Universal technological developments induced changes in the high education, especially with accelerated increase in student numbers and scarce resources leading to assessment workloads and applying electronic exam. Aim: to assess the electronic exam practices at Minia University from academic staff perspectives and their improvement strategies. Design: Cross -sectional exploratory study design was used. Settings: the study conducted at faculties of Nursing, Dentistry, Pharmacy and Medicine. Sample: A purposive sample of 120 participant academic staff. Tool: I- academic staff criteria questionnaire. II- Effective implementation questionnaire. III- Suggested strategies questionnaire. Results: revealed three quarters are lecturers divided into third, about one six, minority and one fifth from Nursing, Dentistry, Pharmacy and Medicine faculties respectively.   Fast majority of them reported that electronic exam design permits maintaining a bank of filtered and revised questions for performing exams.   Great majority of the participant staff reported that e exam is linked to ILOs.    Two thirds of the sample agreed that e- exam took longer effort and time to prepare as compared to the paper -based exam revealing significant difference: p=.000*. The current study results explained institutional support features as majority of the participant staff reported integrating the electronic exam is within the strategic plan revealing significant difference: p=0.004*. Conclusion electronic exams enhance an opportunity to have both accurate scores, and feedback as reported by majority of the studied sample.   Also, majority of the academic staff suggested enhancing unified training on how to extract question bank. Recommendations: Providing continuous training for academic staff and allowing additional modifications to accommodate the traditional exam (paper type).