higher education and economic development
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Higher Education and
Economic DevelopmentLinking Higher Education to
Market ForcesMarket Forces
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Introduction
• Knowledge economy
• Addressing brain drain
• Need for intellectual excellence in all areasexcellence in all areas
• Visioning a partnership of training and economic development
• Shared vision for the Kurdish Region
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Introduction
• Importance of general knowledge
• Importance of specific knowledgespecific knowledge
• Human resource demands of global businesses – What do they want?
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Importance of Institutional
Autonomy that is Accountable
• General Public
• Higher Education CommunityCommunity
• Government
• Students
• Business
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General Public
• Contribution to a civil society
• Inclusive discourse and debate
• Cultural enhancements
• Preparing the future generations for robust • Preparing the future generations for robust economic development within a representative governmental structure that will ensure the stability and growth of a nation
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Higher Education Community
• Offering comparable degrees
within a transparent structure
of quality
• Seeking cooperation in the
higher education enterprise higher education enterprise
that allows mobility of faculty
and students
• Participating in the global
higher education community
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Government• Providing accountability for government
financial support
• Supporting and contributing to the mission and vision of the country
• Graduating students in a timely manner equipped with skills necessary to advance the civic, economic, and research strategies
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Students• Providing access
• Providing for the highest quality education available with existing resources
• Offering degrees that match up with interests, passions and skill sets
• Providing services and courses necessary for on-time graduation
• Providing meaningful practical experiences
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Business
• Providing highly qualified graduates with the necessary skill-sets to advance business agendas for existing enterprises
– Entry level - skilled– Entry level - skilled
– Management
– Technical
• Providing research to create new jobs and industries; fostering the entrepreneurial spirit
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Creating a Responsive
Higher Education System
• Mission Driven Institutions
• Engages All Stakeholders
• Has Available Resources to Accomplish MissionMission
• Develops Measurable Plans Around the Future of the Kurdish Region
• Has Strategies for Student Recruitment
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Mission Driven Institutions
• Understands clearly strengths and limitations
• Careful planning with limited resources
• Constantly assess around mission focus• Constantly assess around mission focus
• Looks to ultimate goals and outcomes that are congruent with the business and government interests
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Engages All Stakeholders
• Faculty
• Students
• Alumni
• Board• Board
• Ministry
• Business
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Available Resources to
Accomplish Mission
• Teaching and Learning
• Research
• Technology
• Sources
– Ministry
– Business partnerships
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Measurable Plans for the Future
of the Kurdish Region• Retaining and attracting scholars
• Moving research to patents and job creation (i.e.
EPSCoR)
• Using the university for corporate attraction• Using the university for corporate attraction
• Business incubators for entrepreneurial thinking
in an emerging economy.
– Focus on small to medium enterprises
– Support existing business for expansion
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Student Recruitment• Adequately prepare students for university level
work
• Keeping the brightest in the Kurdish region
• Utilization of international education (service commitment scholarships)
• Attracting some of the best students to all areas of study
• Providing opportunity for under-prepared and low-income
• Incentive toward certain professions (scholarships –Corporate named scholars)
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Partnership Examples
• Recent corporate relocations to Tennessee:
– Automotive (management and production)
– Technology production
• Belmont’s leadership institute
• Tusculum’s corporate site degree programs• Tusculum’s corporate site degree programs
• Lipscomb’s institutes for ethics and conflict
resolution
• Faculty/Student research partnerships
• Business incubators
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Challenges• Need for open and transparent economic vision
and plan
• Need for focus in higher education
– Program justification
– Responsiveness – Responsiveness
• Scarce resources
• Lack of data on education attainment
• Strong lower and higher education systems that
provide opportunity for everyone
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Education Programs
Maintaining quality and focus
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Education Programs
• Each academic program:
– Must demonstrate that it is consistent with the
university mission
– Must be approved by the faculty and administration
– Establishes and evaluates programs and learning – Establishes and evaluates programs and learning
outcomes
• Faculty are empowered and accountable at the
university level to adjust curriculum that is
cutting edge and responsive to regional, national
and global challenges
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Education Programs
• Decentralized admission
decisions at the campus
level which are
consistent with the
mission of the universitymission of the university
– Selectivity
– Competencies
– Program admission aligns
with objectives and
desired outcomes
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Education Programs
• University uses technology to enhance student learning appropriate to meeting the to meeting the program goals and objectives and ensures that the students have access to training and use of technology
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Education Programs
• Faculty hold the primary responsibility for
curricular
– Content
– Quality
– Effectiveness– Effectiveness
• Faculty hold the responsibility for determining
learning outcomes for courses and degree
programs
• Programs must demonstrate knowledge
progression (ratcheting)
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Education Programs
• First Cycle: Undergraduate Programs– Institution identifies university-level
competencies within the general education core and provides evidence that graduates have attained those competencieshave attained those competencies
• Program level
• Course level
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The Bologna Process for U.S. Eyes:Re-learning Higher Education in
the Age of Convergence
Clifford Adelman
April 2009
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Short Cycle
• Demonstrate knowledge and understanding that builds
upon secondary education
• Can apply knowledge to occupational contexts
• Ability to identify and use data to formulate responses to
well-defined concrete and abstract problemswell-defined concrete and abstract problems
• Communicate about their understanding, skills, and
activities, with peers, supervisors, and clients
• Possess the learning skills to undertake further studies
with some autonomy
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First Cycle
• Demonstrated knowledge and understanding that builds
upon secondary education, and is typically at a level
that, whilst supported by advanced textbooks, includes
some aspects that will be informed by the forefront of
their field of studytheir field of study
• Can apply knowledge in a manner that indicates
professional approach to their work or vocation, and
have competencies typically demonstrated through
devising and sustaining arguments and solving problems
within their field of study
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First Cycle – (Continued)
• Have the ability to gather and interpret relevant data
(usually within their field of study) to inform judgements
that include reflection on relevant social, scientific or
ethical issues;
• Can communicate information, ideas, problems and • Can communicate information, ideas, problems and
solutions to both specialists and non-specialist
audiences; and
• Have developed those learning skills that are necessary
for them to continue to undertake further study with a
high degree of autonomy
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Education Programs
• Second Cycle: Graduate Programs
– Demonstrate that graduate programs are
progressively more advanced than
undergraduate programsundergraduate programs
– Graduate studies and support should foster
• Independent learning
• Contribution to profession or field of study
– Residency and ECTS requirements should be
met
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Second Cycle
• Have demonstrated knowledge and understanding that
is founded upon and extends and/or enhances that
typically associated with Bachelor’ s level, and that
provides a basis or opportunity for originality in
developing and/or applying ideas, often within a research developing and/or applying ideas, often within a research
context
• Can apply their knowledge and understanding, and
problem solving abilities in new or unfamiliar
environments within broader (or multidisciplinary)
contexts related to their field of study;
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Second Cycle (Continued)
• Have the ability to integrate knowledge and handle
complexity, and formulate judgments with incomplete or
limited information, but that include reflecting on social
and ethical responsibilities linked to the application of
their knowledge and judgments;their knowledge and judgments;
• Can communicate their conclusions, and the knowledge
and rationale underpinning these, to specialist and non-
specialist audiences clearly and unambiguously; and
• Have the learning skills to allow them to continue to
study in a manner that may be largely self-directed or
autonomous.
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Tuning Model
• Subject specific
– Multi-institutional
– Faculty driven
– All key stakeholders– All key stakeholders
– Does not determine 100% of content, just
general learning outcomes
• Thematic Networks
– Deal with specific cross border issues and
curriculum solutions
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Subject Dependent Outcomes
First Cycle• Demonstrate knowledge of the foundation and history of
that major field;
• Demonstrate understanding of the overall structure of
the discipline and the relationships both among its sub-
fields and to other disciplines;fields and to other disciplines;
• Communicate the basic knowledge of the field
(information, theories) in coherent ways and in
appropriate media (oral, written, graphic, etc.);
• Place and interpret new information from the field in
context;
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Subject Dependent Outcomes
First Cycle
• Demonstrate understanding and execution of the methods of critical analysis in the field;
• Execute discipline-related methods and • Execute discipline-related methods and techniques accurately; and
• Demonstrate understanding of quality criteria for evaluating discipline-related research.
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Subject Dependent Outcomes
Second Cycle• Within a specialized field in the discipline,
demonstrates knowledge of current and leading
theories, interpretations, methods, and
techniques;
• Can follow critically and interpret the latest
developments in theory and practice in the field;
• Demonstrates competence in the techniques of
independent research, and interprets research
results at an advanced level;
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Subject Dependent Outcomes
Second Cycle
• Makes an original, though limited, contribution within the canons and appropriate to the practice of a discipline, e.g. thesis, project, performance, e.g. thesis, project, performance, composition, exhibit, etc.; and
• Evidences creativity within the various contexts of the discipline.
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European Credit Transfer
System (ECTS)
• Focuses on student workload
• Learning outcomes
• Course Grades• Course Grades
– Credits do not have to
be the same, just
comparable
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Diploma Supplement
• Information about the credential awarded
• Information on the level of the credential
– Provides narrative about the overall education
experience to provide degree context in the experience to provide degree context in the
international community
• Information on the contents of the course of study and results gained
– Full time/part time; internships; theses; etc.
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Diploma Supplement
• Statement of the purpose and function of the credential
– Labor force or research preparation?
– Confer status in a regulated profession?
• Additional information; such as:
– Academic honors
– External examinations or licenses
– Institution or community service
– Student research
– Language proficiency
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Quality Enhancement
• Institutions are to demonstrate that they are seeking to improve
• Institutions are allowed to determine the best process to accomplish ongoing quality quality
• Regional bodies have adopted Quality Enhancement Processes (QEP)
• Examples of PDCA and Deming
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Quality Enhancement
• PDCA – Walter Shewhart and later adopted by Edwards Deming
– Plan – Plan
– Do
– Check
– Act
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PDCA• Plan
– Define the problem or opportunity; Determine
what it is that you are trying to improve
– Identify who owns the process
– Limit your investigation– Limit your investigation
– Include all the stakeholders
– Analyze the situation
• Fully assess your current process
• Brainstorming techniques
• Data driven analysis
• Qualitative analysis
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PDCA• Plan (continued)
– Benchmarking
• Comparative processes
• Aspiring processes
– Objectify the process (drive out fear and
institute pride)
• Do
– Implement corrective actions
– Document the procedures of implementation
– Monitor and measure changes (collect data)
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PDCA
• Check
– Analyze information collected on the change
actions and outcomes
– Monitor trends (discount for special cause
variations)variations)
– Compare results against expected results
• Act
– Expected results? Yes, congratulations!
– Additional improvement? PDCA
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Quality Enhancement
• Additional Tools:
– Flow Charts
– Brainstorming
– SWOT– SWOT
• Strengths
• Weaknesses
• Opportunities
• Threats
• Examples – Student Services
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Edwards Deming
• Create constancy of purpose toward improvement of product and service
• Adopt a new philosophy of a global age
• Cease inspection of the end product as a • Cease inspection of the end product as a substitute for true quality
• Use quality improvement to reduce cost
• Improve constantly and forever
• Institute life-long learning/training on the job
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Edwards Deming
• Institute leadership; not merely supervision
• Drive out fear so that everyone may contribute to the betterment of the universityuniversity
• Break down barriers between departments and universities
• Do not rely on slogans to institute change
• Eliminate quotas and institute leadership
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Edwards Deming
• Eliminate management by objective and instill pride in work; for all levels of the university staff, administration, and faculty
• Institute programs of improvement for • Institute programs of improvement for processes and individuals
• Engage everyone at the university to implement and sustain quality improvement
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