Today, more than ever before in human history, the wealth or poverty of nations depends on the quality of HE. Revolutionary breakthroughs in the knowledge economy are leading to remarkable changes in the way forward-looking nations capacitate their graduates. In this era of global skills and knowledge race, all universities cannot fail to realise, accept and accomplish its natural and ascribed roles as a strategic agent for national development. Universities must confront new realities rapidly manifesting themselves in a diversely complex and fast-changing world. Business as usual will not suffice. Universities need to be expansively re-focused in order to become more sensitive and responsive to its mission of developing graduates who, in addition to conventional graduate training, are also able to fight the intellectual battle for self-confidence and self-assertion as equal players in the global and intensely competitive knowledge economy.
Whilst there has been a tremendous growth in size, the expansion of HE in almost all Arab countries has caused average quality of education to decline as resources are stretched increasingly thin. Essentially, the expansion has been less differentiated and, therefore, ill-planned to confront emergent development needs. Rather, what is evident is a stupendous replication of traditional disciplinary-based techniques of knowledge production. These have, nevertheless, increased the richness of knowledge about the universe we live in but without apparently translating or transforming the catchment societal environments in terms of measurable productive capacities. There are also grave concerns that HE in most Arab countries is becoming increasingly obsolete which, in part, is why development programmes are stultified even from the outset. There are also serious issues regarding the under-performance in research – state of academic research is less-than-satisfactory in almost all universities in the Arab countries. Therefore, Arab HE institutions must confront the ‘new realities’ evident in the environments in which they operate. Many scholars and policy makers have called for a transformative innovation agenda which embraces radical change for new synthesis and approaches for transforming HE in the Arab countries.
Youth in the Arab region are growing fast and governments in the region expect their universities and research institutes to make a leading contribution by producing graduates ready to grasp the various opportunities generated in the digital economy. It is therefore important that all HE institutions and societies to consider the youth in all their curriculum design, programs development as well as fulfilling their role as major agents in the realisation of the various future strategic visions in most countries in the region. According to recent reports by the World Bank, with a large youth representation and youth unemployment ratio, the Arab region faces a potential crisis and the education sector should be reformed to include specific qualifications and specialisations in the digital economy. The private sector can play a larger role in helping governments and academia focus investments on high-priority and high demand skills, thus young students are ready for employment the moment they graduate.
What will you learn?
- Introduction to leadership; leadership skills and tactics and effective leadership.
- Difference between leadership and management with particular focus on HE.
- Lessons learned from great leaders for HE.
- How to become an aspiring leader and develop your speaking skills in public places.
- Aspects of the transforming learning and teaching.
- Strengthening the linkages between universities and research institutes as well as reconnecting HE to the knowledge-based economy (KE) discourse by exploring the role of HE institutions in transforming the Arab countries into knowledge-based economies.
- The role of HE institutions in supporting and enhancing the process of economic and social development in the country?; what are the major obstacles that HE institutions face in Arab countries?; are there governmental components to these? if so what?; are there societal components to these? if so what?; and how can these obstacles best be overcome?
Who should attend?
- The workshop covers materials for all levels from supervisory through to senior level.
- Higher education officials: minsters, undersecretaries, vice chancellors, deans, head of department, etc.
- Academics and researchers.
- Students, youth, NGOs (voluntary) and civil society groups (public).
- Professionals, businesses and other stakeholders particularly the private sector managers responsible for leading change and transformation efforts.
- Managers and directors responsible for transformation, projects, programmes, knowledge, innovation or change management.
- Experienced managers who have significant futures oriented management responsibilities, and who are interested in reflecting on their own experience and discovering new ideas.
- Depending on the final number of participants, for each session there is an activity or set of activities. These are designed to help you engage with the introduction to the theories explored within the workshop.
- Your tutor will be on hand to guide you through the workshop and will expect you to bring to bear personal experience and reflection on the topics covered.
- Group work will be required for participants to engage in the workshop. Such activity allows participants to embed the new knowledge within their experience through active discussion and challenge
Included in the course fee, the following learning materials will be provided:
- All overhead slides/transparencies.
- Case studies (print and video) used on the course.
- Certificate of attendance.