HERANA ONE

Cape Sun 22 Janaury2013

HERANA Structure

HERANAHigher Education Research & Advocacy Network

in Africa

RESEARCH ADVOCACY

Higher Education and DevelopmentInvestigating the complex relationships between higher education and economic development, and student democratic attitudes in Africa

The Research-Policy NexusInvestigating the relationship between research evidence and policy-making in selected public policy sectors in South Africa

University World News (Africa)Current news and in-depth investigations into higher education in Africa

The HERANA GatewayAn internet portal to research on higher education in Africa

Nordic Masters in Africa (NOMA)Collaborative research training by the Universities of Oslo, Makerere, Western Cape and CHET

FUNDERSCarnegie, Ford, Rockefeller, Kresge, DFID, Norad

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Project team

• Higher Education Studies – Peter Maassen (Oslo), Nico Cloete (CHET & UWC)

• Development Economist – Pundy Pillay (UWC)• Sociology of Knowledge – Jo Muller (UCT), Johann Mouton (US)• Data analysis - Ian Bunting (DoE), Charles Sheppard (NMMU)• Researchers – Tracey Bailey (CHET), Gerald Ouma (Kenya & UWC),

Rumolo Phinero (Oslo), Patricia Langa (Mozambique & UCT), Samuel Fongwa (Cameroon)

• Higher Education Research and Advocacy Network (HERANA)• Funded by: Ford foundation, Carnegie Corporation, Rockefeller,

Kresge Foundation• NORAD funds masters in HES (Oslo, Makerere, UWC)

• Three successful (OECD) systems investigated:◦ Finland (Europe), South Korea (Asia), North Carolina (US)

• Africa◦ Botswana – University of Botswana ◦ Ghana – University of Ghana◦ Kenya – University of Nairobi ◦ Mauritius – University of Mauritius◦ Mozambique – Eduardo Mondlane◦ South Africa – Nelson Mandela Metropolitan University◦ Tanzania – University of Dar es Salaam◦ Uganda – Makerere University

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The Case Studies

• What are the key elements characterising the regional contexts within which the regional universities operate?

• What is the nature and level of the relationship between the universities and their surrounding environment(s)?

• How are the immediate needs of the region reflected in the missions and core activities of the universities?

• What types of formal and/or informal institutional arrangements regarding regional development initiatives have been created over time?

• What key factors (internal/external) have acted as enablers and/or constraints to reaching the proposed developmental objectives?

• How were regional development initiatives related to the primary activities of the universities – teaching, research and service – institutionalised? What role was played in this by individual institutional actors?

• How can institutional (university) behaviour (e.g. active, passive), in light of regional development needs and initiatives, be characterised and understood?

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The overall research questions

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The analytical premises

Higher education’s role in and contribution to development is dependent on

three inter-related factors:

1. The nature of the pact between the university leadership, political authorities, and society at large

2. The nature, strength and continuity of the academic core

3. The nature and management of the coordination/ connectedness between the university and external projects

Analytical propositions (1)

• Proposition 1: The stronger the pact between universities, university leadership, national authorities and society at large, the better the universities will be able to make a significant, sustained contribution to development.

• Assumption 1: The development and maintenance of the pact relies on effective governance, effective leadership, and co-ordination between the key actors, amongst the national authorities, and an understanding about the role of the university in development.

Analytical propositions (2)

• Proposition 2: The weaker the institutionalisation of externally-funded projects, the weaker the contribution to strengthening the academic core of the university.

• Assumption 2a: With weakly institutionalised externally-funded projects the institution has a limited capacity to make a sustainable impact on development.

• Assumption 2b: Universities make a more significant and sustained contribution to development when their development-related activities contribute to strengthening the academic core of the institution.

Analytical propositions (3)

• Proposition 3: All universities are loosely coupled organisations, implying that academic activities are driven internally.

• Assumption 3: Under ideal circumstances loose coupling is a strength of the university, but in cases of a weak pact and a small and weakly institutionalised academic core, loose coupling tends to fragmentation.

The PACT: National Level Indicators

Narrative, intent and structures for the Role of HE in development

Visions and plans (i.e. Tanzania Development Vision (2025)

Policies – development, science and technology, higher education

Methods and structures for co-ordination

Conceptual Framework: Government – Institutions - Market

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Government departments: Education; Science and Technology; Treasury; Industrial Development; Research Councils

Notions and policies

Coordination mechanisms

Government

Funders

Business

Community

External Groupings

Leadership/planning

Faculties

Academics

University

Pact, Academic

Core,Coordination,Connectedne

ss

Mauritius and Uganda: National visions, policies and structures (1)

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Indicators 3 2 1

1. The concept of a knowledge economy features in the national development plan

StrongAppears in a number of policies

WeakOnly mentioned in science and technology policy

AbsentNot mentioned at all

2. A role for higher education in development in national policies and plans

PrevalentClearly mentioned in development policies

WeakOnly mentioned in higher education policy / plan

Absent

3. Economic development and higher education planning are linked

SystematicFormal structuresHeaded by senior minister

SporadicClusters / forums

WeakOccasional meetings

4. Link between universities and national authorities

Specific co-ordination structures or agencies

Some formal structures but no meaningful co-ordination

No structures, and political rather than professional networks

5. Co-ordination and consensus building of government agencies involved in higher education

Higher education mainstreamed across government departments

Intermittent interaction with ineffective forums

Higher education issues limited mainly to one ministry or directorate

None Mauritius Uganda Mauritius and UgandaKey:

% SET en-rol

% PG en-rol

Inverse Stud: Staff

FTE

% Staff PhD

Res Inc per Acad

M grad per Acad

D grad per Acad

Articles per Acad

UDSM

0.15025 -0.08783 0.88722000000000

1

0.52351 -0.58384000000000

1

-1.27536 -0.68306000000000

1

-0.73695000000000

4

Makerere & NMMU

-0.751253 -0.67337100000000

6

-0.73727 -0.833734 -0.450553 0.082159 -0.367123 -0.364142

UCT 1.352256 1.434573 0.58731699999999

2

1.143961 1.484944 1.111039 1.417308 1.46523199999999

-1.25

-0.75

-0.25

0.25

0.75

1.25

1.75Cl

uste

r Mea

ns

Institutional clusters according to Input and Output Indicators

INPUT OUTPUT

Publications (Web of Science, 2010)

14

20

08

20

09

20

10

232

338

381

122 129

169

90 91 89

Makerere Ghana Dar es Salaam

Eduard

o M

ondla

ne

Mauri

tius

Dar

es

Sala

am

Bots

wana

Ghana

Nair

obi

Make

rere

UC

T45 62 89 107

169 198

381

1516No. of publications % SET

15

Project analysis: Dar es Salaam flagship projects

0 1 2 3 4 5 6

0

1

2

3

4

5

6

7

8

9

10

11

12

BDSI 2 , 5

BTI 3 , 9

GC 1 , 10

SAS 4 , 7

Direct articu-lation/ con-nectedness

Indirect articula-tion/ connected-

ness

Weaken-ing aca-demic core

Strengthen-ing aca-demic core