Creating new technical universities in emerging countries

Russel C. Jones

President, World Expertise LLC

Falls Church, VA, USA

rcjonespe@gmail.com

Abstract

The leadership in many emerging and developing countries has come to understand that a base of technically competent residents is a necessary component to developing economies that can compete effectively in the international marketplace. This has led to the initiation of major new technical education institutions within such countries, often in partnership with existing universities in developed countries.

This paper describes the recent development of several new technical universities in emerging countries, citing common elements and issues. The author has been deeply involved in the founding and growth of the three new institutions covered.

The role of collaborations with institutions in developed countries is discussed, as is the rationale of the leadership of each of the countries currently involved in this trend.

Key words

New universities, engineering education, sustainable economic development, capacity building

Introduction

Economic development for developing countries can be effectively stimulated by building the technical capacity of their workforce, through quality engineering education programs. A competent technical workforce base can then provide effective paths to economic development.

Two of the institutions featured in this paper have been developed in Abu Dhabi, in response to a strategic plan, "Abu Dhabi Economic Vision 2030". The primary thrust of the plan is diversification of the economy of the Emirate away from its current heavy emphasis on its oil resource development. The plan formally lists the following objectives:

The third new university discussed below is being developed in Kazan, Russia. With a 2020 strategic concept plan, the government of Russia has committed to more than doubling annual productivity growth, with technology playing a major role in achieving this goal. In parallel, the Republic of Tatarstan is looking to double the Information and Communication Technology sector’s contribution to its own GDP from 3.5 percent to 7 percent. To support both goals, a new satellite city is being built outside of Kazan, accompanied by a new world-class institution, Innopolis University. Innopolis University will provide the "human capital" that the IT industry needs to grow by serving as a center of excellence for learning, teaching and research

Innopolis University [6] will initially have four undergraduate programs: Database Engineering, Graphics and Game Development, Information Security Systems, and Computer Science. These four programs are being developed with the assistance of Carnegie-Mellon University and other universities in developed countries, and will be fully offered on the Kazan campus of Innopolis University when it opens in Innopolis Kazan in September 2015.

Innopolis University will also initially offer one master’s degree program in Software Engineering, with a dual degree being awarded by Innopolis University and by Carnegie-Mellon University. An initial class of 15 master’s degree students has studied on the Carnegie-Mellon-University campus in Pittsburgh during the 2013-14 academic year. In the following years the program will be transferred gradually for full operation in Kazan. Additional master’s degree programs will follow.

The location of Innopolis University in Innopolis Kazan will create a magnet for IT companies wanting to benefit from the flow of graduates at both undergraduate and graduate levels, and from the flow of research results that will lead to new products and services. It is expected that both Russian and international IT companies will locate operations in Innopolis Kazan to take advantage of the synergy of a major university focused on Information Technology.

In addition to its major education and research programs, Innopolis University is creating two unique initiatives in partnership with Carnegie-Mellon University. A middle school/high school program will introduce Russian students to the excitement of the IT field through an innovative robotics program – delivered by teachers trained by the two universities. And a training program on the improvement of higher education teaching through the focus on pedagogy and the science of learning will be implemented for the new faculty members of Innopolis University, and offered to faculty members at other Russian universities.

Discussion of common elements

Partnerships – In-depth collaboration with a well-developed university, generally in a developed country, is often a key ingredient to successful initiation of a new university in an emerging country. As noted below, assistance in faculty recruitment and training, curriculum development, organizational structure, and other necessary elements can be substantial benefits of such partnerships.

Faculty – The recruitment and training of high quality faculty members is essential in the startup of a new university. A preferable model is to have a well-established partner university advertise for candidates, screen the responses, and recommend which to hire. Then the new university should have the recommended faculty candidates visit the location of the startup, with spouses, to assure that their interest is appropriate and that they would be comfortable in the new surroundings. Finally, hired faculty should be trained at the partner university for a significant period prior to arriving at the new university, including sitting in on courses that they will be offering at the new university.

Curriculum – The new university should seek support from well-established partner universities in developing curricula and courses, perhaps even to the extent initially of importing entire programs and courses. The imported materials can then be adapted over time to be appropriately more responsive to the needs of the constituency of the new university. This approach can assure high quality courses, and readily available courseware. Alternatively, newly hired faculty with prior teaching experience can be charged with course development, using the extensive resources currently available on the web, such as open courseware postings by major, high quality universities.

Facilities – Ideally, new facilities will be built for any new university, tailored to its needs. A master plan with sufficient initial space - including classrooms, laboratories and offices – should also provide guidance for expansion as the new university grows. Experienced architectural firms and space designers should be employed if possible. Classrooms should reflect current trends, such as active learning and small group project work. Laboratories should be designed to either separately or in combined space accommodate learning exercises, group projects, and research.

Structure – Partner universities can provide guidance to a new university on how to structure the administration and academic operations. Structures should accommodate the startup needs, and be arranged so that they can morph to larger size as the new university grows. In addition to organizational structures, partner universities can also provide guidance and models on policies and procedures, faculty and student handbooks, and similar documents.

Students – In many parts of the world, secondary school graduates are not well prepared to successfully enter a university. One beneficial approach is for the new university to work with secondary schools to introduce courses or programs that will better prepare – and perhaps excite – their students to prepare for university study. Another approach, typical in developing countries, is to require a preparatory period, often a year in length, where students coming from secondary schools take intensive remedial work in mathematics and language.

Funding – Universities are expensive to build and operate, and substantial funds must be available both initially and over time. Typically, a government agency will provide at least the startup funds, and hopefully some ongoing funds as tuition and research funding income are developed.

[1] "Transforming Middle East Economies Through Education, Research And Innovation", Russel C. Jones, ASEE 2010 Annual Conference, Proceedings, paper #41, Washington DC

[3] "Transforming an Economy through Research and Innovation", Arif S. Al-Hamadi, Mohammed E. Al-Muella, and Russel C. Jones, University Research for Innovation, Luc E. Weber and James J. Duderstadt editors, Economica, Geneva, 2010, p.185-197.

Russel C. Jones is a private consultant, working through World Expertise LLC to offer services in education and quality assurance in the international arena. He is currently assisting Innopolis University in Kazan, Russia, in its startup. Prior to this activity, he had a long career in education: faculty member at MIT, department chair in civil engineering at Ohio State University, dean of engineering at University of Massachusetts, academic vice president at Boston University, President at University of Delaware, Founding President at Masdar Institute of Science and Technology (Abu Dhabi), and Senior Advisor at Khalifa University of Science and Technology (Abu Dhabi). Dr. Jones earned bachelors, masters, and doctoral degrees at Carnegie Institute of Technology.