Internationalization to ensure quality in higher education ...€¦ · Web viewWith the rapid...

S Washi & B Badri [email protected]

Ref: P201

Internationalization to Ensure Quality in Higher Education:Experiences and Way Forward at Ahfad University for Women,

Sudan

Abstract Internationalization is a major trend in higher education. It is also a worldwide phenomenon. Ahfad University for Women (AUW), Sudan collaborates with other higher education universities and research institutions inside and outside Sudan for advancement of knowledge, scientific research and technology transfer and exchange. To ensure quality in higher education, AUW international cooperation and exchange is a means to improve the levels of education and research; improve its international reputation and recognition; provide better access for its staff, students and researchers to the world’s best academic resources; attract advanced knowledge and technologies; and have more access to international funding resources. This paper will illustrate a successful case of a pioneering women’s university in Africa and the Arab word.

Country

SUDAN

Author Details AUTHOR 1Title of author ProfessorSurname WashiFirst Name SidigaName of Institution Ahfad University for WomenAddress of Institution PO BOX 167E-mail address of author [email protected] biography Prof. Sidiga Abdelrahim Washi is a Professor of Family and Consumer Sciences/Community Nutrition and former Dean of the School of Family/Health Sciences at Ahfad University for Women-Sudan and involved in scholarly teaching, curriculum development and research. She earned her M.Sc. and Ph.D. degrees from Iowa State University, USA.

AUTHOR 2Title of author ProfessorSurname BadriFirst Name BalghisName of Institution Ahfad University for WomenAddress of Institution PO BOX 167E-mail address of author [email protected]

©2010 1


Author biographyProfessor Balghis Yousuf Badri is a Professor of Sociology, Gender and development and currently is the Director of the Regional Institute of Gender, Diversity, Peace and Rights located at Ahfad University for Women in the Sudan.

Category − Education− Sustainable Development

Theme UN Decade of Education for Sustainable Development 2005-2014 themes-

− Cultural diversityUN Millennium Development Goals -

− Develop a Global Partnership for Development

Type of Contribution − Case Study

©2010 2

http://www.undp.org/mdg/goal8.shtml


Internationalization to ensure quality in higher education: experiences

and way forward at Ahfad University for Women, Sudan.

By: Prof. Sidiga Washi*, Prof. Balghis Badri – Ahfad University for Women. PO

Box 167 Omdurman, Sudan. *[email protected]

Introduction

The higher education sub-sector in Sudan witnessed phenomenal growth during the 1990s

(until 1989, there were 17 institutions: 4 public universities, 10 public specialized colleges

and institutes - belonging to various ministries and specialized departments - two private

universities and an Egyptian university). Today, the sub-sector is comprised of 77

institutions: 28 public universities, 44 private providers of higher education (3

universities, 35 colleges, 3 institutes and 3 academies), and 5 technical colleges

established in 2003.1

This unprecedented expansion of the system could have provided those responsible with

an excellent opportunity to establish a diversified and differentiated system offering fair

access and quality education. None of this was to happen. It appears that the intensity of

the political moment and the regime's eagerness to realize the political and ideological

goals that motivated the so-called "higher education revolution" blinded to the possibility

of putting to the good use that window of opportunity. Arabic was imposed as a medium

of instruction in all higher education institution since 1990.

Ahfad University for Women

Ahfad University for Women (AUW) is a pioneer higher education institution in Sudan

whose philosophy is women’s education, development and empowerment. It was

established in 1966 with the aim to train and equip women to become active change

agents in the development of Sudan. It was started with two schools Family Sciences and

___________________________

11. Ministry of Higher Education and Scientific Research (MOHE & SR. ‘Admission prospectus for higher education

institutions, Bachelor and technical Diploma level, academic year 2005/2006’. Khartoum, University Press, 2005.

©2010 3


Language and Secretariat. Currently, there are six academic schools; School of Health

Sciences (previously Family Sciences), School of Psychology & Preschool Education,

School of Management Sciences, School of Rural Extension Education and Development

(REED), School of Medicine, and School of Pharmacy.

In addition, specialised units and institutes have been established. These are: Institute of

Women, Gender and Development Studies, Nutrition Centre for Training and Research,

Ahfad Centre for Science and Technology, Documentation Unit, Teachers Research and

Resources Unit, English Language Unit, Early Childhood Development Centre, Ahfad

Reproductive Health Centre, Computer Science Unit, and Al – Hafeed Library.

AUW offers M.Sc. and Ph.D. in Human Nutrition, Gender and Development, Poverty

Reduction & Sustainable Development, Business Administration and Psychology. AUW

has more than 5,500 students from all parts of Sudan, neighbouring countries and around

the world.

The goal and philosophy of AUW is to prepare women to assume responsible roles in

families, communities, and in the nation using a combination of well articulated academic

courses, on-the-job training, individual research, and community extension activities .

AUW vision is to create proactive women as change agents and leaders from all parts of

Sudan who can participate actively in the development of their families and communities.

Its mission was to provide quality education for women to strengthen their roles in

national and rural development, and in seeking equity for themselves and other fellow

women in all facets of Sudanese society.

Internationalization is a major trend in higher education. It is also a worldwide

phenomenon. In section E of article 5 of AUW Act, it was stated that the university will

collaborate with other higher education universities and research institutions inside and

outside Sudan for advancement of knowledge, scientific research and technology transfer

and exchange. AUW has also maintained English as a medium of instruction since it was

established. AUW started its internationalization process at the first decade of its

©2010 4


establishment (1973) to ensure quality in higher education. For AUW, international

cooperation and exchange is a means to (1) improve the levels of education and research,

(2) improve ones international reputation and recognition, (3) provide better access for its

staff, students and researchers to the world’s best academic resources, (4) attract

advanced knowledge and technologies and (5) have more access to international funding

resources (research funds, staff training, curricula development, production of training

manuals, IEC material, community out-reach services, etc..). In four decades time, AUW

has signed as many Memorandums of Understanding (MOU) and agreements with

foreign partners as possible in an attempt to enlarge the opportunities for their staff to get

international exposure as well as providing setting up “joint venture” education programs

with foreign universities and attracting more foreign students. These have proven to be

another popular and effective ways to internationalize AUW experiences in recent years.

Nevertheless, the scope of international activity still is rather modest. AUW has relatively

low foreign student populations of whom the majority were given scholarships by the

university as a result of some agreements with authorities in their countries or to help

those who came from countries affected by conflict.

The aim of this paper is to analyze AUW experience in internationalization and to point

some of the new lessons that will provide useful, albeit provocative, perspectives and

encouragement. It also discusses the short comings of such experiences

AUW Regional and International Links

AUW has several Links at the Regional and International Levels. These links include:

capacity building for the staff (Ph.D. and M.Sc.), programs in terms of conducting

Summer School, student and staff exchange programs, leadership training, research,

community outreach and service delivery, as well as institutional strengthening.

Internationalization is believed to take place through joint research, curriculum

development, and exchange of staff, students and co-sharing of experiences and in

some cases community development aspects.

Links at Regional level included partnerships with the Center of African Family

Studies (CAFS) (Kenya), WHO EMRO, University of Zambia, Cape Town University

and University of Western Cape, South Africa, Byro University in Nigeria, Suez Canal

©2010 5


University and Ein Shams of Egypt, Mustanseria and Bagdad Universities, American

universities in Beirut and Cairo,

At the International level linkages with Manchester, Reading, Liverpool in UK,

Humboldt University, Belfield University, Bonne University, Free University in

Germany, Maastricht, Institute of Social Studies (ISS), Leiden, Amsterdam and

Groningen Universities in Holland, Oslo University College and University of Bergen,

Hogskolen, Bergen in Norway, Oha Women's university in South Korea, the

Association of Universities in the Netherlands, Bucharest University in Belgium, Near

East University in Nicosia & North Cyprus, Tufts, Iowa State University, Harvard,

University of Pennsylvania, Vassar College in USA, York University in Canada and

UN University for Peace in Costarica. Ahfad established the Sudanese-American

Foundation for Education (SAFE) for the purpose of providing educational resources

for higher education in the Sudan.

The above links include staff training, curriculum development, program's

accreditation, research, students and staff exchange, summer schools, organization of

symposia, conferences, short training courses, publications, community outreach and

services, resource mobilization and scientific benefits.

Bilateral and multilateral links included support of foreign governments and UN

agencies to AUW infrastructure, institutional strengthening and staff capacity building

and projects. Those links were with Dutch, Canadian, German, Chad and Comoros

Islands Governments, British Council, the European Community, World Education in

US, US Volunteer, Fulbright, Packard Foundation, Nestle Foundation, FAO, UNFPA,

UNDP, WHO, UNICEF UNESCO, UN Volunteer, the Library of Congress, the

International Information Center and Archives for the Women's Movement, and

Worldwide Organization, the Netherlands, the International Medical Corps, the Arab

Corporation for Investment and Agricultural Development, Italian Volunteer

Organization for International Cooperation, DAAD, Germany, and the Center of

Pediatrics and Human Genetics, Hanover Medical School.

©2010 6


Discussion:

From a historical perspective, internationalization of higher education occurred as early as

the 12th century when, in Europe, medieval universities emerged; it spread to include

North America and European countries especially in the 19 th century. Since 1945, it has

undergone changes from very limited or particular countries or areas to be promoted at

regional and worldwide levels .

Its development can be divided into phases. In each phase, the internationalization

adopted different forms and its aims varied due to differing contexts or rationales. With

the rapid progress of economic globalization, internationalization of higher education has

entered a new phase with new characteristics, especially since the 1980’s. It begins with

context and background, identifying the different social contexts in which changes in

internationalization of higher education occurred.

Only great universities, regardless of size or place, embrace international and global

ideals. Great universities extend the innate commitment to improve the human condition

and promote cultural understanding and peace through education and service. In addition,

a multitude of Ahfad University for women and other partner university administrators,

staff and students contributed considerable support, recourses, and encouragement. It is

they who earn the credit for lunching and sustaining those remarkable partnerships since

AUW establishment .

AUW, had singed over 40 Memorandum of Understanding based on partner commitments

to reciprocal contributions related to teaching, research, extension, faculty development,

students and faculty exchange, institutional strengthening, etc.

For most of AUW international linkages, the two affiliate members meshed their visions

and missions for the purpose of improving education and for encouraging women to

become effective change agents in their communities and countries. Areas selected for

joint activities and collaboration between the two or more partners (partner institution)

were usually identified based on the needs of each partner. While this was being

accomplished, partners recognized the realities of supporting international affiliations and

exchanges with financial and in-kind resources. The overall goals of most of the linkages

were:

©2010 7


To develop an overall integrated curriculum at AUW emphasizing the preparation

of women as change agents,

To increase the competency of the faculty at AUW in preparing women as change

agents,

To enrich programs and research at AUW and partner institution with expansion

of the international dimension focused on preparation of women as change agents,

and

To increase international understanding and program excellence at both

institutions (partners).

Goals were organized to integrate the needs of each institution (partner) and give direction

to the specific projects and areas of activity to be developed. The Linkage (partnership) is

usually based on collaboration, shared values, partner-identified needs, and reciprocity in

providing mutual benefits to both institutions (partners). This combination resulted in

sustained linkage programs that continued through out their durations. During the span of

those linkages, significant projects have been undertaken, and accomplishments have been

realized in each of the designated areas contributing to improved quality of education at

AUW.

Such international linkages have also infused global concepts into linkage activities and

programs. Another result was a heightened sense of global awareness, which served to

energize study-abroad programs and international faculty exchanges. Appropriate

international, intercultural, and global concepts were identified and integrated into the

activities. Extended linkages have enriched programming and greatly enhanced

international and intercultural understanding on both partners reflecting the new

international emphasis.

Capacity building

Faculty members from AUW were awarded masters and doctorate degrees via variety of

those international linkages (total of 57 masters and 27 doctorate degrees). Graduates

returned to AUW and hold responsible leadership positions. Not only were university

programs improved, but faculty members were enriched by opportunities for international

faculty exchanges.

©2010 8


Research and scholarly work

AUW and partner institutions faculty members participated in research projects related to

cross-cultural patterns, gender and sex roles and curriculum development in various

related areas of study. AUW faculty members shared expertise, resources, and technical

assistance with partners for designing research projects, as well as for analyzing data and

preparing articles for publication. AUW provided the environment for partners'

researchers to develop research projects and to collect data in a unique, international

setting. Manuscripts were published, and handbooks were developed for classroom and

community agency use. Results from research were made available nationally and

internationally.

Another positive aspect of joined international research is creation of Knowledge through

researches integrated into curricula which has led to localize the international knowledge

to Sudanese knowledge for university curricula. Such as the development of curricula on

agricultural finance, feminism from a south /north perspective developed jointly with

Humboldt and Free University in Berlin.

Creation of knowledge by simplifying international knowledge to reach other partners

through developing different training manuals, readers and booklets is yet another

positive element of internationalization.

The process of developing the contextual framework of various studies, necessary

background information to be collected made the research team engaged to make it a

collective partnership and ownership. The uniqueness to bring scholars from the north

and South, males and females, of different disciplines lead to enrich not only the analysis

but also the methods of research and conceptual frameworks used .

The lessons learnt from this process encouraged us to engage in similar researches, it lead

to more insights into the type of data to be collected and analyzed from the perceptions of

the native and foreign researcher. Some of these insights are related to the concept of

time, credit and profit, details of which would have been missed if not for a joint research.

Interdisciplinary research is possible and internationalization of research projects is

beneficial.

©2010 9


Summer school

A distinct scholarly work resulted from the link with Humboldt University was the

Summer School. The philosophy behind the Summer Schools is to bring to the focus

gender issues and international debates of interest in each country. Moreover, to lead to

further capacity building, information sharing, knowledge creation, strengthen links and

achieve internationalization. How such ambitious aims were realized made a success

story of that linkage program with Humboldt University.

The Student’s exchange

Some of AUW link programs considered that students exchange is the future for the

internationalization of universities. A total number of 217 Sudanese Students since AUW

started its international link program have visited various countries and a total of 85 from

various worldwide universities have visited Sudan. The story of the students exchange is

the most exciting to document. Our students gained experience, new information and

skills. The international students learnt how to cope with the new culture, environment

and to organize for their visit and make the maximum use of it by themselves. The

Sudanese culture - a mixture of Arab and African -, the traditional knowledge wealth as a

viable source of information people rely on for medication, farming and explanation of

various aspects of life is the most important that they learnt. The friendship created and

maintained through a system of co-sharing residence of families of each student extended

the knowledge and friendship to some of the families.

Outreach

International faculty worked at AUW as a visiting scholars, provided expertise in

community out reach and research. Interaction of international experts with AUW

graduates who work in various locations provided perspectives for outreach and program

development to serve the needs of rural and urban citizens of Sudan. “The White Nile

Water Project: A Source of Food and Health” was a major outreach activity in providing

water to rural villages and a result of AUW/Iowa State University international linkage.

©2010 10


Collaboration and Reciprocity:

Collaboration, as defined by Webster, 1 is “to work together, [especially] in a joint

intellectual effort”. Collaboration has qualities of sharing power and trust2 and common

interests and values.3,4,5,6. It allows risks to be spread among partners,7 and increased

efficiency can be achieved through combined efforts.8,9,10 Collaboration is integrative,

addresses change, and involves innovation.10

11. Webster's II, New college dictionary. Boston: Houghton Mifflin. (2005).

22. L M Olson, ‘Pathways to collaboration’. Reclaiming children and youth (11), 2003, p.

236-239.

33. V John-Steiner, ‘Creative collaboration’. New York: Oxford University Press, 2000.

44. G G Vaughn, ‘Collaboration: Finding pathways for change’. Home Economics

FORUM, 7(1), 1994, p. 6-12.

55. P W Mattessich, & B R Monsey, ‘Collaboration: What makes it work’. St. Paul, MN:

Amherst H. Wilder Foundation, 1992.

66. D B Wallace, & H E Gruber (eds.), ‘Creative people at work’. New York: Oxford

University Press, 1989.

77. C Bruner, ‘Thinking collaboratively: Ten questions and answers to help policy makers

improve children's services’. Education and Human Services Consortium, Washington

DC, 1991.

88. E G Creamer, ‘Outcome of long-term research collaboration’. Paper presented at the

Annual Meeting of the Association for the Study of Higher Education, Sacramento CA,

2002.

99. John-Steiner, 200.

1010. R M Kantor, The change masters. New York: Simon and Schuster, 1983

©2010 11


Molm1 differentiates partnerships between negotiated and reciprocal. Negotiated

linkages are characterized by joint decisions agreed upon at the same time with equal or

unequal benefits. Reciprocal linkages are separately performed and generally take place

gradually. Reciprocal relationships may take longer to develop, and time and extent of

reciprocity are often unknown. Reciprocal exchanges generally involve lower power use

and inequality, and there are higher levels of trust and feelings of affective commitment

and a stronger sense of fairness. There may be a feeling of obligation not present in

negotiated partnerships. The reciprocal exchange may be more suited to educational and

community processes, while negotiated may fit better with economic or financial

situations. Upon review, the AUW/International linkages are more closely aligned with

reciprocal than negotiated collaborations. It follows the model, CARE (Collaboration and

Reciprocity in Education), that focuses on shared values, mutually beneficial goals,

respect, and trust.2

Qualities of Sustainability:

Ahfad University for Women moved steadily from an enrollment of 4 students in one

program in1966 to a comprehensive University of about 5,500 students in six Schools

offering baccalaureate, masters and doctorate degrees. The Ahfad Journal: Women and

Change was launched in 1984. Ahfad then established (SAFE) for the purpose of

accepting educational resources for higher education in the country of Sudan. Ahfad

Journal and SAFE are examples of additional unexpected development opportunity

resulted from international linkages. In addition, some international scholars who were

part of those linkages received honorary degrees from Ahfad. While these hallmark

characteristics diverge considerably, AUW and partner universities endorse the

________________________

111. L D Molm, Theoretical comparisons of forms of exchange. Sociological Theory,

221(1), 2003, p 1-17.

©2010 12


212. D Cowan, A E Badri, & N W Swanson, Entering a third decade: Ahfad University for

Women - Iowa State University Sustainable Linkage Model. The Ahfad Journal: Women

and Change, 32(2), 2004, p 41-49.

mission of education to improve the human condition and to make contributions to

society. The divergence of identity, coupled with the congruity of mission, creates a

unique partnership in which common, shared goals can be realized. Early in the

conception of the AUW-International partnerships, reference was made to the fact that

“each institution needs to benefit”, it would be “project of equity focusing on mutual

beneficial outcomes”1 and an “equity model of international interaction” was intended.2

The affiliation was committed to partnerships that increased levels of human satisfaction

and improved the human conditions.

In summary, collaboration and relationships would require reciprocity. The

AUW/International Linkages serve as forerunner of melding cultures and in employing

shared goals and collaborative efforts. Shared goals based on partner-identified needs,

consistent with institutional missions and complemented by diverse culture, provide the

infrastructure for a sound, collaborative linkages. Without exception, participants

conducted themselves with integrity, respect, sincerity, veracity, and commitment,

engendering a sense of community, trust, openness, fairness, and creativity. The feeling of

affective consecutiveness and a willingness to share resources and risks multiplies

industry within the group. Mutuality is natural and selfless, and the willingness to assist

energizes accomplishments for the good of individuals and for group efforts.

___________________________

11. DL Cowan, M Torrie, C O Hausafus, & N W Swanson, Collaboration and reciprocity

in education (CARE): Partnership models in local and international settings. Journal of

Family & Consumer Sciences, 96(3), 2004, p 35-39.

22. D L Cowan, A E Badri, University affiliations program, Iowa State University and

Ahfad University College for Women, Sudan, Year I report. Report submitted to USIA,

Washington DC, 1985.

©2010 13


References

- Bruner C ‘Thinking collaboratively: Ten questions and answers to help policy

makers improve children's services’. Washington, DC: Education and Human

Services Consortium, 1991.

- Cowan D, Badri A E & Swanson N W ‘Entering a third decade: Ahfad University

for Women - Iowa State University Sustainable Linkage Model’. The Ahfad

Journal: Women and Change, 32(2), 2004, p. 41-49.

- Cowan D L & Badri AE ‘University affiliations program, Iowa State University

and Ahfad University College for Women, Sudan, Year I report’. Report submitted

to USIA, Washington, DC, 1985..

- Cowan D L, Torrie M, Hausafus C O & Swanson N W ‘Collaboration and

reciprocity in education (CARE): Partnership models in local and international

settings’. Journal of Family & Consumer Sciences, 96(3), September 2006, p. 35-

39.

- Creamer E G ‘Outcome of long-term research collaboration’. Paper presented at

the Annual Meeting of the Association for the Study of Higher Education,

Sacramento, CA, November, 2002.

- Kantor R M ‘The change masters’. New York: Simon and Schuster, 1983.

- Ministry of Higher Education and Scientific Research MOHE & SR ‘Admission

prospectus for higher education institutions, Bachelor and technical Diploma

level, academic year 2005/2006’. Khartoum, University Press, 2005.

- Molm L D ‘Theoretical comparisons of forms of exchange’. Sociological Theory,

221(1), January 2003, p. 1-17.

©2010 14


- John-Steiner V ‘Creative collaboration’. New York: Oxford University Press,

2000.

- Mattessich P W & Monsey B R ‘Collaboration: What makes it work’. St. Paul,

MN: Amherst H. Wilder Foundation, 1992.

- Olson L M ‘Pathways to collaboration’. Reclaiming children and youth, 11,

Winter 2003, p. 236-239.

- Vaughn G G ‘Collaboration: Finding pathways for change’. Home Economics

FORUM, 7(1), Spring 1994, p. 6-12.

- Wallace D B & Gruber H E (eds.). ‘Creative people at work’. New York: Oxford

University Press, 1989.

- ‘Webster's II, New college dictionary’. Boston: Houghton Mifflin, 2001.

©2010 15

Internationalization to ensure quality in higher education ...€¦ · Web viewWith the rapid...

Documents

Transcript of Internationalization to ensure quality in higher education ...€¦ · Web viewWith the rapid...