An Overview of Higher Education Linkages and the Ethiopian Labor Market

• In Event: Highlighted Session: The Afrikan Higher Education Landscape

Proposal

Introduction

The world economy is increasingly becoming knowledge-based (Barkhordari et al., 2019; Outamha & Belhcen, 2020), and the contribution of universities to a knowledge-based economy is well-recognized (OECD, 2019; Pesole & Nepelski, 2016). However, universities often do not have the capital or expertise to fully realize the economic potential of their discoveries (Plewa et al., 2013). Partnering with the private sector offers universities mutually beneficial opportunities to fully capitalize on knowledge transfers to the market. Most developed countries support university–industry linkage (UIL) initiatives, which are key to economic growth and competitiveness. However, many universities and industries still struggle to establish effective partnerships (de Wit-de Vries et al., 2019).

In Africa, establishing industry partnerships is a relatively new function (Ssebuwufu et al., 2012). Many African universities have made efforts to strengthen UIL but are challenged by factors (e.g., lack of supportive policies, insufficient financial and human resources; Ssebuwufu et al., 2012). In Ethiopia, UIL has gained increasing attention as a means to enhance research and development activities, promote technology transfer, address industry needs, and contribute to the country’s economic development.

Practices, challenges, and details of UIL across African countries likely vary depending on the national context, including economic, political, and social realities. Accordingly, this study examines universities’ perspectives regarding practices and challenges of UIL in Ethiopia. Currently, UIL is relatively weak in Ethiopia (Adem, 2013; Bareke, 2018; Degaga & Senapathy, 2021; Tamrat, 2019). Each public university has a staff member responsible for directing engagement with employers and industry, but these roles were established only within the past decade and little is known about their responsibilities or priorities. Our findings inform policies, encourage partnerships, and improve UIL practices.


Theoretical Framework: USAID’s Higher Education Program Framework

This study is situated within a larger project, the “Integrated Youth Activity,” or “Kefeta,” funded by the U.S. Agency for International Development (USAID). It is conceptually guided by USAID’s (2021) higher education program framework, which posits that higher education systems should advance three primary purposes in any society: offer high-quality training and education; facilitate the creation of knowledge; and support surrounding communities (USAID, 2021). We hypothesize that UIL is a key mechanism for achieving these goals.


Methods

The study used a phenomenological research design to understand the practices and challenges of UIL in Ethiopia from the perspective of those responsible for leading these activities in public universities. UIL directors from seven universities (i.e., three research, three applied science, and one science and technology) were selected. These directors provide internships to students under the “Kefeta” project.[1]. Their represented institutions are geographically located in four regional states and two city administrations.

Data were collected from two sources: semistructured interviews and policy documents. The lead author interviewed seven UIL directors in June 2023. In-depth interviews lasted between 35–60 minutes, depending on directors’ experience, interest, and capacity to explain issues in detail. We used a reflexive thematic analysis to analyze data. Additionally, official government documents about UIL activities were viewed to triangulate UIL directors’ perspectives with contextual factors that impact their work.


Results and Discussions

After analyzing interview transcripts and documents, we found three major themes: UIL policy framework, trends and practices of UIL, and challenges to UIL in Ethiopia. UIL requires policy interventions that promote its opportunities and strategically address challenges; interviews and document analyses revealed no national and institutional policy in Ethiopia promotes and facilitates the implementation of UIL activities and interventions. Evidence from other contexts indicates government support has a significant impact on the success of UIL (Muscio & Vallanti, 2014), which has become a major factor in developing countries, such as Ethiopia, where public universities are fully funded by the government and the government owns major industries. Yet, our data suggest government’s contributions to UIL regarding policy framework and budget are insignificant.

Although UIL has a mutual benefit to achieving the overarching objectives of universities and industries (Plewa et al., 2013), our data indicate universities often initiate partnerships. The government’s official policies (e.g., higher education proclamation, higher education policy and strategy, research, technology transfer and UIL directive, and senate legislations) clearly indicate UIL as a university responsibility.

The primary areas of partnership between universities and industries in Ethiopia are short-term consultancies, research projects, and student internships. Student internships are the most common type of UIL because, comparatively, internships are low-cost commitments from the industry standpoint. In addition, internships are a compulsory part of different academic programs, which better ensures accountability for adequate performance.

The study identifies several barriers affecting UIL implementation in Ethiopia (e.g., a lack of national UIL policy, trust and commitment between the university and industry, leadership support and commitment, budget and human resource, highly skilled and committed faculty to conduct industry-relevant research, and facilities and infrastructure).


Conclusions and Implications

Ethiopian government and scholars understand the significant role of UIL in developing the national economy and achieving universities’ and industries’ missions. However, key ministries with the power and duties to promote UIL lack collaboration. Moreover, several intertwined national, institutional, and individual-level barriers affect UIL in Ethiopia. As a result, the collaboration between universities and industry remains challenging and weak.

The government could play an important role in ensuring effective UIL implementation, to include developing a dedicated UIL policy that explicitly details the roles, responsibilities, and expectations of universities, the private sector, and the federal government. This implies the need for adapting a multi-pronged model in UIL policy, strategy, and implementation.

Research shows clear national benefits of functioning and successful exchanges between higher education and the private sector (Reddy, 2011); partnering with industries should not be considered a voluntary task of Ethiopian universities. Instead, a national policy framework should indicate accountability.

Moreover, industries need to work closely with universities and invest in preparing highly skilled human resources that meet market requirements. They also need to understand the impact of research and innovation on their productivity and competitiveness and develop a culture of developing and investing in research and development. Finally, further research in Ethiopia is needed, with an industry perspective on UIL’s benefits and challenges.

Authors

• Abebaw Yirga Adamu, Addis Ababa University

• MOLLY OTT, Arizona State University

• Meseret F. Hailu, Arizona State University

• Yeabsira Bogale Bishaw, Arizona State University