This document discusses higher education and economic development by linking higher education to market forces. It emphasizes the importance of developing a skilled workforce through higher education to meet the needs of the knowledge economy and global businesses. It discusses the importance of institutional autonomy and accountability to various stakeholders, including students, faculty, government, and businesses. It also outlines approaches for quality enhancement in higher education, such as the PDCA cycle and Deming's philosophy of continuous improvement.

1. Higher Education and
Economic Development
Linking Higher Education to
Market Forces

2. Introduction
• Knowledge economy
• Addressing brain drain
• Need for intellectual
excellence in all areas
• Visioning a partnership
of training and
economic development
• Shared vision for the
Kurdish Region

3. Introduction
• Importance of
general knowledge
• Importance of
specific knowledge
• Human resource
demands of global
businesses – What
do they want?

4. Importance of Institutional
Autonomy that is Accountable
• General Public
• Higher Education
Community
• Government
• Students
• Business

5. General Public
• Contribution to a civil society
• Inclusive discourse and debate
• Cultural enhancements
• Preparing the future generations for robust
economic development within a
representative governmental structure that
will ensure the stability and growth of a
nation

6. Higher Education Community
• Offering comparable degrees
within a transparent structure
of quality
• Seeking cooperation in the
higher education enterprise
that allows mobility of faculty
and students
• Participating in the global
higher education community

7. Government
• Providing accountability for government
financial support
• Supporting and contributing to the mission
and vision of the country
• Graduating students in a timely manner
equipped with skills necessary to advance
the civic, economic, and research
strategies

8. Students
• Providing access
• Providing for the highest quality education
available with existing resources
• Offering degrees that match up with
interests, passions and skill sets
• Providing services and courses necessary
for on-time graduation
• Providing meaningful practical
experiences

9. Business
• Providing highly qualified graduates with
the necessary skill-sets to advance
business agendas for existing enterprises
– Entry level - skilled
– Management
– Technical
• Providing research to create new jobs and
industries; fostering the entrepreneurial
spirit

10. Creating a Responsive
Higher Education System
• Mission Driven Institutions
• Engages All Stakeholders
• Has Available Resources to Accomplish
Mission
• Develops Measurable Plans Around the
Future of the Kurdish Region
• Has Strategies for Student Recruitment

11. Mission Driven Institutions
• Understands clearly strengths and
limitations
• Careful planning with limited resources
• Constantly assess around mission focus
• Looks to ultimate goals and outcomes
that are congruent with the business and
government interests

12. Engages All Stakeholders
• Faculty
• Students
• Alumni
• Board
• Ministry
• Business

13. Available Resources to
Accomplish Mission
• Teaching and Learning
• Research
• Technology
• Sources
– Ministry
– Business partnerships

14. Measurable Plans for the Future
of the Kurdish Region
• Retaining and attracting scholars
• Moving research to patents and job creation (i.e.
EPSCoR)
• Using the university for corporate attraction
• Business incubators for entrepreneurial thinking
in an emerging economy.
– Focus on small to medium enterprises
– Support existing business for expansion

15. Student Recruitment
• Adequately prepare students for university level
work
• Keeping the brightest in the Kurdish region
• Utilization of international education (service
commitment scholarships)
• Attracting some of the best students to all areas of
study
• Providing opportunity for under-prepared and low-
income
• Incentive toward certain professions (scholarships –
Corporate named scholars)

16. Partnership Examples
• Recent corporate relocations to Tennessee:
– Automotive (management and production)
– Technology production
• Belmont’s leadership institute
• Tusculum’s corporate site degree programs
• Lipscomb’s institutes for ethics and conflict
resolution
• Faculty/Student research partnerships
• Business incubators

17. Challenges
• Need for open and transparent economic vision
and plan
• Need for focus in higher education
– Program justification
– Responsiveness
• Scarce resources
• Lack of data on education attainment
• Strong lower and higher education systems that
provide opportunity for everyone

18. Education Programs
Maintaining quality and focus

19. Education Programs
• Each academic program:
– Must demonstrate that it is consistent with the
university mission
– Must be approved by the faculty and administration
– Establishes and evaluates programs and learning
outcomes
• Faculty are empowered and accountable at the
university level to adjust curriculum that is
cutting edge and responsive to regional, national
and global challenges

20. Education Programs
• Decentralized admission
decisions at the campus
level which are
consistent with the
mission of the university
– Selectivity
– Competencies
– Program admission aligns
with objectives and
desired outcomes

21. Education Programs
• University uses
technology to
enhance student
learning appropriate
to meeting the
program goals and
objectives and
ensures that the
students have access
to training and use of
technology

22. Education Programs
• Faculty hold the primary responsibility for
curricular
– Content
– Quality
– Effectiveness
• Faculty hold the responsibility for determining
learning outcomes for courses and degree
programs
• Programs must demonstrate knowledge
progression (ratcheting)

23. Education Programs
• First Cycle: Undergraduate Programs
– Institution identifies university-level
competencies within the general education
core and provides evidence that graduates
have attained those competencies
• Program level
• Course level

24. The Bologna Process for U.S. Eyes:
Re-learning Higher Education in
the Age of Convergence
Clifford Adelman
April 2009

25. Short Cycle
• Demonstrate knowledge and understanding that builds
upon secondary education
• Can apply knowledge to occupational contexts
• Ability to identify and use data to formulate responses to
well-defined concrete and abstract problems
• Communicate about their understanding, skills, and
activities, with peers, supervisors, and clients
• Possess the learning skills to undertake further studies
with some autonomy

26. First Cycle
• Demonstrated knowledge and understanding that builds
upon secondary education, and is typically at a level
that, whilst supported by advanced textbooks, includes
some aspects that will be informed by the forefront of
their field of study
• Can apply knowledge in a manner that indicates
professional approach to their work or vocation, and
have competencies typically demonstrated through
devising and sustaining arguments and solving problems
within their field of study

27. First Cycle – (Continued)
• Have the ability to gather and interpret relevant data
(usually within their field of study) to inform judgements
that include reflection on relevant social, scientific or
ethical issues;
• Can communicate information, ideas, problems and
solutions to both specialists and non-specialist
audiences; and
• Have developed those learning skills that are necessary
for them to continue to undertake further study with a
high degree of autonomy

28. Education Programs
• Second Cycle: Graduate Programs
– Demonstrate that graduate programs are
progressively more advanced than
undergraduate programs
– Graduate studies and support should foster
• Independent learning
• Contribution to profession or field of study
– Residency and ECTS requirements should be
met

29. Second Cycle
• Have demonstrated knowledge and understanding that
is founded upon and extends and/or enhances that
typically associated with Bachelor’ s level, and that
provides a basis or opportunity for originality in
developing and/or applying ideas, often within a research
context
• Can apply their knowledge and understanding, and
problem solving abilities in new or unfamiliar
environments within broader (or multidisciplinary)
contexts related to their field of study;

30. Second Cycle (Continued)
• Have the ability to integrate knowledge and handle
complexity, and formulate judgments with incomplete or
limited information, but that include reflecting on social
and ethical responsibilities linked to the application of
their knowledge and judgments;
• Can communicate their conclusions, and the knowledge
and rationale underpinning these, to specialist and non-
specialist audiences clearly and unambiguously; and
• Have the learning skills to allow them to continue to
study in a manner that may be largely self-directed or
autonomous.

31. Tuning Model
• Subject specific
– Multi-institutional
– Faculty driven
– All key stakeholders
– Does not determine 100% of content, just
general learning outcomes
• Thematic Networks
– Deal with specific cross border issues and
curriculum solutions

33. Subject Dependent Outcomes
First Cycle
• Demonstrate knowledge of the foundation and history of
that major field;
• Demonstrate understanding of the overall structure of
the discipline and the relationships both among its sub-
fields and to other disciplines;
• Communicate the basic knowledge of the field
(information, theories) in coherent ways and in
appropriate media (oral, written, graphic, etc.);
• Place and interpret new information from the field in
context;

34. Subject Dependent Outcomes
First Cycle
• Demonstrate understanding and execution
of the methods of critical analysis in the
field;
• Execute discipline-related methods and
techniques accurately; and
• Demonstrate understanding of quality
criteria for evaluating discipline-related
research.

35. Subject Dependent Outcomes
Second Cycle
• Within a specialized field in the discipline,
demonstrates knowledge of current and leading
theories, interpretations, methods, and
techniques;
• Can follow critically and interpret the latest
developments in theory and practice in the field;
• Demonstrates competence in the techniques of
independent research, and interprets research
results at an advanced level;

36. Subject Dependent Outcomes
Second Cycle
• Makes an original, though limited,
contribution within the canons and
appropriate to the practice of a discipline,
e.g. thesis, project, performance,
composition, exhibit, etc.; and
• Evidences creativity within the various
contexts of the discipline.

37. European Credit Transfer
System (ECTS)
• Focuses on student
workload
• Learning outcomes
• Course Grades
– Credits do not have to
be the same, just
comparable

38. Diploma Supplement
• Information about the credential awarded
• Information on the level of the credential
– Provides narrative about the overall education
experience to provide degree context in the
international community
• Information on the contents of the course
of study and results gained
– Full time/part time; internships; theses; etc.

39. Diploma Supplement
• Statement of the purpose and function of
the credential
– Labor force or research preparation?
– Confer status in a regulated profession?
• Additional information; such as:
– Academic honors
– External examinations or licenses
– Institution or community service
– Student research
– Language proficiency

40. Quality Enhancement
• Institutions are to demonstrate that they
are seeking to improve
• Institutions are allowed to determine the
best process to accomplish ongoing
quality
• Regional bodies have adopted Quality
Enhancement Processes (QEP)
• Examples of PDCA and Deming

41. Quality Enhancement
• PDCA – Walter Shewhart
and later adopted by
Edwards Deming
– Plan
– Do
– Check
– Act

42. PDCA
• Plan
– Define the problem or opportunity; Determine
what it is that you are trying to improve
– Identify who owns the process
– Limit your investigation
– Include all the stakeholders
– Analyze the situation
• Fully assess your current process
• Brainstorming techniques
• Data driven analysis
• Qualitative analysis

43. PDCA
• Plan (continued)
– Benchmarking
• Comparative processes
• Aspiring processes
– Objectify the process (drive out fear and
institute pride)
• Do
– Implement corrective actions
– Document the procedures of implementation
– Monitor and measure changes (collect data)

44. PDCA
• Check
– Analyze information collected on the change
actions and outcomes
– Monitor trends (discount for special cause
variations)
– Compare results against expected results
• Act
– Expected results? Yes, congratulations!
– Additional improvement? PDCA

45. Quality Enhancement
• Additional Tools:
– Flow Charts
– Brainstorming
– SWOT
• Strengths
• Weaknesses
• Opportunities
• Threats
• Examples – Student Services

46. Edwards Deming
• Create constancy of purpose toward
improvement of product and service
• Adopt a new philosophy of a global age
• Cease inspection of the end product as a
substitute for true quality
• Use quality improvement to reduce cost
• Improve constantly and forever
• Institute life-long learning/training on the
job

47. Edwards Deming
• Institute leadership; not merely supervision
• Drive out fear so that everyone may
contribute to the betterment of the
university
• Break down barriers between departments
and universities
• Do not rely on slogans to institute change
• Eliminate quotas and institute leadership

48. Edwards Deming
• Eliminate management by objective and
instill pride in work; for all levels of the
university staff, administration, and faculty
• Institute programs of improvement for
processes and individuals
• Engage everyone at the university to
implement and sustain quality
improvement