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					PARTNERSHIPS BETWEEN DEVELOPED
AND DEVELOPING COUNTRIES
Russel C. Jones
Advisor
Khalifa University of Science, Technology and Research
          DRIVING FORCES FOR DEVELOPING COUNTRIES


•Developing countries – rich and poor alike – want to evolve from resource
based or agricultural economies to “knowledge based economies”

•They see the beneficial results of technological developments in such
developed countries as South Korea and the United States, which have
used their knowledge based strengths to foster substantial economic
development

•The basis for development of a knowledge based economy must be
effective education – local human capacity built through education and
training of bright young people to work at the state-of-the-art of the current
global economy

•Engineering education is an effective vehicle for building such an economy



        P2
                 DRIVING FORCES FOR UNIVERSITIES
                     IN DEVELOPED COUNTRIES

•The flow of international students to the United States and other developed
countries has decreased

 –After the 911 terrorist attacks, the flow of Middle East students to the US
 reduced substantially

         • concern about how their Muslim religion and Arabic culture would
           be received

         • Visa processes became more lengthy and difficult

 –In several countries such as China and India, rapid development of local
 educational opportunities is allowing students to stay at home




        P3
    EDUCATIONAL PARTNERSHIPS IN THE MIDDLE EAST


•These factors have influenced the interest of US universities in developing
programs in the Middle East


•Several developing countries with extensive wealth from natural resources,
such as the oil-rich countries of the Middle East, are aggressively pursuing
diversification of their economies
 –They recognize that the world plans to buy less oil
 –They are using current income from oil and gas sales to invest in high tech
 commercial developments

•Many US universities legitimately wanted to broaden their international
activities, and the interest by oil-rich countries to upgrade and expand their
educational programs has appropriately led to many partnerships.




        P4
                     TYPES OF PARTNERSHIPS

•Partnerships between universities in developing and developed countries may
take several forms:

 –branch campuses in foreign countries, offering at least a portion of the
 programs there that are offered on the home campus

 –a partnership relationship between a local university in a developing
 country and one in a developed country

 –distance education is yet another model – albeit less effective in providing
 an immersive developed country education

 –consulting advice to foreign universities or governments on how to develop
 educational programs in the developed country model




       P5
US ENGINEERING PROGRAMS IN THE MIDDLE EAST

QATAR Education City in Doha
•Texas A&M University at Qatar (undergraduate programs in chemical,
electrical, mechanical and petroleum engineering; master’s degrees starting)
•Carnegie Mellon Qatar (undergraduate programs in computer science,
business administration, and information systems)


SAUDI ARABIA KAUST
•King Abdullah University of Science and technology being built, with degrees
in 11 engineering and science areas
•Collaborations with Woods Hole Oceanographic Institution, University of
California at San Diego, Cornell University, Stanford University, and with
faculty members at several more US universities.




        P6
MORE US ENGINEERING PROGRAMS IN THE REGION


UNITED ARAB EMIRATES – DUBAI


•Michigan State University Dubai (bachelor’s degree programs in computer
engineering and construction project management; graduate degree
program in supply chain management)


•Rochester Institute of Technology Dubai (master’s degree programs in
electrical engineering, mechanical engineering, and networking and
systems administration)




       P7
MORE US ENGINEERING PROGRAMS IN THE REGION


UNITED ARAB EMIRATES – ABU DHABI

•Petroleum Institute (initiated with major assistance from Colorado School of Mines;
offers bachelor’s degrees in areas of interest to the oil and gas industries)

•New York Institute of Science and Technology (bachelor’s and master’s degree
programs in computer science and information technology)

•Masdar Institute of Science and Technology (graduate programs in alternative
energy fields, being developed in collaboration with MIT)

•Khalifa University of Science, Technology and Research (currently developing
partnerships with US universities)

•New York University establishing international duplicate campus – including
engineering programs




        P8
ISSUES WITH BRANCH CAMPUSES IN THE MIDDLE EAST


LOWER THAN PLANNED ENROLLMENTS
(George Mason University branch at Ras al Khaymah has collapsed)


ACCREDITATION
(home campus, local)


FACULTY STAFFING
(home campus faculty members to assure quality)


ATTRACTION OF LOCAL NATIVE STUDENTS
(many below admission levels sought)




       P9
              BENEFITS TO DEVELOPING COUNTRIES


•The presence of developed country higher education programs benefits the
developing country


 –by building local capacity and education infrastructure;

 –reducing the outflow of domestic students, with the associated financial
 and brain drain;

 –attracting foreign students who can contribute to intellectual richness and
 may stay on as skilled immigrants;

 –and transferring of foreign models of research, teaching and
 administration



        P10
CONCLUSIONS


US UNIVERSITIES ARE RESPONDING TO NEEDS OF OIL-RICH
COUNTRIES
•Human capacity building for new directions in Middle East countries


•International experience, and new income source, for US universities


MANY POSITIVE ASPECTS, MANY WHERE JURY IS STILL OUT
•Correlation between market needs and programs offered


•Adequate numbers of native students of appropriate quality


•Who has authority over what



       P11
          Thank you


      rcjonespe@aol.com



P12

				
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