LA UNESCO, 25-26/05/07 Rabat1 The 2 nd Regional Research Seminar of the Arab States “ The Impact...
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LA UNESCO, 25-26/05/07 Rabat 1 The 2 nd Regional Research Seminar of the Arab States “ The Impact of Globalization in Higher Education and Research in the Arab States UNESCO Rabat, May 25-26 2007 “The Impact of Globalization on the Palestinian Higher Education” Prof. Labib Arafeh, Al-Quds University, Palestine [email protected]
LA UNESCO, 25-26/05/07 Rabat1 The 2 nd Regional Research Seminar of the Arab States “ The Impact of Globalization in Higher Education and Research in
LA UNESCO, 25-26/05/07 Rabat1 The 2 nd Regional Research
Seminar of the Arab States The Impact of Globalization in Higher
Education and Research in the Arab States UNESCO Rabat, May 25-26
2007 The Impact of Globalization on the Palestinian Higher
Education Prof. Labib Arafeh, Al-Quds University, Palestine
[email protected]
Slide 3
LA UNESCO, 25-26/05/07 Rabat2 Outlines The Palestinian Higher
Education System The Palestinian Higher Education System Rationales
for Globalization; Rationales for Globalization; International
Trends; International Trends; The Palestinian HEIs Responses; The
Palestinian HEIs Responses; Suggested Actions; Suggested Actions;
National Challenges. National Challenges.
Slide 4
LA UNESCO, 25-26/05/07 Rabat3 The Palestinian Higher Education
System Reality:Reality: Occupation Off campus / Underground
Teaching Occupation Off campus / Underground Teaching ; Total
immobility & confinement of labor force; Collapse of many
economic sectors; Skyrocketing Unemployment; Poverty; ??
Slide 5
LA UNESCO, 25-26/05/07 Rabat4 Evolution of Palestinian Higher
Education, HE:Evolution of Palestinian Higher Education, HE:
Palestinians reliedhuman resource to survive & develop people
& a nation; Palestinians have always relied on human resource
to survive & develop as a people & a nation; Palestinian
commitment to education defined self-value and was and still is a
source of collective security; Palestinian commitment to education
defined its self-value and was and still is a source of collective
security; Most HEIs came into being under extremely adverse
conditions as an act of commitment and at the initiative of
individuals and groups since 1971; HEIs have provided Palestinian
students the opportunity to study in Palestine;
Slide 6
LA UNESCO, 25-26/05/07 Rabat5 Currently, 44 HEIs: 12
universities:12 universities: 2 Private, 2 Governmental, 1 Open
Education, 7 Public Non Profit, PNP. 32 Community & University
Colleges32 Community & University Colleges (governed by PNA
& UNRWA, Private); 100Offer 100 different types of academic
programs at: 2-year 2-year (Associate) level, 4-6 year 4-6 year
(under graduate) level, and 2-4 year 2-4 year (graduate)
level;
Slide 7
LA UNESCO, 25-26/05/07 Rabat6 150k students(05/06)Provide
educational services to around 150k students(05/06);
Graduates17301Graduates were 17301 in 04/05; AcademicsAcademics
(Faculty Members) are 5169 (05/06) : 4%4% are full Professors;
10%10% are Associate Professors; 38 %38 % are Assistant Professors;
48%48% are Lecturers; Student/FM = 29 Student/FM = 29 Governance:
1978, Council of Higher Education;1978, A 24-member (HE
stakeholders) Council of Higher Education;
Slide 8
LA UNESCO, 25-26/05/07 Rabat7 1994, Ministry of Education &
HE, MoEHE;1994, Ministry of Education & HE, MoEHE; 1998, Law of
Higher Education;1998, Law of Higher Education; 1999,1999, A
15-member Council for Research (Universitys Research Deans); 2001,
A semi independent (working under the umbrella of the MOHE)
Accreditation & Quality Assurance Commission. Characteristics
of Palestinian HE: Universities are young by international
standards;Universities are young by international standards; HEIs
have responded to intense social pressures;HEIs have responded to
intense social pressures;
Slide 9
LA UNESCO, 25-26/05/07 Rabat8 The majority of HEIs have started
and remained public non-profit institutions;The majority of HEIs
have started and remained public non-profit institutions;
Significant human and physical resources have been placed in the HE
sector, despite adverse political and economic
conditions;Significant human and physical resources have been
placed in the HE sector, despite adverse political and economic
conditions; More than half of Palestinian university graduates were
educated at Local Universities.More than half of Palestinian
university graduates were educated at Local Universities. 4.5 % of
all Palestinians are enrolled in HE;4.5 % of all Palestinians are
enrolled in HE; 1.7% of Palestinian GDP and 30% of all education
spending is devoted to HE, above average by international
standards;1.7% of Palestinian GDP and 30% of all education spending
is devoted to HE, above average by international standards;
Spending on HE as a % of GDP (0.3%);Spending on HE as a % of GDP
(0.3%);
LA UNESCO, 25-26/05/07 Rabat14 Number of students enrolled in
HEIs will be doubled in 2015 Number of students enrolled in HEIs
will be doubled in 2015
Slide 16
LA UNESCO, 25-26/05/07 Rabat15 OECD Countries Expenditure on HE
as % of GDP Expenditure on HE as % of expenditure on all levels of
education Public expenditure on HE as % of GDP Public expenditure
on HE as % of total public expenditure Country Mean1.3326.31.33.0
Australia1.5929.51.23.6 Germany1.0422.01.12.3 Italy0.8420.60.81.6
Turkey0.8426.40.8NA United Kingdom1.1124.61.12.6 United
States2.2937.91.3NA West Bank/Gaza1.729.90.31.9 Expenditure and
Public Expenditure on HE Spending on HE as a % of GDP (0.3%), the
PNA total budget (1.9%), are very low by international standards.
Spending on HE as a % of GDP (0.3%), the PNA total budget (1.9%),
are very low by international standards.
Slide 17
LA UNESCO, 25-26/05/07 Rabat16 Rationale for Globalization 1.
Refers to increasing global connectivity, integration and
interdependence in the economic, social, cultural, technological,
political, and ecological spheres; Far-reachingComprehensive Move
rapidly with easeMoores Law: the power of computers per unit cost
doubles every 18 months); 2. A shift in our daily life
circumstances. Changes in those life circumstances are:
Far-reaching, Comprehensive, & Move rapidly with ease! (Moores
Law: the power of computers per unit cost doubles every 18 months);
3. Higher Education: A key factor 1. A key factor in the developing
countries; Recognizedcatalystessential driving force Human Resource
CapacityCreatesDisseminates appliesknowledge 2. Recognized as the
catalyst & essential driving force for national social &
economic development (Human Resource Capacity): Creates,
Disseminates & applies all forms of knowledge;
Slide 18
LA UNESCO, 25-26/05/07 Rabat17 3.Major key elements of
globalization: 1.The growing importance of the knowledge
society/economy; 2.The development of new trade agreements which
cover trade in education services; 3. The innovations related to
ICT; and 4. The emphasis on the role of the market and the market
economy. 4. Rationales for Globalizations that resonates in HE:
1.Economic: 1.Financial-economic issues: 1.Emergence of worldwide
production markets as well as financial markets,
Slide 19
LA UNESCO, 25-26/05/07 Rabat18 2. Realization of a global
common market, based on the freedom of exchange of goods &
capital; 3. Cuts back in public funding to HEIs have forced to find
out new sources of funding; economyTrained peopleResearchTechnology
transfer 4. It is clear that A HE sector which meets the needs of
the economy in terms of Trained people, Research, and Technology
transfer is a central concern; as published by The future of HE -
UK dept. of Education & skills; Characteristics of
graduatesExpertise, Strategic skills, Negotiating / Interpersonal
Skills 5. Characteristics of graduates: Expertise, Strategic
skills, Negotiating / Interpersonal Skills can be advantageous
throughout the labor market.
Slide 20
LA UNESCO, 25-26/05/07 Rabat19 5.With the growth of emphasis on
the market, a new interest in the HEIs to collaborate closely with
business: 1.According to HE-Business Interaction Survey (2001),
showed that: 1. 51% of Universities attached to high priority to
the economic development in the region (87% of the new universities
did so) 2.All had well-developed business strategy 3. 50% of new
universities have more than 50% business representation in their
governing bodies; Academic: 2. Academic: 1.A desire to make money
for the university from international accomplishments;
Slide 21
LA UNESCO, 25-26/05/07 Rabat20 ICT 2.Internationalization was
perceived as a means of enhancing the quality of education &
research, & has been developed further by the growth of the
ICT; 3.International research projects, degree offerings, exchange
of academic staff & students have become commonplace; 3.Culture
3.Culture: 1.The new culture is all-encompassing: Current policies,
UK, increasingly privilege the modernization of public services;
continuous monitoringaudit performancequality 2. The continuous
monitoring and audit of performance and quality;
Slide 22
LA UNESCO, 25-26/05/07 Rabat21 external review process 2.The
cultural shift from a secrecy is marked with the external review
process; enhancementqualitysharing of good practice 3.The
enhancement of quality & sharing of good practice between HEIs,
which can meet the demands for information of stakeholders:
governments, Students, Employers, Parents, etc.; effective teaching
academiccentral to the success 4.The emphasis on the effective
teaching, and the academic is still central to the success of the
HEIs; growth demand for access to HE 5.The growth demand for access
to HE in recent years has been a phenomenal; an estimate of 100M
qualified students who will not be able to find places in the
conventional HEIs, by 2010;
Slide 23
LA UNESCO, 25-26/05/07 Rabat22 demand for HE is fuelled 6.The
demand for HE is fuelled by the: ICT,2. Knowledge economy 1. ICT,2.
Knowledge economy, essentialhighly skilled workforcemeet
international labor market 2. Urging of governments who see it as
essential to produce a highly skilled workforce to meet the needs
of the international labor market; 3. Political 3. Political:
response reconstructionnation-building (Learning
Society)economicdemocratic reform cooperationcapacity building
knowledge transfereducationlocal intellectualsmoderninternational
standards 1.A response to support the process of reconstruction,
nation-building (Learning Society) & economic & democratic
reform through cooperation, capacity building, knowledge transfer
& the education of local intellectuals to modern and
international standards;
Slide 24
LA UNESCO, 25-26/05/07 Rabat23 reformnational HE systems 2.The
response to globalization has been & continues to be perceived
in a drive by governments to reform the national HE systems to
deliver as the ends they need; 4.Steering change in HE 4.Steering
change in HE: 1.Joined-up Thinking 1.Joined-up Thinking A term
being used to characterize attempts to achieve greater integration
& cooperation between educational, social, and economic
policies; 2.Student-focussedClient-focussed Policies
2.Student-focussed or Client-focussed Policies: 1.Stakeholders:
employers, social partners, and other economic & social actors
with vital interest in HE outcomes;
Slide 25
LA UNESCO, 25-26/05/07 Rabat24 3.InfluenceControl 3.Influence
and Control: HE provision based upon client demand and a sense that
HEI is the place to be is in important senses out of control.
Governments can seek to influence the volume, speed and composition
of change. How can such influence be exercised? 4.Changing
CoursesCurricula expansiondiversification coursescurricula
4.Changing Courses and Curricula: To realize the full benefits of
the expansion & diversification, courses & curricula must
be a central concern for policy-makers: 1.Relevance to labor market
needs 1.Relevance to labor market needs; 2.Promote independent
studyAcademic Staff abilityteaching supervisionassessment 2.Promote
independent study & Academic Staff ability to adapt their
teaching, supervision, and assessment;
Slide 26
LA UNESCO, 25-26/05/07 Rabat25 ICT staff-student ratio 3.Such
adaptation could be facilitated by using additional resources, ICT,
and favorably maintaining the staff-student ratio; 5. Changing
TeachingLearning 5. Changing Teaching & Learning:
1.TechnicalAcademic Staff 1.Technical & Pedagogical Training to
Academic Staff; QualityTeachingmeasured 2.The Quality of Teaching
may be measured by the: 1.Carematerialassembled 1.Care with which
the material was assembled; 2.Numbercomputer-based (ICT &
Multimedia,audiovisual aids presentation 2.Number of computer-based
(ICT & Multimedia, audiovisual aids) used in the presentation;
3.Abilitystudentsrecallunderstand make use of 3.Ability of students
to recall, understand, & make use of the exact details of what
was said.
Slide 27
LA UNESCO, 25-26/05/07 Rabat26 6. Trends in Europe 6. Trends in
Europe: market-orientation 1. A general shift towards more
market-orientation; universitiescompete 2. UK Binary system
(traditional / academic universities & vocationally-oriented
institutions) has been abolished, & universities have to
compete for students & research funds; autonomy managing
themselvesworking 3. Netherlands HEIs have gained more autonomy in
managing themselves and in working with external constituencies;
facedperformance-based funding 4. Germany & Austria
Universities have found themselves faced with performance-based
funding; 5. New role of the State from control to supervision:
1.New Buffer organizations (Boards, Councils);
Slide 28
LA UNESCO, 25-26/05/07 Rabat27 2.Evaluative measures have been
introduced; 6.Goals 6.Goals of most of HEIs efforts have been to:
efficiency effectivenessquality & improving productivity 1.
Reach a satisfactory level of efficiency & effectiveness, which
implies increasing quality & improving productivity,
legitimacycredibilitytrust producing well-prepared graduates 2.
Regain public legitimacy, credibility and trust by producing
well-prepared graduates for the job market, research publications
& involvement in technology transfer; fundssupport corporate
partnershipsUniversities business 7.More funds have been devoted to
support corporate partnerships between Universities & business;
US - European UniversitiesStrategic alliances 8. US - European
Universities Strategic alliances have become popular;
Slide 29
LA UNESCO, 25-26/05/07 Rabat28 9.Private Universities 9.Private
Universities are now being accredited; 10.Teachingresearch
consultanciesmedia,IT companies, etc. 10.Teaching & research is
being offered by other bodies: consultancies, media, IT companies,
etc.; 11.Harmonization of curricula 11.Harmonization of curricula;
1.Bologna declaration 1.Bologna declaration is based on objectives:
1.Comparable degrees 1.Comparable degrees; 2.ECTS 2.ECTS (Credit
System); 3.Promotion of mobility 3.Promotion of mobility; 4.Quality
Assurance & common patterns of HE 4.Quality Assurance &
common patterns of HE; 12.Impacts of IT & Internet
innovationteaching & research 12.Impacts of IT & Internet
(Virtual Universities, Internet-based programs, etc.) have brought
innovation to teaching & research;
Slide 30
LA UNESCO, 25-26/05/07 Rabat29 Trends Impacting Faculty roles
AcademicsnaturequalityHEI teaching, researchother activities 1.
Academics define the nature and quality of a HEI through their
teaching, research, & other activities; 2.Academic profession
can appear to be held together by some overarching beliefs &
values that explain the meaning & value of their work to
themselves and others: 1.The main purpose of a HEI and its
academics is to: Preserve, Create / Discover, and Transmit
knowledge & understanding through teaching and research;
2.Additional beliefs and values encompass: 1.The commitment to
serve society;
Slide 31
LA UNESCO, 25-26/05/07 Rabat30 2.The commitment to intellectual
integrity & fairness; 3.The necessity of academic freedom and
autonomy in doing academic work. 3.Academic profession appears
highly fragmented & differentiated by discipline, institutional
mission, organizational structures and national systems; 4.To meet
the demands of the 21 st century globalization, the increasing
economic role of knowledge, IT and reduced public funding, etc.,
HEIs world wide, are undergoing reforms regarding their Missions,
& Better use of their intellectual resources (Research &
Teaching);
Slide 32
LA UNESCO, 25-26/05/07 Rabat31 5.To accomplish this, HEIs must
adopt an approach that places emphasis on: 1.Teams, 2.Networks,
3.Connectivity, and 4.Individual personal autonomy and discipline
research; 6.The growing area of Transdisciplinary patterns of new
knowledge. These arrangements reconfigure academics into units that
recognize research & training around the search for solutions
to complex systems: Academics may be permanently reassigned to new
groups, or split their identification between their home discipline
and these new configuration;
Slide 33
LA UNESCO, 25-26/05/07 Rabat32 ICT 7.The emerging media of ICT
will: 1.Provide new ways to engage in all modes of communication,
2.Make clearer their impacts on the nature & status of
knowledge itself as well as teaching & learning;
academicstraditional producers knowledge 8.Thus, the academics,
traditional producers of knowledge, will: 1.Continuerich
intellectualeducational resource 1.Continue to be a rich
intellectual & educational resource, consumersknowledge
traditional consumers: Students, alumni, business & industry,
others 2.Increasingly be the consumers of knowledge produced by
their traditional consumers: Students, alumni, business &
industry, others.
Slide 34
LA UNESCO, 25-26/05/07 Rabat33 The Palestinian HE Responses
Education and R&D are under pressures and have capitalized on
the opportunities of globalizations;Education and R&D are under
pressures and have capitalized on the opportunities of
globalizations; Lack of powerful & mature industry, Thus,
R&D is poor; Foreign programs equip local students with
knowledge, skills, transmit foreign values and attitudes:Foreign
programs equip local students with knowledge, skills, transmit
foreign values and attitudes: We have bad experience, and the
decision was taken Not allowed (A Threat); Research
University:Research University: Not feasible; International
Cooperation (An Opportunity): Most of HEIs are involved in
International, mainly European mobility & research
projects;International Cooperation (An Opportunity): Most of HEIs
are involved in International, mainly European mobility &
research projects;
Slide 35
LA UNESCO, 25-26/05/07 Rabat34 Quality Assurance (An
Opportunity):Quality Assurance (An Opportunity): A 5 year semi
governmental Accreditation & Quality Assurance Commission:
Develops a national & institutional quality assurance
systems;Develops a national & institutional quality assurance
systems; Evaluates all running Academic programs;Evaluates all
running Academic programs; Self-Evaluates all HEIs QOU is
accomplished;Self-Evaluates all HEIs QOU is accomplished; A
completive 10M $ Quality Improvement Fund 4M$ is allocated;A
completive 10M $ Quality Improvement Fund 4M$ is allocated;
Approves new academic programs & HEIs;Approves new academic
programs & HEIs; Publicizes accredited academic programs &
HEIs;Publicizes accredited academic programs & HEIs;
Slide 36
LA UNESCO, 25-26/05/07 Rabat35 Cuts in public funding: (A
Threat)Cuts in public funding: (A Threat) Heavily dependent upon
foreign support; If available, distributed in fixed %! HEIs Heavily
depend on students tuition fees Covers (50-70)% of the HEIs running
costs; Most of HEIs are managing somehow their finances; The
exponential growth in ICT (An Opportunity)The exponential growth in
ICT (An Opportunity): ICT is heavily adopted to overcome the
mobility obstacles; Most of HEIs offer their programs based on ICT
as an enhancement tool;
Slide 37
LA UNESCO, 25-26/05/07 Rabat36 Research trends in ICT related
topics are increasingly growing; A need to satisfy the demand for
HE & providing access to HE (An Opportunity to HEIs BUT A
Threat to Quality):A need to satisfy the demand for HE &
providing access to HE (An Opportunity to HEIs BUT A Threat to
Quality): Imbalance in F/S ratio; Accepting more students BUT not
increasing their Capacity Imbalance in F/S ratio; Offering new
customized multidisciplinary academic programs Offering new
customized multidisciplinary academic programs; Private HEIsAll
restricted to offer only needed non repetitive academic
programs;Private HEIs All restricted to offer only needed non
repetitive academic programs; Knowledge Society (An Opportunity)
Badly Needed;Knowledge Society (An Opportunity) Badly Needed;
Slide 38
LA UNESCO, 25-26/05/07 Rabat37 Essentially, HEIs must adopt
good corporate governance in terms of focusing on: Restructuring
exercises: Which in some case saw the disappearance of whether
well-established or not departments faculties, which did not have
the adequate student enrolment, The need to innovate and create
relevant multi discipline programs which are sensitive to current
and future needs of both students and employers (to what extent
this has been achieved is a different issue altogether); and
Suggested Actions:
Slide 39
LA UNESCO, 25-26/05/07 Rabat38 The optimization of resources
human resources (academic and nonacademic), laboratories and
equipment. Core functions, & Optimization of resources, Adopt
and implement moneysaving measures, Improve on university industry
relationship and enhance partnership, marketablerelevant
Commercialize research as well as to make their products (both in
terms of academic programs and the graduate) more marketable and
relevant; Undertake initiatives to review, strategize and
reprioritize their missions and objectives;
Slide 40
LA UNESCO, 25-26/05/07 Rabat39 Generate their own income to
meet their operational budget, and Have to intensify research
collaboration with partners abroad; Promote constructing Knowledge
Societies Promote constructing Knowledge Societies: Significant
changes in the global environment will bear heavily: Functions,
Role, Shape & mode of operation of HE.
Slide 41
LA UNESCO, 25-26/05/07 Rabat40 National Overarching Challenges
Maintaining and developing a highly competent and competitive HE
Provision & System under prolonged military occupation:
Curtailment of mobility for students and staff locally, nationally,
regionally and internationally;Maintaining and developing a highly
competent and competitive HE Provision & System under prolonged
military occupation: Curtailment of mobility for students and staff
locally, nationally, regionally and internationally; Very negative
impact on carrying out research.Very negative impact on carrying
out research. Physical destruction and attacks.Physical destruction
and attacks. Drop in income, increase in poverty levels, and
inability of students to pay fees, & HEIs to pay salaries;Drop
in income, increase in poverty levels, and inability of students to
pay fees, & HEIs to pay salaries; Developing a Relevant,
Accessible, Efficient, Sustainable and Accountable
system.Developing a Relevant, Accessible, Efficient, Sustainable
and Accountable system.
Slide 42
LA UNESCO, 25-26/05/07 Rabat41 Relevant System:Relevant System:
Fit with national priority needs; Quality of programs; Periodical
assessment of programs, in terms of content and relevance. Quality
of student intake; Quality of faculty members; Quality of teaching
and research facilities; Ability to conduct technically applied
research. Accessible System:Accessible System: Meeting increasing
demand: HE as a right or an opportunity, etc. Size of student
intake vs. HEI Capacity;
Slide 43
LA UNESCO, 25-26/05/07 Rabat42 Admission policies. Synergy with
general education. Efficient System:Efficient System:
Student-faculty ratios. Management structure. Public payroll:
inability to recruit qualified staff. New blood.
Slide 44
LA UNESCO, 25-26/05/07 Rabat43 HEMIS. Coordination and exchange
among HEIs & Private Sector Nationally, Regionally, Globally;
Employment potential of graduates. Fields of study are not
responsive to broader labor force needs; Sustainable
System:Sustainable System: Level of fees and operational costs;
Commercialize productsgenerate income strategy; Commercialize
products & generate income strategy; Relationfunding
accreditation programs; Relation between funding &
accreditation of programs; Accountable System:Accountable System:
Participation of stakeholders; Coordination between MoEHE and
HEIs.
Slide 45
LA UNESCO, 25-26/05/07 Rabat44 Greater competition for
resources, manpower and markets opportunities;Greater competition
for resources, manpower and markets opportunities; HEIs
graduates:HEIs graduates: In a global commodity and borderless
access education, there is a need to ensure that the quality of
education that a HEI provides, matches those of competitors
globally; Ranking / Comparing HEIs intranationally as well as
regionally / international benchmarks become necessary; Promote
using of ICT as an enhancement tool to improve the quality of
teaching & learning;Promote using of ICT as an enhancement tool
to improve the quality of teaching & learning; Promote the
Culture of Quality Assurance & Enhancements,
Program/Institutional EvaluationPromote the Culture of Quality
Assurance & Enhancements, Program/Institutional Evaluation
Slide 46
LA UNESCO, 25-26/05/07 Rabat45 Conclusion:Conclusion: urgent
need reposition 21 st globalizationgood corporate governance There
is an urgent need for all HEIs, world wide, to reposition
themselves in the light of the challenges of the 21 st century that
include the phenomenon of globalization and good corporate
governance; reformsinitiative facilitatethe drive The various
reforms & initiative must be designed to facilitate the drive
towards: Promoting researchPromoting research at HEIs, Providing
quality programs,Providing quality programs, & Promoting
internationalizationPromoting internationalization;
Slide 47
LA UNESCO, 25-26/05/07 Rabat46 vital obstacles three-decade
historyPalestinian HEIs have demonstrated Despite great vital
obstacles over its relatively short, three-decade history,
Palestinian HEIs have demonstrated: Capacity to surviveGrow in
adverse and unstable conditions;Capacity to survive & even Grow
in adverse and unstable conditions; A systematic process for
accrediting academic programs, as well as HEIs has been
establishedA systematic process for accrediting academic programs,
as well as HEIs has been established; ResearchQuality Improvement
Funds criteriaCompetitiveness, RelevanceResearch & Quality
Improvement Funds are distributed to Faculty members & HEIs
basing on criteria including: Competitiveness, Relevance, etc.