The Future of Higher Education in the Middle East and Africa PDF
Preview The Future of Higher Education in the Middle East and Africa
HHaabbiibb MM.. FFaarrddoouunn ·· KKeevviinn JJ.. DDoowwnniinngg MMaannddyy MMookk EEddiittoorrss TThhee FFuuttuurree ooff HHiigghheerr EEdduuccaattiioonn iinn tthhee MMiiddddllee EEaasstt aanndd AAffrriiccaa QQSS MMiiddddllee EEaasstt aanndd NNoorrtthh AAffrriiccaa PPrrooffeessssiioonnaall LLeeaaddeerrss iinn EEdduuccaattiioonn CCoonnffeerreennccee The Future of Higher Education in the Middle East and Africa Habib M. Fardoun (cid:129) Kevin J. Downing Mandy Mok Editors The Future of Higher Education in the Middle East and Africa QS Middle East and North Africa Professional Leaders in Education Conference Editors HabibM.Fardoun KevinJ.Downing KingAbdulazizUniversity CityUniversityofHongKong Jeddah,SaudiArabia KowloonTong,HongKong MandyMok QSQuacquarelliSymonds Singapore,Singapore ISBN978-3-319-64655-8 ISBN978-3-319-64656-5 (eBook) DOI10.1007/978-3-319-64656-5 LibraryofCongressControlNumber:2017954921 ©SpringerInternationalPublishingAG,partofSpringerNature2018 Thisworkissubjecttocopyright.AllrightsarereservedbythePublisher,whetherthewholeorpartof the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilarmethodologynowknownorhereafterdeveloped. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publicationdoesnotimply,evenintheabsenceofaspecificstatement,thatsuchnamesareexempt fromtherelevantprotectivelawsandregulationsandthereforefreeforgeneraluse. Thepublisher,theauthorsandtheeditorsaresafetoassumethattheadviceandinformationinthis book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained hereinor for anyerrors oromissionsthat may havebeenmade. Thepublisher remainsneutralwith regardtojurisdictionalclaimsinpublishedmapsandinstitutionalaffiliations. Printedonacid-freepaper ThisSpringerimprintispublishedbytheregisteredcompanySpringerInternationalPublishingAGpart ofSpringerNature Theregisteredcompanyaddressis:Gewerbestrasse11,6330Cham,Switzerland Preface Theexpansionofhighereducationandtheincreasinginternationalbodyofstudents andstaffcontinuetoinspireanddrivethedevelopmentofglobalhighereducation systems. Whilst these systems began locally, many are now engaging with the challenges of retaining their local flavour whilst embracing the march of globali- sation.Thechallengeistofindlocalsolutionsthatalsomeettherequirementsofthe rapid development of what might be termed the ‘massification’ of international highereducation.Inmanyways,thecontentofthisbook,whichwasinspiredbya selectionofworkpresentedattheannualQSMiddleEastandAfricaProfessional LeadersinEducation(QS-MAPLE)Conference,reflectsthesecontemporarychal- lengesthroughavarietyoftopicsfromEnglishlanguageasamediumofinstruction tointernationalisationincountriesasdiverseasHongKong,Panama,SouthAfrica, theUSA,andSaudiArabia,tonameafew.Thetopicsareasdiverseassomeofthe localsolutions,buteachchapterrepresentsaresponsetoarapidlychangingglobal landscape.Iwillhighlightjustafewofthesetopicsinthisprefacetoillustratesome ofthechallengesposedbytheglobalisationofhighereducation. The emergence of English as a lingua franca (ELF) and the effects of globali- sation have nudged many universities towards using English as the medium of instruction(EMI)aspartofastrategicpolicyofinternationalisation.Amajorityof facultyandstudentsatmanyEMIuniversities,however,strugglewithEnglishsince itisnottheirfirstlanguage.PaulCorriganfromHongKongarguesthatforanEMI policytosucceed,thedevelopmentofpedagogyforstudentsandinstructorswhose primarylanguagehasnotbeenEnglishisalsoneeded.MohamadI.Al-Widyanand HaniAbuQdaisfromJordanarguethatglobalisationandexpansionbringsurvival challenges in their region which require the introduction of international quality assurance standards and detail the process of doing this in their university. Haifa RedaJamalAlLailfromtheKingdomofSaudiArabiasuggeststhatthepromotion ofinternationalisationthroughtheofferingofscholarshipstointernationalstudents could be a significant step in furthering the goal of a more peaceful and stable world. Petrus Johannes Loock also takes up the diversity challenge in his article dealingwithstudents’senseofbelongingandhowkeyfactorsinthisconcepthave v vi Preface changedrecentlyinaSouthAfricanuniversity.JamesS.MoyfromFlorida,USA, takesamorephilosophicalapproacharguingthattheconceptofmarginality(well understoodtoanyonewhohasengagedinethnography)shouldbeencouragedasa desirable state to ensure a global creative economy in the future. He argues that creativitycomesfrombeingmarginal. DavidA.KirbyfromEgyptspeaksofthechallengesofteachingandencourag- ingentrepreneurialismasatopicinuniversityanddetailswhatneedstobedoneto achievesuccessinthecontextoftheMiddleEast.AdnanH.YahyafromPalestine talksaboutthetoolsneededforthechallengeofinternationalisinghighereducation in developing countries, whilst Sarita Sahni from Dubai talks about innovative approaches that can be used to integrate assessments into increasingly multidisciplinary and innovative curricula. Jenny Abamu from New York looks at the significant contributions that can be made by intelligent use of technology, whilstLuvuyoLumkileLalendleandMirandaMgijimafromSouthAfricalookat thetrendsandchallengesofdefiningandmeasuringstudentsuccessinanincreas- inglyglobalisedworld,atopicalsoaddressedbyJamesPounderfromHongKong. Nigel Healey from Fiji encourages putting students at the heart of any internationalisation strategy, whilst Faridah Maarof from Dubai articulates the value of non-constraint engagement in driving teaching and course quality improvements. The chapters that make up this book clearly show that whilst many of the challenges facing higher education are similar, the local contexts in which these challengesaretackledarediverseandrequireinnovativelocalsolutionsaswellasa keenawarenessofglobaltrendsandrequirements.Therefore,thisbookrepresents essentialreadingforthenewbreedofglobalacademicoradministratorandanyone else interested in the challenges facing higher education institutions at a global, regional,orlocallevel.EditedbyDr.KevinDowningofCityUniversityofHong Kong, a respected and highly experienced global voice on higher education man- agementandrankings,andDr.HabibFardoun,anexperiencedsenioradministrator and researcher at King Abdulaziz University in Saudi Arabia, it contains detailed viewsfromarangeofprestigiouscontributors(recognisedagentsofchangeintheir variousregions)aboutsomeofthekeycontemporarychallengesfacingtheworldof higher education today.Whether yourinterest isinternational strategy, measuring student success, using innovative technology, or fostering greater understanding throughhighereducation,thisbookisessentialreadingforyou. Jeddah,SaudiArabia HabibM.Fardoun KowloonTong,HongKong KevinJ.Downing Singapore,Singapore MandyMok Introduction Thisbookcontainsatotalof20chapters,whichhavebeenselectedfromthe5thand 6thQS-MAPLEConferences,celebratedin2015and2016,inDoha,Qatar,andin Al-Ain,UAE. Paul Corrigan, from City University of Hong Kong, in his chapter entitled ‘Building EMI Pedagogy to Support EMI Policy’ discusses the reasons why many universities choose to use English as the medium of instruction and assessment, as partoftheirstrategicpoliciesofinternationalisationandthewaysthatsuchpolicies cansucceed. AlexisTejedorDeLe´on,fromUniversidadTecnolo´gicadePanama´,talksabout engineering pedagogy in his chapter ‘Survival Engineering and the Game of Knowledge:ALudicsFormtoTeachingandLearninginEngineering’.Heconsiders waysinwhichlearningprocessesshouldberememberedanddiscussestransforming theprocessofteachingandlearningthroughadynamicinteractionbetweenstudent andteacherandbetweenstudentandstudent,bothinsideandoutsidetheclassroom. Thechapter‘QualityAssuranceatJordanUniversityofScienceandTechnology (JUST): Integrating Administrative Quality and Academic Accreditation’ by Mohamad Al-Widyan and Hani Abu Qadis, from Jordan University of Science and Technology, presents the ways their university elected to proceed towards an integrated quality approach, by addressing simultaneously both academic and administrativeaspectsinanintegrativeandcomplementarymanner. Haifa Reda Jamal Al Lail, from Effat University, presents the chapter ‘Oppor- tunitiesandChallengesofInternationalisingHigherEducation:TheCaseofSaudi Arabia’, which discusses a new strategy in which national policies might offer scholarships to achieve a higher percentage of international students in higher education and which they argue would be a significant step in advancing the causeofpeaceandstabilityintheworld. The chapter titled ‘Exploring Undergraduate Students’ Perceived Sense of Belonging: Making Orange the New Black’, by Petrus Johannes Loock from the UniversityofJohannesburg,talksabouttheengagementthatundergraduatestudents have with their universities, presenting the University of Johannesburg as a case vii viii Introduction study,andthewaytheirusersurveyevolvedtoreflecttheresponsesandtheexistence ofanewindicatornamed‘studentbelonging’. AzizahAlogali,fromtheUniversityofRochester,presentsthechapter‘Improving Transparency in Saudi Arabian Education: A Proposed Collaboration Between Scholars,Educators,andGovernment’.Thisresearchworkdiscussesacademichonesty and intellectual property in the Saudi Arabian education system by presenting an innovative new framework for addressing current issues using collaboration at the instructor,administrator,andgovernmentlevels. Thechapter‘TheArts,Disruption,Marginality:EducationfortheGlobalCreative Economy’, by James S. Moy from the University of South Florida, talks about the tightfocusofeducationonasetofsubjectsbothforresearchandteachingintheUSA and how this facilitates America’s global competitors to focus special attention on thesesubjects,astheystarttoconsidertheseasthecoretofuturebusinesssuccessand theUSnationalinterest. David A. Kibry, from the British University in Egypt, presents the chapter ‘Entrepreneurship Education: The Need for a Higher EducationRevolution in the ArabWorld’.Thischapterdiscussestheentrepreneurshipconceptineducationand theimportanceofintroducingthisconceptinteachingprogrammesinanattemptto createmoreentrepreneurialgraduatestudents,mostlyintheArabworldcountries. Adnan H. Yahya, from Birzeit University, presents the chapter ‘Tools for Internationalising Higher Education in Developing Countries’. This chapter deals with the concept of internationalisation in higher education and how the global nature of the modern economy is heavily influencing higher education, with graduates frequently finding employment in areas outside their home countries, and how universities are targeting students away from their main campuses and integratingaway-from-campusexperiencesintotheirprogrammes. Thechapter‘IntegratingAssessmentsinInnovativeLearningProcess’,bySarita Sahni, from the College of Fashion and Design, talks about the multidisciplinary curriculum being used to generate the right balance between learning in broader waysandtheexpectationsofdiverselearners.Itarguesthateducationhastoenable learnerstodiscoverwhattheyneedtolearnratherthanjustintakeandoutputstatic knowledge. Ayham Jaaron and Ahmad Mohmoud contribute a chapter entitled ‘Learning by Doing: The Essence of Community-Based Learning at An-Najah National University,Palestine’whichpresentsthecurrentpracticesineducationinPalestine, effectivelylearningbydoing.Theauthorspresentacasestudyabouttheimplemen- tationofcommunity-basedlearningcoursesatAn-NajahNationalUniversity. Thechapter‘AU’sStrategiesTowardsIntegratingResearchwithStudentLearn- ing: Ahlia University Model’ by Ahlam Hassan and Esra AlDhaen, from Ahlia University, presents a research skills framework developed and adapted to ensure integrationofresearchisamajorpartofteaching,learningdelivery,andassessment. Helen Doerpinghaus, Paul Miller, and Jody Pritt, from the University of South Carolina, contributed the chapter ‘Managing Internationalisation Through Public- Private Partnerships’ in which they discuss the experience of their university in adapting new innovative ways of internationalisation called ‘circling the globe’, Introduction ix which directly targets a ‘focus on global competitiveness’ through ‘developing relationships with universities and governments’, so increasing the number of studentswhostudyabroad. The chapter titled ‘International Education Global Communication Trends’ by JennyAbamu,fromTeachersCollege,ColumbiaUniversity,aimstohelpinternational education policymakers and stakeholders foster effective information sharing on the multiple platforms available to them through technology. This is done by creating more effective borrowing and lending methodologies and information-sharing platforms. Luvuyo Lalendle and Miranda Mgijima, from North-West University, in their chapter entitled ‘Trends and Challenges in Measuring Student Success: A South African Perspective’, deploy an analytic review to gain insight into trends and challenges with respect to student success. This chapter argues that module success rates, throughput, and graduate attributes (including graduate destinations andemploymentrates)shouldprovideamoreholisticviewofstudentsuccess. Thechapterentitled‘TheImportanceandBenefitsofIncorporatingAssertiveness Training Whilst Designing Co-curricular Activities for Students’ by Hardeep S. Anant,fromCityUniversityCollegeofAjman,focusesonhowrecentadvances in neuroscience lend and build a case for incorporating appropriate forms of assertiveness training whilst designing co-curricular activities for students at any level. James Pounder, from Lingnan University, in his chapter entitled ‘Measuring Student Success: A Value-Added Approach’, discusses measurement of universi- ties’ quality through a Gallup-Purdue Survey, which has shifted the focus from what university professors value to whatstudents value. Assuming ‘value added’, thischapterexaminesoneuniversity’sapproachtoaddressingthisissue. Thechapterentitled‘Beyond“ExportEducation”:PuttingStudentsattheHeart ofaUniversity’sInternationalisationStrategy’byNigelHealey,fromFijiNational University, discusses the attempt by one UK university to change direction and developanewapproachtointernationalisationwhichputsaninternationallearning experience for all students at the heart of its new strategic plan. It discusses the obstaclestochangingdirectioninthiswayandsharessomeofthelessonslearned abouthowtorolloutanalternativeuniversity-wideinternationalisationstrategy. Faridah Maarof, from Canadian University Dubai, in the chapter entitled ‘Enhancing Student Course Evaluation: Non-constraint Engagement (NCE) Model’ summarises the application of the Non-constraint Engagement (NCE) Model in enhancing student course evaluation at Canadian University Dubai through a two-phase pilot study. The objective of adopting the NCE Model is to drivesustainablequalityimprovement. The last chapter titled ‘Measuring Student Success: A Review of Methods and Motives’byDanielKratochvil,fromAbuDhabiSchoolofManagement,discusses student success in higher education through its measurement from three different perspectives:institutional,student,andsocietal. Contents 1 BuildingEMIPedagogytoSupportEMIPolicy. . . . . . . . . . . . . . . 1 PaulCorrigan 2 SurvivalEngineeringandtheGameofKnowledge:ALudic FormofTeachingandLearninginEngineering. . . . . . . . . . . . . . . 11 AlexisTejedorDeLeo´n 3 QualityAssuranceatJordanUniversityofScienceand Technology(JUST):IntegratingAdministrativeQuality andAcademicAccreditation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 MohamadI.Al-WidyanandHaniAbuQdais 4 OpportunitiesandChallengesofInternationalizingHigher Education:TheCaseofSaudiArabia. . . . . . . . . . . . . . . . . . . . . . . 33 HaifaRedaJamalAlLail 5 ExploringUndergraduateStudents’PerceivedSense ofBelonging:MakingOrangetheNewBlack. . . . . . . . . . . . . . . . . 45 PetrusJohannesLoockandCorneliusFourie 6 ImprovingTransparencyinSaudiArabianEducation: AProposedCollaborationBetweenScholars,Educators, andGovernment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 AzizahAlogali 7 TheArts,Disruption,andMarginality:Education fortheGlobalCreativeEconomy. . . . . . . . . . . . . . . . . . . . . . . . . . 69 JamesS.Moy 8 EntrepreneurshipEducation:TheNeedforaHigherEducation RevolutionintheArabWorld. . . . . . . . . . . . . . . . . . . . . . . . . . . . 77 DavidA.Kirby xi
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