International Educator - January/February 2017 - 13

Desalegne Mengesha Degefaw

countries, including at our university. This happens basically due to the differences in educational and research
resources, including staff competencies. For example,
UoG is better known for its medicine and health science
programs than other programs because these programs
have better resources, staff profiles, and better teaching
and research experience.
In order to address this problem, we have performed
a series of studies and produced a variety of documents
through our quality assurance office. In particular, institutional and program audits we use are very important to
help us measure the status of each program against the
standards we set and to make any necessary interventions.
Based on the audit and graduate tracer studies, we are engaged in various quality improvement efforts, including
staff development plans and construction of laboratories
and other teaching facilities for each program. We have
found such interventions to be much better than simple
observational interventions. We also are now building very
large facilities for engineering, life sciences, information
and communications technology, medicine, public health,
agriculture, veterinary medicine, and other fields for both
teaching and research. This will help us to minimize the differences in the quality of education in various fields of study.
IE: One problem for many African higher education

institutions is brain drain, including students and
researchers who study or collaborate abroad and
then do not return to their home countries. Has that
been a challenge for the University of Gondar and if
so, how have you addressed it?
DESALEGNE: Yes, brain drain is a very serious problem
in many African countries, including Ethiopia. Though
there might be many reasons for many African academia
to leave their countries, the root cause is low salaries and
low incentive packages.
At the University of Gondar, to reduce staff attrition,
we have built staff residences and provide residences for
most of the senior academic staff, which really helps them,
as most of staff's salaries go to pay for their rent and utility
bills. We are also planning to have more staff residences
to accommodate the ever-increasing staff. The other thing
we are doing is to significantly improve the research, community service, and technology transfer budget. We have
seen that the staff is very interested in writing proposals and competing for such internal grants, which makes
them more likely to produce more research articles and to
get promoted toward senior academic positions, as well
as giving them satisfaction from generating new ideas and
technologies that will benefit the community. We are also
improving the working environment in laboratories and
workshop facilities, offices, and educational technologies.
IE: Can African educators contribute to African

higher education while abroad?
DESALEGNE: Yes. I believe that Africans can really contribute to their countries wherever they are. I agree with
the statement of a friend of mine who was a staff member
at the University of Gondar long ago but who now lives
in the United States and works as a university professor.
He likes to say, "Ethiopia is where Ethiopians are," which
is to say that Ethiopians can contribute through teaching,
research, consulting, facilitating partnerships and grants,
and by creating various professional networks while they
are living outside of Ethiopia. In this regard, we have
many in the Ethiopian diaspora who have contributed
significantly to the developments toward the UoG. We
have been able to get multimillion dollar grants because
of such committed professors.

J A N + F E B .17 INTERNATIONAL EDUCATOR

13  



Table of Contents for the Digital Edition of International Educator - January/February 2017

From the Editor
In Brief
Voices
Act Globally
Tradition and History
Health and Insurance
Education Abroad
International Enrollment
View From Out Here
In Focus
International Educator - January/February 2017 - Cover1
International Educator - January/February 2017 - Cover2
International Educator - January/February 2017 - 1
International Educator - January/February 2017 - From the Editor
International Educator - January/February 2017 - 3
International Educator - January/February 2017 - In Brief
International Educator - January/February 2017 - 5
International Educator - January/February 2017 - 6
International Educator - January/February 2017 - 7
International Educator - January/February 2017 - 8
International Educator - January/February 2017 - 9
International Educator - January/February 2017 - 10
International Educator - January/February 2017 - 11
International Educator - January/February 2017 - Voices
International Educator - January/February 2017 - 13
International Educator - January/February 2017 - 14
International Educator - January/February 2017 - 15
International Educator - January/February 2017 - Act Globally
International Educator - January/February 2017 - 17
International Educator - January/February 2017 - 18
International Educator - January/February 2017 - 19
International Educator - January/February 2017 - 20
International Educator - January/February 2017 - 21
International Educator - January/February 2017 - 22
International Educator - January/February 2017 - 23
International Educator - January/February 2017 - 24
International Educator - January/February 2017 - 25
International Educator - January/February 2017 - Tradition and History
International Educator - January/February 2017 - 27
International Educator - January/February 2017 - 28
International Educator - January/February 2017 - 29
International Educator - January/February 2017 - 30
International Educator - January/February 2017 - 31
International Educator - January/February 2017 - 32
International Educator - January/February 2017 - 33
International Educator - January/February 2017 - 34
International Educator - January/February 2017 - 35
International Educator - January/February 2017 - Health and Insurance
International Educator - January/February 2017 - 37
International Educator - January/February 2017 - 38
International Educator - January/February 2017 - 39
International Educator - January/February 2017 - 40
International Educator - January/February 2017 - 41
International Educator - January/February 2017 - Education Abroad
International Educator - January/February 2017 - 43
International Educator - January/February 2017 - 44
International Educator - January/February 2017 - 45
International Educator - January/February 2017 - 46
International Educator - January/February 2017 - 47
International Educator - January/February 2017 - International Enrollment
International Educator - January/February 2017 - 49
International Educator - January/February 2017 - 50
International Educator - January/February 2017 - 51
International Educator - January/February 2017 - 52
International Educator - January/February 2017 - 53
International Educator - January/February 2017 - View From Out Here
International Educator - January/February 2017 - 55
International Educator - January/February 2017 - In Focus
International Educator - January/February 2017 - Cover3
International Educator - January/February 2017 - Cover4
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