IIE Networker - Spring 2013 - (Page 26)

degree programs, multidisciplinary programs, and train-the-trainer programs. Second, connections between academic institutions and their communities are vital to sustainable change.2 U.S. partners brought the concepts of, and their experience with, service learning and extension services to these partnerships, concepts which were enthusiastically adopted and adapted. Partners often report that the initial stages of planning and working with local communities on empowerment initiatives are not easy because community leaders often expect the university to offer tangible resources such as infrastructure. Through sustained engagement and open communication, however, partners developed a realistic collaboration and communities came to a better understanding of the possibilities and limits of their collaboration. Community initiatives of higher education that reached out to structured groups were especially successful in the long run—for example, federations of farmers, school teachers groups, or self-help groups for women in rural areas. The importance of this crucial link with the community is further supported by external research and experiences of other organizations. One example is a recent report of the World Bank, “Accelerating Catch-up: Tertiary Education for Growth in Sub-Saharan Africa” (2009) articulated the way in which this mission of community service is being redefined. “…community service is being recast as a ‘third mission’ in which training, problem solving, and knowledge transfer in support of the economy become the reconstructed definition of service… In short, increasing societal welfare depends upon a nation’s economic competitiveness and upon its associated capacity to produce skilled workers and apply knowledge in order to meet this challenge” (page 51). HED has seen a corresponding evolution in the partnerships it is supporting through the collaboration with USAID. Third, higher education partnerships are becoming increasingly focused on broad, shared regional and even global concerns, concerns such as climate change, health care and alternative energy resources. The engagement of higher education in development is no longer a local project. At the University of Nairobi in Kenya, for example, students from Kenya, Sudan, and Ethiopia are benefitting from a partnership with Colorado State University for a recently launched Center on Sustainable Dryland Ecosystems and Societies. The center will introduce new courses on dryland development and has already trained University of Nairobi faculty and students on how to use the geographic information system. Doctoral students have gained research grants that involve outreach to the pastoral society in the region. In the area of HIV/AIDS health care, the University of Ghana (UG) is not only initiating ties with the University of Liberia in its health worker education project, but will leverage its partnership with Brown University, Yale University, and Tufts University to enrich UG’s faculty development through collaboration with two South Africa-based universities. Our research into the impact and effectiveness of higher education partnerships is continuing. For example, an HED working group is conducting a broad range review of recent studies of institutional capacity development in higher education institutions in the U.S. and overseas, as well as effects of organizational change interventions in other industries. We hope to learn from existing approaches to measuring the benefits and impacts of investments in institutional capacity development. From this initial work, HED hopes to conduct one or more research studies examining the social benefits of higher education in development (at the institutional level) and the effect of investments in human capacity development on leadership in higher education (at the individual level). Increasingly, the pressing problems of improving lives and communities require collaboration across the boundaries and borders of institutions, systems, and nations. Higher education has shown through its commitment to collaboration that partners can truly bring their “best and brightest” to addressing these challenges. ■ Jeanne Marie Duval is Deputy Executive Director of Higher Education for Development in Washington, DC. HED mobilizes the expertise and resources of the higher education community to address global development challenges. For more information about HED, visit www.hedprogram.org. Notes 1 2 More than 60 partnerships linking U.S. higher education institutions throughout the developing world were a subject of this review: 12 were in the Middle East and North Africa, 13 partnerships in South East Asia, 15 in South Asia, 12 in subSaharan Africa, and eight in Mexico. 29 partnerships in the sample (about half) reported that outreach and extension activities stemming from HED partnerships were continuing at the time of the assessment. SOURCES: http://hedprogram.org/ourwork/partnerships/GHA2011-07-01.cfm Colorado State University and University of Nairobi (Kenya) partnership: http://hedprogram.org/ourwork/partnerships/KEN- 2011-04-01a.cfm HED Annual Report 2011: http://hedprogram.org/ resources/HEDAR2011.cfm Red Rocks Community College and Al-Huson University College (Jordan): http://hedprogram. org/impact/success/2012_SS_ Redrocks_HUC.cfm Developing a Gender Studies Program in Georgia By Joanna Regulska IN 2002, A Georgian colleague and sociologist from the Tbilisi State University spent several months at Rutgers University. At the end of his stay, faculty from Rutgers were invited to Tbilisi to give a series of lectures. I was among the invited faculty members 26 and so began my relationship with Georgia and TSU. Meeting colleagues at TSU, learning about Georgia, falling in love with the people, the food and the country, and engaging in conversations about women’s and gender studies was the beginning of, by now, a more-thandecade-long relationship. When I was asked, in 2005, by Georgia’s Center for Social Studies (CSS) to apply to become a Non-Residential International Scholar under the International Higher Education Support Program’s www.iie.org/iienetworker http://www.hedprogram.org http://www.hedprogram.org/ourwork/partnerships/GHA http://www.hedprogram.org/our-work/partnerships/KEN-2011-01-01a.cfm http://www.hedprogram.org/resources/HEDAR2011.cfm http://hedprogram.org/impact/success/2012_SS_Redrocks_HUC.cfm http://www.iie.org/iienetworker

Table of Contents for the Digital Edition of IIE Networker - Spring 2013

A Message from Allan E. Goodman
2013 IIE Andrew Heiskell Awards for Innovation in International Education
IIENetworker Minister of Education Interview Series
Higher Education and Diff erent Notions of Development
Advancing Development Through International Partnerships
Developing a Gender Studies Program in Georgia
Higher Education and Community Development
The University of Cologne’s Capacity-Building Project in Myanmar
Promoting International Development by Collaborating with Industry
International Development and Higher Education
Harnessing the Power of Women with Disabilities
Community College Global Partnerships Bring Local Benefi ts
Building vs. Being
Higher Education and Development through Cultural Relations
The Institute of International Education’s Work in Iraq and Myanmar
Re-Envisioning Internationalization
Advertisers Index

IIE Networker - Spring 2013