International Educator - May/June 2019 - 18

QUICK QUESTIONS

they are satisfied and are not satisfied
with, and we do not take vengeance
upon critics-possibly one of the reasons
that we have never had a student strike,
unlike some African higher education
institutions. These students are older, very
experienced, and very dedicated people;
many have a high social profile. In a public
administration class, you may have a
cabinet minister, a member of parliament,
and a university rector. You cannot use
power over these people.
One particular type of student you
have experience training is university
leaders. What specific development
needs do they have?
We need greater development of university
leaders with respect to management and
leadership skills. Most higher education
institution leaders are good academics, but
they are short on people management skills,
financial management skills, and acumen
to address politics and deal with their
environment with rationality and logic.
When you become a vice chancellor
[the top executive leadership position
under the British tertiary model], you
need to have had leadership experience at
the lower levels. We do train these types
of people through executive certificate
courses in leadership of higher education
and through a postgraduate diploma,
master's, and PhD specialization in higher
education management.
Additionally, higher education is
unique. It is an arena where you invite
competitors to assess the suitability of your
products. When these students are going
to graduate, we invite people from other
universities to externally examine their
theses, which is something you cannot do
with individuals employed in the private
sector, like, for example, auditors, due to
confidentiality issues.
Securing employment after higher
education and achieving career
progression are tall orders in much of
Africa. How do you assist your students
in meeting these challenges?
18  

INTERNATIONAL EDUCATOR M AY + J U N.2019

NAFSA's Global Dialogue
Fellowship Program
Launched in 2014, this program
seeks to assist university leaders
in sub-Saharan African countries
increase their institution's
international education capacity
and bring their expertise to
colleagues in the United States.
The program is designed
to support academic leaders and
faculty members in developing
new and deeper international
opportunities for students,
scholars, faculty, and exchange
visitors at their home institution,
and to create new channels
of dialogue with academic
leaders from around the world.
Fellows are paired with
partners from U.S. institutions
in a two-year program.
For more information, visit
nafsa.org/globalfellows.

We have a mix of students. The majority
are already working. For those not
working, we have a business incubation
center that assists them, including
[facilitating] interactions with the private
sector for MBA students. Our master's
students often have business ideas that we
share with the private sector. We also ask
our guest speakers to share opportunities
to work with their companies. Given that
students' research and our assignments
are work-based, this allows students to
interact with employers in a way that
fosters career development.
We also have an innovation center
to help students come up with business
ideas. For example, one student came up
with the idea of making bags out of plastic
tubes, which they turned into a business.
Another created a business making soap
from home.
UMI has a wide variety of partnerships,
exchange programs, and collaborations
with Western higher education
institutions, as well as those in Africa.

How do you ensure such relationships
are effective and beneficial?
Partnerships tend to be effective when there
is a mutual expression of expectations and
each partner is clear about what they expect
and how the partnership will work. The
second element that helps such activities
be productive is when management of the
partnership project is integrated within the
institution's routine activities, rather than
being centered around a single person or
department. That tends to give it a higher
chance of working out. The last element
is top leadership commitment. Here at
UMI, our top leadership is very committed
to partnerships so long as they fit within
the confines of our partnership and
collaborations policy framework.
How does that work out in practice?
As much as partnerships are about
institutions, they are also about people.
The benefits of the partnership should be
clear to each partner; whereas, sometimes
the intentions are hidden. For example,
some partners say they want to go into
the partnership to do research, but they
only want to research their questions,
not those of interest to their partner.
Another example is where the African
partner wants the foreign partner to
cover administrative costs in cases where
the former is struggling to meet funding
goals. So there needs to be a realistic
consideration of the costs involved in the
partnership and how they will be borne.
Finally, if the top leadership of both
institutions are not convinced, the chance
of collapse of the partnership is very high
given that it may not receive the needed
time and financial commitments. We had a
partner who wanted to set up a specialized
center at UMI and wanted to bring their
faculty and money to set it up and then
leave. We said [to them], if you are bringing
staff with experience in areas we don't have,
we would like to have our own staff learn.
So we were looking beyond the financial
benefits that center would have brought
to fulfill other objectives of increasing our
reputation and research productivity.


http://www.nafsa.org/globalfellows

International Educator - May/June 2019

Table of Contents for the Digital Edition of International Educator - May/June 2019

From the Desk of
In Brief
Global Spotlight: Iran
Quick Questions
Feature: Africa’s Education Evolution
Feature: Mental Health: At Home and Abroad
Feature: The Faces of International Education
Education Abroad
International Student Affairs
International Enrollment Management
International Education Leadership
Forum
Take 5
International Educator - May/June 2019 - Cover1
International Educator - May/June 2019 - Cover2
International Educator - May/June 2019 - 1
International Educator - May/June 2019 - 2
International Educator - May/June 2019 - 3
International Educator - May/June 2019 - 4
International Educator - May/June 2019 - 5
International Educator - May/June 2019 - 6
International Educator - May/June 2019 - 7
International Educator - May/June 2019 - From the Desk of
International Educator - May/June 2019 - In Brief
International Educator - May/June 2019 - 10
International Educator - May/June 2019 - 11
International Educator - May/June 2019 - 12
International Educator - May/June 2019 - 13
International Educator - May/June 2019 - 14
International Educator - May/June 2019 - Global Spotlight: Iran
International Educator - May/June 2019 - Quick Questions
International Educator - May/June 2019 - 17
International Educator - May/June 2019 - 18
International Educator - May/June 2019 - 19
International Educator - May/June 2019 - Feature: Africa’s Education Evolution
International Educator - May/June 2019 - 21
International Educator - May/June 2019 - 22
International Educator - May/June 2019 - 23
International Educator - May/June 2019 - 24
International Educator - May/June 2019 - 25
International Educator - May/June 2019 - 26
International Educator - May/June 2019 - 27
International Educator - May/June 2019 - 28
International Educator - May/June 2019 - 29
International Educator - May/June 2019 - 30
International Educator - May/June 2019 - 31
International Educator - May/June 2019 - 32
International Educator - May/June 2019 - 33
International Educator - May/June 2019 - 34
International Educator - May/June 2019 - 35
International Educator - May/June 2019 - Feature: Mental Health: At Home and Abroad
International Educator - May/June 2019 - 37
International Educator - May/June 2019 - 38
International Educator - May/June 2019 - 39
International Educator - May/June 2019 - 40
International Educator - May/June 2019 - 41
International Educator - May/June 2019 - 42
International Educator - May/June 2019 - 43
International Educator - May/June 2019 - 44
International Educator - May/June 2019 - Feature: The Faces of International Education
International Educator - May/June 2019 - 46
International Educator - May/June 2019 - 47
International Educator - May/June 2019 - 48
International Educator - May/June 2019 - 49
International Educator - May/June 2019 - Education Abroad
International Educator - May/June 2019 - 51
International Educator - May/June 2019 - International Student Affairs
International Educator - May/June 2019 - 53
International Educator - May/June 2019 - International Enrollment Management
International Educator - May/June 2019 - 55
International Educator - May/June 2019 - International Education Leadership
International Educator - May/June 2019 - 57
International Educator - May/June 2019 - 58
International Educator - May/June 2019 - 59
International Educator - May/June 2019 - Forum
International Educator - May/June 2019 - 61
International Educator - May/June 2019 - 62
International Educator - May/June 2019 - 63
International Educator - May/June 2019 - Take 5
International Educator - May/June 2019 - Cover3
International Educator - May/June 2019 - Cover4
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