Academic literature on the topic 'University College of Addis Ababa'

Purpose Ethiopia is home to a growing population of more than 100 million people. Healthcare in the region functions with a shortage of oncologists. Pharmacists as well as other healthcare providers can assist with expanding patient access to cancer care. A pilot project was proposed to provide education, determine areas to expand pharmacy services in oncology, and recommend interventions at Tikur Anbessa Specialized Hospital and Addis Ababa University. Methods A layered learning practice model comprising of a clinical pharmacist, a post-graduate year two oncology pharmacy resident, and two fourth-year student pharmacists was constructed for the experience. Through collaboration with the College of Pharmacy at Addis Ababa University, an international experience was developed to provide education and advance pharmacy practice at Tikur Anbessa Specialized Hospital. Results Based on findings from a needs assessment, the participants collaborated with key stakeholders to develop practices and procedures for the implementation of high-dose methotrexate and for comprehensive chemotherapy order review. In addition, 17 didactic lectures were provided to nine students enrolled in the Master of Pharmacy in Pharmacy Practice at the College of Pharmacy at Addis Ababa University. Conclusion This experience provided educational and clinical impact using a layered learning practice model, consisting of a clinical pharmacist, pharmacy resident, and pharmacy students in an international setting. There is significant potential for clinical pharmacy to positively impact patient care in the oncology setting in Ethiopia. Future initiatives for advancement include the safe handling of hazardous agents, additional therapeutic drug monitoring, and outpatient oncology pharmacist practice.

IntroductionIntegrating early detection and management of non-communicable diseases in primary healthcare has an unprecedented role in making healthcare more accessible particularly in low- and middle-income countries such as Ethiopia. This study aims to design, implement and evaluate an evidence-based intervention guided by the HEARTS technical package and implementation guide to address barriers and facilitators of integrating early detection and management of hypertension, diabetes mellitus and cardiovascular diseases in primary healthcare settings of Addis Ababa.MethodologyWe will employ a type-3 hybrid implementation-effectiveness study from November 2020 to May 2022. This study will target patients ≥40 years of age. Ten health centres will be randomly selected from each subcity of Addis Ababa. The study will have four phases: (1) Baseline situational analysis (PEN facility-capacity assessment, 150 observations of patient healthcare provider interactions and 697 patient medical record reviews), (2) Consolidated Framework for Implementation Research (CFIR) inspired qualitative assessment of barriers and facilitators (20 in-depth interviews of key stakeholders), (3) Design of intervention protocol. The intervention will have capacity enhancement components including training of non-communicabledisease (NCDservice providers, provision of essential equipment/supporting materials and monthly monitoring and feedback and (4) Implementation monitoring and evaluation phase using the RE-AIM (reach, efficacy, adoption, implementation and maintenance) framework. Outcomes on early detection and management of NCDs will be assessed to examine the effectiveness of the study.Ethics and dissemination planEthical clearance was obtained from the Addis Ababa University, College of Health Sciences Institutional Review Board and Addis Ababa Health Bureau. We plan to present the findings from this research in conferences and publish them in peer-reviewed journals.

The evidence base continues to confirm the leveraging effect of reputation in higher education as an important strategic resource influencing a university’s visibility, attractiveness, credibility, impact, and competitive position nationally and internationally. From their expressed interest in their relative national and continental rankings, Ethiopian universities seem to have started sensing the relevance of their reputational position. In this article, we report a mixed methods study of the reputation of Addis Ababa University using data from a random sample (N = 153) of teacher training students of science, social science, and humanities and languages backgrounds under the College of Education and Behavioural Sciences (CEBS). A piloted and validated university reputation scale with open-ended items was used to illicit student opinion. In addition to descriptive statistics, inferential designs that involved correlation and ANOVA procedures were employed. Ratings for global reputation, quality of academic programs, quality of external performance, and emotional engagement are reported. Limitations and directions for further research are indicated.

Background Road Traffic crash injury is one of the main public health problems resulting in premature death and disability particularly in low-income countries. However, there is limited evidence on the crash fractures in Ethiopia. Objective The study was conducted to assess the magnitude of road traffic crash fractures and visceral injuries. Methods A hospital-based cross-sectional study was conducted on 420 fracture patients. Participants were randomly selected from Addis Ababa City hospitals. The study was carried out between November 2019 and February 2020. Data were collected using a questionnaire and record of medical findings. Multilevel logistic regression analysis was carried out. Ethical clearance was obtained from the Addis Ababa University, College of Health Sciences Institutional Review Board. Confidentiality of participants’ information was maintained. Results The study found out that the majority 265 (63. 1%) of fracture cases were younger in the age group of 18 to 34 years. Males were more affected—311(74.0%). The mortality rate was 59(14.1%), of those 50(85.0%) participants were males. The major road traffic victims were pedestrians—220(52.4%), mainly affected by simple fracture type -105(53.3%) and compound fracture type—92(46. 7%). Drivers mainly suffered from compound fracture type -23 (59.0%). One hundred eighty-two (43.3%) of fracture patients had a visceral injury. Homeless persons who sit or sleep on the roadside had a higher risk of thoracic visceral injury compared to traveler pedestrians (AOR = 4.600(95%CI: 1.215–17.417)); P = 0.025. Conclusion Visceral injury, simple and compound fractures were the common orthopedic injury types reported among crash victims. Males, pedestrians, and young age groups were largely affected by orthopedic fracture cases. Homeless persons who sited or slept on the roadside were significant factors for visceral injury. Therefore, preventing a harmful crash and growing fracture care should be considered to reduce the burden of crash fracture.

Social websites (SWSs) have quickly developed in notoriety and user’s acceptance comprehensively. Especially in recent years, they have become the fundamental spot for social relation, conversation, and correspondence. Today, numerous organizations promote their items on online social websites. The present study evaluates the impacts of social website on Ethiopian university students’ beliefs and concerns of social website advertising (SWA) on their attitudes toward social website advertising and social websites banner advertisement clicking behavior. Information was gathered from a sample of 337 university students of five private colleges/university in Addis Ababa Ethiopia. Results shows the beliefs of social website advertising promoting as useful and engaging effectively affect client mentalities toward informal community publicizing and their advertisement clicking behavior. Likewise, client worry of social website advertising as aggravating has a beneficial outcome on both their social website advertising and advertisement clicking behavior. Further aggravation and offensive were seen as emphatically affecting advertisement clicking conduct of Ethiopian higher institution student’s behavior towards SWA. The general outcomes shows that valuable and fascinating parts of social website advertising in Ethiopian higher institution students’ viewpoint were shown to make social website advertising compelling.

IntroductionIntegration of evidence-based interventions for alcohol use disorders (AUDs) into primary healthcare has potential to increase coverage and reduce population burden. However, these interventions are rarely implemented in low- and middle-income countries and there is little existing guidance on how this could be achieved. The aim of the proposed study is to adapt and pilot an integrated model for AUDs in Tanzanian primary healthcare.Methods and analysisThe study design will include a situational analysis, a qualitative study, a series of participatory Theory of Change (ToC) workshops and pilot intervention study. The evidence-based packages of care for AUD from the WHO mental health Gap Intervention Guide will form the basis of intervention. The situation analysis will use publicly available data to identify existing resources and system functioning. In-depth interviews will be conducted with key stakeholders (people with lived experience of substance use problems, health workers, health planners and community-based organisations) to identify barriers and facilitators to integration and recommended implementation strategies. Thematic analysis will be used. Triangulation of findings will inform the ToC map for the adapted model of integrated services for AUDs. This model will then be piloted. Change in knowledge, skills and attitudes of health workers will be measured pre-implementation and post-implementation. Interrupted time series analysis will be used to identify change in the rate of identification of AUDs beyond that observed due to secular trends or by chance. The integrated model will be finalised for future implementation and larger-scale evaluation.Ethics and disseminationEthical approval was obtained from Addis Ababa University College of Health Science Institutional Review Board and Muhimbili University of Health and Allied Sciences Institutional Review Board. Findings will be disseminated to inform strategies for scale up of integrated interventions for people with AUDs in Tanzania and similar contexts.

This study explores the research productivity of Addis Ababa University (AAU) faculty. AAU was established in 1950 and is the oldest modern higher educational institution in Ethiopia. Recently AAU took steps to transform itself to become a pre-eminent African research university. One of the characteristics of a research university is the focus on the amount of research conducted by the institution's faculty. Academic institutions measure research productivity primarily based on published work. The purpose of this study was to analyze the research productivity of AAU faculty, and to examine the differential predictive effects of individual and environmental variables on faculty research productivity. This quantitative study used a theoretical framework and instrument, Faculty at Work. Four hundred questionnaires were distributed to Addis AAU faculty in person and 298 questionnaires were returned resulting in a 74.5% response rate. After exclusion of 12 cases with missing information, 286 cases (71.5% response rate) were analyzed. Most of the respondents were men (M = 92.1%, F = 7.9%). The average age of AAU faculty was 44. A hierarchical multiple regression was used to examine the ability of six sets of independent variables (sociodemographic, career, self-knowledge, social knowledge, behavior, and environmental response) to predict research productivity (publication output). Results indicated that there are productive researchers at AAU, and the theoretical framework explained 67.6% of the variance in publication output.

Thesis (Master of Community Planning)--University of Cincinnati, 2009.
Advisor: Xinhao Wang. Title from electronic thesis title page (viewed Feb. 22, 2010). Includes abstract. Keywords: Storm Water Runoff; Green Infrastructure; Addis Ababa; Urban Planning; Environmental Planning; GIS. Includes bibliographical references.

This study explores the fate of academic freedom and institutional autonomy in higher education of Ethiopia by taking the case of the Addis Ababa University and seeks to understand how these were influenced by different political process (feudalism, socialism and democracy), which the country experienced over a period of half a century (1950-2005). To explore the degree of expression or erosion of academic freedom and institutional autonomy, the focus is on three critical points: (i) the exploration of state-university relationships and how the state viewed the university vis-a.-vis the university's claim for academic freedom and institutional autonomy; (ii) how political regimes affected the erosion or expression of academic freedom in the university (iii) the examination of the impact of political militancy and engagement of university staff and students on the relationship between the university and the state. The study is grounded in my understanding (from philosophical and theoretical analysis) that academic freedom and institutional autonomy are necessary conditions for the proper functioning of the university's teaching, learning, research and public service. I have used a multi-method research approach, which draws on philosophical analysis, historical and ethnographic methods. The entire historical period (1950- 2005) is divided into three distinct cases of political regimes, i.e., feudalism (1950- 1974), socialism (1974-1991) and democratic federalism (1991-2005). The method of analysis combines both historical narratives (for showing the continuities of the historical process) and inter-case comparisons--to compare and contrast the different cases (discontinuities of the historical process). The research suggests that: (1) the relationship between the university and the state has been tangled with conflicting views of the state and the university regarding academic freedom and the idea of a university. Whereas the state viewed the university as part and parcel of its bureaucracy, fully accountable to national goals and ideology, what Ronald Barnett (1997b) called a university of society, the academic community viewed the university as an independent academic institution with a duty that includes a critical role of the state, albeit with accountability not only for knowledge but also for service to society. The latter includes standing for the poor and national development not withstanding the position of the state. In this way, the academic community believed in the idea of a university for society-as distinct from the state's belief, which stressed the accountability role of the university. These divergent views led to hostile state-university relationships. (2) The tangled nature of state-university relationship was more or less true across all regimes-feudalism, socialism and democratic federalism-albeit with some differences in intensity and type of threat to academic freedom. The embryonic VIll cooperative relationship that appeared in the early life history of the university (when expatriate faculty dominated teaching and administration) fractured towards the crisis years of the feudal system when the academic community, especially students, violently turned against the state. The vestiges of academic freedom and institutional autonomy vanished under the Marxist regime that placed the university under complete silence and mere ideological compliance after 1974, the year of the Ethiopian Socialist Revolution. Red terror was used as an instrument for controlling freethinking and dissent. Professors were forced to teach prescribed courses, use Marxist research methods and serve as laborers in seasonal crop harvesting periods and in construction work of resettlement areas. In 1991, civil liberties (academic freedom in the sense of the 'general theory') were guaranteed by the federal democratic state that replaced the socialist regime. Yet, state university relationship remained the same due to ideological differences (the state ideology of ethnic autonomy versus faculty ideology of nation state), mistrust and lack of tolerance. Class disruptions, closure of the university, dismissal of professors, students and administrators characterized the state-university relationship, during this period. This new relationship generated a very unstable and weak university administration, which was often sandwiched between the state's requirement to account to it and the faculty's expectation of self-accountability. Not even elected presidents were able to play mediatory roles in this conflict. Following the higher education reform of 2002, professors and lecturers claimed they had lost many of their freedoms, mainly: (i) the freedom to select their future colleagues; (ii) the freedom to select their students; (iii) the freedom to participate in university legislative process; (iv) the freedom to decide the norms of student evaluation; (v) the freedom to decide the contents of their curricula. (3) Political militancy of the faculty and students weakened the possibility of a cooperative state-university relationship in all political histories of the university. The militant actions of students and faculty against the state during the feudal regime facilitated state intervention in the affairs of the university, which in tum, brought about collegial disintegration and self-inflicted threat to the academic freedom of the students, faculty and administration. The Marxist ideology had the effect of dividing the academic community into classes of revolutionaries and counter-revolutionaries, which, in tum, generated an environment where everybody became a threat to the academic freedom of every other. During the reign of the federal democratic state that came to power after 1991, the ideological position of the academic community extended to rejecting the new constitution--which was premised on ethnic autonomy. The dominant faculty (including a section of the students) subscribed to the idea of a nation-state with a centrist unitary government. The latter seriously believed that ethnic autonomy leads to national disintegration contrary to the state's belief of the idea of 'unity in diversity'. This ideological difference divided the academic community itself (which was diverse in ethnic composition) into different camps and generated a campus environment where every person qualified to be a threat to the academic freedom of every other. IX This research has implications about the critical need for cooperative and deliberative state-university relations by adopting a stance of mutual accommodation and tolerance if the university is to contribute to national development by maintaining its cardinal values, academic freedom and its precondition, institutional autonomy. I have noted that during the early periods of Haile Selassie I University (the old name of Addis Ababa University), the idea of a university for society operated productively due to the context of mutual trust and understanding between the state and the university. One learns from the Ethiopian case study that a critical stance of the university could not be tolerated by the state if its criticisms affect the legitimacy of state-power. It is not, however, clear to what extent a university could be critical of the state and still maintain trust and support form it. But, a moral stance of moderation in one's criticisms could be tolerated more than an extremist position of critique, which might deter negotiations and deliberations. In this connection, Mazrui said, "What a university owes to government is neither defiance nor subservience. It is intelligent cooperation, respecting the academic's right to be skeptical without being subversive; sympathetic without being subservient" (Mazrui, 1978:275). A kind of partial autonomy or what Enslin and Kissak (2005) called conditional autonomy in the context of deliberative democracy would help Ethiopia to address the different needs and requirements of change and social transformation. The faculty has the added responsibility of promoting a deliberative culture and abandoning its old culture of engagement in violent political actions. It can contribute immensely if its main commitment is switched to promoting intellectual culture by sustaining a community of philosophers who engage in teaching students; and disseminating knowledge to serve the broader society. This demands a commitment to believe in the values of professional collegiality and self-criticality in addition to its traditional values of critiquing knowledge and society (mainly the state).

This study focused on investigating the significance of peace education to manage institutional conflict at Addis Ababa University, Ethiopia. As conflict is inevitable in all settings, the need for looking at diversified ways of mitigating conflict is paramount and mandatory. Higher education should serve communities and nations in generating solutions on one hand and as well generating educated human power equipped with basic knowledge, skills and required attitude, on the other hand. The situation observed in the study area of AAU and other universities is a concern because the level and magnitude of conflict being experienced in university campuses is increasing. Taking this into consideration, the study employed a qualitative inquiry and collected data from students, academic staff from a variety of departments, the student administration wing student, the Institute of Peace and Security Studies and support staff. The findings of the study tried to identify the nature and cause of conflict. Moreover, it collected data regarding the measures currently taken by the university and as well investigated to what extent peace education can serve as an instrument to manage institutional conflict in AAU. Most of the conflict types were found to be dysfunctional, which involves the affective domain based on the feelings and emotions of the conflicting parties, mainly students to each other. It was injected by ethnic conflict and almost no dialogue is held to resolve the conflicts among them. On the other hand, turbulent situations in the society are enacted at the university, with students entering into conflict demanding their ethnic groups’ democratic and human rights. When conflicts arise, conflict resolving mechanisms are traditional with the university resorting to the use of the external police force with dire consequences such as imprisonment, detainment and even death. The study thus investigated and revealed the potential of peace education as an innovative solution to resolve conflict collaboratively thus satisfying all parties.
Educational Management and Leadership
Ph. D. (Education Leadership and Management)

The inclusion of students with impairment in higher education needs enabling legal frameworks to lay the foundation for equal opportunities for those learners in all aspects of university life (Shepherd, 2001:17). To this effect, in the past two decades several countries have revised their legal documents in order to promote inclusive education at all levels of schooling. Accordingly, in 2006 the Ethiopian government also developed a new legislative document, namely Special Needs Education Program Strategy, in order to apply inclusive education in regular schools and in higher education institutions. Following the introduction of this policy document, all regular schools and higher education institutions in Ethiopia have been required to implement inclusive education as a mandatory approach when educating students with impairment, including those who are visually impaired. However, the actual implementation of an inclusive approach is being challenged by the social, political and physical circumstances of higher education institutions. Therefore, this study aimed at examining the existing challenges and prospects towards the inclusion of students with Visual Impairment (VI) in the particular context of Addis Ababa University (AAU). The study adopted an interpretive paradigm for better understanding and in-depth interpretation of the inclusion of students with VI at AAU. An interpretive paradigm also informs the detailed judgements made by experts of a suggested action plan for progressively providing support for students with VI at AAU. The study also applied the critical disability paradigm as a complementary philosophical base in order to examine critically the challenges that students with VI face and to suggest ways to transform the inclusive policies and practices of AAU in favour of the students. The researcher undertook a Delphi investigation to address the main aim of this research (i.e. to determine how best to implement an action plan that progressively increases support for students with VI at AAU over a period of time). The action plan that comprises various support measures and the necessary resources was developed using the empirical results of this study as well as the existing findings and best practices found in the literature study. It was scrutinized and approved by a number of experts. The researcher recommends that the plan should be implemented over the next five years at AAU in order to improve the support provided to students with VI.
Inclusive Education
D. Ed. (Inclusive Education)

Background: Accidental exposure to patients’ body fluids (BFs) is an occupational hazard among health care workers (HCWs). The study aimed at describing the patterns of exposure to patients’ BFs among HCWs at a university hospital in Ethiopia. Methods: A contextual descriptive cross-sectional design was used for this study. Self-administered questionnaires were used to collect data. Results: The one year and professional life prevalence of occupational exposure to patients’ BFs among HCWs was 33.5% and 66.5% respectively. Circumstances that led to participants’ exposures to patients’ BFs include needle stick injuries to fingers and splashes to the eyes (82.4%); conducting procedures included blood withdrawal (10.8%) and inserting intravenous infusions (8.1%) and recapping of used needles (12.2%). Conclusion: Findings of this study generally indicated that occupational exposures to patients’ BF of different types and circumstances were common among all categories of HCWs in the study site. This high finding of BF exposure should not be over looked. HCWs should follow the universal precaution protocol and PEP need to be strengthened
Health Studies
M.A. (Public Health)

This chapter discusses the life and accomplishments of Pope Cyril VI (Anba Kyrillos VI), the 116th patriarch of Alexandria. Pope Cyril received the Syriac patriarch Ignatius Ya'qub III in January 1959. Two years later, in May 1961, he accepted an invitation from the Syrian Orthodox patriarch to visit Damascus. In Addis Ababa in 1965, the first conference of the non-Chalcedonian Churches took place, under the chairmanship of Pope Cyril VI. A follow-up conference of the non-Chalcedonian Churches was held in Cairo in January 1966. The outcome of these meetings was the beginning of an opening with the Chalcedonian Churches. A theological college was also built in the vicinity of the new St. Mark Cathedral under the auspices of Pope Cyril VI.