Higher Education in the Arab World: New Priorities in the Post COVID-19 Era

✍ Scribed by Adnan Badran (editor), Elias Baydoun (editor), Joelle Mesmar (editor)

• Publisher: Springer
• Year: 2022
• Tongue: English
• Leaves: 361
• Category: Library

✦ Synopsis

This book presents selected case studies from the Arab world on the universities responses to the pandemic. This book will look in detail at the priorities of the higher education sector in the post-COVID-19 era and the changes that must be adopted by universities and governments. These changes will allow the higher education sector to emerge from the crisis and build short- and long-term resilience.

The onset of the COVID-19 pandemic has induced sudden changes worldwide by setting a global lockdown that has impacted all industries and sectors, affecting our daily lives and forcing us to adapt to a new normal. This book is the first major account of how the pandemic has shaken universities and higher education institutions in the Arab world today and tomorrow. Crucially, it examines the responses of universities to COVID-19, highlights their current position, and addresses the negative and positive outcomes. Has this crisis become an adversity or an opportunity forhigher education institutions? What are the pillars that will ensure the success of the Arab higher education sector post COVID-19?

✦ Table of Contents

Contents
Introduction
Publications by the Arab Academy of Sciences
The Post-COVID Classroom: Lessons from a Pandemic
1 Introduction
2 The COVID-19 Pandemic
3 The COVID-19 Educational Response: Maslow Before Bloom
3.1 Immediate Measures
3.2 Immediate Effects
3.3 Immediate Challenges
4 The Impact of the Pandemic on Various Educational Fields and Activities
4.1 The Academic Research Enterprise
4.2 Medical and Nursing Education
4.3 Pharmacy Education
4.4 Engineering Education and Skills
4.5 Business Education
4.6 Legal Education
4.7 Arts and Design (Creative Disciplines)
4.8 Adult Education
5 Beyond the Pandemic: The Challenges of Recovery
5.1 The Student Pool
5.2 The Academic Programs
5.3 The Real Estate
5.4 The Academic Jobs
6 Future Trends and Possibilities
6.1 A New Perspective on Twenty-First Century Skills and Learning Methodologies
6.2 Innovations in Teaching Technologies from the Arab World
7 Conclusion
References
Do Disruptive Events Favor the Bold or the Old?
1 Introduction
2 The Pandemic
3 Lessons from the Pandemic
4 The Conclusions We Can Draw from This
5 Why This Matters
6 Changes in the Twenty-First Century
7 Competition to Meet Future Demand
8 Conclusion: The Future Favors the Bold
References
How to Prevent a Crisis Becoming a Catastrophe
1 Introduction
2 Were Universities Prepared for a Global Pandemic?
3 How Did Universities Respond to the COVID-19 Pandemic?
4 Impact of the Outbreak on the Main Functions of the University
4.1 Education
4.2 Research
4.3 International Students
4.4 Business Development and Engagement
4.5 Overall Business Impact
5 Evolution During the Pandemic
6 Longer Term Adaptation
7 Conclusion
Access to Resources for Learning and Assessment in the Time of Pandemic—What Happens When Things Misalign and When the Teacher Is not There?
1 The University of London and Undergraduate Laws
2 External Students of Empire
3 Undergraduate Laws Today
4 Assessment in the Time of Pandemic
4.1 The Process
4.2 Selecting an Assessment Method
4.3 The Real Test
5 Resources and the Modes of Learning
6 The Sage on the Stage
7 Seismic Cracks and Paradigm Shifts
8 Conclusion
References
Bridging the Gap Between Academia and Business
1 Introduction
2 Research in Universities
3 Teaching
4 History of the Development of the University Links as a Precursor to the Third Mission
5 The Third Mission
6 Third Mission Programs
6.1 Enterprise Education—Often Linked to a Business School
6.2 Operating a Business Incubator and Accelerators
6.3 Organizational Structures of Knowledge Transfer Office
6.4 The Management of the KTO
6.5 Some Contexts for the Success of Third Mission
7 Wider Opportunities to Support Post COVID Recovery and Growth
7.1 The Structure of Business in the MENA Region
7.2 Building Links with Emerging Technology Companies
8 Conclusion
References
The ‘New’ Normal of Business Education in a Post COVID Era: The CDIO Approach
1 Introduction
2 Redefining Business Education
2.1 The Evolution of Business Education
2.2 Business Education Context
2.3 Challenges Facing Business Education Highlighted by COVID
3 Understanding Innovation Within the Context of Business Education
3.1 Positioning Innovation
3.2 Culture of Change and Innovation Factors
4 The Innovative Business Curriculum
5 Design of the Business Innovative Curriculum Structures and Content
6 Adoption of the CDIO Model
6.1 CDIO Background
6.2 CDIO Initiative, Standards and Syllabus
6.3 CDIO Initiative and Business Education
7 Modified CDIO Standards and Syllabus for Business Education
7.1 CDIO Standards—Adjusted to Business Major
7.2 CDIO Syllabus—Adapted to a Business Major
8 Recommendations and Conclusions
Appendix 1
Appendix 2
Appendix 3
References
Leveraging Research and Innovation for the Post COVID-19 Era: Lessons Learned and Future Plans Towards Economic Resilience
1 Introduction
2 Immediate Impacts of the Outbreak of the Pandemic
3 Research and Development Priorities in the Wake of the COVID-19 Outbreak
3.1 In the Medical and Health Sector
3.2 In the Agricultural Sector
3.3 In the Industrial and IT Sector
3.4 In the Educational Sector
4 Conclusions
References
Implications of the Recent Financial and Health Crises on Institutions of Higher Education in Arab Countries: Revisiting Existing Financial Models
1 Introduction
2 Overview of the Arab Macroeconomic Situation
3 Similarities Between the 2007–2009 Financial Crisis and the 2019 COVID Pandemic and Their Effects on Higher Education
3.1 Impact of the 2008 Global Financial Crisis on US Universities
3.2 Impact of Financial Crises on the American University of Cairo
3.3 Impact of the Current Crisis on the American University of Beirut
4 Impact of the COVID-19 Pandemic on University Financing: Revisiting Existing Financial Models
4.1 Impact on Students and Household
4.2 Impact on Learning
4.3 Issues and Challenges Facing Arab Universities
4.4 Safeguard Education Spending and Prepare for Future Shocks
4.5 Crises as an Opportunity for the Transformation of Arab University Funding
4.6 Online and Blended Courses
4.7 Suitability and Sustainability of the Financing Model
5 Conclusion
References
10 Shaping the Future: North African Universities After COVID-19
Abstract
1 Introduction: COVID-19, A Global Pandemic
2 COVID-19 in North Africa
3 COVID-19 and North African Higher Education
4 North African Universities Facing the Future
4.1 North African Universities and Post COVID-19 Pedagogy
4.2 North African Universities and the Digital Transformation
4.3 North African Universities Facing the Skills Gap
4.4 Research
5 Conclusion
References
E-Learning Quality Requirements for the Post COVID-19 Era in the Arab World
1 Introduction
2 Higher Education in the Arab World Before and During COVID-19
2.1 Higher Education Sector Size and Development
2.2 Quality Assurance and Accreditation Systems
3 Empirical Study for E-learning Requirements Post COVID-19
4 A Proposed Framework for Post COVID-19 E-learning Requirements for the Higher Education Sector in the Arab World
5 Conclusion
References
Opportunities in Disruption: Higher Education in the Post COVID-19 Era
1 Introduction
2 Disruption in Higher Education
2.1 Impact on Institutions
2.2 Impact on Students
2.3 Impact on Instructors
3 Digital Transformation
4 Future Educational Technologies
5 Conclusion
References
The COVID-19 Teaching Experience: The University of Petra as a Case Study
1 Introduction
2 Online Teaching and Learning
3 Impact of Online Teaching: Literature Review
4 The Experience of the University of Petra with Online Teaching
4.1 Online Teaching Prior to COVID-19
4.2 Online Teaching During COVID-19
4.3 The Post COVID-19 Period
5 Conclusion
References
Effective Partnerships with Multinational Organizations—A Case Study from Sohar University
1 Introduction
2 Determining Potential Strategic Partners
3 The Approach to Effective Partnerships in Response to COVID-19
4 The Impact of COVID-19 on Higher Education Around the World
5 Impact of COVID-19 on Teaching and Learning at Sohar University
6 The Impact of COVID-19 on Sohar University Partnerships
7 Post COVID-19 Plans for Partnerships with Multinational Organizations
8 Conclusion
References
Higher Education in Syria Post-war and Pandemic: Challenges and Opportunities
1 Introduction
2 The Higher Education Sector in Syria Pre-pandemic
2.1 Public Universities
2.2 Higher Institutes
2.3 Private Universities
2.4 Technical and Vocational Training Institutes
3 The Higher Education Council
4 Major Reform Efforts in Higher Education Post 2000
5 Reform Impact
6 Impact of the War on the Higher Education Sector
7 Impact of the Pandemic on the Higher Education System
7.1 Teaching and Learning
7.2 Access and Student Recruitment
7.3 Student Mobility
7.4 Academic Staff
7.5 Non-teaching Staff
8 Coping with the Pandemic
8.1 Public Universities
8.2 Private Universities
8.3 Higher Institute for Applied Sciences and Technology (HIAST)
8.4 The Syrian Virtual University
8.5 The University of Leicester, UK
9 Preparing for the Future
9.1 Teaching and Learning
9.2 Bridging the Digital Divide
9.3 Governance
10 Conclusion
References
Through a Glass Darkly: Oral Histories of Teaching During the Pandemic
1 Introduction
2 Approach
3 Analysis
4 Conclusion
Appendix: Interviews
A
B
C
D
E
F
G
H
I
J
K
L
M
Reference
Flagship Projects for Accelerating R&D During the COVID-19 Period in Kuwait
1 Introduction
2 Background Information on the Pandemic
3 Consequences of the Pandemic
4 Combating COVID-19 Consequences
5 Global Research Trends
6 Flagship R&D Research Projects
6.1 General Objectives and Outcomes
6.2 The Approach
7 Flagship Proposed Research Ideas on COVID-19
8 Examples of the Results and Outcomes of Research Conducted
9 Conclusions
References