1. International Contexts and Development: A Responsive Approach to Enhancing Education
Joseph B. Berger
University of Massachusetts Boston
Presented at Tiradentes University
October 23, 2018
College of Education and Human Development

2. Agenda Mission & Context of Higher Education My International Work
Values Framework for Higher Education
Guiding Principles
Assessing Assets
Engaging Work
Enhancing Capacity
Producing Impact
Reflecting Learning
Responsive Scholarship Cycle

3. Mission of Higher Education
educate highly qualified graduates able to meet the needs of the present and future society;
provide opportunities for higher learning throughout life as a contributing citizen in society;
create and advance knowledge through research and provide relevant expertise to assist cultural, social and economic development;
help understand, interpret, preserve, enhance, and promote national and regional, international and historic cultures, in a context of cultural pluralism and diversity;
help protect and enhance societal values which form the basis of democratic citizenship;
contribute to the development and improvement of education at all levels.
(adapted from UNESCO, 1998)

4. Higher Education Trends
Higher education is rapidly expanding around the globe
Increasingly cross-cultural
Increasingly costly & competitive
There is a need to enhance and development these efforts in authentic and sustainable ways
(Marginson & Rhoades, 2002)
There is a lack of practical research be conducted in higher education that directly informs policy and practice (Terenzini, 1996; Rhoades, 2006; Milem, 2009; Blanco & Berger, 2014)
Over-emphasis on “World-class Quality”

5. My International Work: Sample Projects
Russia
China
Pakistan
Afghanistan
Colombia
Brazil
Malawi

6. My International Work: Sample Projects
Malawi University Partnerships for Institutional Capacity (UPIC) - collaborative partnership designed to create the first two graduate degrees in education in Malawi. 
Northwest China Leadership Development– joint effort improve professional development for educational leaders across the five northwestern provinces of China.
Afghanistan Higher Education Projects – series of USAID-funded projects working across Afghanistan to rebuild higher education throughout the country.
Palestine Leadership and Teacher Development (LTD) – project to improve the capacity of faculties of education to better train secondary teachers in Palestine.
Pakistan Community College Leadership Program – project to improve the managerial capacity of administrative and academic leaders in community colleges in Pakistan
Colombia Center for Educational Development - creation of an educational research center

7. Higher Education Value
Socio-cultural
Context
Individual
Access
Relevance
Investment
Quality
Policy
Environment
Academic
Unit
Output
Outcomes
Impact
Drivers
Higher Education Value
Framework
Blanco & Berger (2018)
Time

8. Responsive Scholarship Cycle
Guiding Principles
Assessing Assets
Engaging Work
Enhancing Capacity
Producing Impact
Reflecting Learning

9. Guiding Principles Scholarly engagement is mission-driven
Social justice and equity are core drivers
Apply scholarly expertise to real world challenges
Learning and development are multi- directional for mutual benefit
Motivation matters

10. Guiding Principles Respect and honor local expertise
Adapt, not adopt, knowledge and best practice
Teaching, research, service, and leadership are inquiry-driven
Implement work at multiple levels: macro- (policy), meso- (organizational), and micro- (individual)
Embrace “Trade-offs”
Sustainability is essential

11. Assessing Assets Focus on “assets” rather than “needs” 3 purposes
Technical – the rigorous collection and analysis of empirical data that informs the research questions that guide the work.
Cultural – the intentional effort to be immersed in and engaged with the local culture in order to better understand each unique context.
Relational – the identification and building of personal relationships across cultures that serve as the foundation of future work. Organizational agreements and contracts are necessary, but not sufficient, for the success of sustainable improvement in cross-cultural projects – strong personal working relationships are essential for success.

12. Assessing Assets - Technical
Types of Questions
Perceptions
Challenges
Values
Resources
Priorities

13. Assessing Assets - Cultural
Core Values
Norms
Espoused Values
Artifacts

14. Assessing Assets - Relational
Expertise
Integrity
Values
Positionality
Attitude & Aptitude

15. Engaging Work - Theory of Change
Impact
Outcomes
Outputs
Activities
Inputs

16. Engaging Work Activities Micro-level (Individual)
Faculty Professional Development
Meso-level (Organizational)
Graduate Education Program
Macro-level (Policy System)
Quality Assurance System

17. Engaging Work – GANTT Chart
Objective
Responsible Person
Indicator/
Deliverable
Year 1 Q1 Q2 Q3 Q4
Objective 1
Activity A
Activity B
Objective 2

18. Enhancing Capacity Macro Develop Policy Policy Analysis
National Strategic Plan
National Centers
National Assessments
Meso
Organizational Development
Institutional Strategic Plan
Faculty Development Center
New Programs
Curricula
Public-Private Partnerships
Micro
Faculty Development
Leadership Development
Student Development

19. Producing Impact

20. Producing Impact
Leadership is an influence relationship among leaders and followers who pursue continuous change-oriented improvement that builds upon their mutual socially-just values and shared achievements.
(Adapted from Rost, 1988)

21. Reflecting Learning Ongoing Formative Assessment
Constant Member-checking
Sustained Dialogue
Monitor Trade-offs
Dynamic Adapting
Use Multiple Formats to Represent Ideas

22. Further Information THANK YOU
Joseph B. Berger
Dean and Professor
College of Education and Human Development
University of Massachusetts Boston
THANK YOU