PARTNERSHIPS BETWEEN DEVELOPED AND DEVELOPING COUNTRIES Russel C. Jones Advisor Khalifa University of Science, Technology and Research

P2 DRIVING FORCES FOR DEVELOPING COUNTRIES Developing countries – rich and poor alike – want to evolve from resource based or agricultural economies to “knowledge based economies” They see the beneficial results of technological developments in such developed countries as South Korea and the United States, which have used their knowledge based strengths to foster substantial economic development The basis for development of a knowledge based economy must be effective education – local human capacity built through education and training of bright young people to work at the state-of-the-art of the current global economy Engineering education is an effective vehicle for building such an economy

P3 DRIVING FORCES FOR UNIVERSITIES IN DEVELOPED COUNTRIES The flow of international students to the United States and other developed countries has decreased –After the 911 terrorist attacks, the flow of Middle East students to the US reduced substantially concern about how their Muslim religion and Arabic culture would be received Visa processes became more lengthy and difficult –In several countries such as China and India, rapid development of local educational opportunities is allowing students to stay at home

P4 EDUCATIONAL PARTNERSHIPS IN THE MIDDLE EAST These factors have influenced the interest of US universities in developing programs in the Middle East Several developing countries with extensive wealth from natural resources, such as the oil-rich countries of the Middle East, are aggressively pursuing diversification of their economies –They recognize that the world plans to buy less oil –They are using current income from oil and gas sales to invest in high tech commercial developments Many US universities legitimately wanted to broaden their international activities, and the interest by oil-rich countries to upgrade and expand their educational programs has appropriately led to many partnerships.

P5 TYPES OF PARTNERSHIPS Partnerships between universities in developing and developed countries may take several forms: –branch campuses in foreign countries, offering at least a portion of the programs there that are offered on the home campus –a partnership relationship between a local university in a developing country and one in a developed country –distance education is yet another model – albeit less effective in providing an immersive developed country education –consulting advice to foreign universities or governments on how to develop educational programs in the developed country model

P6 US ENGINEERING PROGRAMS IN THE MIDDLE EAST QATAR Education City in Doha Texas A&M University at Qatar (undergraduate programs in chemical, electrical, mechanical and petroleum engineering; master’s degrees starting) Carnegie Mellon Qatar (undergraduate programs in computer science, business administration, and information systems) SAUDI ARABIA KAUST King Abdullah University of Science and technology being built, with degrees in 11 engineering and science areas Collaborations with Woods Hole Oceanographic Institution, University of California at San Diego, Cornell University, Stanford University, and with faculty members at several more US universities.

P7 MORE US ENGINEERING PROGRAMS IN THE REGION UNITED ARAB EMIRATES – DUBAI Michigan State University Dubai (bachelor’s degree programs in computer engineering and construction project management; graduate degree program in supply chain management) Rochester Institute of Technology Dubai (master’s degree programs in electrical engineering, mechanical engineering, and networking and systems administration)

P8 MORE US ENGINEERING PROGRAMS IN THE REGION UNITED ARAB EMIRATES – ABU DHABI Petroleum Institute (initiated with major assistance from Colorado School of Mines; offers bachelor’s degrees in areas of interest to the oil and gas industries) New York Institute of Science and Technology (bachelor’s and master’s degree programs in computer science and information technology) Masdar Institute of Science and Technology (graduate programs in alternative energy fields, being developed in collaboration with MIT) Khalifa University of Science, Technology and Research (currently developing partnerships with US universities) New York University establishing international duplicate campus – including engineering programs

P9 ISSUES WITH BRANCH CAMPUSES IN THE MIDDLE EAST LOWER THAN PLANNED ENROLLMENTS (George Mason University branch at Ras al Khaymah has collapsed) ACCREDITATION (home campus, local) FACULTY STAFFING (home campus faculty members to assure quality) ATTRACTION OF LOCAL NATIVE STUDENTS (many below admission levels sought)

P10 BENEFITS TO DEVELOPING COUNTRIES The presence of developed country higher education programs benefits the developing country –by building local capacity and education infrastructure; –reducing the outflow of domestic students, with the associated financial and brain drain; –attracting foreign students who can contribute to intellectual richness and may stay on as skilled immigrants; –and transferring of foreign models of research, teaching and administration

P11 CONCLUSIONS US UNIVERSITIES ARE RESPONDING TO NEEDS OF OIL-RICH COUNTRIES Human capacity building for new directions in Middle East countries International experience, and new income source, for US universities MANY POSITIVE ASPECTS, MANY WHERE JURY IS STILL OUT Correlation between market needs and programs offered Adequate numbers of native students of appropriate quality Who has authority over what

P12 Thank you