................ 25
2.3. Emerging Issues in Higher Education .......................................................................................... 26
3. ORGANIZATIONAL VISION, MISSIONS, AND CORE VALUES ........................................ 26

3.1. Vision ........................................................................................................................................... 26

3.2. Missions........................................................................................................................................ 27
3.3. Core Values .................................................................................................................................. 27
4. STRATEGIC THEMES, STRATEGIC OBJECTIVES, AND STRATEGIC INITIATIVES .... 27

4.1. Strategic Themes .......................................................................................................................... 27

4.1.1. Excellence in Teaching and Learning ........................................................................................................... 28
4.1.2. Excellence in Research ................................................................................................................................. 29
4.1.3. Excellence in Community Engagement ........................................................................................................ 30

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 4.1.4. Advance in Human Resource Development ................................................................................................. 31
4.1.5. Enhance Good Governance and Leadership ................................................................................................. 31
4.1.6. Advance in Communication and Partnership ................................................................................................ 32
4.1.7. Improve Facilities/Infrastructure and Resources ........................................................................................... 33
4.2. Strategic Objectives ...................................................................................................................... 33
4.3. Strategic Initiatives ....................................................................................................................... 88
5. INSTRUMENTS USED TO IMPLEMENT THE STRATEGIC PLAN ..................................... 92

5.1. Risk Assessment ........................................................................................................................... 92

5.2. Communicating the Strategic Plan ............................................................................................... 94
5.3. Monitoring and Evaluation of the Strategic Plan Implementation ............................................... 97
5.4. Reporting ...................................................................................................................................... 98
ANNEX A. CUSTOMERS AND STAKEHOLDERS ANALYSIS .............................................. 98

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 ACRONYMS AND ABBREVIATIONS

BDU Bahir Dar University

E-Learning electronic-Learning
ELIC English Language Improvement Center
ESDP Education Sector Development Strategy
FDRE Federal Democratic Republic of Ethiopia
GO/NGO Governmental Organization/Non-governmental Organization
GTP Growth and Transformation Plan
HEI Higher Education Institution
HERQA Higher Education Relevance and Quality Agency
HRD Human Resource Development
ICT Information and Communication Technology
IT Information Technology
ID/TD Interdisciplinary Trans-disciplinary
MA Master of Arts
MoFED Ministry of Finance and Economic Development
MoSHE Ministry of Science and Higher Education
MoU Memorandum of Understanding
NORHED Norwegian Higher Education Development
NUFFIC Netherlands Universities Foundation for International Cooperation
IDTD Integrated Digital Telecommunications System
ODeL Open Distance e-Learning
PG Postgraduate
PhD Doctor of Philosophy
RCS Research and Community Services
RCSVP Research and Community Service Vice President
RIMS Research Information Management System
SCI Science Indexed
SDGs Sustainable Development Goals

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SNSs Social Networking Sites (SNSs)
SO Strategic Objective
SP Strategic Plan
SWOT Strength, Weakness, Opportunity, and Threat
TL Teaching and Learning
UG Undergraduate
UPE Universal Primary Education
USD United Sates Dollar
VP Vice President

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 I. FOREWORD

Humanities are invaluable public assets and cornerstones to building a vibrant and prosperous
society. While the Faculty of Humanities will be a sanctuary for exploring, cultivating and
preserving key societal values such as languages, cultures, literature and media communications, it
will also be central to dealing with problems confronting our people. To realize this vision, the
faculty of humanities will continue to serve the public by focusing research investments on these
targeted themes. In this scenario, the faculty forms part of the university‟s strategy plan that aims to
foster equality, diversity, equity for sustainable strategic development. FoH is also committed to
offer fully enrolled programs in all departments to meet contemporary academics and research that
underpin educational excellence. The goal of this strategic plan is, therefore, to establish an academic
framework that can serve the staff as a foundation for our future work.

Realizing the fast-moving dynamics of global changes, FoH shall update its strategic objectives, and
thereby consistently meet the enormous expectations of our stakeholders. To this end, the faculty will
create opportunities for the staff to continuously reflect and evaluate accomplishments to help us
review what could be done and devise remedies to take the faculty in the right direction. In a similar
vein, as strategic planning is designed as a means to forecast the likelihood of events and take a
series of actions to determine the possibility of averting problems, this strategy plan shall consider
the potentiality of various opportunities and/or threats associated with the SP. Cognizant of the
current challenges our university faces in the quality of education, therefore, this strategic plan was
set through engaging students, academic and administrative staff in a transparent system of
participation, which implies that the faculty has amassed a wide spectrum of experiences in teaching
and research.

This strategic plan is a roadmap for the faculty to strengthen what has been done and revisit its action
plans in the future through the active participation of the faculty‟s staff and community. To attain the
desired objective, this document positions student centered learning method as the best mechanism to
help students develop independent learning and critical thinking skills. The SP of FoH rests mainly
on carrying out a robust research system as a key for the economic, social and cultural developments
of our society. In alignment with our shared missions, this SP is also rooted in the distinctive

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organizational characteristics of BDU where FoH continues to accrue benefits to the university and
ensure its visibility as one of the most research intensive university in Africa and beyond.

Sefa Meka (PhD)

Dean of the Faculty of Humanities
II. PREFACE

The faculty of humanities is one of the core academic units of Bahir Dar University (BDU)
which is now among the largest Higher Education Institutions (HEIs) in Ethiopia. The FoH
establishes this framework for its institutional and operational strategies to fulfill BDU
strategic goals in the areas of research, teaching-learning (particularly in graduate
programs), and community engagement that have undoubtedly become sources of
confidence to aim even for further excellence. However, as a problem-solving institution,
BDU needs to examine many opportunities the future holds with much curiosity as there is
the need to leverage the remarkable glimmer of hope seen in the country over enormous
shadowing uncertainties. In alignment with the SP of the university, FoH will offer fully
enrolled programs that meet academic and professional requirements in each department.

Due to the dramatic changes in the country and the world at large, there are issues that
BDU needs to consider, and accordingly update its working principles to explore
opportunities and respond to threats in its next strategic directions. Proceeding from the
opportunities and threats identified in the SP of the university, FoH shall be cautious in
designing the SP of the faculty. If we take education, for example; together with a
multitude of advantages, education in the 21st century is bringing a new set of challenges
and expectations to HEIs. Among key concerns facing all institutions of higher learning are
what students know and how they learn since the way students learn and what constitutes
learning are now going in continuous dynamism. Furthermore, the kinds of programs
launched together with the required resources and actual contexts should be considered in
terms of the needs and expectations of the learners. Thus, the faculty of humanities shall
communicate with stakeholders, students and the staff with a clear vision of building upon
strengths and reducing threats to carry out the SP.

The preparation of this strategic plan (SP), thus, has taken these and other related issues
into consideration. While the FoH keeps on responding to challenges, it shall also invest in
outstanding staff through rewarding interdepartmental team teaching, research, and
community engagement thereby attaining the unique and far-sighted vision of BDU to

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becoming a research university much earlier than the introduction of the scheme of
differentiation of Ethiopian universities in the whole higher education system in the
country. The relentless efforts it has made to achieve this vision have ostensively placed
FoH in a good position. For the faculty, the future is only bright. This, however, entails
looking back and re-examining the strategic directions that have been taken, the level of
their implementation, strategies designed and implemented to redress challenges that have
been emerging in the strategic plan implementation period and designing improved ones
that would assist in guaranteeing success in the attainment of the its vision and missions.

Hence, building on these foundations FoH intends to reorganize and recreate itself,
modernize and capacitate its departments with state-of-the-art infrastructures such as ICT,
smart classrooms, research grade laboratories, advance its business processes and find
better ways to effectively and efficiently manage administrative functions. FoH also needs
to upgrade its research capability via building the capacity of its staff and creating
international academic and research collaborations to raise standards of programs and
research which will, in turn, attract competent staff and students as well as research grants.

The aim of this strategic plan is to address clearly the series of actions that will be taken to
attain the goals of the faculty in creating curriculum and establishing better teaching
learning processes and expanding research and community engagements that promote
inclusive culture and working conditions conducive to extend scholarly development and
the expansion of digital transformation. This SP document is organized in six sections.
Section One, the Introduction, addresses information related to FoH‟s organizational
history, purposes of the SP, the methodology used to prepare the SP, and FoH‟s key
achievements during the implementation of the previous SP (2015/16 – 2019/20). Section
Two presents results of the SWOT analysis, policies and strategies which have implications
to the preparation of the SP as well as emerging issues of importance for the University.
Vision, missions and core values of the faculty which are thoroughly discussed among
students, staff and faculty are outlined in Section Three. The core ideas of this SP, i.e
strategic themes, strategic objectives, outcome indicators, baselines, and targets, are
presented in-depth in Section Four. Section Five and Section Six of this document
respectively highlight various instruments utilized in implementing the SP and annexes
used to prepare the SP of the faculty of humanities.

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III. EXECUTIVE SUMMARY

This five-year Strategic Plan (SP) aims to set the strategic directions of the Faculty of
Humanities (FoH) in research, teaching-learning, and community engagement and other
essential supporting processes in an effort to help realize the university‟s vision of
becoming one of the leading research-intensive universities in Africa and the first choice in
Ethiopia by 2030. As one of the core of academic units of the university, the faculty of
humanities realizes the vision of the university that integrates four-pronged missions:
promoting advanced research and innovation on the basis of the country‟s requirements,
producing graduates with relevant professions and necessary competences (knowledge,
skills and attitude) to respond to the national labor market requirements and eventually
ascertain the global competitiveness of the country, improving lives through evidence-
based and transformative community engagement, and enhancing demand-driven and
problem-solving technology transfer. The faculty is also cognizant that the pursuance of
these missions is set to be guided by seven mutually inclusive core values: quality, pursuit
of wisdom, excellence, innovation, social responsibility, diversity, and internationalization.
In so doing, the faculty of humanities adapts the plan of the university where it has
incorporated strategies that address national reforms and international prospects while
lifting-up the effort to improve existing institutional achievements.

The preparation of the SP of the university has duly considered recent developments and
initiatives in the national, continental and international higher education contexts. With our
university‟s SP in mind, the faculty of humanities strives to design the goals of the faculty
that aligns with the SP of the university. In addition to the policy assessments and
document analyses conducted to back the SP with timely and strong rationales, the
faculty‟s previous strategic plan was thoroughly evaluated in view of achievements
obtained in educational excellence, academic staff development, research and community
services, excellence in governance and management, infrastructure development, and
communication and partnership. A critical analysis of BDU‟s Strengths, Weaknesses,

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Opportunities and Threats (SWOT) was made to identify strategic themes that lay
foundations to the realization of the faculty‟s vision.

This SP consists of 7 strategic themes, 27 strategic objectives, 234 indicators, and a number
of initiatives and/or projects. Each strategic objective is evaluated against a set of indicators
each of which has a baseline and target distributed over the first half of the years of the
five-year strategic period.

The first strategic theme is excellence in teaching and learning. With this theme, the FoH
aims to deliver curriculum that equips our students with quality education and strive for
education excellence through cooperation and innovation. This will, in turn, helps create
curriculum that is inclusive and working conditions conducive to extend scholarly
development and promote the expansion of digital transformation that facilitates student
success for better life and rewarding careers. With regard to this, the faculty of humanities
will launch new teaching methodologies, assessment and feedback mechanisms that help
our students enhance critical and intellectual skills. The faculty of humanities shall set the
ambitious goal of equipping students with independent and critical skills.

With a careful understanding that our university intends to become a research-intensive

university during the strategic period, excellence in teaching and learning, the faculty of
humanities shall focus mainly on expanding postgraduate enrolments (preferably PhD) of
best students, ensuring employability of graduates (especially undergraduates), obtaining
program accreditations to attract talented students from inland and abroad, and offering
joint degree programs with well-recognized universities. The following six objectives
inform the theme of the SP of the faculty: (1) expanding enrolment with particular
emphasis to graduate programs, (2) ensuring program relevance and quality across
academic units, (3) strengthening the postgraduate program, (4) implementing
contemporary instructional and assessment practices, (5) integrating indigenous
knowledge use, and (6) strengthening online learning, and (7) Improving infrastructure.

Excellence in research is the second strategic theme. The goal of achieving excellence in
research in FoH is in tandem with the goal of the university to transform itself into a
research-intensive university. With this in mind, the FoH has set optimistic targets that
could enable its staff and students to achieve greater outputs in research and excel both at
national and continental levels. This will primarily consider addressing the society‟s
pressing issues and unmet demands pertinent to pursuing research for development. This

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requires building a system of integrating experienced and emerging young researchers with
enabling environments and setting well-defined research priorities, rigorous approval
systems, efficient research administration, proper resource allocation, and enhanced
capacity generation.

Four strategic objectives have made up this strategic theme. These are (1) enhancing
research cycle from initiation to completion, output and outcome, (2) strengthening
research centers and promoting research groups into center of excellence, (3) enhancing
knowledge generation and dissemination of research findings, and (4) encouraging
interdisciplinary and trans-disciplinary research.

FoH also aims to achieve excellence in community engagement as the third strategic
theme. This theme entertains the relationship between the university‟s missions and the
roles of the community as a two-way process. In alignment with the university‟s SP that
understands the challenges facing the community shall base research, technology transfer
and practical training, the faculty of humanities shall work with the academic unit‟s
community that requires planning at the level of each department, for which documenting
the community‟s indigenous knowledge will be an important entry point for both teaching-
learning and research. FoH shall involve in direct cash transfer to the community after
introducing techniques, tools, practices/technologies and development approaches, quantify
impacts by generating data and synthesize lessons for wider up-scaling. The strategic
objectives under this theme are (1) establishing and strengthening integrated community
development projects (2) establishing cooperation to help strengthen university-industrial
linkage, (3) fostering the culture of innovation and technology transfer, and (4) advancing
social responsibility through professional services.

Advancing in human resource development is the fourth strategic theme. This includes all
the activities that will be done to improve the knowledge, skills and attitude of both
academic and administrative staffs of the faculty. The faculty strives to achieve the goal of
the university to meet the requirements of as a research university through human resource
development. Raising the proportion of PhD staff and expanding postgraduate programs is
also one of the major focuses of this theme. Furthermore, this theme emphasizes creating
an advanced system of human resource development with a viable plan for each department
recruitment of talented staff, provision of short-term and long-term trainings and
experience sharing from best institutions. Also, bringing about fundamental shift in the
working culture of the staff and installing robust policies, procedures, directives and

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bylaws that guide the major HRD activities will be addressed as further aspects of this
strategic theme. The strategic objectives included under this theme are: (1) improving
availability and implementation capacity of the academic and the administrative staff, (2)
maintaining gender and diversity inclusiveness, (3) improving the performance appraisal
system of the academic and administrative staffs, and (4) enhancing the reward system and
staffs’ motivation and cohesion.

The fifth strategic theme of the faculty is enhancing good governance and leadership. This
SP is consistent with the university‟s SP that has identified the principles of good
governance and leadership (accountability, transparency, informed governance, and
effectiveness) that could be successfully applied in a university environment which has
several constituencies. In such a context, the faculty is accountable for shared decision
making by the AC and the Dean of the faculty. The faculty structure will be revisited in a
way that ensures continuity of work and reduces overburdening of the academic staff. As
providing operational autonomy of academic and research units is the hallmark of a
research-intensive university, the faculty of humanities shall adhere to the university‟s rules
and regulations while they manage their academic and administrative affairs by themselves.
Meanwhile, creating a standalone as well as integrated database system is a felt need and a
long overdue requirement in the faculty. Overall, this strategic theme will be viewed in
terms of three strategic objectives: (1) building institutional capability, (2) enhancing
organizational efficacy, and (3) strengthening institutional internal monitoring/auditing
system.

In light of the university‟s sixth strategic theme, FoH aims to advance in communication
and partnership. This will be done through valuing the national, regional and international
partnerships and collaborations to create a reliable system of information management and
communication with both internal and external stakeholders. Effective communication and
partnership is the key to create opportunities for working with internationally accredited
institutions, thereby increasing the university‟s visibility and competitiveness through
research and academic programs that meet international standards. This will, in turn,
enhance FoH‟s engagements in research, education and outreach services by amalgamating
a range of perspectives, expertise and insights and creating platforms for joint research and
knowledge exchange as well as student and staff mobility. Six strategic objectives will be
intermingled for FoH to advance in communication and partnership. These are: (1)
Capacitating FoH to assist BDU to be a leading research-intensive university, (2) Utilizing

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a robust information management system, (3) establishing a system of internal and external
communication, (4) enhancing the system of internationalization and partnership, (5)
enhancing the visibility of FoH through integrated communication approach and
platforms.

Improving infrastructure and resources

This strategic theme is also designed in alignment with BDU‟s five-year SP. Despite the
steady rise in both students and staff numbers at BDU over the last years along with the
expansion of academic programs and research activities, the available infrastructures are
still limited and incompatible with the demand in terms of quality, quantity, access and
coverage. Therefore, the provision of adequate infrastructures and a steady flow of finance
remain determinant factors to enhance the effectiveness of research engagement, teaching-
learning and community outreach. This calls for investments in the short and medium terms
to improve the development and management of infrastructures and financial resources.
Pertinently, this strategic theme will address the concerns through its four strategic
objectives: (1) enhancing the utilization of digital information technologies, (2) improving
the utilization physical infrastructures.

In addition to the abovementioned seven strategic themes, this SP has set out strategic
initiatives that guide the effective implementation of each of the strategic themes. The
initiatives range from preparing manuals and developing guidelines to launching programs
and expanding services. Apart from this, in order to deal with uncertainties that could come
as a result of developments beyond the scope of this SP, the implementation instruments
including risk assessment and monitoring and evaluation have been indicated.

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1. INTRODUCTION

1.1. Brief Organizational History and Structure of FoH

The Faculty of Humanities (FoH) is located in Peda campus, the oldest campus of the
university. It is one of the largest campuses of the university with three colleges, one
academy and two faculties, one of which is the faculty of humanities. It is also the site
where Bahir Dar Teachers‟ college was established. There are six departments in the
faculty of humanities, and these are the department of Ethiopian Language (s) and
Literature (Amharic), English Language and Literature, Afaan Oromoo, Geez, Folklore,
Journalism and Communication and recently Cinema and Theatre. While the department of
Ethiopian Languages and Literature, English Language and Literature, Geez, Folklore and
Journalism and Communication departments have both undergraduate and post graduate
programs. Afan Oromoo has launched only undergraduate programs. The Faculty of
humanities is offering educational opportunities through regular, evening, summer,
distance and e-learning programs both in undergraduate and postgraduate programs. The
faculty has now a total of 15 programs, of which 8 are first degree, 10 second degree, 4
PhD, programs. Of all the programs, 10 are both face to face and e-learning programs.
Through its 90 academic and 7 administrative staff working in different departments in
Peda campus, the faculty of humanities strives to contribute substantially to the nation and
beyond through high quality research, education, and community engagements.

The FoH possesses some of the oldest departments with very experienced and senior
academic staff in the fields of humanities. In more than a decade long journey, the faculty‟s
academic and administrative staff has significantly increased in number. They have also
enhanced their expertise to meet the demands of program expansion and the large number
of students who have joined the faculty every year. The FoH is also engaged in research
and community service undertakings in the areas of language, culture, literature and
communications. Besides, doing practical and community-oriented research on prioritized
themes in the respective departments, the faculty‟s academic staffs also offer educational,
cultural and communication consultancy services in the fields of humanities.

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Since its establishment in November 2008, the faculty has contributed a lot to fulfill the
university‟s missions and visions through different fields of language & literature,
journalism & communication, and cultural studies. FoH accommodates a total of 5,023
students in all its programs, undergraduate and postgraduate. The Faculty provides students
with profound skills of language teaching, communication as well as cultural and literary
explorations. The programs produce graduates who can critically examine texts,
communicate effectively, and understand cultures of communities. The Faculty of
Humanities is also making a considerable stride in knowledge dissemination by launching
its scholarly and peer-reviewed journal (Ethiopian Journal of Language, Culture and
Communication - EJLCC) with international and local advisory board.

1.2. Purpose of the Strategic Plan

Universities find themselves in a competitive environment where they always need to work
hard to increase their visibility and reputation and to realize their aspirations. In such
environment, faculties need to realize the mission of the university and strengthen its
capacity to be a vibrant faculty. One of the most important actions that help attain this
objective is to carefully design strategy planning. With this curiosity in mind, the faculty of
humanities shall strive for education excellence, cooperation and innovation in the faculty
and thereby enhance cross-disciplinary programs that are responsive to advance societal
changes. In light of the strategic plan of the university, the faculty shall adapt programs that
help explore the diversities of cultures, folklore, literatures, and languages of humanity and
contribute its part and help the university to be a center for quality research. As one of the
core academic units, the faculty of humanities shall adopt comprehensive ethical principles
in academic freedom, justice and equity. The major purpose of this strategic plan is,
therefore, to clearly plan the series of action that will be taken to attain the desired goals in
creating curriculum and establishing better teaching learning processes and providing
community services that are inclusive and working conditions conducive to extend
scholarly development and promoting the expansion of digital transformation. In doing so,
the faculty of humanities shall enrich and preserve local and global partnerships in
education, community engagement and research.

1.3. Strategic Planning Methodology

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This strategic plan developed a set of specific plans that cascade from the university‟s
strategic plan. A committee that is comprised of seven members from all the departments
of the academic unit (faculty) was established by the academic council to review and
customize the content and materials of the university plan into the context of the faculty.
The committee then prepared a term of reference (TOR) and held frequent meetings to
develop the strategy plan.
Based on the framwork of BDU strategic plan, the current context of education, research
and community services in the faculty of humanities and future prospects were reviewed
from regional and national perspectives. Moreover, review of national and international
documents made in the university strategic plan was adapted; the faculity‟s key
stakholders analysis was conducted, and the faculity‟s key achivements of the previous
strategic years period was assessed. In the assessment, the current and former deans, vice
deans and academic staff of the faculty were invited to participate.

1.4. Humanities Faculty key achievements in the previous SP

implementation

BDU‟s second strategic period lasted between 2015/16 and 2019/20. The SP was aimed at
achieving six strategic themes: excellence in education, academic staff development,
excellence in research and community services, excellence in governance and management,
infrastructure development, and communication and partnership. The faculty of humanities
entertained all except infrastructure development.
Excellence in Education
Giving priority to ensuring the quality, relevance, and accessibility of education, BDU has
been striving to achieve excellence in education. Inputs, processes and outputs were
carefully set to measure the impact of the strategic plan related to improving the quality,
relevance, and accessibility of education.
To ensure accessibility, the faculty of humanities has started to expand its undergraduate
and postgraduate programs. Thus, departments such as Geez, Cinema and Theatre and Afan
Oromo were launched. Besides, new PhD programs such as PhD in Amharic Literature,
and PhD in Folklore began in the strategic period and the number of postgraduate programs
has been proposed by some departments recently, which we shall realize in the coming

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years. Over the strategic period, the ratio of first degree, second degree and third-degree
teachers has reached to 2.7:42.7:49.1. From this academic level ratio, the percentage of
female teachers has reached 20.9%.
Total Quality Assurance and Enhancement office has been established at the university
level. Its structures have been extended to each academic unit. To ensure relevance of
education, the office is authorized to conduct need assessments prior to the design and
approval of new curricula and module evaluations of programs and courses. In addition, the
tracer studies results conducted in 2017 and in 2018 showed that the employability rate of
the 2016 and 2017 graduates of the faculty of humanities was 76.1%. The employers‟
attitude towards the effectiveness of our faculty graduates was reported as high. On the
other side, the faculty introduced “Academic Writing Skills for research” as a package
particularly for all PhD students enrolled in all disciplines of Bahir Dar University. This
package extends intensive trainings to the university‟s academic staff. Foreign language
centres such as the English Language Improvement Centre (ELIC) and the Chinese
language training centre was launched. Both of these centres have been enriched by peace
core native speakers. Besides, partnership with the Embassy of the government of France
has been made to establish French language centre in BDU where the hosting academic
unit for the courses shall be the faculty of humanities.

Academic Staff Development

BDU has been investing in developing the capacity of its academic staff. In line with this,
28 the academic staffs of the faculty of humanities have studied their PhD and 6 completed
their MA degree during the previous strategic period. In addition, 17 teachers are on study
leave for their PhD and MA. Apart from that, the faculty has made great effort in
developing its staff capacity through transferring and recruiting highly qualified instructors
from different academic institutions. These staff development initiatives enhanced
teachers‟ professional excellence and made the faculty be one of the academic units which
have high profile staff.

Excellence in Research and Community Services

Though the university claimed that it has been paid great attention on Research and
community services, budget allocated to the faculty was extremely minimal. Thus, very
few academic staffs have been engaged in research and community services. Despite this,

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the faculty has used its maximum effort and has undertaken international research
conferences annually, has held weekly seminars, and has reformed Abay Culture and
Language Research Centre by merging Institute of Amharic language Improvement and
Abay Institute of Cultural Development. The academic staffs have published more than 40
articles and book reviews in reputable journals for the last few years.

Communication and Partnership

With regard to internationalization, BDU has intensified its efforts to strike partnerships
with many institutions and to become a member of international associations and consortia.
The faculty of humanities in this regard has gained some benefits from the partnerships
made with 9 institutions abroad.
Though not satisfactory, a few academic staff endeavours created multifarious
opportunities to the academic staff to educate and to undertake community service trainings
with highly qualified professionals. Four academic staff of the faculty got the opportunity
to visit partner institutions and shared experiences.

The faculty staffs have made great professional contributions to build the image of the
university and its visibility through the Nile Newspaper, which is published monthly,
Meskote Tibeb television program which is broadcast weekly by the Amhara Mass Media
Agency (AMMA), and in the newly started FM community radio. These media have helped
the university to disseminate its contributions in teaching, research and community
engagement to the community.

2. ENVIRONMENTAL SCAN
2.1. Analysis of FoH‟s Strengths, Weakness, Opportunities and Threats

Determining and defining the Strengths, Weaknesses, Opportunities and Threats of an

organization is a central task that should be done ahead of a strategic plan is prepared for it
the baseline where the new plan could be rely on and show direction to bring success for
the organization in the future. This section has presented the areas where the faculty of
humanities of Bahir Dar University had achieved and needs to work on so that the best
upshot could come. Procedure wise, the themes are ordered in manner as of the
abbreviation, SWOT.

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2.1.1. Strengths of Humanities Faculty
Strengths in Teaching and Learning

Evaluated based on the standards designed to measure the outcomes of the teaching
learning process, the following achievements could be taken as the strength of the faculty.
On the first place, the programs availed in the faculty, be it Bachelor, Master or PhD,
regular, extension or summer, are being run based on standardized, needs based and
periodically revised curriculums. With this, it has assigned the required qualified and senior
professors to its programs. The faculty is honoured to its teaching staffs for their
commitment to carry out their duties and apply the day-one-class-one policy. The faculty‟s
capacity in involving students and instructors in the t-learning processes through individual
and group decision to achieve quality education cannot be undermined. Fulfilling course
guidebooks, teaching materials and references ahead of time to conduct the actual teaching
learning process has become a culture in the faculty. Applying a continuous assessment
that weighs 60% underpinned by a student-centered approach of teaching is another point
worth mentioning as the faculty‟s asset that could realize the provision of quality
education. Besides the face-to-face, the faculty is reaching its customers via distance
education programs that ensure customers‟ satisfaction via accessing its programs in
different centers across Ethiopia.

Strengths in Research

Bahir Dar University is striving to be one of the research-intensive universities in Ethiopia

and Africa. To envisage such a vision, the faculty of humanities is playing its fair share. In
this regard, the following points could be mentioned as the faculty‟s forte. The weekly
seminar which provided a platform for researchers to present themselves and share
experiences with their fellows is one of the strengths, which enabled the faculty to hold
international and national conferences of the faculty. The merger between the Amharic
Language Development and Abay Research centers into Abay cultural research center is
another opportunity that could keep the staffs in track of doing research. On the whole,
though limited to the departments of English and Journalism and communication, the
presence of externally funded research projects is worth mentioning as a potential effort for
the realization of the university‟s vision at large.

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Strengths in Community Engagement

One of the standards that are used to evaluate any university‟s or academic units‟
achievement is the accomplishments of serving the community at large. In view of this, the
faculty of humanities is a prestigious academic unit, for its large scale community services.
Among the services provided, provision of trainings on the issues of: Fighting against
Covid-19, targeting the community at large; two: Participating to preserve culture, targeting
the Regional and Zonal Culture experts could be mentioned. Besides this, running
awareness creation programs using the Amhara Mass Media Agency as a channel is
another rendezvous made by the faculty staffs on the community. What is more, the
environmental protection project through planting Papyrus along Lake Tana and the Abay
river crossing the main campus of BDU (Peda) is a great achievement that the faculty and
BDU at large is proud of.

Strengths in Human and Resource Development

An organization‟s success couldn‟t be realized without the development of both the human
and material resources. In this regard, the faculty of humanities has hired qualified staffs to
its academic units. The other strengths of the faculty worth mentioning include the
completion of its yearly strategic plan successfully. The faculty is also capable of using its
budget properly, establishing positive relationships among the staff, promoting
development and revision of postgraduate programs (MA and PhD) and language
laboratories. And compared to other faculties and colleges of BDU, the faculty of
humanities has a stable work force in its departments. Staffs are getting the opportunity of
upgrading in their educational statuses as soon as they are recruited in the programs availed
in the faculty. Though not as pleasing as expected, short term trainings, like SPSS, are also
being provided. The faculty has also paid due attention in giving priority to fix students and
instructors‟ cases (readmission, remarking, and promotion retirement extension housing
etc. cases) of the faculty community. It also showed good progress in promoting indigenous
languages by establishing language centers, implementing important burning and timely
and ad hoc projects/ideas that come from the staff or the top management of the university
are the most important positive assets of the faculty to move further.

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Strengths in Governance and Leadership

The other strength of the faculty worth mentioning is the completion of its yearly strategic
plan successfully. The faculty is also capable of using its budget properly, establishing
positive relationships among the staff, promoting development and revision of postgraduate
programs (MA and PhD) and language laboratories.

Strengths in Communication and Partnership

Communication and partnership are vital for any organization to generate a coordinated
effort and to bring an impactful outcome. In this regard, the faculty of humanities has
created a partnership with different stakeholders like the US Embassy and the British
Counsel and mobilized a great deal to work together. Besides, in collaboration with the
NORHEAD and NUFFIC, academic units are running different programs. With this, the
faculty has gained a lot of experience due to student and staff exchange with different
universities that are abroad indicating the strength of the faculty.

Strengths in Physical Facilities and Environmental Built

Running any program couldn‟t be successful only by fulfilling the human resources
required. It however needs a set-up, an environment that is conducive to put physical
facilities in place. In this regard, the faculty of humanities has exerted its maximum effort
so as to make most of its classrooms smart which could inevitably make the teaching
learning process go smoothly. Speaking of supporting facilities, the faculty has two well-
established language laboratories, English Language Improvement Center (ELIC) and built
its own studio for the journalism and communication department to help students realize a
practical teaching.

2.1.2. Weaknesses of Humanities faculty of BDU

Weakness in teaching and learning

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Despite its strength mentioned in the previous section, the faculty of humanities has some
areas of weaknesses identified in the SWOT analysis process. In the case of teaching
learning, a few PhD programs in some departments are not run by professors who secured
the associate level. Besides this, in the case of staff composition, the sex ratio data shows
that the faculty has not yet secured the proportion of male and female staffs.

Weakness in research

Despite the fact that the humanities faculty has high profile staffs, it has not been easy for
the faculty to transform teaching into a culture of conducting research as expected. Rather,
poor engagement is observed in the SWOT analysis. This was due to some good reasons. A
case in point is that compared to other faculties, poor budget is allocated to the faculty of
humanities for research tasks. This has a negative pronounced impact on the staffs‟
motivation towards research works. To illustrate, the low attention given to the fields of
humanities and social sciences as a whole in the higher officers negative attitude towards
the humanities that emanate from the policy directive is a point worth mentioning for the
low performance. Another weakness that the SWOT analysis indicated was the absence of
reputable/indexed journal in the fields of humanities despite the fact that the faculty is one
among the aged academic unit in the history of BDU.

Weakness in Community Engagement

Community service, by definition refers an act of voluntarism provided for the community
for free. However, the SWOT analysis has revealed that the faculty members have
misconception regarding the general practices of community engagement. As a result, due
attention was not given to such huge task of the institution.

Weakness in Human and Resource Development

Investing in human and resource development is a crucial issue for any institution as it
helps to realize planned achievements. In this regard, the faculty of humanities has made an
effort to fulfil the required staffs for its departments. However, staff employment was not
followed by the provision of adequate short-term trainings that could update the staffs on
different issues. With this in mind, the absence of a rewarding system to high achievers
didn‟t motivate both the achievers and their fellow staffs. Resource wise, allocation of
supporting materials and devices to the staffs was limited and disregarded. . For example,
almost all newly recruited staffs haven‟t got any attention in this regard. The faculty still
needs to work a lot in the following key issues, and these are limited partnership with

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national as well as international organizations that can support the academic unit through
training, lack of funding and other academic and material resources and limited attention is
given for strategic actions as it is usually engaged in routine activities.

Weakness in communication and partnership

Good communication and partnership among stakeholders are a decent platform to

strengthen one‟s capability. In this regard, based on the SWOT analysis identified, though
some academic programs of the faculty have made some efforts to create and benefit both
parties, still some departments didn‟t establish a partnership to their respective associates.
With this, no effort was made to internationalize teaching programs, by opening a sandwich
program with universities that are abroad.

Weaknesses in Physical Infrastructure and Environmental Built

In addition to fulfilling the human resources, accessing the required physical materials and
securing an environmental that is conducive to run a program that helps realize success is
vital. To benefit out this, the faculty of humanities has mobilized a lot. However, some
gaps were observed in the SWOT analysis process. One of these gaps was the absence of
an archive and documentation center. Besides, the existing laboratories and studios are not
well equipped with the required sophistication. Another problem is that the faculty does not
have its own building, and it has fragmented offices and classrooms.

2.1.3. Opportunities and Threats of FoH

The Faculty of Humanities is one of the largest faculties with huge number of staff and
students as well as teaching and research facilities which are opportunities to capitalize on.
FoH is the rich historical, cultural and geographic settings of the region that provided the
faculty with windows of opportunities to carry out practical education. The growing profile
of the academic staff of the faculty is also an advantage that can help the faculty to support
the University‟s commitment to launch and expand undergraduate, post-graduate programs,
research and community services. The faculty has established two strong partnerships with
Linnaeus University which is located in Sweden. The first partnership came into existence
a couple of years ago with undergraduate program of Journalism and Communication.

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Teaching postgraduate students and staff exchanges from both Universities have brought
valuable experience sharing and mutual professional development. The second partnership
came into existence in December 2011. This partnership was established in a bid to
strengthen the PhD in TEFL Program two years ago. The collaboration between the two
universities is expected to bring new understanding in teacher professional development
through mutual support and staff exchanges. Moreover, the faculty has long time
cooperation with the Amhara National Regional State Mass Media Agency. The Agency
provides hands-on professional practices to our Journalism and Communication students
every year. These all are considered to be more opportunities for FoH.

The political crises, the emergence of the pandemic (Covid 19), insufficient gov‟t funds are
some of an instabilities that hampered the teaching-learning and research environment of
the faculty. Poor educational background of students joining the faculty, and consequently
the inability to meet the expected academic standards at graduation was another threat that
faced the faculty. Limited research culture and skills and the shortage of necessary facilities
such as, office, accommodation, and transport services to faculty community and
constraints related to processing financial issues were also other drawbacks identified in the
SWOT analysis.

The majority of the staffs have concentrated on teaching, but they are not participating
actively in community engagements and development endeavors as expected. Connecting
students to their communities through field placements and other possible opportunities
would enhance students‟ exposure to get first-hand experiences about societal problems
and link those problems with classroom learning. The problem worsens in some programs.
There are limited opportunities for capacity building for the staff, and it has become a
source of dissatisfactions for the staff, and this is also taken as the other challenge of the
faculty.
2.1.4. Customers and Stakeholders of the Faculty of Humanities
The faculty of humanities has its own customers and stakeholders.
Customers of FoH:
Note that the main costumers of the faculty can be students, the public and private
institutions, the local community, and the scientific community. Such customers have their
own needs and desired behaviors. For instance, the students are supposed to have the

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following behaviors: (1) being competent graduates, (2) being disciplined (3) assertive and
entrepreneurial attitude and capacity, (4) interest and commitment etc. In turn, the students
expect the faculty to provide quality education and other services that allow them to engage
in the department affairs, to have ethical and exemplary staff and good governance etc.
However, resistant issues, e.g., the students‟ reluctance to work hard, misbehaving,
frustration behaviours can affect the quality services that the faculty is expected to offer.
Private and public institutions and the local community are also expected to participate
actively and to be ready to use the services and research outputs, to be competitive and to
have a culture of transparent recruitment and selection practices. These customers have
their own needs, such as problem solving research outputs, quality and need based
community services, competent graduates, good governance, and engagement in
identifying and developing community based projects. Regarding this, the resistant issues
between the service provider and the customers involve reluctance to adopt department
outputs, to acknowledge staff competency, to provide department services, and to
contribute their share with the faculty, and lack of confidence on staff competency.

Moreover, the scientific community, which is one of the customers of the faculty, is
supposed to be cooperative, to participate in knowledge and technology transfer and to
show collegial behaviours. On the other hand, such customer expects the faculty to produce
publishable research outputs, to engage in research and publication, to create opportunities
for them to disseminate knowledge, to have membership and subscription. Notice that
reluctance to publish and to adopt research outputs can be mentioned as hindering factors
to provide quality services.

Stakeholders of FoH:

The main stakeholders of the faculty include BDU‟s staffs, the federal and regional
government, partners, and organizations. Our faculty expects hard work, commitment,
ethics, and competency from the BDU staffs. The faculty also desires policies and laws that
are conducive to conduct research, appropriate budget allocation, autonomy to establish
partnerships from the regional and federal government, and readiness to accept research
outputs. Moreover, the faculty needs the following: (1) mutual benefits and cooperation
between stakeholders and the faculty, professional independence, and support the faculty‟s
/department‟s priorities and strategies from the partners and (2) fair and transparent
accreditation policy and guidelines, professional and technical support, and assistance in
setting standards and guidelines from the organizations.

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 In turn, the BDU staffs need a safe work environment, attractive compensation package,
capacity building trainings, and good governance; the government may need competent
graduates, quality and demand driven programs, problem solving research/consultancy,
proper utilization of resources, the staffs‟ active involvement in policy issues; partners may
expect the faculty to work in compliance with the commonly set of standards and
objectives. To accomplish the mutually agreed objectives, the organizations may want the
faculty‟s outputs in compliance with their accreditation standards, collaboration and host
conferences.

However, resistance to change and to accept assignments, limited commitment,

corruption/unethical behaviours, rigidity, limited budget, bureaucratic procedures, undue
pressure/ interferences, imposition of unilateral interests, lack of active cooperation, lack of
flexibility, failure to implement the agreements, biased opinions/decisions, lack of/limited
commitment, etc. may affect the relationship between the faculty and the customers.

2.2. An Overview of International and National Policies and Strategies

In a global higher education context, the consistency of public expectancy of higher education and
social and personal development was well established. For instance, the Organization for Economic
Cooperation and Development (OECD, 2010) posits that investing in this level of education has
multiplying effects by positively impacting individuals‟ income levels. This leads to more taxes
being paid and increases in social security contributions. Likewise, higher levels of education are
also associated with better health, social cohesion and higher instances of citizen participation,
among other benefits.

The number of students enrolled in both undergraduate and postgraduate levels has increased
dramatically for the last three decades. This unprecedented growth in the world was parallel in the
history of modern education. The demographic characteristics of higher education students in
Ethiopia are in a similar fashion. The economic value of knowledge and skills in labor markets has
created a dizzying increase in enrolment in higher education institutions. In this scenario, the world
has observed both unprecedented growth and diversified functions and organization of higher
education. Ethiopia implemented the first phase of the Growth and Transformation Plan (GTP1 from
2010/11 to 2015) and now GTP2 (2015/16-2020). The strategic vision of the GTP is eradicating
poverty, accelerated economic growth while achieving climate resilient middle income country by

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2025. This requires well trained manpower and creation as well as adaptation of new technologies
and knowledge. This justifies strategic investment in higher education institutes.

According to the Ethiopian Higher Education Proclamation No. 650/2009, some of the main
objectives of higher education in Ethiopia are: 1) prepare knowledgeable, skilled, and attitudinally
mature graduates in numbers with demand-based proportional balance of fields and disciplines so
that the country shall become internationally competitive; 2/ promote and enhance research
focusing on knowledge and technology transfer consistent with the country's priority needs and 3)
design and provide community and consultancy services that shall cater to the developmental
needs of the country. It is within this global trend and in light of our national context that the Faculty
of Humanities is planning this strategic plan, and is dedicated to promote shared global values and
principles to attain the mission of the faculty in particular and the university in general.

2.3. Emerging Issues in Higher Education

One of the most detrimental emerging issues related to this strategic plan is the need to promote the
use of Information and Communications Technologies (ICT) in our educational systems, particularly
in fostering student learning. It is imperative that encouraging the utilization of ICT in our curricular
activities is absolutely essential to help our students develop their abilities and advance new teaching
methods and practices.

Another most significant emerging issue that the faculty needs to consider is that our university has
been designated as a research university by the Ministry of Science and Higher Education (MOSHE).
The faculty considers that the certification will enable us to shape and emphasize targeted themes in
pursuance of achieving the mission of the university. Accordingly, the faculty of humanities will
continue to characterize this expectation as a good opportunity to provide considerable emphasis on
research, and shall strive to reinforce the postgraduate programs to help solve societal problems.

3. ORGANIZATIONAL VISION, MISSIONS, AND CORE VALUES

3.1. Vision

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The faculty of Humanities anticipates developing the faculty as internationally renowned
research-intensive faculty through academic programs in the Humanities by 2030.
3.2. Missions

The Faculty of Humanities is committed in the following missions:

 Promote advanced research and innovation on the basis of the country‟s requirements;
 Produce graduates with relevant professions and necessary competences (knowledge, skills
and attitude) to respond to the national labor market requirements to eventually ascertain the
global competitiveness of the country;
 Provide evidence-based and transformative community engagement;

3.3. Core Values

In alignment with the core values of BDU, the FoH promotes and upholds in pursuance of
its missions in the following seven core values:
a) Quality
b) Pursuit of wisdom
c) Excellence
d) Innovation
e) Social responsibility
f) Diversity
g) Internationalization
h) Academic freedom
i) professionalism
4. STRATEGIC THEMES, STRATEGIC OBJECTIVES, AND
STRATEGIC INITIATIVES

Following the SWOT analysis, 7 strategic themes, 27 strategic objectives and 234
indicators have been developed to guide the reconstruction of FoH‟s SP (2020/21 to
2029/30). Strategic issues along with targets and indicators are organized, analysed and
presented as follows.

4.1. Strategic Themes

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The seven strategic themes are listed below. These strategic issues inform the process of
developing the strategic objectives.
1. Excellence in teaching and learning
2. Excellence in research
3. Excellence in community engagement
4. Advance in human resource development
5. Enhance good governance and leadership
6. Advance in communication and partnership
7. Improve facilities/infrastructure and resources
4.1.1. Excellence in Teaching and Learning
Academic excellence brings together a range of educational interests in the contemporary
era as policy makers and Higher Education Institutions (HEIs) across the globe are
increasingly focusing on educational quality and excellence. This offers a way of
harmonizing and meeting the individual and national needs for access, efficiency, quality,
and relevance of education. Academic excellence necessarily embraces concerns related to
teaching and learning. In simplistic terms, academic excellence typically implies relevance,
program quality, supply of resources and facilities, positive learning and employment
environments, competent teachers and learners, and achievement of desirable outcomes
among others.

Excellence in teaching is determined by factors such as inspirational nature of individual

instructors, the organisation of lessons, the interaction between instructors and students,
better achievement of the learning objectives of the course, and the performance and
satisfaction of students. Excellent teaching may be seen as the efficient presentation of
information which maximizes students‟ opportunities to gain the highest scores from the
course or the ability of engaging students to the subject to enhance their competence in
knowledge, skills and attitude.

The characteristics of excellence in teaching and learning are so complicated that there is
no one best way in it though our understanding of its importance is not questioned.
Instructional effectiveness is the result of the synergistic function and relationship among
students, teachers, university management, parents or the public, and the government as a

28
whole. The continuing multiplier effect on quality enhancement and achieving teaching
excellence in higher education involves six major elements.
 Primarily, it involves interest and explanations that help instructors know what
students understand, forging connections between what is known and what is new to enable
students to understand the material.
 Second, delivering the necessary concern and respect for students and their
learning.
 Third, using a variety of appropriate assessment and feedback techniques so that
students can demonstrate their mastery of the material in different ways.
 Fourth, setting clear goals and high learning standards so that the students know
upfront what they will learn and what they will be expected to do with what they knew.
 Fifth, independence, control and active engagement of both teachers and students
because such an approach fosters a sense of student control over learning and interest in the
subject matter.
 Finally, learning from students is highly essential, good teaching is open to
change because it involves constantly trying to find out what the effects of instruction are
on learning, and modify the instruction in light of the evidence collected. In this respect,
the most crucial element in ensuring excellence in teaching and learning is the quality of
the faculty, clarity, merit orientation and transparency in the process of recruitment and the
selection of faculty.

4.1.2. Excellence in Research

The faculty of humanities shall strive to support academics to become innovative and
excellent researchers and student researchers by adapting to the university strategic plan
and ensure that quality of support and development services are offered in the faculty. At
the same time, the faculty of humanities shall be responsive to pressing issues of societal
and development relevance by pursuing research for development. In order for BDU to
retain the research capacity required and support its academic objectives, we will invest in
rigorous research in various indigenous languages, folklore, culture and communication
and manuscripts thereby attaining the ultimate vision of the University. In doing so, FoH
shall commit itself in improving academic freedom, promoting innovation and creativity,
creating an environment that is conducive to attract talented staffs and students by carrying

29
out research policies that enhance research impact and visibility, and stimulating
communication and partnership.

4.1.3. Excellence in Community Engagement

Public universities contribute to advance the socioeconomic development of a country
through their three core functions: teaching and learning, research, and community
engagement. A good university must always aim to set a balance between these three
pillars. Community-university engagement, as the third leg of the core functions, provides
opportunities to scholars and students to share their knowledge and expertise that should be
valuable assets for both academia and the public interest. Community service helps to
better meet the development of local communities, while meeting institutional needs of
accessing indigenous knowledge and wealthy practice from the community. This
transforms the role of universities from a passive producer of knowledge to an active
participant in the public interest. Thus, the FoH should be very much in public eye through
its community outreaches although reaching out the community as much as expected has
been at stake for long.

This strategic document comes up with a broader conceptual definition of faculty-

community engagement which demands an inclusive and holistic approach. FoH should
move beyond considering community services as a mere outreach activity towards a
community engagement that will be undertaken in collaboration between the FoH and the
community aiming for mutual and reciprocal benefits of knowledge and resource sharing.

According to this strategic document, community is broadly defined to include individuals,

groups, and organizations in and outside of the faculty of humanities that use collaborative
processes to bring their knowledge and resources for the purpose of mutual benefit.
Engagement refers to a reciprocal relationship between the faculty of humanities and the
community with the recognition of mutual resources sharing that each partner contributes
to the collaboration. Community engagement, thus, refers to a service that will be
undertaken collaboratively by department members, students, and community partners
through processes that exemplify reciprocal partnerships and public purposes. Community
engagement shall be an academically grounded scholarship within the teaching-learning
and research link. Thus, this SP aspires to see the faculty of humanities become a

30
 recognized cornerstone of the community that strives to be responsive to change and
development.
4.1.4. Advance in Human Resource Development
This thematic area embraces the development of both academic and administrative staff. It
incorporates all the activities that will be done to improve the knowledge, skills and attitude of the
staff, their career development and performance management.

By accomplishing this theme, the Faculty aims to meet the standards set by the university, for
example, the 0:20:80 first degree, second degree and PhD ratio for the academic staff proportion.
Fulfilling the requirements of a research-intensive faculty through human resource development
(raising the proportion of PhD staff and expanding postgraduate programs) is the major target of this
theme.

Viable human resource development plans for each academic and administrative units, recruitment
of innovative staff, provision of short term and long term training programs, and experience sharing
from national and international institutions are also the focus of this thematic area. Bringing about a
fundamental shift in the working culture of the staff is also among the concerns.

By and large, by this thematic area, strategic objectives related to installing policies, procedures,
directives and bylaws that guide the major HRD activities such as HRD planning, recruitment,
selection, placement, training, development, performance appraisal, compensation (like reward,
incentive, benefits), health and safety issues, integration and maintenance (like team development,
discipline, grievance handling), promotion and transfer and related others are set.

4.1.5. Enhance Good Governance and Leadership

The faculty community consists of several constituencies including students, staff,
departments, registrar, and the society of the region, and the country at large. The activities
of the faculty of humanities in support of its mission are offered through the contributions
of the members of the faculty community and in service to the broader community. The
faculty of humanities has a bilateral governance system, which is fulfilled through a
partnership between the academic Council and the Dean. Except for those matters that the
legislation specifically assigned to the AC and the Dean, the good governance, conduct,
management, and control of the faculty and its property, revenues, expenditures, business,
and affairs are vested to the Senate. Therefore, each member of the AC, the Dean, and

31
member of the AC must act honestly and in good faith with a view of serving the best
interests of the faculty. Fundamental to this is awareness of and in compliance with all
applicable laws, regulations, Senate Legislations, University bylaws, policies, and
procedures. Moreover, the behaviour and decisions of the AC and its individual members
should be guided by the principles of good governance. Accordingly, this strategic plan has
identified the principles of good governance that could be most applicable in the faculty‟s
environment where there are several constituencies to whom the faculty is accountable for
a shared decision making by the AC and the Dean who is accountable for the Academic
Vice President of the University. Good governance has mainly four principles:
accountability, transparency, informed governance, and effectiveness.
- Accountability: It means holding everyone in the faculty with responsibilities to high
standards of performance.
- Transparency – It is defined as the ability for all individuals in the faculty to exist within
a system of openness, communication, and accountability operating in such a way that it is
easy for others to see what actions are performed.
- Informed Governance - Good governance requires knowledge of the institution itself, its
purpose, its policies, governance structures, and its values and culture. It also requires
knowledge of the context in which the institution operates.
- Effectiveness - Effective governance is about developing governance capacity and
capability, which includes overseeing policy in a formative way that contributes to the
development of the faculty and the university and providing feedback with a view to
improving governance processes. Effective governance is an expression of leadership for
the University.
4.1.6. Advance in Communication and Partnership
To achieve its vision, the FoH will have a reliable system of information management,
communication with internal and external stakeholders and will highly value national,
regional and international partnerships and collaborations. Partnership and networking
bring together different perspectives, expertise, and insights, adding value to our education,
research and outreach service. Creating mutually beneficial partnership and networking
helps as platforms for joint research and knowledge exchange, student and staff mobility
and exchange. Many of our problems challenging the world today (such as climate change,
environmental degradations, food insecurity and poverty, unemployment, etc) are similar
which require collective actions and engagements. Sustainable Development Goals, Africa

32
 Vision 2063 and others are shared goals which cannot be achieved in isolation rather they
need collective efforts. Universities around the world have many formal networks that
recognize the need to organize funding and collaborative research. The faculty of
humanities will encourage partnerships created not only on a university- level but also on a
faculty or individual level partnerships. Therefore, the faculty of humanities will extend the
vision and mission of the university by establishing interdisciplinary research partnership
among other faculties, colleges and institutions of the university and beyond. This shall
happen on the basis of a common interest in a particular topic of research, teaching and
community engagement.

4.1.7. Improve Facilities/Infrastructure and Resources

The number and types of academic programs in the humanities faculty has been increasing and
these programs had engaged themselves in developing and expanding research activities. This effort
should be supported by an expansion and upgrading of infrastructures as the existing ones are still
limited and incompatible with the demand in terms of quality, quantity, access and coverage.

The main source of funds for the humanities faculty is the university, BDU. It is important to think of
other finance sources than relying on the university fund alone so as to furnish the faculty with the
required infrastructure that helps the faculty achieve its goals.

Therefore, the provision of adequate infrastructures and ensuring a steady flow of adequate finance
remain as determinant factors to enhance the effectiveness of the teaching-learning and research
processes. Particularly the provision of electronic infrastructure is a crucial component of the modern
educational institution and a pre-requisite for efficient governance. This implies that new
investments are still required in the short and medium terms to improve the development and
management of infrastructures and financial resources. The key concern in these aspects are
standardizing and expanding infrastructure and improving the income generation capacity so as to
create conducive environment that will enhance significantly the quality and volume of research and
education. This strategy plan pertaining to these aspects envisages achieving the following
objectives.

4.2. Strategic Objectives

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In view of the perspectives described above, the following strategic objectives have been
formulated:
SO1፡ Expanding enrolment with particular emphasis to graduate programs
SO2: Ensure program relevance and quality across departments
SO3: Restructure and strengthen the postgraduate program office
SO4: Implement Contemporary instructional and assessment practices
SO5: Integrate indigenous knowledge use
SO6: Strengthen online/distance education
SO7: Enhance research cycle from initiation to completion, output and outcome
SO8: Strengthening and opening research centers and promoting research groups into
center of excellence
SO9: Enhance knowledge generation and dissemination of research findings
SO10: Encourage interdisciplinary and trans-disciplinary research
SO11: Establish and strengthen integrated community development projects
SO12: Strengthen university-industrial linkage
SO13: Advance social responsibility through professional services
SO14: Improve availability and implementation capacity of academic and the
administrative staff
SO15: Maintain gender and diversity inclusiveness
SO16: Improve the performance appraisal system of the academic and administrative staffs
SO17: Enhance the reward system and staffs motivation and cohesion
SO18: Build institutional capability
SO19: Enhance organizational efficacy
SO20: Strengthen institutional internal monitoring/auditing system
SO21: Capacitate FoH to assist BDU to be a leading research-intensive university
SO22: Establish system of internal and external communication
SO23: Enhance the system of internationalization and partnership
SO24: Enhance visibility of FoH through integrated communication approach and
platforms
SO25: Enhance the utilization of digital information technologies
SO26: Improve the utilization physical infrastructures
SO27: Build strong bases for steady flows of adequate income

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 Strategic Objective 1፡ Expanding enrolment with particular emphasis to graduate programs
With respect to optimizing enrolment, primarily, student admission should take the current
intention of MoSHE into consideration. To illustrate, Bahir Dar University is selected by
MoSHE as one of a potential research university in Ethiopia. Accordingly, the faculty must
give more emphasis for the postgraduate programs and reduce the undergraduate
enrolments eventually. To this effect, admission criteria should be in place that enables
FoH to recruit talented and higher calibre candidates. In this respect, professors shall be
provided with the required autonomy to recruit their postgraduate candidates (particularly
for the PhD program). This takes earlier degree (recognition of prior learning system) into
account for admission into fields of graduate programs. Optimizing quality of enrolment
requires taking different inputs, process, and output factors into consideration. Professors
shall be encouraged to look for research funds to cover the tuition and research costs of
postgraduate students. With respect to human resource, first and for most, the quantity and
quality of the academic staff need be given particular emphasis. Moreover, emphasizing the
role of ICT in improving the teaching learning process should be emphasized.
Table 1: Outcome indicators, baselines, targets and annual distributions of SO1
M Annual Targets
eas Baseline
Outcome
N Indicators 2020/21 2021/22 2022/23 2023/24 2024/25
ure 2019/20
s

Undergraduate N
1 2067 1877 1746 1626 1556 1450
enrolment o.

Male 790 750 698 651 622 580

104
Female 1277 1126 975 933 870
7
No
1.1 Regular 276 306 336 366 366 400
.

Male 119 135 150 165 165 180

Female 157 171 186 201 201 220
No
1.2 Online/Distance 1191 1041 900 800 700 600
.
No
Male 409 361 321 280 230 200
.
No
Female 782 680 579 520 470 400
.
No
1.3 Extension 27 30 60 90 90 100
.

Male 17 16 30 45 45 50

35
 M Annual Targets
eas Baseline
Outcome
N Indicators 2020/21 2021/22 2022/23 2023/24 2024/25
ure 2019/20
s
Female 10 14 30 45 45 50
No
1.4 Summer 573 500 450 400 400 350
.

Male 245 224 210 198 196 156

Female 328 276 240 202 204 194
N
2 Masters Enrolment 574 725 895 1020 1140 1210
o.
Male 276 350 447 508 564 603
Female 298 375 448 512 576 607
No
2.1 Regular (Male/Female) 137 170 220 250 280 310
.

Male 83 90 120 130 150 165

Female 54 80 100 120 130 145
No
2.2 Online (total) - - 30 60 90
.

Male - 18 40 50
Female - 12 20 40
No
2.3 Extension (total) 82 100 120 140 150 160
.

Male 61 70 85 95 85 80
Female 21 30 35 45 65 80
No
2.4 Summer (total) 355 455 555 600 650 650
.
Male 184 230 275 310 330 325
Female 171 225 280 290 320 325
N
3 PhD Enrolment 96 115 145 175 225 275
o.
Male 73 85 95 110 150 190
Female 23 30 50 65 75 85
No
3.1 Regular 96 115 145 160 180 210
.
Male 73 85 95 110 150 190
Female 23 30 50 65 75 85
No
3.2 Online - - -
.

Male -
Female -
No
3.3 Extension - - -
.

36
 M Annual Targets
eas Baseline
Outcome
N Indicators 2020/21 2021/22 2022/23 2023/24 2024/25
ure 2019/20
s
Male -
Female -
No
3.4 Summer - - - 15 45 65
.

Male - 9 30 40
Female - 6 15 25
Share of PG students from
4 %
the total 24.47 31 38 45 47 50
Share of female students in
5 %
undergraduate programs 56.49% 55 52 51 50 50
Share of female students in
6
postgraduate programs -
Nu 15 20 30 40
International students
7 mb
(summer school, - 10
er
Short term trainees certified
in different competences Nu
8 and international language mb

centers established er

0 6 7 8 8 9

Strategic Objective 2: Ensure program relevance and quality across departments

Ensuring program relevance and quality across program units shall be one of our faculty‟s
priorities to achieving excellence in the teaching and learning process. For the full realization of
this, setting clear, standardized and binding admission criteria to employ stringent student
admission procedures and qualify enrolment profile should be mandatory. Revising and updating
curricula continuously in line with the job market will optimize the relevance and quality of
education. To ensure program relevance, the faculty of humanities needs to emphasize the
current and potential market demands. This entails introducing new programs demanded in the
market. For instance, expanding programs such as MA in Cinema and Theatrical Arts in
collaboration with other universities in Ethiopia is expected to render more value for the
curriculum. Moreover, engagement in international collaborations can serve as a fertile ground to
launch dual programs that could attract international students. Putting efforts to maintain
international standards on the one hand and taking indigenous knowledge and experience into

37
 consideration, on the other, in curriculum development helps to entertain the dynamic curriculum
environment of the day.

Providing students with an enhanced range of co-curricular and extra-curricular experiences is

also highly essential in their career development. This helps to prepare graduates for a wide
range of challenging careers and enhance their employability rate. To this effect, tracer studies
shall be carried out on a regular basis to improve the relevance and quality of programs, and
design new programs that can create better job opportunities.

Table 2: Outcome indicators, baselines, targets and annual distributions of SO2

Baseli Annual Targets
Meas ne
No Outcome Indicators
ures (2019/ 2020/21 2021/22 2022/23 2023/24 2024/25
20)

New UG Programs
Introduced based on No.
1.
market demand and
global condition 1 1 1 1 1 1

Industry initiated programs

No.
2. launched at first degree and
certificate level 0 0 1 1 1

New PG Programs
No.
3. introduced based on market
demand 2 4 3 2 2 2

No.
Programs updated based on
4.
tracer study 0 0 0 2 1 1

Proportion of graduates 76.1% 78% 80% 80% 82% 85%

5. %
employed within a year

Revised/updated PG
6. No.
curriculum 4 2 1 2 3

No.
7. Joint/dual programs run
0 0 0 0 1 1
along with prominent

38
 Baseli Annual Targets
Meas ne
No Outcome Indicators
ures (2019/ 2020/21 2021/22 2022/23 2023/24 2024/25
20)

Universities [ISCVP]

Teacher: Student Ratio at 1:10 1:10 1:10 1:9 1:9

8. Ratio
undergraduate level 1:10

Teacher: Student Ratio at 1:11 1:10 1:9 1:8 1:7 1:6

9. Ratio
postgraduate level

Undergraduate programs
No.
10. delivered in distance and
continuing education 2 - 2 3 2

Graduate programs delivered No.

11.
in continuing education 0 2 3 2 1

Students involved in co-

12. curricular and extra-curricular %

activities 0 5 10 15 20 25

Proportion of graduates
13. %
employed on their profession UD 72 76 80 82 85

Satisfied student on the

14. %
available programs UD

0 0 1 1 2 3
Additional courses provided in
the PhD/MA programs based on
No.
15. the prescriptions of professors
and students over and above the
courses in the curriculum

Postgraduate programs admitted No. 0 0 0 1 2 2

16.
international students

Project-supported graduate No.

17.
programs delivered 1 1 1 2 2 2

No.
18. Establish smart class rooms
0 9 2 4 4 4

19.

39
 Baseli Annual Targets
Meas ne
No Outcome Indicators
ures (2019/ 2020/21 2021/22 2022/23 2023/24 2024/25
20)

Strategic Objective 3: Restructure and strengthen the postgraduate program office

Graduate education provides students with more advanced learning in specialized and sub-
specialized scientific disciplines. A good graduate program gives an in-depth understanding for
students to become experts who are equipped with advanced skills and knowledge in a particular
field of study. The learning environment at this level is different from the undergraduate level as
it is distinctly characterized by its advanced, focused and scholarly nature. In general, graduate
education is expected to equip students with competencies that enable them to apply analytical
and interpretive skills as well as understand and/or produce advanced research.

As one of the academic units in BDU, The faculty of humanities will focus on strengthening
and empowering its postgraduate program to ensure the university‟s vision of being a research-
intensive university in the coming strategic period. This is mainly accomplished by improving
the research output of postgraduate students both in quality and quantity and guaranteeing the
required academic freedom in the faculty.

The faculty‟s postgraduate programs, both in second and third degree, are increased dramatically
and the faculty intake capacity particularly in the PhD programs is the leading in the university.
Thus, managing all these programs in an office which is merged with research and community
services vice Dean is awkward. Therefore, restructuring the postgraduate office and equipping it
with the necessary facilities, revising the management system and pulling competent team
members that are up to the expectations of postgraduate students, staff and other stakeholders is a
mandatory. More attention will also be given to the automation of the postgraduate study from
admission to graduation that will improve the monitoring and data management system. This
office will organize „Academic Writing‟ training package to all PhD students and staff at BDU,
and this is important to most postgraduate programs.

40
 Table 3: Outcome indicators, baselines, targets and annual distributions of SO3
N Outcome Indicators Measure Baseline Annual Targets
o s
2019/20 2020/21 2021/22 2022/ 2023/24 2024/25
23

1. Organize office of No. 0 0 1

the post graduate
program to meet
stakeholders needs

2. Diversified PG No. 12 14 16 18 19 20
programs

3. Fulfilled personnel of No. 0 1 2

the office with
adequate capacity to
deliver necessary
service

4. Share of FoH budget %

allocated for the
graduate program

5. Funds mobilized Birr 0 0 0.5 1 1.5 2

from external sources (million)
by the office

6. (Talented) No. 6 5 8 12 15 17
students awarded
scholarship into
post-graduate
programs

7. Professors with % 0 0 10 12 15 20
academic freedom
and autonomy to
recruit talented
candidates for PhD
program studies

41
N Outcome Indicators Measure Baseline Annual Targets
o s
2019/20 2020/21 2021/22 2022/ 2023/24 2024/25
23

8. Automated PG No. 0 0 1 1 1 1
programs

Strategic Objective 4: Implement contemporary instructional and assessment practices

Instructional process refers to the actual practices of the teaching-learning process.
Effective instructors not only plan and execute their day-to-day courses effectively but also
ensure that their students have effectively acquired, rehearsed and connected knowledge
and skills. To that effect, spending more time in guided practices, asking questions,
checking for understanding, and correcting errors helps to have an effective instruction.
Although teaching in a classroom is generally a group activity, learning is very individual.
All students are different and have different learning styles, which teachers need to keep in
mind when they plan for their teaching-learning activities.

For a fruitful instruction that acquaints students with the required competencies
(knowledge, skills and attitude), students of the faculty of humanities shall be exposed to
practical and experimental learning. The faculty will adapt practical work place education
and training instructional approaches from College of Education and Behavioural Sciences,
College of Medicine and Health Sciences, Institute of Technology of BDU. By engaging its
students in Content based Learning, (CBL), the faculty can produce professionals and
graduates who are socially accountable and responsive to the felt needs of the community.
This could be done through field placements, practicum, and internship programs. To this
end, selected undergraduate program curricula in the faculty should be rigorously revised to
combine classroom teaching with supervised apprenticeship, practicum, and/or field
placement programs.
In addition, the academic unit will pay attention to the community‟s particular educational
needs through its faculty involvement in designing and delivering a variety of capacity
building programs such as short-term training, workshops and seminars. Moreover, the
faculty will implement various methods such as giving scholarship opportunities to hunt
talented students from the academic community.

42
 Moreover, it must be kept in mind that educational effectiveness is judged on the basis of
learning outputs. Assessment is the means to measure those outputs. In addition to outcome
measurement, assessment is a means that bridges the gap between teaching and learning.
Perhaps assessing student performance is a fundamental tool in instruction because it helps
to know whether an educational institution is delivering what is required and to provide the
required feedback for improvement in student outcomes. An effective practice of
assessment and evaluation is, therefore, an indispensable instrument in addressing
instructional objectives. This activity attempts to verify the quality of the output.
Establishing a fair, transparent as well as performance-based student assessment and
evaluation system matters highly in this respect.
BDU has automated Student Information Management System (SIMS) since the last ten
years and it has in fact brought significant improvement to the students‟ information system
and satisfaction on the side of students, teachers and the university management at large. It
has also been working on automating the previous students‟ data. It is planned that by the
end of this SP years all (since the establishment of BDU) students‟ data will be recorded
using the SIMS. The faculty of humanities in its part will also be working to automate the
faculty‟s previous students‟ data using the SIMS.
Table 4: Outcome indicators, baselines, targets and annual distributions of SO4

Baseline Annual Targets

No Outcome Indicators Measures
2019/20 2020/21 2021/22 2022/23 2023/24 2024/25

Number of Courses
involved (in co-
1. teaching) industry %
experts in classroom
instruction 0 4 7 9 12 15

Undergraduate courses
2. taught by senior %
professors 60 65 70 75 80 85

smart teaching-learning 25 50 75 85 100

3. %
system employed

43
 Baseline Annual Targets
No Outcome Indicators Measures
2019/20 2020/21 2021/22 2022/23 2023/24 2024/25

Programs with organized

4. workplace/fieldwork training No.
attachments 4 9 10 11 12 13

Programs benefited from industry-

5.
university linkage No. 4 9 10 11 12 13

Students that have got valuable

6. skills from workplace (field No.
placement) experiences
40 60 65 70 80 85

MoU signed with selected

organizations, industries, and
7. communities to attach students‟ No.
placement in practicum, and
internship programs 6 7 9 12 14 15

Programs that delivered tests

8. set by testing centers to %
assess students 0 0 0 5 10 20

Undergraduate Programs that

9. %
implemented exit exams 0 20 40 60 80 100

PhD candidates published

10. more than one articles on
peer reviewed journals No. 5 10 15 20 30 40

PhD Candidates who

Percen
11. participated in national
t
conferences ND 50 60 70 80 90

PhD Candidates who

presented their research Percen
12.
works on national t
conferences 5 7 12 20 25 30

13. PhD Candidates who Percen 0 2 3 4 5 5

44
 Baseline Annual Targets
No Outcome Indicators Measures
2019/20 2020/21 2021/22 2022/23 2023/24 2024/25

presented their research t

works on international
conferences

Masters students published

Percen
14. article in peer reviewed
t
journals (after graduation) 5 5 7 10 15 20

Undergraduate graduation Percen

15.
rate t 90 100 100 100 100 100

Female undergraduate Percen

16.
graduation rate t 90 100 100 100 100 100

Undergraduate graduation
Percen
17. rate of students with
t
disabilities 90 100 100 100 100 100

Graduate students‟ Percen

18.
completion rate t 90 100 100 100 100 100

Guideline formulated for Numb

19.
community-based learning er 1

Community-based teaching Percen

20.
courses identified t 2 4 6 8 10

Students involved in
Percen
21. academically based
t
community services
3 5 7 9 11

Students involved in
Numb
22. environmental education
er
service s 7 14 21 28 35

Students involved in in- Percen

23.
service learning t ND 60 63 65 67 70

Strategic Objective 5: Integrate indigenous knowledge use

45
The FoH should make concerted efforts to recognize the relevance of indigenous knowledge,
knowledge developed by local/indigenous people over generations which allows communities to
develop understanding of their relationship with the surrounding natural and social
environments. Placing a middle ground attention to integrate the indigenous knowledge and
Western knowledge systems at the university setting could help to bring possibilities of utilizing
local resources for now and then to decolonize Western knowledge influences in the long run.
The faculty of humanities recognizes that intellectual decolonization could be seen as a
foundation to reshape curricula and education systems and thereby advancing the socio-cultural
transformation of our society without detaching themselves from their local identity.

Thus, this strategic objective suggests ways of integrating indigenous knowledge and Western
knowledge systems, particularly through community-engaged learning, exposure to participatory
teaching and research. This could be done through decolonizing staffs‟ and students‟ minds and
advocate against the perception of considering indigenous knowledge as inferior, making
classroom science more relevant to the daily lives of students, using the indigenous knowledge
as a tool to make the Western science more accessible, by promoting local solutions for local
problems to bring a healthy, sustainable lifestyle, environmental protection. This strategic
objective also recommends a learning environment that connects learners with their culture and
brings back the role of parents, community, and elders into education. Further, with the
university‟s strategic objectives in mind, the FoH is committed to attain diversity that will help
the people of Ethiopia benefit from the inclusion of indigenous languages through research and
community engagement.
Table 5: Outcome indicators, baselines, targets and annual distributions of SO5

N Baseline Annual Targets

Outcome Indicators Measures
o
2019/20 2020/21 2021/22 2022/23 2023/24 2024/25

1. Centre to cultivate indigenous No - 0

knowledge established 1

2. Indigenous knowledge resources No - 1 1 1 2 2

Collected, documented, and
profiled

3. Promoted cultural, social and No - 5 7 9 11 13

46
 economic values of indigenous
knowledge for university
community via dialogue and
conferences

4. Events organized to connect No - 2 3 3 3 4

learners with their surrounding
local institutions

5. Cascaded indigenous knowledge No 1 1 3 3 4 4

projects in community-based
research

6 Identified indigenous knowledge

. development areas for No

community-based learning 1 5 10 15 20 25

7 Promotions of local solutions No 1 5 10 15 20 25

. undertaken for a healthy,
sustainable lifestyle,
environmental protection

Strategic Objective 6: Strengthen online/Distance education

Online learning is education that takes place over the Internet. It is often referred to as “e-
learning” among other terms. Offered by some of the world's top-ranked institutions, online
learning offers unprecedented opportunities for people who would; otherwise, have limited
access to education. It also offers flexibility of schedules around a full-time job, family, and all
the other commitments that one has in life.

BDU has been offering degrees (mostly undergraduate) through distance learning (an umbrella
of the online learning) for more than a decade and tens of thousands of students has benefited
from the program. As a public university pioneering in distance learning, BDU has been on the
top of the most preferred distance institutions in the country.

Advances in technology now allow students to study entirely online while still socializing with
classmates, watching lectures and participating in subject-specific discussions. The learning

47
 management system adapted by BDU along with many other channels on the net is increasingly
turning learners‟ interests to the online learning as a possible alternative to on-campus study.

In this regard, we have to use the large opportunities we have these days to extend our distance
education to online learning in the undergraduate programs, and this should be extended to the
masters programs.

Table 6: Outcome indicators, baselines, targets and annual distributions of SO6

Baseline Annual Targets

N
o 2019/2 2020/21 2021/22 2022/23 2023/24 2024/25
Outcome Indicators Measures
0

1. Standard Online Learning Number 0 -5 10 15 20

Digital Module Prepared for
Online Graduate Programs

2. Standard Online Learning Number ND - 10 20 30 40

Digital Module Prepared for
Online Undergraduate
Programs

3. Programs accredited by Number 0 2 2

HERQA and beyond

4. Number of blended (online Number 0 2 2

and face to face) programs
increased

5. Partnership with international Number 7 8 9 11 13 15

institutions

6. Partnership with stakeholders Number 1 2 3

in Ethiopia

48
7. Increase Flexibility of Percent 0 15 20 25 35 50
programs

8. Quality achievement Percent 70 80 85 90 100

Increased

Strategic Objective 7: Enhance research cycle from initiation to completion, output and outcome
This Strategic Objective aims at strengthening the research cycle processes (research imitation,
review, funding categories, research implementation, monitoring and evaluation, reporting of
progresses as well as achievements). All individual academic staffs and the research units shall
develop a limited number of focused and prioritized and curiosity driven research themes. These
research themes shall be defined based on the needs and expectations of representative
communities, stakeholders, existing policies and strategies of local, national, and global
significances. Such priority research themes shall be well documented and updated periodically
(once in every three to five years) and will be the bases for initiating annual research proposals
for students and staffs to compete for funding. Priority research topics identified by the research
administration can be directly advertised in a call for proposal, but should pass through a similar
review processes. Research for development including community-based research shall be given
due emphasis while basic, curiosity driven and strategic research types also needs to be
intentionally supported. The faculty shall encourage active involvement of postdoc researchers
in externally funded projects through the projects of the university. These researchers are
expected to conduct cutting-edge research that focuses on interdisciplinary research in language
culture and communication and thereby enhancing the reputability of the university.

Internal research funding mechanisms shall also to take into account researchers at different
levels of their research careers (heterogeneity of researchers) and a variety of developmental
needs. Funding category should be designed (e.g. for postgraduate and postdoctoral students,
female researchers, research beginners, emerging researchers, talented researchers, flagship
research themes, innovative collaborative projects, etc). This helps to intentionally build up the
next generation of researchers and transforming the current profile of active researchers into
talented researchers. Moreover, the research mechanism of the faculty will be designed to relate
the research fund category of the university that helps to avoid over-dominance of one category
of researchers to frequently access available research funds of the university. Internally funded
research initiatives have to follow specific research calendar, pre-defined research format with

49
clear deliverables and subject to stringent review processes (a combination of panel of reviewers
and peer review systems). The postgraduate research and community engagement office shall
also institutionalize and enforce periodical monitoring and evaluation of research progresses
based on agreed deliverables specified in contractual agreement between the principal
investigators and the GRCS office across departments.

Research is costly as it requires infrastructure, equipment and personnel expenses. Attributed to

several demanding sectors, the amount of public money allocated to research has been reduced.
Moreover, Higher Education Institutions in Ethiopia are recommended to diversify their income
sources. Global experiences have confirmed that most externally funded projects are developed
in partnership with several national and international institutions/organizations and executed
jointly. This research funding trend illustrates the tremendous potential of projects to leverage
institutional strengths through strategic partnership, mobilize staffs and develop stronger
research groups, increase national and international visibility, add important contemporary
learning outcomes to students and quality research outputs that can be scaled up for the benefit of
the society. Moreover, the faculty of humanities realizes that externally funded projects have
manifold and concrete roles in boosting the capacity of institutions in terms of fulfilling
infrastructures, laboratory facilities, and trained manpower. They are also important to improve
the economic strength of staffs.

Moreover, research funding mechanisms shall also to take into account the issue of gender and
disability in the planning and implementation strategies. To address the interest of female
researchers, the faculty of humanities shall follow a gender mainstreaming approach in research
and community service projects thereby helping attain the vision of the university to be one of
the leading universities in research. More specifically, there will be budgeting mechanism for
outstanding girls at the postgraduate program for thesis research work, women‟s research day,
female researchers fund to encourage them and to acknowledge their excellence in research.
Furthermore, the faculty shall attempt to strengthen the budgeting mechanism of the faculty by
introducing a different funding and budgeting mechanism for disabled scholars/students so as to
address and encourage disability issues in research and community services.

50
 Table 7: Outcome indicators, baselines, targets and annual distributions of SO7

N Annual Targets
Baseline
o Outcome indication Measures 2020/21 2021/22 2022/23 2023/24 2024/25
2019/20
.

1. Departments with No 4 4 5 5 5 7
webpage-uploaded
research priority themes
2. Number of internally No 1 6 9 12 18 21
funded thematic research
projects
3. Number of recruited No - - 1 1 2 2
post-doc researchers
4. Number of PhD and MA No - 101 106 110 115 120
students supported
annually
5. Annual research Calendar No 1 1 1 1 1 1
for evaluation of
progresses (New
proposals, Ongoing and
Completed projects)
6. Subscribed journals No - - 1 2 3 4
7. Updated Research No 1 1 1 1 1 1
Thematic Document
8. Periodical research No 2 3 3 4 5 5
capacity building trainings
delivered
9. Organized Research No - - 1 1 1 1
administration team
10. Won joint research No 1 1 2 3 4 5
projects
11. Secured research No - 1 3 4 6 8
projects

51
 Strategic Objective 8: Strengthening, opening research centers and promoting research
groups into centers of excellence

BDU has initiated a number of research centres in the last few years. Realizing that the
research centres lack clear purpose of establishment and has remained less productive, the
faculty of humanities shall strive to fill this gap by launching new research centers that will
be designed to have clear purposes. Research centres/institutions focusing on research,
instructional, service problems or some combination thereof; are typical organizational
entities of a research university that help realize the vision of the university, focussing on
manuscript, culture, language and communication. In order to attain this objective, the
faculty will enrich local and global partnerships in research. Allocation of initial seed
money, periodical performance review and hiring of expatriate staff for fixed terms could
help to achieve the desired outcome within foreseeable future. The ultimate goal of
strengthening and promoting these centres is to grow up as centre of excellences that are
capable of raising funds to establish facilities and running research activities by themselves.

Table 8: Outcome indicators, baselines, targets and annual distributions of SO8

Outcome Baseline Annual Targets

No Measures
(2019/20) 2020/21 2021/22 2022/23 2023/24 2024/25
indicators
1. Centers / No 2 - 1 - 2 2
strengthened/reorgani
zed
2. New research centers No - - 1 1
established
3. Center of Excellence 1
in Ethiopian
Languages (Amharic
and Geez)
4 Number of staffs No - 1 1 - - 1
collaborated/hired/real
located including

52
 expatriate
5 Allocated seed budget Birr 4 - - 15 15
for centers (mill.)
6 Established strategic No - - - 1 1
partners by the
centers in research
External fund by USD - - - 0.1 0.2 0.3
7 centers generated (mill.)
8 Performance evaluation of No/year - - - - 1 1
each center within BDU
standards
9 Performance Evaluation of No/year 2 - - 1 1
each center with
stakeholders undertaken

Strategic Objective 9: Enhance knowledge generation and dissemination of research findings

BDU‟s vision of becoming a research-intensive university relies heavily on its contribution to

new discoveries and innovations. The government expects research findings that can help to
solve societal problems and increase the country‟s competitiveness in the global economy.
Publication of scientific outputs in the form of peer-reviewed articles, books, conference
proceedings, posters and policy briefings shall be seen as one of the important criteria for staff
members‟ of BDU. Emphasis should be given to publications in SCI journals recognized by the
Web of Science and/or Scopus and local journals accredited by MOSHE. In this regard, research
beginners (junior staffs) and locally relevant research outputs shall be /allowed to
publish/published in BDU‟s journals owned by faculties. The blind peer-review systems,
assignment of the editor-in-chief and other editorial bodies, electronic submission and tracking
systems of articles must be, however, substantially improved. Periodical review of the entire
publication system by external body could help BDU journals to overcome their bottlenecks.
Approaching the Web of Science and Scopus representatives in Africa to get inputs how to
improve our publication systems will open opportunities for our journals to be considered by
these indexing agencies. Special Issues of conference papers organized by the faculty of
humanities annually should be explored to maximize the visibility of the faculty in particular and

53
 the university in general. To realize all these, the faculty of humanities shall invest heavily in
skill training of staffs in terms of data collection, analysis and interpretation, scientific writing,
ethics and scientific integrity. Rewarding researchers for the papers they published, for advising
the number of MA and PhD students, and publishing in journals with impact factor shall be done
annually. Research results useful to communities/local users and policy makers should also be
prepared in local languages in a form of extension manuals and policy briefs respectively.

Table 9: Outcome indicators, baselines, targets and annual distributions of SO9

N Outcome indicator Measure Baselin Annual Target

s
o e 2020/21 2021/22 2022/23 2023/24 2024/ 25
2019/20
1. Number of publications No 11 14 50 55 60 65
indexed in journals of
Scopus List and MoSHE
accredited journals
2. Number of publications in N 15 20 15 10 0 0
o
peer-reviewed journals but
not indexed in SC
3. Number of conference N 1 1 1 1 1 1
o
proceedings (book of
abstracts, papers and
posters)/published
4. Number of policy briefs N 0 0 0 1 0 0
o
produced
5. Number of Special Issues N 0 0 0 0 1 0
o
released by the EJLCC
6. Number of the faculty‟s N 1
o
journal accredited
7 Number of research N 3 3 3 3 3 3
o
capacity building /

trainings in the y
r
faculty provided

54
8 Number of best researchers/CS N 0 2 4 8 15 20
o
Provider rewarded (Female
researcher, young researcher,
outstanding researcher,
community service)
9 Weekly Seminars held N 2 28 28 30 30 30
o
(Per faculty) 6
10 Annual Conferences held N 1 1 1 1 1 1
o
(National and
International)
11 Annual Research Report N 0 1 1 1 1 1
o
Publication (New Proposals,
Ongoing and Completed)
submitted
12 Monitoring and N 0 1 1 1 1 1
o
Evaluation of RIMS
/
undertaken
Y
r

Strategic Objective 10: Encourage interdisciplinary and trans-disciplinary research

The notion of this strategic objective is that addressing complex societal and developmental
challenges (environmental problems, societal economic wellbeing, complex human health issues
etc) suitability cannot be addressed by historically established ways of knowledge production
through disciplines rather by inter- and trans-disciplinary based production of knowledge and its
organization (Ciesielski et al,, 2017; Wernli & Darbellay, 2016). Basic research is conducted in
groups rather than by individual researchers. Especially, research for immediate applications
(adaptive type of research) should involve a group of researchers from diverse disciplines.
Interdisciplinary and trans-disciplinary research in the faculty of humanities helps to generate
better hypothesis, assess and interpret evidence, and develop and coordinate interventions. It has,
thus, the potential to contribute to the development of quality research by maximizing social
responsiveness that contributes to policy formulation and its implementation. It provides an
opportunity for engagement of researchers and communities as well as for creation of
multidisciplinary programs of the faculty that could contribute to the internationalization efforts
of the faculty of humanities in particular and BDU in general. For these reasons, the faculty of
humanities needs to be committed to interdisciplinary and trans-disciplinary (IDTD) research.

55
The faculty of humanities shall also be prepared to create an academic environment and career
paths that enhance IDTD personalities.

Table 10: Outcome indicators, baselines, targets and annual distributions of SO10

Meas Baseline
No Outcome indicators Annual Targets
ures
2019/20

2020/21 2021/22 2022/23 2023/24 2024/25

Cross-discipline research initiatives - - 1 2 3 4

1. No
identified

2 Staff training on IDTD approach (30 No - - 1 1 1 1

people/event) provided

3 Recognized IDTD research groups No - - - 1 1 1

4. External Funds secured by IDTD research ETB - - - - 1.5 2

groups (mill)

5. Publications produced by IDTD No - - - 1 2 3

research

6. Opinion survey about IDTD No - - 1 2 3

research conducted

Strategic Objective 11: Establish and strengthen integrated community development

projects
Bahir Dar University has recognized and appreciated that efforts towards making community
services are diverse in terms of quality and quantity. Currently, there are initiatives to redirect
the fragmented service provision activity into a splinted mega project that will bring great and
visible impact on the community. Such efforts should be strengthened. Mega community
development projects are large scale projects based on attributes such as high capital cost, long

56
 duration but program urgency, technologically and logistically demanding, and requiring
multidisciplinary inputs from many stakeholders. These projects could bring big changes in the
community and the life of the people.
Moreover, the use of available local, national, and international media that make the process and
the outcome of mega community development projects visible shall be a focus area. Community-
based development projects should be profiled, accessible, and relevant to the public needs. This
mechanism may help in knowledge transfer and exchange with the locality and beyond in several
forms that are important to academics as well as to the community.

Table 11: Outcome indicators, baselines, targets and annual distributions of SO11

No. Indictors Measure Baseline Annual Targets

s
2019/20

2020/21 2021/22 2022/23 2023/24 2024/25

1. A system of integrated No - - 1 - - -
community service
provision established

2. Guidelines for mega No - - 1 - - -

community service
provision and community-
based research developed

3. The number of partnerships No - - 1 2 3 5

and Stakeholder to work in
Mega community-based
collaborative Projects
increased

4 Collaborative research aligned No 0 2 4 6 8 10

with priority needs of the
faculty stakeholders Enhanced

57
5 Faculty of humanities‟ No. - 20 25 30 35 40
community participation and
engagement increased

6 Joint fund-raising projects No - - - 1 23

Promoted

7 Funding for community Amount in 3 4 5 5.5 6 6

service provision outside million Birr .
of the government source 4
increased

8 Media-based No of - 10 15 20
community service Themat 10 15
provision (BDU ic Area
media/FM) enhanced

9 Documentation and No. 1 1 2 3 3 4

communication system for
engagement (other than
quarterly report) strengthened

10 Students‟ engagement in CS No. - - - 1 1 1

activities enhanced

Strategic Objective 12: Strengthen university-industrial linkage

Universities are widely recognized as essential contributors to the economic development of a
country through their role in producing knowledge, skill, and innovations. In addition to producing
work-ready graduates for the job market, universities also play a pivotal role in conducting research
and incubating scientific and technological innovations. To realize this mission, the outcome of
research undertaken in each department has to be transferred to the industry to promote real and
sustained economic growth and social development.

Effective university-industry linkages (UIL) help local industries to modify and diffuse technology.
At the same time, universities can improve their academic capabilities if they encourage each
academic unit to interact with industries effectively. In this context, the linkage between the faculty
of humanities and industries can take various forms. Some of them may include: conducting

58
collaborative research with industries or aligning the faculty research themes with priority needs of
industries; developing industry based curricula; delivering training or short term courses to industry
personnel. It may also take a form of staff exchange between the faculty and industry for knowledge
and skill sharing/upgrading; creating common media platform; providing scholarship for industry
personnel; developing joint fund raising projects; internship programs /vacation jobs/ for pre
graduating students in industries; strengthening staff externship programs; involving experienced
industrial workers as guest lecturers; providing consultancy services to the industries; establishing
common incubation center and carrying out specific company sponsored projects. Thus, the faculty
of humanities will need to strengthen the faculty-Industry linkage services to successfully operate at
the interface between the faculty‟s research community and its external partners and sponsors. This
will have an immediate impact on the success of technology transfer and commercialization of
initiatives and on the institution‟s reputation. In a similar vein, the faculty of humanities enriches the
university-industry linkage in a dedicated and supportive environment where we teach our students
in and beyond the classroom to help them better understand local and global industries through
internships and practicums.

Table 12: Outcome indicators, baselines, targets and annual distributions of SO12

No Outcome indicators Measures Base Annual Targets

Line
2020/21 2021/22 2022/23 2023/24 2024/
2019/20 25

1 Industrial partnerships and No - - 1 1 1 2

collaborative agreements
established/made

2 Trainings or short-term No 3 5 8 11 12 15
courses delivered to
industry personnel and
staff

3 Collaborative research No 1 2 5 8 11 13
conducted which aligned
with priority needs of
industries

59
4 Experienced industrial No 2 4 6 8 10 12
personnel to provide
tailored training invited

5 Consultancy services No 0 2 3 4 4 5
delivered to industries

6 Staffs involved in No 0 3 4 4 5 6
externship program

7 FoH-Industry joint fund No 0 - 2 1 1 2

raising projects developed

8 Life skill and No 1 2 2 2 2 2

entrepreneurship trainings
delivered to graduating
students by successful
entrepreneurs

Strategic Objective 13: Advance social responsibility through professional services

Bahir Dar University, faculties and students should be encouraged to sale their professionalism
and be socially responsible through consultancy engagement, policy advisory, and volunteerism.
This will help to promote the role of the university community in the public scholarship. Thus,
the faculty of humanities should contribute its part by working with BDU to strengthen the
existing ones and develop additional diverse free professional services such as free consultancy
in culture, language and communication, for various community members. Moreover, scholars
and students in the faculty of humanities should be highly active as public intellectuals, and need
to contribute in diverse ways to debate on the contemporary public policy making and on the
implementation process of the wider political, social, and economical discourse in the region and
the country at large. Members of the faculty should play a central role in the development of
regional and national policies and guidelines based on their expertise. The faculty shall strive to
help BDU to extend its public scholarship through communicating with audiences outside of the
university through media appearances, writing and featuring in newspaper articles, organizing
public debates that are concerned with our political, civic, social, cultural, and intellectual
projects.

60
 Table 13: Outcome indicators, baselines, targets and annual distributions of SO13
No Outcome Measures Baseli Annual Targets
indicators ne
2020/21 2021/22 2022/23 2023/24 2024/25

2019/2
0

1 Involvement of staff on No. 5 10 15 20 25 30

professional associations
and humanitarian
organizations (existing and
new ones) increased

2 Free professional services No. 2 3 4 5 5 6

such as consultancy
delivered

61
3 Participated in public No. 4 5 5 5 5 6
outreach events that are
concerned with political,
civic, social, cultural and
intellectual interests

4 Sensitized communities No. 5 7 9 11 15

about intercultural 2
diversity and inclusiveness
via trainings, creative arts,
cultural exhibitions, social
rituals, and social media

5 The number of policy No. - 2 3 2 3

advisory service for
stakeholders increased

6 Staffs‟ participation No. 3 5 9 12 15

for institutional,
7
regional and national
technical working
group (TWG)
enhanced

7 Editing and 1
Translation
community service
centers established

8 Staffs‟ involvement in No. 2 3 5 7 9 12

policy development at
different levels
enhanced

9 Scholars engage in No - - 2 2 3 3
public policy debates
through media,
featuring in
newspaper articles,

62
 creative activities

Strategic Objective 14: Improve academic and administrative staff capacity

This objective focuses on making the ratio of bachelor‟s degree, masters and PhD up to the
required standard. By achieving this objective, the faculty intends to meet the international
standards set as it operates in a research-intensive university. Capacity building is an evidence-
driven process of strengthening the abilities of individuals, organizations, and systems to perform
core functions sustainably, and to continue to improve and develop over time. Development of
human capacity is an instrumental tool for the successive transformation of the faculty of
humanities in general and the effective implementations of t-Learning, research and community
engagement strategies in particular.

Table 14: Outcome indicators, baselines, targets and annual distributions of SO14
Baseline Annual Targets
Outcome Measure
No
indicators s
2019/20 2020/21 2021/22 2022/23 2023/24 2024/25

Total Teacher
1. Number 105 117 134 150 158 166
population

Female Number 20 24 28 38 46 52

Male Number 85 93 101 109 109 111

First Degree Number 3 4 6 3 2 1

Female Number 2 3 5 3 2 1

Male Number 1 1 1 0 0 0
2

Second Degree Number 47 54 61 71 71 72

Female Number 15 18 22 28 31 35

Male Number 32 36 40 46 47 49

Third Degree Number 54 56 60 65 72 78

Female Number 4 5 6 8 9 10

63
 Baseline Annual Targets
Outcome Measure
No
indicators s
2019/20 2020/21 2021/22 2022/23 2023/24 2024/25

Male Number 50 51 54 58 58 59

Teachers‟
Academic
Rank (1st 2.7:42.7:
3. Ratio
Degree: 2nd 49.1
rd
Degree: 3
Degree) Ratio

Share of
4.
academic to
Ratio
administrative
staff

Newly
Employed
5. teachers who are " 11 10 12 10 6 4
given organized
induction

Leaders who
took need based
short term Number 3 10 15 20 25 30
professional
training

6 On teaching- 5 6
" 0 3 4
learning 2

5 6
On research " 0 2 3 4

On technology 5 6
" 0 2 3 4
transfer

On community 5 6
" 0 3 4
services 2

7 Teachers who Percent 80 20 40 35 30

25
took need based

64
 Baseline Annual Targets
Outcome Measure
No
indicators s
2019/20 2020/21 2021/22 2022/23 2023/24 2024/25

short term
professional
training

On teaching-
learning (like
Percent 60 20 20 20 20 20
academic
writing, ….) on:

Research Percent 20 30 30 20 10 10

Technology
Percent 0 31 35 35 35 30
transfer

-Community
Percent 0 31 35 35 35 30
services

Students who
took need based
short term Percent 100
professional
training on:

-Teaching- 30
8 Percent 20 40 50 60
learning

Percent 20
-Research 10 35 40 50

-Community Percent 20
10 35 40 50
services

Capacity
9
Building training Percent 15 25 50 75 100 100
provided

Teacher
10
retention Percent 90 92 94 97 100 100
capacity

65
 Baseline Annual Targets
Outcome Measure
No
indicators s
2019/20 2020/21 2021/22 2022/23 2023/24 2024/25

Able Leadership
and
Implementation
in terms of:

-Achievement of
Percent 90 90 90 95 95 100
objectives

-Leaders who
took leadership Number 0 2 2 3 4 6
training

-Leaders who
got experience
Number 0
sharing
opportunities

 In
Number 0 10 12 12 14 10
11 Ethiopia

 Abroad Number 0 8 10 15 17 20

Number 5 15 20 25

 Managemen
t Trainings
Number 0 100 150 150 150 150
given to
implementer

 Experie
nce
sharing
opportunit
ies given Number 0 4 6 8 6 6
to
implemen
ters (in
country)

66
 Baseline Annual Targets
Outcome Measure
No
indicators s
2019/20 2020/21 2021/22 2022/23 2023/24 2024/25

Capacity Built
on
16
mainstreaming Number 5 13 18 15 14
cross cutting
issues
12

-Academic staff Number 0 10 12 15 10 10

-Administrative
Number 0 3 4 3 5 4
staff

-Students Number 20 30 30 40 50 40

Strategic Objective 15: Maintain gender and diversity inclusiveness

The faculty of humanities needs to exert its maximum effort that will help attain the vision of the
university to become a model university for equality, diversity, and inclusion by addressing
inequality and empowering disadvantaged people who are central to its mission. The faculty of
humanities should play its part to bring behavioural and attitudinal changes of the academic staff,
students, and the surrounding community towards social inclusiveness and appreciating diversity
in gender, ethnicity, and disability etc. Based on an inclusive ethos, mutually-enriching synergy
and smooth interaction between the faculty and the community should be pursued through social
events such as sports, get-togethers, traditional rituals, exhibitions, community day to make the
faculty of humanities open to public visit, filming and disseminating community-based projects,
and participation in public outreach events. The faculty of humanities should also raise the share
of female staff members in the leadership positions at all levels, both in the academic staff and in
the administrative staff positions.
Table 15: Outcome indicators, baselines, targets and annual distributions of SO15

No Outcome indicators Measures Baseline Annual Targets

2019/20 2020/21 2021/22 2022/23 2023/24 2024/25

67
1 Intercultural awareness and No 2 2 2 2 2 2
cultural diversity competence
trainings provided for
students

2 Staff and students sensitized Percent 20 30 40 50 60

about diversity and
inclusiveness via creative
arts, cultural exhibitions,
social events and social
media

3 Share of females in Deans No 0 0 2 2 2 2

leadership positions of FoH
secured

4 Share of females in the No 0 1 2 2 2 3

department leadership
positions achieved

5 Share of females from the Percent 20.9 25 30 35 40 45

total teaching, research staff
population

6 Share of females in the Percent 0 10 20 25 30 35

administrative leadership
positions secured

Strategic Objective 16: Improve the performance appraisal system of the academic and
administrative staffs

The centre of this objective is the instalment of performance management system in the faculty.
In this objective, the development of personal scorecards of each staff in the faculty, the
performance measurement of these individuals based on their personal scorecards will be given
due attention.
Designing personal development plan is also another major concern of this objective. As a result
of accomplishing this objective, the faculty will have leaders, researchers, teachers and

68
 administrative staff whose performance is strictly guided by their personal scorecards and their
performance appraisal.

Table 16: Outcome indicators, baselines, targets and annual distributions of SO16
No Outcome indicators Meas Baseline Annual Targets
ures
2019 2020/21 2021/22 2022/23 2023/24 2024/25

/20

1. Leaders who have personal Perce ND 20 40 60 80 100

scorecard at all levels nt

2. Leaders whose performance is Perce ND 20 40 60 80 100

measured based on their scorecard at nt
all levels

3. Teachers whose performance is Perce ND - 20 40 60 80

measured based on their individual nt
scorecard

4. Leaders at all levels, teachers, 20 40 60 80

researchers, and administrative staff
Perce ND -
who have personal development plan
nt

5. Researchers whose performance is Perce ND 20 40 60 80

measured based on their personal nt
-
scorecard

6. Administrative staff whose Perce ND 50 60 70 80 100

performance is measured based on nt
their scorecard

7. Administrative staff Perce 0 5 7 10 12 15

Implementing daily diary nt

69
 Strategic Objective 17: Enhance the reward system and staffs‟ motivation and cohesion
Employee recognition is vital in valuing the achievements of the staff and the faculty which, in
turn, will motivate achievers and other implementers alike. Thus, the scope of this objective
focuses on the instalment of the reward system of the faculty to reward high achievers to
motivate other staffs.
Motivating staff and increasing staff cohesion are also other focuses of this objective. As a result
of achieving this objective, it is intended that the faculty will have motivated staffs who are
capable of accomplishing their assigned objectives efficiently and effectively.

Table 17: Outcome indicators, baselines, targets and annual distributions of SO17

No Outcome Measures Baseli Annual Targets

indicators ne
2020/21 2021/22 2022/23 2023/24 2024/25

2019/2
0

1. Leaders at all levels whose Percent ND 10 15 20 25 30

performances are labeled as
excellent (efficient and
effective)

2. Teachers who are Percent ND 10 20 30 40 50

identified as excellent
performers

3. Researchers and Percent ND - 10 20 30 40

community service
providers who are
identified as excellent
performers

70
4. Administrative staff Percent ND 15 20 25 30 35
members who are
identified as excellent
performers

5. Events created to Numbe

enhance the social r
cohesion of staff

Sports events Numbe 1 1 2 2 2 2

r

Get-together Numbe 0 1 2 2 2 2
events r

Inviting motivational Numbe 1 1 1 1 2 2

speakers r

6. Best performing Percent 0 10 20 30 35 45

teachers, researchers,
community service
providers and
administrative staffs
who get recognitions or
incentives or rewards
for their best
performance

7. Awards and Numbe 10 20 30 35 45

promotion given for r
staffs, students, and
stakeholders involved
in teaching-learning,
research and
community service
provision

71
8. Customer satisfaction

 Finance Satisfact No V.G V.Good Excelle Excellen Excellen

ion level data nt t t

 Procurement

 General
services

o Transport Satisfact No Good V.Good V.Good V.Good V.Good

ion level data

o Utility Satisfact No Good V.Good V.Good V.Good V.Good

ion level data

o Office Satisfact No Good V.Good V.Good V.Good V.Good

ion level data

o Landscaping Satisfact No V.goo V.Good V.Good V.Good V.

d Go
ion level data
od

 HRM Satisfact No V V.G Excellent Excellent Excellent

. ood
ion level Data
G

 Student Satisfact Very V.Go V.Good Excelle Excellen Excellen

services ion good od nt t t
level

 Housing Satisfact No Good Good V.Good V.Good V.Good

ion Data
level

Strategic Objective 18: Build institutional capability

72
Institutional capacity building should be a focus of an organization so that leaders at various levels
will be accountable and transparent, and services will be provided in an informed fashion, and
thereby satisfy the educational and other needs of stakeholders and plays a part in the development of
Ethiopia. This strategic objective is believed to enhance the systems and structures needed to
function effectively, work towards sustainability, and achieve goals. Organizational strengthening is
about systems, rules and regulations, structures, and improving the enabling environment. In order to
enhance the institutional capacity building process of the university, the faculty of humanities shall
provide a better environment to our staff and students. This will include improving our performance
continuously to achieve our goals.

Hence, FoH should build itself in order to strengthen the system of accountability and transparency
through effective utilization of public properties. To do so, the FoH should revisit and develop
policies and clear procedures. It must develop and foster an organizational culture so that the staff
embraces the vision, inculcate the university rituals, respect the law and the leadership, participates
in all FoH activities. FoH also needs to live and stick with a plan, regularly monitors it and evaluate
it when the plan period ends.

The leadership of the FoH must promote the culture of listening, dialogue and democratic
conversations and build the institutional capacity to do so. Such activities, dialogue and transparency,
will be promoted further by introducing and implementing modern technologies, which the FoH shall
do it so.

The FoH shall focus only on activities and processes that promote the causes of its exciting and its
mission. The support activities must be provided where they can be accomplished well. In order to
foster the research undertakings, the FoH ensures the establishment of a scientific database
management institute. Also, to increase the fund mobilizing efforts of the University, FoH shall open
a professional development training centers geared to provide leadership, management and
accounting trainings by developing different short term curricula and modules based on the most
recent theories, models and procedures as per the needs of the public servants, NGOs, public
enterprises and other stakeholders of the regions and of the country..

73
Table 18: Outcome indicators, baselines, targets and annual distributions of SO18

No. Outcome indicators Measur Baseline Annual Targets

es
2019/20

2020/21 2021/22 2022/23 2023/24 2024/25

1 % UD 75% 90 100%

Upgraded FoH to College of

Humanities and to revise the FoH‟s
organizational structure

2 Strengthened “College of No 1
Humanities”

3 Ensure that a system of policies and No 1

clear procedures for each department 1 1 1 1 1
are available by the year 2020

4 Launch FoH strategic plan (2020-

2024) in the year 2020 and monitor
No 1 1 1 1 1 1
its implementation at least on
quarterly basis.

Evaluate the overall two years - 1

execution of the strategic plan at the
5 No - 1 1 1
end of 2021 and ensure necessary
adjustments are made

6 Create sense of belongingness and

cultivate a culture of participation, Very Very Excelle
Level of Good Good V.Good
responsiveness and transparency in satisfact good good nt
all the faculty‟s community ion

Develop and maintain a system by

which all community of the faculty
7 No of 3 4 4 4 4 4
internalizes the university mission,
meeting
vision, and core values

74
 s

Develop and implement a strategy for

regular and transparent reporting of
8 designe
activities and secure a satisfactory d - - - - 1 -
level of responsiveness for the strategy
faculty community suggestions,
comments and feedbacks

11 Establish an Intranet system with a -

spirit of introducing an open - - - 1 1
No
governance system.

12 Digitalize all HR data in categories % 10 15 60 100

Strategic Objectives 19: Enhance organizational efficacy

In order to enhance organizational efficiency, the faculty of humanities should strive to ensure
departments, staff, students, and administrators‟ satisfaction. It should also install mechanisms
which will help to improve the academic, professional, personal development and quality of the
faculty. Surveys should be conducted every year to ensure the satisfaction of internal customers
and external stakeholders.
Table 19: Outcome indicators, baselines, targets and annual distributions of SO19

No. Outcome Measures Baseli Annual Targets

indicators ne
2019/2
0
2020/21 2021/22 2022/23 2023/24 2024/25
1 Ensure students‟, and staffs‟ %
educational satisfaction,
academic, career, personal 60% 70% 75% 85% 95
development; and quality of
the faculty
2 Enhance external %
stakeholder‟s - - 60 65 70 75
satisfaction
3 Ensure an increase in the Perce -
1% 5% 10% 15% 20%
amount of self-generated ntage

75
 revenue by strengthening the incre
existing income generation ase in
programs and launching new Birr
ones
4 Establish TOFL center No 1

Strategic Objectives 20: Strengthen institutional internal monitoring/auditing system

Institutional internal control system is the attitude of the FoH's executive management and
staff regarding internal controls. A sound control environment is the foundation for all
other components of internal control, providing discipline and structure. The basic elements
of the control environment include installing improved planning, monitoring and evaluation
system at each level, standardising planning, reporting and feedback mechanisms,
improvement in audit finding results, improve accountability and transparency, improve
internal auditing system strengthen anticorruption and ethics department, standard security
and intelligence department and installing physical auditing mechanisms.

Table 20: Outcome indicators, baselines, targets and annual distributions of SO20
No. Outcome indicators Measures Baselin Annual Targets
e
2019/20
2020/21 2021/22 2022/23 2023/24 2024/25

1 Installing improved % - - 100 100 100 100

planning based on BSC
2 Monitor and evaluate % - 70 80 90 95 100
performances at each
level
3 Improvement in audit - - - - - - -
finding results
4 Reduced corruption Percent - 2 50 70 80 100
findings 0
5 Performing fiscal audit No N 2 4 4 4 4
o
6 Full implementation % 6 80 85 90 95 100
Electronic Procurement 0
system

76
7 Reduced complaints on % 5 40 30 25 20 10
public procurement and 0
property
Administration

Strategic Objectives 21: Capacitate FoH to be a leading research-intensive faculty

Branding is a strategy primarily designed to make BDU visible for local and international
communities by making it read and seen on the social as well as traditional media. In other
words, what is communicated about the university (use of the university logo, slogans,
advertisement etc), through various media outlets must be consistent and should be guided
by a recognized directive.
A university brand is a promise – the big idea a university offers to students, the
government and the society at large. Branding allows a university to make an emotional
connection with the audience, and convince them to invest in their money, even when
they're not sure what the outcome of that expense will be. Branding will also help the
university to communicate what benefits are delivered to stakeholders, and what promises
there are for future generations. It shows what will be done and accomplished as per the
directive, vision and missions of the university. Thus, creating a solid identity is the best
way to appeal to students, donors and the government.
The faculty of humanities, therefore, needs to work hard to make BDU be visible to the
wider community by developing a strong communications team that can feed material to
concerned units and by opening up media releases. BDU‟s office of Information and
Strategic Communication shall monitor and promote the overall research processes
undertaken by the faculty of humanities thereby preserving the reputation and visibility of
the university.
Increasing the involvement of departments and/or students in on/ off-campus academic
events and outreach activities is also required. Moreover, the faculty of humanities should
extend its efforts that help BDU showcase on-campus research to potential industry and
government partners. Providing open, consistent and searchable information on personnel
and research through research pamphlets, bulletins, the internet and other media should be
taken into consideration.
Increasing the visibility of the research performance of the faculty requires maximizing the
use of ICT tools, a research portal, and digital availability of our research in terms of the
Open Access Policy. Developing a web-communications strategy, the faculty can make the

77
 research effort indispensable. Hosting global conferences, supporting business trips for the
largest global research events, publication support system and others are also useful tools
the faculty needs to emphasize to realize the increased visibility of the university.

Table 21: Outcome indicators, baselines, targets and annual distributions of SO21
No. Outcome indicators Measures Base Annual Targets
line
2019/20
2020/21 2021/22 2022/23 2023/24 2024/25

Developing a strong
1
communications team that can
feed material to the central team No
1 1 1 1 1
and ensure the visibility of our
academics and researchers in
media releases
Monitoring BDU‟s and FoH‟s
2 reputation as reported by outside bodies Once
1 1 1 1 1
per
year

FoH shall prepare a research

3 bazaar, a research festival for Once -
/a - 1 1 1 1
researchers, stakeholders and
year
students

Strategic Objective 22: Enhance FoH internal and external communication

Data and information without appropriate communication is meaningless. In other words, unless
accurate information is communicated to different stakeholders for a purpose, there will not be
productive interaction for further development, and in the absence of such communication, key
customers will not be satisfied. Effective communication among different parties is what
guarantees the continuation of the systems they need to develop mutually. In the context of the
faculty of humanities, effective communication among different segments of the faculty

78
community (academic and administrative staff and students) as well as communication with the
outside world (partners- in land and abroad, organizations and the general public is perhaps one
of the most important engines in all the processes.

Table 22: Outcome indicators, baselines, targets and annual distributions of SO22

No Outcome indicators Measures Baseline Annual Targets

2019/20
2020/21 2021/2 2022/23 2023/2 2024/2
2 4 5

1 Communication Number 0 1
strategy developed

2 Disseminate the Number/ye - - - - 1 1

facility‟s core ar
activities and
research outputs
through electronic
media

3 Increase the staff Number/m

participation in BDU onth
Newspaper

4 Published Brochures Number/ye 1 2 4 6 8 10

& Pamphlet ar

5 Organize events such Number/ye ND 1 2 2 3 4

as literary day, ar
culture day, talk show
program etc

6 Disseminate the Number ND 20 25 30 35 40

faculty core activities
via the faculty
webpage

7 Faculty wide Number/yea 1 1 1 1 1 1

79
 satisfaction survey r
made

8 Open discussion forums Number/yea - - - - 1 1

r

9 Opinion survey of Number/yea - - - 1 1 1

International partners r

10 Invited motivational Number/yea - - 1 1 3 4

speakers r

11 Actively participate in Percent 10% 20% 25% 35% 40% 40%

the events Cultural
Centre

12 Arranged open faculty Number/yea - - - - 1 1

Week (thanksgiving, r
recognition, exhibitions
etc)

Strategic Objective 23: Enhance the system of internationalization and partnership

The objective of the strategic issue of the faculty is to establish well thought partnerships
and networks that enhance our capacity to help the university achieve institutional goals;
i.e. becoming a research-intensive university. Engagements in such collaborative activities
with different institutions shall be guided by a well thought and crafted partnership policy
and strategy. The policy shall consider issues related to the alignment/synergies of interests
and goals with partner institutions, priority geographic regions, academic culture,
competencies of students, staff and departments involved; educational services provided
and others. We need to recognize that that vast majority of international partnerships are
created on a department level, based on a common interest. The policy/strategy should also
be flexible enough to meet the evolving priorities of its very diverse departments and
academic programs. There is a need to reactivate the selected MoUs already signed based
on the defined policy premises. We need to think how best the selected MoUs can be
enforced by linking with individuals and departments. Once sufficient and strong linkages
are established, opportunities will be created for our students and departments to gain
international experiences through studying abroad for a semester, for example, research
stay at a partner university, following an internship abroad, attending summer school or

80
 other short-term programs offered by partner institutions through which internationalization
of the university will be upgraded. Internationalization is also a strategy for globalization.
Some of the internationalization strategies include staff and students exchange programs to
recruit international students, to enhance studying abroad programs, manage online courses
or opening programs abroad, design and offer language classes, cultural training schemes,
offering intercultural tutor etc. The faculty of humanities shall also aim to establish broad
and deep relationships with the regional and international higher education networks
fostering student and interdepartmental exchange, collaborative academic programs, and
joint research involving departments across the faculty.
Table 23: Outcome indicators, baselines, targets and annual distributions of SO23

No Outcome indicators Measures Baselin Annual Targets

e
2020/21 2021/22 2022/ 2023/24 2024/
2019/20 23 25

1 Collaborations created Number 3 4 5 7 10 20

2 International focal persons Number - 1 1

in the faculty

3 Number of students Number ... 1 2 2 4

engaged in academic
exchanges (in-bound &
out-bound)

4 Number of staffs Number --- 1 2 3 4

exchanged

5 Number of reactivated Number --- - 1 2 4

MoUs

6 Facilitated Number --- - - 1 1

collaborative/joint

Research projects

81
 7 Facilitated Joint or dual Number - - - 1 1
Academic programs

8 Facilitated Joint Funds USD (in --- - - 0.1 0.2

generated million)

9 Celebrating International Number/ye 0 1 1 1 1

Day ar

10 Celebrated New year with Number - - 1 1 1 1

International Students&
Expat Staff

11 Excursion for Number/ye - - - 1 1

International Students & ar
Expat Staff

12 Organised international Number 1 - 1 1

summer school

Strategic objective 24: Enhance visibility of FoH through integrated communication approach
and platforms
Increasing the visibility of our research requires maximizing the use of ICT tools, a research
portal, and digital availability of our research in terms of the Open Access Policy to make the
research of the faculty available as widely as possible. Developing a web-communications
strategy for our research effort is also indispensable. Hosting global conferences, supporting
business trips for the largest global research events, publication support system and others are
also useful tools to increase our visibility. This also helps us to internationalize BDU‟s research
and education. In order to achieve this, BDU needs strong international partnerships and a policy
supporting the internationalization of its research. The university needs to encourage academics
to create partnership by them and the policy should be geared to assist and strengthen such
partnerships, while also being in a position to suggest and support new international partnerships.
The faculty of humanities graduate research and community engagement office shall
continuously monitor where international research collaboration is taking place and where it can
profitably be encouraged. It also needs to give the necessary support for these collaborations and

82
s create global research partnerships. The vision of the faculty of humanities should be to support
these partnerships in competing for the collaborative research bids; to encourage them to produce
joint-degrees; to increase their visibility through co-authored publications; to increase their
mobility (of both staff and students) and to increase their access to international research funds.
PhD training and postdoctoral and early-career fellowships are considered to as drivers to
strengthen international partnerships for the research. Co-supervision of PhD students is
probably the strongest driver besides funds for collaborative research as it provides the glue of
shared interest and advantage.
Table 24: Outcome indicators, baselines, targets and annual distributions of SO24

No Outcome indicators Measures Baseline Annual Targets

2019/20 2020/23 2021/2 2022/23 2023/2 2024/25

2 4

1 International students Number - - - 5 10

hosted by FoH

2 Joint programs Number 1 3 4 5 5 7

established with
international universities

3 People following and Number 1,000 1,500 1,600 1,800 1,900 2,000
visiting main social
media platforms

4 Media outlet (print & Number 1 2 2 3 3 3

digital) established for
communicating the
faculty of humanities‟
international affairs

Strategic Objective 25: Enhance the utilization of digital information technologies

Provision of digital information technology infrastructures is a crucial component of the modern
education system and research institution and a pre-requisite for efficient governance. BDU‟s IT

83
systems in general and the humanities faculty in particular require significant improvement and
expansion to bring it to the required standard to enhance and facilitate the teaching-learning
processes, bring research productivity, and flourish delivery of effective governance and
administration. Requesting the latest technology, the humanities faculty should work together
and impose the university to continue investing more in digital information technologies, which
enable all the staff and students to communicate and share information effectively and securely
and to collaborate locally and globally.

The faculty of humanities needs extensive expansion and utilization of the IT facilities to support
and facilitate different teaching and research modalities such as for E-learning, utilizing E-
library, expanding open libraries; and accessing online courses for both the staff and the students
and equipping lecture hall with smart class room and video conference equipment required to
invite prominent professors.

The faculty of humanities should also propose the required ICT infrastructures to enable its staffs
utilize the digital information technologies for establishing a reliable, high-quality, integrated
database management system that enhances easy access and rapid sharing of reliable data. This
helps the staff, students, and collaborators to get the required information easily and increase
efficiency by avoiding unnecessary time devoted for searching of information. The databases
include information and data on the teaching programs, the staff and students, research projects
and outputs, published articles, theses, dissertations, developed and transferred technologies, lists
of partners collaborating with the faculty, MoUs signed, finance information, etc.

The faculty of humanities should also focus on improving staff capacity using continuous
capacity trainings and through the implementation of best-practices so that the faculty, and staff
will be empowered to use IT systems effectively. It will also enable students to improve their
digital literacy for discovering, evaluating and creating information using digital technologies.

84
 Table 25: Outcome indicators, baselines, targets and annual distributions of SO25
No. Outcome Measure Baseline Target
indicators s
2019/20 2020/21 2021/22 2022/23 2023/24 2024/25

1 Capacity and speed of Gb 1.9 2.2 2.8 3.2 4.5 5

the internet system

2 Access % 80 85 90 100 100 100

dependable internet ser
vice to all the
humanities faculty
community

3 Utilize full-fledged No 10 15 20 30 40 50
LMS

4 Proportions of smart % 50 60 70 80 90 100

classrooms, digital libraries
and video conference rooms.

5 Utilize in house developed No 8 9 11 13 14 15

soft wares to improve
information management

6 Improve the faculties % 60 70 80 90 100

online journal sub
systems.(RCSVP)

7 e-University services % 10 15 25 30 40
for budget reduction

8 e-University services % 70 80 90 100 100 100

and increased customer
satisfaction

85
 Strategic Objective 26: Improve the utilization of physical infrastructures
Effectiveness of the teaching learning process is affected to a greater degree by the amount an
institution invested in the development and utilization of its physical infrastructure with the
required sophistication. Evaluated based on this standard, the faculty of humanities is found to be
with shortage of offices, classrooms, laboratories, archive and documentation centres and
studios. Besides the shortage, the functionality and maintenances of the existing infrastructure is
another challenge that is observed in the faculty. Hence, by investing in or by sharing with
among other faculties, equipping departments and programs of the faculty with essential
infrastructure is an important task that should be emphasized the most so as to preserve the
quality of education and secure the satisfaction of both the staffs and the faculty‟s customers as a
whole.
Table 26: Outcome indicators, baselines, targets and annual distributions of SO26
No. Outcome Measures Baseli Target
indicators ne
2020/21 2021/22 2022/23 2023/24 2024/
25
2019/
20

1 New physical projects: No

 Digital media complex No 1

(Radio, TV, SNS, print
publications and web
outputs

 Archive and No 1 1
Documentation Center

 Office complex No 1

 Established fully No 1
furnished Theatre
demonstration facilities

 Cinematography No 1
production equipment

86
  Building Art school No 1

 digital manuscript No 1
library
2 Classroom student ratio No 1:46 1:46 1:40 1:30 1:30 1:30

3 Improved resource % 80 90 97 97 97
utilization

Strategic Objective 27: Build strong bases for steady flows of adequate income
The main source of funds for the faculty of humanities is the university, BDU. It is important to
think of other finance sources than relying on the university fund alone so as to furnish the
faculty with the required infrastructure. In the context of the faculty of humanities, the alternative
finance sources might be, but not limited to, research, consultancy and trainings, fees charged to
students who are not funded by the Government (overseas students and part-time students), and
fund raising, donations and sponsorship.

Table 27: Outcome indicators, baselines, targets and annual distributions of SO27
No. Indicators Measure Baseline Target
s
2019 2020/21 2021/22 2022/23 2023/24 2024/25

/20

1 Proportion of the internal % 1 2 3 4 5

revenue with the public
funding

2 Amount of research grant Birr in 3 1.5 2.5 3 3.5 5

mobilized Million

3 Money obtained in training Birr/ in UD 1 3 4 4 5

and consultancy services million
and other internal revenue

87
4.3. Strategic Initiatives

a.) Strategic Initiatives to Excel in Teaching and Learning

- Establish computational laboratory and data server unit
- Build digital multimedia studio upgrade the existing Journalism and Communication
- Modernizing undergraduate laboratory facilities
- Conduct studies to revisit and update curricula in line with the job market
- Conduct studies to introduce new and innovative academic programs based on market
demand and global condition
- Establish smart classrooms
- Prepare standard online learning digital module for online graduate programs
- Prepared standard online learning digital module for online undergraduate programs
- Program accreditation by HERQA and beyond
- Establish video conference rooms
- Local and international experience sharing
- Renovation of the existing old post graduate building
- Building sample research common in PG building (workstation, high speed internet,
printer, scanner, copier, lounge and seminar room, High performance computer)
- Enrich the student learning experience through engagement with high-profile
researchers/professors/experience sharing/seminars
- Provide training (critical thinking, proposal development, scientific paper writing,
dissertation writing, grant proposal writing and management..)
- Develop opportunities for postgraduate students to engage with innovation and
entrepreneurship through, for example, start-up workshops, elevator pitch (organizing and
awarding PG students)
- Provide plagiarism software to all stakeholders
- Opening innovative programs for low and middle income countries (South Sudan,
Djibouti, Eretria, Somalia…)
- Create a website that provides information and resources for students, staff and host
employers (thesis and proposal writing guidelines, scholarship guidelines and MSc and
PhD curriculum)

88
- Development of automated postgraduate students management system particularly for
PhD students
- Establishing facilities for new special graduate programs
- Establishing accelerated and global affiliated program and their evaluation
- Organize a postgraduate research and innovation symposium
- Provide conference travel grant (3 local and 3 international)
- Provide community service using our postgraduate students (15 days)
- Best 10 postgraduate best researchers award (based on the publication output)
- Postgraduate perspective/bulletin
- Establishing high capacity data server for online PG programs
- Printing of books and modules for the freshman program
- Purchase of original degree security printer and security paper
- Original degree publication (having high security aspects)
- Capacity building
- Establishing research laboratories
- Internship of students and externship of academic staff
b.) Strategic Initiatives to Excel in Research
- Implement postdoc program and employ postdoc researchers
- Support research of graduate students
- Manage annual research evaluation programs
- Update research thematic area
- Provide continuous/periodical research capacity buildings
- Strengthen existing research centers and establish new ones
- Evaluate performances of research centers periodically
- Prepare publications, proceedings, special issues, policy briefs out of research findings
- Reward best researchers with different categories/levels
- Organize annual national and international conferences
- Develop cross-faculty research initiatives on emerging issues (IDTD)
- Support the staff research based on the thematic areas updated
- Strengthen the Abay Language and Culture Studies Institute to accommodate
Indigenous Knowledge as its core engagement

89
- Integrate/mainstream indigenous knowledge into research and community engagements
and fund indigenous knowledge-based proposals
- Initiate partnerships with indigenous knowledge-institutions and involve them in research
and community engagement
- Develop and implement partnership & stakeholder engagement projects with indigenous
knowledge-institutions
c.) Strategic Initiatives to Excel in Community Engagement in the FoH
- Establish integrated system for community engagement
- Develop a guideline for mega community engagement provision with community based
research findings
- Develop and execute collaborative community engagement projects with stakeholders
- Enhance media based community service provision
- Enhance community engagements of FoH staff and students
- Establish strong University-Industry Linkage (UIL) system and develop common projects
- Organize tailored trainings to FoH community by inviting experienced personnel
- Establish Team Training community based sites
- Strengthen the Development Team Training community based programs
d.) Strategic Initiatives to Advance in Human Resources Development
- Guideline developed for incentive system and implemented accordingly
- Organizing sport events
- Paperless technology introduced
- Package based trainings designed to the staff
- Policies and procedures on appointment and termination of officers for all academic posts
- Package based trainings designed to the staff
- Policies and procedures on appointment and termination of officers for all academic posts
- Develop policies and improving faculty residence management
- Salary and wages
- Allowances and miscellaneous
- Uniform to the staff
- Per diem
- Transport fee
e.) Strategic Initiatives to Enhance Good Governance and Leadership

90
- Leadership capacity building program (like team building, change management, coaching
and mentoring and other need based and tailored made trainings)
- Talent attraction and retention system.
- Teachers‟ development program (like HDP, CPD, research and other need based and
tailored made training programs)
- Staff development program(need based and tailored made training programs)
- Employment equity policy
- Gender policy
- Staff diversification guideline.
- Annual performance recognition day; like: Best teachers, researchers, administrations,
leaders, students awards
- Incentive packages
- Develop a career guideline to recognize the experience of senior academic staff
f.) Strategic Initiatives to Advance Communication and Partnership
- Implement policy for information management and of internationalization, networking
and partnership
- Media development schemes (Well-organized information desk, hotline services,
community radio, digital signage, information magazine, brochure, pamphlet etc)
- Institutionalize international efforts
- Assign appropriate office equipped with staff and resources for the registrar
- Creating a registrar week within the faculty calendar where graduates can reunion, hold
different seminars/conferences, experience sharing events etc
- Customer satisfaction study for both internal and external publics
g.) Strategic Initiatives to Improve Infrastructure and Resources
- Participating in development and implementation of policies, regulations, and strategies
that facilitate effective utilization of digital information technologies
- Utilizing the IT infrastructures in all departments
- Accessing E-learning and E-library services
- Accessing a reliable, high-quality, integrated database management system
- Accessing different portal and repository systems
- Requesting and installing the required furniture, equipment and digital IT facilities in
offices, classrooms, laboratories and libraries

91
 - Modernizing research facilities, improving maintenance capabilities and sharing of
facilities
- Upgrading the library systems to journal and book publications
- Developing a culture of proper utilization, cleanness and regular inspection, renovation
and maintenance of physical infrastructure
- Improving the development of green, clean, beautiful, and convenient campuses
- Developing and enforcing facility sharing protocol
h.) Cross-cutting Issues
- Training budget for the faculty‟s administrative staff and students
- Training manuals preparation cost
- Graduate tracer study
- Career service training to FoH graduating classes
- Costs associated to facilitate English Language Improvement Center (ELIC)

5. INSTRUMENTS USED TO IMPLEMENT THE STRATEGIC PLAN

5.1. Risk Assessment

Any strategic planning process has to deal with uncertainties related to the developments
that are beyond its control. Thus, the threats and opportunities that will influence the
achievement of the objectives should be identified. Strategies which will assist the FoH to
take the advantage of opportunities and to minimize or, if possible, avoid risks should be
set.
The key questions posed with regard to identifying risks should be the following:
 What would affect our ability to meet our objectives? (risk identification, consolidation
and classification)
 How likely is it to occur? (likelihood of occurrence)
 How serious might it be? (prioritization: impact of the risk events)
 What are our top ten risks? (finalizing top risks)
 What else do we know about our top risks? (in-depth analysis)
 What can we do to manage the risk? (action planning – risk strategy)
 How do we monitor the risk? (Risk monitoring)
Types/Sources of Risk:

92
- Strategic risks: They are related to an organization‟s choice of strategies to achieve its
objectives. By their nature, these risks endanger the achievement of an organization‟s high-
level goals that are in alignment with its mission. Strategic risk assessment identifies the
risks associated with specific strategies.
- Operational risks: These risks are related to 1) threats from ineffective or inefficient
business processes for the quality and availability of infrastructure and the impact on the
students/staff, financing, transforming, administrative processes, student and customer
satisfaction and 2) threats of loss of organizational assets including its reputation.
- Reporting risks: They are related to the reliability, accuracy, and timeliness of
information systems and to the reliability or completeness of information for either internal
or external decision making.
- Compliance risks: They address the presence or lack of systems to 1) monitor the
communication of laws and regulations, the internal behavior codes and contract
requirements, 2) provide information about the failure of management, employees, or
trading partners to comply with applicable laws, regulations, contracts, and expected
behaviors, and 3) Partnerships- collaborative teaching and research with other institutions,
knowledge exchange and partnerships with industry, and other relationships with external
bodies.
Generally, in addition to the afore mentioned categories of risks, the unstable political
system of the country, the unmanageable behaviours/actions of students due to some
external forces, lack of sustainability of income streams, student staff recruitment systems,
and staff motivation may remain big challenges to the faculty for the achievement of its
objectives.
Treatment of Risks
The following are the most common risk response/treatment strategies.
- Avoidance: It is a risk response strategy, which a risk can be terminated (or eliminated)
by not pursuing the activity or objective causing the risk. Although it is impossible to
avoid all undesirable events, some of them may be eliminated if appropriate measures are
taken. In reality it is very difficult to terminate a risk in this way.
- Transfer: This type of risk treatment means that the risk can be transferred or shared.
This can be achieved through possible „outsourcing‟ of an activity to pass the responsibility
of the risk on to someone else. Again, in reality, it is rare that this option is available.

93
 - Mitigation: This is the most common response strategy when the treatment of the risk is
by taking actions. This can include (a) containment of the risk i.e. taking actions to ensure
that the negative impact of a risk does not increase in impact and likelihood, or (b) taking
contingent action i.e. actions that address the potential outcome of a risk and attempt made
to minimize any impact should the risk occur. When identifying any action plans to
address the risks, it is important to identify the person who will be responsible for taking
the action and the timescale for the completion of the action. Mitigation is a strategy used
to reduce either the probability or the impact of unacceptable risks to a point where their
severity falls below the maximum risk tolerance level. For example, the installation of
smoke detectors and fire-extinguishing systems, as well as the law prohibiting parking in
front of a fire hydrant, are all part of a mitigation strategy. In fact, none of those steps will
stop a fire from happening, but they will help reduce the impact by offering the quickest
response possible to the emergency.
- Acceptance: This risk treatment strategy may happen, in some situations where an
appropriate strategy to minimize the likelihood or impact of risk cannot be found, or that
the strategy developed is impractical or too expensive. In those cases, the other option is to
accept the risk. Accepting a risk does not mean that nothing will be done about the risk
when and if it occurs. It simply means that something will be done only if it occurs.
There are two kinds of acceptance: active and passive. Acceptance is passive when nothing
is done to plan for the risk occurrence. The only actions required are documenting the risk,
informing the stakeholders involved about its existence and ensuring willingness to suffer
the consequence if the risk occurs. Acceptance is active when a plan to deal with the risk is
prepared to avoid improvisation if the risk occurs. It can be done, for example, by
developing a contingency plan.

5.2. Communicating the Strategic Plan

The importance of developing a well thought out communications strategy is often

overlooked when embarking on a change initiative, such as strategic plan. Effective
communication during a change effort will serve to provide employees with timely and
accurate information, which can positively influence whether the organization can maintain
employee productivity and morale and overcome resistance to change.

94
Communicating strategy to both internal and external stakeholders is an indispensable task
for any organization. Participation of stakeholders in all stages (formulation,
implementation and evaluation) of the strategic planning process is an important success
factor. Thus, the FoH should design a clear strategy to communicate its strategic plan to its
students, staff, internal and external stakeholders.
The formulated vision and the mission FoH can be achieved if the strategy is well
communicated to the faculty community and beyond (for the stakeholders). It requires
changing the hearts and minds of the staff and stakeholders. Change management in this
context is the process, tools and techniques utilized to achieve the required strategic
outcome within the social infrastructure of the workplace.
The main responsible body to accomplish this task is the leadership team of the FoH. The
Dean Office of the faculty may take the facilitation role. Thus, the strategic plan
preparation team wants to forward the following points as basic guidelines to communicate
the strategy to the major internal and external stakeholders of the faculty.
Meetings, trainings and other forums should be arranged to raise the awareness of
stakeholders about the strategic plan of the faculty. Summary of the SWOT result, the
vision, the mission, the strategic objectives and the strategies designed to achieve the
objectives should be presented to all employees. If the community in the faculty clearly
understand and share the vision and strategy of the faculty, they will be motivated to
achieve the objectives they are given through cascading.
Trainings on topics such as change management, team building, time management,
customer relationship management, and other tailored made trainings should be given. This
will help the staff feel competent enough to perform their tasks effectively and efficiently.
The usual question raised by people, “What is in it for me (WIFM)” should be answered for
them by clearly sharing the strategy of the faculty. Through communication, people should
see the benefit they will get when the faculty accomplishes its vision and mission
successfully.

Generally, the following five areas of outline questions and key information should be
considered while building and delivering a communications strategy designed to inform
and guide the staff through the change event:
1. Building a Strategy
2. Involving Key Stakeholders in Communications Efforts

95
3. Determining Message Content
4. Identifying Most Effective Communications Channels
5. Ensuring Follow Up
Building a Strategy
- Have the leaders and the change team created a communications strategy that considers
the questions outlined below?
- What do we need to accomplish? What is the current state? What is the desired state?
- What do we need to communicate? Who relays which messages? With whom do we need
to communicate?
- In what order do we communicate with our audiences? When are messages
communicated? With what frequency? What tools/channels do we use?
- How can communications accomplish the desired state? Drive behavior change? Educate
and engage? Generate awareness? And Mobilize commitment?
- Do we understand the following about our audience?: Who are they? What do they
know/understand already? And what drives/motivates them?
- How will we measure whether the communications strategy achieves its objectives?
Involving Key Stakeholders in the Communications Efforts
- Are all the key stakeholders (internal and external) impacted by the change effort/the
strategic plan considered?
Determining Message Content
- Do communications detail the rationale behind the change?
- Do the messages achieve the following: Give reasons for the change and explain the
benefit? Ask for staff‟s help in making the change work effectively? Show support for the
change (i.e., help others accept the change)?
- Does the communications strategy effectively relay how the change will affect employees
and the business in the short and long term? Does the strategy meet the following: Provide
as many details as possible? Supply realistic detail of both the positives and negatives of
the change? Let employees know that the organization understands the range of emotions
associated with the change?
Identifying the Most Effective Communication Channels
Have the leaders and the change team determined how to clearly communicate what is
expected of employees and resources available to them? Have you considered the most
effective channels of communication that consider the questions outlined below:

96
 - Does the organization have an infrastructure in place in order to provide honest
communication with employees timely?
- Does the strategy include a timeline detailing when critical messages should go out?
- Has the organization determined the appropriate communication channel mix to reach
diverse, dispersed employee groups?
- Does the communications strategy ensure that important messages are repeated through a
variety of communication vehicles that employees receive the message easily?
Ensuring Follow-Up
Once the communication strategy is implemented, monitoring its impact on a regular basis
is critical. Questions which might be considered asking to gauge the effectiveness of the
strategy might include:
- Are the departments prepared to engage employees by doing the following: Asking
questions? Listening to employee concerns? And Acknowledging each contribution and
highlighting advantages and disadvantages of various suggestions?
- Do the departments consider the following: Plan to assess employees‟ reactions to change
(via surveys, focus groups, etc.)? Continually monitor key metrics related to
communications objectives and make the necessary adjustments as employees react to
different messages? Proactively and reactively adjust the communications strategy based
on employee responses? And Express appreciation for employees‟ assistance and
cooperation in implementing the change?
5.3. Monitoring and Evaluation of the Strategic Plan Implementation

The need for monitoring and evaluation is to check whether the planned activities are
performed as intended or not. It helps to take immediate remedial measures if the
performance is not in accordance with the plan and helps to avoid obstacles that cause
hindrance to achieve targets set. To achieve the targets on the Strategic plan, a coordinated
effort has to be exerted by the Dean, V/ Deans and the staff.
The strategies set for monitoring and evaluation of this five year strategic plan (2020-2024)
are as follows:
- Monthly performance evaluation report should be done on each department.
- Quarterly performance evaluation report should be done across departments and the
report document will be submitted to the Dean Office.

97
 - The Dean has to organize, evaluate and submit quarterly report to the Academic
V/President.
Different instruments will be applied to check whether the targets are achieved and
reported. Survey, observation, and report documents can be used as instruments for
monitoring and evaluation. The report should clearly show the planned target and
achievements in accordance with indicators, the problems faced during the implementation
and the solutions made to solve the problems and the way foreword to achieve the planned
targets.
Holistic performance evaluation of the strategic plan will be made at the end of the third
implementation year and the fifth year. The evaluation will be made by a team organized
from different departments or independent body out of the faculty.
5.4. Reporting

The flow of reporting throughout the strategic plan will be as follows:

- Instructors report to course chairs weekly.
- Course chairs shall report to department heads twice a month
- Department heads shall report to the V/Dean of the faculty twice a month.
- The V/Dean reports to the Dean twice a month
- The Dean reports to the Academic V/ President monthly.
In order to submit reports for concerned bodies and take all the necessary actions on time,
there should be a fixed known time of reporting. Thus:
- Monthly reports should be submitted within three days of the next month for the dean.
- Quarterly reports should be submitted on the 25th of September, December and March to
the department every year.
- 4th Quarter (Annual) report should be Submitted on July 3 of every year.

- Annual report will be submitted on 20th of July of every year

Appendixes
1. ANNEX A. CUSTOMERS AND STAKEHOLDERS ANALYSIS

Customer/stakeholders Behaviors we desire Their needs Resistance issues

group

98
Customers Student - Competent graduates -Quality education and -reluctance to work
- Work discipline other services hard
- Demonstrable potential -Engagement in
-Misbehaving
to succeed in higher Department Affairs
education -Ethical and exemplary -Frustration
- Assertive and staff
entrepreneurial attitude - Good governance
and capacity
- Ethical behavior
-Interest and
commitment
Public & -Active participation and -Problem solving Reluctance to adopt
private readiness to use the research outputs, Department outputs
institutions & services & research - Quality and need based
-Reluctance to
the local outputs community services
acknowledge staff
community -Competitive & - Competent graduate
competency
transparent recruitment -Customer friendly
and selection practices services -Lack of confidence
-stakeholders‟ -Good Governance on staff competency
contribution to cost - Engagement in
-Reluctance to
incurred by identifying and
Department services
project/service developing community
-Alignment and based projects -Reluctance to
coherency objectives contribute their share
-active role in need
identification and
communication
-act as per term of
reference
Scientific -Cooperation, -Publishable research
community participation and outputs
collegial behavior -Engagement in research
and publication
-knowledge and
-dissemination of
technology transfer
knowledge
-Membership and

99
 subscription

Stakeholders BDU staff - Hard work - Conducive work - Resistance to change

- Commitment environment - Reluctance to accept
- Ethics - Attractive assignment
- Competency` compensation package - Limited commitment
- Building their capacity - Corruption/unethical
- Good governance behavior
- Rigidity
Government - Conducive policies and - Competent graduates - Limited Budget
laws - Quality and demand - Bureaucratic
- Appropriate budget driven programs procedures
allocation - Problem solving - Undue pressure/
- Autonomy research/consultancy interference
- Establish partnerships - Proper utilization of
- Readiness to accept resources
research outputs - Active involvement in
policy issues
Partners -Mutual benefit and - Compliance to the - Imposition of
cooperation commonly set unilateral interests
- Professional standards & objectives - Lack of active
independence - Accomplish the cooperation
-Support mutually agreed - Lack of flexibility
College/Department‟s objectives - Failure to implement
priorities and strategies the agreement
Organization - Fair and transparent -Compliance to their - Biased
s accreditation policy and accreditation standards opinion/decision
(Accrediting guidelines - collaboration - Lack of/limited
agencies, - Professional and -Host conferences commitment
professional technical support
associations) - Assistance in setting
standards and
guidelines

100
ANNEX B: SUMMARY OF SWOT MATRIX

Table 32: Summary of Strengths, Weaknesses, Opportunities, and Threats (SWOT)

Strength Weakness

101
 Inputs Inputs
- Increase in acceptance, retention, and - Students‟ acceptance without considering the
completion of students available resources and human capacity
- Students diversity in sociocultural - Absence of entrance exams for undergraduate
background students, fair and transparent department
- Growing number of potential staff with placement system
2nd and 3rd degree - Absence of online registration and grade
- Availability of expatriate staff submission system outside of the university
- Expansion and diversification of - Placement of students to departments without
Teaching and Learning

programs their interest

- Reputation in some academic programs - Limited graduate ( 2nd and 3rd degree)
- Opening market based programs programs
- Availability of alternative continuing and - Insufficient number of qualified academic staff
distance programs for Postgraduate, PhD programs
- Tutorial programs for women and - Quality declining and lack of qualified
disabled students professionals in the job market
- Sub-optimal ratio of PhD holder teachers and
researchers to masters and first degree holders,
- Shortage of teaching facilities (classrooms,
offices, teaching aids, workshops, library,
laboratory equipment, ICT)

Strength Weakness

102
 Process Process
- Initiations to engage students in - Unbalanced teaching load (under/over load)
practical learning though projects - Poor quality of continuous programs (distance and week-
and field placements end programs)
- Implementation of continuous - Over dependency on western knowledge, little emphasis
assessment, for indigenous knowledge production
- Increase in opportunities for short- - Unnecessary course content redundancies
term and long-term trainings - Un-up-to-date course contents and curriculum
- Practicing SIMS and starting other - Emphasis on theoretical lessons, missing the link to
automations practical and real life context by using state of the art
Teaching and Learning

technologies
- Absence of guest lecture system
- Poor interdisciplinary thinking , competition-based
relationship and poor team spirit
- Poor staff development practice, limited opportunities for
teaching staffs‟ capacity and life skills building
- Poor student advising and supervision practices
- Lack of genuine, proper, and timely evaluation system
- Poor habit of returning feedbacks of evaluation to students
- Discrepancy in promotion system from lecture to levels of
professorship
- No rewarding system to well-to-do staffs and students

103
 Strength Weakness
Output Output
- Increase in number of graduates - Little focus for job demand and creativity trainings
- Employment opportunities in some and skill development
programs due to established - Challenge to join the available job market
recognition for BDU - Poor result on interviews and job performance of
Teaching and Learning

Relevance graduates
- Trend of conducting tracing studies - Being employed in jobs unrelated with field of
- Assessment of job markets for new study
programs - Poor network with employing agencies
Internal efficiency - Lose relationship with alumni
- Decline in students‟ dropout, Relevance
repetition, and dismissals. - Students program allocation without their
- Effort to maintain a balance of preferences and considering the availability of the
ratio in teachers: students; job market
classroom: students, and reference
books: students Internal efficiency
External efficiency - Unbalanced students: teachers and students:
- Better performance in employed classroom proportion in some fields. Academic:
number of graduates administration staffs (1:3) needs revision

Strength Weakness

104
 Research Capacity and Inputs Research Capacity and Inputs
- Good potential staff profile to carry - Lack of well-established, standard, and open
out research research policy to govern projects and funding
- Existence of diversified and opportunities
research based graduate programs - Poor research conducting practices and
- Existence of an office and assumption of responsibilities, doing research for
functional unit dedicated for the sake of promotion
research - Lack of prioritization of research areas and
- Availability of established research exploration of comparative advantages
centers - Fragmented nature of research, poor trend of
- Improved engagements of the designing mega projects
academic staff in research - High degree of inbreeding of research ideas in
- Availability of ICT and physical some areas
infrastructure for information - Lack of networking and collaboration within and
access and dissemination for across research institutions
research outputs - Weakness in thesis advising and collaboration
Research

- Existence of support for thematic between researchers and students

research - Shortage of senior professors who can supervise
- Research undertakings in various students at doctoral levels
fields - Limited research capacity and participations in
- Efforts to collaborate with national local and international research calls
and international research organs - Differences in incentives and points for national
- Staff interest to promotion and and international publications
academic qualification - Inadequate integration between graduate
- Course load reduction for research programs and research themes
engagement - Minimum participation of female academicians in
- Opportunities for short-term research projects
training in research methods - Lack of competence in grant and publication
- Provision of incentives for research writing skills
outputs - Inadequate linkages between research institutes
and teaching departments
- Forging collaboration with national and
international research organs
- Poor internationalization of the University

105
 Strength Weakness

Funding Research Facilities

- Efforts to compete for global funds - Inadequate physical facilities i.e.
- Income generating activities inadequate; laboratories, archive and
(distance education) that could be documentation centre, studio, ICT
source of funding infrastructures e.t.c.
- Lack of information/research data base,
subscription for up-to-date references
(journals)
- Lack of access to creditable journals and
websites to access resources
- Poor maintenance culture of research
facilities
- Poor quality of purchased research facilities
Research

Funding and Financial Management

- Poor funding system for graduate research
- Lack of budget allocation for research
institutions to undertake their own research
- Poor tradition of soliciting funding for
research
- Lack of research funding pool
- Centralized research budgeting system
- Lack of empowerment to academic units on
financial resource management
- Lengthy approval and disbursement of funds
and bureaucratic and cumbersome
procurement and financial administration
process
- Lack of initiatives to asses alternative
investment areas
- Absence of gender budgeting

106
 Strength Weakness

Dissemination of Research, and Impact Disseminations of Research and Impact

- Improved documentation of research - Lack of continuous monitoring and
outputs evaluation mechanisms for research
- Availability of annual national and undertakings and results
international conferences, public lectures, - Insufficient practice of conducting
Friday seminar validation workshops/seminars
- Availability of journals owned by faculties - Limited publications and less
- Good progress in publications accessibility and visibility
- Lack of research relevance to social
impact and inadequate research linkage
with society
- Limited competence to explore national
and international stages of conference and
seminars
- Poor trend of attending in Friday seminar
- Absence of strict policy to prevent
Research

plagiarism

107
Strength Weakness

108
 Service Capacity and Inputs
- Presence of well experienced and multi-
disciplinary staff capable of providing
community services
- Increase in experience in diversified
service provisions in different fields of
professions
- Existence of disciplines that has
integrated field placement as part of the
teaching-learning
- Existence of BDU TV program and
Newspaper
- Presence of different students‟ clubs
Community Service
Service Capacity and Inputs
- Conceptualization of community service
- Lack of focus to community service, unlike its the
third pillar of the university core function
- Lack of institutionalized way of cultivating the
spirit of serving the community
- Practiced in a segregated/unorganized manner,
little effort of mega service projects based on
community interest
- Lack of motivation for goal oriented services,
doing it for the sake of promotion
- Poor integration of teaching-research-community
service
- The office of the research and community service
of the faculty needs restructuring, needs
decentralization
- Lack of faculty-faculty/Joint project on national
oriented community service skims
- Poor faculty-industry/society linkage
- Limited Participation of Staffs in services
- Lack of reciprocal and mutual relationship,
community bias towards the university‟s service
- Lack of strong alumni association and linkage
with University
- Lack of university based license for consultancy
services
Financing and Budgeting
- Improvised financial and logistic issues
- Centralized budgeting and financial bureaucracy
- University investment on physical infrastructure
building as part of community service
Dissemination and Rewarding
- Unorganized dissemination mechanism
109
 Strength
Management
- Existence of university rules,
regulations, procedures, plans, and
ethical guidelines
- Collegial leadership culture of top
management
- Use of technology in decision
communication
- Efforts to decentralized the faculty
structure
- Power decentralization for
department heads and course chairs,
- Existence of leadership committed to
change the faculty system
- Management readiness to focus on
strategic issues rather than routine
Governance and Leadership
activities
- Transparent posting of administrative
human resources
Weakness
Management
- Lack of comprehensive and focused
strategic plan compatible with resources
- Lack of inspiring and unshared vision,
mission and values
- Lack uniformed legislative document
- Inadequate policy implementation
guidelines
- Lack of institutionalization of reforms
- Managers overstretched with routines
- Lack of leadership competence among
managements
- Lack of empowered lower level
management staffs
- Perceived favoritism of the University
leadership to some faculties and individuals
- Biasness in university leadership
nomination and selection procedures,
appointing based on personal affiliations
- Demerit-based staff recruitment and
transfer
- Inadequate female representation
110
 Strength
Staff related
- Experienced and willing man
power to implement changes
- Good practice in academic
freedom
- Growing number of educated
administrative staff
Students‟ related
- Efforts to support students‟ with
disability
- Availability of students‟
Governance and Leadership
association
Strength
Weakness
Staff
- Non-functional teachers association
- Poor coordination between academic and
administrative staff
Students
- Perceived vulnerability of students‟
association to political interest
Transparency and Accountability
- Poor system of making staffs and leaders
accountable for their poor performance and
misdeed
- Lack of follow-up and accountable system
to address concerns raised by the staff
Monitoring and Evaluation
- Poor communication and preservation of
institutional memory E.g. minutes,
circulars, reform documents etc
- Lack of continuity in change initiatives
Weakness
111
 - Lack of proper compensation and
 Relatively sufficient number of staff benefit systems/poor reward and
Human Resource Management

both academic and administrative, incentive system,

 Provision of cafeteria services with - Low level of job satisfaction and
reasonable price, motivation,
 Availability of sports and other - Lack of shared vision and a strong
recreational fields/services, sense of ownership/belongingness,

 Friendly and safe campus, - Loose social cohesion,

 Relatively stable workforce, - Poor system of training need analysis

and capacity building,
- Improper handling of staff in terms of
providing office, office facilities and
the like,

Strength Weakness

112
 - Availability of learning resources
(ICT infrastructure, Libraries,
Laboratories, etc.)
- Existence of housing services for
University staff
- Physical infrastructure expansions
- Existence of basic educational
infrastructures
- Capital budget allocation for
physical facilities
- Efforts to equip academic units with
required physical facilities
- Availability of income generation
programs (e.g. continuing education,
offering dairy products to staff)
- Existence of property disposal
mechanism
- Existence of information systems to
support administration such as
registrar system, finance system,
Physical Built and Environment
academic load management system,
etc
- Inadequate infrastructure (Class
room, Laboratories, achieves,
documentation centers, workshops,
Libraries, Offices)
- Poor management of physical
expansion,
- Improper handling of staff in terms
of providing office facilities
- Limitations of residence for staffs,
recreation spaces for staff and
students,
- Inequity in physical infrastructure
development and distribution across
colleges and faculties (eg: Peda,
COBE, Maritime Academy)
- Transportation and vehicles
utilization problems
- Inaccessibility of physical buildings
for persons with disability
- Buildings are not equipped well with
relevant resources and equipment
- Inadequate maintenance system for
equipment and building
- Congested space
- Limitation in mobilizing and
providing adequate financial for
physical resource
113