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International Inter-institutional Partnerships in Higher Tourism

Education: The Case of Moi University, Kenya

Beatrice H. Ohutso Imbaya

Department of Tourism Management, Moi University, P O Box 3900 – 30100

Eldoret, Kenya

Accepted 6 August, 2013

Abstract Though internationalization of higher education is now well documented in the developed nations, there is a dearth of literature in this area in Africa. In Kenya, the few studies available focus on inter-institutional partnerships between higher institutions of learning offering tourism education and so little is known about these partnerships. And yet Kenya being a leading tourist destination in Africa, it has increased engagements with other parts of the world including academic partnerships motivated by its position in tourism. Consequently, Kenyan universities have introduced academic programs in tourism and hospitality which are now attracting more inter-institutional partnerships. Using the case of Moi University, this study seeks to establish the extent to which staff and student exchanges resulting from these partnerships serve the interest of the collaborating departments in Kenyan universities. Key Words: Inter-institutional, Collaborations, Internationalization, Tourism education

1.Introduction

Recently, there is an increasing focus on higher education collaboration and exchange within regions, but without withdrawing the attention given to inter-regional cooperation in higher education (Abebaw, n.d.). The underlying strategies are to promote international education programs and encourage staff and student exchange programs with foreign institutions. In the context of globalization and the rapid changes experienced in higher education (HE) in the last few decades world-wide, internationalization of HE is now well documented, especially in the developed nations. Various partnerships and international research networks linking Higher Education Institutions (HEIs) in the global North and South have emerged, as an expression of higher education’s contribution to international development and of the need to bridge the North/South knowledge divide. Such

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partnerships have contributed to enhanced human and infrastructural capacity, as well as to a better integration of the Southern partners in international exchanges (Nakabugo et al., n.d.). Thus, inter-institutional alliances or partnerships are of increasing importance in higher education (Shaw & Holmes, 2005).

The motives for the formation of these alliances include resource needs for assets or capabilities which the university does not possess, such as the need to cross organization boundaries to create interdisciplinary teams (Shaw & Holmes, 2005). This suggests that such linkages and inter-institutional collaborations constitute the future of higher education. However, despite the benefits of inter-institutional collaborations, myriad of problems have emerged including management and financial limitation, that this study using primary and secondary data purposes to discuss and through SWOT analysis make tangible recommendations for effective collaborations in view of the benefits (Cultural exchange, networking, academic advancement among others) that are associated with such collaborations.

In addition, generally in Africa, and particularly in Kenya, there is a dearth of literature in this area, especially as it relates to internationalization of higher education in tourism. Yet Kenya is one of the leading tourist destinations in Africa. A position that has led to increased engagements with other parts of the world. Even academic partnerships have been motivated by this position of Kenya and thus Kenyan universities have introduced programs in tourism and hospitality which are now attracting more inter-institutional partnerships. In Kenya, it is Moi University (MU) which spearheaded higher education in tourism and it is therefore arguable that a study of the MU case is representative of Kenya as a whole. Few studies available, in Kenya, (Munavu, 2004; Jowi, 2009; Ooro, 2009) have focused mainly on internationalization of higher education in general. Likewise, little is known regarding higher education inter-institutional partnerships in tourism education and hence this constitutes the gap that this paper endeavors to fill.

2.Literature Review

2.1Partnerships and Collaborations in Higher Education

In HE, internationalization was for a long time mainly considered as the cross-border mobility of individual students (de Wit, 2002; Van der Wende, 2001). In the last three decades, however, the conceptual understanding of internationalization has broadened, and started to include many international activities. This includes collaboration in teaching, research, and other projects; mobility of students and scholars; inclusion of international dimensions into the curriculum; recruitment of foreign students, establishing campuses in foreign countries; and countries collaborative works toward common frame of reference (Oyewole, 2009; Teferra & Knight, 2008).

Previously, development organizations worldwide have endeavored to facilitate North – South university collaborations, to help tackle issues that mainly affect the South, such as hunger, ill-health, illiteracy, conflict, human rights abuse, and environmental degradation (Samoff & Carrol, 2002; Bradley, 2007). However, as indicate by Nakabugo et al., ( n.d.), though previous North-South partnerships have contributed significantly to enhancing research capacity in the South (Gaillard, 1994), a number of weaknesses have emerged. These include, among others, the fact that such partnerships’ impact on research capacity building has often related more to individual capacity building rather than at an institutional level (Velho, 2002). Katz and Martin (1997) distinguish between collaboration at different levels and show that inter-institutional and international collaboration need not necessarily involve inter-individual collaboration. Lariviere, Gingras and Archambault (2006), concur that there are two types of collaboration: international and inter-institutional.

In addition, the rationale for most North-South partnerships has been narrowly focused on addressing capacity gaps in the South and less on the learning and building of capacity within Northern counterparts (King,

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2008); they have been largely managed from outside the developing countries, and their sustainability has been donor-dependent. While principles of good partnership practice have existed for decades (for example, United Nations, 1979), the actual nurturing of mutually-beneficial North-South partnerships still remains a challenge not least because the ‘…asymmetry between partners remains the principal obstacle to productive research collaboration’ (Bradley, 2007:2).

Kritz (2006) states that, in the past, international research collaboration, mainly, involved individual faculty members from developed countries travelling to other developed countries or to a developing one for research collaboration. On those trips, the visiting foreign faculty member may have delivered lectures or participated in seminars at the host institution but the main purpose of the visit was to collaborate with research colleagues in another country. On the other hand, Khaemba, (2004) explains that the objective of student exchange is to enable the university students to gain a better understanding of the cultural, economic and social systems of the countries of the host institutions, while staff exchange is seen as a strategy in working towards international best practices in teaching. Presently, these Cross Boarder Higher Education (CBHE) initiatives are growing rapidly and they will allow students in different countries to do their tertiary studies in their homelands or neighboring countries in their regions (Kritz, 2006) or in other continents. Nevertheless, in the context of higher tourism education, exchange programmes for staff and students can act as excellent experiential learning engagement that accords the beneficiaries the kind of exposure needed to understand the intricate dynamics of tourism both at domestic and international level.

2.2History of Tourism Education in Kenya

The history of tourism education dates back to 1969 when the first Hotel Management course in Kenya was introduced at the Kenya Polytechnic, Nairobi. Since the hotel management focus of this course was narrow, there was still need for broader training and education to cover other areas in tourism. This led to the establishment of Kenya Utalii College (KUC) as a joint project between the Swiss and Kenyan governments in 1975. Thereafter a number of private and public middle level training were established to provide tourism training in specific skill for operatives in various subsectors.

Unfortunately, the private provision was so heavily commercialized that there were calls for regulation and a harmonization of both curricula and qualifications (Sindiga, 1994; Mayaka, 1999; Mayaka & King, 2002). It is in view of these limitations that the presidential committee on employment saw a need for training of tourism officers at university level (Kenya, 1991).

2.3Higher Education in Tourism in Kenya

In Kenya, Tourism training and education at university level was initiated at MU’s Chepkoilel Campus in 1992 as a result of a presidential committee report. Later the Moi University Department of Tourism (MUDOT) was established to meet the industry demand for trained employees in the tourism sector and to undertake research to promote the sustainable development of tourism in Kenya.

In an attempt to fill a gap in resource and staff training needs, MUDOT forged collaborations with international institutions of higher learning. For instance, a collaboration between MUDOT and the Institute for Service Management of the CHN University of Professional Education in Leeuwarden (the Netherlands) and Wageningen University and Research Centre (the Netherlands) provided financial investments, workshops, short term and long term strategic planning assistance as well as Master and Ph.D. training to Kenyan students. This collaboration also assisted in the founding of a research centre; the training of staff at Master and Ph.D. level; the development and implementation of a curriculum on problem Based Learning (PBL); the establishment of a documentation and computer centre; and the establishment of an African Chapter of the Association for Tourism

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and Leisure Education (ATLAS).

Other universities, both public and private, including Maseno, Kenyatta, Nairobi, Egerton, United States International University (USIU), among others, have followed and introduced either schools and departments in tourism and related areas (for instance. hospitality and institutional management) or tourism subjects within traditional discipline-based departments such as Geography, Business, History, and others. The African Virtual University based at Kenyatta University also offers some tourism subjects via distance education. However, MU is the foremost institution, having a School of Tourism, Hospitality and Events Management which has three specialized departments namely Tourism Management, Travel and Tour Operations Management and Hospitality and Hotel Management and now offers degrees up to Ph.D. level.

Therefore, this paper seeks to establish how Kenyan Universities, using the case of MU, have applied international inter-institutional collaborations in the links they forge with similar institutions from other countries and the implications of these collaborations for higher education in tourism in Kenya. Specifically, this paper attempts to establish the extent to which staff and student exchanges resulting from these inter-institutional collaborations serve the interest of the collaborating departments in Kenyan universities.

3.Research Questions

• What are the international inter-institutional collaborations existing in Moi University?

• To what extent have staff and student exchanges resulting from international inter-institutional collaborations served the interest of the collaborating university?

4.Methodology

This paper was based on a document analysis and in-depth-interviews with staff and beneficiaries of these collaborations at MUDOT and International Office. The paper uses the SWOT analysis as its analytical model to expose the strengths, weakness, opportunities and threats associated with international inter-institutional collaborations. The SWOT analysis informs the way forward regarding the implications of existing international inter-institutional collaborations on higher education in tourism in Kenya. It also explores the extent to which staff and student exchanges resulting from these collaborations serve the interest of the collaborating Institutions.

5.Limitations of the study

The study is primarily based on Moi University, Kenyan experience, but it may be generalized in view of the fact that literature sources address related situations from other parts of the world.

6. Findings

6.1Memoranda of Understanding between Moi University and International HE institutions by region

In order to assess the implications of the international inter-institutional collaborations existing in Moi University on higher education in tourism, this study sought to examine the number of Memoranda of Understanding (MOU) signed between MU and HE institutions from other countries by region (Table 1). The regions were grouped according to the United Nations World Tourism Organization (UNWTO) classification of tourism regions. Further, the study examined the Objectives of the Signed MOU with MUDOT.

The study found that, most (75%) institutions collaborating with MU were from outside the African region with United States of America having the highest (25%; N=5) number of institutions collaborating with MU. The rest of the countries had one (5%), except for France, South Africa and Egypt each of which had 2 (10%) institution collaborating with MU (Table 1).

All collaborating institutions, except 1(5.3%), were universities. The nature of collaborations included:

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Project funding, education, Academic cooperation and exchange, teaching, scientific cooperation, double degree agreement, strategic alliance, technological research collaboration (Table 1).

6.2International Inter-institutional Collaborations with MUDOT

6.2.1Objectives of the Signed MOU with MUDOT

Available documents revealed 5 signed MOU between MUDOT and international HE institutions (Table 2). These MOUs were signed with Lyon II University, France; Indiana University, USA; University of Wales Institute, UK; Suez Canal University, Egypt; and University of Nordland, Norway (Table 2).

Information obtained from document analysis indicates that the collaboration between MUDOT and Lyon II France (Lumiere), France with the objective of Exchange of students programmes; exchange of lecturers/joint researchers; upgrading of teaching resources; and developing article writing in French/English(peer review) (Table 2). The study revealed that this collaboration has resulted in: 4 teaching staff from MUDOT visiting Lyon II on exchange as visiting lecturers while 2 professors from Lyon have visited MUDOT to give lectures to undergraduate and Post-graduate students in MUDOT. Further, 4 students from MUDOT have been trained in Lyon II at Masters level and 6 at Ph.D. level.

The objectives of the collaboration existing between MUDOT and Indiana University, USA were found to be: to establish a mechanism for economic development; facilitate continuing Education; Research; Service; and to provide international experience for IUPUI and MU faculty and students. The results of this collaboration are that 9 Students and 7 faculty members of IUPUI have visited MUDOT on summer study abroad program.

The collaboration between MUDOT and University of Wales Institute, Cardiff, UK aimed to facilitate students exchange visits; staff exchange visits; networking; thematic workshops; and documentation. This collaboration has resulted in 6 students visiting Wales Institute on exchange to develop their research proposals for Ph.D. degree. 1 professor from Wales Institute has been involved in the supervision of Ph.D. students at MUDOT and examining of post graduate student projects.

6.3Staff and Student Exchange Programmes in MUDOT

To determine the extent to which staff and student exchanges resulting from international inter-institutional collaborations served the interest of the collaborating department this study sought to establish the areas of exchange and the number of staff and students coming in and those going out of MUDOT on exchange between 2008 and 2012 (Table 3 and Table 4).

6.3.1Staff Exchange in MUDOT (2008 – 2012)

The findings of this study indicate that between 2008 and 2012, the areas in which MUDOT had received staff from collaborating institutions on exchange were: research collaboration; and supervision of graduate students (Table 3). On the other hand, MUDOT members of staff have gone to collaborating institutions for international experience; as external examiners; to participate in seminars, workshops and conferences (Table 3).

In terms of the number of staff participating in the exchange, it was found that between 2008- 2012, a total of 19 (100%) members of staff from collaborating institutions visited MUDOT on exchange, while 13 (100%) members of MUDOT went out to collaborating institutions on exchange (Table 3). Majority (42.1%; N = 8) of staff from collaborating institutions visited MUDOT to have an international experience. A significant number of those from collaborating institutions also visited as external examiners (21.1%; N=4) and to supervise graduate students (21.1%; N=4). Conversely, most (76.9%; N=10) staff from MUDOT visited collaborating institution to attend seminars, workshops and conferences (Table 3).

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6.3.2Student Exchange in MUDOT (2008 – 2012)

The areas of exchange for students between 2008–2012 were internship; developing research skills; and study abroad program (Table 4). A total of 11 (100%) students visited MUDOT while 4 (100%) from MUDOT went out on exchange. Most (81.8%; N= 9) of those from collaborating institutions who visited MUDOT were on study abroad program while All (100%; N=4) those from MUDOT went to collaborating institutions to develop research skills (Table 4).

A SWOT Analysis of the International Inter-institutional Collaborations in MU

Strengths Weaknesses

1. MOU between MU and Partners

- Collaborates with many institutions from all regions in the world good for benchmarking as MU can draw from the strengths of each

2. Objectives of Collaborations with MUDOT

- Center on empowerment and skills development such as research, teaching etc.

3. Staff and Student Exchange

- Gives Students and staff exposure and encourages scholarship

1. Sustainability of MOU is donor dependent

2. Objectives set are similar for all the partners(Duplication)

3. MUDOT partners not regionally balanced. Not augur well for tourism

4. Both staff and student exchange not mutually beneficial to both partners

5. Financial limitations

- Administrative and Managerial

Opportunities Threats

1. Foreign relations for tourism/trade

2. Recruitment of foreign students

3. Inclusion of foreign dimensions in the curriculum

4. Mobility of staff and students

5. Improvement of human resource

6. Establishing campuses in foreign countries

7. Chances for education/conference tourism

1. Loss of identity

2. PR gimmick to gain international recognition/branding

3. Brain drain/turnover

4. Competition

5. Commercialization of HE

6. Pursuing self-interest

7. Integrity issues (accreditation)

Source; (Authors, 2012)

7. Way Forward

Proper collaborations are needed for balance in terms of participation and contribution from both parties. Therefore there should be:

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Pre-collaboration planning/needs analysis taking into account the needs of the tourism department, university and industry at large.

A Departmental policy on international collaborations/staff and student exchange outlining the selection criteria.

An Implementation plan/strategy at departmental level with clear time lines and a budget.

Enhanced financing/funding to departments to support staff and student exchange.

Department to pursue increased regional collaborations to enhance tourism.

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Appendix Tables Region Country Collaborating Institutions Nature of Collaboration

Africa Morocco Moi University Chepkoilel Campus and Institut Mondial Du Phosphate. (World Phosphate Institute)

Project Funding

South Africa Moi University and the University of Cape Town

Funding of Projects and research

South Africa Moi University and Tshwane University of Technology

Research, Education, Training and Technological Development

Ethiopia Moi University and Jimma University-Ethiopia(JU-E)

Training and Research Collaboration

Namibia Moi University and University of Namibia(UNAM)

Teaching, Research and Outreach

Americas USA Moi University and Ball State University Muncie, Indiana, USA

Educational Exchange

USA Moi University and Indiana University Education and research especially in Health related areas

USA Moi University Oklahoma State University Okmulgee, USA

Strategic Alliance

USA Moi University and the University of Georgia, USA

International Cooperative Agreement

USA Moi University and Michigan State University, USA

Project Funding

Canada Moi University and the University of Western Ontario-Canada

International Research Collaboration

Asia and Pacific

China Moi University and Jiangxi Normal University, China

Friend University ties

Singapore Moi University and The Technische Universität Mϋnchen, Singapore

Academic Cooperation and Exchange

Europe France Moi University Chepkoilel Campus and Nancy University, France

Education

Netherlands Moi University and Hogeschool Utrecht University of Applied Sciences, Netherlands

Double Degree Agreement

Germany Moi University and University of Bayreuth, Germany

Academic and Cultural exchange in Education and Research.

France Moi University and The Universitè Academic Cooperation

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Lumiére lyon 2, France

Norway Moi University and University of Nordland, Norway

Academic and Cultural exchange in and Research Collaboration

Middle East

Egypt Moi University and Alexandria University, Egypt

Synergy on Academic Programmes

Egypt Moi University and Suez Canal University

Exchange of International Scientific and Educational Co-operation

Table 1: Signed MOU between MU and International Institutions by Region

(Source: Moi University International Office, 2012)

Collaborating Institutions Expected Outputs/Objectives

Moi university and Lyon II France (Lumiere), France

2009

i. Exchange of students programmes

ii. Exchange of lecturers/joint researchers

iii. Upgrading of teaching resources

iv. Developing article writing in French/English(peer review)

Moi University and Indiana University (IUPUI), USA

i. Establish a mechanism for economic development

ii. Facilitate continuing Education

iii. Research

iv. Service

v. Provide international Experience for IUPUI and MU faculty and students

Moi University and University of Wales Institute, Cardiff, UK

i. Students Exchange Visits

ii. Staff Exchange Visits

iii. Networking

iv. Thematic Workshops

v. Documentation

Moi University and Suez Canal University, Egypt

i. Staff training /exchange

ii. Visiting professors

iii. Student exchange

Moi University and University of Nordland, Norway

i. Promoting educational opportunities

ii. Cross-cultural understanding

iii. Staff exchanges

iv. Student exchange

v. Curriculum development

vi. Comparative research

Table 2: Outputs/Objectives of MUDOT’s International Inter-institutional Collaborations

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Source (MUDOT, 2012)

Areas of Exchange No. from Collaborating Institution

No. from MUDOT

Participation at Seminars, Workshops and Conferences 0 10

External Examiners 4 1

Research Collaboration 3 -

International experience 8 2

Teaching and Graduate supervision 4 0

Total 19 13

Table 3: Staff Exchange in MUDOT (2008 – 2012)

Source: (MUDOT, 2012)

Areas of Exchange No. of Students from Collaborating Institutions

No. of Students from MUDOT

Teaching Internship 2 0

Developing contemporary research skills 0 4

Study abroad program 9 4

Total 11 4

Table 4: Student Exchange in MUDOT (2008 – 2012)

Source (MUDOT, 2012)