Examining Curriculum Development Factors Influencing Quality Assurance Practices: The Case of Undergraduate and Postgraduate Programs of Ethiopian Public Universities

Abstract

In this rapidly changing global environment, characterized by rapid technological, environmental, andsocial advancements, the development of robust curricula is crucial for ensuring effective qualityassurance (QA) in higher education. This study examines how curriculum development factorsinfluence quality assurance practices in Ethiopian public universities' undergraduate and postgraduateprograms. The research integrated quantitative surveys (n=471 academic staff and department heads)and 56 qualitative interviews and analyses across ten strategically selected universities. Guided byHilda Taba‘s model, the analysis focused on core curriculum development stages: diagnosis of needs,formulation of objectives, selection and organization of content, learning experiences, and evaluation.The findings reveal profound systemic deficiencies across all stages. The quantitative results indicatedvery low perceived practicality. A critical lack of systematic needs assessment was particularlyevident. Qualitative data corroborated these weaknesses, highlighting a top-down, bureaucratic processcharacterized by inadequate stakeholder engagement, poor integration of indigenous knowledgesystems, misalignment with labor market demands, and an overreliance on teacher-centered pedagogies.Multiple regression analysis demonstrated that these curriculum development deficiencies are powerfulpredictors of ineffective QA, accounting for 97.8% of the variance in QA outcomes. The studyconcludes that curriculum development in this context does not function as the dynamic ―societalblueprint‖ required for effective QA. The study recommends actionable reforms: decentralizingcurriculum processes to enable participatory, evidence-based design; institutionalizing continuous, data-drivenreview cycles; and strategically integrating indigenous knowledge and competency-basedapproaches. This systemic reengineering is essential for aligning Ethiopian higher education withnational developmental goals and global standards.