ACADEMICS' BELIEFS AND PRACTICES REGARDING CURRICULUM INTERNATIONALIZATION IN ETHIOPIAN RESEARCH UNIVERSITIES AND ITS CONTRIBUTION TO GRADUATE’S EMPLOYABILITY

Abstract

Universities are expected to respond to the opportunities and challenges posed by globalization as they increasingly prepare young people for global labor markets and interconnected societies. Hence, this study investigated the beliefs and practices of academics in Ethiopian research universities regarding curriculum internationalization and its contribution to graduates’ employability. To do this, a convergent parallel mixed-methods design was employed. The quantitative data were collected through a questionnaire from 415 randomly selected academics across four universities: Addis Ababa University, Jimma University, Hawassa University, and Bahir Dar University. The qualitative data were gathered through interviews, focus group discussions, open-ended survey items, observations, and document reviews and were analyzed thematically. The quantitative data were analyzed using descriptive statistics such as frequencies, percentages, means, and standard deviations, as well as inferential statistics including Pearson Product-Moment Correlation (r), two-way ANOVAs, and standard regression. The study found that while academics generally believe in the importance of curriculum internationalization, their practices lag behind their beliefs, particularly in integrating global perspectives into curricula, teaching methods, and assessments. Quantitative results revealed no significant differences in beliefs about curriculum internationalization across different disciplines and universities. However, curriculum internationalization practices varied significantly by discipline, particularly between hard/applied and soft/pure fields. The study also found a negligible correlation between academics' beliefs and practices regarding CI. Nevertheless, CI practices significantly contributed to graduates' employability, accounting for 31% of the variation in the development of graduates’ employability attributes. Qualitative findings supported these results, emphasizing the need for a balance between global and local perspectives in the curriculum. The study concludes that despite academics’ acceptance and some of their practices regarding curriculum internationalization, significant challenges remain, particularly in fostering practical engagement and ensuring that graduates are prepared for the global job market. Key barriers to curriculum internationalization include resistance to change, limited English proficiency, and resource constraints, while enablers include institutional commitment, internationalization policies, and international collaborations. These findings underscore the need for clearer alignment between curriculum internationalization policies and practices to enhance the international competitiveness of Ethiopian graduates. The recommendations call for Ethiopian research universities to enhance diversity through the recruitment of international academics and students, develop intercultural curricula, and strengthen ties between academia and industry. Both universities and the government should work together to create clear strategies for curriculum internationalization, ensuring alignment between beliefs and practices, and implementing quality assurance systems. The government should support these efforts through funding, policy incentives, and streamlined visa processes. Additionally, future research should expand on this study by including more diverse institutions, conducting longitudinal studies, and exploring the impact of external factors on curriculum internationalization practices