IAU thanks…The International Association of Universities extends its sincere gratitude to its host,partner and sponsors fo...
Jounieh, 4 November 2009 Dear colleagues, Welcome to Lebanon and to the IAU 2009 International Conference on The Role of H...
Table of ContentsIntroducing the Organizers……………………………………………………….………….4         International Association of Universities ...
Introducing the Organizers and HostInternational Association of Universities (IAU)For a worldwide higher education communi...
Notre Dame University – Louaize (NDU)In pursuit of quality educationFounded in 1987 under the auspices of the Maronite Ord...
Overview of Higher Education in LebanonIntroductionMore than 160,000 students are enrolled in Lebanese higher education in...
French is also the language of instruction at Saint Joseph University, the Holy SpiritUniversity, the Ecole Supérieure des...
Sainte Famille Institut de Nursery et                       www.iusfbat.inco.com.lbPhysiothérapieMiddle East University   ...
Conference ThemeThe beginning of the 21st century has witnessed the eruption of serious social,cultural and political unre...
Conference Programme & Abstracts Wednesday, 4 November 2009              Arrival of participants 16:00        Registration...
14:30        Plenary Session I              Issam Fares Hall, NDU              Why and How to Develop the Culture of Dialo...
Antoine Messarra, Professor, Member of the Constitutional Committee,              Lebanon              Which Values and Wh...
Georges Nahas, Vice–President, University of Balamand, Lebanon              Initiating a Culture of Dialogue and Common Un...
intercultural competence (Deardorff, 2006), resulting in two intercultural              competence models developed from t...
challenges.              This paper will also suggest ways of action on how higher education              institutions cou...
Speakers              Antoine Rajeh, President, Antonine University, Lebanon              The Lebanese Case              T...
We went also along with establishing the Human Rights Center that aims at              spreading the values of human right...
This Plenary session tackles the ways and means that HEIs can use to              integrate the culture of dialogue into a...
dominant culture. On the contrary, it encourages that the world becomes a              forum of civilizations that interac...
provide the fruitful input from a variety of societal perspectives upon higher              education and build the basis ...
Bergen, Norway              The Nile Basin Research Programme (NBRP) is a strategic, multidisciplinary              progra...
members of the faculty from the same disciplines, there can never be the              kind of interdisciplinary and interc...
diverse academic and cultural perspectives.              How do we maximize the benefits of such initiatives and ensure th...
There are, however, significant variations between schools when it comes to              mobility.              There are ...
conditions can study and work together as equals.              Ubiquity and accessibility have never been so close to bein...
countries, installing 10 eLearning centers in 10 countries, and              mainstreaming gender. The project has contrib...
Bionotes of Speakers & ChairsEdward Alam, Secretary-General, Council for Research in Values and Philosophy,Lebanon        ...
Sjur Bergan is series editor of the Council of Europe Higher Education Series, theauthor of a book on Qualifications: Intr...
Saouma BouJaoude graduated from the University of Cincinnati,                       USA in 1988 with a doctorate in Curric...
Darla K. Deardorff is executive director of the Association of                      International Education Administrators...
recent research has been concerned with such topics as quality enhancement ofteaching and learning, global education and i...
Amr Galal El-Adawi, President, Beirut Arab University, Lebanon                        Professor Amr El-Adawi became Presid...
Leila Maliha Fayad, President, Centre de Recherche et de développementpédagogiques, au Liban (CRDP), Ministry of Education...
UNESCO, Member of the advisory Board of TAG (Talal Abu-Ghazaleh College ofBusiness), Amman, Jordan , 2007, Member of the B...
Louaize bc conference programme book
Louaize bc conference programme book
Louaize bc conference programme book
Louaize bc conference programme book
Louaize bc conference programme book
Louaize bc conference programme book
Louaize bc conference programme book
Louaize bc conference programme book
Louaize bc conference programme book
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Louaize bc conference programme book

  1. 1. IAU thanks…The International Association of Universities extends its sincere gratitude to its host,partner and sponsors for their generous collaboration and support of the IAU 2009International Conference. © Copyright, International Association of Universities (IAU), 2009, all rights reserved. Publication completed on October 22, 2009.IAU-NDU International Conference on Higher Education and Intercultural Dialogue 1
  2. 2. Jounieh, 4 November 2009 Dear colleagues, Welcome to Lebanon and to the IAU 2009 International Conference on The Role of Higher Education in Fostering Intercultural Dialogue and Understanding. The theme of this conference was chosen jointly, not only because it is in line with one of the thematic priorities of the International Association of Universities but also because Notre Dame University strongly believes that Higher Education plays an essential role in promoting and encouraging intercultural learning and understanding. The topic’s particular relevance and importance for this region needs no explanation. Higher Education Institutions contribute in two equally important ways to instilling intercultural learning and dialogue; first by ensuring that such dialogue is possible and encouraged on campus; and second by promoting the value of intercultural dialogue and understanding in the wider society. Universities are indeed key actors in the broader society. Beyond facilitating students’ success in the job market, one of the main goals of HE is to provide students with adequate competences and know how to enable them to be well- informed, tolerant and critical citizens, ready and able to live together as equals in multicultural and multiethnic society. Hence, to enable graduates to take an active part in the development of our future societies, universities need to foster intercultural dialogue; they need to ensure that citizenship education is embedded in the very mission of teaching, learning and research. The debate about how to integrate intercultural learning and dialogue into the curricula should thus form part of the worldwide discussion of current higher education structural reforms and policy development. IAU is grateful to NDU for the invitation to Lebanon and for generously hosting this important event. We hope that the programme and speakers, covering many different dimensions of this broad theme and coming from a variety of cultural backgrounds will provide a stimulating start for lively debates. We also hope that you will seize the opportunity to learn more about the University, IAU and Lebanon while you share your views on a topic that in large measure is at the heart of Jacques Delors’ famous ‘Learning to Live Together’ role of education. We deeply regret that higher education leaders from some countries could not attend the conference, because of persistent conflicts and the lack of constructive dialogue. At the same time, IAU and NDU are pleased to welcome delegates from all regions of the world to the Conference. We thank a number of partner organizations with which the IAU is pleased to collaborate on this issue. Among others, we thank Mr. Federico Mayor, President, Culture of Peace Foundation, Former Director-General of UNESCO, Co-Chair of the High Level Group United Nations Alliance of Civilizations for opening the debate. We hope that with your contributions, this Conference will mark a step towards a new IAU initiative in the field of intercultural dialogue and understanding. Wishing you a successful and interesting Conference, Sincerely yours,Prof. Juan Ramón de la Fuente, Fr. Walid Moussa,President, President,International Association of Universities Notre Dame University – Louaize, Beirut, Lebanon IAU-NDU International Conference on Higher Education and Intercultural Dialogue 2
  3. 3. Table of ContentsIntroducing the Organizers……………………………………………………….………….4 International Association of Universities (IAU) Notre Dame University – LouaizeOverview of Higher Education in Lebanon………………………………………………6Conference Theme………………………………………………………………………..…….9Conference Programme & Abstracts…………………………………………………….10Speakers & Chairs’ Bionotes……………………………………………………………....28Practical Information…………………………………………………………………………46IAU-NDU International Conference on Higher Education and Intercultural Dialogue 3
  4. 4. Introducing the Organizers and HostInternational Association of Universities (IAU)For a worldwide higher education communityFounded in 1950 under the auspices of UNESCO, the International Association ofUniversities (IAU) is an independent international non-governmental organization.The permanent Secretariat of the Association is based in Paris, France.IAU is a membership organization that brings together universities, other institutionsof higher education and national and regional higher education associations fromaround the world. Its mission is to strengthen higher education worldwide byproviding a global forum for reflection and action on common concerns.The Association provides its Members, and in general all higher educationstakeholders (decision-makers, specialists, administrators, teachers, researchers andstudents), with a unique global platform for reflection and action, as well as with awide range of services. These include information (through the IAU/UNESCOInformation Centre on Higher Education), research and analysis of latestdevelopments in higher education (through different scholarly publications andreports), and advocacy of higher education institutions views on a number of keypriority themes (through policy statements). IAU is also committed to buildingpartnerships and networks between higher education institutions worldwide as wellas with various international, regional and national bodies (through conferences andmost recently the LEADHER Programme).The Association upholds the values of academic freedom and institutional autonomy,whilst also promoting greater accountability, institutional responsibility andeffectiveness, and the ideal of knowledge made accessible to all throughcollaboration, commitment to solidarity and improved access to higher education.IAU SecretariatUNESCO-NGO House1, rue Miollis75732 Paris Cedex 15FranceTel: +33(0)1 45 68 48 00www.unesco.org/iauIAU-NDU International Conference on Higher Education and Intercultural Dialogue 4
  5. 5. Notre Dame University – Louaize (NDU)In pursuit of quality educationFounded in 1987 under the auspices of the Maronite Order of the Holy Virgin Mary,Notre Dame University – Louaize, a non-profit Catholic university, which follows theAmerican system of higher education, upholds values of academic freedom, qualityeducation, community service, lifelong learning, human solidarity, moral integrity,and belief in God.True to its identity and heritage, NDU’s programs draw upon those values which areengraved in its mission as well as the rich and diverse cultural context of Lebanon toprepare students for interaction with the complexity of arts and sciences in thetwenty first century. Today, NDU’s 2009-2010 Catalogue lists seven Faculties alongwith seventy-three undergraduate programs and nineteen graduate ones. Theunderlying philosophy of these disciplines has always been to provide for aninternational and professional education taught through a combination of liberal artsand practical work in a studio/lab environment.There is no doubt that NDU has proven to be increasingly attractive to students fromLebanon, the neighboring Arab countries, and abroad. A recent survey indicates thatits student population comprises 44 different nationalities. Further, NDU has acted onits commitment to establishing cooperative relationships with other institutions byfounding its University International Affairs Office, whose role is to providecommunication and academic exchange between NDU and various universities andinstitutions of higher education. On the local scene, NDU has recognized the need toreach the main regions of Lebanon. Accordingly, three campuses have been founded:The Notre Dame University – Louaize Main Campus, located in the suburbs ofBeirut; The NDU – North Lebanon Campus, located in the northern part ofLebanon; and The NDU – Shouf Campus, located in Mount Lebanon.Indeed, NDU has witnessed rapid growth. Is this a challenge? The challenge for NDUis to remain one based on merit alone; not a question of quantity, but of quality.Notre Dame University – LouaizeMain Campus72, Zouk MikaelZouk MosbehLebanonTel: +961 9 218950www.ndu.edu.lbIAU-NDU International Conference on Higher Education and Intercultural Dialogue 5
  6. 6. Overview of Higher Education in LebanonIntroductionMore than 160,000 students are enrolled in Lebanese higher education institutions.Half of these students are in the Lebanese University, the sole public university inthe country. The other half is distributed over 38 private higher educationinstitutions. Among these private establishments, there are universities, andinstitutes and colleges of technology or faculties of religious studies.The Lebanese University has 17 faculties each of which is divided into sectionsspread over different regions of Lebanon. All universities or institutes are recognizedby the Lebanese authorities through decrees issued by the Lebanese Council ofMinisters following a specific procedure.There is no official accreditation system or independent evaluation procedure for thediplomas offered by any of the Lebanese higher education institutions.DiplomasThere is no unified system of graduation in Lebanon. The types of degrees ordiplomas offered by each of the Lebanese universities or institutions depend on thefact that the corresponding establishment has a French education background or anAmerican one. Therefore, one may find a credit system in one university and anannual system in another, or even both as is the case at the Lebanese University.The majority of the Faculties at the Lebanese University offers a "maîtrise" in aparticular subject which is equivalent to Bac + 4 (years). The same degree is offeredat the University of Saint Joseph. The American University of Beirut and all otherinstitutions with the same background offer a Bachelors degree which is equivalentto Bac + 3 (years) or Bac + 4 (years) in some areas of studies.Efforts to implement the European LMD system together with the associated ECTSare being made at the Lebanese University and in a few other private institutions.Some Faculties at both the LU and the private sector offer postgraduate studies.AdmissionThe Lebanese Baccalaureate in any of its sections (General Sciences, Life Sciences,Human and Literature, Social and Economic Sciences or the Lebanese TechnicalBaccalaureate) or its equivalent is a prerequisite for admission at any university inLebanon. Some Faculties at the Lebanese University like the Faculty of MedicalStudies, the Faculty of Engineering, or the Faculty of Public Health require an entryexamination where a limited number of students are accepted. An entry exam isapplied in private universities as well.Language of instructionBesides Arabic, French is a main language of instruction at the Lebanese University.English is beginning to be a language of instruction in some Faculties besides French.IAU-NDU International Conference on Higher Education and Intercultural Dialogue 6
  7. 7. French is also the language of instruction at Saint Joseph University, the Holy SpiritUniversity, the Ecole Supérieure des Affaires, and others.English is the language of teaching in almost all other private higher educationestablishments.FeesApart from a registration fee of 200 Euros per year, the study at the LU is free. Thefees for the study at a private university or institute start from 2.500 Euros andcould reach 15.000 Euros per year. An amount covering the cost of living and theother relevant expenses like books and courses should also be added.AddressesThe following is a list of available websites of Lebanese higher education institutions:Lebanese Higher Education Institutions WebsiteLebanese University www.ul.edu.lbSaint Joseph University www.usj.edu.lbAmerican University of Beirut www.aub.edu.lbHoly Spirit University www.usek.edu.lbBeirut Arab University www.bau.edu.lbLebanese American University www.lau.edu.lbNotre Dame University – Louaize www.ndu.edu.lbHaigazian University www.haigazian.edu.lbUniversity of Balamand www.balamand.edu.lbMakassed University www.makassed.org.lbArab Open University www.arabou.orgThe Islamic University of Lebanon www.iul.edu.lbAntonine University www.upa.edu.lbJinan University www.jinan.edu.lbAlmanar University www.almanar-university.comAl-Kafaat University Institute www.al-kafaat.orgAmerican University of Technology www.aut.edu.lbAmerican University of Science and www.aust.edu.lbTechnologyC&E American University Institute www.CandE.edu.lbTripoli University Institute for Islamic www.islamonline.orgStudiesMaten University Institute of Technology www.matenu.edu.lbIAU-NDU International Conference on Higher Education and Intercultural Dialogue 7
  8. 8. Sainte Famille Institut de Nursery et www.iusfbat.inco.com.lbPhysiothérapieMiddle East University www.meu.edu.lbUniversity of Sagesse www.uls.edu.lbLebanese International University www.liu.edu.lbGlobal University www.gu.edu.lbHariri Canadian University www.hcu.edu.lbLebanese German University www.ispm.edu.lbModern University for Business and Science www.mubs.edu.lbArts, Sciences & Technology University in www.aul.edu.lbLebanonLebanese Canadian University www.lcu.edu.lbEcole Supérieure des Affaires www.esa.edu.lbOuzai University College www.ouzai.orgBeirut Islamic University www.biu.edu.lbSaidon Institute of Dentary Laboratory, No websiteSaidon Institute of BusinessJoyaa Institute of Technology www.alijammalcharity.orgSt. Paul Institute of Philosophy & Theology institutstpaul@yahoo.frNear East Faculty of Theology nest.adm@inco.comDaawa University Institute for Islamic No websiteStudies* For more information, please go to the website of the Ministry of Higher Education,Lebanon (www.higher-edu.gov.lb)IAU-NDU International Conference on Higher Education and Intercultural Dialogue 8
  9. 9. Conference ThemeThe beginning of the 21st century has witnessed the eruption of serious social,cultural and political unrest and conflict worldwide. The almost unprecedentedeconomic crisis is likely to increase the turmoil and compound the complexity offinding solutions. Today’s society seems more fragmented and unstable than ever.This is very true in countries with multi-cultural, multi-ethnic and multi-confessionalsocieties, as is currently the case in Lebanon, where violence has often replaceddialogue and understanding. However, it is only through dialogue, that in Lebanonand elsewhere we may manage to reconcile.Given Lebanon’s diversity and the country’s need to find a harmonious way to life forall its citizens , Notre Dame University – Louaize is pleased to host the IAUinternational conference that will focus on “The Role of Higher Education in Fosteringthe Inter-Cultural Dialogue and Understanding” on November 4-6, 2009 in Lebanon.The theme is in line with the IAU’s goal to promote cooperation and understanding atthe international, regional and national levels and contribute to freedom and justice,human dignity and solidarity through teaching and learning, research and service.Given the diversity of cultural communities in Lebanon which is mirrored in itseducational institutions, the country serves as a microcosm for exploring issues ofinter-cultural dialogue and understanding. The conference will bring together highereducational leaders, scholars and students to discuss how higher education today,contributes or could contribute to creating a culture of dialogue at the institutional,local, regional and international levels.The IAU International Conference will explore and offer a forum for sharing ideas,examples of good practice as well as innovative ways by which higher education canfoster dialogue and understanding in the context of diversity.RationaleFor the IAU and Notre Dame University – Louaize, the reasons for co-organizing thisconference are as follows: • The issue of dialogue and understanding across cultures is a matter of institutional, local, regional and international importance. • Higher education institutions are increasingly called upon to engage in fostering dialogue and understanding in all aspects of their mission. • The continuous development of a ‘global spaces and interconnections’ in all sectors – economic, social, political, health and environment-related - poses challenges that will only be met through dialogue and understanding among future leaders and citizens, most often graduates of higher education institutions worldwide.The issue of diversity, in part due to mobility and internationalization in highereducation, is becoming central for consideration when developing higher educationcurricula, pedagogical and teacher training and extra curricular activities for studentswith the aim of enhancing inter-cultural dialogue.IAU-NDU International Conference on Higher Education and Intercultural Dialogue 9
  10. 10. Conference Programme & Abstracts Wednesday, 4 November 2009 Arrival of participants 16:00 Registration opens Hotel Le Royal Beirut, Dbayeh 18:00 Welcome reception Hotel Le Royal Beirut, Dbayeh Thursday, 5 November 2009 08:30 Registration Notre Dame University, Main Campus – Zouk Mosbeh 10:00 Inaugural Ceremony Issam Fares Hall, NDU Welcome and Opening Walid Moussa, President, Notre Dame University – Louaize, Lebanon Juan Ramón de la Fuente, President, International Association of Universities (IAU) Introduction to Higher Education in Lebanon Ahmed Jammal, Director General, Higher Education, Lebanon Address of His Excellency President of the Lebanese Republic 11:30 Coffee break 12:00 Opening Keynote Address Issam Fares Hall, NDU Chair Juan Ramón de la Fuente, President, International Association of Universities (IAU) Keynote Speaker Federico Mayor Zaragoza, President, Culture of Peace Foundation, Former Director-General of UNESCO, Co-Chair of the High Level Group United Nations Alliance of Civilizations 13:00 LunchIAU-NDU International Conference on Higher Education and Intercultural Dialogue 10
  11. 11. 14:30 Plenary Session I Issam Fares Hall, NDU Why and How to Develop the Culture of Dialogue? Challenges from Institutional, Local and Global Perspectives. The central idea of this session emanates from a belief that dialogue, a culture in its own right, is a means to enhance communication, understanding and appreciation among people from different cultures. As such, this Plenary will serve to frame the conference theme, exploring both the rationale and the ways forward when choosing to use dialogue as a strategy leading to the fulfillment of goals such as tolerance, acceptance and appreciation of the other, transparency, openness and straightforwardness, egalitarianism and democratic/participative approaches to living in society. Both higher education and non higher education speakers will share their views on this broad question and challenge the audience to focus on some key related questions. Chair Janyne Hodder, President, The College of the Bahamas, The Bahamas Speakers Is-Haq Oloyede, Vice-Chancellor, University of Ilorin, Nigeria, President, Association of African Universities (AAU) Cultural Pluralism as a Challenge to the Effectiveness of University Education in Fostering the Culture of Dialogue and Understanding in Nigeria The contemporary world is increasingly multicultural and the identity crisis resulting from this sometimes threatens sustainable human development. This makes the promotion of understanding and dialogue to be a prime issue in the management of multiculturalism, global peace and security. What roles can and should higher education play in attaining this worldwide objective? How are such roles being played? What are the context-specific challenges being faced? This paper attempts to answer these questions by taking a critical look at the situations in Nigeria – one of the most culturally-complex countries in the world. The paper is divided into three parts. In the first part, the nature of the social conflicts in the country, bordering on ethnic and religious contestations is briefly discussed. The impact of these conflicts on Nigeria generally, and the university system specifically, is discussed with a view to demonstrating how a nation crisis could partly challenge the ability of the university system to maximize its potentials to contribute to the fostering of national understanding and dialogue. In the last part, which is actually the fulcrum of the presentation, the point is made that these challenges notwithstanding, the Nigerian universities (enabled by the Constitution and dexterity of Vice-Chancellors) still manage to make some outstanding contributions in the direction of promoting dialogue among the contending forces in the country. The Nigerian case study is internationally instructive.IAU-NDU International Conference on Higher Education and Intercultural Dialogue 11
  12. 12. Antoine Messarra, Professor, Member of the Constitutional Committee, Lebanon Which Values and What University Education in an Unsettled World? Some university knowledge develops in a cognitive and quantitative way, whilst other knowledge flourishes in silence through social groups and activists who sap the assets of civilisation. Revolution merchants and experts in the manipulation of democracy are shaking the foundations of the City, where encounters and exchanges take place according to the rules of life in a community. There is a word in French (ratiociner), which means losing oneself in reasoning, which best expresses the drifts of modern technological civilisation, of postmodernism, of the vogue for the humanities which have often become quantitative rather than qualitative “social” sciences… Drifts that arise in school and university education and whose impact on social links and behaviour is very serious. In a supertechnological world, there is an extension of the irrational, which can be seen in its violence, fanaticism, intolerance and terrorism… Voltaire is now more topical than in his own epoch. Indeed, what would a reborn Voltaire think if he verified what mankind does today to schools and to the universality of Reason because of fashionable tutors? Losing oneself in reasoning (from the Latin ratiocinari; ratio, reason) pejoratively means reasoning in a vain, subtle and pedantic way. Today, losing oneself in reasoning has penetrated the heart of teaching, both at school and at university, of academic research and, above all, the heart of everyday life in the family, with one’s neighbours and with one’s colleagues… A new generation in the world, since the decline and even withdrawal of the Humanities from teaching, has learned to cogitate but not to think (pensare), i.e. to weigh, to combine ideas, to re-flect, which means to send in another direction than the idea in itself, to confront cogitation with reality. By losing oneself in reasoning in our « academic » teaching, we have lost the common sense of both the peasant and the wise man. We have forgotten the modest lesson of Socrates that knowledge belongs to everyone. Cogitating, thinking, reflecting, reasoning, losing oneself in reasoning..., how have we come to no longer make a distinction between them and to live our everyday life in a Tower of Babel, forgetting nothing except the essential? Why is the trend of losing oneself in reasoning spreading? Because we have also lost our bearings, our values, our standards. Yes, down with dogmatism, all dogmatisms. But one cannot reason without a purpose, an end, a reference. No reference is absolute, safe from doubt. We reason to have references. Otherwise it is no longer reason, but folly. Let us come back to Socrates and in all school and university education to the Humanities. To understand is « to embrace as a whole », according to the etymological origin of the verb.IAU-NDU International Conference on Higher Education and Intercultural Dialogue 12
  13. 13. Georges Nahas, Vice–President, University of Balamand, Lebanon Initiating a Culture of Dialogue and Common Understanding: A Lebanese Case Lebanon presents a unique human environment in the Middle East with its long tradition of conviviality. The new atmosphere prevailing after September 11 has created tensions between, and within, individual countries. Even a place like Lebanon, has not been spared these tensions. Within this context, universities in Lebanon, and citing UOB as an example, are trying to overcome these difficulties and to prepare for a more open- minded future. What actions may be taken? Are there any success stories? What are some possible recommendations? This presentation will endeavor to answer such questions and to highlight the importance of adopting new approaches to university curricula to overcome this problem and to promote a more tolerant society. Dimyanos Kattar, Former Minister of Finances & Former Minister of Economy and Trade, Lebanon Discussion 16:00 Coffee break 16:30 Parallel Sessions 1. a. Issam Fares Hall, NDU Shaping the Future Citizen: What Competencies Should Graduates Have to be Prepared for Effective Intercultural Dialogue? The future citizen is expected to be an individual capable of understanding and immersing in the dynamics of global cooperation and collaboration. This will require an appreciation for and knowledge of other cultures and a capacity to learn more over time. In this session we will explore the skills and competencies required to do so, and the curricular or pedagogical means that might best serve this purpose. Chair Norbert Kis, Vice-Rector, Corvinus University of Budapest, Hungary Speakers Darla Deardorff, Executive Director, Association of International Education Administrators (AIEA), Duke University, USA (10 min. Video Conference) What is intercultural competence? This concept must be clearly understood before it can be addressed and assessed through higher education efforts. Join in a discussion of the first study to document consensus among leading intercultural experts in the United States regarding specific elements ofIAU-NDU International Conference on Higher Education and Intercultural Dialogue 13
  14. 14. intercultural competence (Deardorff, 2006), resulting in two intercultural competence models developed from the studys findings. With a focus on internal and external outcomes, these models can be used as a framework for curriculum development and program coordination as well as assessment. Simon Ho, Vice-Rector, Academic Affairs, University of Macao, Macao SAR, China Shaping the Future Citizens: Fostering Intercultural Dialogue and Understanding Modern, industrial civilization has been breeding dysfunctional behaviour. On top of the physical limits, we have our own social and inner spiritual limits to sustain such behaviours including alienation from others and from nature, extreme competitiveness and greed, media dominated by commercial interests, capitalist consumerism, cynicism politics, income inequality, cultural and ethnical conflicts, and separation and misery. Beside the recent global financial crisis, we are also facing the global human relation chaos (if not crisis). Universities must take these challenges seriously. Can we make use of available new social and technological opportunities (transforming factors) and take an active part in determining a positive course for humanity. We need to help our students restore our lost human identity, instinct of community and the power of trust & love. We need to teach our students a new sense of common purpose to draw us together and a shared worldview for healing human relations. We will also discuss how the global communication (including the Internet) revolution could foster a new global consciousness and an improved human relation. We need new partnerships among people from the local to the global level. Reconciliation and conflict resolution could be core areas of learning in universities. Leila Fayad, President, Centre national de Recherche et de Développement Pédagogiques, Lebanon Yazmín Cruz López, Project Officer, Global University Network for Innovation (GUNI) A Broad Approach of the Role of Higher Education: Beyond Training Professionals to Educating Responsible Citizens This paper will present a broad approach on the need to change the educative purpose and higher education role for shaping the future citizen, going beyond training high qualified professionals towards educating a committed citizen that contributes to the common good. It will explain the context in which higher education is playing its role and how this context requires rethinking the role of higher education in responding to the globalIAU-NDU International Conference on Higher Education and Intercultural Dialogue 14
  15. 15. challenges. This paper will also suggest ways of action on how higher education institutions could play an active role in the actual context. In addition, the paper will focus on the need to rethink and renew their vision and action so that they can support, and even anticipate, a complex understanding of reality which will allow societies to play a proactive and committed role. In that sense, there is a need to reconsider the following aspects: 1. Open up to society: Proactive engagement in dialogue with citizens. 2. Incorporate sustainability transversally into teaching, research and institutional action. 3. Become cosmopolitan centres of global culture: Build bridges between different cultures and sources of knowledge. 4. Renew thought for society: Break the conformity of thought by proactively criticizing the world of ideas. 5. Go beyond educating professionals to educating citizens. 6. Introduce complexity, uncertainty and transdisciplinarity in the curriculum and in research, towards a holistic vision of reality. 7. Analyse the ethical, social and environmental implications of the advance of knowledge. 8. Democratize access to knowledge: Remove barriers in an effort to provide open access to expert knowledge, making it as useful as it can be. Move towards the idea of socially relevant knowledge as human heritage. 9. Network for glocality: Cooperation and co-creation of knowledge. 10. Link research to local needs and to the global development agenda. Discussion Parallel Sessions 1. b. Friends Hall, NDU Dialogue as a Means to Conflict Prevention, Management and Resolution: a Lebanese Case Study Has dialogue contributed to conflict management, conflict avoidance or conflict resolution in addressing the Lebanese crisis? The Lebanese crises have been approached from different perspectives. This session will offer insights into the situation of Lebanon and explore the various dynamics involved in addressing the Lebanese debacle. It focuses on what role higher education institutions have played in seeking resolution and offers some ‘universal’ comments about conflict avoidance, management and resolution in a context of cultural diversity and inter- cultural strife. Chair Agneta Bladh, Rector, University of Kalmar, SwedenIAU-NDU International Conference on Higher Education and Intercultural Dialogue 15
  16. 16. Speakers Antoine Rajeh, President, Antonine University, Lebanon The Lebanese Case This theme is of interest to all universities worldwide, but more specifically to Lebanese universities for which cultural diversity is their daily bread, given that training and education for good management of this diversity and its fulfillment constitute their main concern. As for the world of higher education, this theme is intrinsically linked to the issue of cultural dialogue. Better still, it is the natural partner of this world issue, having seen the day in a context of acculturation, with the foundation of the first universities in the 10th and 11th centuries. Yet the universities of the 21st century are facing new challenges in this context and are entrusted with new missions: managing the cultural diversity of their students, staff and employees, developing methods and teaching programmes that favour cultural diversity and sponsoring serious research in the field. The absence of dialogue is seen as the first indicator of the existence of a conflict between two or more parties. Yet it is imperative to discern between dialogue and controversy which could encounter several obstacles that cause this failure in inter-relational and institutional frameworks. Dialogue is not the mere exchange of words, especially in the case of cultural dialogue; rather it is a synonym for all peaceful and innovating interaction that opens up windows to altruism in the ego of every individual, broadens their conception of truth and otherness and disseminates the sap of greater human maturity in people’s thoughts, hearts and wills. So do we listen enough to this daily silent dialogue? Amr Galal El-Adawi, President, Beirut Arab University, Lebanon In a democratic society, conflict is the basis for social change. So the problem is not conflict, but the way we choose to deal with it. It is established that Education has a fundamental role in promoting interpersonal cooperation and understanding and reinforcing social cohesion. Since its foundation, Beirut Arab Universitys mission was to offer excellence in education, learning, and research by taking into consideration the needs of our community and adhering to our academic values of intellectual freedom, integrity and professionalism. However, the role of any educational institution is greatly affected by the society surrounding it. Its our task to seek to change and improve our societies by developing the skills of our students and by enhancing dialogue on a number of levels. For this reason we took a number of measures aiming at achieving our goals. One of these procedures was adding a mandatory course on human rights for all our students of all disciplines so they can discuss basic principles related to dignity, equality, tolerance and other ethics and values.IAU-NDU International Conference on Higher Education and Intercultural Dialogue 16
  17. 17. We went also along with establishing the Human Rights Center that aims at spreading the values of human rights at the university and it will function as a preventive measure to any conflict by enhancing dialogue among our students. Indeed, improving dialogue at our university by amending the curriculum, creating a more tolerant educational environment and encouraging students to be involved in dialogue favorable activities has clearly led to preventing, managing and resolving conflicts in our small community. Michel Nehme, Professor of Political Science and International Affairs, Director of University International Affairs Office, Notre Dame University – Louaize, Lebanon Dialogue as a Means to Conflict Prevention, Management and Resolution: A Lebanese Case Study It must be admitted that, in the past, religions and cultural diversities have been responsible for wars, or have at least shared responsibility for them, and that we can not say that this is no longer the case today. At the same time, the wider picture contains both light and shadows. On more than one occasion in the course of history, religious and cultural factors have prevented or moderated violence. One thinks, for example, of ‘the truce of God’ during the Christian Middle Ages or of the strict conditions, which Islamic Law attached to a ‘just war’; or of the care for prisoners of war and innocent victims called for by the religions. However, the main reason for the so-called wars of religion and cultural diversities was not so much hostility between the religions and value oriented cultures themselves, but much more the pursuit of power on the part of individuals and of human groups (empires, dynasties and nations), in the course of which religion and culture were used in the service of personal or collective ambition. As regards contemporary conflicts, it is important to examine information critically before alleging simple religious or cultural motivation. It would, for example, be simplistic to designate as merely “religious” or “cultural” the conflicts in Lebanon, or in similar situational countries like Northern Ireland, the Balkans, the Philippines and Afghanistan. The reality is that in most of these cases the religious authorities and or cultural elite, far from having incited these conflicts, have on the contrary always been passionately committed to peace and reconciliation. Discussion Conference Dinner 20:30 Hotel Le Royal Beirut, Dbayeh Friday, 6 November 2009 09:30 Plenary Session II Issam Fares Hall, NDU Instilling the Culture of Dialogue in Higher EducationIAU-NDU International Conference on Higher Education and Intercultural Dialogue 17
  18. 18. This Plenary session tackles the ways and means that HEIs can use to integrate the culture of dialogue into all of their missions of teaching and learning, research and service. As institutions that house the most well-informed segments of the population and where cultural and political values are articulated, contrasted and compared, the HEIs have a major responsibility to find ways to ensure that they serve as models of institutions putting dialogue into practice and to improve knowledge and understanding about other cultures and study the potential and actual impacts cultural differences may have on the way societies tackle a variety of problems inside and outside the university, including everyday life, or major issues such as democratic governance, economic development, scientific research, etc. Chair Abdul Razak Dzulkifli, Vice-Chancellor, University Sains Malaysia, Malaysia Speakers Sjur Bergan, Head of the Department of Higher Education and History Teaching, Directorate General IV - Education, Culture and Cultural Heritage, Youth and Sport, Council of Europe, Strasbourg, France Dialogue should come naturally to higher education, which is built on the assumption that ideas should be assessed on their intrinsic merit and that progress is made by challenging received ideas. The intercultural aspect of dialogue should also be a prominent feature of higher education, which was international in its origin and has continued to be so in its current practice. A culture of dialogue is not acquired once and for all, however. It needs to be developed again in each successive generation and cannot be divorced from a consideration of the roles and purposes of higher education. At least in Europe, the current discourse on higher education policy strongly emphasizes its role in preparing learners for the labor market. This is one of the important roles of higher education but higher education must aim to fulfill its full range of purposes, which also include preparation for life as active citizens in democratic society, personal development and the development and maintenance of a broad and advanced knowledge base1. The ability and willingness to engage in dialogue on campus as well as in and with broader society needs to be seen as a core competence of higher education graduates. The presentation will aim to put these goals in the context of the broader higher education reform agenda in Europe and to draw on the Council of Europe’s work in this area. Saleh Hashem, Secretary-General, Association of Arab Universities (AArU) The convergence of civilizations is considered a landmark in mankind history of civilization. It is for sure an inevitable fate that can not be avoided. Islam as a religion and a civilization is against centralization of one1 Cf. Recommendation Rec (2007) 6 by the Committee of Ministers of the Council of Europe to memberstates on the public responsibility for higher education and research.http://www.coe.int/t/dg4/highereducation/News/Pub_res_EN.pdfIAU-NDU International Conference on Higher Education and Intercultural Dialogue 18
  19. 19. dominant culture. On the contrary, it encourages that the world becomes a forum of civilizations that interacts and cooperates to strengthen the common bases of universal values. The world must shape a tolerant universal philosophy which derives its principles from all different cultures by laying the basis for a non-violent resolution of controversies. Islam contains a great spiritual heritage, as demonstrated by the Universal Islamic Declaration of Human Rights of UNESCO in 1981. It was proven that the philosophy of human rights does not conflict with the heavenly religions, but it conflicts only with their fanatical interpretations. Religions, such as Islam and Christianity focus on and promote human dignity, and hereupon there is no contradiction between the rights of God and human rights if we understand religion in a true and reasonable way. Thus, the intellectuals, clerics, scholars and educators in east and west should continue their efforts towards enhancing the recognition of differences and similarities between religions and doctrines aiming at achieving mutual understanding through a genuine receptivity of other viewpoints. They should also work to reject intolerance or forced confrontations. New educational policies and community measures should be developed to help coexistence and mutual understanding so as to achieve our goals through a rational perspective. We need to create a society that shares the values of love, tolerance and recognition of the other. All institutions of education and at all levels have a role to play in the development of educational frameworks and plans to help in the reformulation process of our educational systems within this concept. Abdo El Kahi, Coordinator, Lebanese Center for Societal Research, Notre Dame University – Louaize, Lebanon Dialogue in Education in Relation to the Memories that Nurture its References - How can Dialogue in Education be Enhanced? How can one establish a true dialogue in education and how can one encourage this dialogue when we know that all the previous and present forms of education have not been able to avoid being tainted by the memories of prevailing beliefs? How can we establish a dialogue between these memories which have made education shift from a cultural climate to an accultural climate (modern) and then again to a cultural climate (technological and defined as an identity), subjecting people to well-established memories: virtual, written and biological, without any hope of reflexivity? Andrea Blaettler, Executive Committee Member, European Students’ Union (ESU) From a students’ perspective, one major opportunity to establish a culture of dialogue inside Higher Education Institutions is a participatory approach towards the academic community. Involvement of students as well as academic and administrative staff in institutional decision making canIAU-NDU International Conference on Higher Education and Intercultural Dialogue 19
  20. 20. provide the fruitful input from a variety of societal perspectives upon higher education and build the basis for exchange with society in larger terms. Since Higher Education Institutions are both national bodies as well as international actors, the stakeholders’ dialogue within institutions can furthermore advance an international dialogue platform and therewith enhance the Higher Education sector’s potential to contribute towards intercultural understanding. Discussion 11:00 Coffee/tea break 11:30 Parallel Sessions 2. a. Issam Fares Hall, NDU Comparative Research and Cultural Studies as Means to Enhance Dialogue through Curricular Innovation. How does comparative research involving two or more countries enhance the course of mutual understanding where differences are admitted, syntheses are derived and similarities explored? Cross-fields of education (inter-disciplinary) and cross-cultural exchange of perspectives enrich and widen the spectrum of understandings and innovations. Chair Justin Thorens, Former Rector, University of Geneva, Switzerland, Honorary President, International Association of Universities (IAU) Speakers Saouma BouJaoude, Professor, American University of Beirut, Lebanon Lessons Learned from a Cross-Cultural Study on the Theory of Evolution at the American University of Beirut The purpose of this presentation is to elucidate lessons learned from a comparative study on diverse conceptions of the theory of evolution and its teaching in different cultural contexts (Egypt, Lebanon, Canada, Pakistan, and Malaysia) and discuss the possible contributions of these lessons to intercultural dialogue and understanding as well as to teaching and learning controversial issues in a multi-religious country like Lebanon. The theory of evolution was the focus of the study because the teaching of evolution continues to be socially controversial, primarily because of its perceived conflict with certain personal religious beliefs. Moreover, the social controversy over the theory of evolution and its teaching is likely to be carried to the classroom because students and teachers are influenced by their cultures and societies. Examples of such controversy are abundant in the USA where evolution education has become an important political issue. Related incidents are apparently on the rise in Europe and the Middle East. Tore Saetersdal, Director, Nile Basin Research Programme, University ofIAU-NDU International Conference on Higher Education and Intercultural Dialogue 20
  21. 21. Bergen, Norway The Nile Basin Research Programme (NBRP) is a strategic, multidisciplinary programme for research and education on topics related to the Nile Basin located at the University of Bergen (UiB). It is funded by the Norwegian Ministry of Foreign Affairs. UiB has a significant research community focusing on Nile Basin related issues, and an extensive research collaboration with countries in the region. The NBRP serves as an overall framework and catalyst for activities and initiatives reflecting research and educational priorities of Nile Basin researchers. NBRP offers two researchers from institutions of research and higher learning in each of the ten riparian countries to stay at UiB for one semester. A total of 56 researchers have participated in the programme since 2007. During the semester in Norway efforts are made to develop a group identity crosscutting national and institutional identities. The aim of the programme is high quality academic publications. A wider aim is to contribute to forming a platform where dialogue and free academic discourse will flourish that may lead to collaboration across borders of nations, language and gender as well as influence politicians and policy makers. The good cooperation between Eritrean and Ethiopian researchers within the programme is a relevant example. The programme has taken the initiative to form the Nile Basin University Forum as well as development of joint curricula on Nile issues between Universities in the region. Edward Alam, Secretary-General, Council for Research in Values and Philosophy, Lebanon Most will argue that higher education has a major role to play today in fostering a culture of dialogue and understanding, but I will argue further and suggest that higher education itself must be transformed “into” a culture of dialogue, thus my title, Higher Education “as” Free Dialogue: Pedagogy in a Global Age. Such transformation is a daunting task because although it is trendy and perhaps even fashionable to talk about the importance of interdisciplinary and intercultural dialogue, the reality is, in all but a few institutions of higher education around the globe, but especially in the West, that specialization and departmentalization on both the disciplinary and cultural levels continues to intensify. Specialization is so intense today that people in the same discipline can’t even converse; where does that leave interdisciplinary conversation? This tendency is in some ways inevitable and advantageous, but the challenge is to achieve “singular” accuracy and efficiency without sacrificing “universal” knowledge. This challenge is nearly as old as Philosophy itself, as we see in the tension between Platonic and Aristotelian metaphysics—a tension that has pedagogical reverberations down through the ages right up to the present. But despite this tension, both approaches concur on a central point: the need to have a unifying science, what in the middle ages was called the “Queen of the Sciences”. Of course, it is impossible to return to such a conception, nor is it desirable given the genuine progress (though much exaggerated) that has come from specialization, but the point is that without a central, unifying science, or even what might be called a highest science, unity in the curriculum is impossible. And without a unity and wholeness in the curriculum that facilitates genuine dialogue amongIAU-NDU International Conference on Higher Education and Intercultural Dialogue 21
  22. 22. members of the faculty from the same disciplines, there can never be the kind of interdisciplinary and intercultural dialogue which is so urgent in our global age. This paper discusses ways of cultivating interdisciplinary and intercultural dialogue in higher education through a deeper appreciation of Gadamerian Hermeneutics, and points to the work of the Council for Research in Values and Philosophy (www.crvp.org) as one successful and practical model for achieving it. Discussion Parallel Sessions 2. b. Friends Hall, NDU The Role of Leaders, Administrators, Faculty and Students in Nurturing a Culture of Dialogue and Understanding on Campus In small groups, participants will be invited to discuss what leaders, faculty members and students can do in concrete ways to create or nurture a culture of dialogue in the classroom, in various extracurricular activities and in initiatives connecting the HEI to the local or even global community. Participants will be particularly encouraged to share practices or cases where they have succeeded in bringing together diverse groups to either resolve issues or to simply learn about each others’ culture and perspective. Chairs Patricia Pol, Vice-President, University Paris 12 – Val de Marne, France Assaad Eid, Vice-President, Sponsored Research and Development, Notre Dame University – Louaize, Lebanon This session will be organized as small group discussion workshops. 13:00 Lunch 14:30 Parallel Sessions 3. a. Issam Fares Hall, NDU Internationalization of Higher Education – Cross-Border and at Home - Promoting the Culture of Dialogue and Appreciation for Diversity Internationalization is taking on numerous forms in HEIs moving from collaboration in research, faculty and student exchanges and other kinds of mobility through cross-border partnerships. There are also initiatives that are designed to internationalize programs, courses and even extracurricular activities for those who do not get an opportunity to go abroad (internationalization at home). These processes offer opportunities to improve quality education and allow for cross-cultural research ultimately promoting innovation by introducingIAU-NDU International Conference on Higher Education and Intercultural Dialogue 22
  23. 23. diverse academic and cultural perspectives. How do we maximize the benefits of such initiatives and ensure that dialogue leads to an appreciation of diversity, assuming that diversity might also at times lead to disagreement and controversies? How to ensure that when mixing students of different races, genders, language, ethnic and religious groups, their interaction in a common intellectual space is fruitful and offers good learning opportunities? To what extent do exchange programs bridge social, political and cultural gaps in higher educational institutions and to what extent may they actually widen them? How can we benefit from such cultural diversity and prevent what Huntington would call the inevitable clash of civilizations? Chair Duma Malaza, Chief Executive Officer, Higher Education South Africa (HESA) Speakers Alf Rasmussen, Senior Advisor, Norwegian Ministry of Education and Research, Department of Higher Education, Oslo, Norway Internationalization of Education in Norway The Norwegian Government submitted in February 2009 a White Paper to the Norwegian Parliament (the Storting) on internationalization of education. The White Paper covers primary and secondary education, non-university tertiary education and higher education – including research education. It is the first time a Norwegian government develops a White Paper that has a holistic approach to this. The main measures in the White paper will have the following consequences: - Quality as a guiding principle: Both with respect to study abroad and in the development of the provisions of education in Norwegian institutions, quality will be the leading principle. - Attract international students: Norwegian education institutions shall be made more attractive to foreign students. - Include the entire institutions: Internationalization will apply to all pupils, students and teaching staff in the education institutions. - Cooperation between institutions: Emphasis shall be placed on cooperation with institutions outside Norway, including those in developing countries, on international perspectives, on languages and cultural awareness (all three being qualifications that are increasingly necessary for people seeking employment). Internationalization of education must therefore not only focus on student and staff spending semesters or years abroad, but also entail that education provided in Norway is international of character. In primary and secondary education, the international perspective is important for many of the competence targets in the Norwegian curriculum.IAU-NDU International Conference on Higher Education and Intercultural Dialogue 23
  24. 24. There are, however, significant variations between schools when it comes to mobility. There are considerable variations in non-university tertiary education. There is a need for better and more systematic knowledge concerning areas of study, degree of course completion, drop-out rate and mobility. In higher education, the evaluation of the Norwegian Quality Reform (2003) shows that Norwegian institutions have made significant progress on internationalization at home and on student and staff mobility. However, it will be important to focus even more on structure, involvement and collaboration with institutions abroad and to associate internationalization with strategic development of the institutions. Mobility is important in itself, but must be based on quality. The number of Norwegian participants in student exchange and degree seeking students at foreign universities must increase, which will require a high standard of information and guidance. Mobility of academic and administrative staff should also increase. Studies abroad will continue to have high priority, especially student exchange and degree studies at master’s level (graduate students). The Government will adjust support for tuition fees so that students are motivated to choose studies of high quality. Zixin Hou, Professor and Former President, Nankai University and Qing Hua Liu, Associate Professor, Institute of Higher Education, Nankai University, China Internationalization and International Understanding through Higher Education - the Experience of Chinese Higher Education Universities of the 21st century need to face the objective realities of multi- cultural societies and even of multi-civilization squarely. They have to consciously absorb what other cultures have to offer all around the world, and to take up the new responsibility to train citizens of the world. Chinese education does not only strengthen international understanding by promoting the internationalization of its universities, it also actively develops cultural exchanges and cooperation by founding Confucius Institutes aiming at promoting the harmonious development of all the cultures around the world. Discussion Parallel Sessions 3. b. Friends Hall, NDU ICTs as Facilitators or Obstacles of Inter-Cultural Dialogue in Higher Education Online Universities have proven to be enablers of strong relations between the academic and student community they work with. Virtual learning environments mediate traditional cultural barriers, such as physical frontiers and time zones. Once technology is available, in any of its modes, people from different countries and from different social and economicIAU-NDU International Conference on Higher Education and Intercultural Dialogue 24
  25. 25. conditions can study and work together as equals. Ubiquity and accessibility have never been so close to being fully realized by the international higher education community; if anything, ICTs have played a major role in enabling people anywhere to access quality education. However, now that we have people from different places and with different ideas and religions working and studying together, we need to address a new challenge. How can the ICTs help build up a truly global community, based on the understanding, respect, and appreciation of cultural differences. Such issues are already being addressed by the international higher education community, with varying degrees of success, and new programs and collaborations are already providing the first answers. Many others are possible. A panel will discuss ongoing experiences and best practices, as well as what must still be done to face the challenges ahead. This session is organized jointly with the Open University of Catalonia (UOC), Spain. Chair Imma Tubella, President, Open University of Catalonia (UOC), Spain Speakers Bakary Diallo, Rector, African Virtual University, Kenya Working Across Borders, Language and Cultural Barriers: The Example of the AVU Multinational Project in 10 Countries and the Virtual Campus for Development and Peace Project The purpose of this presentation is to provide a brief description of the African Virtual University (AVU) and to share the experience of the AVU in using ICTs to promote regional integration and intercultural dialogue. The AVU Multinational project has brought together 17 countries from Anglophone, Francophone and Lusophone countries. The AVU is learning from its experience to implement the Virtual Campus for Peace and Development project, an initiative that will foster economic development and peace prevention/building across borders and language barriers. The African Virtual University (AVU) is a Pan African Intergovernmental Organization whose aim is to significantly increase access to quality higher education and training through the innovative use of information communication technologies. Over its 12 years of existence, the AVU has trained more than 40,000 students and has acquired the largest network of Open Distance and e-Learning (ODeL) institutions in Africa. One of the greatest assets is its ability to work across borders and language groups in Anglophone, Francophone and Lusophone Africa. The AVU Multinational Project is funded mainly by the African Development Bank. The project consist of developing a common program for four online Bachelor of Education in 10 countries, training university staff of 17IAU-NDU International Conference on Higher Education and Intercultural Dialogue 25
  26. 26. countries, installing 10 eLearning centers in 10 countries, and mainstreaming gender. The project has contributed to foster understanding and collaboration among the participating countries. The AVU will be launching the Virtual Campus for Development and Peace, an initiative developed in collaboration with the Open University of Catalonia. This initiative will use ICTs to foster economic development and peace in different parts of Africa. Ana Perona-Fjeldstad, Executive Director, The European Wergeland Centre, Norway The Establishment of the European Wergeland Centre, Building Bridges from Policy to Practice The European Wergeland Centre is a European resource centre on education for intercultural understanding, human rights and democratic citizenship. Established as an innovative cooperation initiative between Norway and the Council of Europe in 2008, it is located in Oslo, Norway. The Centre builds on and promotes the work performed by the Council of Europe and Norway for intercultural understanding, human rights and democratic citizenship. Open to all 47 member states of the Council of Europe, the EWC main target groups are education professionals: teachers, teacher trainers, decision makers and multipliers within education for intercultural understanding, human rights and democratic citizenship. By providing in-service training, supporting research, facilitating networks for further collaboration and disseminating information, the Centre aims at bridging the gap between the policy and the practice in our field. Discussion 16:00 Coffee/tea break 16:30 Closing Plenary Issam Fares Hall, NDU Chair Eva Egron-Polak, Secretary-General, International Association of Universities (IAU) Closing remarks Juan Ramón de la Fuente, President, International Association of Universities (IAU) Walid Moussa, President, Notre Dame University – Louaize, Lebanon Evening Cultural Evening & Reception at the Jeita GrottoIAU-NDU International Conference on Higher Education and Intercultural Dialogue 26
  27. 27. Bionotes of Speakers & ChairsEdward Alam, Secretary-General, Council for Research in Values and Philosophy,Lebanon Edward J. Alam is Associate Professor in the Faculty of Humanities, Notre Dame University – Louaize University, where he teaches philosophy and theology since 1996. As the university’s first full time Director of International Academic Affairs (1999-2004), he worked with Madonna University to secure a U.S. State Department’s higher education partnership grant (the first time the US State Department awarded this grant to a Lebanese institution of higher education); he implemented an “exchange” program with Bordeaux BusinessSchool; he initiated an internationally distributed book series in conjunction withGeorgia’s Press in New Jersey, and directed the signing of a number of agreementswith universities abroad. Alam also initiated and directed a Metanexus LSI projectdevoted to the interface between religion and science, which was awarded asupplementary grant in 2004 for its outstanding accomplishments.He published a major book and a number of articles in reputable InternationalPhilosophical and Theological Journals, most notably in the International CatholicReview, Communio. In 2003, Dr. Alam delivered a Plenary address in Rome at theSecond World Conference on Metaphysics, and again in Bangkok at the First AsianWorld Congress on Metaphysics and Mysticism; he has traveled extensively, givinglectures and chairing seminars in Iran, Korea, India, China, Thailand, Africa,Vietnam, Taiwan, Cambodia, Spain, Sweden (as visiting professor at Uppsalauniversity), and the U.S. He recently conducted a five week philosophy seminar atthe Catholic University of America in Washington, D.C.Alam was elected Secretary/Treasurer of the World Union of Catholic PhilosophicalSocieties in 2008, and most recently became the General Secretary of the Council forResearch in Values and Philosophy, CUA/NDU.Sjur Bergan, Head of the Department of Higher Education and History Teaching,Directorate General IV - Education, Culture and Cultural Heritage, Youth and SportCouncil of Europe, Strasbourg, France Sjur Bergan is Head of the Department of Higher Education and History Teaching of the Council of Europe. He represents the Council of Europe on the Bologna Follow Up Group and Board, chairs the Coordination Group on Qualifications Frameworks and is a member of the working group on the EHEA in a Global Setting. He has been Secretary to the Council’s Higher Education and Research Committee (CDESR) and he was a member of the editorial group for the Council’s White Paper on Intercultural Dialogue.IAU-NDU International Conference on Higher Education and Intercultural Dialogue 27
  28. 28. Sjur Bergan is series editor of the Council of Europe Higher Education Series, theauthor of a book on Qualifications: Introduction to a Concept as well as of numerousarticles and editor of books on various aspects of higher education policies and onthe heritage of European universities.Before joining the Council of Europe, Sjur Bergan held an administrative position atthe University of Oslo, where, as a student, he was a member of the AcademicSenate. He is a former AFS exchange student to Alton, Illinois.Agneta Bladh, Rector of University of Kalmar, Sweden, IAU Board Member Agneta Bladh is rector of University of Kalmar since February 2004. She holds a PhD in Political Science from Stockholm University (1988). From 1998 to 2004, Dr Bladh served as State Secretary at the Swedish Ministry of Education and Science, responsible for Higher Education and Research. From 1995 to 1998, Dr Bladh served as Director General at the National Agency for Higher Education. Dr Bladh is a member of the administrative Board of the International Association of Universities and member of several boards of national agencies, as well as university boards in Sweden.During 2009, Dr Bladh is chairing an international evaluation panel, assessing certainaspects of the latest university reform in Denmark.Andrea Blaettler, Executive Committee Member, European Students’ Union (ESU) Andrea Blaettler is a member of the Executive Committee of the European Students’ Union (ESU) and studying Political Science and Philosophy at the University of Lucerne. As an ESU Executive Committee Member she is coordinating the Academic Affairs Committee and thus focuses on issues such as the Bologna Process Implementation, Quality Assurance, Student Participation, Financing of Higher Education and Higher Education Governance. Andrea Blaettler is one of ESU’s two representatives in the Bologna Follow up Group and has participated in both the UNESCO Forum onHigher Education in the Europe Region: Access, Values, Quality and Competitivenessand the UNESCO World Conference on Higher Education 2009 on behalf of theEuropean Students’ Union. Previously she was chairing the international cooperationworking group of ESU for one year and as such co-organizing two global studentmeetings around the UNESCO World Conference. Within the Executive Committee ofESU Andrea now continues this work with the aim of strengthening the globalstudent movement.Saouma BouJaoude, Professor, American University of Beirut, LebanonIAU-NDU International Conference on Higher Education and Intercultural Dialogue 28
  29. 29. Saouma BouJaoude graduated from the University of Cincinnati, USA in 1988 with a doctorate in Curriculum and Instruction (emphasis on science education). From 1988 to 1993 he was assistant professor at the Department of Science Teaching, Syracuse University, USA. In 1993 he joined the American University of Beirut (AUB). He was Director of the Science and Math Education Center (1994 – 2003) and Chairperson of the Department of Education (2003 and 2009). Presently he is the Director of the Center for Teaching andLearning.Prof. BouJaoude has published in several international journals such as the Journal ofResearch in Science Teaching, Science Education, etc. In addition, he has writtenchapters in edited books in English and Arabic and has been presented at local,regional, and international conferences. Prof. BouJaoude presently serves on theeditorial boards of the Journal of Science Teacher Education and the InternationalJournal of Science and Mathematics Education. He is a consulting editor forInternational Review of Education and a contributing international editor for ScienceEducation. Prof. BouJaoude has been involved in educational projects in Dubai,Jordan, Egypt, Oman, Qatar, Saudi Arabia, in addition to Lebanon.Yazmin Cruz, Project Officer, Global University Network for Innovation (GUNI),Spain Yazmin Cruz holds a PhD. in Industrial Engineering from the Universitat Politècnica de Catalunya (UPC) with a thesis on Accreditation as a mechanism for ensuring the social commitment of universities: Proposal of qualitative criteria and indicators. Graduated in Civil Engineering, she holds a Master in Environmental Engineering from the Monterrey Institute of Technology (ITESM) and a Master in Industrial Waste Management from the UPC. She worked at the Environmental Centre (1996-2000) as well as the Virtual University and the Sustainable Development Centreof ITESM. From 2000 until 2002 she worked at the Business Council for SustainableDevelopment, Latin-American Chapter as ecoefficiency program coordinator. She hasalso been a consultant and auditor on ISO 14001.Between 2003 and 2005 she was working at the Environmental Planning Office ofUPC. She also worked for the UNESCO Chair on Sustainability at UPC on Europeanprojects in higher education. At present, she is project officer at GUNI.Darla Deardorff, Executive Director, Association of International EducationAdministrators (AIEA), Duke University, USA (10 min. Video Conference)IAU-NDU International Conference on Higher Education and Intercultural Dialogue 29
  30. 30. Darla K. Deardorff is executive director of the Association of International Education Administrators, a national professional organization based at Duke University, where she also teaches cross-cultural courses. In addition, she is an adjunct professor at North Carolina State University (NCSU) and the University of North Carolina-Chapel Hill and is on faculty of the Summer Institute for Intercultural Communication in Portland, Oregon. She has received numerous invitations from around the world to speak and consult on her research on interculturalcompetence and assessment and is a noted expert on these topics. With nearlytwenty years of experience in the international education field, she has publishedwidely on topics in international education, including her recent book, /Handbook ofIntercultural Competence/ (Sage, 2009). Dr. Deardorff holds a master’s anddoctorate from NCSU where she specialized in international education. Herdissertation, on the definition and assessment of intercultural competence, hasdrawn national and international attention and her intercultural competence modelsdeveloped through the research are being used by organizations and educationalinstitutions worldwide.Bakary Diallo, Rector, African Virtual University, Kenya Dr. Bakary Diallo has been working in the education sector for the past 20 years as a secondary school teacher, an academic, a consultant, a project administrator and a researcher. He joined the African Virtual University (AVU), an Intergovernmental Organization based in Nairobi Kenya, which specializes in Open Distance and Electronic Learning in August 2005. He held several senior positions within the organization before his appointment as the CEO/Rector of the AVU in August 2007. Prior to joining the AVU, he worked at the University of Ottawa as a part-time Lecturer at the Faculty of Education from July 2001 to July 2005, and as a Consultant ofIntegration of ICT in Education, at the Center for University Teaching. He taught atthe Secondary Level in Senegal from 1988 to 1997 before joining the University ofOttawa in 1997. Dr Diallo is fully bilingual (French and English).Assaad Eid, Professor of Applied Linguistics, Notre Dame University – Louaize,Lebanon Professor Eid earned a Licence d’Enseignement in English Language and Literature, a Postgraduate Teaching Diploma, and a Master in English Literature from the Lebanese University. From University of North Wales in the United Kingdom, he received a Master in Applied Linguistics. Back in Beirut in 1986, he earned a Doctor of Applied Linguistics from Saint Joseph University. Until recently, Dr. Eid was Dean of the Faculty of Architecture, Art and Design and before then Dean of the Faculty of Humanities. As Vice President for Research and Development since Fall 2007, Dr.Eid has played a central role in expanding home and overseas research activities,programs and endeavors. His research interests are in the fields of linguistics,applied linguistics and issues related to higher education teaching and learning. HisIAU-NDU International Conference on Higher Education and Intercultural Dialogue 30
  31. 31. recent research has been concerned with such topics as quality enhancement ofteaching and learning, global education and issues of cultural diversity andinternationalization.Dr. Eid is the author of several articles, a co-author of many textbooks, and editor ofprofessional books and journals. He has been a consultant, evaluator and referee inmatters pertaining to university administration and academic affairs.Eva Egron-Polak, Secretary-General, International Association of Universities (IAU) Eva Egron-Polak was educated in the Czech Republic, Canada and France. Having studied French Literature, Political Science and International Political Economy, her post- graduate research focused on higher education policy and particularly on early (mid-1980s) policy in this field by the European Union. She has had extensive experience in international cooperation in higher education having served for more than 15 year in various senior positions at theAssociation of Universities and Colleges of Canada (AUCC) prior to becoming theSecretary General of IAU in 2002. Her last position at AUCC before moving to IAUwas as Vice-President, International.As Secretary General of IAU, an independent global membership association ofuniversities and associations of higher education institutions, Eva Egron-Polak isengaged with many of the most pressing policy issues in higher education –internationalization of higher education and intercultural learning, quality of cross-border higher education, equitable access to and success in higher education,changing nature of institutional autonomy and the contribution of higher education tosustainable development or the UN Education for All programme, amongothers. Since her arrival at IAU, she has focused on expanding the Association’sconvening role, consolidating the Association’s capacity as a clearing house ofinformation and launched a number of projects, including regular and systematicglobal survey on internationalization and the LEADHER grants programme forprofessional development and North-South collaboration. She is a member of alarge number of committees at UNESCO, the OECD, the EU, and has expanded IAUpartnerships to include many new organizations.IAU-NDU International Conference on Higher Education and Intercultural Dialogue 31
  32. 32. Amr Galal El-Adawi, President, Beirut Arab University, Lebanon Professor Amr El-Adawi became President of Beirut Arab University in August 2006. He is professor of architecture at the University of Alexandria where he served as Dean of the Faculty of Engineering (2005-2006). Prof. El-Adawi is a consultant for the architectural design unit at the office of the Minister of Culture and for Mubarak City for Scientific Research and Technological Applications. He is also member of the supreme committee for the promotion of academic staff in Egyptian universities and of the High Supreme Court for Values in Egypt. Prof. El-Adawi joined the teaching staff at the Faculty ofEngineering, Alexandria University immediately upon graduation from the Faculty in1974. He received his M.Sc. in architecture from Alexandria University in 1980 andhis PhD in Urban Design from Liverpool University (England) in 1986. He then rosethrough the academic ranks to full professorship in 1997.Professor El-Adawis honors include the University of Alexandria prize (2008), theState Prize for urban landscape: The Development of Historic Sites, Egypt (2007),the Islamic Capitals and Cities Organization award for the improvement anddevelopment of Al-Mahmoudia Canal project (2001), and the Farsey ArchitecturalPrize for excellence in the environmental improvement of Al-Mahmoudia Canalproject (2000).Abdo El Kahi, Coordinator, Lebanese Center for Societal Research, Notre DameUniversity – Louaize, Lebanon Abdo El Kahi studied sociology, demographics and education administration. Before taking his current post at Notre Dame University – Louaize (NDU), he taught for a number of years at the Université Saint-Joseph, the Académie Libanaise des Beaux-Arts and at the Université St Esprit Kaslik. He is today Managing Partner at REACH MASS where he has been responsible for social studies since 1993; he has also led around fifty published studies as well as the project ‘Survey on Public Concerns’ with NDU (33 publications); he is also Director at the LebaneseCentre for Social Research at NDU (8 publications).Additionally, he has penned several books, the most recent being “La gestuelle del’esprit au cœur de la cité, (NDU, 2009) et Mémoires d’outre croyance (currently inpress, Ed., Seuil, Paris.)IAU-NDU International Conference on Higher Education and Intercultural Dialogue 32
  33. 33. Leila Maliha Fayad, President, Centre de Recherche et de développementpédagogiques, au Liban (CRDP), Ministry of Education and Higher Education,Lebanon Leila Fayad obtained a Licence in Arts and French Literature at the Lebanese University and a Doctorate at the Université Jean- Moulin, Lyon III, Lyon, France. From 1986 to 2002, she taught French and French Literature at the Lebanese University and at the University of Balamand, North Lebanon. She is the author of several specialized books in French and Arabic. She has been the Director General of the CPRD and a Member of the Administrative Board of the National Labour Institute and ofthe Directing Board of the Lebanese Civil Aviation Institute.Juan Ramón De La Fuente, President, International Association of Universities,Former Rector, Universidad Nacional Autónoma de México Former Rector of the Universidad Nacional Autónoma de México (UNAM), Juan Ramón De La Fuente obtained his MD at UNAM’s School of Medicine and trained in Psychiatry at the Mayo Clinic in Rochester, Minnesota where he was awarded the Distinguished Alumnus Award. After being appointed Professor at UNAM’s Medical School and Director of the University Programme for Health Research, he was nominated Vice-Chancellor for Science in 1989; Dean of the Medical School in 1991 and Rector of the University in 1999, a position for which he was reappointed for asecond term in 2003. He was the founding Head of the Clinical Research Unit at theMexican Institute of Psychiatry, and has contributed to Mexico’s health, highereducation and scientific research systems. Prof. De la Fuente was Mexico’s Ministerof Health from 1994 to 1999. He now is President of IAU.Saleh Hashem, Secretary-General, Association of Arab Universities (AArU), Jordan Prof. S. Hashem holds a Ph.D. in Russian Philology, Leningrad State University, an MA in Russian Philology, Leningrad State University, and a BA in Russian Language and Literature from the Faculty of Foreign Languages, Ain Shams University, Cairo, Egypt. He currently is the Secretary-General of Association of Arab Universities, holds a Regional Chair of the International Association of University Presidents (IAUP) for the Middle East and North Africa area and is a Member of the Board of Akhbar Al Yom Academy.Previously he has been Dean of the Faculty of Al-Alsun, Ain Shams University, thenVice President of Ain shams University for Higher Studies and Research and untilJune 2005 President of Ain shams University.He is Member of the Supreme Council for Policies, the National Democratic Party inEgypt, 2004, Member of the Advisory Board of Arab Thought Foundation, Lebanon,2005, Member of the Executive Committee of the World Public Forum "Dialogue ofCivilizations", 2006, Board Member of WCHE (World Conference on Higher Education)IAU-NDU International Conference on Higher Education and Intercultural Dialogue 33
  34. 34. UNESCO, Member of the advisory Board of TAG (Talal Abu-Ghazaleh College ofBusiness), Amman, Jordan , 2007, Member of the Board of Naif Arab University forSecurity Sciences, Riyadh, Saudi Arabia, President of the Arab Council for QualityAssurance and Accreditation of the Association of Arab Universities, HonoraryPresident of the Arab Network for Quality Assurance in Higher Education , Egypt.Simon S.M. Ho, Vice-Rector (Academic affairs), University of Macao, Macao SAR,China Professor Simon Shun-Man Ho is the Vice Rector (Academic Affairs) at the University of Macao. A seasoned academic, he has taught and held senior positions at numerous institutions, including the Hong Kong Baptist University and The Chinese University of Hong Kong over the past 20 years. Professor Ho is also an internationally known expert on corporate governance and assisted international organizations including the United Nation Conference on Trade and Development (UNCTAD) and the World Bank in developing the related guidelines. He is also a newspaper columnist on this subject.In recognition of his contributions to the field of corporate governance and corporatesocial responsibility, he was awarded the 2008 Faculty Pioneer Award (described asthe Oscar of the business school world by the Financial Times) by the AspenInstitute, USA.He was also named one of the 100 Most Influential People in Business Ethics 2008 byEthisphere, the worlds most recognized body in business ethics and anti-corruption.Janyne Hodder, President, The College of the Bahamas, the Bahamas, IAU BoardMember Ms. Janyne M. Hodder became President of The College of The Bahamas in July 2006 after serving as Vice Principal of McGill University in Montréal, Québec, Canada where she held portfolio responsibilities for Inter‐Institutional Relations and Development and Alumni Relations. In 1995, she was appointed Principal and Vice‐Chancellor of Bishop’s University in Sherbrooke, Québec, Canada, a post she held until 2004, becoming the first woman to head a university in Québec. Ms. Hodder joined Bishop’s following a ten‐year career with Québec’s Ministry of Education, having held various senioradministrative positions, including Assistant Deputy Minister. She holds master andbaccalaureate degrees from McGill University and in 2007 received an HonoraryDoctorate of Civil Law degree from Bishop’s University.A Board member of the International Association of Universities [IAU], in TheBahamas, she sits on the Boards of: The National Art Gallery of The Bahamas; TheClifton Heritage Authority; and The Antiquities, Monuments and MuseumsCorporation.IAU-NDU International Conference on Higher Education and Intercultural Dialogue 34

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