Higher Education and

Economic DevelopmentLinking Higher Education to

Market ForcesMarket Forces

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

Introduction

• Importance of general knowledge

• Importance of specific knowledgespecific knowledge

• Human resource demands of global businesses – What do they want?

Importance of Institutional

Autonomy that is Accountable

• General Public

• Higher Education CommunityCommunity

• Government

• Students

• Business

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

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

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

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

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

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

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

Engages All Stakeholders

• Faculty

• Students

• Alumni

• Board• Board

• Ministry

• Business

Available Resources to

Accomplish Mission

• Teaching and Learning

• Research

• Technology

• Sources

– Ministry

– Business partnerships

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

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)

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

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

Education Programs

Maintaining quality and focus

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

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

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

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)

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

The Bologna Process for U.S. Eyes:Re-learning Higher Education in

the Age of Convergence

Clifford Adelman

April 2009

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

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

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

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

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;

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.

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

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;

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.

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;

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.

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

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.

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

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

Quality Enhancement

• PDCA – Walter Shewhart and later adopted by Edwards Deming

– Plan – Plan

– Do

– Check

– Act

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

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)

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

Quality Enhancement

• Additional Tools:

– Flow Charts

– Brainstorming

– SWOT– SWOT

• Strengths

• Weaknesses

• Opportunities

• Threats

• Examples – Student Services

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

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

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