hiedindevlopcountries2004docmassey

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WORKING DRAFT

AN ACADEMIC PLAN FOR THE SELF-STUDY OFTHE ROLE AND STRATEGIC MANAGEMENT AND PLANNING OF

HIGHER EDUCATION IN DEVELOPING COUNTRIES

Michael W. MasseyInstitute of Higher Education

University of GeorgiaAthens, Georgia, USA

A paper prepared for the Summer School 2004Center for Higher Education Policy Studies, Universiteit Twente

Enschede, The Netherlands, July 5-9, 2004

June 11, 2004


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TABLE OF CONTENTS

Table of Contents 2

Introduction 3

Review of the Literatures 4

Literature One: International and Global Higher Education 4

Literature Two: Strategic Management and Planning 7

Literature Three: Democracy and Development 10

Methodology 10

Findings 11

Conclusions 12

Recommendations for Further Research 14

Appendices 16

1. United Nations' Classification of Medium and Low Human 17Development Countries

2. Inventory of Course Titles Identified 19

3. Inventory of Instructional Objectives Identified 21

Bibliographies 25

1. International and Global Higher Education 26

2. Strategic Management and Planning 39

3. Higher Education, Democracy, and Development 80


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AN ACADEMIC PLAN FOR THE SELF-STUDY OFTHE ROLE AND STRATEGIC MANAGEMENT AND PLANNING OF

HIGHER EDUCATION IN DEVELOPING COUNTRIES

Introduction

This paper is not a conventional academic paper. It is my academic plan for self-study of relatedtopics during the upcoming school year, the second year of my doctoral program. I am in theearly stages of my doctoral research, so this is a work-in-progress and, by definition, onlypartially complete.

This paper began as a project for the course "Academic Plans in Higher Education" that I havejust completed at the Institute of Higher Education (IHE) at the University of Georgia (UGA).That project built upon a bibliography of international and global higher education. Since then, Ihave incorporated a bibliography of strategic management. I have also incorporated a

preliminary bibliograpy on higher education, democracy, and development.

Therefore, this document is a draft-in-progress that combines at least three literatures--those ofinternational/global higher education, strategic management/planning, anddemocracy/development. My goal is to explore what I believe to be the accelerating globalinterdependence among higher education, democratization, and economic and social change anddevelopment. This paper forms the foundation for examing the pros and cons of various nationalapproaches to and solutions in the development of systems of postsecondary education, thestructural conditions and social changes necessary for building effective systems ofpostsecondary education in developing countries, and the resulting structure of the globalmarketplace for higher education services. (For the purposes of this paper, I use the terms higher,postsecondary, and tertiary education synonymously.)

The specific purpose of this paper is to construct a foundation for the multidisciplinary study ofliteratures related to the following research question:

What is the role of postsecondary education in the emerging democratization

of developing nations?

Despite the multiple literatures of inquiry required by this question, my Institute presently hasonly one course in "comparative higher education." According to the Director of the Institute, itis offered infrequently, and it is unclear when the course will next be offered. Thus, the IHEoffers little formal curricula upon which I may draw on topics that examine higher educationrelative to others such as globalization, national development, social capital, social justice,postcolonialism, human capital, and democracy, among possible others. However, I can explorethese topics on my own, with faculty guidance, and, therefore, I have constructed this plan.

Following Stark and Lattuca (1997), the intent of this paper is to develop a multidisciplinaryacademic plan to review relevant literatures, learning objectives, and bibliographies upon which Ican conduct a self-study relevant to my research interests during the 2004-05 school year. Thus, I


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wish to conduct and capture, through a descriptive study, a database of information that willguide and inform my subsequent self-study to accomplish the following specific objectives:

To identify the top-ranked U.S.A. higher education programs; To survey their international Web-based curricula;

To compile their learning objectives; To compile a working bibliography of international and global higher education from thetop higher education programs;

To compile other related working bibliographies, as needed; To acquire and apply the key theoretical dimensions of the major schools of thought

about development and the role of higher education in the development of nations; and, To construct an academic plan as a continuing resource for my directed study under one

or more professors during the 2004-05 school year.

My basic assumption is that the top-ranked higher education programs are more likely thanothers to contain formal curricular elements on international versusdomestic issues--such as

globalization and development--and their interrelationships with higher education.

To accomplish this, I reviewed the 2004 U.S. News Best Graduate Schools Survey, identified thetop-ranked programs in higher education in the U. S. A., surveyed their websites for appropriatecurricula, analyzed those offerings, developed a database of relevant materials, and combinedthem into an academic plan for self-study.

Review of the Literatures

At least three bodies of literature are identified and examined in this paper: (1) the literature ofinternational and global higher education; (2) the literature of strategic management andplanning; and, (3) the literature of higher education, democracy, and development. My primaryinitial goal is to identify relevant literatures; therefore, the full review of these literatures ispreliminary and beyond the scope of this academic plan.

Literature One: International and Global Higher Education

That said, a number of definitions and conclusions can be highlighted from the literaturesurveyed to-date.

Lesser- and medium-developed countries are defined by the United Nations (U. N.) as thosecountries, which fall below certain levels on the "Human Development Index," as calculated andpublished by the U. N. (United Nations Development Programme, 2002). See Appendix 1 for alisting of both lesser- and medium-developed countries. The U. N.'s "Human DevelopmentIndex" is constructed from several indicators of societal and human development for thepurposes of cross-societal comparisons.

" 'Comparative education' and 'international education' are often confused. The former refers to afield of study that applies historical, philosophical, and social science theories and methods tointernational problems in education. Its equivalents in other fields of academic study are those


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dedicated to the transsocietal study of other social institutions, such as comparative government,comparative economics, and comparative religion. Comparative education is primarily anacademic and interdisciplinary pursuit." (Epstein, p. 918)

"International education . . . fosters an international orientation in knowledge and attitudes and,

among other initiatives, brings together students, teachers, and scholars from different nations tolearn about and from each other. International education also includes the analysis anddescription of such activities.... However, there is some disagreement on the specific range ofactivities encompassed by international education. Halls (1989) categorized it as a subfield ofcomparative education, consisting of 'international pedagogy'. This would include such terms aseducation for international understanding, internationalization of teaching norms, and the studyof international education institutions. Others characterize it as an applied field attached tocomparative education." (Epstein)

"Comparativists, as distinct from international educators, are primarily scholars interested inexplaining why educational systems and processes vary and how education relates to wider

social factors and forces. International education tends to focus more directly on descriptiveinformation about nations and societies and their education systems and structures. Internationaleducators use findings derived from comparative education to understand better the educationalprocesses they examine, and thus to enhance their ability to make policy relating to programssuch as those associated with international exchange and understanding." (Epstein)

"Development is defined in terms of three dimensions: (a) economic, (b) social/cultural, (c)political. . . . economic development means the increase in the efficiency of the productionsystem of a society. Social/cultural development includes changes in attitudes, values, andbehaviors. Finally, political development is understood to mean the equal distribution of powerand the absence of domination of any one group over another. Political development thusincludes political participation, access to political positions, and the development of nationalintegration, cohesion, and identity . . . . In this broader definition of development it is importantto emphasize first the distinction between formal, informal, and nonformal education. Each ofthese is related differently to the process of development, and each type of education requiresdifferent types of policies in terms of education and development goals and strategies. Second, itis also important to distinguish between basic literacy, primary, secondary, and tertiaryeducation. The strength of the relationship between these different levels of education and thedevelopment of a society requires specification. Finally, an enduring debate in formulatingeducation policies for development is whether academic or vocational education programs aremore appropriate for development strategies." (Fagerlind and Saha, 1994)

"Higher education is of paramount importance for economic and social development, yet it is incrisis throughout the world." (World Bank, 19___) "In most developing countries, highereducation has experienced radical transformations since independence." (Salmi, 1991a) "Inmany LDCs [lesser developed countries] today, the education sector is still characterized byrelatively low levels of enrollment. On the other hand, however, expansion in the publicprovision of education is limited by constraints in the public budget." (Mingat, Tan, & Hoque,1985). In addition, questions of quality remain despite many years of heavy investments.(Verspoor and Leno, 1986) "...inappropriate labor market legislation and government behavior as


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an employer may have contributed to problems of graduate unemployment, credentialism, and aswollen bureaucracy in some countries." (Blomqvist and Jiminez, 1989) "Today, the problemsconfronting developing countries' higher education systems include inefficiencies such as highrepetition and dropout rates; a growing gap between what is taught and what is being demandedby the labor market; and the increasing need to provide education for diverse student group[s]."

(Regel, 1992) "University costs, and in particular benefits, [must be examined] in their broadestsense to arrive at the true contribution of higher education to the standard of living of the presentand future generations." (Psacharopoulos, 1980)

The World Bank greatly increased its involvement in science and technology during the 1980s.(World Bank, 1992). "It emphasizes the importance of research training, both for the efficientadaptation and use of modern technology and for proper environmental management."(Thulstrup, 1992) "...in countries where a foreign language has been adopted for all scienceinstructions, poor foreign language proficiency is an important cause of high wastage andrepetition rates and low achievement in scientific and technological courses." (Eisemon, 1992)"Over the past three decades, developed countries have experimented with different ways of

using scientific research and technological development to promote economic growth. Onemeans is through establishing industry-university research collaborations.... At present, there isno consensus regarding which mechanisms are effective and under what circumstances." (Parker,1992)

"There are four main directions for reform in developing countries: ...encouraging more kinds ofpublic and private institutions, providing incentives for public institutions to diversify sources offunding, redefining the role of government, and introducing policies that emphasize quality andequity." (World Bank, 19___) "...public subsidies should be targeted toward disciplines that havehigh social returns." (Blomqvist and Jiminez, 1989) "...each country needs to design a highereducation reform strategy consonant with its specific economic and social circumstances. Thisrequires a long-term vision defining the mission of higher education and its variouscomponents.... Financial measures appear most successful when integrated into system-wideinstitutional diversification strategies whereby countries accommodate the growing socialdemand through low-cost alternatives (short cycle programs, open university) whilestrengthening prestige institutions for graduate studies and advanced research." (Salmi, 1991b)"Attention is drawn to the need for effective policy structure to manage higher education, to linkcosts of reforms to benefits such as increased opportunity, and to take account of the institutionalconstraints to change as well as to carefully articulate educational reforms with other publicpolicies that influence the performance of higher education systems." (Eisemon and Holm-Nielsen, 1995). "The major change is the emergence of a distributed knowledge productionsystem. ... The challenge is how to get knowledge that may have been produced anywhere in theworld to the place where it can be brought to bear effectively in a particular problem-solvingcontext. This requires the creation of a cadre of knowledge workers - people who are experts atconfiguring knowledge to a wide range of applications. Universities of the 21st century will haveto develop many more and different kinds of links with surrounding society." (Gibbons, 1998)"The decade of the 90 ' s has seen a remarkably consistent worldwide reform agenda for thefinance and management of universities and other institutions of higher education. What isremarkable about the consistency is that there are very similar patterns in countries withdissimilar political-economic systems and higher educational traditions, and at extremely


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dissimilar stages of industrial and technological development." (Johnstone, Arora, & Experton,1998).

Future research needs to focus less on areas that have been frequently examined--such asfinancing and educational technologies--and more on complex socioeconomic issues that have

received little attention to-date--e.g., "...those that reflect new pressures on the system.Expansion, differentiation, and the knowledge revolution,...the governance of higher education,the need to consider higher education as a system, and the public interest in higher education."(The Task Force on Higher Education and Society, 2000) In addition, gender is a serious andcontentious issue due to many socioeconomic factors. "...the most essential factor for successfulintervention seems to be a strong demand for educated women in the labor market combinedwith a high private demand for higher education by women (and their parents)....High secondaryenrollment rates, heavy private demand for women ' s education, and the availability of studentplaces do not necessarily guarantee an increase in women ' s participation in higher education -unless the programs are dovetailed to meet the specific demands of the labor market." (Dundarand Haworth, 1993)

Literature Two: Strategic Management and Planning

For centuries, the study of strategy was synonymous with the study of war--due not to a perfectone-to-one correspondence, but, rather, due to their common foundations in human conflict,competition, and the quest for survival.

The tenets of the strategy of war have been described for over 2,500 years by Asian warlords(e.g., Sun Tzu, _____), medieval samurai (e.g., Miyamoto Musashi, _____), and many latermilitarists (e.g., von Clausewitz, _____). Such works have continued to the present. Books onbusiness strategy still use military metaphors, such as "leading your company to victory" (Cohen,2004) and "Business as War" (Allard, 2004) while Sun Tzu's and Mushashi's books have beenpromoted for years as the discerning M.B.A.s guides to strategy.

With the emergence of evolutionary theory in the mid-nineteenth century and the establishmentof anthropology, sociology, political science, and psychology as independent scholarlydisciplines in the mid-to-late nineteenth century, the investigation of competition and conflicttook a more humanistic turn and focused on interpersonal, cultural, and political conflicts.Simultaneously, the strategy of war continued to develop with technological innovation and therecurrence of major conflicts.

The combination of these elements set the stage for the development of a new discipline ofbusiness, corporate, and organizational strategy.1There are many definitions of corporatestrategy. Simply and informally, corporate strategy is what management does--the organizedallocation of resources to achieve organizational goals. A more comprehensive definition is:Corporate strategy is the way a company creates value through the configuration andcoordination of its multimarket activities.2(Corporate strategy differs from business strategy inthat the latter is the overall plan for a diversified company while the former is the plan for an

1The remainder of this Introduction draws heavily on Chapter 1 and Appendix A in Collis & Montgomery, 1997.2Ibid., p. 5.


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individual business unit. In academe, the corporation is the college or university, and thebusiness unit is the college, school, or department.) The critical focus of corporate strategy is onthe relationship between the whole and the parts of the firm.3

Collis and Montgomery continue: [D]espite the radical shifts of the 1980s and 1990s, corporate

leadership still often does not provide the kind of strategic direction that welds a companytogether or creates substantial value over the long run [emphasis added]. The same appearstrue of leaders in higher education and their highly fragmented organizations of complex scope(and, sometimes, scale). In fact, the authors ask, Do universities need corporate strategies?Their answer is, At their core, questions such as these are ones of corporate strategy.4

The authors outline a six-element framework that produce corporate advantage that, in turn,creates economic (and other) value. Those elements are: vision/goals/objectives; resources;businesses; structure; systems; and, processes.5The primary purpose of this second literaturereview is to identify and examine the major frameworks and models of strategic managementand planning for subsequent analysis of how they can be used to plan and implement effective

systems of higher education in developing countries. I am exploring strategic management as ananalytical lens with which I am already familiar, given my M. B. A. and teaching in M. B. A.programs.

Arguably, the earliest notable work to focus on business strategy was Peter Drucker's TheConcept of the Corporation (Drucker, 19___). First published in _____, Drucker's book-longtreatise examined the highs and lows of the evolution of strategy and operations of the Americancorporation, General Motors, from the early to mid-twentieth century during which it attaineddominance in its industry. No one before Drucker had ever taken such a close and thorough lookat the complexities of a single business organization, and the book remains a classic in theliterature.

Drucker was followed in the 1960s and 1970s by a body of work by Igor Ansoff and, then, byAndrews, Christensen, Bower, and others of the Business Policy Group of Harvard BusinessSchool. Harvards innovation, among others, was to raise the discussion of corporate strategyfrom the individual business functions (finance, marketing, production, control, etc.) to a view ofthe firm as a whole to be optimized. Andrews et al identified corporate strategy as defining thebusinesses in which a company will compete, preferably in a way that focuses resources toconvert distinctive competenceinto competitive advantage[emphasis added]. . . . [B]ecause theapproach was conceptual rather than analytical [however], it could not address the underlyingeconomics of corporate advantage, and what specifically made the whole more than the sum ofthe parts.6

A specialist management consultancy, the Boston Consulting Group, invented the growth/sharematrix as a primary analytical tool for resource allocation decisionmaking in diversifiedcompanies. The two dimensions of the matrix were industry growth rate, which attempted to

3Ibid., p. 6.4Ibid., p. 6.5Ibid., p. 7.6Ibid., p. 15.


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capture the potential cash usage of a business, and relative market share, which was a surrogatefor overall competitive strength and hence the cash generation potential of a business.7TheBCG Matrix is well known for its star, cash cow, dog, and question mark metaphors. Theresulting 2x2 matrix was further developed by General Electric in its 3x3 market attractivenessmatrix for portfolio management.

In the 1970s and 1980s, the competitve environment of American business changed dramatically,and a number of consulting firms helped develop new approaches to value-based managementi.e., how can the firm maximize its value for its shareholders? This involved the carefulmeasurement of the cash flow consequences of any strategic or operating decision.8The globalconsultancy, McKinsey & Company, led in the development of value-based management, aswell as its 7-S Framework. Those seven elements are: shared values (central); structure;strategy; systems; style; staff; and skills.

In 1985, Michael Porters seminal Competitive Strategiesappeared with his five forces model ofcompetition. Those are: rivalry among existing firms; threat of new entrants; threat of substitute

products; bargaining power of suppliers; and, bargaining power of buyers Porter importantlyprovided a classification of generic business unit strategies based on the ways in which value iscreated: fundamentally, by cost leadership, differentiation, or quick response strategies. He alsodeveloped the analytical tool of the value chain by which nine elements are analyzed for theircontributions to the creation of value. They are: firm infrastructure; human resourcesmanagement; technology development; procurement; inbound logistics; operations; outboundlogistics; marketing and sales; and service. This work later resulted in Porters four genericcorporate strategies: porfolio management (a la BCG), restructuring, transferring skills (amongbusiness units), and sharing activities (also among business units). These corporate strategies lieon a continuum of headquarters involvement from low to high, respectively.

During this decade, a number of contributors also challenged the mostly prevailing view thathierarchies were the most appropriate governance structure.9

In 1990, academicians, Prahalad and Hamel, introduced the enormously influential notion ofcore competence . . . a capability or skill that provided the thread running through a firmsbusinesses, weaving them together into a coherent whole. The idea that a core competenceuniquely defined a firm and was the source of value creation was intuitively appealing. Managersin multibusiness firms began to conceive of their firms as portfolios of competencies . . . .However, the initial discussion left out much of the detail regarding how to develop a corporatestrategy based on core competence.10

With Porters and Prahalads and Hamels developments, advances in corporate strategy hadshifted away from the consulting firms and back to academe, where it remains. Next came theresource-based view of corporate strategy, or strategy that is founded on the strategic investment

7Ibid., p. 17.8Ibid., p. 20.9Ibid., p. 2.10Ibid., p. 22.


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in the resources of the firm--e.g., human resources, manufacturing experience, supply chaindesign and management, and knowledge management.

While it is difficult to concisely characterize strategy in the first decade of the 21st Century,there is an increasing focus on global strategy and the execution or implementation of strategy.

This last focus is non-trivial, for there are both intended and unintended consequences of strategyexecution, so corporations are seeking new ways to maximze the former and minimize the latter.

Literature Three: Democracy and Development

This section is under development.

Methodology

Literature reviews were conducted--and are still in progress for--international and global highereducation, strategic management and planning, and democracy and development, as described in

the previous section.

In addition, a convenience sample of the top 15 programs of higher education, as ranked in the2004 U. S. News Best Graduate Schools Survey, was identified. Fifteen were selected, as theInstitute of Higher Education at the University of Georgia is ranked 18th this year. The websitesof those 15 programs were then identified and searched viaa set of relevant keywords to capturesyllabi in the broad intersection of higher education, democracy, development, and globalization.An analysis of the resulting database of materials led to the compilation of an inventory oflearning objectives along with a substantial working bibliography to be used to guide and informmy subsequent self-study of the following research question. The programs surveyed, and theirrankings are shown in Table 1.

Table 1: Top 15 Higher Education Programs, U.S.A.

Ranking

Higher Education Program

1 University of Michigan

2 University of California - Los Angeles

3 Penn State University - University Park

4 Michigan State University

5 University of Southern California

6 Stanford University

7 Indiana University - Bloomington

8 Harvard University9 Columbia University - Teachers College

10 University of Maryland - College Park

11 The Ohio State University

11 Vanderbilt University

13 University of Texas - Austin

13 University of Wisconsin - Madison

15 University of Arizona


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In a some instances, I broadened my program sample outside of higher education where the typesof syllabi that I sought were contained within other program areas, such as policy oradministration. Since generalizability is not an issue with this project, this decision did notadversely bias the achievement of my objectives.

The websites of these top programs were next searched for the following keywords among theironline syllabi: higher education, democracy, development, international, comparative,global/globalization, nation-building, social justice, social capital, and human capital, and resultswere captured from these searches. In some cases, other related course titles were captured, too.

Umbrella self-study courses--such as Directed Study, Dissertation Research, Independent Study,Individual Study, Research Topics, Special Topics, etc.--were excluded from the results, exceptin the case of one specific course at Indiana. In addition, no attempt was made to include generaleducational foundations courses, such as Anthropology of Education.

Findings

The proposed search of relevant, multidisciplinary literatures was initiated and is continuing. Thecurrent progress of these literature searches are shown in Bibliographies 1-3 at the end of thispaper.

The best results for identifying courses in international and global higher education wereobtained from the six universities highlighted in Table 2 below. Results are said to be "best"where the higher education programs possessed a Web-based presence (all of the programs did)and for which there were online course syllabi (six of the 15 programs). Other programs oftenhad relevant courses, without publication of syllabi, so they could not be analyzed under thismethodology--e.g., Teachers College (Columbia) with 15 courses. Thus, 40% of the top 15programs had significant online publications of relevant higher education and internationalcourse offerings. Only two of them had online syllabi for courses on higher education anddemocracy.

See Appendix 2 for an alphabetical listing of the 72 courses identified. Course syllabiencompassed terms such as: comparative, international, policy, development, economic, nation-building, world change, educational change, societal change, educational systems, politics,international cooperation, social capital, democracy, social justice, marginalized settings, globalpeace, alternative development, indigenous learning, political economy, developing societies,gender, cross-national, and planning. Syllabi were also found that focused on geographic-specificplaces, such as Africa, Asia, Latin America, and Europe.

From Table 3 below, four of the programs, or 26.7%, presented no courses relevant to this study,but 73.3% of the top 15 higher education programs did, and a total of 72 relevant courses wereidentified. Of the programs that presented relevant courses, 30.6% had relevant courses butshowed no online syllabi or course descriptions, while 34.7% had online course descriptionsonly, and 34.7% had both online syllabi and course descriptions. Thus, slightly more than two-


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thirds had a significant online presence for generally describing higher education, international,and development curricula.

Table 2: Best Results, Top 15 Higher Education Programs, U.S.A.

Ranking Higher Education Program

1 University of Michigan2 University of California - Los Angeles3 Penn State University - University Park

4 Michigan State University

5 University of Southern California

6 Stanford University7 Indiana University - Bloomington8 Harvard University9 Columbia University - Teachers College

10 University of Maryland - College Park11 The Ohio State University

11 Vanderbilt University13 University of Texas - Austin

13 University of Wisconsin - Madison15 University of Arizona

In Table 4 below, only one of the top 15 programs--Harvard--presented instructional objectivesfor all of its programs. Two programs--Maryland and Wisconsin--presented a mix of syllabi withand without instructional objectives. In contrast, twelve programs (80.0%) included noinstructional objectives in their syllabi that are posted online. The syllabi appear complete inevery other respect, so I suspect that this is not just an online editing decision and thatinstructional objectives simply were not included. A total of 38 instructional objectives were

identified from the remaining three programs--Harvard, Maryland, and Wisconsin--for anaverage of 0.528 objectives per course syllabi presented online. This is an interesting finding.

An inventory of all instructional objectives from the course syllabi discovered is contained inAppendix 3.

Conclusions

While some higher education programs present no or little online presence, there is a strongshowing for at least a minimal international and development curriculum among the top 15higher education programs in the U.S.A. although three of the top 15 programs showed only one

or two relevant courses and four offered none. However, 46.7% of the programs had minimalcurricular offerings, while 53.3% had three-to-ten course offerings each, providing minimallysized versussubstantially sized curricular presences in about half the programs each.

The primary purpose of this study was to develop a sound foundation for further self-study, andthis goal was realized beyond my expectations. The data that I discovered are rich.


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Table 3: Findings, Online Syllabi and Course Descriptions, Top 15 Higher Education Programs,U.S.A.

Ranking

HigherEducation

Program

RelevantCourses

Mentioned,but NeitherSyllabi nor

CourseDescriptions

ShownOnline

CourseDescriptions

Only ShownOnline

Syllabi andCourse

DescriptionsShownOnline

No RelevantCourses

Found

1 Michigan 2 courses

2 UCLA 5 courses 2 courses

3 Penn State 10 courses

4 Michigan State X

5 USC X6 Stanford 9 courses

7 Indiana 3 courses 1 course

8 Harvard 7 courses

9 Columbia 15 courses

10 Maryland 8 courses

11 Ohio State X

11 Vanderbilt 2 courses

13 Texas 1 course

13 Wisconsin 7 courses

15 Arizona X

Totals 22 courses 25 courses 25 courses N/A%-to-Totals 30.6% 34.7% 34.7% N/A

The top 15-ranked programs in higher education in the U.S.A. were identified and their websitessearched for online syllabi containing selected keywords. Other relevant syllabi were captured asthey were discovered during the keyword-searches. Seventy-two courses were discovered, aswere 38 instructional objectives relevant to my self-study. In addition, a voluminous workingbibliography was captured. It is partially attached to the end of this paper; however, 60+ pages ofadditional sources remain to be typed into the bibliography.

Although beyond the scope of this project, it should be noted that some websites of the top 15

higher education programs are substantially more user-friendly and helpful than others.Approximately, one-third of the courses discovered presented neither course descriptions norsyllabi. I believe that these programs--including four of the top five and five of the top ten--riskbecoming less competitive, in the absence of other factors. Approximately one-third of theprograms presented course descriptions, allowing a fuller analysis of their programs by onlinevisitors. And a final one-third went so far as to present their syllabi (and, in the case of Stanford,dissertation titles, dissertation titles-in-progress, and bibliographies by content area prepared withthe assistance of the editors of Comparative Education Review). The online presences of the


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latter programs are certainly the most helpful to visitors and scholars, and I expect that the onlinepublication of these materials will help make their programs more competitive in the future,especially if they maintain technological leadership. The extent to which the presentation of fullsyllabi is limited or enhanced by faculty-university labor agreements regarding intellectualproperty is also beyond the scope of this study.

Table 4: Findings, Instructional Objectives, Top 15 Higher Education Programs, U.S.A.

Ranking

HigherEducationProgram

InstructionalObjectivesContained inOnlineSyllabi

NoInstructionalObjectivesContained inOnlineSyllabi

1 Michigan X

2 UCLA X

3 Penn State X

4 Michigan State X5 USC X

6 Stanford X

7 Indiana X

8 Harvard X

9 Columbia X

10 Maryland X X

11 Ohio State X

11 Vanderbilt X

13 Texas X

13 Wisconsin X X

15 Arizona XTotals 3 14

(NOTE: Totals add to more than 15 due to multiple counts.)

Recommendations for Further Research

The recommendations for further research are personal ones, as the purpose of this study was todevelop an academic plan for subsequent self-study.

The next steps for me are to, first, add 60 remaining pages of my literature searches and, asnecessary, update the bibliographies further.

In addition, there are a number of identified courses whose syllabi I was unable to capture;therefore, I will contact the appropriate professors and request, as professional courtesy, copiesof their syllabi. I have already obtained one from Stanford.

This Summer, I will write a paper for EDHI 8000, The History of Higher Education in America,on the history of the World Bank in the tertiary education of developing countries. My inventoryof instructional objectives and working bibliography will contribute substantially to this effort.


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Finally, I will conduct my self-study, as outlined in this paper, beginning in the Summer of 2004and continuing throughout the 2004-05 school year.


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APPENDICES

1. UNITED NATIONS' CLASSIFICATION OF MEDIUM AND LOW HUMANDEVELOPMENT COUNTRIES

2. INVENTORY OF COURSE TITLES IDENTIFIED

3. INVENTORY OF INSTRUCTIONAL OBJECTIVES IDENTIFIED


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APPENDIX 1UNITED NATIONS' CLASSIFICATION

OFMEDIUM AND LOW HUMAN DEVELOPMENT COUNTRIES

The United Nations classifies medium-human development countries as those with a HumanDevelopment Index of 0.500 < HDI < 0.799. (UNDP, 2002) They are as follows:

Albania Egypt Libyan ArabJamahiriya

Saint Vincent and theGrenadines

Algeria El Salvador Macedonia, TFYR Samoa (Western)

Armenia Equatorial Guinea Malaysia Sao Top andPrincipe

Azerbaijan Fiji Maldives Saudi Arabia

Belarus Gabon Mauritius Solomon Islands

Belize Georgia Mexico South Africa

Bolivia Ghana Moldova, Republic of Sri LankaBotswana Grenada Mongolia Suriname

Brazil Guatemala Morocco Swaziland

Bulgaria Guyana Myanmar Syrian Arab Republic

Cambodia Honduras Namibia Tajikistan

Cameroon India Nicaragua Thailand

Cape Verde Indonesia Oman Tunisia

China Iran, Islamic Republicof

Panama Turkey

Columbia Jamaica Papua New Guinea Turkmenistan

Comoros Jordan Paraguay Ukraine

Congo Kazakhstan Peru UzbekistanCuba Kenya Philippines Vanuatu

Dominica Kyrgyzstan Romania Venezuela

Dominican Republic Lebanon Russian Federation Viet Nam

Ecuador Lesotho Saint Lucia Zimbabwe

(Total: 84 countries or areas)


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APPENDIX 1 (CONTINUED)

The United Nations classifies low-human development countries as those with a HumanDevelopment Index of HDI < 0.500. (UNDP, 2002) They are as follows:

Angola Ethiopia NigerBangladesh Gambia Nigeria

Benin Guinea Pakistan

Bhutan Guinea-Bissau Rwanda

Burkina Faso Haiti Senegal

Burundi Lao People's DemocraticRepublic

Sierra Leone

Central African Republic Madagascar Sudan

Chad Malawi Tanzania, U. Republic of

Congo, Democratic Republicof

Mali Togo

Cote d'Ivoire Mauritania UgandaDjibouti Mozambique Yemen

Eritrea Nepal Zambia

(Total: 36 countries or areas)


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APPENDIX 2INVENTORY OF COURSE TITLES IDENTIFIED11

Courses University

African Education: Past, Present, and Future WisconsinAlternative Education, Alternative Development MarylandColloquium on Comparative and International Education Penn StateColloquium on International Education and the United Nations ColumbiaComparative and International Adult Education Penn StateComparative and International Education MichiganComparative and International Education ColumbiaComparative Education ColumbiaComparative Education MarylandComparative Education WisconsinComparative Education I Indiana

Comparative Education II IndianaComparative Higher Education Penn StateComparative Higher Education TexasComparative Issues in International Higher Education Policy Reform VanderbiltCultural Approaches to Technological Innovation and Learning StanfordCulture and Education in a Global Context MarylandCultures of Teaching and Learning in Japan MarylandDoctoral Seminar in International and Transcultural Studies ColumbiaEducation and Change in Societies IndianaEducation and Demographic Change in the United States and Abroad Penn StateEducation and Economic Development StanfordEducation and Economic Development VanderbiltEducation and National Development UCLAEducation and Strategic Planning ColumbiaEducation and the Development of Nations ColumbiaEducation and the Status of Women StanfordEducation for Global Peace MarylandEducation for National Development: Theory for Informed Action HarvardEducation in Developing Societies WisconsinEducation in the New Europe WisconsinEducation Policy Analysis and Research Utilization in Comparative Harvard

PerspectiveEducation Policy and Planning: International Perspectives HarvardEducational Mobility in Comparative Perspective Penn StateEducational Planning in International Educational Development: Columbia

Ethnicity, Gender, Human RightsEducational Policy Studies in Comparative Perspective UCLAEthnicity, National Identity, Education Penn StateFundamental Concepts in Peace Education Columbia

11No relevant courses were found for Arizona, Michigan State, and USC.


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Gender Issues in International Educational Policy WisconsinHuman and Social Dimensions of Peace ColumbiaImplementing Educational Change for Social Justice in Marginalized Harvard

SettingsIndependent Study in History, Philosophy, and Comparative Education Indiana

Indigenous Learning for Global Action MarylandInternational Efforts in Education UCLAIntroduction to Comparative Education UCLAIntroduction to Distance Education Penn StateIntroduction to International Comparative Education StanfordIntroduction to Social Science and Comparative Education UCLAIssues and Institutions in International Educational Development ColumbiaIssues and Institutions in International Educational Development MarylandIssues and Trends in Literacy Education Penn StateNative Americans in the 21st Century: Nation-Building I Harvard12Native Americans in the 21st Century: Nation-Building II Harvard2

Perspectives in African Education Penn StatePolitical Economy of Education in a Global Context MarylandPolitics of International Cooperation in Education StanfordPostcolonial Studies of Education ColumbiaPreparation of Instructional Materials for Developing Countries ColumbiaProseminar in Comparative and International Education Penn StateQualitative Research and Evaluation in International Education ColumbiaSecond Year Research Workshop in International Comparative Education StanfordSeminar: African Education UCLASeminar: Asian Education UCLASeminar: Educational Planning and Curriculum Change in Developing Wisconsin

CountriesSeminar in Cross-National Studies in Educational Problems WisconsinSocial Capital, Schools, and Democracy HarvardStrategic Planning and Organizational Change in International and Columbia

National Educational SettingsTopics in Comparative and International Education MichiganUnited Nations as Peace Developer, The ColumbiaWorkshop: Comparative Studies of Educational Systems StanfordWorld, Societal, and Educational Change StanfordWorld, Societal, and Educational Change: Comparative Perspectives Stanford

(Total: 72)

12Included due to the legal sovereignty of Native American tribes in the U.S.A.


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APPENDIX 3INVENTORY OF INSTRUCTIONAL OBJECTIVES IDENTIFIED

Objective Program

A focus on cultures of teaching and learning in Japan will enable Marylandparticipants to acquire four important resources . . . . 1)intellectual, cultural, experiential, pedagogically useful, content-driven studies of Japanese educational forms as they revealimportant features of Japanese culture and society.

A focus on cultures of teaching and learning in Japan will enable Marylandparticipants to acquire four important resources . . . . 2)opportunities to critique, develop, and evaluate instructionalmaterials.

A focus on cultures of teaching and learning in Japan will enable Marylandparticipants to acquire four important resources . . . . 3) accessto networks of culturally and educationally knowledgeablecolleagues in the United States and Japan, including theirJapanese partners via teleconference and E-mail exchanges.

A focus on cultures of teaching and learning in Japan will enable Marylandparticipants to acquire four important resources . . . . 4)opportunities to reflect on the preparation of high-qualityinstructional materials, professional presentations, modes ofteaching and the identification of community resources relatedto Japan.

The central focus of this course . . . is to . . . debate and analyze: How do Marylandcommunities negotiate and connect various knowledge systems inorder to address local/global concerns?

The central focus of this course . . . is to . . . debate and analyze: How to Marylandintegrate and internalize local knowledge orientation withinacademic institutions?

The central focus of this course . . . is to . . . debate and analyze: What Marylandcan global community and academic institutions learn fromindigenous knowledge innovations?

The course will develop an understanding of the process of policy Harvardformation, and of methodologies to assess education needs and toformulate policy priorities.

The course will develop the ability among course participants to draw Harvard


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policy implications from rigorous educational research on school-effectiveness and school-improvement.

The course will develop the ability to apply alternative conceptual Harvardframeworks to understand the implementation of real cases of

educational reform.

The course will develop the ability to write a research paper discussing Harvardthe implementation of an education policy to contribute to theliterature in this field.

The course will familiarize course participants with contemporary Harvardeducation issues in developing countries and policy alternativesto improve education in these settings.

The course will familiarize course participants with the literature on the Harvard

implementation of educational change, with particular emphasison educational innovation and reform in developing countries.

The course will familiarize course participants with the methodologies Harvardof sector assessment and logical frameworks, and with alternativemodels to conceptualize the relationship between research andpolicy.

The course will familiarize participants with the theoretical and Harvarddisciplinary underpinnings of implementation research.

To assist the students in acquiring the keys to the major schools of Harvardthought about development and the role of education in nationaldevelopment.

To assist the students in becoming familiar with the issues surrounding Harvardeducational participation, equity, and the definition of quality.

To assist the students in developing an understanding of how theoretical Harvardperspectives on development influence the setting of educationgoals and policies, by governments, international organizationsand local organizations.

To be able to discuss and critique some of the prevailing assumptions Marylandabout education and development.

To convey an appreciation for the variability of political, cultural and Wisconsineconomic issues surrounding the study of gender, education andinternational policy.


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To develop a more thorough understanding of the economic, social, and Marylandpolitical dimensions of educational development within andacross national boundaries.

To foster a greater awareness of the roles and responsibilities of Maryland

international, national, and local actors and institutions ineducational planning and practice.

To gain a basic understanding of the status and role of Native nations. Harvard

To help develop a critical understanding of: . . . the explicit and implicit Marylandassumptions [about political economy of education in a globalcontext].

To help develop a critical understanding of: the implications for Marylandeducational policy and practice [about political economy of

education in a global context].

To help develop a critical understanding of: the major theoretical Marylandframeworks [about political economy of education in a globalcontext].

To help develop a critical understanding of: the research methods and Marylandempirical findings that support these frameworks [about politicaleconomy of education in a global context].

To help students develop a language for challenging and refining some of Wisconsinthe prevailing assumptions in international policy about genderand education.

To identify and compare the assumptions, beliefs, and limitations of Marylanddifferent educational policy and planning approaches.

To improve critical thinking and writing skills. Maryland

To identify and develop strategies for addressing the challenges of self- Harvarddetermination in Indian Country (and other developing societies).

To provide students with the background necessary to understand Wisconsincurrent debates about gender in international educational policy.

To understand concepts and processes such as political sovereignty Harvardsocial self-sufficiency, cultural self-determination, economicdevelopment, land and resource protection, civil rights, healthand social welfare as they relate to Native nations.


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Upon completion of the course, students should be able to analyze Harvardcommunity participation models for their strengths andweaknesses and propose changes to support a more complexunderstanding of the context.

Upon completion of the course, students should be able to chart the Harvardevolution of education planning and policy making processesin developing countries.

Upon completion of the course, students should be able to consider Harvardthe impact that globalization and changing relevance of the nation-state on educational planning and policy making in the future.

Upon completion of the course, students should be able to identify and Harvardcompare the assumptions, benefits and limitations of majoreducation planning and policy formation approaches.

Upon completion of the course, students should be able to understand Harvardthe tensions between political, pedagogical and economic criteriain education policy and planning and to recognize them in avariety of contexts.

(Total: 38)


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BIBLIOGRAPHIES

1. INTERNATIONAL AND GLOBAL HIGHER EDUCATION

2. STRATEGIC MANAGEMENT AND PLANNING

3. HIGHER EDUCATION, DEMOCRACY, AND DEVELOPMENT


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BIBLIOGRAPHY ONEINTERNATIONAL AND GLOBAL HIGHER EDUCATION

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