scholarly journals The Academic ‘Patras’ of the Arab World: Creating a Climate of Academic Apartheid

2007 ◽  
Vol 4 (1) ◽  
Author(s):  
Ramzi N. Nasser ◽  
Kamal Abouchedid
Keyword(s):  
Higher Education ◽  
Arab World ◽  
Information Age ◽  
Corrective Action ◽  
Institutions Of Higher Education ◽  
Indigenous Epistemology ◽  
Modern Information ◽  
Difficult Position ◽  
Epistemological Framework

This paper discusses factors that are contributing to the rise of what we refer to as an ethos of “academic apartheid” in Arab institutions of higher education. The paper examines the failure of these institutions to overcome their alienation from indigenous epistemology, to emancipate the education they provide from its colonial past, and to move towards the modern information age. The difficult position of Arab academics striving to rediscover, reintegrate and reorganize an epistemological framework to serve the indigenous world is also discussed. Current institutional approaches have deleterious effects on the performance of Arab academics, including arresting the process of transition to development. The paper concludes that Arab academics have a range of choices in determining how to establish a course of corrective action.

scholarly journals International Universities in the Arab World: What is Their Place?

2017 ◽  
pp. 2-3 ◽  
Author(s):  
Lisa Anderson
Keyword(s):  
Higher Education ◽  
International Institutions ◽  
Arab World ◽  
Institutions Of Higher Education ◽  
Branch Campuses ◽  
International Branch Campuses ◽  
International Recruitment ◽  
American Style ◽  
Increasing Demand

International institutions of higher education—from American-style universities to international branch campuses—have proliferated in the Arab world in the last several decades in response to both increasing demand for university places and declining quality in regional higher education.  But are these institutions really taking root, or are the demands of international recruitment and rankings isolating them from their local and regional communities? 

Exploring e‐education applications: a framework for analysis

2003 ◽  
Vol 20 (4) ◽  
pp. 129-136 ◽  
Author(s):  
Mary Helen Fagan
Keyword(s):  
Higher Education ◽  
Information Technology ◽  
Information Age ◽  
Lessons Learned ◽  
Future Application ◽  
Institutions Of Higher Education ◽  
Repeated Calls ◽  
Efficiency And Effectiveness ◽  
It Applications ◽  
Radical Transformation

As a result of the convergence of computing and communications in the information age, there have been repeated calls for institutions of higher education to embark on needed changes. Some believe that higher education must transform itself, or make radical shifts, to operate effectively in this era. Much has been learned from the business and government sectors about the power of information technology to improve organizational efficiency and effectiveness, and to enable radical transformation. This study looks at approaches that have been used to classify e‐commerce and e‐government IT applications and explores their relevance to higher education. The study develops an e‐education framework that analyzes applications in higher education in terms of their application category and phase. By developing a framework for analysis based upon lessons learned in e‐commerce and e‐government, the study can provide another way of viewing an institution’s IT portfolio and for mapping future application possibilities.

scholarly journals Status of ABET Accreditation in the Arab World

2019 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Osama Marzouk
Keyword(s):  
Higher Education ◽  
Saudi Arabia ◽  
United Arab Emirates ◽  
Arab World ◽  
Population Data ◽  
Arab Countries ◽  
Master's Level ◽  
Institutions Of Higher Education ◽  
Per Capita ◽  
Statistical Survey

This work represents a short statistical survey of the ABET accreditation in the 22 Arab countries. The data about ABET accreditation are last-updated on October 1, 2017. We found that there are 11 Arab countries with ABET-accredited programs, totaling 358 programs. These programs are mostly at the bachelor level, and are housed in 62 institutions of higher education. In a descending order of the number of ABET accredited programs they have, these countries are: (1) Saudi Arabia, (2) United Arab Emirates, (3) Lebanon, (4) Kuwait, (5) Egypt, (6) Jordan, (7) Bahrain, (8 and 9) Palestine and Qatar, (10) Oman, and (11) Morocco. Only Saudi Arabia has ABET-accredited programs at the master’s level. Kuwait and Saudi Arabia are the only countries in the list that have ABET-accredited programs at the associate (diploma, 2-year) level. To account for the large variation of population for the considered countries, a relative scale for comparisons is introduced on a per-capita basis, and we calculated it utilizing the United Nations population data of July 1, 2015. We found that the ABET capita index varies from 4.91 (Bahrain) to 0.05 (Morocco) for the considered 11 Arab countries

scholarly journals The BELLE Project: Towards a National Digital-Content Repository

2001 ◽  
Vol 26 (3) ◽  
Author(s):  
Janelle L. Ring ◽  
Douglas MacLeod
Keyword(s):  
Higher Education ◽  
Lifelong Learning ◽  
Information Age ◽  
Digital Content ◽  
Institutions Of Higher Education ◽  
Large Bande ◽  
Broadband Internet ◽  
Internet Connectivity ◽  
Design And Implementation ◽  
Research Activities

Abstract: A key component of Canada's commitment to the emerging information age has been the extension of broadband Internet connectivity to institutions of higher education. However, the design and implementation of broadband applications that could support the goals of higher education has proved challenging for these institutions. This article introduces the BELLE (Broadband Enabled Lifelong Learning Environment) Project, an interprovincial initiative to prototype a national shared-digital content repository - a potentially transformative application for education. It outlines the goals and components of BELLE as well as the promises and challenges of digital-content infrastructures for educational and research activities, contextualized within current discourse about the information age. Résumé: Une composante clé de l'engagement canadien à l'égard de l'ère de l'information naissante a été l'extension de la connectivité Internet à large bande à des institutions d'études supérieures. Cependant, la conception et la mise en oeuvre d'applications à large bande qui pourraient appuyer les objectifs des études supérieures a présenté certains défis à ces institutions. Cet article décrit le projet BELLE (Environnement d'apprentissage à large bande sans obstacles), une initiative interprovinciale pour créer le prototype d'un dépôt national d'informations digitales partagées - une application qui a le potentiel de transformer l'apprentissage. L'article indique les buts et les composantes de BELLE ainsi que les promesses et les défis d'infrastructures d'informations digitales pour l'apprentissage et la recherche dans le contexte de débats contemporains sur l'ère de l'information.

The Demand for Doctorally Prepared Public Health Personnel in Institutions of Higher Education

1988 ◽  
Vol 4 (5) ◽  
pp. 298-301 ◽  
Author(s):  
F. Douglas Scutchfield ◽  
Sharon Quimson ◽  
Stephen J. Williams ◽  
Richard Hofstetter
Keyword(s):  
Public Health ◽  
Higher Education ◽  
Health Personnel ◽  
Institutions Of Higher Education

No Significant Difference in Service Learninng Online

2012 ◽  
Vol 16 (4) ◽  
Author(s):  
Sue Y. McGorry
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Institutions Of Higher Education ◽  
Management Skills ◽  
Program Outcomes ◽  
Online Delivery ◽  
Leadership And Management ◽  
Business Programs ◽  
Face To Face ◽  
Significant Difference

Institutions of higher education are realizing the importance of service learning initiatives in developing awareness of students’ civic responsibilities, leadership and management skills, and social responsibility. These skills and responsibilities are the foundation of program outcomes in accredited higher education business programs at undergraduate and graduate levels. In an attempt to meet the needs of the student market, these institutions of higher education are delivering more courses online. This study addresses a comparison of traditional and online delivery of service learning experiences. Results demonstrate no significant difference in outcomes between the online and face-to-face models.

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