Governance of Universities: Cairo University

1-Principles and trends in university

governance

Governance refers to how organizational

and decision making structures within

Universities are organized.

The concept of “stakeholder universities” is

emerging across the globe, which implies that universities in different locations are converging

towards a common type of organizational

structure.

2-Cairo University: CAMPUS

Part 2: Cairo University

A comprehensive institution of higher learning located in Giza, Egypt, is committed to preparing students for the challenges of a rapidly changing workplace.

Through interactive learning and new information technologies, our graduates are poised to enter the work force with the skills needed to succeed in today's global marketplaces.

The University of Cairo turned 100! And it is more vibrant than ever!

Our 100th anniversary demonstrates our commitment to building upon this excellence and begins creating a vision for the university's next century.

we reflect on our past and look ahead to a bright future.

Cairo University Profile

Established 1908 as the leading university in Egypt, Africa & Middle East

Present Profile• 20 Faculties• 5 Postgraduate institutes• 10.476 Faculty members & Academic Staff• 17.524 Administrators• 213.313 Undergraduate students• 22.801 Postgraduate students• 153 Community Service Centers• 8 Public hospitals

Cairo University is a beacon for scientific

research (regional and international)

with the continued support of scientific and

social standing of its University Staff

The Objective

Administration

Principles of governance are applied in each in the 3 sectors of Cairo University

Vice president of each sector has a board comprised of internal and external university members from businesses and other institutions to guarantee the link between academia and the society

Each sector has the autonomy to implement its plans and activities that contribute to the University’s strategic goals in a transparent and accountable setup

Sectorsstrategies and

activities

1. Education and student affairs sector

Study Methods

for Bachelor Degree Stage

Joining the University

Study duration

Examinations

The Sports Village

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

DORMITORIES

Student Services

•Student Union

15

2.Organizational Framework f or the Sector of

Higher Education and Research

Postgraduate

Studies

Community

Services

International

Relations

Research Thesis (M.Sc &

Ph.D)

Staff Members Research

Basic Research Projects

Domestic Contracting Research

Central Laboratories

Joint Research

Projects

Digital Scientific Research Networks

Joint Research Centers

Scientific

Research

Applied

Research Projects

Supply-Driven

Research

General Strategic Goal

Enhance and Develop Research

Capabilities within Cairo University to

satisfy demand for Research Services on

all fronts.

Demand-Driven

Research

Research Plan Strategies

1.Internationalization of Scientific research

2.Research Issues on the National Level

3.Research in Scientific Thesis (Ph.D., M.Sc.)

4.Research Infrastructure

5. Integrated Management of Scientific Equipments

6.Supporting Young Researchers

7.Financing & Marketing of Scientific Research

Str

ate

gy A

cti

on

QA Structures at Cairo University

University level (QAAC-CU) --- 1999

Faculties’ levels (QAU) --- 2001 – 2005 25 units

QA Standards at Cairo University

Benchmark of Institutions Performance QAA Standards QAAC-CU standards (2000 – 2004) NQAAC (MOHE) (2004 – 2007) NAQAAE (National Authority) (2008)

QA : Inputs

Organizational Structure Governance & Leadership (policies) Faculty & Staff (Qualifications & Background) Students (Entry Requirements & rules) Programs and Curricula (Market-orientation) Teaching & learning (methods & rules) Research (rules & regulations) Community service & involvement (rules &

regulations) Facilities (Determination & Allocation) Information (Adequacy, Relevance & Access)

QA : Processes

Organizational Structure (Pursuing Management Style)

Governance, Leadership (Decisions)

Faculty & Staff (Performance, Motivation & Commitment)

Students (Participation & Interaction)

Programs and Curricula (Design, Delivery & Assessment)

Teaching & learning (pursuing teaching & assessment)

Research (conduction)

Community service & involvement (rules & regulations)

Facilities (Operation & Maintenance)

Information (Generation, Dissemination & Responsiveness)

QA: Outputs

Competitive graduates

Recognized researches

Stakeholders-driven community services

QAAC-CU: Dissemination of Information

Awareness & capacity building among faculty/staff & other stakeholders

Conferences, Seminars, Workshops, Round table discussion (Face-Face Approach)

Flyers, brochures, posters, NLs

QAAC-CU: Awareness & Capacity Building (Dec 2006 – Sep 2008)

125 training workshops & technical support

2500 trainees (Faculty & Staff)

35 experts & trainers

Training programs: QA: Concepts & mechanisms

QAA standards & guidelines

SS & report writing

Programmatic assessment

Internal Audit

Site visit

Management of resistance to change

ARS

Strategic planning

QA: Procedures

Faculty Self Evaluation (FAR – SS) started 2003 until 2008 (1st – 5th FAR)

Internal Audit by QAU

Internal / External Audit by QAAC-CU (100 site visits in 2 y --- once per semester for each faculty) start March 2007.

Internal / External Audit by NQAAC (MOHE)

Strategic Planning:Examples of Strategic Analysis

S---- Faculty & StaffBrand image

W---- Number of StudentsFunding

O ---- Expanding marketNational support

T --- DeregulationGlobalization

27

3.Community and environment service

sector

Moving to the third function that has become more apparent in the past

several years, universities are equally concerned to contribute to the

efforts that aim at serving the community and developing the overall

environmental consciousness, a function that enhances university's

role as center of cultural and social enlightment and major contributor

to public endeavors that seek solutions to major societal problems.

Prime Minister decree (1147/1988) creates the post of Vice University

President for Community Affairs and Environmental Development,

which was followed by an amendment of the universities law to create a

similar post within each faculty for the vice deans.

28

1- Message

Supporting the communication links between Cairo University

and all partners in development to

achieve development, enhance partnership and improve the

Competitiveness of Cairo University.

2-Objective

Stressing & working on developing Cairo University’s

self identity; locally, regionally and internationally.

29

3- Activities

First: Enhancing community based research

Second: Supporting and marketing university centers’ work

Third: Supporting the students’ skills to join the labor market, and

working on their awareness regarding the society’s problems

Fourth: Reorganizing structure of university’s building through

participation between public & private sectors

Fifth: Supporting the Cairo university students’ alumni

Sixth: Offering societal services via medical & environmental caravans

Seventh: Supporting self identity of Cairo University: Branding

Governance at the Faculty level and

University level

In addition, there is a sequential

organizational structure for the approval of

decisions ranging from department boards

to faculty boards to university board.

New issues discussed at the University board

are directed to Supreme Council of

Universities, which has specialized

committees of experts from all universities

Most university boards incorporate

representation from the world of business,

public services and politics.

Department board

Faculty board

University board

Supreme council of universities

•Decision making process nfrom the faculty

to the National Council of Universities

Srategic Goals and MOE

Recently there is more focus on goals

management by objectives and results

based monitoring

Strategic goals of CU

Raising the efficiency of institutional

performance to enhance the

competitiveness of the university

Implementing quality measures and

regular evaluation of educational

effectiveness

Enhancing competitiveness of Cairo

university students

Developing the capabilities and skills of

University staff members, and the services

provided to them

Upgrading scientific research and

investing research outcomes in

developing the national economy and

enhancing the public services

Enhancing partnership programs with

civil society institutions and community

service

35

B-Results –based Monitoring

Conducting a Readiness

Assessment

Agreeing on Outcomes to Monitor and

Evaluate

Selecting Key Indicators to

Monitor Outcomes

Baseline Data on

Indicators—Where Are We Today?

Planning for Improvement — Selecting

Results Targets

Monitoring for Results

The Role of Evaluations

Reporting Your Findings

Using Your

Findings

Sustaining M&E System Within Your Organization

1 2 3 4 5 6 7 9 108

36

Results-Based Monitoring

Outcomes• Intermediate effects of outputs on

students

Outputs• Services produced

Activities

• Tasks personnel undertake to transform inputs to outputs

Inputs• Financial, human, and material

resources

Goal(Impacts)

• Long-term, widespread improvement in the sector

Imple

menta

tion

Resu

lts

Binnendijk, 2000

37

Sustainability Evaluation Addresses“Why” Questions What caused the changes we are

monitoring

“How” Questions What was the sequence or

processes that led to successful

(or not) outcomes

“Compliance/

Accountability

Questions”

Process/

Implementation

Questions

Did the promised activities

actually take place and as they

were planned?

Was the implementation process

followed as anticipated, and with

what consequences

38

Complementary Roles of Results-Based Monitoring and EvaluationMonitoring Evaluation

Clarifies program objectives Analyzes why intended results were or

were not achieved

Links activities and their

resources to objectives

Assesses specific causal contributions

of activities to results

Translates objectives to

performance indicators and

set targets

Examines implementation process

Routinely collects data on

these indicators, compares

actual results with targets

Explores unintended results

Reports progress to managers

and alerts them to problems

Provides lessons, highlights significant

accomplishment or program potential,

and offers recommendations for

improvement

39

Performance Monitoring System Framework

For each outcome/goal you need:

BaselineIndicator Data AnalysisTargetData Collection

Strategy Reporting Plan

40

Collecting Quality Performance Data

Reliability

Validity Timeliness

41

Evaluation Means Information on:

Strategy Whether we are doing the right things

Rationale/justification

Clear theory of change

Operation Whether we are doing things right

Effectiveness in achieving expected outcomes

Efficiency in optimizing resources

Client satisfaction

Learning Whether there are better ways of doing it

Alternatives

Best practices

Lessons learned

Challenges

Financial decentralization

Reliance on state funding results in lower

financial autonomy

Negligible tuition fees and lower sources

of self-financing activities

Centralized model of financing involves

time consuming processes of approving

decisions

• The need of powerful managerial infra-

structures which should be parallel to the

academic structures of deans, heads of

departments and professors.

• The self autonomous in decisions.

•The interference from central authorities

through laws and regulations in day to day

operations and budgetary decisions.

Challenges

•The need for a well dissemination mechanism of Faculty and university by laws to the academic staff.

•Well defined relationship between academic staff, management and different committees.

•Limitations of routine, bureaucracy and sufficient autonomy.

•Active representation of stakeholders and students in different committees.

•Clear Policy or procedure for evaluating the performance of academic leadership.

Challenges

•Quality measures for the administrative processes.

•Adequate structure and terms of reference for most faculty committees .

•Increase the number of faculty staff who adequately participate in activities of different committees.

Challenges