ASTU's Five-Year Strategic Plan (2011/12-2015/16

September
ASTU’S Five-Year
Strategic Plan
(2011/12-2015/16) 2011
Adama Science and Technology University (ASTU) is an Ethiopian
higher education institution bestowed with the responsibility of
promoting better academia, research and community outreach
services. So far, this young university has been engaged in serving
national needs to the best of its capabilities; however, it is believed
that there are still more issues worth consideration: overcoming
weaknesses and avoiding potential threats by reinforcing strengths
and taking advantage of opportunities. With this in mind, it has
been deemed necessary to look back to the past and prepare this
five-year strategic plan (2011/12-2015/16) that makes ASTU an even
better institution contributing to the realization of the Growth and
Transformation Plan (GTP).

Contents

Preamble ......................................................................................................................................................... 6
1. Background of Adama Science and Technology University .................................................................. 8
2. Mandate of ASTU ........................................................................................................................................ 9
2.1. Legislative Mandate .............................................................................................................................. 9
2.3. Policy Mandate ................................................................................................................................... 10
3.1. Vision ................................................................................................................................................... 11
3.2. Mission ................................................................................................................................................ 11
3.3. Values .................................................................................................................................................. 11
4. Analyses of Stakeholder and Collaborators .............................................................................................. 12
4.1 Stakeholder Analysis ............................................................................................................................ 13
4.2 Collaborators Analysis .......................................................................................................................... 26
5. Situational (SWOT) Analysis ...................................................................................................................... 29
5.1 Internal Situational Analysis (SW) ........................................................................................................ 29
5.2 External Situation Analysis (OT) ........................................................................................................... 43
6. Critical/Strategic Issues and Goals of ASTU ............................................................................................... 46
Critical/Strategic Issues .............................................................................................................................. 46
7. Goals and Objectives of ASTU ................................................................................................................... 47
8. Strategic Issues and Strategic Solutions ..................................................................................................... 50
9. Five Year Strategic Action/Implementation Plan .................................................................................... 60
10. Human Resources Required for Implementing the Plan ........................................................................ 77
11. Existing and New Departments and Programs in the Coming Five Years [2011/12-2015/16] .................. 86
12. Existing and New undergraduate and graduate intake number of students in the coming five years
[2011/12-2015/16] ............................................................................................................................................. 94
13. Financial Plan ........................................................................................................................................... 96
14. Monitoring and Evaluation .................................................................................................................... 102
15. Assumptions and Risks ......................................................................................................................... 103

Strategic Plan of ASTU (2011/12-2015/16) Page 2

Executive Summary

For the last couple of years, Adama Science and Technology University (ASTU) did not have a Strategic
Plan. An attempt was made to officiate one (three years back), but did not materialize. Since then,
various documents have been prepared to serve as guidelines; however, not even one was
comprehensive enough to incorporate all elements. In July 2011, however, a steering team was delegated
to work on a new strategic plan. Following is a summary of major issues.

Vision, Mission and values

In rethinking of a new plan for ASTU, our vision may be conceptualized as follows:
ASTU envisions to become a first choice in Ethiopia and one of the
distinguished Universities dedicated to excellence in applied sciences and
technology

In line with the vision, this strategic document has put forth the institutional mission(s) of the university.
Accordingly,
The mission of ASTU is geared towards contributing to the economic
development of Ethiopia. To this end, ASTU is dedicated to:

 Produce competent and ethical professionals in science and
technology through practice oriented, problem solving and quality
education, both in undergraduate and graduate studies, through
on-campus and off-campus programs.
 Promote research through the engagement of staff, students and
partners, and disseminate findings to end-users through seminars,
publications and other appropriate means.
 Provide community services in various areas, including consultancy
service and need based training for the betterment of the society.
 Enhance links with national and international universities,
research institutions, industries and the private sector to address
quality of education, good governance, and crosscutting issues, such
as safe environment, gender and special needs students, and
HIV/AIDS.


And, for the attainment of its vision and mission, notwithstanding all legal requirements, the university
has dedicated itself to uphold/cherish ten core values. These include:
 Good Governance  Student-Centeredness
 Gender Sensitivity  Teamwork
 Diversity  Initiative
 Academic Freedom and Autonomy  Excellence
 Technology Transfer and  Economic Use of Resources
Realization

Strategic Issues, Priorities and Goals

Before sorting strategic priorities, pertinent issues were revised. Analysis of stakeholders and collaborators
was deliberated upon, and an environmental (SWOT) analysis has been conducted. Based on findings of
the analyses, the following eight problems have been identified and corresponding goals have been set.
The essential issues that emerged from the SWOT analyses are presented as follows:

1. Lack of good leadership and management in running the university
2. Threatened state of quality of education
3. Lack of experience in developing academic programs
4. Less responsive, incompetent and traditional service delivery system incompatible with the ever-
growing needs of university community
5. Poor research culture, management and practice
6. Poor allotment and inefficient use of infrastructure/facilities
7. Lack of coordination and initiative to plan and diversify income generation options
8. Disregard to issues related to gender and the disadvantaged
9. Almost non-existent practice oriented education and university-industry linkage

In response to these problems, the steering team has set strategic priorities/goals. These strategic goals
comprise eight priorities with chain of corresponding objectives. And the nine goals are presented as
follows:

 Ensure good governance
 Ensure quality education
 Launch diversified, demand-driven and well coordinated academic programs
 Advance systems of service delivery
 Develop research culture, management and practice


 Improve physical infrastructure/facilities
 Improve income-generating activities
 Uphold gender sensitivity and a due consideration to the disadvantaged
 Design and implement practice oriented academic programs with due consideration to
university-Industry linkage (UIL)

This document also presents strategic options that are matching to objectives. Ansd in accordance to each
of the options presented, the implementation plan sets forth activities, responsible body expected to
execute the duties and the amount of money required.

Monitoring and evaluation of the strategic plan is mainly the responsibility of the management of
Adama university .It is recommended that the planning unity shall be capacitated to monitor and
evaluate the entire implementation of the plan.

This draft of the five –year strategic plan of the university will be further enriched through continuous
and participatory discussions and feedback from concerned stake holders.


Preamble
We are living in a dynamic world with a system that is getting ever demanding than one would have
thought years back. Everything continues to change, and the Ethiopian context is not an exception. Our
needs are growing and we have to work hard to alleviate existing problems and maintain our hard-
earned values, thereby promoting good image of our nation at global level where only the best and the
best only could survive.

The Ethiopian Government has always been charting possible strategies to overcome pressing issues so
that the nation could become one among the middle-income-earning nations. To this end, establishment
of new (and upgrading of the existing) tertiary institutions was deemed a prerequisite. As one of the
national universities entrusted in contributing by advancing academia, research and community service
programs, ASTU has often adjusted its approach.

The Need for the Strategic Plan

In 2008, ASTU, then called Adama University1, was nominated by the Ministry of Education to become
center of excellence in science and technology. In order for this goal to materialize, in 2008, a new
approach was called for— aligning the working-system of the university to the German paradigm. In the
three years’ time (2008-2011), the university showed marked progress in various areas. This is, however,
notwithstanding issues not well addressed that bred challenges.

In June-July, following an incident at the main campus, H.E. Ato Juneidi Sado, Minister of the Federal
Civil Service Commission and Chairperson of the Supervisory Board of ASTU, along with other high-level
officials from the Federal Government, held consecutive meetings with staff (both academic and
supportive) and students. In the plenary meetings, students and staff alike raised various issues, of which
some matters were of great concern to institutional sustainability.

Following this, a decision was made to closely check on missing elements that brought about the
challenges, and one of which (of course, among many others) came out to be absence of a Strategic
Plan. Although a strategic document was prepared in 2008, it was not put into practice; rather, The
Framework 2was the only binding document adopted and in use hitherto.

1
On May 23, 2011, under the Adama Science and Technology University Establishment, Council of Ministers
Regulation Number 34/2011, the name Adama University has been changed to Adama Science and Technology
University
2
The Framework refers to a comprehensive document ratified and in use when Prof. Dr. Herbert Eichele (2008-2011)
was the President of the University.


More importantly, however, a root-cause that necessitated for the designing of this Strategic Plan is the
need to be responsive to national demands. The Government of the Federal Democratic Republic of
Ethiopia has recently endorsed a five-year strategic plan, better known as Growth and Transformation
Plan (GTP), which puts forth priority areas such as transformation of the higher education system. To this
end, making ASTU compatible to the existing reality and contribute its fair share by planning a new
strategic document has been deemed necessary.


1. Background of Adama Science and Technology University
Adama Science and Technology University (ASTU) was first established in 1993 as Nazareth Technical
College (NTC), offering degree and diploma level education in technology fields. Later, the institution
was renamed as Nazareth College of technical Teacher Education (NCTTE), a self-explanatory label that
describes what the institution used to train back then: candidates who would become technical teachers
for TVET colleges/schools across the country.

In 2003, a new addition to NCTTE came about—introduction of business education. Nonetheless, the new
entries were solely meant for similar purposes. Graduates of such streams were also meant to help
overcome the existing dearth of educators in vocational institutions.

Although it is an institution with a history of only two decades, ASTU is also known for its dynamic past. It
has always been responsive to the realization of national policies: training of technologists at its infant
stage, and later shifting to training of technical trainers as well as business educators to fill the void in
TVETs.

Following its inauguration in May 2006 as Adama University, the full-fledged university started opening
other academic disciplines in other areas—an extension to its original mission. However, it was not until it
was nominated by the Ministry of Education as Center of Excellence in Technology in 2008 that it opened
various applied engineering and technology streams. For its realization, it became a university modeled
after the German paradigm: it not only became the lone technical university in the nation, but also the
only one led by a German professor.

Notwithstanding closure of some disciplines as per the new vision and mission, the ensuing three years
saw flourishing of graduate programs, of which some (like a few in the undergraduate program) were
exceptional to our university. In addition, the same period saw pioneering of the university in introducing
PhD by Research and MA/MSC by Research programs.

Before 2008, the university was stratified into faculties and ASTU’s reach was limited to its only campus
situated in Adama town. Now, faculties have given up to Schools, with departments as subunits with
core competence areas merged within. The university has also extended its reach to Asella, where two of
the total six schools are located. The faculties at the main campus include: School of Business, School of
Engineering and Information Technologies, School of Humanities and Natural Sciences, and School of
Pedagogy and Vocational Teacher Education. On the other hand, the two schools in Asella are the
School of Agriculture and School of Health and Hospital.

In addition to its main concern (academics), ASTU is also host of research institutes and enterprises. In the
main campus, apart from the Institute of Continuing and Distance Education (ICDE), there are two
institutes: the Further Training Institute (better known as FTI) and Adama Institute of Sustainable
Energy. The sister town where the two schools are located, Asella, is also host of the Artificial Insemination
Institute and Asella model Agricultural Enterprise.

Following its renaming by the Council of Ministers as Adama science and Technology University in may
2011, the university has set up various committees to work on reengineering the work flow and/or the
overall academia. Since then, this promising university has included the staff in the remaking of the
university and the leadership is coordinating staff to work for the same goal. And, it is the hope and
aspiration of all staff and students that the university shall once and for all be a pathfinder in science and
applied sciences in the years to come.

2. Mandate of ASTU

The mandate of ASTU emanate from two core subjects: legal provisions and state policies. The
former pertains to proclamations and regulations that explicitly state key responsibilities of the
university. Clearly stated are, general provisions that apply to all state-owned universities and
specific regulation(s) that are pertinent to ASTU. In this regard, all responsibilities explicitly
stated in the legal documents have been taken as mandates bestowed upon ASTU.

The policy mandate of ASTU is derived from key responsibilities/aspirations stated in the Growth
and Transformation Plan (GTP) of the Federal Democratic Republic of Ethiopia. As a university
responsible for the country’s endeavors, ASTU has thus adopted all pertinent stipulations as its
policy mandate.

2.1. Legislative Mandate

As stipulated in the Higher Education Proclamation No. 650/2009; Federal Universities Council
of Ministers Regulation Number 210/2011; and Adama Science and Technology University
Establishment Council of Ministers Regulation Number 237/2011, herein under are the legislative
mandates of ASTU:

1. To establish, organize and determine the status, functions and responsibilities of
academic units and to close down any of them when deemed necessary.
2. To design and implement undergraduate, graduate and short-term training programs
to meet the needs of the country
3. To award academic certificates, diplomas, degrees and other academic awards
4. To publish and disseminate research works as well as hold discussion forums to deliberate
upon the results
5. To establish Senate with fair representation of all the responsible bodies of the university
6. To establish and run academic journals and newsletters
7. To upgrade the qualifications of its academic staff and continuously enhance their
professional competency
8. To give recognition and/or award to personalities of outstanding achievements or
constructive contributions


9. To contribute specially to the institutional capacity building of other public and non-
profit making private institutions, including the upgrading of the qualifications of their
academic staffs
10. To provide consultancy and outreach services to government, industries and comminutes
11. To organize modern library services and provide access to entitled users
12. To cooperate with the incumbent agency on education relevance and quality matters
13. To charge appropriate fees for its services when warranted
14. Generate internal income through provision of goods and services
15. To carry out such other activities that accord with its mission

2.3. Policy Mandate

ASTU accepts and works towards the realization of the Growth and Transformation Plan (GTP)
of the Federal Democratic Republic of Ethiopia and beyond. As enshrined in the GTP, the key
priorities of higher education are ensuring quality and relevance, and ASTU is not an exception.
As a University that values these components of growth and development, ASTU is responsible
to make both its undergraduate and graduate programs compatible with economic demands
of the country by giving a due emphasis on quantity, type and quality of its output. The
university shall also take the initiative of introducing and encouraging a system for technology-
transfer based research. The University is also committed to achieve all development goals set by
the government by supporting the community.

3. Vision, Mission and Values

Working on this Strategic Plan calls for rethinking of the university’s vision, mission, and values.
As a guiding document, it presents features that help define past and present trends and sets
forth future undertakings/aspirations. This Strategic Plan is a result of meticulous analysis of
strengths, aspirations, concerns, and values for the University. Hence, ASTU is committed to
pursuing initiatives that will propel it towards our vision for 2004/2016.

The following crucial elements of strategic planning—vision, mission and values— should be
conceptualized as follows:


3.1. Vision

ASTU envisions to become a first choice in Ethiopia and one of the distinguished
Universities dedicated to excellence in applied sciences and technology

3.2. Mission

The mission of ASTU is geared towards contributing to the economic development of Ethiopia.
To this end, ASTU is dedicated to:

 Produce competent and ethical professionals in science and technology through practice
oriented, problem solving and quality education, both in undergraduate and graduate
studies, through on-campus and off-campus programs.
 Promote research through the engagement of staff, students and partners, and
disseminate findings to end-users through seminars, publications and other appropriate
means.
 Provide community services in various areas, including consultancy service and need
based training for the betterment of the society.
 Enhance links with national and international universities, research institutions, industries
and the private sector to address quality of education, good governance, and
crosscutting issues, such as safe environment, gender and special needs students, and
HIV/AIDS.

3.3. Values
ASTU is committed to being an ethical institution. In recognition of the rights and inherent
dignity of all members of its community, and the wider society at large, the university is
committed to supporting the following principles and to protecting those rights guaranteed by
the Constitution and all Ethiopian laws.

While following legal requirements, ASTU has committed itself to uphold the following core
values:

 Good Governance: maintaining democratic, transparent, and accountable leadership
and management in a manner that does not compromise the interest of the university


 Gender Sensitivity: striving to bring gender equity and equality, as well as taking
affirmative action in order to support females of the university
 Diversity: promoting eclecticism of its staff and students, and encourages the expression,
consideration and evaluation of multiple ideas
 Academic Freedom and Autonomy: defending intellectual ingenuousness and
institutional independence to ensure that its education and academic pursuits are not
subject to undue intervention
 Technology Transfer and Realization: dedication for technology transfer that leads
to individual as well as national transformation
 Student-Centeredness : committed to provide education that encourages students in
self learning and promote their involvement in all endeavors
 Teamwork: developing team spirit among staff and students, while acknowledging
individual excellence at the same time, to ensure a participatory approach in all its
institutional endeavors
 Initiative: encouraging and rewarding individual and group undertakings in creativity
and distinguished performance both from within and outside the University
 Excellence: pursuit of distinction as the ruling standard in science and technology and
commitment to its realization
 Acknowledging the local : appreciating and striving for the promotion of indigenous
knowledge
 Economic Use of Resources: adherence to and implementation of the principle of
optimum use of resources

4. Analyses of Stakeholder and Collaborators
In preparing this Strategic Plan, a due consideration was given to parties with direct interest to
the University called stakeholders. In our case, the internal stakeholders have been identified as
students, academic staff, supportive staff and the board. On the other hand, external
stakeholders includes, but is not limited to, the following: alumni, employers, MoE, Ministry of
Finance and Economic Development (MoFED), other ministries, the City Administrations of
Adama and Asella, Oromia Regional State, and other regional bureaus and/or TVET
Commissions.


In the same token, other bodies that have teamed-up with ASTU are also shown below with the
area of collaboration and the benefit the university would get out of it. The generic category, in
this regard, has been reduced to six groups.

4.1 Stakeholder Analysis

Presentation and analysis of stakeholders’ expectations, their likely response if expectations are
not met, and expected institutional response to overcome possible failures is noted in this section.
To ensure clarity, the generic designations have been given to stakeholders, and for further ease
of understanding their immediate roles, two sets of categories have been made: stakeholders
have been treated as internal and external in two separate tables. The internal stakeholders,
which are categorically the primary four have been presented in the first table while external
stakeholders have been treated separately in the next table.

Each column addresses issues corresponding to presumed expectations, implying what is
anticipated, followed by possible reaction/impact if not well addressed, and backed by the level
of influence each has on the institution. Here, level of influence of stakeholders has been rated
from one (most influential or primary) up to level three (relatively less influential or tertiary).
Finally comes expected response of ASTU to avert shortlisted potential dangers.


Degree
Likely reaction and /or of
S. impact if expectations Importa
No Stakeholder Expectation are not met nce ASTU’s response
4.1.1 Internal
1 Students  Practice-oriented, quality  Poor health condition 1  Exercising good governance
education  Increased complaints  Upgrading staff profile to
 Responsiveness and  Frustration, that would meet the minimum
Transparency possibly lead to violence requirement
 Getting graduated and skirmishes  Setting relevant criteria for
 Interest-based placement  Increased dropouts student placement
 Quality services (cafeteria,  Poor performance  Launching diversified
lounge, clinic, dormitory,  Negative or spoiled academic programs
Registrar,/EEO, library, attitude towards ASTU  Enhancing professional ethics
PC pools, recreational  Incompetent graduates of instructors
areas, and others)  Improving student services
 Ethical and competent  Strengthening counseling and
instructors advisory services
 Fair evaluation,  Revising existing rules and
treatment and timely regulations and set new ones
feedback from instructors when deemed necessary
 Active participation in  Devising better monitoring


learning and research and evaluation system
 Clean, green and  Setting-up student forums and
attractive campus clubs
 Conducive environment  Instituting grievance handling
for learning and living and conflict resolution systems
 Well-prepared teaching  Strengthening and supporting
and learning the Students’ Council
facilities/materials  Minimizing attrition rate
 Access to ICT supported  Equipping laboratories/
education (e-learning, workshops with state of the
and other means art technology
available)  Preparing teaching
 Friendly relationship with materials/textbooks and
university community making them accessible both
 Full-fledged laboratories in hard and soft copies
and workshops  Organizing various lounges/
cafeteria with different price
rates
2 Academic  Further education and  Unenthusiastic staff , 2  Increasing scholarships
Staff
continuous professional thereby leading to opportunities
development(CPD) ethical problems  Providing in-country and
training (irresponsiveness, overseas CPD opportunities


 Well-equipped teaching- reluctance, and other  Exercising good governance
learning facilities malpractices)  Building, furnishing and
 Availability of well-  Deterioration of quality equipping offices
equipped facilities (e.g. of education  Providing/improving the
office and office facilities)  Complaints quality and extent of facilities
 Quality services (internet,  Incompetence and services
lounges, transportation)  Absence of sense of  Organizing various lounges
 Good governance belongingness to the with different price rates
 Promotion and other university  Formulate better staff
benefits  High turnover and development strategies
 Better salary possible brain-drain  Strengthening grievance
 Conducive academic and handling systems
working environment, as  Convening staff forums
well as better academic  Updating rules and
freedom regulations and set new ones
 Full-fledged laboratories when necessary
and workshops  Developing clear, result-
 Active, competent and oriented performance-
ethical students evaluation system
 Availability of clear and  Establishing transparent
functional rules and communication system
regulations  Ascertaining income


 Active participation in generation schemes for staff
research where applicable
 Clean, green and  Supporting initiatives for the
attractive campus formation of university level
 Friendly relation with the clubs and associations
university community
 Competitive environment
3 Supportive  Further education  Staff turnover 3  Granting scholarship
staff
 Initial and continuous  Absenteeism opportunities
training for non-  Unenthusiastic staff  Providing initial training for
professionals (irresponsiveness, non-professionals and CPD
 Continuous professional reluctance, or lack of where applicable (both in-
development (CPD) commitment) country and overseas)
training where applicable  Conflict  Exercising good governance
 Availability of  Deterioration of  Building, furnishing and
facilities/resources Quality motivation equipping offices
services (better ICT and  Engagement in corrupt  Ensuring adequacy and
internet service, lounges, practices quality of facilities and services
transportation)  Absence of ownership to  Improving administrative and
 Good governance the university inter-departmental work
 Better salary  Dereliction of duties interaction
 Promotion and other  Ethical problems  Organizing various lounges


benefits with different price rates
 Conducive working  Formulating better staff
environment development strategies
 Participatory decision-  Strengthening grievance
making handling mechanisms
 Ethical staff and students  Organizing staff forums
 Availability of clear and  Revising existing rules and
functional rules and regulations and set new ones
regulations when deemed necessary
 Participation in research  Establishing/Improving
 clean green and transparency of intra- and
attractive campus inter-communication system
 Cordial relationship with  Ascertaining income
the university community generation schemes for staff
 Clear and functional where applicable
structure and job  Supporting initiatives for the
description formation of university level
 Competitive environment clubs and associations
 Different benefits and  Developing clearly defined job
recognition description
 Appropriate and fair  Coming-up with clear
performance-evaluation performance indicators and


system result-oriented evaluation
system
4 ASTU  Quality education,  Takes appropriate 3  Closely monitoring and
(Supervisory) research and community measure evaluation of action plan(s).
Board services (Building capacity of the  Exercising good governance
 Competent graduates management and staff,  Emulating best practices and
 Smooth teaching-learning replacement of the setting benchmarks
process management, closure of  Involving stakeholders in
 Optimal use of resources some disciplines,…) various activities
 Ethical staff and students  Loses confidence  Aligning the University’s plan
 Staff and students who with the GTP
are change-agents  Develops and implements
 Development of relevant demand-driven curricula
academic programs
 Proper implementation of
government policy
(implementation of GTP)
 Good governance
 Universe Industry Linkage
 Practice oriented teaching
and training


Degree
Likely reaction and /or of
impact if expectations Importa
S.No Stakeholder Expectation are not met nce ASTU’s response

4.1.2 External
5 Alumni  An institution that is center  Develop negative attitude 3  Equipping workshops and
of excellence in science and (distorted image) towards laboratories with state-of-the-art
technology the university technology
 Inauguration of well staffed  Increased negative self-  Promoting profile of academic staff
and facilitated graduate esteem  Collecting feedbacks from alumni
programs  Poor connectivity among in designing and updating
 Existing graduate programs themselves and with the curriculum
meeting the minimum University  Promoting the University’s profile
requirements  Look up to other recurrently
 Laboratories/workshops institutions for further  Setting up alumni liaison office
equipped with state-of- education  Organizing workshops, short term
the-art technologies  Reduced employment trainings, symposiums that address
 Strong networking among opportunity needs of alumni
themselves and with the
university
 Linkage to potential
employers
 Practice-oriented


education
 Access to online/digital
library
 Responsive leadership and
management
 Competent and well
mannered staff

6 Employers  Competent, skillful and  Mislay trust on the 2  Undertaking need diagnosis
efficient graduates with university (tracer study/labor market
work ethics  Warding off graduates of analysis) in preparing or
 Curricula that have been ASTU updating curricula
designed to address specific  Ruins potential  Providing quality education
needs of respective cooperation  Improving programs
organizations  Reluctance to  Employing qualified staff
 Customized consultancy, accommodate students as  Upgrading staff profile through
research work and short interns (apprentices) provision of opportunities for
term training services further education and continuous
 Educational opportunity professional development
for upgrading their staff trainings
 Linkage with the university  Conducting need based trainings
and researches
 Recurrently updating the public
about ongoing progress in the


University
 Arranging forums on issues of
employers

7 MoE  Identification,  Arrange further 1  Carrying out efficient training
establishment, and education and training  Periodic review of curricula
running of academic programs  Developing research culture
programs addressing  Change of  Establishing effective
specific needs management monitoring and evaluation
 Qualified and competent  Possible closure of system
graduates programs, and shifting  Exercising good governance
 Implementation of timely them to other  Facilitating regular capacity
university transformation institutions or closing building programs to staff
program  Reduced goodwill,
 Ethical citizens serving the thereby calling for
cause of democratization reduced budget
 Need-based research  Reduced student
(and research findings) placement
 Provision of adequate  Expulsion of
and relevant community underperforming staff
services  Job insecurity for staff
 Minimized student
attrition
 Timely report


 Good governance
 Improved income
generation

8 Ministry  Justifiable budget  Delayed budget 1  Establishing transparency and
of Finance planning and requisition  Budget reduction and accountability in financial
and  Appropriate use of cancellation management, as well as
Economic allocated budget  Falling short of regular updating of the system
Developm  Timely report cooperation in place
ent  Adherence to prescribed  Legal measures  Good budget planning
(MoFED)  Utilizing budget properly
rules and regulations
 Strong system of internal  Timely reporting
control and auditing  Creating awareness among
staff
 Capacitating staff
9 Other  Qualified/skilled graduates  Reliance on other 3  Reviewing the curricula
Ministries  Graduates who have more institutions  Providing practice-oriented
of entrepreneurial qualities  Lowered credibility and education
than mere job-seeking recognition to the  Providing community-based
tendencies university education
 Graduates who are well  Loss of links and support  Encouraging innovation and
aware of the existing policy engagement in applied research
and ground reality of the Denial of cooperation, funds,
 employing experienced and
country consultancy and training
innovative staff


services  Identifying prevailing national
problems and challenges

Organizing scientific forums to allow
for participation of stakeholders
10 The City  Consultancy and training  Negative attitude towards 2  Creating smooth relationship by
Administr services the university (lack of giving due attention to demands
ations of  Peaceful educational trust)  Mainstreaming joint work with
Adama environment  Failure to secure long- the city administrations
and  Disciplined students and standing cooperation  Supporting in research, trainings
Asella staff  Permanent loss of alliance and consultancy when needs arise
 Community services  Promoting ongoing activities
(outreach programs) undertaken by the university
 Need-based research  Organizing joint discussion forum
 Knowledge and technology  Joining hands in creating
transfer awareness about the law and in
 Contribution (jointly the implementation of code of
endeavor) for the conduct
betterment of political,
economic, social and
environmental issues
11 Oromia  Tailor-made training  Deterioration of 3  Convening local communities and
Regional programs existing good terms regional administrative bodies to
State  Community services  Vetoing further assess their needs and establish


(outreach programs) endeavors of the good terms
 Promotion of culture, university  Supplementing regional
values and diversity  Calling for change of endeavors
 Research that management  Respecting and helping in the
supplement regional  Failure to secure promotion of the regional culture
endeavors credibility and/or and values
 Support in the promotion recognition
of good image
 Cooperate in different
activities
12 Regional  Competent graduates  Fend off graduates of 3  Providing quality education
(e.g. befitting teachers) ASTU  Reviving cooperation by
bureaus
 Further training and  Looking for other diagnosing their needs and
and/or upgrading scheme for alternatives supporting their cause
TVET staff  Diminished  Allowing for their participation
TVET
 Joint endeavors value/credibility to the in reviewing and/or designing
Commissio (research, knowledge and institution of curricula
ns technology
interchange,…)


4.2 Collaborators Analysis
The university has signed various memorandums of understanding (MoU) in order to pave way for a win-win situation. According to
data obtained from official sources, agreements have been signed with different organizations and more are underway.

In an endeavor to assess present links, screening of current institutes and checking on potential/present area of collaboration and
aspired/coveted advantage is deemed necessary. Herein under are broad categories showing generic names followed by area of
collaboration and relative advantage sought after. There is one exception though, the Ministry of Science and Technology, which might
also be considered in the stakeholder analysis, but treated separately here for being the first governmental signatory both as a
stakeholder and willing to cut a new deal as a collaborator as well.

S/N Institutes Area of collaboration Relative advantage
1 International and local higher learning  Upgrading Staff Profile  Resource mobilization
institutes (both governmental and  Joint Research  Experience sharing
privately owned)  Exchange of resources  Cost effectiveness
 Experience sharing  Improved efficiency
 Curriculum revision  Information exchange
 Joint appointment of staff  Promote cooperation
 Technology exchange  Mutual benefit
 Funding
 Student exchange program
 Good governance


2 Ministry of Science and Technology  Research fund  Award of patent right
 Accreditation  Get resource
 Facility  Encourage innovation
 Joint undertakings
 Advisory service and
consultancy
3 Research Institutes (both national and  Joint Research  Access to resource
international)  Training  Experience sharing
 Resource  Recognition
 Fund
 Teaching
4 National & International  Capacity Building (training)  Experience Sharing
Developmental Organizations  Fund  Physical expansion & material fulfillment
 Assisting on Development  Secure Resource
Activities  Technology Transfer
 Human, Material & Financial
Support
 Resource Sharing
5 Industries & Enterprises (both  Apprenticeship  Job opportunity/internship
governmental and privately owned)
 Research  Exchange experience
 Resource  Promote cooperation


 Joint Teaching-Learning  Knowledge transfer
 Technology Exchange  Mutualism
6 Governmental Bureaus (Federal &  Community Service  Job-opportunity/internship
Regional)
 Resource  Exchange of experience
 Capacity building  Knowledge transfer
 Man power  Improves relationships
 Professional Support  Working for the same goal
 Information dissemination  Promotion of collaboration
 Apprenticeship /internship
programs


5. Situational (SWOT) Analysis
Environmental analysis refers to the assessment of strengths, weaknesses, opportunities and threats that strongly influence institutional
sustainability. To this end, conducting environmental analysis prior to setting a strategic plan is imperative. In doing so, it is expected
that strengths of ASTU shall match or fit existing opportunities, while, at the same time, overcoming potential dangers. Likewise, it is
presumed that opportunities would help minimize drawbacks and avoid threats. To allow for strategic thinking and acting, all four
variables are meticulously investigated and presented below.

5.1 Internal Situational Analysis (SW)
Notwithstanding the contribution of individual excellence or failings, strengths and fault lines that are listed below are attributed to the
functioning of the institution itself. In the following table, issued have been categorized into nine themes based on their relationship to
one another. While appreciating the maintenance of common values shared by all universities across the nation, the strength part is
limited to revealing distinctive features that make ASTU stand out. As there should be no room left to cuddle faultiness, whether they
are common to any other, all notable weak spots have been listed in detail.

Themes Strengths Weaknesses

Academic Affairs  Having exam and studies committee at  Inconsistent grading practice
school and/or some department level  Ineffective exam and studies committee at some schools and
 Formation of curriculum committees at departments
departmental level  Lack of exam standardization
 Continuous and practical skill-oriented  Undue and haphazard intervention of top-level management
evaluation system in laboratories, and students in revising curricula
workshops and fieldwork engagements  Failure to involve capable personnel (both from within and
 Integration of courses and evaluation of outside the university) in curriculum design


students via eLearning  Lack of coordination among schools/departments when designing
 Dynamism of curricula across some new curricula
departments  Weak and disorganized Graduate programs
 PhD by Research program—one of a  Limited number of undergraduate and graduate programs
kind in Ethiopia  Primacy of theory over practice (limited effort to ensure student-
 Undergraduate and postgraduate centered approach)
programs that are unique to ASTU  Failure to cover the whole portion due to improper time-
 Involvement of adjunct professors and management and poor monitoring
Technicians (Fahrlehrer )  Teachers are not maintaining class schedules
 Proactive ELIC offering language  Failure to offer regular consultation for students
training for staff and students  Inferior coordination among some instructors offering the same
 The move towards the European Credit course
Transfer and Accumulation System  Political incitement by some instructors
(ECTS)  Frequent change of curricula
 Relatively well equipped workshops  Lack of labor market analysis in curriculum design
and laboratories
 Not considering staff profile in the setting-up of some programs
 Well Equipped multimedia language
 Lack of readiness to move towards modular approach
laboratory
 Evaluation of students’ competence by generalists
 Relatively large class size in some cases
 Lack of induction program for the new comers
 Weak tutorial programs for students who need special support


 Poor (impersonal) instructor-student relationship
 Negligence and poor control of invigilators during examination
 Not adhering to exam schedule and failure to take timely
measures
 Weak interest in teaching and taking initiatives
 Leakage/disclosure of exams
 Disregarding staff overload
 Lack of skilled laboratory technicians
 Shortage of academic staff in some disciplines
Research  Presence of a journal with  Lack of research action plan
International Standard Serial Number  Research topics that are not sensitive to the existing environment
(ISSN)  Lack of guidance and leadership from the incumbent office
 Accessibility of research guideline of the  Poor practice of research
university on the university’s web page  Overloaded staff
 Scheduled bi-annual research  Absence of coordinator at school/departmental level:
seminars/symposiums centralization
 Inadequacy in allocation and utilization of budget
 Poor in publicizing research calls/reviews
 Frequent change of KTI officers
 Relatively less experienced staff with low orientation/
responsiveness


 Absence of immediate response to research proposals
 Discouraging bureaucratic processes in releasing fund for
approved proposals
 Lack of clear criteria for prioritization of research areas
 A single journal to entertain different topical issues
 Poor coordination and management of research activities
 Inferior staff motivation
 Doubting the integrity of researchers (or their budget request)
 Poor research facility
 Unable to provide training on research methods to staff
 Absence of integration of research results among schools
 Less turnout of participants in research review
 Deprived of subscription and/or access to reputed journals
 Poor documentation of previous research sponsored by ASTU
 Failure to motivate students take part in research activities
(i.e. besides their senior projects, thesis and dissertation)
 Weak commitment of staff to engage in research activities
despite possible adversity
 No visible initiative to organizing the research office to
institutional level
 Not considering time-extension to research requiring more than


one-year time
 Nonexistence of reward for outstanding researchers
 Lack of team approach in conducting research
 Poor linkage and joint research undertakings with other research
institutes
 Sidelining/ not prioritizing of research by the top management
 Falling short of collaboration with funding organizations
Community Service  Frequently updated website and  Absence of a central organ to facilitate/coordinate community
publication of regular periodicals outreach programs
(newsletter and a bi-annual  Not assessing needs and measuring satisfaction of the community
magazine) to communicate with the  Few MoUs have materialized so far
wider society  Failure to reach the surrounding people via distance education
 Offering scholarship opportunities to
the needy
 Continuing and Distance Education:
setting up of satellite campuses,…
 Asella Model Agriculture Enterprise
(AMAE) and Artificial Insemination:
training of farmers
 Allowing free access to wireless
Internet service to the surrounding
population


 Signing of various Memorandum of
Understanding
 Offers training, consultancy and
maintenance services upon request
Human Resources  Young staff  Shortage of skilled and experienced staff with the required
 Commitment of staff academic profile
 PhD and MSc by research  Less commitment (of some)
 Good will to support and sponsor staff  Unwillingness of most staff to take-up additional duties
securing further education by  Absence of team spirit and diminishing sense of belongingness
themselves  Lack of professional ethics
 Free educational opportunity in the  Low proficiency of staff in the language of instruction, i.e., English
evening program  Absence of capacity building plan
 Provision of pedagogic and language  Poor staff upgrading criteria
skills improvement trainings  No collaboration with other institutes
 Less demonstrated effort to win scholarship opportunities for staff
 Less initiative to upgrade staff by its own graduate program
 Not encouraging competency
 High turnover
 Predominantly male academic staff, i.e., in terms of number
Governance and  Start-up of decentralization  Diminishing sense of belongingness, responsibility, and
Management  Good relationship with students accountability


 Commitment to expand and support  Lack of visionary leadership
ICT  Failure to retain staff
 Demonstrated effort in modernizing  Poor implementation of appraisal results
library and registrar services  Failure to prepare clear job description for all
 The move for internationalization  Lack of proactive administrative measures
 Launching PhD and M.Sc./ MA by  Unable to provide incentives as deemed necessary
research programs— a system that is  Lack of clear organizational structure
the first of its kind in Ethiopia  Resistance to incorporate and/or mainstream ICT supported
 Good will to support and sponsor staff service
securing further education by  Absence of planning and programming office
themselves
 Non-responsiveness to reports and dereliction of duties
 Offering students with job-
 Nepotism and partiality
opportunities
 Poor promotion strategy that is subject to manipulation
 Flexibility to entertain previously
 Manipulated employment criteria
unplanned issues when justified
 Not convening regular plenary meetings (discussion forums)
necessary
 Non-participatory decision making in the assignment of
 Outsourcing of payment of salary
management
 Mob mentality that resulted in less teamwork spirit
 Disagreement among members of the top-level management
themselves
 Unsettling management and management structure


 Inadequate and subjective performance evaluation criteria
 Misappropriation (poor allocation) and poor monitoring of
resources/properties
 Animosity Of staff to each other ( especially between academic
and support staff)
 Not communicating rules and regulations to the university
community
 Unplanned visits to other institutions
 Failing to report and materialize, as well as practice, shared
experience
 Red-tape and undue intervention
 Wastage of time on unplanned jobs
Financial Resources  Deployment of IBEX software  Failure to empower cost centers in the administration of budget
 Decentralized cost centers  Inconsistency of formats/templates budget planning and
 Payment of salary on time purchasing
 Failure to upgrade capacity of staff in utilizing modern
technologies
 Lengthy work flow (business process)
 Poor-quality and insufficient materials
 Shortage of qualified and competent personnel
 Redirecting budget to unplanned business (e.g., unplanned
purchase requests)


 Disorganized financial system and poor networking with
respective cost centers
 No clear line of authority
 Respective cost centers are not informed about the budget
ceiling in preparation of their budget plan
 Non-participatory, university-wide budget-planning
 Lack of criteria-based budget distribution (not considering
activity plan)
 Weak coordination among finance , program officers , income
generating unit, and human resource administration
 No budget revision practice
 Lack of modern finance and purchasing system
 Lack of adherence to purchase policy
 Procurement of materials without detail specifications
 Procurement without checking store
 weak inspection and evaluation team for endorsement of
purchased materials
 Lack of due attention in establishing procurement committee
 Poor control of resource consumption (requesting and
endorsement of materials beyond utilization)
 Lack of awareness and consensus in setting specification of
materials that are bidden and procured centrally


 Collecting item price (pro forma) repeatedly from limited
suppliers
Physical Facilities  Expansion of cobblestone roads and  Absence of laboratories and workshops that meet the required
/Infrastructure walkways demand and unequipped in some departments
 Expansion of ICT infrastructure  Inadequate offices ,logistic and office facilities for staff
 Tentative solutions to shortage of  Poor water drainage system in the new building areas
offices  Lack of access around student dormitories for Ambulances and
 Good start-up in campus Fire brigade vehicles
beautification and gardening  Inadequate, Inefficient and abuse of transport services and
 Clustering of schools with their maintenance
respective departments in one location  Severe sanitation and maintenance problem (e.g. in cooking
 Water recycling plant underway areas, toilets and class rooms …)
 High Capacity power generator  Shortage of water supply, frequent outage and wastage
 Construction of multipurpose buildings  Poor and/or shortage of alternative lounges and recreational
underway facilities for staff and students’ alike
 Startup of ICT enabled Lecture halls  Poorly designed , constructed and furnished classrooms and
lecture halls
 Not ICT enabled Classrooms
 Poorly fenced and limited number of gates
 Non-conducive infrastructure for impaired students
 Lack of Auditorium/ multi-purpose halls/buildings
 Inadequate library buildings


 Lack of sport complex and fields
 Some buildings are not to the standard
 Lack of air conditioner in libraries, pc pools, laboratories and
workshops
 Misuse of buildings for unintended purposes
 Non –functioning newly built cafeterias
 Absence of modern cooking and washing machines in students
cafeterias
Students  Strong and empowered Student  Poor commitment (Some students)
Council  High tendency of cheating in examination
 Opportunity and freedom to initiate  Lack of student interest for consultancy
and take part in University affairs  Poor student-instructor relationship
 Good culture of helping needy students  Lack of adhering to exam schedule (unreasonably lobbing for
rescheduling)
 Lack of respect of university and national laws
 Less effort in finding supporting and funding organizations to
needy students(Student Council)
 Unwise use or abuse of resources
 Unethical practices by some students (alcoholism, drugs, theft,
breach of rules and regulations…)
 Inclination of some students towards destructive political


orientation
 Lack of initiative to report absenteeism of teachers
 Systematic boycott of classes
 Reluctant to their education (Study only during their exam time )
 Creating disturbance and making noise around the classroom
environment
 Bad interethnic as well as interreligious rapport
 Shortage of out-door/ under-shade seating and study places
Service Delivery  Relatively fast Internet service at the  Shortage of medical facilities/supplies
 For the University main campus  Poor service delivery in lounges, cafeterias and Clinic
community  Digitized/automated library  Medical service that does not include staff
o Library management system (KOHA)  Absence of insurance coverage during field-works and
o ICT  Availability of over 20,000 e-books engagement in workshop
o Dormitory (Greenstone)  Lack of institutional policy on occupational safety
o Health
 24/7 library, ICT and clinic services  Weak and abusive security services
o Registrar
 Bank and postal service in the main  Failure to give semester grade report to students
o Sport and
campus  Centralized and unorganized services
recreation
 Labor intensive and poor service delivery of the EEO/Registrar
o Cafeteria
at the beginning and end of each semester
o Guidance and
counseling  Standalone students databases: assignment of students to

o Recreational dormitories, grade submission, grade reporting and scheduling…


facilities  Frequent allegations over lack of confidentiality and possible
fraudulent acts in registrar services
 Irresponsiveness to students request by the security staff
 Insufficient special consideration for the disadvantaged
 Nepotism and ill-will
 Lack of up-to-date books in some fields
 Frequent downtime of the intranet and low bandwidth Internet
 Insufficient and costly photocopy service to students
 slow response to maintenance services
 Shortage of separate corner/ room in the library for graduate
students and staff
 limited library service to the outside community
Income Generation  Consistent provision of evening  Disorganized income generating teams/units
 Evening Program programs  Absence of clear management to oversee income generation
 Distance Program  Opening of satellite programs and related issues
 Summer Program  Good Experience in running the  Unable to use its potential, and engagement in limited areas
 Short-term Training summer program  Lack of business plan/ cost-benefit analysis
 Consultancy  High potential and good start of  Not allocating budget for individuals taking the initiative to
 Rental services income generation in some areas generate income for the University
 Production of  Relegating income generation (considering it as a secondary
Materials issue)


 Projects  Unnecessary payments and cost
 Less promotion/advertisement activity
 No distance program
 Limited to government sponsored programs
 Limited to in campus program
 Less exploitation of rental income options
 Limited experience in developing fund raising projects
 Lack of creativity among schools
 Less motivated academic staff due to lack of incentives
 No community school


5.2 External Situation Analysis (OT)
Noting strengths and weaknesses alone does not support a strategic plan become feasible: further insight into external factors contributes
to closing to perfection. External cases relate specifically to political, economic, social and technological (PEST), as well as environmental
factors, which neither one is entitled to alter nor capable of managing at will. In order to get clear picture of what opportunities ASTU
enjoys and learn about possible threats, notable attributes are analyzed and presented as follows.

Factors Opportunities Threats
Political  Entitlement of the university a science and technology  Possible change of rules and regulations or directives as
university the need arises
 Unlimited mandate to expand programs  Incompatibility of national needs and available
 High commitment of the government to produce skilled capacity of the University
human power in order to meet all developmental goals,
i.e., the GTP
 Government’s support in practice-oriented education and
industry linkage
 Higher education proclamation as an asset for academic
freedom and institutional autonomy
 Autonomy to develop income generating schemes
 Encouraging policies that support the disadvantaged


ASTU's Five-Year Strategic Plan (2011/12-2015/16

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