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Higher Education Contributions & Implications in Economic Development: A Canadian Experience in Collaborative Projects with a Few Countries GHADA SOUFAN.

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Presentation on theme: "Higher Education Contributions & Implications in Economic Development: A Canadian Experience in Collaborative Projects with a Few Countries GHADA SOUFAN."— Presentation transcript:

1 Higher Education Contributions & Implications in Economic Development: A Canadian Experience in Collaborative Projects with a Few Countries GHADA SOUFAN Managing Director, ProCare Services Ho Chi Menh City, December 2009

2 ProCare Services International Consulting Firm Actively engaged in an emerging Canada-based HE knowledge & resource network. Lead role in projects for new universities:- – Botswana: Framework Design for the Botswana International University of Science & Technology (BIUST) – Egypt : Feasibility Study, Planning Analysis & Systems Development of the Ahram Canadian University (ACU)

3 ECONOMIC ADDED VALUE OF UNIVERSITIES International Student Contributions Research Contributions Investments Driven by Developing Universities

4 Financial Contribution by International Students International student recruitment actively pursued by OECD countries – 500,000 students in USA = 14 billion $ In Canada, 6.5 billion dollars* (this statistic includes elementary, secondary and technical college students and is not limited university as is the US statistic)

5 Other contributions by International Students International students contribute indirectly: – Increased presence of highly qualified people and ideas from around the world – Increased long term connections leading to International business and trade opportunities

6 International Students in Emerging Economies Increasingly more active recruitment of regional students, by offering: – Better facilities & higher quality standards – Internationally recognized programs & degrees – International links & exposure facilitating increased student and graduate mobility for further education &/or work placements abroad

7 Economic Growth Driven By University Research Emergence of industrial clusters. Foster the creation of new businesses and boost productivity. – through R&D and private sector interaction in the region and abroad.

8 Example Industrial Research in Canada The university sector is the second largest performer of research in Canada. – Universities performed 36% of R&D, worth $10.4 billion (2007)

9 Industrial Research Canadian Statistics In Canada between 1999 and 2003: – New patent applications from universities increased by 91% – Spin off companies resulting from university research increased by 25% – New licences awarded to universities increased by 82%

10 Investments Driven by Developing Universities – Private Sector Investments:- Housing Services including medical Entertainment and diversions Light manufacturing – Public Sector Investments:- Roads Communication Government building

11 MODELS & PATHS For universities in emerging economies to play such a central role in economic development:

12 University Development Options Upgrading Existing Institutions Merging Existing Institutions Establishing New Institutions – Focus of this presentation

13 Challenge of New Universities The choice of many countries – even those with strong existing universities including India, Viet Nam and Egypt The main challenge – Building credibility – Competition with more established older universities

14 Advantage of New Universities More Potential Less constrains of history & inherited traditions = More Potential – to look forward not backward – to look outward not inward – to be innovative, adapting rapidly & effectively to dynamic & emerging conditions Provided setting bold, yet realistic goals, while summoning the will to make them all a reality.

15 NEW INSTITUTIONAL MODELS Satellite Model Franchise Model Out-Sourced Model Integrated Progressive model

16 Satellite Model New university engages 1 or more other universities to – deliver its/their “home” programming at satellite, as a branch – award foreign credits and degrees to students. WEAKNESSES: – The satellite is a stage for a foreign enterprise. – Setbacks upon changing enterprise decisions abroad. STRENGTHS: – Relative lower cost & quicker programming launch. – Students receive internationally accredited degrees right away.

17 Franchise Model New university engages 1 or more foreign universities – wholesale import of programs to be delivered by local &/or regional professors WEAKNESSES: – Does not reflect the local context and teaching/research needs. – Does not establish a national institution – weak local ownership. STRENGTHS: – Quickly establishes programming. – Resulting university relies on the reputation of the exporter. – May help the new university to quickly establish credibility.

18 Out-Sourcing Model New university engages an interim partner – to design &/or operate university, sharing risks & benefits for a set initial period of time. WEAKNESSES: – Risk of profit focus at expense of academic quality. qualitative features compromised to increase profitability and expedite return on investment – Little integration of wider economic considerations if any occurs, it is often incidental rather than intentional. STRENGTHS: – Initial savings in contract management & setup costs.

19 OUR TRIED MODEL An Integrated Progressive Model relies on building a strong national institution, using Canadian and international best practices. promotes collegial two-way cooperation between Canadian and national professors and university administrators Leads to long term relations & benefits – student & professorial exchanges, joint research, joint degrees, mutual recognition and other cooperation modes and linkages.

20 Integrated Progressive Model STRENGTHS: Yields a strong national institution – reflecting “contextualized” international best practices Builds long term relationships between institutions – A variety of universities work under coordination of a core team, providing consistent and consistent output WEAKNESSES: Requires relatively more time & effort to achieve desired results. International recognition is not immediate; it is built over time.

21 MODEL ADAPTABILITY & VIABILITY Basic & detailed Design Components Program Integration Features Enrolment Planning As Core Integrating Engine Financial Planning Integrator

22 Basic Design Components Background Study & Strategic Positioning – contextual global, regional, national and sectoral framework – Branding, Image & Organizational Culture Organizational Development – academic & corporate governance & management structures Academic Planning – academic program and curricula framework – student management and enrolment planning framework – accreditation and quality assurance framework Technical Study – Identifying facility and infrastructure requirements – Identifying staffing requirements and hiring strategies; – Examining cost and revenue elements and factors Financial forecasting

23 Detailed Design Components Academic /Research Program Development – Curriculum Plans & Academic /Research Programs Detailing – Courseware Syllabus Design/Review – Student Academic Progress & Evaluation Defining Support Systems – Student Administration & Registrar Operations – Knowledge Management (Library & ICT) Services – Career & Work Placement and Advising and Counselling Services – Human Resources Management – Quality Assurance Strategy, Structures & Systems Detailed Strategic & Operational Planning & Budgeting

24 Program Integration Features Focus on program integration, for achieving reasonable critical mass to deliver desired efficiencies – Horizontally (inter-disciplinary; across faculties and departments) – Vertically (at under-grad, grad and post-grad levels) – With a strong “research – teaching” nexus In thematic areas of highest potential of strength, derived from national/regional socio-economic development agendas – coinciding with national and regional priorities that are not yet adequately addressed elsewhere

25 Core Integrating Engine: Enrolment Modelling Links a gradual increase in no. of various students with a commensurate gradual increase in – number of various levels of identified programs – the required number of faculty to deliver that increasing number of multi-level programs to the increasing number of students – the required number of support & admin staff – the required facilities to serve the number of users

26 Financial Planning Integrator To be both financially & academically viable Every desired academic & corporate feature of the university gets linked to the dynamic enrolment model translated into required resources (staff, facilities, costs and time frames) examined in terms of expected outcomes and returns (financial and qualitative) weighed for impact on optimal investment & student fee levels

27 THANK YOU Ghada Soufan ProCare Services, Canada

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