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Changing Computing Curricula in African Universities: Evaluating Progress and Challenges via Design-Reality Gap Analysis

This article comprises an original impact assessment of a national computing curricula change initiative in Ethiopia. The article uses an influential design-reality gap approach in three first degree programmes: (1) information systems, (2) information technology and (3) computer science used across the entire Government-funded higher education sector (22 universities). Bass ensured rigor by careful selection of research sites, painstaking data collection over a three year period and diligent data analysis. The article, in collaboration with the University of Manchester, is published in this important international ICT for development journal.