Adaptation Strategies of Sub-Saharan Higher Education Systems to the Renewed Emphasis on

their Economic Development roles.

• By

Pascal S. Doh Higher Education Group (HEG),

School of Management University of Tampere, Finland

• Email: dvcacademics@yahoo.com, pascal.doh@uta.fi

Background of PresentationBackground of Presentation• Malawi, Cameroon, Zambia as early comers for

HE in the PRSP of 2000s (Bloom et al, 2006)• Policy Env. -The RRA Vs the K. economy.• MDG + EFA• Choice of Author: Cameroon• Method: Qualitative (Case study)• Theory driven: NIS, En. Univ + 3rd Mission• Study Population: Policymakers & Academics• Source: Interviews & Review of documents• Objective: Perceptions + transformation

processes• Focus of Presentation: The Transformation Processes.

Cameroon: Country CharacteristicsCameroon: Country Characteristics

• Location: Between W. & C. Africa• Population• Relative stability• Bilingual/Bicultural Country• Position in K. Economy Index (Last 13 in 2009)• Giant of Primary Secondary and HE in SSA• Education: 20% of National budget• Highly resource endowed & dependent • Middle range as aids-dependent & middle

income country (UNDP 2006, 35).• Highly indebted poor country by 2006• Strong Donor involvement, including in HE

Xtics of the Higher EducationXtics of the Higher Education•Age : 50Age : 50•Participation rate of bn 7.2 & 10 (UNESCO) Participation rate of bn 7.2 & 10 (UNESCO) •8 State Universities (85%) + 65 Private HEIs 8 State Universities (85%) + 65 Private HEIs (15%)(15%)

• Bilingual /Bicultural HE systemBilingual /Bicultural HE system•Grossly Publicly funded systemGrossly Publicly funded system•Governance: Gov’t Centralised + Acad OligarchyGovernance: Gov’t Centralised + Acad Oligarchy•Underfunded postgraduate & ResearchUnderfunded postgraduate & Research•Sparse & unsustainable grantsSparse & unsustainable grants•Highly donor/aids-dependent for Research Highly donor/aids-dependent for Research Grants Grants •Sub-Regional leader in internationalisation Sub-Regional leader in internationalisation •Spear header of reform : Spear header of reform : Case of HE & poverty Case of HE & poverty reduction + Professionalisationreduction + Professionalisation

Background of Emphasis : Regional & Background of Emphasis : Regional & National Economic role for HE in CameroonNational Economic role for HE in Cameroon•Renewed trust in HE: A diversion + revolution from the Renewed trust in HE: A diversion + revolution from the Rate of Return AnalysesRate of Return Analyses• Also changed donor perspective about HE Also changed donor perspective about HE • “ “Resources “ to “Knowledge” & an increasingly Resources “ to “Knowledge” & an increasingly service-based economy: experiences from emerging & service-based economy: experiences from emerging & developed countries developed countries

Perceptions of Respondents about new roles of HEPerceptions of Respondents about new roles of HEFrom Resources to Knowledge: From Resources to Knowledge: Boom no longer comes from Boom no longer comes from

traditional production (Cocao & coffeetraditional production (Cocao & coffee): ): Implications Implications 11. . The “daily preoccupations be embraced & translated into training The “daily preoccupations be embraced & translated into training programmes & more operational curricular” (SPD)programmes & more operational curricular” (SPD)2.2.““HE should be resolutely open to the rest of the society” (SPD)HE should be resolutely open to the rest of the society” (SPD)3. “a greater, more relevant, adaptable & employable graduates” (P1). 3. “a greater, more relevant, adaptable & employable graduates” (P1).

ContCont. . 4. University becomes strategic org. As a strategic org. “…would have to be capable of defining its future, putting in place its

proper development strategies and be able to establish the link between economic progress, scientific and technical innovations and research, and to produce economically useful knowledge for the development of local economies (SPD 2010, 2).

5. Current role goes beyond mere supply of human capital.• Graduates “..must be adapted to being the workers of knowledge that

‘the new economy’ demands” (SPD 2010). • The University “.. contribute innovations & knowledge that will propel

development (Q9)• Universities become: “facilitators of innovations; products-innovation,

process-innovation, social innovations, organisational innovations and training and certification innovations” (SPD 2010, 10).

Cont.Cont.

6 HE “should reflect the development status of the country, : The University should be in

• “…the business of understanding what poverty is, knowing the elements of poverty, researching the problems of poverty, building capacity to address poverty & also designing projects for effective implementation of poverty reduction issues & collaborate with partners: government, industries and the civil society in this area (R14).

7. “The University is not supposed to evolve in parallel manners with economic operators and structures” (Q8)

• Its activities have to be beneficial to industries (Q8).

Question 1: What are the Effects of the Emphasis on the dynamics of the HE system

ObservationsObservations1.1.CurriculumCurriculum ( (ProfessionalisationProfessionalisation ) + Applied R. ) + Applied R.2.2.Governance +Funding patternsGovernance +Funding patterns3.3.Structural organisationStructural organisation4.4.Cultures: (incentive)Cultures: (incentive)5.5.Dynamics about the use of knowledgeDynamics about the use of knowledge6.6.Property & results ownership (IPR)Property & results ownership (IPR)7.7.Tools and InfrastructuresTools and Infrastructures

Question 2: What are the Ongoing Transformation Question 2: What are the Ongoing Transformation from the emphasis on direct regional & national from the emphasis on direct regional & national economic role? economic role?

1. 1. Curriculum : Professionalisation Pol (6 Curriculum : Professionalisation Pol (6 dimensionsdimensions))

• Increasing the technological & professional components from 5% to 30 by 2025: UDP in reflection of the MDG/EFA : The SPTPCHE (Teacher Training, Medicine, Engineering)

• Consolidating & expanding the capacities of traditional dev’t programmes (Agric, Fisheries, public works).

• *Regionally applied Establishments. (Attaching curriculum & establishments to the economic DDs of regions). EG: 1Institutes of Fine Arts in a Culturally and touristic towns. 2. Institute of aquatic sciences in the most aquatic and fishing towns.

• Expanding the capacities of other market friendly programmes (ICT, Mgt Business Adm. & ACC).

• Development of a new sector of applied universities.• Professionalising all programmes (Professionalising the

discipline, the faculty, the student)

2. 2. Governance +Funding patternsGovernance +Funding patterns

•Reconfiguration/ devolution of power/Autonomy Reconfiguration/ devolution of power/Autonomy

•Ministry to universities (broaden financial bases & to Ministry to universities (broaden financial bases & to connect with Socio-economic actors)connect with Socio-economic actors)•Central admin to Faculty/School): Vetting roleCentral admin to Faculty/School): Vetting role• Faculty to basic operational units. Faculty to basic operational units. •** university level MGT mostly assumes supervisory role: university level MGT mostly assumes supervisory role: Ministry Ministry only regularises & formalises.only regularises & formalises.

•Belief in Autonomy Belief in Autonomy ((Regulatory, Mgt Financial & AcadRegulatory, Mgt Financial & Acad))•Delegation of signature: Delegation of signature: Rectors no longer sole vote holdersRectors no longer sole vote holders

•Reregulation: Changed form/disguised control: PCA Reregulation: Changed form/disguised control: PCA • Inclusion of Industrial officials in decision-making Inclusion of Industrial officials in decision-making organs organs ((Council, Strategic Orientation Com, Interface Structures) + Council, Strategic Orientation Com, Interface Structures) + chairpersons appointed from non university circles chairpersons appointed from non university circles

3. 3. Structural organisationStructural organisation

a)a) System and Internal reorganisationSystem and Internal reorganisation• Expansion of the system’s capacityExpansion of the system’s capacity• System differentiationSystem differentiation ((perspectives on different typesperspectives on different types) ) • Res Vs teaching & applied Vs comprehensive institutions Res Vs teaching & applied Vs comprehensive institutions • ““Graduate School”,Graduate School”, “Research Groups“Research Groups” & “” & “Technology PolesTechnology Poles””

b) b) Program & degree structuresProgram & degree structures. . Professional BMDProfessional BMD

c) c) management and administrative structures. management and administrative structures. • Office of Vice/Rector i/c Relations with business worldOffice of Vice/Rector i/c Relations with business world• Consultancy offices & Strategic orientation committees (SOC) in Consultancy offices & Strategic orientation committees (SOC) in

faculties (to advise on the needs of the socio-economic operators)faculties (to advise on the needs of the socio-economic operators)• --Central business offices & grants admin offices.Central business offices & grants admin offices.

• Hybridised StructuresHybridised Structures: : - -the University Boardthe University Board -Interface platforms -Interface platforms • -SOC-SOC

4. Cultures: (the incentive/regulatory system)4. Cultures: (the incentive/regulatory system)

•Change in referential doc (Change in referential doc (Sectoral Pol Doc & St. Pl)Sectoral Pol Doc & St. Pl)

•Align Strategic Plans & Align Strategic Plans & ResearchResearch Policies to Policies to PRSPPRSP

•Socio-eco impact in evaluation & promotionSocio-eco impact in evaluation & promotion•Reduced hours for teachers whose loads include Reduced hours for teachers whose loads include interaction with industry & eco operatorsinteraction with industry & eco operators•Compensation for 3rd mission activitiesCompensation for 3rd mission activities•In crease partnerships with Economic OperatorsIn crease partnerships with Economic Operators•Permanent University-industry charterPermanent University-industry charter• Poverty Reduction IncubatorsPoverty Reduction Incubators•Status for professionals from industriesStatus for professionals from industries

55. . Knowledge for Economic Knowledge for Economic developmentdevelopment•Perspective 1: Perspective 1: ““Scientific K is abstract but K for Scientific K is abstract but K for

regional or direct national dev’t is contextualregional or direct national dev’t is contextual” ” Implications1Implications1: : Applied Research Applied Research ((Much in PerspectiveMuch in Perspective))--Need for more applied Research Labs, More funding:Need for more applied Research Labs, More funding:-More non-gov’t sponsors (industries) -More non-gov’t sponsors (industries) “if“if research is sponsored research is sponsored by an industry, the industry is waiting for the results….”(Q 13). by an industry, the industry is waiting for the results….”(Q 13).

Perspective 2Perspective 2: Difficulties with single disciplines: Difficulties with single disciplinesImplication2Implication2: Multidisciplinary Approaches : Multidisciplinary Approaches

““more and more, the world is moving towards interdisciplinary and more and more, the world is moving towards interdisciplinary and multidisciplinary cooperation…” multidisciplinary cooperation…” (R10). (R10).

“…“….each time we design programme, we ask about the ENV of the .each time we design programme, we ask about the ENV of the programme’s activities. If the ENV requires a component from programme’s activities. If the ENV requires a component from another programme we integrate it (Q8). another programme we integrate it (Q8).

Cont.Cont.The tendency is “The tendency is “to spread out and be multidisciplinary to be able to spread out and be multidisciplinary to be able to bring the simple solutions to the questions that plague the to bring the simple solutions to the questions that plague the populationpopulation” R17.” R17.R17 The multidisciplinary theory is a plus, it R17 The multidisciplinary theory is a plus, it adds adds more value to Research, then more value to Research, then equal opportunity & the equal opportunity & the participation of many…”. participation of many…”. “Everybody has a word to say”. “Everybody has a word to say”. ““One may cite the six blind men who went to visit the elephant and each One may cite the six blind men who went to visit the elephant and each described it in his own ways”described it in his own ways” R17. R17.

6. Ownership: Intellectual Property Rights (IPR)6. Ownership: Intellectual Property Rights (IPR)

1.1.““Nothing or very little ever came up that needed discussions about Nothing or very little ever came up that needed discussions about intellectual property rights, ‘sharing this or that’.”intellectual property rights, ‘sharing this or that’.” (R19). (R19). 2.2. “ “Before, our universities were doing research as research & not for Before, our universities were doing research as research & not for use. E.g, on mathematical & physical theorems. These are not the use. E.g, on mathematical & physical theorems. These are not the things to worry about IPR but when you start working on & about the things to worry about IPR but when you start working on & about the society, in partnership, issues of ownership naturally emerge (P5). society, in partnership, issues of ownership naturally emerge (P5).

ContCont3. 3. Well, those who fund research obviously expect to own the Well, those who fund research obviously expect to own the results. Whether they exploit them or not is the subject of results. Whether they exploit them or not is the subject of agreement that is reached at the time funding is providedagreement that is reached at the time funding is provided. . (R16). (R16).

7. 7. Tools and Infrastructures Tools and Infrastructures

ICT as a tool for everything in HEICT as a tool for everything in HEMore Classrooms for more access and Quality HEMore Classrooms for more access and Quality HEMore Research Labs, especially Applied Research More Research Labs, especially Applied Research

Question 3: How do the transformation processes Question 3: How do the transformation processes measure up to the theoretical frameworks in HE? measure up to the theoretical frameworks in HE? Case of NIS, Ent Uni & 3rd Mission for developed countries: Case of NIS, Ent Uni & 3rd Mission for developed countries:

Finding: Most of the challenges are systemic: Lack Finding: Most of the challenges are systemic: Lack of a NISof a NIS

  

ContCont--Weak Linkages & weak interactions between actors, Weak Linkages & weak interactions between actors, elements & institutions concerned with economic dev’telements & institutions concerned with economic dev’t-Universities can do more if the systemic perspective & -Universities can do more if the systemic perspective & connection is strong: connection is strong: R12 develops devices, manufactures prototypes for rural electrification. R12 develops devices, manufactures prototypes for rural electrification. R16 . Does pharmacological validation. They get the results but no R16 . Does pharmacological validation. They get the results but no institution to take them further. institution to take them further.

--Institutional fragmentationInstitutional fragmentation-Weak system-DD side for the use of knowledge -Weak system-DD side for the use of knowledge workers (Case of the Professionalisationworkers (Case of the Professionalisation))

What related authors say!!!What related authors say!!!““the IS gets complete when the supply side for the skills is matched by the IS gets complete when the supply side for the skills is matched by demand side (Camoli et al. 2009)”. Consequence: Risk of over demand side (Camoli et al. 2009)”. Consequence: Risk of over education and brain draineducation and brain drain

Cont.Cont.How Rich Countries Got Rich & Why Poor People How Rich Countries Got Rich & Why Poor People Stay Poor Stay Poor

““for the successful cases, it is a result of the simultaneous provision or for the successful cases, it is a result of the simultaneous provision or flow of better educated people with situations where the jobs and skills flow of better educated people with situations where the jobs and skills are in demand.are in demand.

“… “…nations that address only the supply side of educated people end up nations that address only the supply side of educated people end up educating for migration” (educating for migration” (Reinhert 2007, 320-21) Reinhert 2007, 320-21)

-Lack of Social Capital (Trust) & Understanding: -Lack of Social Capital (Trust) & Understanding:

Industries & Industries & SMEs …rarely approach universities to solve their SMEs …rarely approach universities to solve their problems. Whereas universities believe that they are up to the tasks. problems. Whereas universities believe that they are up to the tasks. The local ENV may not understand the importance of research, does The local ENV may not understand the importance of research, does not support university researchers & collaborate in research activities. not support university researchers & collaborate in research activities. Similarly, the politicians do not seem to understand (Doh 2012, 289). Similarly, the politicians do not seem to understand (Doh 2012, 289).

  

Use of Entrepreneurial University Frameworks (Clark 1998 + Etzkowitz + Use of Entrepreneurial University Frameworks (Clark 1998 + Etzkowitz + Etzkowitz & Zhou 2008Etzkowitz & Zhou 2008))

Observation

-Insufficient integrated entrepreneurial culture (IEC)-Lack of discretionary funding bases (DBF), -Lack of Corporate Led Entrepreneurialism-Poor knowledge capitalisation (KC)- Lack of interdependence, -Poor ability to exploit the opportunities of the environment.

Cont. Peculiar WeaknessesCont. Peculiar Weaknesses•Sustainable funding for Sustainable funding for Professionalisation Pol.Professionalisation Pol.• General low funding, esp. research & PostgradGeneral low funding, esp. research & Postgrad•Lack of Nat Strategy for Univ. research (UR)Lack of Nat Strategy for Univ. research (UR)•Lack of status for URLack of status for UR•Lack of central funding for URLack of central funding for UR•Structural separation bn university & institutes Structural separation bn university & institutes •Low R & D potential of local firms. Low R & D potential of local firms. •Absence of facilitators: Absence of facilitators: Eg Autonomous MediatorsEg Autonomous Mediators

•Unsustainable status of projects Unsustainable status of projects •The absence of opportunities. The absence of opportunities. •Lack of cooperation bn R. groups in & bn Univs. Lack of cooperation bn R. groups in & bn Univs. •Too many Res groups with overlapping themesToo many Res groups with overlapping themes

Major RecommendationsMajor Recommendations•The Need for Systemic Framework: Case of NIS. The Need for Systemic Framework: Case of NIS. NIS should increase the visibility of the role of HE/UniversitiesNIS should increase the visibility of the role of HE/Universities• Perhaps Quadruple Helix not Triple Helix: Perhaps Quadruple Helix not Triple Helix: To reflect To reflect developing countriesdeveloping countries•Need for Community Innovation systems (Need for Community Innovation systems (ie in addition ie in addition to NIS & Regional Innovation system)to NIS & Regional Innovation system)•Improving entrepreneurial & 3Improving entrepreneurial & 3rdrd Mission Practices Mission Practices• Stimulate entrepreneurial Cultures: Stimulate entrepreneurial Cultures: Not yet well diffusedNot yet well diffused• Structural design (differentiation & diversity)Structural design (differentiation & diversity)•K economy as a new rationale for increase fundingK economy as a new rationale for increase funding•New pact : HE, Govt & Society New pact : HE, Govt & Society ( Cloete et al 2011 also)( Cloete et al 2011 also)•Need to improve 2Need to improve 2ndnd Mission for 3 Mission for 3rdrd Mission Mission•Discretionary & Performance-based fundingDiscretionary & Performance-based funding•Building on Researcher-Led EntrepreneurialismBuilding on Researcher-Led Entrepreneurialism

What can we learn from this study? What can we learn from this study?

• The Settling of a 2nd Revolution of Economic Dev’t • Issues of Poverty reduction in some contexts• Limits of the traditional university: Need for

transformation to open up the University• The Changing but Global Xter of HE: the orientations

are similar & moving in identical directions.“Similar factors & causes (shrinking funding, the K economy, globalisation & accountability), worldwide, are producing the same responses of 3rdmission & entrepreneurialism (Doh 2012).

• If these 3rd Mission & Entrepreneurial frameworks are those used for regional & national dev’t then developing countries need them more (Etzkowitz & Zhou 2008)

• Importance of integrated Economic Dev’t Plans. Case of the PRSPs (GESP) in Cameroon

ContinueContinue •HE remains a key sector. It intervenes in all sectorsHE remains a key sector. It intervenes in all sectors•Knowing what you want: Importance of revolutionary Knowing what you want: Importance of revolutionary thinkingthinking• An evolution towards the Triple Helix: An evolution towards the Triple Helix: Good but not Good but not contextual enough (Doh 2012)contextual enough (Doh 2012)•Partnership Reinforces concerns about Ownership (IP)Partnership Reinforces concerns about Ownership (IP)• Legitimisation of student-directed entrepreneurialismLegitimisation of student-directed entrepreneurialism•Every university can be involved in direct socio-eco Every university can be involved in direct socio-eco dev’t activities without being entrepreneurial.dev’t activities without being entrepreneurial.•.universities & their units should be broad in .universities & their units should be broad in perspective… perspective… Surprises can come from any unit Surprises can come from any unit ……•Entrepreneurialism/connections with socio-economic Entrepreneurialism/connections with socio-economic partners depend more on creativitypartners depend more on creativity: : creative use of K. creative use of K.