BA (Ling), MA (Ling), MEd (Educ. Dev't), PhD (Educ) Profile Geberew is a Lecturer at the School of Policing Studies, Charles Sturt University. Geberew holds a PhD in Education from the University of Tasmania (UTAS) in 2020. He also holds a M.Ed in Educational Development from Hiroshima University, Japan, and M.A in Linguistics from Addis Ababa University (AAU), Ethiopia. His PhD research focused on the influence of the Bologna Process on Ethiopian Higher Education, where autonomy, accountability, transparency, and participation were conceived as a critical concern. The need to build trust, and shared and consultative governance that accommodates the interests of the university system participants including instructors, students, lower and middle-level leaders, and university senior management was suggested. Prior to joining Charles Sturt University, he worked at the University of Tasmania in different roles, Sessional Academic Staff, Research Assistant, Research Outputs Officer, and Research Funding Officer. In addition, Geberew taught and researched in the College of Education Behavioral Studies at Addis Ababa University in Ethiopia. He also held the administrative leadership positions of Associate Dean for Undergraduate Programs, College Managing Director, and Program Coordinator at Addis Ababa University before joining UTAS as a PhD candidate. Research Geberew's research areas included teacher education policy implementation, pedagogy, and curriculum, learning assessment, and leadership which motivated him to pursue PhD candidature in higher education governance. Key research interests include assessment in teaching and learning, learning engagement, inclusive education, higher education and policy, policing studies, and school leadership. Publications Woldegebriel, M. M., & Mekonnen, G. T. (2023). Leadership experience and coping strategies of women secondary school principals: lesson from Ethiopia. International Journal of Leadership in Education, 1-15. doi.org/10.1080/13603124.2023.2267009 Ragae D, Tulu A, Mekonnen GT .(2022). The nexus between prospective teachers' attitude towards teaching profession, department placement, and their academic achievement in Ethiopia', Universal Journal of Educational Research, 10, (9) pp. 513-522. 10.13189/ujer.2022.100901. Mekonnen, G. T, Bayera, G. K, Roba, T. T, & Mekonnen, T. A. (2022). Perceived influence of COVID-19 pandemic on university students' learning and mental health in Ethiopia, Journal of Quality & Quantity, 1-18. 10.1007/s11135-022-01485-8 Mekonnen, G. T., Kilpatrick, S., Kember, D., & Kenny, J. (2021). The students' voice receives more attention than the academics' voice: A paradox in Ethiopian public universities. Africa Education Review, 18(3-4), 59-74. 10.1080/18146627.2022.2150978, Mekonnen, G. T., Kilpatrick, S., & Kenny, J. (2021). Academics' and institutional leaders' perception of transparency: Lesson from Ethiopian public universities. Journal of World Studies in Education, 22(2), 73-91. 10.7459/wse/22.2.05 Habtamu D. Gemechu, A. H., Mekonnen, G.T. (2021). The assessment of integrated functional adult education program in Oromia Regional State, Ethiopia: Reflection on Practice. Universal Journal of Educational Research, 9(7), 1472-1485. 10.13189/ujer.2021.090713 Mekonnen, G.T., Kilpatrick, S., Kenny, J. (2021). Constrained autonomy: Academics and institutional leaders' empowerment in Ethiopia in the context of the Bologna Process. Journal of Further and Higher Education, 45(6), 1-16. 10.1080/0309877X.2021.1895091. Osorio-Saez, E. M., Eryilmaz, N., Hernandez, A. S., Lau, Y. Y., Barahona, E., Bhatti, A. A., Geberew, T.M ... & Zionts, A. (2021). Survey data on the impact of COVID-19 on parental engagement across 23 countries. Data in brief, 106813. https://doi.org/10.1016/j.dib.2021.106813 Mekonnen, G.T. (2020). Governance and governmentality: the influence of the Bologna Process on Ethiopian higher education (Doctoral dissertation, University of Tasmania). Mekonnen, G.T., Tolosa, T., & Page, L. (2019). Methodological Flaws: A Review of Sample Masters Theses. Journal of Education, Society and Behavioural Science, 31(1), 1-14. https://doi.org/10.9734/jesbs/2019/v31i130140. Mekonnen, G.T., , Corbett, M., & Kilpatrick, S. (2018). Academic senate decision and deliberation communication in the context of the Bologna process: The case of Ethiopian Public Universities. Education and Society, 36(2), 77-102. https://doi.org/10.7459/es/36.2.06 Tekle, A & Mekonnen, GT. (2022). Early Reading Difficulties among Qillisoo Primary School Children in Ethiopia: Reflections from Teachers, Children, and Parents. Modern Applied Science 16(3):41-49. 10.5539/mas.v16n3p41 Girma M.G, Dawit, M. M, & Mekonnen, G.T. (2022). The alignments between primary schools’ teachers’ continuous professional development practices, performance evaluation and career growths in Oromia regional state, Ethiopia: past, present and future. The Educational Review, 6(7), 289-299 Mekonnen, G.T., Tolosa,T., & J-F. (2018). The nature of classroom assessments in Ethiopian public Geberew Tulu. (2017). The current teacher education programs in Ethiopia: Reflection on practice. Educational Research and Reviews, 12(6), 366-372. DOI: 10.5897/ERR2017.3172 ISSN: 1990-3839 Mekonnen, G.T., , Tolosa, T., J-F, Pullen, D., & Swabey, K. (2017). English language achievement among Ethiopian public secondary school students: Associated factors. Journal of Educational Review and Research, 13(12), 503-510. Mekonnen, G.T., & Tolosa, T. (2017). Students’ attribution of performance in learning English language: A case of Adama Town high schools in Ethiopia. Journal of Educational Research and Review, 5(30), 26- 40. Mekonnen, G.T., (2014). EFL Classroom Assessment: Teachers' Practice and Teaching Techniques Adjustment in Ethiopia. Educational Research andReviews, 9(23), 1071-1089, DOI:10.5897/ERR2014.1857, ISSN 1990-3839. Mekonnen, G.T. (2013). Boys’ and girls’ attribution of performance in learning English as a foreign language: The case of Adama high schools. Educational Research and Reviews, 8(23), 2197-2211-2338, 10 DOI:10.5897/ERR2013.1624. Mekonnen, G.T. Demoze Degefa (2014). Proceedings of Consultative Workshop on the Implementation of Postgraduate Diploma in Teaching (PGDT) Program. Addis Ababa University, College of Education and Behavioral Studies: Addis Ababa University Printing Press. Office of the Academic Vice President, Addis Ababa University.(2015). Addis Ababa University Graduate Programs Review Report. Writing up team members: Anteneh Tsegaye, Endashaw Bekele, Geberew Tulu Mekonnen, Mekonnen Disasa, and Tesema Ta’a. Addis Ababa University, Addis Ababa University Printing Press. Mekonnen, G.T. (2014). High and low achievers performance attribution in EFL classes-Ethiopia. Deutschland: LAP LAMBERT Academic Publishing. Mekonnen, G.T. (2003). The Morphology of Gawwada. MA Thesis, Addis Ababa University Other Information
Lecturers
Dr Geberew Tulu Mekonnen
secondary schools: Subject teachers’ views. Journal of Education, Society and Behavioural Science, 26 (3), pp 1-11.