DIAGNOSTIC ASSESSMENT OF HIGHER EDUCATION IN BUSINESS AND ECONOMICS STUDIES IN EGYPT
April 20, 2006 This publication was produced for review by the United States Agency for International Development. It was prepared by TAPR II Component F: Demir Yener and Anthony Lanyi
DIAGNOSTIC ASSESSMENT OF HIGHER EDUCATION IN BUSINESS AND ECONOMICS STUDIES IN EGYPT:
TAKING STOCK
TECHNICAL ASSISTANCE FOR POLICY REFORM II CONTRACT NUMBER: 263-C-00-05-00063-00 BEARINGPOINT, INC. USAID/EGYPT POLICY AND PRIVATE SECTOR OFFICE APRIL 20, 2006 AUTHORS: TAPR II COMPONENT F: Demir Yener and Anthony Lanyi
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DISCLAIMER: The author’s views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government.
CONTENTS
Abstract
Abstract ...... iii
EXECUTIVE SUMMARY ...... 1 i. INTRODUCTION...... 1 ii. BACKGROUNDS ...... 1 iii. THE EGYPTIAN UNIVERSITY SYSTEM ...... 1 iv. HIGHER EDUCATION IN BUSINESS AND ECONOMICS ...... 2 v. CONCLUSIONS ...... 4 vi. OPPORTUNITIES FOR INTERVENTIONS...... 5
I. INTRODUCTION...... 7 1. Aims of TAPR II Component F Human Reources ...... 7 2. Aims of this STUDY ...... 7 3. Organization...... 8 4. Methodology ...... 8
II. BACKGROUNDS FACTORS...... 8 1. Economic background ...... 8 2. Need for qualified personnel in the private sector ...... 9 3. the demand in the public sector...... 10 4. Demand in the Government of Egypt ...... 12 5. Demand in the private sector...... 12 6. Is there really a shortage of highly trained executives and ECONOMISTS...... 13
III. THE EGYPTIAN UNIVERSITY SYSTEM ...... 13 1. Governance Structure of the public Universities...... 16 2. the University System resources ...... 16 3. Financing Higher Education in Egypt...... 17 4. Public Universities...... 19 5. Private Universities ...... 22 6. Faculty quality, compensation, and recruitment...... 26 7. Higher education reform initiatives ...... 28
IV. HIGHER EDUCATION IN BUSINESS AND ECONOMICS ...... 30 1. Professional environment for business education ...... 30 2. Professional environment for Economics education...... 34 3. existing Business and Economics education programs ...... 38 4. Public Institutions of Higher Education ...... 38 5. Private Institutions of Higher Education...... 40 6. Institutes...... 42
V. CONCLUSIONS: ...... 43
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VI. OPPORTUNITIES FOR ENHANCING QUALITY ...... 46 1. Enhancing existing academic programs:...... 47 2. Strengthening the professional environment: ...... 49 3. Supporting reform process in the higher education:...... 49
APPENDIX ...... I REFERENCES...... i LIST OF INTERVIEWEES ...... ii TABLES ...... v EXHIBITS...... vi
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DIAGNOSTIC ASSESSMENT OF HIGHER EDUCATION IN BUSINESS AND ECONOMICS STUDIES IN EGYPT: Taking Stock
ABSTRACT
Egyptian higher education sector is currently undergoing a rapid transformation. The problems faced by the Egyptian public institutions of higher learning have been a concern for policy makers and the business and public sector community alike due to the decline in the quality of educational services delivered. The government response was to approve the formation of new private institutions of higher learning, while little has been done in the way of fundamental reform to improve the environment and conditions at the public institutions of higher education. These developments have an important bearing on business and economics education, which the government authorities and the business community views with concern. This concern and the lack of information about the current status of higher education in these fields have motivated a diagnostic assessment of the sector. The aim of this study is to examine the Egyptian higher education institutions conferring degrees in business and economics and to offer options for USAID intervention. The ultimate outcome of the study may be the design of USAID technical assistance programs in support of graduate education in business and economics that respond to the Egyptian job market demand. These efforts will help form the individual skills and institutional capacity of Egyptian academicians in promoting critical thinking of students by teaching effectively and conducting internationally publishable research in leadership and business management and economic analysis. Thus, the study looks into both the general environment of the business and economics education at public and private Egyptian higher education institutions. During the course of this study, many Egyptian institutions of higher education were visited, and data that were otherwise not available from a simple web search were collected, and tabulated in a standard form. Attempt was made to collect all available data for the 13 public and 17 private universities where business and economics programs are offered. A compendium of data for 16 public and private institutions of higher education are provided as exhibits. The assessment paper reviews this information and views obtained from other documentation and interviews offers evaluative observations with recommendations for USAID intervention. TAPRII will continue to update this information over time.
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EXECUTIVE SUMMARY
I. INTRODUCTION The business, economics and legal education component of the USAID/Egypt TAPR-II (Technical Assistance for Policy Reform) project is aimed at improving the capacity of the Egyptian business community, and the Government of Egypt (GOE), to manage an increasingly market-oriented, privatized and globally integrated. The aim of this diagnostic assessment paper is to review what is known about the quantity, quality, and modalities of business and economics higher education and training in Egypt, in order to lead to defining opportunities for private, public and donor initiatives that will enhance the quality of business and economics education and training. The paper is based on the review of existing studies, interviews with selected stakeholders at universities, private sector, and government, and available statistical data. Assessments will be based on comparisons with the generally accepted practices of U.S. and European standards of business and economics education.
II. BACKGROUNDS Market-oriented economic reforms since the early 1990s have intensified Egypt’s need for entrepreneurs equipped to compete in global markets, lawyers trained in modern commercial law, and government officials able to apply modern economic analysis in the formation and implementation of policies affecting markets. However, while GOE and business leaders perceive needs for more highly qualified staff, they are dissatisfied with the graduates of Egyptian universities—whose education has not equipped them to take on real- world challenges—but are at the same time unwilling to pay globally competitive salaries to those with world-class university degrees. The result is that Egyptian universities have been slow to respond to new demands, while those who are better qualified have in large numbers sought positions abroad.1
III. THE EGYPTIAN UNIVERSITY SYSTEM Free education at all levels is guaranteed by the Egyptian constitution. As a result, nearly all those passing the Thanawiya Amma, or Secondary School Leaving Examination, attend universities or other higher education institutions, and 99% of those attend universities go to just 13 public universities—the 12 “national universities” and Al-Azhar, the Islamic university in Cairo. At the national universities, enrollments range from 213,000 students at Cairo University and 40,000-60,000 students to 10,000 in some of the lesser public universities.
The quality of tertiary education has declined steadily and precipitously in Egypt over the last two decades. The current state of decline in tertiary education at Egyptian public universities may be attributed to five factors:
1 Throughout this study, we refer to “universities, academies and institutions” as the “institutions of higher education” where undergraduate and graduate degrees in business and economics education are offered in Egypt. The notion of “national university” is used interchangeably with “public institutions of higher education.”
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• A student enrollment that has more than doubled over the past decade leading to overcrowding in classrooms; • Physical plant and infrastructure that have not grown commensurately with the increasing enrollments; • An undereducated faculty unable to cope with the growing pressure from increased student population while facing chronic shortages of technical and administrative support and resources to improve capacity to update their teaching and research skills, and their curriculum development capacity. • Lack of student access to technology, exacerbated by the lack of financial resources made available to update the physical plant and infrastructure, and also lack of IT support to enhance efficiency of administrative governance, and library services at all academic institutions • Existing legal and regulatory governance frameworks that impede the growth of public universities and act as barriers to improve curriculum to respond to the market demand for job skills. In particular, a over-centralized, hierarchical and inefficient system of governing the national universities has consistently discouraged and delayed the reform and modernization of the curriculum. These problems are exacerbated by several other factors: • Poor faculty compensation, which leads to faculty seeking additional employment and spending inadequate time with assigned students; • A centralized, hierarchical and inefficient governance system, which discourages and delays the reform and modernization of curriculum; and • Emphasis on rote learning as the basis of education at all levels, with “research” often taking the form of copying secondary sources rather than original investigation. An ongoing higher education reform process—promoted by the government party and supported by the World Bank—has led to the beginnings of quality reviews within universities and faculties, and some new initiatives, such as fee-paying programs in English and French, and twinning arrangements with foreign universities. Proposed legislation presently being discussed would lead to some decentralization of decision making on curriculum and other university policies. In addition, there has been a growth in the numbers of private universities, with some tendency toward more up-to-date and innovative educational programs.2
IV. HIGHER EDUCATION IN BUSINESS AND ECONOMICS The focus of interviews and research conducted for this study has emphasized graduate education, although the background of undergraduate education is necessarily essential. This review has been broken up into several parts: the professional environment for business education and economics; and the review and assessment of actual business and economics program ms available in both universities and non-university institutions.
2 A special case is the venerable American University at Cairo (AUC), an 80 year old, US-accredited university with special legal status and an academic program similar to that of other US universities but with limited graduate-level offerings.
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The professional environment for business education and economics is much weaker in Egypt than in more advanced countries, where strong and active institutional networks support the process of student admissions, provide opportunities to enter the job market for faculty members, support the exchange of ideas through healthy debate and critical thinking, disseminate new knowledge through research published in refereed journals, and promulgate standards for research and teaching.
Egypt enjoys the presence of two first-rate think tanks, a good number of recurring professional and academic conferences, and the uniformity of standards and procedures found throughout the national university system3. Major weaknesses include the poor mobility of faculty among universities, the relative lack of organized job markets for business and economics faculty, and the paucity of possibilities for local publication outlets for economic and business research.
Despite Egyptian legal and regulatory frameworks for Universities technically provide wide range of support and incentives for faculty research, academics have largely been deprived of their capacity to conduct effective research. This is due to many reasons, with the incentive structure as a major impeding factor. Faculty does not have access to continuing capacity development programs that will help them update their teaching and research skills.
Economics discipline in Egypt is not widely recognized as a professional endeavor that has wide applicability to national policy issues, local government, and business strategy. Furthermore, proper research methodologies, in both business and economics, are not adequately taught in graduate programs in the national universities, and because of the inadequacies of infrastructure, IT and faculty, graduate students are given neither opportunity nor incentive to exercise whatever research skills they do learn. Existing programs in institutions of higher education in business and economics are reviewed under three headings: Public (national) universities, private universities, and institutes. The review in the main text is complemented by a series of “Exhibits” in the appendix—showing details about business and economics programs at selected universities. Undergraduate and graduate training in business administration is offered by all national universities through their Faculties of Commerce.
In many cases, the undergraduate enrollments are extremely large, while much smaller groups take Masters degree programs that typically feature a dissertation that reviews existing literature on a topic. Doctorate programs require addition course work followed by a comprehensive examination and a dissertation that is intended to be the practical application of a theoretical model, but is reportedly often based on existing literature.
There is also a variety of business administration programs offered by private universities. In addition, there is the proliferation of new EMBA programs based twinning arrangements with U.S. universities that offer joint graduate diplomas.4 Reflecting the low profile of the
3 The two think tank organizations are ECES (Egyptian Center for Economic Studies), and ERF (Economic Research Forum). The Supreme Council of Universities is the standard setting body that oversees all the institutions of higher education in Egypt. 4 The MBA program in AUC is closer in format and content to a typical U.S. MBA program. AUC School of Management in the process of AACSB accreditation. The faculty self-assessment was reviewed and a recent visitation team has recommended the accreditations of both undergraduate and graduate programs.
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economics profession in Egypt, economics is normally taught in the Faculties of Commerce or Law of national universities. Only Cairo University has an independent Faculty of Economics and Political Science. Among the private universities, AUC has an autonomous Economics Department that operates under the School of Management. In addition to the two universities with independent economics programs comparable to what is taught in Western universities, the British University and the Arab Academic Undergraduate School of Management have economics as major degrees. The Arab Academy has recently embarked on a joint degree program in Economics with the London School of Economics.(Please see Exhibit 9).
Filling what is perceived as a gap between job requirements in business and government, and the skills of university graduates, are a number of training institute programs. Prominent among institutes offering certificate and diploma programs are such institutions as the Egyptian Banking Institute, American Chambers of Commerce in Egypt, the Leadership and Management Development Center, (Training Center of the Ministry of Investment), and the Securities Institute of the Capital Markets Authority. Think tanks also offer, albeit indirectly, training to young economists in research methodologies and practical application of theoretical models.
V. CONCLUSIONS The current state of business and economics education in Egypt is properly assessed against the background of a national university system that faces serious problems and an economy that in many respects is underperforming. Specifically, facing the challenge of rapidly growing student enrollments, Egyptian institutions of higher education, especially at the public universities, encounter the following problems: • Faculty in need of upgraded and updated knowledge of their fields, and strengthening of their capacities to teach and develop curricula, • Infrastructure that has been deteriorating both in quality and in capacity relative to the rapidly growing student bodies, • Technology that falls short of the IT facilities that students need for modern business and economics education, that libraries need to offer adequate scholarly and research facilities to students and faculties, that administrations need to cope with managing often huge student bodies and staffs, and that universities need for interconnectivity among themselves, • Resources for teaching and research that are out-of-date and inadequate for the mass of students, and • Governance mechanisms that need to be made more flexible, participatory and responsive to needs for change. The introduction of foreign language sections of degree programs, recent construction of new facilities (a new building for FEPS, a new campus for AUC), and the introduction of new US and other European twinning arrangements to confer joint degrees, delivered in newly upgraded facilities, are all expected to relieve these problems to a certain degree. Nevertheless, these improvements are insufficient to resolve the core weaknesses in the Egyptian tertiary education that are mentioned above, and this will require sweeping reform and investments in higher education in Egypt.
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Business management is taught exclusively in Faculties of Commerce, except at AUC, where there is a U.S.-style business school offering an MBA in addition to undergraduate studies. Many Faculties of Commerce offer masters and doctoral degrees, but these are largely based on a formula of course work and dissertations rather than hands-on research and practical applications. The quality of most of these programs are questionable, in part because of the huge strains on the Faculties due to factors already discussed. Teaching methods used in the delivery of graduate-level courses do not seem to support the advancement of critical thinking and interactive learning. Case-study methodology is not widely practiced, possibly due in part because the deeply established dependence on rote learning, or simply to the lack of adequate capacity of the instructors about this method.5 As a result, employers consider the graduates to be weak when they arrive in the job market, and in need of additional training to upgrade their skills to meet job requirements. Even though two well-respected economic think tanks exist in Cairo, economics education as a professional discipline at Egyptian institutions of higher learning outside of the capital city does not exist.6 As a result, professionals well trained in economics are largely unavailable to deal with problems of national policy, local government, and business strategy. Even at Faculty of Economics and Political Sciences (FEPS) at Cairo University, there is a good deal of the rote learning that plagues the quality of economics education. Among the Egyptian officials interviewed for this study indicate that there is little respect for local graduate programs in economics. The graduates of the FEPS and AUC programs are regarded as overly theoretical in their preparation. The training and certificate or diploma programs offered by various institutes are laudable attempts to fill the business and economics skills gaps. Useful training is also provided by international organizations (such as IMF and World Bank), but there needs to be greater recognition that in the long run, ensuring a future stream of properly educated graduates can only be achieved by improving the basic business and economics education provided by the universities.
VI. OPPORTUNITIES FOR INTERVENTIONS While full discussion of, and final recommendations for, USAID action will be provided in a subsequent paper, the findings of this paper suggest some ideas for intervention that deserve further consideration.
At this time, many new initiatives to improve business and economics are undertaken by public and private institutions. These are mostly in the form of twinning arrangements between the local and US and European and Japanese universities offering joint degree programs. In this respect, the creation of new, stand-alone “greenfield” programs would be
5 There is also the lack of business and economics cases in the Egyptian context. This is one of the issues that is being repeated during interviews. The business and economics cases in the Egyptian context will arguably enhance the learning of the applications of theories in business discipline. 6 Egyptian Center for Economics Studies (ECES) and Economic Research Forum (ERF) provide quality economics research and training programs. Economics as a professional discipline is taught in a form that bears similarity to U.S. counterparts only at Cairo University Faculty of Economics and Political Science [FEPS] and AUC.
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unlikely to be feasible in the current institutional setting as a possible intervention by international donors. However, potentially viable options fall under several broad approaches, all of which move in the direction of institution and capacity building as follows: • Enhancing existing academic programs (Institution Building)—for example, providing technical assistance through grants to twinning arrangements for graduate programs, encouraging new twinning arrangements in both business and economics, and offering cross-university support to business and economics teaching. • Strengthening the professional environment (Capacity Building) —for example, creating a case clearing house for business education, supporting the creation of a refereed economics journal, or promoting cross-university associations of business and economics faculty. • Supporting the higher education reform process (Policy Reform)—Providing policy reform assistance in coordination with other international donor programs.
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I. INTRODUCTION
1. AIMS OF TAPR II COMPONENT F HUMAN REOURCES In Egypt, there is a shortage of adequately trained and educated lawyers, economists, and business leaders to steer the course to a fully private-sector led, market-driven economy. The depth of leadership and skills in business management, economic analysis and commercial law is insufficient to meet Egypt’s aggressive development goals. The reasons for this deficiency are many, but the foundation for addressing underdeveloped skills begins with Egypt’s institutions of higher education.
University programs in Egypt generally face a number of shortcomings. Law, economics and business curricula are not designed to meet the needs of a reforming Egyptian economy, and graduates are not leaving higher education with the skills required by potential employers to succeed. Further, faculty and academic administrators often lack the capacity and resources to develop and implement skills-based education programs and regularly use outdated teaching methodologies, curricula and academic resources. Finally, faculty selection, retention, promotion, evaluation and compensation policies are in need of fundamental reform and even the measurement of student performance requires greater consistency and transparency to drive toward international standards.
The business, economics and legal education component of USAID’s TAPR-II (Technical Assistance for Policy Reform) project, implemented by BearingPoint, Inc., is aimed at improving the capacity of the Egyptian business community and the Government of Egypt (GOE) to manage an increasingly market-oriented, privatized and globally integrated economy. Thus, the emphasis of this component will be on increasing skills of businesspersons engaging in international commerce and key domestic financial services, government officials tasked with managing macroeconomic policies and regulation of domestic markets, and attorneys dealing with commercial law.
2. AIMS OF THIS STUDY The activities of Component F with regard to legal education have already been specified in detail and discussions with Egyptian counterparts such as the Cairo University and Alexandria University Faculties of Law, and are well underway. Possible interventions in the areas of business and economics education are yet to be determined by USAID. The complexity of the terrain in these areas argues for careful study and analysis before options for USAID initiatives are discussed. The aim of this diagnostic assessment paper, then, is to review what is known about the quantity, quality, and modalities of business and economics higher education and training in Egypt. It is hoped that this assessment will lead to clearer definition of the opportunities for private, public and donor initiatives to enhance the quality of business and economics education and training.
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3. ORGANIZATION The paper starts with an introduction (Section I) and a brief discussion (Section II) of background factors, i.e., the economic and demographic situation that underlies the demand for and supply of highly qualified business and economics degree holders.
The central portion of this paper is divided into two main parts, dealing respectively with the university system and with business and economics education (Sections III and IV). Although these fields are intellectually closely related, and it is well understood that the study of one benefits greatly from knowledge of the other, in Egypt, they are nearly entirely separate worlds on the university scene. They are discussed here to some extent separately, but as much as possible, and in the concluding section (V), in conjunction with each other, as there are possible activities that would involve partial integration of scholarly and teaching activities in both areas—an integration that has been the case for many years in the U.S. and other advanced countries.
4. METHODOLOGY This paper aims to provide a description of existing economics and business education programs at Egyptian universities, and to the extent possible, assessment of the quality of these programs. There is also selective discussion of post-graduate training institutes. The study is based on three main sources of information: • Existing reports and studies; • Interviews with selected university officials, professors, employers, research scholars, and officials of NGOs and donors; and • Available statistical data—mainly from the ministry of Higher Education, but also from international agencies and other sources. Assessment implies a comparison with standards of some sort. For purposes of this paper, standards are generally assumed to follow the UNESCO and other best practice guidelines of quality assurance in higher education in business and economics studies. To the extent that comparisons are possible, the standards will be taken to be typical curricula and training programs in the United States. For business education, standards of the international AACSB (US-based) or EQUIS (Europe-based) accreditation organizations can serve as objective benchmarks.7
II. BACKGROUNDS FACTORS
1. ECONOMIC BACKGROUND Beginning in the 1980s, and more seriously in the 1990s, Egypt has moved slowly but steadily toward a more market-based, private-sector-run and open economy. This has been a difficult process, in part because of the path dependencies engendered by decades of
7 American University in Cairo, School of Management has recently been recommended for AACSB accreditation for its business programs. Other than that, no Egyptian institution has yet met these standards, even though a number of business school programs in the Gulf countries and other emerging market countries have.
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central planning, dominance of state enterprises (in both industry and finance), and a consequent culture of controls, protection, and rent-seeking. In such a climate, improving the competitiveness of the businesses, and formulation of government policies so as to carefully gear incentives to the private sector, were less important than the detailed knowledge of rules and regulations, government lore on how to apply them, and private sector savvy about how to get around them.
By now, however, the situation has substantially changed: over 70 percent of national production is in the private sector, the exchange rate is flexible, and capital markets are broader—even though there are still inefficient state-owned enterprises (including large state banks with portfolios loaded with bad state-enterprise debt), government controls are still excessive, and the government bureaucracy is still bloated, growing and inefficient. There is much to improve8.
2. NEED FOR QUALIFIED PERSONNEL IN THE PRIVATE SECTOR Against this background, the market-oriented reforms—liberalization and privatization— introduced by the GOE since the early 1990s have brought with them new needs for entrepreneurs equipped to compete in global markets; these types of expertise must be accompanied by lawyers trained in modern Box 1: Major Occupation of commercial law.9 Egyptian Migrants while Abroad in 1988 While hundred of thousands of students study in Occupation % of Migrants Faculties of Commerce at the national universities each year, the curricula at both Technical and Scientific 23.07 undergraduate and graduate levels has tended Management 2.32 to steer clear of the new, cutting-edge skills Clerical 7.13 need to negotiate the currents of modern global Sales 6.72 markets. As a result, multinational firms and Services 6.69 large Egyptian companies try to hire graduates Agriculture 28.27 of foreign universities and the American University in Cairo (AUC) —but they must Production 25.80 compete against the higher salaries offered Source: Wahba, Jackline. “Does International 10 Migration Matter? A Study of Egyptian Return abroad, notably in the Gulf States . There is Migrants.” In Proceedings of Regional also the proliferation of new private institutions Conference on Arab Migration in a Globalized of higher education established by foreign and World. September 2003. pp. 185. domestic initiatives, that have very attractive campuses and long lists of impressive international connections for those students who are able to afford the tuition charges.
8 The Heritage Foundation Index of Economic Freedoms list Egypt in the 128th rank, among a total of 157 nations. Even though this ranking had worsened somewhat during the last few years, following the appointment of the new cabinet in 2004, economic reform became a top priority with liberal reformers in key policy positions. The most important priority at this time is to improve the investment climate and stimulate economic growth led by private sector. This policy will have very important implications on the job skills for highly capable economists and business educated leaders. 9 The important need for commercial law training is included in Component F, but is not covered in this assessment paper. 10 Please see: The Regional Conference on Arab Migration in a Globalized World: Proceedings.” International Organization for Migration and the League of Arab States. September 2003. The study indicates that around one million and a half Egyptians live and work abroad, mainly in the Gulf countries and Saudi Arabia and Jordan.
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3. THE DEMAND IN THE PUBLIC SECTOR Modern governments, operating in a market system, need analytical knowledge and techniques to inform policy advice and implementation. In Egypt, the study of economics seems to be the step-child of the national university system: in the national universities, it is taught within the Faculties of Commerce, with the exception of Cairo University (CU), where there is a separate Faculty of Economics and Political Science. The only other notable economics program among the private universities exists at a departmental level within the School of Management of American University of Cairo (AUC). Tiny enclaves of mostly foreign-trained economists give economic advice in the economic ministries, while the mass of civil servants do not have training that is adequate to meet the demands of regulating and dealing with the government’s involvement in modern financial and capital markets, not to speak of properly operating tax and budgetary systems. Many professionals with economics backgrounds prefer to seek jobs with international organizations and donor institutions, or emigrate to the Gulf States or Europe, or North America.
Needs vs. demand. The GOE, leaders of the modern business sector, and donors perceive a need for more highly qualified corporate executives and economists in Egypt. Despite this perceived need, however, there is plenty of anecdotal evidence that many Egyptian holders of foreign MBAs and Economics PhDs are employed in the Gulf States, in Europe and the U.S., in international organizations, and in multinational businesses abroad. If labor markets were working in line with the expressed need of business and government leaders, the supply of Egyptian holders of high-quality business and economics degrees would be matched by the demand from employers. That this is apparently not so testifies to the continuing weaknesses in the growth of Egyptian manufacturing and the financial industry, together with inadequate funds available in the government to hire high-quality staff.
These phenomena, mentioned by many interviewees, are part of the larger problem that Egypt is one of many developing countries suffering from “brain drain”: recent studies show that a quarter of Egyptian migrants abroad are employed in jobs requiring high levels of education or managerial experience (Box 1). A necessary, if not sufficient, condition to combat brain drain in Egypt is to reduce overall unemployment: this would require a sustained economic real GDP growth rate of 6 per cent annually. However, such an expansion has not been forthcoming for the past few years. To reach these growth levels, Egypt must improve its export performance, and encourage FDI. However, in order to successfully accomplish this important task, the necessary work force skills in these areas must be developed.
Beyond these broad macroeconomic realities, there is also an apparent mismatch between the demand of employers and the quality of university graduates supplied. Demand for qualified workforce with relevant skills in business and economics disciplines has been rising, while employers complain not being able to find adequate numbers of graduates with skills needed for the jobs. There is an overproduction of Egyptian higher education graduates in education and humanities, and an underproduction in Law and Social Sciences, such as economics, and to a lesser degree in Natural Sciences, Engineering, and
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Box 2: Salary Survey for AUC Business Degree Holders in Egyptian Private Sector Job Market
Monthly Salary Range in L.E. Small Enterprises Medium Large Enterprises >500 employees Enterprises Business Degree Holders 1000 + Employees <500 -1000 Employees Entry Level Specialist: 900-1200 1200-1500 1500 + Recent Undergraduate Undergraduate degree holder Specialist (up to 5 year experience) Marketing Analyst N/A 2,000 – 3,000 N/A Accountant N/A 2,000 – 2,500 N/A Financial Specialist N/A 2,000 – 2,500 N/A Human Resources N/A 2,500 – 3,000 N/A
MBA Degree Holder (10 years experience): Junior/Mid-Level Manager Marketing Up to 8,000 12,000 – 15,000 15,000 + Human Resources Up to 6,000 6,000 – 8,000 8,000 + IT 6,000 – 8,000 12,000 – 15,000 15,000 + Accounting/Finance 5,000 – 6,000 6,000 – 8,000 10,000 – 12,000
OTHER CONSIDERATIONS An Egyptian university graduate marketing specialist with global experience without MBA may draw a salary of 12,000 – 15,000 L.E. per month. Senior Managers with EMBA degree at an AmCham member medium sized company may earn between 20,000-30,000 L.E. per month. Trainers with MBA degrees may earn up to 10,000 – 12,000 L.E. per month. Especially in marketing, logistics and procurement specialties, a person with an undergraduate engineering degree and an MBA degree may earn up to 20 percent higher than other peers per month
Agriculture. Box 2 illustrates salary structures for the graduates of American University of Cairo having different specializations and years of experience. Marketing and IT professionals, followed by HR and Finance seem to be earning premium salaries in this context.
Qualitatively, Egyptian employers view the graduates of Egyptian universities as lacking in a proper work ethic, having weak and over-theoretical educational preparation, deficient in both Arabic and English communication skills, and without relevant management and entrepreneurial skills. Perhaps an interim retraining program may be required to bridge the
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gap, and to ensure employment possibilities through internship programs tied to the business and economics studies11. There are relationships between higher educational institutions and the labor market through short- and long-term training programs provided by the universities, and between higher educational institutions and their alumni holding high-level positions in public and private institutions. However, these relationships are not adequately institutionalized, thus do not contribute to either a more efficient labor market or university programs that are more sensitive to the needs of employers.
4. DEMAND IN THE GOVERNMENT OF EGYPT Demand by government agencies for those with business and economics degrees has in the past been undiscriminating, with the result that agencies are filled with large numbers of civil servants with weak academic background. As a result, high-quality policy-advisory expertise is obtained, in economic agencies, by the creation of Advisory posts or small policy-advice units, staffed by highly-qualified professionals at salaries that are closer to international levels; these salaries are funded by donors or the Prime Minister’s office. This dual system tends to discourage any larger demand for highly-qualified business or economics professionals educated in Egypt. Outside the government, the demand for those with higher degrees in economics is extremely limited, largely confined to embassies, international organizations, foreign-based NGOS, and a small number of local think tanks.
5. DEMAND IN THE PRIVATE SECTOR The American Chamber of Commerce in Egypt (AmCham) reports that multinational corporations and large, globally oriented Egyptian firms are particularly eager to hire holders of foreign MBAs, and less eager for local MBAs.12 The observation of many with AUC or foreign MBAs working abroad suggests that the Egyptian firms are not mature enough to be prepared to pay internationally competitive salaries at this point in time. By some accounts, the annual salaries for MBA degree holders from AUC or International programs from UK, or US could range anywhere between LE 40,000 to 60, 000 per year, depending on the school from which the diploma was earned.13 For those with substantial work experience, salaries could be considerably higher. Nevertheless, even taking into account the lower cost of living in Egypt, far higher salaries are available abroad for highly qualified job seekers. (Please see box 2 above). Just as in the case of government economists, this explains the “shortage” of individuals with high- quality graduate degrees in the private sector.
11 For instance, the Al Ahram Canadian University has a highly popular coop program which requires each student to work at a certain company in their program as an intern and earn credit towards their graduation. 12 There is also concern that the demand for the EMBA program offered by Alexandria University (AU) and AmCham, in collaboration with The George Washington University (GW) is limited, apparently because of the high fees (LE 40,000 for the whole program), but also the fact that the degree does not provide a U.S. diploma – as this program has not yet been vetted by the GWU Business School for quality considerations—has caused some skepticism among the existing and potential clients. 13 The newly established Virginia Commonwealth University – Helwan University joint degree program expects to charge about US$20,000 for the program, and they feel they will find the clients willing to pay this amount.
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6. IS THERE REALLY A SHORTAGE OF HIGHLY TRAINED EXECUTIVES AND ECONOMISTS. Seen more broadly, the net flows of highly skilled labor among countries reflect the relative dynamism of the various national economies. Producing more high-quality Egyptian MBAs or PhD economists, whether in Egypt or elsewhere, will lead to a smaller or larger brain drain to the extent that the Egyptian economy becomes more dynamic or lags behind the rest of the world14. For this reason, it probably makes more sense to argue for enhancement of business and economics education in Egypt not because current demand for highly qualified graduates exceeds supply—which, at salaries being offered, it evidently does not—but because it is a necessary, if not sufficient, condition for bringing about a more dynamic, internationally competitive Egyptian economy, and a government more capable of managing such an economy.
It could also be argued that better education enhances the earning power and welfare of Egyptians in general, whether at home or abroad, recalling, also, the importance of workers’ remittances in the Egyptian balance of payments. Finally, it should be noted that a more efficiently working job market for economists and business executives might create more matches between employers and job seekers.
III. THE EGYPTIAN UNIVERSITY SYSTEM Egyptian Universities are either state or privately owned and thus they are funded through the state or the private sector, with some international donor funded programs providing support to various schools. Even though education is free by law in Egypt, some tuition fees are levied on students, especially those who are enrolled in the English and French language programs that have been developing for the past ten years under each of the Faculties. Public institutions of higher education are generally overcrowded, with student bodies exceeding 80,000 at the Faculty of Commerce of Cairo University. 15
Reports show that approximately 20 percent of the 18-22 age group (1.6 million students, of which 52 percent were females) were enrolled in higher education during the academic year 2003-2004 (Table 1). Three quarters attended universities, and 25 percent were enrolled in non-university sector institutions. The overwhelming majority (99 percent) of all students attended public institutions16. Table 1 shows that student enrollment has more than doubled in just nine years.
14 It might be argued that an extremely dynamic Egyptian economy, whose demand for high-quality MBAs exceeded domestic supply, would presumably attract MBAs from elsewhere: but because Arabic is a language spoken little outside the Arab world, this reverse brain drain would be more difficult to implement than the outflow of well-educated Egyptians, fluent in English and other European languages. 15 For instance, Cairo University has an overall student enrollment of 165,000. The University’s Faculty of Commerce has 48,,000 undergraduate and graduate students enrolled in the main faculty, and 41,000 enrolled in the Open University programs, to a total of 89,,000 students. These numbers have overwhelmed the system. Other leading universities have much less in student numbers even though they may still reach over 10,000 students in Faculties of Commerce majoring in a business discipline. Attendance is not mandatory, thus the campus at a given day may not seem excessively crowded, even though the population is intense. 16 World Bank study 2000. Egypt Higher Education Report No. PID9033
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Table 1: Student and Faculty Statistics at Egyptian State Universities Ten-Year Comparative Data Academic Year 2003/2004 1994/1995 Total Total Number Number UNIVERSITY Student Students Student Students of of Enrollments Graduated Faculty1 Enrollments Graduated Faculty Ain Shams 166,734 29,494 8,109 90,329 13,402 N/A Al-Azhar 337,975 29,528 9,019 108,308 10,419 N/A Alexandria 149,448 24,894 6,369 70,336 10,028 N/A Asyout 63,383 11,878 2,959 30,609 4,371 N/A Cairo 212,810 39,366 12,025 112,262 17,746 N/A El Mansoura 108,715 20,734 4,433 49,281 6,223 N/A El Menia 38,528 7,316 2,282 22,096 2,397 N/A El Menoufiya 71,164 12,564 2,928 27,335 3,458 N/A El Zagazig 153,857 29,876 6,568 73,877 10,671 N/A South of the Valley 60,608 11,840 1,892 26,649 5,704 N/A Helwan 94,183 17,455 4,036 33,525 4,529 N/A Suez Canal 45,448 9,093 3,167 16,669 2,473 N/A Tanta 112,414 21,448 3,576 51,251 8,329 N/A Totals 1,615,267 265,486 67,363 712,527 99,750 N/A Source: The Egyptian Statistical Yearbook 2004. Central Agency for Public Mobilization and Statistics (CAPMAS). June 2005. The number of faculty at public universities includes Demonstrators, Assistant Teachers, Teachers, Assistant Professors, and Professors. At Egyptian universities, only individuals with doctoral degrees can teach.
Currently, 98 percent of passing the Thanawiya Amma, or Secondary School Leaving Examination, enter higher education17. Reflecting this very high percentage, the number of higher education students per 100,000 inhabitants is 1,900 in Egypt, compared to 1,132 in Morocco; 1,236 in Algeria; and 1,253 in Tunisia18. The higher education sector in Egypt is comprised of universities and institutions of technical and professional training. As of 2005, the system was made up of 13 public universities (including Al-Azhar), 51 public non-university institutions, and about 16 private universities in varying degrees of development and with about 18 additional applications still pending approval at the Ministry of Higher Education to open private educational institutions. Of the 51 non-university institutions, 47 are two-year middle technical institutes, and four or five- year technical institutes.
17 World Bank(2002), HEEP Report. P 41. Table 1 does not show students at private universities. 18 Nader Fergany (2000). “Arab Higher Education and Development: An Overview.” Cairo. Almishkat Center for Research.
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Depending on the field, a bachelor’s degree is obtained in between three and seven years of study. Entry into the secular university system is based on the results of the Thanawiya Amma. Traditionally, only students attending general academic secondary schools were eligible to matriculate; however, since 1970 universities have been enrolling some students from vocational schools. The Placement Bureau of the Egyptian Ministry of Higher Education controls admission and there are a number of mandates imposed upon the universities by the Supreme Council of Universities, based on the constitutional provision that each citizen of Egypt is entitled to free education al all levels, including higher education. Despite the mandate of free education for all citizens, there are equity problems in higher education related to socioeconomic status and region of residence. Poorer students are less likely to get tertiary education, and females are less likely to go to universities or to major in law or scientific fields. However, the gender balance as far as the enrollments in the public university system in Egypt is quite favorable in Table 2: Gender Distribution comparison with other countries with a female among Public University majority among graduates from many of these Graduates universities (Table 2). While many higher educational In Egypt institutions gave scholarships or loans to needy Academic Year 2003/2004 students, few had proactive strategies to attract Includes Undergraduate and Graduate students with low Thanawiya Amma scores, to attract females into certain fields, or to attract students from Students Percent Graduated Female certain regions. There is a well-recognized a need to promote and improve vocational education for these Ain Shams 29,494 61 and other students. Al-Azhar 29,528 38 Studies on the social class and educational Alexandria 24,894 58 backgrounds of state university students have Asyout 11,878 44 revealed inequalities of access to what are Cairo 39,366 52 considered as high status/elite faculties. These El Mansoura 20,734 57 studies show that most students in the English or French, language sections of the respective faculties El Menia 7,316 50 attended prestigious private secondary schools. This El Menoufiya 12,564 51 is because graduates of such schools generally do El Zagazig 29,876 51 very well on the Thanawiya Amma, the scores on South of the 11,840 56 which are the principal or often the sole criterion for Valley admission to elite faculties19. Helwan 17,455 54 In terms of gender, Egyptian universities seem to be Suez Canal 9,093 53 relatively equitable, and in fact the balance tilts Tanta 21,448 53 towards a higher percentage of female students Totals 265,486 52 enrolled at public universities. Source: CAPMAS, June 2005
19 Iman Farag (2000). “Higher Education in Egypt: The Realpolitic of Privatization.” http://www.bc.edu/bc_org/avp/soe/cihe/newsletter/News18/text11.html.
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1. GOVERNANCE STRUCTURE OF THE PUBLIC UNIVERSITIES There are three central organs for governance and control of higher education in Egypt: the Ministry of Higher Education, the Supreme Council of Universities (SCU), and the Central Administration of Al-Azhar Institutes. In addition, legislation provides for elaborate structures of governance at the university level.
The Ministry of Higher Education (MOHE) has jurisdiction over higher education It also oversees teacher training for basic education. The MOHE’s roles in the field of higher education include: • Providing higher education through all Egyptian institutions of higher education; • Financing higher education -- governmental HE institutions are fully financed by MOHE, while private institutions are partially supported by private and donor funds; • Regulating higher education – through supervision and coordination of all post- secondary education, planning, policy formulation, and quality control, and • Providing data and information on higher education20
The Supreme Council of Universities, founded in 1950, formulates the overall policy of university education and scientific research in universities and determines the number of students to be admitted to each faculty in each university21. In addition to the functions of MOHE and the SCU, the relevant legislation specifies in detail the titles and responsibilities of officials running each university, faculty and department, and for a number of governing councils that are supposed to participate in the governance of each university, faculty and department.
Supervision and administration of the Al-Azhar higher education system is the responsibility of the Central Administration of Al-Azhar Institutes, which is a department of the Supreme Council of Al-Azhar that is responsible for the development of the general policy and planning to enable the propagation of Islamic culture and Arabic language through the Al- Azhar higher education system22.
2. THE UNIVERSITY SYSTEM RESOURCES How well is the Egyptian higher education system governed and managed? In other words, is there adequate provision of leadership and direction for the overall Egyptian higher educational system and for individual institutions?
As a result of strict regulations concerning the centralized governance of the public university system, questions have been raised regarding the capacity of MOHE in formulating and implementing effective strategies, policies and regulations, especially with regard to development of market-responsive curricula. Progress toward establishment and operation
20 Higher education statics in part are made available through the Central Agency for Public Mobilization and Statistics (CAPMAS). 21 For the structure and the functions of the Supreme Council for Universities, please see: http://www.frcu.eg/www.supreme.html 22 Please see http://www.ed.gov/offices/OUS/PES/int_egypt.html.
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of an Accreditation and Quality Assurance programs, supported by the World Bank HEEP Program is definitely but slowly alleviating these concerns. Interviews with a range of university officials, and perusal of World Bank and other documentation, reveal many areas where improvements can take place. The most important needs in the various areas appear to be: • Governance: recognition of stakeholders as partners; use of senior management as providers of overall direction; and instilling participatory leadership styles in senior management. • Management practices: development and regular updating of implementation plans at the ministerial and departmental levels; involvement of stakeholders in all phases of programs cycle; training personnel to manage information systems; and preparation and dissemination of evaluation reports • Human resources: development of a human resources development plan that reflects MOHE strategic directions and roles; performance-based and equitable job appraisals; documented and updated job descriptions; competitive salary structures; hiring more PhD holders, particularly with background in higher education planning and economics. • Financial management: integration of annual implementation plans into the budgeting process; development and implementation of annual financial projections; and use of financial reports for planning and review purposes. • Service delivery: development of indicators for measurement of achievements; collection and analysis of baseline and impact data; and the development of a marketing strategy. • External relations: presenting a credible image; enhancing relations with unions, chambers, the Ministry of Finance, Ministry of Planning, the Legislative Council Education Committee, and the private sector; and the development and implementation of an adequate media strategy. • Sustainability: development of a fund-raising strategy. An investigation of governance at the higher education institutions level indicate that many boards do not meet regularly, that not all provide financial oversight to their institutions, and that many do not set the strategic directions of their institutions.
For example, very few of the Faculties of Commerce where business and economics degrees are conferred, with the exception of the Faculty of Economics and Political Sciences as Cairo University, have written annual plans, and only one third has written staff development plans. Moreover, very few universities, and their faculties have diversified sources of funding other than the GOE as the main contributor. Naturally, private educational institutions have their own resources mostly obtained through affiliated private business sector firms.
3. FINANCING HIGHER EDUCATION IN EGYPT The government is the main source of funding to both secular and religious education. Some government funding is also provided for private institutions of higher learning. The state’s share of higher education finance for public universities was reduced to 85 percent in 1994- 1995. Thus, the public universities must generate up to 15 percent of their budgets through various sources of revenue (Please see Box 3).
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Box 3: Sources of Revenue for Egyptian Universities A- Public Universities: (1) Student tuition fees in Foreign Language Sections: State universities have introduced foreign language sections (mostly English and French) in their respective faculties, for which they charge tuition. These alternative academic programs are perceived to be of higher quality than the Arabic language education programs and students enrolled in these programs are charged tuition fees. This has occurred when the number of applicants exceeded the available space in the mainstream programs by three times. For instance, Cairo University Faculty of Commerce, charges tuition fees of L.E. 2,000 per semester for the undergraduate degree program in business in the English Section. While the tuition charged in this case is still only a fraction of the actual cost of the program, this arrangement sets a precedent towards cost recovery in public institutions/1 (2) Placement Fees: Under a new system of admission to the faculties of Law, Commerce, and Arts, a less qualified student is allowed to obtain a place by paying an admission fee of L.E. 360.2 The impact of this practice on the quality has been negative as manifested by a high number of repeating students in universities. (3) Other Fees: Egyptian students pay between L.E. 30-L.E. 150 per year for Arab language programs as a token tuition fee in state funded universities. In addition, they also pay necessary equipment, books, transportation, and residence fees. Cairo University imposed a non-refundable examination fee of L.E.1 (??). (4) Other Sources of Revenue: Public universities generate revenues from the private sector through provision of such specialized services as: (a) patent rights; (b) provision of continuing education; (c) laboratory and scientific testing fees; (d) manufacturing of prototype industrial products; (e) extension services; (f) language instruction; (g) private donations, endowments such as student fellowships, international programs.
B- Private Universities: Tuition fees in private universities range from L.E.15,000- 25,000 on average per semester. The American University in Cairo charges two types of tuition rates for undergraduate students: One for resident Egyptian students (category A) and; the other one, non-Egyptian students (Category B) who are non-resident students. For the year 2005/2006, the full tuition fees per semester is set at L.E. 34,000 for category A students and $ 6,750 per semester for category B students. In recent years, tuition has risen from five to ten percent annually. Such increases are likely to continue in future. The highest-ranking undergraduate students are given tuition scholarships based on academic achievement providing them with reduced actual rates. 3 For graduate studies in business and economics at AUC, tuition for 2005-2006 is $13,500 per academic year for 9 graduate credit hours per semester, with additional charges for additional credits. In recent years, tuition has risen from five to ten percent annually. Such increases are likely to continue in the future. AUC also enjoys generous endowment, including the gift of the US government which is used to finance the new campus outside of Cairo. Other private universities charge tuitions up to a range of about US$7,000 – 8,000 for MBA studies. Alexandria University Faculty of Commerce, in partnership with George Washington University and AmCham, charges a total of L.E. 40,000 for its Executive MBA program4
1 World Bank, Project Appraisal Report for HEEP. March 2002. pp40. 2 Interviews with the faculty and Deans at various State universities. 3 196Hhttp://catalog.aucegypt.edu/catalog05.pdf#nameddest=GStudentFinances 4 Please see Exhibits 1 through 11 for further information on tuition for various business and economics educational degree programs.
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Government spending on university education in the academic year 2003/2004 was LE 6.2 billion, representing 28 percent of the total public expenditure on education of LE 22.2 billion, and about 4 percent of the total state public expenditures of LE 159.6 billion23.
Between the academic years 1997/1998 and 2003/2004, state public expenditures on universities grew from LE 3.4 billion to LE 6.2 billion, representing a growth rate of 83 percent. During the same period, the number of students enrolled in Egyptian universities grew by 34 percent, from 1.21 million students to 1.62 million students in all.
4. PUBLIC UNIVERSITIES The 12 public universities24 (and their three spin-offs) are subject to uniform standards, curricula and procedures; while some of these now have immense student bodies—as the number of universities has not increased with the overall student population—a number of universities have branches (some 19 in all) and they are divided up into a large number of faculties—at one extreme, 25 in Cairo (Table 3).
Quality of curriculum and content are, in principle, under the regulatory authority of the Supreme Council of Universities, acting on the advice of Sectoral Committees representing particular faculties of the same type from different universities. The SCU is widely perceived, on the one hand, as having been totally ineffective in preventing the wholesale deterioration of university education in Egypt; on the other hand, it is effective as an obstacle to curriculum reform—it generally takes new programs some five years to get SCU approval25. While education in public higher educational institutions is free in Egypt, Egyptian students only pay registration fees. International students pay full tuition and fees, which may reach up to LE 1,500 in a year.
Egyptian government announced its plan in 2004 to create new public universities by splitting multi-branch universities such as Cairo University, Tanta University and Alexandria University. It is expected that this will allow the expansion of these much neglected smaller rural branches and provide space for the increasing numbers of students.
23 CAPMAS, Egypt Statistical Yearbook 2004. July 2005. 24 This group does not include Al-Azhar University, which is covered by a separate governance framework 25 25 The legal framework governing the 12 national universities can be found in The Universities Organization Law No. 49/1972 and in Presidential Decree no. 809/1975, Concerning the Executive Statutes of Law no. 49/1972 on Universities Organization As Amended up to November 1994.
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Table 3: Egyptian Public Universities Undergraduate and Graduate Education As of December 2005 Number of Students Enrolled in All Disciplines Number of Faculties Full Time Part Total Name of University Date Students Time Established Students 1. Cairo 1935 25 165,585 58,668 224,253 2. Alexandria 1942 27 101,864 29,855 131,719 3. Ain Shamis 1950 17 120,551 52,933 173,484 4. Assuit 1957 18 52,782 13,623 66,405 5. Tanta 1972 21 84,584 28,083 112,667 6. Mansoura 1972 23 87,956 24,313 112,269 7. Zagazig 1974 18 119,026 34,924 153,950 8. Helwan 1975 18 94,881 20,187 115,068 9. Minia 1976 16 35,392 5,020 40,412 10. Manoufya 1976 23 56,412 18,856 75,268 11. Suez Canal 1976 22 38,618 11,707 50,325 12. South of the Valley 1994 20 51,172 12,533 63,705 Total 248 1,008,823 310,702 1,319,525
NOTE: The list does not include Fayoum, Beni Suef and Banha Universities which had recently been spun off from Cairo, Alexandria and Ain Shams Universities in 2005. These three universities have a total of 30 faculties and a student body of 1.3 m. Unlike Table 1, this table does not include Al-Azhar University, hence the different totals for enrolled students. Source: Ministry of Higher Education, January 2006 Egyptian public university system has a large selection of faculties that are divided into Applied and Theoretical Faculties. There are 20 Commerce and Economics Faculties.
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Table 4: Theoretical and Applied Faculties at Public Universities Applied Science Faculties Theoretical Faculties Science 18 Arts 17 Medicine 14 Law 12 Dental 7 Commerce 20 Pharmacology Economics and Political 11 1 Science Nursing 11 Dar El Eloum 3 Physical Therapy 1 Social Work 4 Veterinary Medicine 11 Archeology 2 Agriculture 18 Mass Communication 1 Engineering 19 Alsun 2 Education 26 Tourism 6 Applied Science Faculties Theoretical Faculties Applied Arts 2 Total 66 Fine Arts 4 Technical Arts 1 Music 1 Physical Education 11 Total 193193 Source: Ministry of Higher Education. January 2005. An important and immediate problem is the faculty-student ratio. During the past 10-15 years, student numbers have swelled to very large numbers in many universities, without a commensurate growth in physical plant and the number of faculty members. The aggregate student-faculty ratio of 24 at all Egyptian universities seems reasonable, but a closer look at individual Faculties shows numbers that can be staggering (Please see Table 4).
Table 5: Faculty to Student Ratio at Select Faculties at Cairo University
No. of Students No. of Faculty Members Faculty/Student Ratio Faculty of Economics 593 140 4.22 (Dept of Economics only) Faculties of Commerce 60,261 240 251
It should be noted that the apparently favorable ratio of 4.22 for the Faculty of Economics is belied by what are often classes of 200-300 in major subjects.
The Faculties of Commerce and Economics in Cairo University, and elsewhere, have attempted to deal with these growing numbers of students by differentiating their programs through the introduction of English and French language sections, thereby hiving off some students into what are meant to be selective programs. However, Egyptian interviewees reported that the English classes in the Faculty of Economics are often larger than the
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Arabic classes, and that because Thanawiya Amma results in English are used as a selection criterion, many admitted to the English program—while having memorized the written material required to get good exam scores—have nonexistent oral communication skills in English.
5. PRIVATE UNIVERSITIES Private universities are subject to a separate legal framework passed in 1993, under the regulatory authority of a Private Universities Council 26. The principal provisions of the Private Universities Decree relate to the steps that must be taken for a private university to obtain permission to begin teaching programs, and for their degrees to be accredited. The Egyptian Supreme Council of Universities require that new universities are accredited every three years, in addition to accreditation from foreign educational bodies in the US and Europe, as required.
Contrary to the US experience that private colleges are often more selective than public institutions, in Egypt private colleges are often willing to use a lower score on the Thanawiya Amma exam as an admissions standard than are the national universities. Since 1996, there has been a growing trend toward the establishment of privately owned institutions of higher education. A few, such as Misr International University, are already quite large and have substantial student bodies. Other private institutions are just starting up, in some cases founded with foreign support (from Britain, France, Germany and Canada), and it would be premature to assess their contribution to the Egyptian university scene (Table 6). As of December 31, 2005, there are 16 private universities in Egypt and their numbers are growing. (See Box 4, for more details on two leading private universities, the American University at Cairo and the Arab Academy of Science, Technology and Maritime Transport.)
26 The legal framework governing private universities can be found in Law No. 101/1992, Concerning the Establishment of Private Universities, and in Decree of the President of the Republic No. 219 of 2002, Promulgating the Executive Statute of Law no. 101/1992
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Table 6: Private Institutions Conferring Business and Economics Degrees in Egypt (As of December 31, 2005)
Year # of Students Enrolled Universities # of Faculties (including business and economics programs) Comments Established Undergraduate MBA - The Modern Academy consists of 2 Academies: Modern - Modern Academy In Maadi - No information 1993 Academy for Computer Science & Management Technology and n/a n/a 1. (MAM) available Modern Academy for Engineering and Technology - Opened with 4 Faculties, including: Pharmacy; Computer - Al Ahram Canadian - No graduate 2005 Science & Information Technology; Business Administration and 90 n/a 2. University (ACU) programs yet Mass Communication - CIC offers 3 university degrees, including Business - CIC is in its second - Canadian International 2003 Administration; Technology Information - Network Management; 380 n/a intake of students in 3. College (CIC) and, Technology Information – Information Management 2006. 419 total with 186 - AUC has recently - Is a well established world class university with 3 departments: MBAs, 66 - American University in been recommended 1916 Business, Economics & Communication; Humanities & Social 1109 MA in 4. Cairo (AUC) for AACSB Sciences; Sciences & Engineering Econ, 45 accreditation MA in Econ Dev. - It has 4 Faculties in two locations, Cairo and Alexandria: - Arab Academy for Sciences - Diploma Participants Engineering; Maritime Transport; Management where Graduate & Technology and Maritime 1972 3500 1255 2500 in all 5. and Undergraduate Schools are separate faculties; Computing & Transport Information Technology campuses
- British University in Egypt - It has 3 Faculties, including Engineering; Business and Computer 2005 200 n/a - Recently opened 6. (BUE) Science
7. - French University in Egypt 2002 - 6 Faculties n/a n/a - opening in May 2006
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Year # of Students Enrolled Universities # of Faculties (including business and economics programs) Comments Established Undergraduate MBA - The German - Nine Faculties in 2 phases. Phase 1 involves 7 Faculties, University offers including: Pharmacy & Biotechnology; Engineering & Material educational - German University in Cairo Science; Information Engineering & Technology; Management programs and 2003 630 120 8. (GUC) Technology; Postgraduate Studies & Scientific Research; degrees with English Applied Sciences & Arts. Phase 2 involves 2 additional Faculties: language instruction. Basic Sciences and Human Sciences & Languages MBA programs have recently been begun - International Academy for - Information not n/a - Website is not available N/A N/A 9. Media Sciences (IAMS) available - Misr University for Science - Information not 2000 - Three Faculties: Medicine; Pharmacy; Dentistry N/A N/A 10. and Technology (MUST) available - It has 7 Faculties: Al Alsun; Business Administration & - MIU is still - Misr International University International Trade; Computer Science; Engineering 1996 600 N/A expanding. No 11. (MIU) (Architecture- Electronics & Communication; -Computer Engineering); Pharmacy; Dentistry; and, Mass Communication graduate programs. - Modern University for - 6 Faculties (Biotechnology, Computer Sciences, Dentistry, - No graduate Sciences and Technology 1996 Engineering, Languages, Management Sciences, Mass N/A N/A 12. programs (MSA) Communication & Pharmacy) - 15 Faculties including: Pharmacy; Medicine; Dentistry; Physical Therapy; Engineering; Medical Sciences; Applied Arts; Media & - No information - October 6 University 1996 Mass; Languages & Translation; Hotel & Tourism; Social N/A N/A 13. available Sciences; Education; Economics; Information Systems & Computer Sciences - RITI is the host 2500 institution for - Offers only Graduate Studies in Masters 0f Science in Business (diploma) Maastricht School of - Regional Information Information Technology; Science in Human Resource Education; 1996 N/A Management; 14. Technology Institute (RITI) Science in Computer Science; Business Administration. Recently 450 (MBA) DBA has begun. Louisville University 12 (DBA) and Middlesex University programs
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Year # of Students Enrolled Universities # of Faculties (including business and economics programs) Comments Established Undergraduate MBA - Two Colleges: Engineering (Electrical & Computer – Mechanical - Higher Technological - No information 1988 – Civil – Architectural – Biomedical – Chemical – Textile) and N/A N/A 15. Institute (HTI) available Technology Management - Currently under- - Sinai Private University- 2006 - Website is not available N/A N/A 16. Construction - Up to 15 faculties in 2 phases. Initially 8 faculties will be opened Faculty of Engineering with 5 departments; Faculty of Pharmacy - First group of and Drug Manufacturing; Faculty of Dentistry; Faculty of student intake in Business Administration and Financial Sciences with 6 progress. Currently - Pharos University 2006 departments including Economics. Faculty of Legal studies and N/A N/A 17. Under Construction. International Relations; Faculty of Languages and Translation; Faculty of Tourism and Hotel Management. In the second phase Expected to open In of development Pharos University will open the Faculty of Desert September 2006 Agriculture and Food Technology and Faculty of Physiotherapy.
- Offer Executive educational programs in - Two faculties including Engineering; Business partnership[p with IEASA 18. - Nile University 2003 N/A 100 (Spain). Still awaiting Management of Technology Programs SCU approval and accreditation for MBA degree programs.
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6. FACULTY QUALITY, COMPENSATION, AND RECRUITMENT. Based on the examination of some quality inputs, such faculty-student ratio, some studies on higher education have concluded that the quality of higher education in Egypt in general has declined precipitously. The teaching quality seems to be declining in most public universities, and that university administrators are aware of this decline. The faculty-student ratio is declining at the public universities, the percentage of part-time teachers without terminal qualifications is increasing, and faculty are moonlighting or taking overloads. At the private university system, while the faculty student ratios are generally more favorable, this is not due to the availability of full time faculty, but rather due to the part time adjunct instructors filling in the gaps.
Indicators of input quality that this study has looked into are student/faculty ratio and percentage of faculty holding doctoral degrees in a specific discipline in which the faculty member teaches. Especially in the public institutions, most evaluative measures for faculty input variables could not be obtained due to the general lack of information. Public universities are bound by law to follow procedures regarding recruitment, retention and promotion of faculty members27.
Other faculty quality variables include the history of performance reviews within the department (such as the teaching effectiveness assessments), faculty research and publication activities (quantity and quality), and other professional activities (such as consulting and community outreach activities).
One of the major issues indicated by Egyptian interviewees as a factor in the decline in the quality of education received by student at business and economics faculties at the public universities is the lack of adequate faculty-student contact. Quite aside from the often very large size of classes—which inhibits such contact—many faculty members take on teaching and consulting responsibilities outside of their own campus. This causes them to miss or cancel their classes, not being able to devote adequate time for their students, thus lowering the quality of teaching, which impedes effective learning by students. A typical pattern creating this situation is that faculty from public universities are hired part- time by private universities. The latter advertise quality of teaching as one of their strong points, but find it difficult to recruit qualified PhD instructors- especially the ones holding PhDs from prestigious US and UK universities which is their preference—except from the faculties of public universities. When the faculty member of a public university takes on part- time employment at private universities, the quality of their teaching at all the universities are likely to suffer, further exacerbating what is already a serious problem of decline in higher education in Egypt.
A principal factor underlying this set of problems is the faculty compensation structure. Due to low salary levels, many faculty members find it necessary to seek external additional sources of income mainly by teaching at higher-fee private universities, thereby sacrificing adequate face-to-face contact time with their assigned students. The resulting decline in teaching quality is one reason for the skepticism of employers about the quality of the education provided at national universities.
27 Law No. 49/1972, Articles 50-61 provisions the human resources affairs of the teaching faculty staff members, tutors, assistant tutors and demonstrators.
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Although the situation is improving as a result of some ongoing international programs and the scholarship program of the Ministry of Higher education, and other international donor programs, doctorally qualified faculty members at Egyptian institutions of higher education are inadequate, and all of the interviewees have one way or another indicated this as a problem. Research activity seems to be meager because the professorate find it difficult to find time for research as they devote their energies to consulting activities, and because “research” in graduate programs in national universities is reported to rely chiefly on secondary sources, not abiding by the criterion of originality of research that is standard in U.S. universities.
The system of faculty recruitment at the public universities points to some weaknesses, alluded to by various interviewees, and summarized by the World Bank’s 2002 HEEP Project report. Academic staff enter the teaching career at public universities upon graduation from their bachelors degree programs with the rank of “Teacher” and upon obtaining their doctoral degrees within a period of 10 years and through promotions may rise to the ranks of “Assistant-professor” and “Professor.28”
Law 49 of 1972, and the Presidential Decree 809 of 1975 and its subsequent amendments (1994) concerning the Executive Statutes of the law organizing the universities provides that upon gaining employment as “teacher,” a university teaching staff member must occupy the position for at least five years and demonstrate capacity to conduct original research and merit including a doctoral qualification before applying for promotion to the rank of “Assistant-professor.”
Even though there are provisions in the relevant legislation concerning the promotion of faculty members, teaching effectiveness and their performance are not evaluated, receive salary increases based on years served, and teaching staff cannot be terminated unless they commit crimes punishable by law29. Another aspect of the system—perhaps especially problematic for rapidly evolving fields like economics and business administration—is that faculty in these fields in public universities are effectively chosen from among the highest performing B.A. graduating class of the respective institution. These young recruits are kept on as assistants while they complete their doctorate work, typically over a ten-year period, and are then promoted to the rank of teaching professors, having demonstrated their research capacity, and having published at least 6 articles, participating in learned societies’ meetings and conferences.30
The faculties of Cairo, Ain-shams and other universities are in part staffed by faculty with doctorates from their own universities, and even for those with foreign PhDs, there is extremely limited mobility among universities, and better-qualified staff spend much of their time at outside jobs.
28 The Egyptian university faculty recruitment and promotion are subject to Law 49 of 1972 articles 64-79 and its successive amendments over time 29 Please see Report No. 24905-EGT: “Arab Republic of Egypt: Education Sector Review: Progress and Priorities for the Future in Two Volumes.” October 2002. 30 It is also alleged that the “research” incorporated in the dissertations of these junior faculty members does not represent new empirical findings but rather a compendium of previous work in the field; this is the kind of allegation that requires further investigation
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7. HIGHER EDUCATION REFORM INITIATIVES Because of poor post-secondary school job opportunities and inadequate mid-level training, the pool of secondary school graduates who qualify for university study grew rapidly in the 1990s in Egypt. At the same time, there was no corresponding growth in university facilities, with the result that the infrastructure and faculty in the national university is overwhelmed by both undergraduate and graduate student numbers. It is widely recognized that Egyptian institutions of higher education face five main obstacles in responding to the demand for higher education. These can be summarized as follows: • Faculty: Challenged by growing student-faculty ratios, they could benefit from upgraded knowledge of their fields, improvement of their teaching and research skills, and strengthening of their capacities and incentives to develop curricula ; • Infrastructure: Has been deteriorating in terms of both inadequate size in the face of rapidly growing student body and of quality—and many universities have become too large to be efficiently run; • Technology: IT facilities in most universities are inadequate for a student body largely unable to afford personal laptops, and there is great need for increased use of IT in libraries, university administration, and inter-university connectivity.; • Resources: Library resources and course materials are inadequate to meet the needs of a rapidly growing student body, and are often not up-to-date; • Governance: Educational institutions are centrally governed. Universities must circumvent the centralized bureaucracy in order to cope with the hard pressing problems, especially in curriculum development, faculty selections and recruitment, faculty retention and promotion issues. The MOHE and SCU generally tolerate the specific Faculty initiatives to allow more freedom to improve programs. If the centralized bureaucracy is streamlined and its power is reduced by increasing the autonomy of the Universities, the needed reforms can be more efficiently accomplished. It has for some time been fully acknowledged among leadership circles in Egypt that in order to equip Egypt to enhance, even maintain, its competitiveness in globalizing world markets, its higher educational system must be thoroughly and rapidly reformed. The urgency of this need was reflected in a series of reports for the national Conference on Higher Education Reform organized in 2000 by the National Democratic Party (NDP). These reports resulted in a series of recommendations that led, inter alia, to legislative proposals and to the GOE’s Higher Education Enhancement Project (HEEP), which commenced in 2002, and is supported by the World Bank31. Among the these proposals was the creation of Quality Assurance Councils under each of the Public universities, in order to ensure better integration of technology into education, better performance evaluation and accountability of the faculty, decentralization of university administration, modernization of teaching methods (less emphasis on rote learning), and general use of the credit-hours system.
While little of this agenda has been implemented, most universities have already established their own Quality Assurance Councils, which are to produce vision and mission statements for each university, faculty, and department. As part of the quality assurance evaluation,
31 Arab Republic of Egypt: Education Sector Review: Progress and Priorities for the Future. 2 Volumes. The World Bank. October 2002. The Project Appraisal Document for a Higher Education Enhancement Project (HEEP). The World Bank. March 2002. Policy Papers Commissioned by the National Democratic Party of Egypt, Education and Scientific Research Committee: Higher Education, Faculty Performance Reviews, Knowledge Based Society; Technology and Education; Education and Labor Market, etc.
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each faculty must look into its own programs relative to its vision, and mission statement, and quality. As faculties begin to address these important issues, and as more information becomes available through the quality assurance self assessment program, the quality issue will become more pronounced thus, can be better measured.
Some of the institutions that were examined have recently begun an institutionalized systematic program evaluation and development procedures under the Quality Assurance programs. These reveal a need for monitoring and improving academic quality. The Deans and many faculty members that were interviewed at these institutions indicate that in addition to monitoring and improving quality, the institutions of higher education at all levels in Egypt need to develop their faculty skills and capacities on an ongoing basis, and to facilitate access to educational resources, improve curriculum development methodologies, and increase the autonomy of the faculties to keep in touch with their direct clientele at the job market, to design market-responsive curricula. Curriculum development is an issue that requires the attention of legal and regulatory bodies. The current legislation that dictates a centralized policy of curriculum at all faculties must be changed, so that each faculty could make adequate changes to curriculum as required. This would need to be considered in conjunction with the ongoing Quality Assurance programs, which will eventually lead to more faculty autonomy from the Supreme Council. Thus, each faculty would be free to set its educational program in line with its own vision and mission statement that suits the needs of its student body, and responds to what the market really need. It should be recognized, however, that there is an inherent tension between faculty autonomy to create innovative curricula, on the one hand, and centralized quality assurance control on the other.
One noteworthy development is the unwritten policies currently being developed at the national institutions of higher learning. For example, the Supreme Council of Universities and the Ministry of Higher Education have been openly encouraging the deans of various faculties to find twinning opportunities with internationally renowned universities from the US and Europe, and to begin joint degree programs as soon as possible through twining arrangements. Already, some of the Faculties have teamed up with partner US Universities, and some MBA degree programs are being envisaged in this regard32. Even though this may be palliative solution, and does not solve the core problem of the dire need for reform in higher education at all levels, it is a helpful strategic factor towards the complete reform in the higher educational system.
In a related development, with the participation of the international donor community, Egyptian Universities have differentiated their service delivery for business and economics studies by opening French and English language sections. In these sections, the Faculties follow in principle the same curriculum as the one approved for the Arabic language section where most of the student population are enrolled, but because the text books in these sections are from US/UK or France, the curriculum is de facto likely to be more up-to-date. In these programs, students pay up to 2,000 LE per year tuition fees to attend, though this apparently contradicts the constitutional provision of free education. It appears that families are eager to pay this difference to ensure their children a better-regarded education.
32 Ain Shams, Faculty of Commerce is currently negotiating with the University of Connecticut for an MBA degree program, in addition to a joint diploma program in IT and Entrepreneurship.
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However, even though these programs are quite selective, potential employers still view the quality of this education as suspect.
IV. HIGHER EDUCATION IN BUSINESS AND ECONOMICS
1. PROFESSIONAL ENVIRONMENT FOR BUSINESS EDUCATION In the United States and even on a global basis, a number of organizations help promote, assist and support the process of business education, as well as lending help to the special needs of the students, faculty and administrators of business schools. These are briefly enumerated here as a standard against which to assess the corresponding supporting environment in Egypt. For example, accreditation is carried out on a global basis—but most widely in the United States—by the International Association to Advance Collegiate Schools of Business (AACSB)33. With regard to admissions selection, graduate schools of business in the U.S. are greatly assisted by the GMAT—Graduate Management Admissions Test— which has been developed and is administered by the Graduate Management Admissions Council (GMAC). The GMAC also surveys MBA graduates and reports survey results, helping business schools thereby better understand the reactions to and results of their training. There are many publications on business and business education, some general (Harvard Business Review, etc.) and many specialized. The GMAT reports, and the AACSB newsletter, BizEd, also contribute to disseminating news and information within the world of business education. Moreover, it should be noted that in the United States there is wide overlap between the economics and business management fields—for instance, the widely respected Journal of Finance will be found to include articles by faculty of both economics departments and business schools. Finally, the job market for MBA graduates is promoted by both employers and business schools. Job placement offices in business schools organize visits by prospective employers, and may individually or in collaboration sponsor job fairs. There are also websites for job postings.
It should also be noted that in the U.S., the professional environment for economists, described further below, is also enjoyed by business school faculty, because research and teaching in business and economics overlaps more in the U.S. than they do in Egypt. For example, many papers published in economics journals or delivered at economics conferences are authored or co-authored by business school faculty (e.g., in such fields as finance, banking, labor and industrial organization). Other institutional characteristics of the economics profession in the U.S., such as the high mobility of faculty among universities, apply equally to business school faculty.
33 AACSB is an independent organization established in 1916 as a non-profit organization of educational institutions, corporations and other institutions devoted to the promotion and improvement of higher education in business administration and management. AACSB acts as an accrediting agency for bachelor’s, master’s, and doctoral degree programs in business administration and accounting. AACSB has now accredited some 80-plus schools of business outside the United States, as well as some 440 in the U.S.
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The professional environment for business education in Egypt is summarized in Table 7, which describes the function of the institution, the forms it takes in the US and in Egypt, and a comparative assessment of the current state of the institutions in Egypt, These dimensions are shown with respect to six main factors that determine the nature of the demand: • Accreditation, • University admissions selection process, • Availability of professional associations, • Think tanks, • Publications and • Opportunities in the job market.
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Table 7: Professional environment for Business Education (A) Institutions in United States and Egypt Compared
Type of Function United States Egypt Assessment institution Accreditation Sets standards to which This is carried out on a global basis by the The institution in Egypt responsible The failure of the SCU to maintain business schools aspire International Association to Advance Collegiate for accreditation of all university quality in university programs is and strive to maintain Schools of Business (AACSB), which has now programs is the Supreme Council of underlined by the higher education accredited some 80-plus schools of business Universities. The degree programs reform efforts afoot, in particular the outside the United States, as well as some 440 in of AUC are generally accredited in proposed National Quality the US. Most of the accreditations are for both the United States and by special Assurance Council, now under undergraduate and graduate programs, but some decree in 1975 granted equivalence consideration in Parliament. At the are for undergraduate or graduate only. Another, in Egyptian universities, although same time, despite this failure, the Europe-based system of quality assessment is graduate programs do not receive SCU processes of accrediting any EQUIS (European Quality Improvement System), equivalence unless they include a new programs—which take about 5 which has accredited 88 schools, mostly in Europe, dissertation. The AUC MBA years—discourages the efforts of Canada, Australia and New Zealand, but also a program is currently seeking AACSB individual universities to start few in Latin America, Asia and the United States. accreditation. innovative programs. UNESCO organizes international discussions on accreditation. University Provides objective basis Undergraduate admissions, like other subjects, For Bachelor degree programs, Basing admissions to graduate Admissions for fair competition for utilize the SAT and ACT tests. Graduate schools admissions are based on the program on grades in admissions to selective of business in the US use the GMAT—Graduate Thanawiya Amma post-secondary undergraduate courses that university degree Management Admissions Test—which has been school exams. For graduate emphasize rote memorization programs, and upholds developed and is administered by the Graduate admissions, undergraduate grades already creates a graduate student educational standards by Management Admissions GMAC also surveys seem to be the main criterion, body ill-equipped for original thinking assuring that students MBA graduates Council (GMAC). though Egyptian business schools or research. have proper qualifications may utilize the GMAT if they wish and abilities. (AUC does).
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Professional Serve several purposes, The GMAC surveys MBA graduates and reports Associations such as organizing survey results, helping business schools thereby conferences, networking, better understand the reactions to and results of setting standards (for their training. AACSB, in addition to its courses but also accreditation activities, publishes the BizEd journal processes like faculty and organizes conferences on business education. recruitment and Other organizations promote certificate programs promotion), disseminating and bring together papers and speakers at the and exchanging ideas, Allied Social Science Association meetings. and organizing job markets Think Tanks Provide public access to The Conference Board and other organizations information of interest, [examples?] research and publish data on exchange and business conditions. Several research institutes, dissemination of ideas, such as the American Enterprise Institute [other and linkage between examples] sponsor research on business-related academic and applied topics. areas (in this case, both business and government policies) Publications Provide both a means for As in economics (see below), there are many AmCham publishes the Business These and a few other publications disseminating ideas and journals focusing on business and business Monthly, and ECES issues a are addressed to the business a vehicle for scholars to education, some general (Harvard Business Business Barometer. community, but none seem to be prove their worth Review, etc.) and many specialized. The GMAT outlets for research of business (publication is an reports and BizEd also contribute to disseminating school faculty. important criterion for news within the world of business education. academic hiring, tenure Moreover, in the US there is wide overlap between and promotion) the economics and business management fields— for instance, the widely respected Journal of Finance includes articles by both economics and business faculty. Job Market A well-organized market The market for MBA graduates is promoted by Aside from AmCham’s newly Little known, but evidence speaks to makes it possible to both employers and business schools, whose job organized Employment Fair for no organized activity. The AUC match employers and placement offices organizes visits by prospective Middle Management, there is little Business School may have more job-seekers in efficient, employers, who, in turn, organize job fairs. There evidence of any organized job active job placement activities—the mutually satisfactory way, are also websites for job postings. market. [can we find out more American influence—than any of the leaving fewer unfilled about this?] Egyptian universities. vacancies and unemployed faculty
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2. PROFESSIONAL ENVIRONMENT FOR ECONOMICS EDUCATION For the economics professions, in those countries where it is fully developed, economists working in universities, government, business and consultancies are supported by ancillary institutions that create both an intellectual and personal network—in which ideas are accessed, debated, and developed—and a market—which allows considerable mobility of economists among educational Box 4 Two Egyptian Think Tanks: ERF and ECES institutions and between different types of employment. The two premier think tanks in Egypt are the Economic Research Forum (ERF) and The Egyptian Center for Economic Studies This professional environment is (ECES). Both originated n the early 1990s, with generous donor greatly enhanced by the mobility support. Although there is overlap in the topics of research these of study and employment in two centers support, they are in fact quite different in purpose, U.S., and in most other industrial structure, and operation. countries. Thus, a typical U.S. economist receives his B.A. in The ERF, though based in Cairo, is regional in scope: its one university, his M.A. or Ph.D. membership includes all Arab countries in North Africa and West in another, may spend part of his Asia, as well as Iran and Turkey. Its purpose is to encourage and career in a university, part in a disseminate serious policy-relevant economic research on the consultancy (or teach and region. To this end, they publish a series of research papers, and consult simultaneously), and part organize an annual conference, publishing a volume of papers in a governmental (domestic or presented at the conference. The ERF’s headquarters in Cairo international) institution. house an economics research library and data bases that are internet-accessible. The current Director of ERF is Dr. Samir This allows for the circulation of Radwan, formerly a senior official at the International Labor ideas both between academic Organization, and with many years of prior experience as a and practical settings, and doctoral student and faculty member at London and Oxford between individuals. Thus, Universities. cutting-edge ideas, developed in academia, soon enter policy The ECES is an entirely Egyptian institution, carrying out an discourse; while practical issues annual agenda of policy-relevant research which, while focusing confronted in business and on Egyptian issues, lays strong emphasis on regional and government are quick to be international comparisons and experience. In addition to addressed by economists in sponsoring a series of working papers, books, and “distinguished universities. lectures” (mainly by visiting foreign economists), its own staff produces period publications on the Egyptian economy: Business In those countries where the Barometer and Key Economic Indicators. A recent USAID economics profession is well evaluation concludes that ECES has been extremely effective in developed, economists working encouraging policy dialogue among business, government and in universities, government, academia; this is facilitated by a directorial board that reads like a business and consultancies are who’s who of top Egyptian business and government leaders. The supported by ancillary “think long-time Director, Ahmed Galal, recently returned to his original tank” institutions that create both base, the World Bank, and has been succeeded by Hanaa Kheir an intellectual and personal El-Din, a long-time econometrics professor at the Faculty of network—in which ideas are Economics and Political Science, Cairo, University, and an MIT accessed, debated, and PhD. developed—and a market— which allows considerable mobility of economists among educational institutions and between different types of employment.
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This professional environment is greatly enhanced by the mobility of study and employment in United States, and in other industrial countries. Thus, a typical U.S. economist receives his B.A. in one university, his M.A. or Ph.D. in another, may spend part of his career in a university, part in a consultancy (or teach and consult simultaneously), and part in a governmental (domestic or international) institution. This allows for the circulation of ideas both between academic and practical settings, and between individuals. Thus, cutting-edge ideas, developed in academia, soon enter policy discourse; while practical issues confronted in business and government are quick to be addressed by economists in universities. It should be noted that economics profession in Egypt has not yet achieved full status as an academic discipline. The only more or less autonomous departments of economics in the entire Egyptian university system are the Economics Department at AUC, and the Economics Department that is a major section of the Faculty of Economics and Political Science at Cairo University. Otherwise, economics departments are found subsumed in the Faculties of Commerce and Law—milieus where, to say the least, modern, world-class research in and teaching of economics are not very likely to take root.
Under these circumstances, the existence of two respectable economics think tanks (see Box 4) in Cairo is a welcome counterweight. However, it must still be emphasized that outside the capital city, the discipline of economics (outside, perhaps, the sub-discipline of agricultural economics) has no meaningful existence.
Table 8 illustrates the roles by different types of institutions that create and facilitate the professional environment. In each case, the table describes the function of the institution, the forms it takes (if it exists) in the US and Egypt, and a comparative assessment of the current state of the institutions in Egypt.
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Table 8: Professional Environment for Economics Education (B) in United States and Egypt Compared
Type of Function United States Egypt Assessment institution Accreditation Setting standards for Unlike the AACSB in business education, The Supreme Council of As in business education, the Supreme professional education. graduate education in economics is Universities is responsible for Council of Education seems capable only subject to no uniform accrediting approving all standards. AUC is of holding up innovations in curriculum; it mechanism. Universities generally are subject to accreditation from the has abjectly failed as a vehicle of subject to an accreditation process that Middle States Associations of upholding standards, as witnessed by takes place through regional associations Colleges and Schools in the United current efforts to create a National Quality of colleges and universities. States. Assurance Council—designed to serve the same purpose for which the SCU was intended. Admissions To uphold standards of For all undergraduate education, the SAT The Thanawiya Amma (TA) is used The design of the TA--emphasizing rote selection education by assuring and ACT are standard tests; for graduate as the basis for admissions to memorization—sets a pattern for the properly qualified economics program, the GRE is used. undergraduate programs; ensuing undergraduate education, and this students and ensuring admissions to graduate programs is pattern passes on to graduate programs fair competition for based on grades in undergraduate through the absence of any criterion other limited positions in courses. Admissions to graduate than undergraduate grades. Also, selective university programs is normally, but not admissions to programs in English and programs. always, limited to those with BAs French in national universities is based on from the same university. the written exam in the TA, resulting in students in these programs with minimal oral skills and poor understanding of lectures. Professional Organize conferences The American Economics Associations, The Egyptian Association for This is not comparable to organizations Associations and publications, help and various associations for different Economists and Legislators is the like the AEA—it does little to encourage establish standards, specializations, provide robust support for only known economics association. research, disseminate ideas, or organize a promulgate new the profession—for example, in organizing job market, and it is detached from modern methods of teaching publications, periodic conferences for economic analysis and quantitative and research, organize exchange of ideas, job seeking, etc. techniques. Its association with lawyers is job markets not helpful in this respect. Think Tanks Broaden public In the US, Canada and Europe these may There are two prominent centers for See box on ERF and ECES. knowledge of new be official, semi-official, private for-profit or policy-related economic research— economic thinking, private non-profit. Some are related to the Economics Research Forum disseminate policy particular political parties of interest (ERF) and the Egyptian Center for analysis to the public, groups. In the US, this is a veritable Economic Studies (ECES). Other
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and form a bridge industry: in Washington alone, Brookings, centers where serious research is between academic American Enterprise Institute, Heritage carried out, like the Population economics and policy Foundation, Institute of International Council or the office preparing the analysis. Economics, Urban Institute, and Carnegie Arab Human Development Report, Endowment are only the most prominent of are local branches of international many economics or cross social-science governmental or non-governmental think tanks. organizations. Publications Vehicles for In the US and other industrial nations, Both ECES and ERF publish ECES and ERF papers tend to be policy- dissemination of ideas, there is a wide range of journals, both working paper series, by both relevant and of adequate quality, those by incentives for general and specialized Egyptian and non-Egyptian CEFRS are of lesser quality. The lack of a economists to do economists. Some centers—such properly refereed economics journal in the research, basis for as CEFRS—publish occasional entire Middle East, not to speak of Egypt, hiring, tenure and conference volumes. There is no is a very large gap in the professional promotion decisions properly refereed journal of environment. economics in the Middle East region. Job Market Match employers and The annual meetings of the Allied Social National universities, especially the A symptom of the hit-and-miss nature of job seekers efficiently Sciences Association, of which the larger ones, tend to hire the best of the market is the frequent complaint by American Economic Association is the their BA graduates as junior faculty non-academic employers that “it is hard to most important member, provides a broad on track to higher degrees and find qualified economists”. On the other and deep market for young economists tenured positions. Aside from this hand, the lack of mobility of economists seeking academic (and some non- segmented market, there is no among universities discourages innovation academic) positions. This is known organized market for in research and teaching. supplemented by a job posting service economists is Egypt. provided by the AEA.
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3. EXISTING BUSINESS AND ECONOMICS EDUCATION PROGRAMS This section concentrates on the undergraduate and graduate business and economics education programs at public and private institutions of higher education for which detailed information was available. This information provides a cross-section of national and other universities, and includes some of the technical institutes that provide academic degrees.
As noted in Section V, the spottiness of available information—reflecting in part the inadequate application of IT to university administration—is itself a serious problem in Egyptian universities in general, and for monitoring business and economics in particular34. Because business and economics education is typically offered within the same faculties, the summary below is organized by higher education institution, with business and economics education discussed under the same heading.
The detailed information on the special features of each of the selected public and private universities discussed below are provided in the “Exhibits” contained in the annex to this paper35.
. 4. PUBLIC INSTITUTIONS OF HIGHER EDUCATION Ain-Shams University. This major university, located in Cairo, has both business administration and economics programs (as well as Accounting & Auditing, Statistics, and Public Administration programs) under its Faculty of Commerce. In addition to the usual Bachelor programs in these subjects, it has also recently introduced English and French sections. Nearly 10 thousand students graduate from these programs each year; another 1300 graduate annually from Diploma Programs in Industrial Business Administration and Cooperation Business Administration, while much lower numbers—about 40 and 12, respectively—take masters and doctorates in Business Administration, Economics and Accounting. The faculty numbers suggest that there must be very large undergraduate classes; the English and French sections, which charge LE 2500 per semester, are smaller and more selective. The economics program, by looking at course offerings and a sketch of a syllabus contained in a recent brochure, looks rather basic. The program in business administration contains more specialized offerings; and the university is currently negotiating a twinning arrangement with the University of Connecticut (Storrs) School of Business. (See Exhibit 1)
Alexandria University While the business program is under the aegis of the Faculty of Commerce, economics is taught under the Law Faculty. One innovation at AU is an Executive MBA embarked upon with the partnership of George Washington University School of Management and with the support of the American Chamber of Commerce. The programs holds classes in both Alexandria and Cairo, the latter being held with the support of the American Chamber of Commerce in Egypt. The EMBA program is attended by annual cohorts of some 15-20 students in Alexandria, and 25-30 in Cairo. Currently the degree earned is a University of Alexandria degree and not a George Washington degree. GWU is
34 More detailed information on the institutes offering graduate business educational degree programs will be added. 35 The list for the time being excluded Alexandria University Faculty of Commerce, for which more detailed information is currently being collected.
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reluctant to allow its degree diploma until certain teaching quality considerations are met to comply with AACSB standards. Cairo University. Uniquely among Egyptian universities, the business and economics programs fall under two separate faculties: the Faculty of Commerce and the Faculty of Economics and Political Science (FEPS).
In the Faculty of Commerce, the bulk of students—42 thousand in total—are working towards a Bachelor of Commerce degree in the Arabic Section. The same subjects are covered in an English Section, where 3 students are enrolled. There are also diploma, masters and doctorate programs, in which 200, 30, and 5-10 are enrolled, respectively. The English section of the bachelors program charges LE 2500 per semester, as compared to LE 100 per semester for study in the Arabic Section.
The Masters and Doctorate programs are largely based on dissertations—that for the Masters described as typically a literature review, while that for the doctoral as practical application of a theoretical model. (See Exhibit 2)
At Cairo University, Economics is exclusively taught in the Economics Department of FEPS—this has traditionally been considered an elite program in Egypt, admitting only a limited number of students with Thanawiya Amma scores of 90% or higher. Since 1994, the undergraduate program in economics has been divided into Arabic, English and French sections; students in the latter two sections are admitted on the basis of their Thanawiya Amma scores in the respective languages, and are charged fees of LE 2500/semester (compared with LE 100 for the Arabic section).
The Masters program in economics is based largely on a dissertation that is reportedly “a literature review,” while the small PhD program in economics (averaging 15-10 graduates a year) largely involves a dissertation that must be “a practical application of a theoretical model” Reportedly, many of these graduates are slated for teaching positions within the FEPS faculty.
Also worthy of mention, as part of the FEPS offerings, is the new Masters program in “EuroMediterranean Studies,” organized in collaboration with a consortium of four European universities. This program includes a year of course work, including a number of economics courses, and a dissertation that must be completed within 2 years.
The FEPS has successfully implemented French language economics degree programs in partnership Universite de Paris-Dauphen and with the Institute of Political Sciences since 1996. (See Exhibit 3)
Helwan University. The Faculty of Commerce and Business Administration offers Bachelor Degrees in Accounting, Business Administration, Economics of Foreign Trade, Economics, Internal Relations, and Postal Studies; some 4,000 students (of which, only 38% women) graduated from these programs in 2003. There are masters and doctoral programs in business and economics subjects, but only a small number of students in each. There are also a wide range of special diploma programs, mostly in aspects of business administration.
The university will begin a new MBA and EMBA program, offered in a twinning arrangement with Virginia Commonwealth University, and charging $20,000. Its syllabus looks modern and geared to global business. (See Exhibit 4).
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Mansura University. The Faculty of Commerce offers Bachelor of Science degree programs in Accounting, Insurance, Business Administration, Statistics and Economics; it also offers an MBA and DBA, and diploma programs in “principles of management” and IT. (See Exhibit 5).
South Valley University. The Faculty of Commerce offers Bachelor of Commerce degrees in Accounting, business Administration, Economics and Statistics. Recently one section of the university was spun off to form Sohag University. (See Exhibit 6).
5. PRIVATE INSTITUTIONS OF HIGHER EDUCATION Two outstanding universities outside the national university system are the American University at Cairo and the Arab Academy for Science, Technology & Maritime Transport. The basic features of these universities are described in Box 4. Both these universities, as description of their program shows, have de facto more freedom than the national universities in determining their curriculum. More detail on the business and economics at AUC and AASTMT is given below, as well as discussion of the British University in Egypt and the Regional Information Technology Institute (which is counted as a university here, because it offers academic degree programs).
Al Ahram Canadian University (ACU) Faculty of Business. This is a small university, in its second year of operation with under 100 students. ACU offers a Bachelors of Commerce degree with majors in accounting, finance, e-business, marketing economics, human resources, management, and general business administration. It is partnered with several well-known Canadian universities, and charges LE 14,500 per semester. All deans and faculty members are said to have obtained their doctoral qualifications from Canada, US or European universities. A well-received aspect of this university’s programs is the “co-op program” that enables its students to gain hands-on practical experience through work-study programs with local businesses. American University in Cairo (AUC). Both business administration and economics are administered by the School of Management, but they are quite separate departments with their own curriculum policies. The BA and MBA in business administration, and the BA and MA in economics, are comparable with similar programs in U.S. colleges. In 2005, 355 students were enrolled in the BA in business administration program, and another 155 were enrolled in diploma and masters programs in business. A new Masters in International Development, based largely on economics courses, has been recently introduced. The School of Management is currently in the process of obtaining AACSB accreditation for the MBA program. No doctorate is offered in either business or economics, and there is no intention of developing such degree programs in the immediate future. (See Exhibit 7)
Arab Academy for Science, Technology & Maritime Transport. The Arab Academy, which is a regional institute located in Alexandria, offers a Bachelor of Management and Technology degree in Business Administration in both Arabic and English (classes in these programs are available in Cairo as well as Alexandria), as well as in Hotel Administration and Tourism. The undergraduate program has several strategic partnership with international universities including French, British and US universities.
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One noteworthy achievement of the Arab Academy Undergraduate school of management is the newly established partnership program with the London School of Economics. A pilot program was established a couple of years ago, it is giving its first crop of 9 graduates, with majors in economics, and having dual diplomas form London School of Economics and the Arab Academy. This way the Arab Academy has effectively become the 3rd economics degree providing institution.
The AASTMT also has a separate Graduate School of Business offering an MBA, an EMBA, and a Doctorate (DBA). The Graduate School has cooperative agreements with several U.S. and European universities, with noteworthy programs including Central Michigan University, Ecole Supérieure Libre des Sciences Commerciales Appliquéesis of Paris; and, Rennes International School of Business, France as well as others. (See Exhibit 8)
British University in Egypt. BUE is a relatively new institution, with just 200 students in the first year of operation (2005-06) who are studying for a Bachelors Degree in Business Administration. The curriculum is similar to that of an undergraduate British degree program in business, with the exception that extra teaching is offered in English language skills. . British University, which has not had graduates yet, offer economics majors, and its recent program with the London School of Economics already has 9 graduating students in its pilot program, with 13 new enrolled for the second intake. This will be a joint undergraduate degree with LSE. Fees are £3500 (British) per year. German University in Cairo (GUC), Faculty of Management Technology. This relatively new university offers or will offer Bachelors, Masters, and Doctorate programs in various Management fields, but also in pharmacy & biotechnology, engineering and material science, and media engineering & technology. The language of instruction in business and economics studies is in English. It charges LE 26,100 per semester for the undergraduate program, and much higher fees (in the range of LE 40,000 to LE 48,000) for masters programs. It is associated with the Universities of Ulm and Stuttgart, and supported by the German Academic Exchange Service; the faculty consists of both German (about 50%) and Egyptian professors.
Misr International University, Faculty of Business Administration & International Trade. In 2005, 600 students attended this university, which offers, so far, a Bachelors of Business Administration & International Trade, with majors in accounting, business, economics, finance and marketing. It is partnered with several foreign universities in US, UK and Europe. Fees are LE 11,000 per semester. Most of the faculty staff are part-time adjunct professors drawn from other universities (mainly Cairo University) and from industry.
Misr University for Science & Technology (MUST), Faculty of Business, Administration, Economics and Information Systems. The MUST business faculty offers a Bachelors degree with majors in business administration, information systems, economics, political science, accounting, finance and investment, and hospital management. It charges LE 11,000 per year. MUST asserts the importance of research for recruitment and tenure, and boasts superior library and research facilities.
Modern Academy for Science & Arts in Egypt, Faculty of Management Sciences. This program has just started, with 200 students in the first year. The Bachelor of Management Sciences program has majors in economics, marketing, international business management,
TECHNICAL ASSISTANCE FOR POLICY REFORM II 41
and accounting. English language skills are a prerequisite for entrance and stressed in the curriculum. Masters and Doctorate programs will eventually be offered. Programs are developed in close collaboration with Middlesex and Greenwich Universities, UK. Fees are LE 30,000/year. Quality assurance is carried out by the British Quality Assurance Agency.
Regional Information Technology Institute (RITI). RITI receives indirect government support, but is in its operations equivalent to an independent private institution, with support from the Maastricht School of Management, Middlesex University, and the University of Louisville. The Management Department of RITI offers Masters and Doctoral programs in Business Administration, as well as Masters in “Science in Business Information Technology,” “Science in E-Commerce,” and Human Resources. RITI also offers diploma programs in marketing management, project management, professional web development, sales, human resources. 2500 students attended the diploma courses in 2005, and 450 were enrolled in the masters degree program.
6. INSTITUTES Training in IT and other business-related skills is offered by a variety of non-university private and public entities.
The Leadership and Management Development Center of the Ministry of Investment hosts various courses in its training center—for instance, training courses by the Arab Banking Institute in Jordan. The emphasis is on improving participants’ financial, management, marketing and entrepreneurial skills. Because of their excellent and centrally located facilities, the training center is available for use by other programs with related goals.
Egyptian Banking Institute provides training and educational programs for the Egyptian Central Bank. Training courses range from elementary courses in basic banking operations, English, communication, and computer, to more advanced courses and workshops in credit and finance, domestic and foreign banking operations, money and capital markets, auditing, marketing, and management. EBI also offers a Diploma in Financial Services (with the Chartered Institute of Bankers in Scotland) and Certificates in Banking Credit, Bank Audit, and Documentary Credit Specialist in partnership with the Luxembourg Institute of Banking. EBI is exploring the possibility of beginning a degree-granting program for an MSc in Business and Financial Studies.
In similar vein, a Securities Institute is currently being formed by the Capital Markets Authority, to train the brokers, dealers, and regulators and other stakeholders of the capital markets institutions.
The American Chamber of Commerce in Egypt (AmCham) offers a wide range of skills- building courses and certificate or diploma programs in business and finance subjects. In this, they see their role as supplementing university education with the practical skills required by business employers—especially the large and multinational firms that form an important part of their membership. AmCham offers a wide range of courses and workshops in secretarial and computer skills, sales and marketing, management, human resources, finance, accounting and auditing, as well as U.S.-based certification programs, in (inter alia) accounting, finance, auditing, IT, human resources and business management.
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Think Tanks, as already indicated form an important part of the professional environment for business and economics, by sponsoring, carrying out, refereeing, and disseminating policy- and business-relevant research. In doing so, they help, in effect, train younger economists in research skills, as well as strengthen the consciousness of economics as a profession that can help the society analyze and find solution for its policy and governance challenges.
The two most outstanding think tanks—the ECES and ERF—are described in Box 3 above; there are others, including some, like the Population Council, that are foreign-based and - supported. Talks, seminars and workshops sponsored by think tanks also carry out an indirect training function, raising the consciousness of local economists, especially with regard to the application of economics to policy issues. ERF maintains a database and library available to all economists in the region, but of course especially convenient to those based in Cairo. In the past, ECES offered some training courses, especially in the IT field, but at present it does not do so.
V. CONCLUSIONS: This study has attempted to consider the current state of business and economics education in Egypt against the background of a national university system that is very badly in need of thorough reform, and an underperforming economy.
Specifically, it is widely recognized that Egyptian institutions of higher education face five main obstacles in responding to the demand for higher education. These can be summarized as follows: o Faculty: Challenged by growing student-faculty ratios, they could benefit from upgraded knowledge of their fields, improvement of their teaching and research skills, and strengthening of their capacities and incentives to develop new curricula and upgrade existing programs to the globally accepted levels; o Infrastructure: Has been deteriorating in terms of both inadequate size in the face of rapidly growing student body and of quality—and many universities have become too large to be efficiently run; o Technology: IT facilities in most universities are inadequate for a student body largely unable to afford personal laptops, and there is great need for increased use of IT in libraries, university administration, and inter-university connectivity.; o Resources: Library resources and course materials are inadequate to meet the needs of a rapidly growing student body, and are often not up-to-date; o Governance: Educational institutions need own-governance that is given more autonomy and accountability, while centralized bureaucracy needs to be streamlined and be given less power to impede needed reforms.
Private universities and other efforts to introduce new programs have made promising starts, and a number of Egyptians are receiving adequate business and economics education both at home and abroad, but paradoxically demand for graduates is weak and the output of properly trained graduates is inadequate to meet the underlying needs for the entrepreneurs, government officials, and researchers required to manage a modern, dynamic, globalized Egyptian economy.
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The specific problems faced in business and economics education reflect the general problems outlined above. However, there are also specific path dependencies related to the way in which these fields have developed in Egypt. In addition, these problems arise from the way in which the faculties responsible for their teaching have developed and been governed. Especially in the public university system, bureaucratic and regulatory rigidities have tended to fix curricula in established patterns for decades, despite large and rapid changes in the conceptual basis and teaching of these fields elsewhere in the world.
Not only are many programs overwhelmed by student size—reflecting the overall problem faced by Egyptian university—but there is also the need to bring the way business and education are taught, and the IT and course materials that are needed for such teaching, into line with what is needed in a dynamic, market-oriented, globalized economy.
Increasingly however, the Ministry of Higher Education and the Supreme Council for Universities has relaxed some of the rigid regulatory requirements regarding accreditation, faculty recruitment, and international joint programs leading to joint diplomas. Very recently the MOHE and the SCU have approved 16 new private universities applications to open new programs in business, and other sciences.
An important development is the seemingly excessive reliance on international institutions of higher education to open joint degree programs with local institutions, which is perceived to increase the quality. While many of the international universities from the US, UK, Canada, France, Germany, Japan Netherlands and Russia are recognized institutions in their own way, it is unclear if all are worthy of accreditation. However, some of the business programs certainly leave much room to be desired in terms of quality and appeal for many of its students. Business administration teaching in the national universities covers a wide range of subjects, mastered largely by rote learning. Use of the case study method for teaching business is in its infancy in Egypt. In some universities, the number of students studying business, accounting and “economics” within Faculties of Commerce is in the tens of thousands. There is no way that quality learning can take place under these circumstances, despite the good abilities of many students.
The inadequate professional environment for business education—e.g., the globally irrelevant standards for admission to graduate programs, the small degree of faculty mobility among universities, the poorly organized job market, the unavailability of an accepted corpus of Egyptian cases for study, and the low salaries paid by most Egyptian businesses even to graduates of highly regarded overseas MBA programs—provide weak incentives to modernize and improve business education, especially in the national universities.
Despite the presence of two well-respected economic think tanks in Cairo, economics retains at best a tenuous existence as a professional discipline in Egypt, and cannot be said to exist as a separate discipline outside the capital city.
Indeed, in only two universities—the Faculty of Economics and Political Science in Cairo University and in the AUC School of Management—is economics taught as a separate discipline, in a form that would be recognized by U.S. economics departments, i.e., incorporating modern developments in theory and econometrics, and making available to students the major sub-disciplines of the field.
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As a result, economics is largely unavailable to deal with problems of national policy, local government, and business strategy in Egypt. Even at FEPS, there is a good deal of the rote learning that plagues the teaching of business administration, and the lack of meaningful discussion in large classes has been criticized by interviewees with teaching experience there. Employers, and graduate school professors, have also expressed the view that graduates of even the best B.A. programs in economics—FEPS and AUC—are over- theoretical in their approach and lack training in applying what they have learned to actual problems. Some leaders in Faculties of Commerce in several universities—and the FEPS in Cairo—are aware of these problems, and even though operating under severe bureaucratic and financial constraints, have undertaken some promising reforms: the creation of programs in English and French, which are not only more selective (in part because of higher fees) but also benefit from being able to import up-to-date course materials in those languages; and twinning arrangements with foreign universities, as another means of importing modern concepts, methods and course materials. These innovations deserve applause and support; but they alone cannot solve the larger gaps faced by the university system with regard to their under-prepared faculties, deteriorating infrastructure, inadequate IT framework, poor resources, and unwieldy governance.
With specific regard to Masters degree programs in business and related subjects, a word of caution is in order: namely, a distinction needs to be drawn between an MBA program as known in the United States and Europe—two years of course work, with strong reliance on case studies—and the typical Masters programs in business subjects offered in national universities, which have less course work, little or no case studies, and heavy emphasis on a dissertation, the latter typically involving little or no original research, but rather a cut-and- paste amalgamation from secondary sources.
The most significant MBA programs are those offered by the three largest public universities. In addition, AASTM, and AUC; Misr International and other private universities also offer such programs. Except for a few minor exceptions almost all MBA and EMBSA programs are taught at AUC in addition to the French programs at Cairo and Ain Shams Universities. The German University in Cairo programs are also delivered in English and focus mostly on a combination of engineering and business management. It is difficult to judge the quality of most of these programs since they are mostly new and had no graduates yet. The EMBA programs that are offered in collaboration with U.S. universities by Alexandria and Helwan Universities are at least in format more in line with comparable problems in the U.S., although the quality of these programs is hard to gauge.
In some universities, Masters degree programs in business have begun to rely more heavily on the case study method. Case study methods have proved to be very affective in the learning process at MBA programs throughout the world. Many cases written in English and based on UK and US and also in Indian context are available through virtual case clearing house networks, or they are offered as part of the English language text books utilized in all of the courses. However, as in many other emerging countries, cases that can be used as examples of the local applications are lacking. In this regard, the paucity of cases in the Egyptian context are needed, and many interviewees suggested the development of Egypt oriented case materials.
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The EMBA program in Alexandria University, in collaboration with George Washington University and the American Chamber of Commerce, has begun to collect case studies emerging from its program as part of the EMBA student graduation thesis requirement.
The Arab Academy MBA program uses applied teaching in its MBA programs, and has collected about 300 Egypt specific cases in conjunction with the training activities of the Ministry of Investment, Leadership and Management Development Center.
RITI has been contemplating putting the series of its student written cases as part of their masters’ thesis requirement is seeking ways to convert these thesis material into cases that can be used in class discussions. AUC, in preparation for AACSB certification, has also mentioned the need to improve its set of case studies. These efforts have not, hitherto, been coordinated in any way, reflecting the lack of cooperation and communication that typifies inter-university relationships in Egypt. Establishing a plausible institutional framework for pooling these efforts would be a major step toward further development of the existing material into class teaching cases.
The above considerations about masters degree programs in business also apply to masters degree programs in economics and to doctoral programs in both disciplines. Doctoral programs are offered mainly in public universities. However, the public universities require the previously obtained Masters degree as a prerequisite that was obtained from their own programs. The Doctoral programs involve some course work but are mostly based on a lengthy dissertation, which interlocutors believe to involve a lot of cutting and pasting from existing sources. However, the doctoral thesis is, at least formally, required to be a “practical application of a theoretical model.” At the GOE, in the Central Bank and economic ministries, the lack of economic expertise is recognized at top levels, and efforts have been made to obtain a small number of foreign- trained economists who are given special positions and salaries. Otherwise, the primary emphasis in upgrading the skills of existing employees is by training courses, provided either by international organizations (IMF, World Bank) or by local training institutes. Indeed, the active efforts of various government institutes and AmCham to offer a host of training courses and certificate or diploma programs testifies to the widespread recognition that university degree programs fail to prepare graduates for the workplace. These ad hoc efforts are laudable, but it is nevertheless crucial that government agencies recognize that they are little better than stop-gap measures: what is needed is acknowledgement of the long-run necessity of improving basic economics and business education in Egyptian universities, in order to ensure a future stream of properly educated graduates, ready to apply their knowledge to the actual challenges faced by Egypt in the 21st Century.
VI. OPPORTUNITIES FOR ENHANCING QUALITY Taking into account the situation sketched in Section V, searching for ways that USAID could help enhance business and economics education in Egypt could take several broad approaches: • Creation of new, stand-alone education programs in business and economics. • Enhancing existing academic programs.
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• Strengthening the professional environment. • Supporting the higher education reform process, with particular reference to business and economics education. While the various opportunities under these headings will be discussed in more detail in a separate options paper than would be possible here; but it seems useful and convenient, at the end of this assessment, to indicate where consideration of the strengths and weakness of current business and economics education Egypt seems to be leading. The discussion below reflects discussions up to this point between the authors of this report and USAID, as well as the views of a wide range of Egyptian interviewees.
First of all, these discussions have made clear that creating a new, stand-alone graduate program in business or economics would not be advisable at the present time. This is in part because the present regulatory framework of Egyptian higher education implies that the lead-time for such a project would extend far beyond the length of the TAPR-II program. Secondly, many of the public and private institutions of higher education have also embarked upon twinning arrangements with US and EU based universities on their own, and these are proliferating at the present time. It appears to be far more feasible, within a 1-4 year time frame, to enhance already ongoing local efforts. For this reason, there will be no discussion below of what forms a “greenfields” scheme might take. Thirdly, “participant training”—organizing special training courses in Egypt, or sending individuals for graduate study in the U.S.—falls largely under the heading of other components in the TAPR-II program, except for faculty development type programs which will concentrate on upgrading the teaching and research skills of mostly public university faculty members.To the extent that it plays a role in the USAID intervention opportunities outlined below, it will be incorporated as an aspect of enhancing existing programs, strengthening the professional environment, or supporting the higher education reform process. These three approaches all work towards institutional building, the essential element in any effective donor assistance effort. The following summary includes ideas, under these three headings, for USAID interventions that are suggested by the findings of this study.
1. ENHANCING EXISTING ACADEMIC PROGRAMS: (Institution Building)
The recent tendency of the Egyptian authorities to encourage twinning arrangements between Egyptian and U.S. or European universities suggests a number of opportunities to enhance existing business or economics programs. These opportunities are especially strong for business programs, because while in most fields—including economics— U.S. university departments are generally very busy keeping up with their own duties, graduate schools of business administrations are currently engaged in active extension of their operations internationally.
One possible area of USAID support would be to give assistance to twinning arrangements already in existence; another would be to help create, and support, further arrangements. These interventions could, thus, help create true centers of excellence in Egypt, which would serve as models for other academic institutions.
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One existing program that might be worthy of support is the joint Alexandria University- AmCham EMBA program, in a twinning arrangement with The George Washington University; Helwan University has developed a program with Virginia Commonwealth University; and an EMBA program may emerge from current negotiations between Ain- Shams University and the University of Connecticut (Storrs). . Further arrangements are also under discussion.
While twinning arrangements will be easier to arrange for business degrees than for economics, USAID should be alert to possibilities of assistance in this field, where the need is so urgent. It has been reported that the Economics Department, Faculty of Economics, Cairo University, is looking for a U.S. twinning partner The support that might be offered in connection with such arrangements could take several forms, in line with the major needs of universities outlined above. Thus: • Faculty development could be a major area of support, including grants for faculty exchanges—involving both time spent by U.S. faculty in Egypt teaching and offering faculty and curriculum development workshops, and study and research by Egyptian faculty in the U.S. • Infrastructural improvements could be supported by donor assistance. • IT Technology—such as making more computers available to business and economics students, and creating more effective networks for business and economics programs. • Resources available for teaching and study could be improved by grants for libraries and course materials used by business and economics students. • Governance improvements could be supported by exchange of faculty and departmental heads and administrators, and the types of broader support to the higher education reform process suggested below. These types of support could be given either to strengthen particular centers of excellence, or to a cross-university project to facilitate building the capacities of Faculties of Commerce across the university system.
In addition to supporting Egyptian universities interested in twinning programs to strengthen business and economics education, consideration should be given to strengthening more specialized training institutions, such as the Egyptian Banking Institute (EBI) under the Central Bank. The certificate programs offered by EBI and similar institutions are potentially extremely useful in preparing university graduates for applied work in business and government, and in upgrading the skills of current employees—thus going directly to the fundamental aims of TAPR-II. While long-run improvements in business and economics education are important, strengthening the capacity Egyptian government and business over the next decade will need to rely chiefly on further training for the existing stock of employees.
To support certificate programs of government training institutions—preferably, virtually autonomous, high-quality ones, like EBI—an appropriate strategy would be twinning arrangements with U.S. institutions. For example, a graduate certificate program in economics—useful for both government economists and for university professors who need the skills to teach applied economics to their students—could be supported by a twinning arrangement with an American university, as well as by teachers from leading Egyptian universities, both public and private.
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2. STRENGTHENING THE PROFESSIONAL ENVIRONMENT: (Capacity Building)
There are a number of areas in which USAID activities could strengthen the supporting environment for business education and economics. These might include the following activities, some that have already been initiated by Egyptian innovators: • Building a national library of business case studies. There are at least three academic institutions have begun their own collections of case studies based on Egyptian context, but their quality is uncertain. Obtaining US or other European cases is possible through wide virtual networks of case clearing houses, that provide many English language cases. There are no Egypt nor MENA region cases that are specific to the Arab world at this time. An initiative that emphasizes the collection and wide spread distribution of Egypt and other Arab country specific cases in English and in Arabic language in time, would provide an essential resource for modern, applied business studies, which require the case study method as a means of educating potential entrepreneurs. The case clearing house will be interlinked with other international case resources. • Starting and maintaining an Egypt-based refereed journal of economic research. (An initiative to do this has just begun, led by the Economic Research Forum—this would be a regional journal, but based in Cairo.) this would strengthen incentives for local faculty to carry out meaningful economic research. • Organizing improved job markets for graduates of MBA and MA-Econ. Programs. (AmCham has held a few such job markets for business graduates.) This would provide more efficient matching of employers’ needs with skills of job seekers. • Building associations of business and economics faculties. This would encourage both the exchange of ideas and greater job mobility. • Organizing an annual meeting of economists and business faculty, like the Allied Social Sciences meeting in the US, as well as conferences on specialized topics of Egyptian policy-relevance. For the latter, also, it would be useful to try to bring business and economics faculty together. Such meetings are useful both as for a for exchange of ideas and as job markets.
3. SUPPORTING REFORM PROCESS IN THE HIGHER EDUCATION: (Policy formation)
The TAPR-II project is limited in the degree to which it could become involved in the formal legislative process of higher education reform, which is the province of the World Bank HEEP project. But there are ways in which the broader reform process could be supported, with particular emphasis on business and economics education. These might include the following: • Business Education Round Table: Holding a round table on higher business and economics education in Egypt, to engage business, academic and employer stakeholders and launch activities. This round table could be housed in a leading institution of higher learning, and could be repeated annually. The round table will serve as an advisory institution to help universities develop relevant curricula in the dictates of the market. The round table could also help in providing analytical input on business and economics education to the Council on Higher Education and the Education Committee of the Legislature. • Developing a Grant Program: Providing grants for: o Curriculum development
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Research to scholars who wish to study the issues highlighted in this study and requiring improved data (such as the brain drain in the business and economics fields, class size and computer availability in different business and economics programs among national and private universities, patterns of teacher recruitment, etc.). Competitive papers, internationally refereed o Faculty development programs: Providing scholarship grants for post doctoral research, teaching, case writing, case development. o Academic Administration development o IT and library development o Higher Education Institutions Development Fund to support university programs to improve the quality and relevance of their programs in line with other leading business and economics programs. o Provide Support the Egyptian Central Bureau of Statistics, MOHE, and universities, for the purpose of collecting key labor and educational data and conducting relevant research on educational and human resources issues.
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APPENDIX
REFERENCES
Davenport, Thomas.(2005) Thinking For a Living. How to Get Better Performance and Results from Knowledge Workers. Boston: Harvard Business School Press.
Farag, Iman (2000). “Higher Education in Egypt: The Realpolitic of Privatization.” http://www.bc.edu/bc_org/avp/soe/cihe/newsletter/News18/text11.html.
“Building Human Capital for Economic Development in the Arab Countries.” Gadi Ali, Ali Abdel. Egyptian Center for Economic Studies. December (2002).
The Paradox of Education and Unemployment in Egypt, Galal, Ahmed. The Egyptian Center for Economic Studies (ECES).March (2002)
Heritage Foundation (2006). Index of Economic Freedoms. The Heritage Foundation and the Dow Jones and Company. Washington. (www.heritage.org)
Highly Skilled Labor Migration: Sharing The Benefits. Martin, Philip L. International Institute for Labour Studies. Geneva. May (2003).
Arab Migration in a Globalized World. (2003). Proceedings of The Regional Conference on Arab Migration in a Globalized World . League of Arab States and International Organization for Migration. Cairo. September 2-4, 2003.
The Statistical Year Book 2004. Arab Republic of Egypt, Central Agency for Public Mobilization and Statistics. June, (2005).
The Egyptian Universities Organization Law No. 49/1972 Presidential Decree No. 809/1975 concerning the Executive Statutes of Law No. 49/1972 on Universities Organization. 1994.
Tertiary Education in the Twenty-First Century: Challenges and Opportunities. HR Department. The World Bank. LCSHD Paper Seris. No. 62. June (2000). Salmi, Jamil.
Towards a Knowledge Based Society” Egyptian National Democratic Party (NDP) ESR Committee. September (2003).
UNESCO. (2003) World Education Report., (www.unesco.org).
Wein, Gerald, Robert Springborg, Soheir El-Sherif, and Rawia Mokhtar. Evaluation of The Egyptian Center for Economic Studies. Development Associates, Inc. for USAID. May (2005).
Project Appraisal Document On a Proposed Loan To the Arab Republic of Egypt for a Higher Education Enhancement Project. HR Development for MENA. March (2002) World Bank.
Arab Republic of Egypt Education Sector Review: Progress and Priorities for the Future. Volumes I and II. HR Development Group. MENA. Report No. 24905-EGT. October (2002). World Bank.
Replicating Business Education Programs in Emerging Countries. Proceedings of Business Education and Emerging Market Economies: Trends and Prospects Conference. Atlanta, GA. November (2003). Yonkers, Virginia..
Appendix i
LIST OF INTERVIEWEES
Attendees Title Contact Number - Phone: (202) 573-5055 - Dean of Faculty of Economics & - Fax: (202) 571-1020 - Prof. Mona Mostafa Al Baradei Political Sciences, Cairo University - E-mail: [email protected] - E-mail: [email protected] - MastEuroMed Deputy - Phone: (202) 571-3315 Coordinator, Cairo University, - Prof. Wafaa El-Charbini - Fax: (202) 571-3315 Faculty of Economics & Political Sciences - E-mail: [email protected] - Associate Professor of - Phone: (202) 760-4664 Economics, Cairo University, - Prof. Ola El Khawaga - M: (010) 121-3812 Faculty of Economics & Political Sciences - E-mail: [email protected] - Phone: (202) 569-1005 - Dean of Faculty of Commerce, - Prof. Mohamed Youssif - Fax: (202) 568-4620 Cairo University - E-mail: [email protected] - Phone: (202) 303-5542 - Assistant Professor, English - Prof. Randa Ali Hassan Department, Cairo University, - M: (010) 169- 9427 Faculty of Commerce - E-mail: [email protected] - Phone: (202) 335-2765 - Acting Director, Egyptian - Prof. Ashraf Gamal El-Din - Fax: (202) 762- 9028 Institute of Directors - E-mail: [email protected]
- Head of Business Administration - Phone: (202) 567-6065 - Prof. El Desouky Abu Zeid Dept., Cairo University, Faculty of Commerce - Cell-phone: 010-668-4966 - Prof. of Strategic Management, - Prof. Abdel Hameed Abu Naem Cairo University, Faculty of - Cell-phone 012- 440-3999 Commerce
- Vice Dean for Postgraduate - Phone: (012) 738-9939 - Prof. Zenat Moharam Studies, , Alexandria University Faculty of Commerce - E-mail: [email protected] - Vice Dean for Postgraduate - Prof. Ahmed Aly Hussein Studies Alexandria University - - Faculty of Commerce - Phone: (+203) 481 5555 - Professor Dr. Mohamed El - Dean, Faculty of Commerce, - (+203) 582 3999 Fayoumi University of Alexandria - Fax: (+203) 486 5655 - Chairman and Prof. of Global Marketing and Strategic Brand - Funger Hall, St 415 M Management, - 2201 G Street NW - Dept. of Marketing, School of - Prof. Dr. Salah S. Hassan Business, George Washington - Washington, DC University - + 1 202 994 8702 - EMBA Program Advisor - + 1 202 994 8999 F
Appendix ii
- Phone: (202) 345 – 8610
- Executive Director of Project - Fax: (202) 345- 9213 - Prof. Mohsin Elmahdy Said Management Unit (PMU) - E-mail: [email protected] - Website: www.heep.edu.eg - Tel: (202) 345-8610 - Chairperson of National Quality - Prof. Nadia Badrawi Assurance and Accreditation - E-mail: [email protected] Committee (QAAP) - Website: www.heep.edu.eg - Phone: (202) 737-4006/ 737-5208/7 - Executive Manager, and - Prof. Khalid Wahba, Academic Advisor, Regional IT - Fax: (202) 739-1380 Institute (RITI) - E-mail: [email protected]
- Deputy Director Of AmCham - Phone: +202 338 1050 - Prof. Mohamed Amin Hemimi, and Director of Training - Email: [email protected] - Dean, School of Management Science, Modern Sciences and - Phone: (+202) 338 0701 - Prof. Mohamed Elmasri, Arts (MSA) University. Principal, - Email: [email protected] AIT Consulting
- Partner, TOP Business HR - Phone: (+202) 336 9394 or 338 4393 - Mr. Samir Younis Consultants, and Instructor at AmCham and AUC Programs - Email: [email protected] - Dean of Undergraduate Studies, - Office: (202) 268 5615 - Prof. Ahmed Asaad El Nandi College of Management and Technology (CMT) - Office: 02 268 5615 - AAST Academic Coordinator - Fax: 02 268 6009 - Ms. Hala Fares with LSE - Mobile: +2010 572 8942 - Email: [email protected] - Professor of Finance - 02- 401 1158 - Vice Dean for Graduate Studies - Prof. Dr. Said Tawfik Ebeid and Research - Mobile: 010 509 4965 - Ain Shams University, Faculty of - Email: [email protected] Commerce
- Assistant Dean for Academic - Office (203)- 548-9763 Affairs, Graduate School of - Prof. Nagui Darwish Business, Arab Academy for - Mobile: 010-163-3172 Science, Technology and Maritime Transport - Email: [email protected]
- Deputy Dean, Faculty of - Mobile: 012 330-9501 - Prof. Dr. Galal Harby Commerce, Cairo University - Email: [email protected]
- Prof. of Accounting, Faculty of - Phone: 012 213-4730; - Asst.Prof. Dr. Ashraf El Sharkawy Commerce, Cairo University - Email: [email protected] - 012-214-1170 - Prof. Ali Kamel - Sr. Economist; PPSO, USAID - Email: [email protected]
- Egyptian Banking Institute, - Phone: (+202) 405 4472, direct: +202 - Prof. Hala Helmy El Said Executive Director, Professor of 261 23 66. Economics - Email: [email protected] - Egyptian Banking Institute, Manager, International - Phone: (+202) 405- 4472. Direct: +202 - Prof. Nevine Dakroury Cooperation and Legal 261 2342. Programs - Email: [email protected]
Appendix iii
- Egyptian Banking Institute, - (+202) 405 -4472, ext 504. - Prof. Zeinab Abdel Razek Program Officer - Email: [email protected]
- Egyptian Banking Institute, IT - (+202) 405- 4471. - Prof. Mohammad El-Bashbishy Manager - Email: [email protected] - Phone: - Prof. Magda Kandil - IMF Institute (INS) - Email: - Tel: 02-797-6986 - Assistant Prof., Economics, - Email: [email protected] - Prof. Ahmed Kamaly American University at Cairo (AUC) - Note: he will be in Washington March- June
- Executive Director & Director of - Office: 02-461-9037 - Prof. Hanaa Kheir El-Din Research, The Egyptian Center for Economic Studies (ECES) - Email: [email protected] - Regional Director, Population Council (Professor on leave from - Office phone: 02-525-5965 - Prof. Ragui Assaad Economics Department, Univ. of - Email: [email protected] Minnesota)
- Managing Director, Economic - Office: 02-337-0810 - Prof. Samir Radwan Research Forum (ERF) - Email: [email protected]
- Misr International University, - Phone: - Prof. Wael Kortum Vice Dean, Business Administration Department - Email:
- Misr International University, - Phone: (+202) 477-1560 - Ms. Marwa Anwar Senior International Officer, - Email: [email protected]
- Cairo University, Faculty of - Phone: (202) 573 5055; - Prof. Dr. Kamal El-Menoufi Economics and Political Science, - Email: [email protected]
- Vice Dean Cairo University, - Phone: (202) 573- 2933; - Prof. Heba Nassar Faculty of Economics and Political Science, - Email: [email protected] - Phone: +2012 213 5110; +203 484 - Pharos University, Alexandria, - Mr. Mohamed Ragab 3264. Chairman, Ragab Group, - Email: [email protected]
- Pharos University, Alexandria, - Phone: + 203 484 1543 - Mr. Alaa El-Din Ragab Chairman of the Board - Email: [email protected] - Phone: - Prof. Assam Salem - Pharos University, Alexandria, - Email: - Phone: (+203) 487 1879. - Pharos University, Alexandria, - Prof. Osama El-Fouly President of Pharos University, - Fax: (+203) 487 6611 Faculty of Law, - Email: [email protected]
,
Appendix iv
TABLES
Table 1: Student and Faculty Statistics at Egyptian State Universities...... 14 Table 2: Gender Distribution among Public University Graduates...... 15 Table 3: Egyptian Public Universities Undergraduate and Graduate Education...... 20 Table 4: Theoretical and Applied Faculties at Public Universities...... 21 Table 5: Faculty to Student Ratio at Select Faculties at Cairo University...... 21 Table 6: Private Institutions Conferring Business and Economics Degrees ...... 23 Table 7: Professional environment for Business Education (A)...... 32 Table 8: Professional Environment for Economics Education (B)...... 36
Appendix v
EXHIBITS
Exhibit 1 - Ain Shams University, Faculty of Commerce ...... vii Exhibit 2 - Alexandria University, Faculty of Commerce...... x Exhibit 3 - Cairo University, Faculty of Commerce...... xiii Exhibit 4 - Cairo University, Faculty of Economics & Political Science ...... xvi Exhibit 5 - Helwan University Faculty, Commerce & Business Administration...... xx Exhibit 6 - Mansura University, Faculty of Commerce...... xxiii Exhibit 7 - South Valley University, Faculty of Commerce...... xxv Exhibit 8 - Ahram Canadian University (ACU), Faculty of Business...... xxviii Exhibit 9 - The American University In Cairo (AUC), School of Management ...... xxx Exhibit 10 - Arab Academy, School of Management ...... xxxv Exhibit 11 - British University (BUE), Faculty of Economics & Administration...... xxxix Exhibit 12 - Canadian International College (CIC), Faculty of Business...... xlii Exhibit 13 - German University (GUC), Faculty of Management Technology...... xliv Exhibit 14 - Higher Technical Institute (HTI), Faculty of Management ...... xlvii Exhibit 15 - Misr International University, Faculty of Business Administration ...... xlix Exhibit 16 - Misr University, Faculty of Business Administration ...... li Exhibit 17 – Nile University, Faculty of Business ...... liv Exhibit 18 - October University for Modern Sciences & Arts, Faculty of Managementlvii Exhibit 19 – 6 October University (6OU), Faculty of Economics and Management...... lx Exhibit 20 - Pharos University (PUA), Faculty of Business & Financial Sciences ...... lxii Exhibit 21 - Regional IT Institute (RITI), Management Department...... lxiv
Appendix vi
Exhibit 1 - Ain Shams University, Faculty of Commerce
- Degree - Bachelor of Commerce - Diploma Programs - Masters Degree Programs - Doctoral Program - Majors - Arabic/English/French Section - Business Administration - Business Administration - Business - Business Administration - Accounting & Auditing - Accounting & Auditing Administration - Accounting & Auditing - Economics - Economics - Accounting & Auditing - Economics - Applied Statistics - Statistics, Mathematics & - Economics - Statistics, Mathematics & Insurance Insurance - Statistics, Mathematics & Insurance - Total number of Students - Male: 4503 BA Acc. Eco S BA Acc. Eco. S BA Acc Eco Attending in 2001 - Female: 3531 1016 999 71 227 10 10 14 5 4 3 7 - Total: 8034 - Student Selection & - Thanawiya Amma or equivalent high - Bachelor with “Good” - Bachelor with average grade - Good average grade retention Criteria school certificate, minimum score 80%. average grade standing standing of “Good” standing - TOEFL score should be above 500 - GMAT or ERB: required - Principles of Management Cooperative Business MBA DBA - Principles of Accounting Administration - Theory of Administration - Curricula of the - Economics - The Cooperative thought - Methodologies of Scientific Preparatory Study of - Mathematics and Comparative Research the Master Degree - Psychology Legislation - The Quantitative analysis and - Student must - Public Administration - Economics of Cooperation operations researches - Economic resources & Economic & Public Utility - Management Information Systems Development - Projects and Cooperative and decisions making - Principles of Law Organizations - The managerial Economics - Operations and Production Management - Management of Human - Specialization Courses (The - Economic Analysis Resource student chooses only one group) - Degree - Courses - Mathematics of Finance - Feasibility Study of - International Marketing entails - Marketing Cooperative Projects - Research Proposal - Materials Management Evaluation (Specialization) - Economics of Money & Banking - Local Administration and - Marketing Strategies - Intermediate Accounting II national Development - Accounting - Introduction to Statistical Methods - Management of Small - Financing - Management of Human Resource Projects - Applied Statisti9cs - Government Accounting & Non-Profit - The Accounting Information - Professional Application and Organizations Systems International Experiences - Principles of Cost Accounting - Financing Projects and the - Administrative System Information - Computer Applications Cooperative Credit - The Economics - Applied Statistics
Exhibit 1 –Public Institutions of Higher Education - Ain Shams – Faculty of Commerce vii
- Degree - Bachelor of Commerce - Diploma Programs - Masters Degree Programs - Doctoral Program Courses - Human Resource - Auditing I - Principles of Auditing - Administrative Control II
- Public Finance & Taxation - Auditing II - Financial Markets & Institutions - Professional Applications and - Marketing Communications International Experiences and - International Business Administration taxes - Investments in Securities - The Organization and Strategies - Production Planning & Control - Administrative Control - Marketing Research - Modern Accounting Problems & Operation Research - Dissertation - N/A - N/A - Dissertation required for Masters - Practical Application of Degree Degree. Mostly, this is a literature a theoretical model is entails review. required for the Dissertation. Since 1994, 206 students earned Doctoral degree in Economics. - University - N/B - N/A - University of Connecticut - N/A Partnership/ Internships, cooperation - Duration - 4 Years (8 semesters) - 18 - 24 months – twice a - 24 months minimum - 3- 4 years over the week - 2 -4 years masters program.
- Student Fees and financial - 2500 LE per semester for English & - 2000 L.E. per semester - $ 8000 per program - Normally sources, including fees for French section Students special programs, - 100 LE per semester for the Arabic professors' notes, text Section books, etc. - Text books and other - Arabic text books generally too old. - Usually the student obtains - Program facilitates access to text - Student collects the materials English and French Text books are his/her text books from the books. necessary text books generally imported from US or UK. market. and research materials.
Exhibit 1 –Public Institutions of Higher Education - Ain Shams – Faculty of Commerce viii
- Degree - Bachelor of Commerce - Diploma Programs - Masters Degree Programs - Doctoral Program
Degree Associate Professors Teacher Total - Department Prof. - Business Administration 14 12 33 59 - Numbers of Faculty Members and their areas of - Accounting & Auditing 20 12 22 54 Expertise - Economics 7 3 4 14 - Statistics, Mathematics & insurance 5 4 4 13 Total 46 31 63 140
- Faculty recruitment, - Generally, new faculty members of the Faculty of Commerce selects from pool of newly graduated students with best grades. Even though retention, and promotion by law all Faculties are required to admit new junior faculty through competitive exams, Faculty may be selected through a list of favorite policies. candidates - Research support - Research Centers at Faculty of Commerce - The Faculty of Commerce - The process has begun. Quality Assurance Program - Cases, - Faculty of Commerce would like to gain access to cases. May be interested in providing assistance - Books, - Text books in Arabic are an absolute necessity but lacking sorely. Faculty members indicate that the system does not encourage text book - Publications: writing, as this effort is not considered as worthy of consideration for promotion. English and French section students gain access to English and French text books at reasonable prices, some included in their tuition. Thus, text books are not a problem. - Faculty Library: - Available Reference Library - In the English section there is a reading room, with reference books available. - Computer Labs & Access to - 2 computers allocated for internet administration, working on a program to spread the use of the internet among students, with internet internet connection available. - 1 computer labs with about 110 computers are available. - Dean - Professor Eglal Hafez - [email protected] - FOC Contact Address - Ain Shams University, Faculty of Commerce, Abbassia 11566, Cairo. - Tel. (202)4025905 - 4011158 - 2623598 – 4052617 – 2615602- 2615603 -2615604 - Fax: 4025905 - FOC Website - http://net.shams.edu.eg/ - Partner University Website - http://www.uconn.edu/
Exhibit 1 –Public Institutions of Higher Education - Ain Shams – Faculty of Commerce ix
Exhibit 2 - Alexandria University, Faculty of Commerce
- Degree - Bachelor of Commerce - Diploma Programs - Masters Degree Programs - Doctoral Program - Majors - Accounting - Business Administration - Accounting - Accounting - Business Administration - Accounting & Auditing - Business Administration - Business - Economics - Political Science - Applied Statistics - Political Science Administration - Economics - Economics - Political Science - Applied Statistics - Applied Statistics - Economics - Public Administration - Public Administration - Applied Statistics - Public Administration - Total number of Students - 35,000 - 2,600 - 236 - 25 Attending in 2005/2006
- Student Selection & retention - Thanawiya Amma or equivalent high - Bachelor with “Good” - Bachelor with average grade - Good average grade Criteria school certificate, minimum score 80%. average grade standing standing of “Good” standing - TOEFL score should be above 500 - GMAT or ERB: required - Organizational Behaviour Business Administration EMBA DBA - Introduction to Macroeconomic - The Cooperative thought First Semester - Curricula of the and Comparative Preparatory Study of - Governmental Corporations Management - Information Management Legislation Systems and E-Business the Master Degree - Commercial Studies - Economics of Cooperation - Managerial Economics & Public Utility Mathematics for Business Finance (-12) - - Projects and Cooperative - Financial Decision Making - Introduction to Corporate Finance Organizations - Marketing Management - Management of Human - Organizational Behavior and - Degree - Courses - Accounting Lists Resource Development entails - Principles of Management - Feasibility Study of Second Semester
Cooperative Projects - Services Marketing and - Principles of Accounting Evaluation Management
- Economics - Local Administration and - Global Marketing national Development - Mathematics - Logistics and Supply Chain - Management of Small Management - Psychology Projects - Production and Operations - The Accounting - Public Administration Management Information Systems - Financing Projects and the - Contemporary Economic Issues Exhibit 2 –Public Institutions of Higher Education - Alexandria University – Faculty of Commerce x
- Degree - Bachelor of Commerce - Diploma Programs - Masters Degree Programs - Doctoral Program - Economic resources & Economic Cooperative Credit - Buyer Behavior and Satisfaction Development Courses - Financial Accounting and - Principles of Law Reporting Third Semester - Operations and Production Management - Human Resource Management - Mathematics of Finance - Decision systems and
- Marketing Computational Methods - Managerial Accounting - Materials Management - Investment and Financial - Economics of Money & Banking Markets - Strategic Management - Intermediate Accounting II Degree entails - International business Strategy - Principles of Cost Accounting and Practice - Computer Applications Fourth Semester - Thesis - Applied Statistics
- Human Resource
- Principles of Auditing
- Financial Markets & Institutions
- Marketing Communications - International Business Administration - Dissertation - N/A - N/A - Dissertation required for Masters - Practical Application of Degree. Mostly, this is a literature a theoretical model is review. required for the Dissertation. - University - N/B - N/A - University of Connecticut - N/A Partnership/ Internships, cooperation - Duration - 4 Years (8 semesters) - 18 - 24 months – twice a - 24 months minimum - 3- 4 years over the week - 2 -4 years masters program.
- Student Fees and financial - 2500 LE per semester for English & - 2000 L.E. per semester - L.E. 40 000 can be paid on 4 - Normally sources, including fees for French section Students installments special programs, professors' - 100 LE per semester for the Arabic
Exhibit 2 –Public Institutions of Higher Education - Alexandria University – Faculty of Commerce xi
- Degree - Bachelor of Commerce - Diploma Programs - Masters Degree Programs - Doctoral Program notes, text books, etc. Section
- Text books and other - Arabic text books generally too old. - Usually the student obtains - Program facilitates access to - Student collects the materials English and French Text books are his/her textbooks from the textbooks. necessary text books generally imported from UK or US. market. and research - Textbook writing is not encouraged materials. and does not lead to promotion or tenure so faculty are not interested in it - Not sufficient professors as compared to the student population being served - Few have good academic qualifications while the rest are not as qualified - Numbers of Faculty Members - There is no development program for developing faculty members especially the junior ones and their areas of Expertise - The EMBA program students are little luckier as the program is taught by senior faculty of commerce members with industry experienced and visiting GWU faculty members with executive education and training experience - Faculty recruitment, retention, - Few have good academic qualifications while the rest are not as qualified and promotion policies. - There is no development program for developing faculty members especially the junior ones - Textbook writing is not encouraged and does not lead to promotion or tenure so faculty are not interested in it - The EMBA program students are little luckier as the program is taught by senior faculty of commerce members with industry experienced and visiting GWU faculty members with executive education and training experience - Research support - Research Centers at Faculty of Commerce - The Faculty of Commerce - The process has begun. The current joint EMBA program with George Washington University(GWU) is to promote the AACSB Quality Assurance Program accreditation and quality assurance requirements - Cases, - Faculty of Commerce would like to gain access to cases. May be interested in providing assistance - Text books in Arabic are an absolute necessity but lacking sorely. Faculty members indicate that the system does not encourage text book - Publications: - Books, writing, as this effort is not considered as worthy of consideration for promotion. English and French section students gain access to English and French text books at reasonable prices some included in their tuition. Thus, text books are not a problem. - Faculty Library: - Available Reference Library - In the English section there is a reading room, with reference books available. - Computer Labs & Access to - 1-computer labs with about 30 computers are available. internet - Dean - Prof. Mohamed El Fayoumi Mohamed - FOC Contact Address - Alexandria University, Faculty of Commerce - FOC Website - http://www.alexcommerce.edu.eg/ - Partner University Website - http://www.gwu.edu/
Exhibit 2 –Public Institutions of Higher Education - Alexandria University – Faculty of Commerce xii
Exhibit 3 - Cairo University, Faculty of Commerce
- Degree - Bachelor of Commerce - Diploma Programs - Masters Degree Programs - Doctoral Program - Majors Arabic/ English Sections - Business Administration - Business Administration (MBA) - Business - Public Administration - Science & Commerce (MSC) Administration - Business Administration - State and National Accounting - Accounting - Accounting - Accounting - Financial Accounting and - Insurance - Mathematics & - Mathematics & Insurance Auditing. Insurance - Insurance - Taxation Accounting - Accounting Information Systems - Specialized Institutions Accounting. - Personnel Administration - Financial Administration - Operations and Production Administration - Bank Administration - Total number of Students - 42,000 - 3000 - 200 - MBA students is 20 7 Attending in 2006 - MSC students is 12 - Student Selection & retention - Thanawiya Amma or equivalent high - Bachelor with "Good" average - Bachelor with average grade standing - Good average Criteria school certificate, minimum score 80%. grade standing of "Good" grade standing - TOEFL score should be above 550 - GMAT or ERB: Not required Business Administration Business Administration MBA - Specialized seminar work - Financial Accounting Year One- First Semester over masters - Law Basics - Administration Studies - Organizational Behavior degree - Mathematical Introduction - Information Technology - Operation Management - Economics - Statistics - Marketing Management - Introduction to Business Administration - Organizing Behavior - Corporate Finance - Degree - Courses - Accounting entails - Managerial Accounting Second Semester - Introduction to Political Science Year Two - Common Conceptions - Information System - Introduction to Statistics - Marketing Management - Managerial Economics - Computer Science - Finance Management - Strategic Management
- Banking & accounting Economics - Operation & Production - Managerial Accounting - Commercial Law Administration Third Semester - Companies Accounting - Human Resource - Human resource Management - Applied Statistics Management - Research Methods Exhibit 3 –Public Institutions of Higher Education - Cairo University – Faculty of Commerce xiii
- Degree - Bachelor of Commerce - Diploma Programs - Masters Degree Programs - Doctoral Program - Computer science - Strategic Management - 2 Elective Courses - Cost Accounting Fourth Semester
- Economic Planning - Proposal for the Thesis in the - Financial Administration Specialized Area - Production Administration - Cases, Readings and Seminars in the - Research Methods Major Area of Concentration - International Economics - 2 Elective Courses - Public Administration - Specialized Institution Accounting - Marketing - Computer Science - Cost Accounting - Degree - Courses - Human Resource Management entails - Cost Accounting - Quality Management - Feasibility Study (1) - Managerial Accounting (2) - Production Information Systems - Investments in Securities - Production Planning & Control - Marketing Research - Marketing Communications - Investments in Securities - Modern Accounting Problems & Operation Research - Dissertation - N/A - N/A - Dissertation required for Masters - Practical degree Mostly this is a literature Application of a review. theoretical model is required for the Dissertation. - University - Not yet - N/A - Georgia state university expected - N/A Partnership/ - twining arrangements in process cooperation Internships, - Personal contacts cooperation - Duration - 4 Years (8 semesters) - 18 - 24 months – twice a - 24 months minimum - 3- 4 years over week - 2 - 4 years the masters program - Student Fees and financial - 2500 LE per semester for English section - 200 LE per semester - Total 15,000 LE - Normally sources, including fees for Students special programs, professors' - 100 LE per semester for Arabic Section Exhibit 3 –Public Institutions of Higher Education - Cairo University – Faculty of Commerce xiv
- Degree - Bachelor of Commerce - Diploma Programs - Masters Degree Programs - Doctoral Program notes, text books, etc. Students - Text books and other - Arabic text books generally too old. - Usually the students obtain - Program facilitates the access to text - Student collects materials are used and an English text books are imported from UK his/her books from the books the necessary example of the current text or US. market. text books and book used. research materials. - Numbers of Faculty Members - Prof. 34 and their areas of Expertise - Assist Prof. 43 - Lecturer: 44 - Assist. Lec. 54 - Emeritus 51 Total: 226 - Faculty recruitment, retention, - Generally, new faculty members of the Faculty of Commerce selects from pool of newly graduated students with best grades. Even though and promotion policies. by law all Faculties are required to admit new junior faculty through competitive exams, Faculty may be selected through a list of favorite candidates. - Research support - Research Centers at Faculty of Commerce - The Faculty of Commerce - The process has begun. A self assessment report was developed in June 2004. Quality Assurance Program - Cases, - Faculty of Commerce would like to gain access to cases. May be interested in providing assistance - Text books in Arabic are an absolute necessity but lacking sorely. Faculty members indicate that the system does not encourage text book - Publications: - Books writing, as this effort is not considered as worthy of consideration for promotion. English and French section students gain access to English and French text books at reasonable prices, some included in their tuition. Thus, text books are not a problem. - Faculty Library: - Available Reference Library - In the English section there is a reading room, with reference books available. - 2 computers allocated for internet administration, working on a program to spread the use of the internet among students, with internet - Computer Labs & Access to connection available. internet - 2 computer labs with about 110 computers are available. - Dean of The School of - Prof. Mohamed Mahmoud Yousef Commerce - [email protected] - Address: Faculty of Commerce, Cairo University, Giza, Egypt. - FOC Contact Information - Tel. (202)569-1005 - Fax (202)5684620 - Website - http://www.cu.edu.eg/arabic/Faculties/Commerce.htm - Partner University Website - http://www.gsu.edu/
Exhibit 3 –Public Institutions of Higher Education - Cairo University – Faculty of Commerce xv
Exhibit 4 - Cairo University, Faculty of Economics & Political Science
- Degree Bachelor of Economics & Political Science Diploma Programs Masters Degree Programs Doctoral Program - Majors Arabic English French Section - Project Assessment and - Economics - Economics Feasibility Studies. - Statistics - Statistics - Economics - Stock Market Analysis. - Political Science. - Political Science - Political Science - Applied Operations - EuroMediterranean Studies - Public - Statistics Research. Administration - Civil Society and Human Rights. - International Organization. - Non - Governmental Organizations. - Numbers of Students - Male 93 - 12 graduates in economics - 322 graduates in economics - 10 graduates in Graduated in 2004 - Female 420 economics - Thanawiya Amma or equivalent high - Bachelor with “Good” - Bachelor with average grade standing of - Good average - Student Selection & retention school certificate, minimum score 90%.. average grade standing “Good” grade standing Criteria The FEPS normally admits the top 600 - TOEFL score should be above 550 scorers each year. - GMAT or ERB: Not required - Introduction to Microeconomics, Egyptian - 16 Courses must be taken. MasterEuroMed - Advanced Economic History seminars and - Courses in History, Law, Political - Microeconomics Theory, Money and other course Science, macro and micro economics, Banking, Macroeconomics Theory work, plus econometrics, monetary economics, - International Economics, Public Finance, dissertation topic, financial economics, international Introduction to Mathematical Economics, initial study is finance, international economics Economic Development, Industrial presented and development, International trade, - Courses Economies, Agricultural Economies, approved. feasibility Economics of Energy, Economics of Egypt Doctoral - National Accounting, Econometrics, dissertation History of Economic Thought, Economies additional to be - Degree of Labor, Economic Planning:, Feasibility completed within entails Study, Managerial Economics, Urban 3 years. Economics, Mathematical Economics, Economic Policies:, International Finance: - N/A - N/A - Dissertation required for Masters - Practical degree. Mostly this is a literature Application of a review. theoretical model - Dissertation is required for the Dissertation.
Exhibit 4 –Public Institutions of Higher Education Cairo University – Faculty of Economics xvi
- Degree Bachelor of Economics & Political Science Diploma Programs Masters Degree Programs Doctoral Program Since 1994, 206 students earned
Doctoral degree in Economics. The French Program - N/A - MasterEuroMed Masters degree is an - N/A EU- TEMPUS funded program delivered - Undergraduate program for French - Degree through a consortium implementing section students entails Joint European Projects. Members of - 60% of the courses are taught in Arabic , - University the Consortium are the Paris Institute of while 40% of the courses are taught either Partnership/ Political Studies (Science-PO Paris), in French or in English Internships, Universteit van Amsterdam, Universitat - This program provides 10 scholarships to cooperation de Barcelona and the Freie Universitat 10 students to study their masters in Paris Berlin. Institute of Political Studies (Science-PO Paris - In existence since 1994 - 4 Years (8 semesters) - 18 - 24 months – twice a - 24 months minimum - 3- 4 years over - Duration week - 2 -4 years the masters program. - Student Fees and financial - 2500 LE per semester for English & - 2000 L.E. per semester - MasterEuroMed 12,350 LE - Normally sources, including fees for French section Students special programs, professors' - 100 LE per semester for the Arabic notes, text books, etc. Section - Arabic text books generally too old. - Usually the student obtains - Program facilitates access to text - Student collects English and French Text books are his/her text books from the books. the necessary - Text books and other generally imported from US or UK. market. text books and materials research materials.
Exhibit 4 –Public Institutions of Higher Education Cairo University – Faculty of Economics xvii
- Degree Bachelor of Economics & Political Science Diploma Programs Masters Degree Programs Doctoral Program
Degree Emeritus
Associate Associate Associate Professor Professors Lecturer Teacher Prof. Prof. Teacher Department FT PT FT
- Numbers of Faculty Members - Economics 6 10 2 18 13 13 10 24 and their areas of Expertise - Statistics - 3 1 12 15 24 9 20
- Political Science 1 9 - 30 15 12 16 19 - Public Administration - - -` 4 3 6 4 6 - Applied Computer - - - 2 2 1 12 10 Science Total 7 22 3 66 48 56 51 79
- Generally, new faculty members of the Faculty of Economics and Political Science selects from pool of newly graduated students with best - Faculty recruitment, retention, grades. Even though by law all Faculties are required to admit new junior faculty through competitive exams, Faculty may be selected through and promotion policies. a list of favorite candidates Research Centers at FEPS - Center for Finance and Economics Studies - Center for Political Studies - Center for Computer & Information System - Research support - Center for Asian Studies - Center for Developing Counties Studies - Center for Public Administration Studies - Center for American Studies - Center for European Studies - Center for Surveys and Applies Statistics - The FEPS Quality Assurance - The process has not begun yet, however a faculty committee has been formed, but no action have yet been taken. Program - Cases, - Faculty of Economics would like to gain access to cases. May be interested in providing assistance - Text books in Arabic are an absolute necessity but lacking sorely. Faculty members indicate that the system does not encourage text book - Publications: - Books, writing, as this effort is not considered as worthy of consideration for promotion. English and French section students gain access to English and French text books at reasonable prices, some included in their tuition. Thus, text books are not a problem.
Exhibit 4 –Public Institutions of Higher Education Cairo University – Faculty of Economics xviii
- Degree Bachelor of Economics & Political Science Diploma Programs Masters Degree Programs Doctoral Program The library has 4 PCs connected to the internet available to students. NO access to electronic data bases, such as Lexus-Nexus, Computer, nor CRISP. - 15229 books in foreign languages - 7689 books in Arabic
English Periodic - Economics 37 - Statistics 23 - Faculty Library: - Political Science 32 Reference Library - Computer Science 8 - Public Administration 2 Total: 102 Arabic Periodic - Economics 4 - Political Science 12 Total: 102
- 1133 M.A and PhD Thesis - Computer Labs & Access to - There is a computer lab available to students in the new building. 40-50 computers + 3 printers can be used for research. Internet access only internet available for a few PCs. - Dean of The School of Economics & Political - Prof. Mona El Baradai Science - Address: Faculty of Economics and Political Science, Cairo University, Giza- Egypt. - FOE Contact Information - Tel: (202)5736605- (202)5736608- (202)5728116- (202)5728055 - Fax: (202)5711020 - Website - http://www.feps.eun.eg/first.html
- Partner University Website - http://www.ub.edu/homeub/welcome.html
Exhibit 4 –Public Institutions of Higher Education Cairo University – Faculty of Economics xix
Exhibit 5 - Helwan University Faculty, Commerce & Business Administration
- Degree - Bachelor of Commerce - Diploma Programs - Masters Degree Programs - Doctoral Program - Accounting - Commerce & Business - Commerce and Business - Accounting - Business Administration Administration Administration - Business - Economics of Foreign Trade - Economics of Foreign Trade Administration - Economics - Management of International - Economics of - International Relations Marketing Foreign Trade - Postal Studies - Local Administration - Economics - Finance and Financial - International Markets Relations - Majors - Small Scale Enterprises - National and Governmental Accounting - Customs - Public Administration - Bank Management - Hospital Management - Taxation Accounting - Accounting and Auditing - Numbers of Students - Male: 2472 110 13 9 Graduated in 2003 - Female: 1544 - Bachelor with average grade standing - Student Selection & retention - Thanawiya Amma or equivalent high - Bachelor with “Good” of “Good” - Good average Criteria school certificate, minimum score 80%. average grade standing - TOEFL score should be above 500 grade standing - GMAT or ERB: required - First 2 years are general requirements - Commerce & Business EMBA DBA courses Administration - Business themes and Modular - Last couple of years, students specializes - Economics of Foreign Trade learning comprises of topics used for in any of the above-mentioned 6 majors - Management of International integration: - The graduate of one major of commercial Marketing - Module 1 - Team Building and studies can apply to obtain the B.C degree - Local Administration - Degree Leadership in another major - Finance and Financial entails - Module 2 - Analysis and Decision Markets Making - Small Scale Enterprises - Module 3 - Business Foundations - National and Governmental - Module 4 - Organization Culture Accounting - Module 5 - Global Challenges - Customs - Courses - Module 6 - Productivity and Innovation - Public Administration - Module 7 - Strategic Management - Bank Management Exhibit 5 – Public Institutions of Higher Education -Helwan University - Faculty of Commerce & Business Administration xx
- Degree - Bachelor of Commerce - Diploma Programs - Masters Degree Programs - Doctoral Program - Hospital Management - In addition to the seven program - Taxation Accounting modules, students may take
- Accounting and Auditing supplemental courses to qualify for
one or more concentration. - Concentrations: Courses - - Finance/Risk Management
- Marketing - Accounting/Economics - Human Resource Management
- Economics - Practical - Dissertation required for Masters Application of a
- Dissertation - N/A - N/A degree. Mostly, this is a literature theoretical model review. is required for the Dissertation.
- University Partnership/ - N/A - N/A - Virginia Commonwealth University - N/A Internships, cooperation - Degree - EMBA 17 months - 3- 4 years over - 18 - 24 months – twice a entails - Duration - 4 Years (8 semesters) - MBA 24 - 36 months the masters week program. - Student Fees and financial - 2500 LE per semester for English section - 2000 L.E. per semester - EMBA $20,000 - Normally sources, including fees for Students special programs, professors' - 100 LE per semester for the Arabic notes, text books, etc. Section - Usually the student obtains - Program facilitates access to text - Student collects - Arabic text books generally too old. his/her text books from the books. the necessary - Text books and other English and French Text books are market. text books and materials generally imported from US or UK. research materials. - Numbers of Faculty Members - and their areas of Expertise - Generally, new faculty members of the Faculty of Commerce selects from pool of newly graduated students with best grades. Even though by - Faculty recruitment, retention, law all Faculties are required to admit new junior faculty through competitive exams, Faculty may be selected through a list of favorite and promotion policies. candidates - Research Centers at Faculty of Commerce - Research support o Scientific Computing Center o Information Technology Center
Exhibit 5 – Public Institutions of Higher Education -Helwan University - Faculty of Commerce & Business Administration xxi
- Degree - Bachelor of Commerce - Diploma Programs - Masters Degree Programs - Doctoral Program o Decision Support Center o Telecommunication Division - The Faculty of Commerce - The process has begun. Quality Assurance Program - Cases, - Faculty of Commerce would like to gain access to cases. May be interested in providing assistance - Text books in Arabic are an absolute necessity but lacking sorely. Faculty members indicate that the system does not encourage text book - Publications: - Books, writing, as this effort is not considered as worthy of consideration for promotion. English section students gain access to English and French text books at reasonable prices, some included in their tuition. Thus, text books are not a problem. - Faculty Library - Available Reference Library - In the English section there is a reading room, with reference books available. - Computer Labs & Access to - A computer lab with about 60 computers is available. internet - Dean of The School of - Khairy Abdel Hady Mohassab Commerce - Ain Helwan ( University Campus ), Cairo, Egypt. Post Code (11795) - FOC Contact Information - Tel. 202- 5569064 - Fax 202 – 5555023 - Website - http://www.helwan.edu.eg/en/faculties/commerce/index.htm - Partner University Website - http://www.bus.vcu.edu/
Exhibit 5 – Public Institutions of Higher Education -Helwan University - Faculty of Commerce & Business Administration xxii
Exhibit 6 - Mansura University, Faculty of Commerce
- Degree - Bachelor of Commerce - Diploma Programs - Masters Degree Programs - Doctoral Program Majors - Accounting. - Principles of Management - - MBA - DBA - Insurance. - Introduction to Information - Business Administration. Technology - Statistics. - Economics. Total number of Students Male: 2053 - 119 - 9 - 2 Attending in 2003 Female: 1237 - Student Selection & Retention - Thanawiya Amma or equivalent high - Bachelor with “Good” - Bachelor with average grade - Good average Criteria school certificate, minimum score 80%. average grade standing standing of “Good” grade standing - TOEFL score should be above 500 - GMAT or ERB: required - Economics - Online Independent IT - Mansoura University Faculty of - Mathematics Courses: Commerce has signed a protocol - Psychology - Computer Typing for cultural cooperation with the
- Public Administration - Basic Computer Operation University of Huddersfield Business - Economic resources & Economic - Basic Word Processing School, in UK. The agreement Development - Basic Spreadsheets aims at strengthening and
- Principles of Law - Basic Presentation facilitating the cultural academic - Economic Analysis Preparation relationship between the two - European Language I - Basic Database universities in Economics, - Commercial Law Management Business Administration, - Materials Management - Basic Internet Skills Accounting, Quantitative Methods - Economics of Money & Banking - Basic Graphics and Marketing disciplines. These - Degree entails - Courses - Principles of Cost Accounting - Basic Computer will be accomplished through joint - Financial Management Troubleshooting degree programs in all areas of - Management Accounting - Computer System Safety & business faculty, involving the - Public Finance & Taxation Security academic staff, researchers and - Marketing Communications - Web Publishing students. Mansoura University will - International Business Administration cover the costs of facilities, library, - Investments in Securities supervision and reports of the - Production Planning & Control programs. The program involves - Marketing Research student and faculty exchange.
- Dissertation - N/A - N/A - Dissertation required for Masters - Practical degree Mostly this is a literature Application of a Exhibit 6 –Public Institution of Higher Education –Mansoura University – Faculty of Commerce xxiii
- Degree - Bachelor of Commerce - Diploma Programs - Masters Degree Programs - Doctoral Program review theoretical model is required for the
Dissertation - Degree entails - University Partnership/ - Huddersfield Business School, United Kingdom Internships, cooperation - Duration - 4 Years (8 semesters) - (1-2) Years - 2-4 Years - - Bachelor with average grade - Student Selection & retention - Students' scores (with minimum 80%) in - Bachelor with "Good" standing of "Good" - Good average Criteria Thannaia Aamma average grade standing - TOEFL score should be above 550 grade standing - GMAT or ERB: Not required - Student Fees and financial - 200 LE per semester - Normally - 100 LE per semester sources, including fees; - Numbers of Faculty Members - 16 Professors in Accounting department and their areas of Expertise - Generally, new faculty members of the Faculty of Commerce selects from pool of newly graduated students with best grades. Even - Faculty recruitment, retention, though by law all Faculties are required to admit new junior faculty through competitive exams, Faculty may be selected through a list of and promotion policies. favorite candidates. - Research support for student - Faculty Centers - The system is adopted by Mansoura University to improve the level of educational programmes and other elements affecting them. Such - The terms of Quality Assurance an outcomes-related system involves precise specifications for quality, the identification of good practice as well as of learning deficiencies program and obstacles, performance follow-up. - cases, - Faculty of Commerce would like to gain access to cases. May be interested in providing assistance - Publications: - books, - The Egyptian Journal for Commercial Studies http://www.mans.edu.eg/faccom/journal/default.htm - Faculty Library reference Library - Available - access to internet &computer - The e-Learning Unit (eLU) at MU was established in 2005 Labs - Virtual labs http://csimu.mans.edu.eg/vlab/el.htm - Dean of the Faculty: - Prof. Dr. Ahmed Hamed Hagag - [email protected]. - FOC Contact Information - 20(50)343974 - +20(57)334971 - Website: - http://www.mans.edu.eg/faccom/ Partner University Website - - http://www.hud.ac.uk/hubs
Exhibit 6 –Public Institution of Higher Education –Mansoura University – Faculty of Commerce xxiv
Exhibit 7 - South Valley University, Faculty of Commerce
- Degree - Bachelor of Commerce - Diploma Programs - Masters Degree Programs - Doctoral Program Arabic and English Sections - Business Administration - Accounting - Business - State and National - Business Administration Administration - Accounting Accounting - Economics (DBA) PhD - Majors - Business Administration - Operations and Production - Statistics - Economics Administration - Statistics Business Administration Cooperative Business MBA - Note: only graduate
Administration students from - Financial Accounting - Financial Accounting Assuit University or - Law Basics First Year - Managerial Accounting South Valley - Mathematical Introduction - Financial Resources Management - The Cooperative thought University are - Introduction to Economics - Marketing Decision-Making and Comparative allowed to join - Introduction to Business Administration - Creating, Structuring & Managing Legislation graduate programs - Accounting Organizations - Economics of Cooperation in South Valley - Introduction to Political Science - Understanding the Economic & Public Utility University - Introduction to Statistics Environment - Projects and Cooperative - Basics of Economics - Manufacturing & Service Operations Organizations - Banking & accounting Economics Management - Management of Human - Commercial Law - Strategy, Strategic Design & Strategic - Courses Resource - Degree - Companies Accounting Behavior Second Year entails - Applied Statistics - Business Dynamics - Computer science - Feasibility Study of - Human Resources Management - Cost Accounting Cooperative Projects - International Business Finance & - Economic Resources Evaluation Capital Markets - Economic Planning - Local Administration and - Research Methods - Financial Administration national Development - Advertising & Promotion - Production Administration - Management of Small - Marketing of Services - Research Methods Projects - Advanced Strategy within - International Economics - The Accounting Organizations - Public Administration Information Systems - Entrepreneurship & New Business - Specialized Institution Accounting - Financing Projects and the Ventures - Behavioral Accounting Cooperative Credit - The Consultancy Process - Marketing - Investment Banking and Fund - Computer Science Management - Cost Accounting - Portfolio Management - Human Resource Management - Futures & Options - Quality Management - Thesis
Exhibit 7 –Public Institution of Higher Education -South Valley University – Faculty of Commerce xxv
- Degree - Bachelor of Commerce - Diploma Programs - Masters Degree Programs - Doctoral Program - Feasibility Study - Managerial Accounting
- Production Information Systems - Financial Markets & Institutions Note: only graduate students from - Marketing Communications Assuit University or South Valley
- International Business Administration University are allowed to join graduate - Economic Development programs in South Valley University - Courses - Investments in Securities - Production Planning & Control - International Business Administration
- Investments in Securities - Degree - Production Planning & Control entails - Modern Accounting Problems & Operation Research Practical Application
Dissertation required for Masters of a theoretical model - Dissertation - N/A - N/A degree Mostly this is a literature review. is required for the Dissertation
- University
Partnership/ - N/A - N/A - N/A - N/A Internships, cooperation - 3- 4 years over - 18 - 24 months – twice a - 24 months minimum - Duration - 4 years (8 Semester) the masters week (2 - 4 years) program - Total number of Students - Male: 1103 - 38 - 2 - 2 Attending in 2001 - Female: 399 - Bachelor with average grade standing - Student Selection & retention - Thanawiya Amma or equivalent high - Bachelor with "Good" of "Good" - Good average Criteria school certificate, minimum score 80%. average grade standing - TOEFL score should be above 550 grade standing - GMAT or ERB: Not required - Student Fees and financial - 100 LE per semester - 1800 LE - - sources, including fees; - Numbers of Faculty Members - 40 Members teaching in both Sohag & - Same staff - Same staff members - Same staff members and their areas of Expertise Quena Branches members - Generally, new faculty members of the Faculty of Commerce selects from pool of newly graduated students with best grades. Even though - Faculty recruitment, retention, by law all Faculties are required to admit new junior faculty through competitive exams, Faculty may be selected through a list of favorite and promotion policies. candidates.
Exhibit 7 –Public Institution of Higher Education -South Valley University – Faculty of Commerce xxvi
- Degree - Bachelor of Commerce - Diploma Programs - Masters Degree Programs - Doctoral Program - Research support for student - Research Centers at Faculty of Commerce - The University has established a Quality Assurance and Accreditation Center (QAAC) to ensure quality, continuous development and - The terms of Quality efficient performance, and to gain the confidence of the community in their graduates in accordance with internationally recognized evaluation Assurance program mechanism. However, the work has not yet been begun - cases, - Faculty of Commerce would like to gain access to cases. May be interested in providing assistance - Publications: - books, - Guide books and publications published by the University. - Faculty Library: - Membership in databases: - Science Direct http://www.sciencedirect.com HEALTH databases: - OVID Portal reference Library - Collection of Lippincott Williams & Wilkin *CAB Global Health (3500Full Text Titles), CAB Abstracts(11.000 Titles) - Access to internet &computer
Labs - 7 Computer Labs dedicated from the Ministry of Communication will be established soon in South Valley University - Dean - Prof. Dr. Mahmoud Riad Moatamed - South Valley University (sohag & Quena Branches) - Tel. - Sohag: 093-4605030/ 093- 4601820 - 4570144 - Contact Information - Quena: 096 - 5211276 - Fax: +20-93-4601950 Email: 5211281- 79 * Sohag Branch will spin off and a new university will be established in Sohag by the beginning of the coming academic year.
- Website: - [email protected] - Partner University Website: - N/A
Exhibit 7 –Public Institution of Higher Education -South Valley University – Faculty of Commerce xxvii
Exhibit 8 - Ahram Canadian University (ACU), Faculty of Business
- Degree - Bachelor of Commerce - Diploma Programs - Masters Degree - Doctoral Degree - Majors - Accounting - N/A - N/A - N/A - Finance - E-Business - Marketing - Economics - Human Resources & Management - General Business Administration - Total number of Students - First Year: 50 Students N/A N/A N/A Attending in 2006 - Second Year: 40 Students - Student Selection & retention - Thanawaya Amma, IGCSE, GCSE, German, N/A - N/A - N/A Criteria Canadian or American high school diploma graduates - Written and Oral Comm. – English Professional - N/A - N/A - N/A Ethics
- Computer Essentials-1 - Principals of Micro Economics - Linear Algebra and Financial Mathematics
- Critical and Creative Thinking - Computer Essentials-2 - Principals of Macro Economics - Degree - Courses - Calculus 1 entails University Electives: Students to select 2 courses (6 credits) from the list of university electives: - Essay Writing and Research - Egyptian History - Introduction to Psychology - Egyptian Philosophical Thought - Business Environment and Organization - Dissertation - N/A - N/A - N/A - N/A
Exhibit 8 – Private Institutions of Higher Education – Ahram Canadian University - Faculty of Business xxviii
- Degree - Bachelor of Commerce - Diploma Programs - Masters Degree - Doctoral Degree - Degree - University - MCMASTER UNIVERSITY - N/A - N/A - N/A entails Partnership/ - ECOLE POLYTECHNIQUE MONTREAL Internships, - DALHOUSIE UNIVERSITY cooperation - MEMORIAL UNIVERSITY OF NEWFOUNDLAND - CARLETON UNIVERSITY - UNIVERSITY OF WINNIPEG - Duration - 4 Years (8 semesters) - N/A - N/A - N/A - Student Fees and financial sources, including fees for - 14,500 LE per semester - N/A - N/A - N/A special programs, professors' notes, text books, etc. - The university has a bookstore that handles required - N/A - N/A - N/A Text books and other materials - textbooks - Numbers of Faculty Members - all Deans and professors have their Ph.D. degrees from Canada, The United States, or Europe and their areas of Expertise - Faculty recruitment, retention, - Faculty members are selected from leading academics in Cairo/ Alex faculties and public universities. and promotion policies. - Research support - Research Centers at Faculty of Commerce - The Faculty of Business Quality - The Association of Universities and Colleges of Canada (AUCC) which represents the Canadian universities, is cooperating with ACU to Assurance Program secure the best implementation possible, a high quality of the education process and the modernity and diversity of its programs - Cases, - - Publications: - Books, - - Faculty - Reference - Library: The library has extra copies of every textbook as well as additional references, readings, encyclopedias, and periodicals. Library: Library Furthermore, the university library is linked to all major electronic libraries in the world, including the library of the Congress - Computer Labs & Access to - Computer labs: The university has 12 computer labs to be equipped with a total of 240 state-of-the-art computers. internet - The library also has extensive accesses to electronic E- journals, E-Books and other resources through the Internet - Dean of School of Business: - Dr. Hussein Ghoneim - ACU Contact Information - Ahram Canadian University, School of Business, 6th of October City , Giza, Egypt - Tel: (+202) 8333078 - Fax: (+202) 8334379 - Call Center: 19228 (19ACU) - Website - www.acu.edu.eg - Partner University Website - http://www.mcmaster.ca/ - http://www.polymtl.ca/ - http://www.dal.ca/ - http://www.mun.ca/ - http://www.uwinnipeg.ca/
Exhibit 8 – Private Institutions of Higher Education – Ahram Canadian University - Faculty of Business xxix
Exhibit 9 - The American University In Cairo (AUC), School of Management
- Degree - Bachelor of Management - Diploma Programs - Masters Degree Programs - Doctoral Program - Majors - The Bachelor of Business Administration - Executive Management - MBA - N/A (BBA). - Healthcare and Hospital Management. - Human Resource Management - Sales Management - Entrepreneurship - Business Law - Information Technology Management - Electronic Business - Advanced Electronic Business - Intellectual Property Rights - International Import-Export Institute - Management Accountant - Asset Management Specialist - Total Quality Management - Project Management - Total number of Students TOTAL 419 Masters degree students. 50 MPA; 186 MBA; 66 Econ; 45 - 1109 total students (191 economics) - N/A Attending in 2005 Economic Development; 72 mass communications students. - Student Selection & retention - Thanawiya Amma or equivalent high - Bachelor with “Good” - TOEFL or ELPET: Non-native - N/A Criteria school certificate, minimum score 65%. average grade standing speakers of English are required to - English Language Proficiency - English Language present valid TOEFL test results or Proficiency ELPET test results (exam administered by AUC). Validity for both TOEFL or ELPET is for one year only. GMAT: Applicants for the MBA program must have an official score report sent to the university from a GMAT exam.
Exhibit 9 – Private Institutions of Higher Education AUC – Management Department xxx
- Degree - Bachelor of Management - Diploma Programs - Masters Degree Programs - Doctoral Program GRE: Applicants for a master¹s degree in economics or economics in international development must have an official score report sent to the university from a GRE test. Business Administration - Business Administration - N/A - Financial Accounting, - Financial Reporting, - Introduction to Macroeconomics, - Financial Management,
- Introduction to Microeconomics, - Marketing Management in a Global - Statistical Reasoning, Economy, - Introduction to Macroeconomics, - Business Communication and
- Introduction to Microeconomics, Negotiation, - Mathematics for Economists, - Managing Organizations, - Statistical Reasoning, - Quantitative Analysis for - Information Technology, Management, - Financial Accounting - Operations Management for - Managerial Accounting, Competitive Advantage, - Business Finance, - Management Information Systems, - Degree - Courses - Introduction to International Business, - Organizational Development entails - Business Environment and Ethics, - Human Resources Strategy - Management Fundamentals, - Organizational Design - Business Law, - Management of International - Business Planning and Strategy, Business Operations - Principles of Marketing, - Global Business Strategy - Introduction to Information - Selected Topics in Management - Operations for Competitive Advantage, - Management Information Systems - Financial Accounting - Business Systems - Management Fundamentals - Information Technology - Introduction to Macroeconomics - Electronic Business - Introduction to Microeconomics, - Information Strategy - Engineering Economy, - Selected Topics in Management of - Principles of Marketing, Information Systems - Business Finance - Dissertation - N/A - N/A - Dissertation required for Masters - N/A degree Mostly this is a literature review.
Exhibit 9 – Private Institutions of Higher Education AUC – Management Department xxxi
- Degree - Bachelor of Management - Diploma Programs - Masters Degree Programs - Doctoral Program - University - In addition to scholarships and financial aid provided by the University, many individuals and corporations have - N/A Partnership/ demonstrated their commitment to higher education in. Egypt by establishing scholarships and fellowships at AUC.
Internships, Eligible students may apply at the Office of Student Financial Affairs. cooperation - Annual scholarships and fellowships are made possible through donors who contribute support each year to partially cover the tuition of one or more undergraduate and/or graduate student(s):
- Ayman Korra Public School Scholarship. - Investcorp Scholarship: established in 2001 and awarded to a Bahraini student based on academic merit and financial need. - Jameel MBA Fellowships - Degree - Merit Scholarship for Women entails - Nashwa A. H. Taher Scholarship - Palestinian Scholarship Fund Scholarship - Public School Scholarships Fund Scholarship - BP Egypt Public School Scholarship: majoring in Engineering, Computer Science, Economics or Business - CITIGROUP Public School Scholarship: - Egyptian American Bank Public School Scholarship - Egyptian American Bank Public School Scholarship - Lockheed Martin Public School Scholarship - Mary Cross Public School Scholarship - Richard Morrow Public School Scholarship - Suad Husseini Juffali Scholarship - Theodore Cross Public School Scholarship - Xerox Egypt S.A.E. Public School Scholarship - Duration - 4 Years - - 2-3 Years - N/A - Student Fees and financial - 34,000 LE/ per Semester sources, including fees for - Access to scholarship & financial aids - $13,500 per academic year for 9 special programs, professors' - - N/A http://aucadmin.aucegypt.edu/stufinance graduate credit hours per semester notes, text books, etc. 2005/2006 - Text books and other materials - Available at AUC book store in English and other languages. http://www.aucegypt.edu/academic/liblt.html - N/A - Numbers of Faculty Members - AUC Economics Department has 19 Full Time (all PhD) and 12 part time economics faculty members; Business department has 15 full time and their areas of Expertise professors; 7 associate professors; 5 assistant professors and 5 other instructors in all disciplines. - Faculty recruitment, retention, - Faculty recruitment is done in accordance with norms developed similar to US schools in which a global search is announced. The school is and promotion policies. open to hiring all qualified faculty members for the position.
Exhibit 9 – Private Institutions of Higher Education AUC – Management Department xxxii
- Degree - Bachelor of Management - Diploma Programs - Masters Degree Programs - Doctoral Program - Research support Research Centers The university has the following research centers. 1. Social Research Center 2. Desert Development Center 3. Arabic Studies Bio-bibliographical Research Unit 4. Institute for Gender & Women's Studies 5. Prince Alwaleed Bin Talal Bin Abdulaziz Alsaud Center for American Studies and Research Research Support Offices The university supports research through the following offices. 1. Office of Graduate Studies and Research 2. Office of Sponsored Programs 3. Office of African Studies - The Faculty of Commerce - AUC is licensed in the USA to grant degrees and is incorporated in the State of Delaware. AUC is accredited in the US by the Commission Quality Assurance Program on Higher Education of the Middle States Association of Colleges and Schools. - AUC, MBA and undergraduate business programs have recently been recommended in AACSB accreditation by a visitation team. The next evaluation visit is scheduled for 2007-2008. - In Egypt the university operates as a private cultural institute within the framework of the 1962 Egyptian-American Cultural Cooperation Agreement, in accordance with an implementing protocol with the government of Egypt. This protocol recognizes the university’s degrees as equivalent to those awarded by Egyptian national universities. - Publications: - Cases - Some cases developed by business school members - Books - AUC business department expects significant publications and research papers from all of its academic staff. - Faculty Library: - 348,000 volumes and over 1,600 current periodical subscriptions. Reference Library - Over 70 databases provide online access to thousands of additional periodicals, many in full text. Faculty and students are able to access databases and information about the collections and services while in the Library, on campus, or from home. - With approximately 90 public access computers currently available, we provide laptops and wireless technology for use in the Library. - The Library is a member of OCLC, Research Libraries Group (RLG) member and a SHARES participant. - over 30,000 rare books and extensive collections of manuscripts, photographs, slides, maps and plans attract researchers from around the world. The Rare Books and Special Collections Library is available online at: - http://lib.aucegypt.edu/screens/rbscl.html - AUC Libraries are accessible online
Exhibit 9 – Private Institutions of Higher Education AUC – Management Department xxxiii
- Degree - Bachelor of Management - Diploma Programs - Masters Degree Programs - Doctoral Program - Computer Labs & Access to - Abundant, approximately 90 public access computers currently available, laptops and wireless technology are provided for use in the internet Library - Dean of the School of - Prof. Ahmed Mortagy Business, Economics and Communication - AUC Contact Information - 113 Sharia Kasr el Aini Street Cairo, EGYPT Tel: +20 (0)2 797-6926 Fax:+20 (0)2 794-1440 - Website: - http://www.aucegypt.edu/admission - http://library.aucegypt.edu - www.aucegypt.edu/case - http://library.aucegypt.edu/ - [email protected]
- Incorporate University - http://www.msche.org/ Website
Exhibit 9 – Private Institutions of Higher Education AUC – Management Department xxxiv
Exhibit 10 - Arab Academy, School of Management
- Bachelor of Management and - Degree - Diploma Programs - Masters Programs - Doctorate Programs Technology - Majors - Business Administration – Arabic (Alex/ - Business Administration - Arab Academy for Science and - Doctorate of Business Cairo) - Financial Management Technology Graduate School Administration (DBA) - Business Administration – English (Alex/ - Marketing of Business (AAGSB) Cairo) - Financial Management - Business Administration (MBA - Hotel Administration and Tourism - Management Information – in English)) - This includes the following majors: Systems - Executive MBA (EMBA) - Financial Management - Public Administration (Arabic - Marketing Courses – 20% of students) - Management Information Systems - 3500 Students in three campuses * 6 onrolled students are obtaining LSE - Total number of Students - Management - 1 new DBA student in - 1000 Attending in 2005 * 13 students will start LSE program in - 255 Cairo the coming academic year - Student Selection & retention - Thanawiya Amma or equivalent high - Original Graduation - Original Certificate with a - Original University Criteria school certificate, minimum score 65%. Certificate: with Minimum minimum grade of good in an Certificate. - Passing the entry exams held by the grade of Good. undergraduate degree from a - Original MBA or MS or Academy (interviews) - TOEFL (Minimum score of recognized university or a MA Certificate. - Satisfying age and military service 500 from Arab Academy graduate diploma in - Original Transcripts. conditions for Egyptian applicants Linguistics Institute). management or business with - TOEFL score of 500 as a - An appropriate performance minimum grade very good minimum. during the personal - An official Transcript. - GMAT. interview. - A TOEFEL score which meets the language proficiency level identified by AAGSB Academic Committee " a minimum of 500" - Degree - Courses - Principles of Management Project Management Diploma MBA DBA entails - Mathematics - Project Management - Contemporary Management - Corporate Finance & - Introduction to Information Technology Essentials - Accounting & Financial Firm Valuation - Micro Economics - Project Planning and Reporting - Derivatives & Risk - Accounting Scheduling - Business Economics Management - Management Information Systems - Project Estimation and - Applied Statistics - Marketing Modeling &
Exhibit 10 – Private Institutions of Higher Education- Arab Academy - Management & Technology School xxxv
- Bachelor of Management and - Degree - Diploma Programs - Masters Programs - Doctorate Programs Technology - Core Courses Financial Planning - Human Resources Theory - Principles of Marketing - Project Progress and Cost Management - Advanced Strategic - Organizational Behaviour Control - Marketing Management Human Resources - Statistics - Project Quality - Managerial Finance - Corporate Performance - Bata Base Management - Operations Management Analysis - Economic Analysis - Project Risk Analysis and - Investment & Portfolio - Global Management - Company Accounting Management Management Systems - Operations Research - Project Contracting and - Managerial Accounting - Operations Management - Research Methodology Procurement - Research & Business - Research Methods & - Accounting Information Systems - Human Resources Reporting Philosophy of Science - Public Finance Management - MIS & E-Business - Applied Statistics - Cost Accounting - Advanced Human Recourses (Multivariate Analysis) - Advanced Marketing - Applied Microeconomics Management - Organizational Analysis - Advanced Finance & & Design Investment - Modeling & Decision - Strategic Management Making - Advanced Readings to be assigned for 3 months followed by Exam - Dissertation - Dissertation - N/A - N/A - Dissertation required for - Dissertation required for Masters degree Mostly this is a DPA degree Mostly this literature review. is a literature review. Duration - 4 Years) - (2 Years) - 2 Semesters (1 year) - 3 years 8 semester - 4 Semesters - Student Fees and financial - $ 3000 per semester - & 15,500 per semester - $ 1400 per semester - sources, including fees for - Note: $ 750 per semester to be added to special programs, professors' fees for those who attend LSE program. notes, text books, etc. - Text books and other - US/UK international editions - US/UK international editions - US/UK international - US/UK international editions text books materials text books text books editions text books - Arab Academy Graduate School for Business (AAGSB) is an active - Carleton University in Canada. - University Partnership/ member of the following academic institutions: - Michigan University-USA Internships, cooperation - American Assembly of Collegiate of Schools of Business (AACSB). - Nottingham university in the U.K - The Society for the Advancement of Management (SAM). - Canadian Association for Graduate Studies.
Exhibit 10 – Private Institutions of Higher Education- Arab Academy - Management & Technology School xxxvi
- Bachelor of Management and - Degree - Diploma Programs - Masters Programs - Doctorate Programs Technology - The Euro-Arab School of Management, Spain. - The American Association of MBAs. - University of London, London School of Economics (LSE), UK. - EURO Med MARSEILLE, France. - Stockholm University, Sweden. - Ecole Supérieure Libre des Sciences Commerciales - University of Sunderland, UK Appliquéesis - Rennes International School of Business, France. - Numbers of Faculty Members - Professors: 12 - Professor 3 and their areas of Expertise - Adjunct Professors: 80 - Associate Professor 11 - Assistant Teachers: 58 - Assistant Teacher 45 Advanced Management Institute Staff Members Full Time 9 Part Time 38 - Faculty recruitment, retention, - Faculty members are selected from leading academics in Cairo/ Alex - and promotion policies. faculties and public universities. - Research support - Educational Resources - Regional Informatics Center - Community Service Programs - The Port Training Institute - Computer Networking Center - Institute of Productivity & Total Quality - Information & Documentation Center - Research & Development Centers - Advanced Management Institute Center - The Faculty of Management - The academy attained the ISO 9001 in September 99 from the highest - AAGSB degree programs are accredited locally, regionally & Quality Assurance Program certification body world wide, the D.N.V. after developing and internationally from all recognized accreditation bodies implementing its quality assurance system covering programs of studies including the Egyptian Supreme Council for Universities leading to the B.Sc. Degree in the Academy's 4 colleges: the college of Maritime Transport and Technology, the college of Engineering and Technology, the College of Management and Technology, and the College of Computing and Information Technology. - Publications: - Cases - - - Books - The library collection consists of : - MBA Library - Advanced Management Institute, Miami - Faculty Library: o 36000 Monographs - Cairo Library - AASTMT branch in Cairo Reference Library o 350 Periodicals o 35 Databases on DC-ROMs - Access to internet & - The ratio of computers to students is 1:10 - Available Computer Labs - The ratio of lecturers to students 1:10
Exhibit 10 – Private Institutions of Higher Education- Arab Academy - Management & Technology School xxxvii
- Bachelor of Management and - Degree - Diploma Programs - Masters Programs - Doctorate Programs Technology - Dean - Dr. Assad ElNidani - Dr. Ismail, Ismail Hussien
- Arab Academy Contact - El-Mosheir Ahmed Ismail St., Masaken Sheraton, behind Sheraton - Arab Academy Contact Information Information Heliopolis Hotel, Heliopolis, Cairo, Egypt - Tel. (202) 2664816 - 2664794 - 2664793 - Mobile: (2012) 2457600 - (2012) 9140041 - Fax: (202) 2664819 - Website - http://www.aast.edu/academics/management/business/index.html - Website - http://www.aagsb.edu.eg/index.asp - Partner University Website - http://www.dirige.eslsca.fr/aboutus/school/school/school.htm - Partner University Website - http://www.euromed-marseille.com/ - http://www.su.se/
Exhibit 10 – Private Institutions of Higher Education- Arab Academy - Management & Technology School xxxviii
Exhibit 11 - British University (BUE), Faculty of Economics & Administration
- Bachelor of Economics, Political Science & Business - Degree - Diploma Programs - Masters Degree - Doctoral Degree Administration - Major Business - Accounting - Business Administration - Information Technology - N/A - N/A - N/A - Political Sciences - Economics - Marketing - Total number of Students - First Year: 200 Students - N/A - N/A - N/A Attending in 2005/ 2006 - Student Selection & retention - Thanawiya Amma or equivalent high school certificate, Criteria minimum score 65%. - N/A - N/A - N/A - English Language Proficiency - Degree entails - Courses Pre-requisites: Preparatory year based on assessment Semester 1 - Business Mathematics 1 - Introduction to computing and ICT 1 - Study Skills (including English language) + technical writing - Introduction to Economics - Introduction to Business - N/A - N/A - N/A Semester 2 - Business Mathematics 2 - Introduction to Computing and ICT 2 - Study Skills including English Language) - Introduction to political Theory - Introduction to Management 1 - Note: Other courses are under preparation - Dissertation - N/A - N/A - N/A - N/A
Exhibit 11 – Private Institutions of Higher Education - BUE- Faculty of Economics, Political Science & Business Administration xxxix
- University Degree programmes are designed in full consultation with Partnership/ a group of UK universities, led by Loughborough Internships, University. They are fully accredited by the Egyptian - N/A - N/A - N/A cooperation Ministry of Higher Education and all degrees will be validated by a UK university
- Duration 4 Years (120 Credits/year – in average 12 modules) - N/A - N/A - N/A - Student Fees and financial sources, including fees for - 3500 in UK Pound (Sterling) - N/A - N/A - N/A special programs, professors' notes,, etc. - Text books and other materials N/A - N/A - N/A - N/A - Numbers of Faculty Members More than 70% of the academic staff are either British, or and their areas of Expertise are Egyptian nationals with substantial university teaching experience in the UK. The remaining staff are highly qualified Egyptian academics. The Vice President - N/A - N/A - N/A (Academic), Registrar and Director of Corporate Services and Head of Quality and Student Affairs are British nationals with extensive experience of the UK system - Faculty recruitment, retention, - N/A - N/A - N/A and promotion policies. - Research support - Research Centers are available - N/A - N/A - N/A - The Faculty of Commerce Specified by the UK Quality Assurance (QAA) – Quality Assurance Program http://www.qaa.UK/students/guides - N/A - N/A - N/A
- Publications: - Cases, - N/A - N/A - N/A
- Books, - N/A - N/A - N/A
Exhibit 11 – Private Institutions of Higher Education - BUE- Faculty of Economics, Political Science & Business Administration xl
- Faculty Library: Objectives Reference Library - Providing resources of books, reference material, journals, CDs and databases in the required areas. - Helping and encouraging students to develop their research skills. - Assisting the academic staff in their information requirements to support their reading and research activities. - Providing information technology tools that enrich the process of learning and teaching. - Providing a quiet environment for reading. Services: - Lending to students and staff. - Reference service. - Audiovisual service. - Current awareness service. - Document delivery service. - Orientation on how to use the library catalogue and databases. - Providing group study room - Computer Labs & Access to - Available internet - Dean - Prof. Ronald McCaffer - BUC Contact Information - British University In Egypt - El Sherouk City, Misr- Ismailia Desert Road - Postal No. 11837 - Tel: 02-687-5890/1/2/3/ - Fax: 02-687- 5889 - Website - www.bue.edu.eg - [email protected] - Partner University Website - http://www.lboro.ac.uk/
Exhibit 11 – Private Institutions of Higher Education - BUE- Faculty of Economics, Political Science & Business Administration xli
Exhibit 12 - Canadian International College (CIC), Faculty of Business
- Degree - Bachelor of - Diploma Programs - Masters Degree Programs - Doctoral Program - Majors - Bachelor of Business Administration - N/A - N/A - N/A - Bachelor of Technology Information - Network Management - Bachelor of Technology Information - Information Management - Total number of Students - First Year: 200 Students - N/A N/A N/A Attending in 2006 - Second Year: 180 Students - Student Selection & retention - Thanawaya Amma, IGCSE, GCSE, - N/A - N/A - N/A Criteria German, Canadian or American high school diploma graduates Required Requirement - N/A - N/A - N/A - Introduction to Business Quantitative Methods Introductory Financial Accounting
- Introductory Financial Accounting - Computers in Business - Introduction to Statistics
- Introduction to Marketing - Organizational Behavior - Business Information: Access & Use - Calculus for Business - Management of Small Business - Managerial Accounting - Marketing Management - Business Finance - International Business Management - Business Competitive Strategies - Principles of Microeconomics - Principles of Macroeconomics - Administration Problem Solving - Degree - Courses - Industrial Marketing entails - Marketing Channels - Leadership in Organizations - Business Law I - Human Resources - Introduction to Interpersonal Communication Exhibit 12 – Private Institutions of Higher Education –Canadian International College - Faculty of Business xlii
- Degree - Bachelor of - Diploma Programs - Masters Degree Programs - Doctoral Program - Introduction to Public Communication - Introduction to Western Civilization - Merchandising - Dissertation - N/A - N/A - N/A - N/A - University Partnership/ - N/A - N/A - N/A Internships, - Cape Breton University cooperation - Duration - 4 Years (8 semesters) - N/A - N/A - N/A - Student Fees and financial - 13,900 LE per Semester - N/A - N/A - N/A sources, including fees for special programs, professors' notes, text books, etc. - Text books and other - The university has a bookstore that handles - N/A - N/A - N/A materials required textbooks - Numbers of Faculty Members - all Deans and professors have their Ph.D. degrees from Canada, The United States, or Europe and their areas of Expertise - Faculty recruitment, retention, - Faculty members are selected from leading academics in Cairo/ Alex faculties and public universities. and promotion policies. - However, undergraduate program is planning to - Research support - Research Centers - The Faculty of Business - The degrees earned by students attending CIC are accredited from the Egyptian Ministry of Higher Education as well as CBU, also recognized Quality Assurance Program worldwide and is equivalent to any degree offered in the United States, Canada, or Europe - Cases, - - Publications: - Books, - - Faculty - Reference - The library has extra copies of every textbook as well as additional references, readings, encyclopedias, and periodicals. Furthermore, the Library: Library university library is linked to all major electronic libraries in the world, including the library of the Congress - Computer Labs & Access to - Computer labs: The university has 10 computer labs to be equipped with a total of 200 state-of-the-art computers. internet - The library also has extensive accesses to electronic E- journals, E-Books and other resources through the Internet - Dean of School of Business: - Dr. Adel Zaki - ACU Contact Information - CIC Campus, El Tagamoa El Khames, South of the Police Academy New Cairo City - Tel: (+202) 617 8000 – (+2 010) 288 0288 - Fax: (+202) 617 3110 - Website - http://cic-cairo.easycgi.com/index.php - Partner University Website - http://www.capebretonu.ca/capebretonu_main/asp/home_default.asp?id=home
Exhibit 12 – Private Institutions of Higher Education –Canadian International College - Faculty of Business xliii
Exhibit 13 - German University (GUC), Faculty of Management Technology
- Degree - Bachelor of Science - Diploma - Masters Degree Programs - Doctorate - Majors - Strategic Management - Technology- - N/A - Master of Business Administration (MBA) - N/A - Finance Based - Master of Science in Management - Management Control Management Technology - Marketing (B.Sctb) - Operations & Production - Pharmacy & - Human Resources & Biotechnology Organizational - Engineering & - Behavior Material - Information Systems Science - International Business - Media - Innovation & Technology Engineering & Management Technology - Total number of Students - First Year 150 Attending in 2005 - Second Year 200 - N/A - 120 - N/A - Third Year 280 - Student Selection & retention - Thanawiya Amma or equivalent high school - GUC accepts all - GUC accepts all University Degrees(overall Criteria certificate, minimum score 65%. University grade: at least good) accredited by - English Language Proficiency Degrees(overall - The Supreme Council of Universities in grade: at least good) Egypt accredited by - The Federal Ministry of Higher Education in - The Supreme Council Germany of Universities in - Curriculum Vitae (1 page only) - N/A Egypt - Completed Application Forms - The Federal Ministry - Copies of Faculty Transcripts of Higher Education in - Letters of recommendation (references) Germany - Graduate Management Admission Test (GMAT) results (min 500); to be submitted within the first year
Exhibit 13 – Private Institutions of Higher Education – GUC - Faculty of Management Technology xliv
- Degree - Bachelor of Science - Diploma - Masters Degree Programs - Doctorate - Economics, - N/A Business Administration (MBA) - N/A - General and Strategic Management - Economics, General and Strategic - Finance Management, Finance, Marketing, - Marketing - Production and Operations Production and Operations, Management - Management Control Control, Human Resources and - Human Resources and Organizational Behaviour Organizational Behaviour, Information - Degree - Courses Systems, International Business, Innovation entails - Information Systems, - International Business and Technology Management. - Innovation and Technology Management. - Strategic Management area - Dissertation - N/A - N/A - Dissertation required for Masters Degree. - N/A Mostly, this is a literature review. - University - GUC is established in cooperation with the State Universities of Ulm and Stuttgart, under the patronage of the Egyptian Ministry of Higher Partnership/ Education , the Ministry of Science, Research and Arts, State of Baden-Wuerttemberg, Germany, and supported by the German Academic Internships, Exchange Service (DAAD), the German Embassy in Cairo, the Arab/German Chamber of Industry and Commerce (AHK) and the Federal cooperation Ministry of Education and Research, Germany. - Duration - 4 Years (8 Semesters) - N/A - 2 – 3 Years - N/A - Student Fees and financial MSc 41,800 LE sources, including fees for - Euro 4.350 (EGP 26.100) - N/A - N/A special programs, professors' - Per semester MBA 47,500 LE notes, text books, etc. - Text books and other materials - Text-books as well as professors manuscripts will be available in English
- Numbers of Faculty Members - GUC students are taught by experts in the field. The teaching staff consists of highly qualified German academics from the State and their areas of Expertise Universities of Ulm, Stuttgart and other German state universities together with highly qualified Egyptian professors, who are completely aware of the German system. Up to 50% of the academic staff is German - Faculty recruitment, retention, - and promotion policies. - Research support - Research activities at GUC run parallel to the educational program, thus integrating research and education. - GUC is committed to collaborating with a wide range of the industry and business sectors on research projects on the national and international levels - The Faculty of Management - Degrees awarded by GUC are fully accredited in Egypt and Germany partner universities in addition to international recognition, since Quality Assurance Program GUC and German universities are adopting the European Credit Transfer System (ECTS). - GUC graduates can proceed directly to continue their postgraduate studies in Germany or other countries - Publications: - Cases, - - Books, -
Exhibit 13 – Private Institutions of Higher Education – GUC - Faculty of Management Technology xlv
- Degree - Bachelor of Science - Diploma - Masters Degree Programs - Doctorate - Faculty - Reference - GUC library is a member of the South-West Library Association in Germany and is therefore able to offer an online connection to the Library: Library library's network in the State of Baden-Württemberg, Germany. - A huge landmark building of 10 floors is planned for the GUC main library where state-of-the-art facilities and services are provided for learning, teaching and research. - Computer Labs & access to - Available internet - GUC Founding Dean, - Faculty of Management - Prof. Dr. Erich Zahn Technology - Contact Information - The German University in Cairo -GUC New Cairo City - Main Entrance Al Tagamoa Al Khames Egypt - Tel: +20-2-7589990-8 - Website - www.guc.edu.eg - Partner University Website - http://kellergraduatedegrees.com/index.php?code=MS9-CPCC0601 - http://www.uni-ulm.de/
Exhibit 13 – Private Institutions of Higher Education – GUC - Faculty of Management Technology xlvi
Exhibit 14 - Higher Technical Institute (HTI), Faculty of Management
- Degree - Doctoral - Bachelor of - Diploma Programs - Masters Degree Programs Program - Majors - Technology Management & Information - N/A - N/A - N/A
- Total number of Students - First Year: 200 Students - N/A N/A N/A Attending in 2006 - Second Year: 180 Students - Student Selection & retention - Thanawaya Amma, IGCSE, GCSE, German, Canadian - N/A - N/A - N/A Criteria or American high school diploma graduates - Secondary Trade School diploma with at least 65 % of the total marks in theoretical subjects - Degree - Courses - Finance - N/A - N/A - N/A entails - Production Management - Production Research - Project Management - Feasibility Studies - Game Theory - Contracts Administration - Crisis Management - Time Management - Tax Accounting - Administrative Accounting - Selected Corporate Accounting - Auditing - Computer Applications in Accounting - Micro Economics - Macro Economics - Money, Banking & Foreign Trade - Principles of Public Finance - Commercial Law - Computer Programming - English Language - Principles of Electronic Engineering - Practical Project - Dissertation - N/A - N/A - N/A - N/A
Exhibit 14 – Private Institutions of Higher Education – HTI - Faculty of Management Technology xlvii
- Degree - Doctoral - Bachelor of - Diploma Programs - Masters Degree Programs Program - University - N/A - N/A - N/A - N/A Partnership/ Internships, cooperation - Duration - 4 Years (8 semesters) - N/A - N/A - N/A - Student Fees and financial - 3,000 LE per Semester - N/A - N/A - N/A sources, including fees for special programs, professors' notes, text books, etc. - Text books and other materials - The university has a bookstore that handles required - N/A - N/A - N/A textbooks - Numbers of Faculty Members - Faculty members are selected from leading academics in Cairo/ Alex faculties and public universities and their areas of Expertise - Faculty recruitment, retention, - Faculty members are selected from leading academics in Cairo/ Alex faculties and public universities. and promotion policies. - However, undergraduate program is planning to - Research support - Research Centers - The Faculty of Business Quality - By the decree No. 62 of the Ministry of Higher Education on 28/10/1998, the faculty was accredited to grant the Bachelor of Assurance Program Management and Information. - Cases, - - Publications: - Books, - - Faculty - Reference - The libraries have extra copies of every textbook as well as additional references, readings, encyclopedias, and periodicals. The Library: Library libraries receive adequate funds for book acquisitions on a yearly basis particularly on the occasion of the Cairo Book Fair where a major purchase of books is usually made by the various departments and added to the main libraries. Some departments also maintain a small library containing mainly periodicals and conference publications. - The library also has extensive accesses to electronic E- journals, E-Books and other resources through the Internet - Computer Labs & Access to - The Institute has computer labs. internet - Dean of School of Business: - - ACU Contact Information - Industrial Area2-Next to Small Industries Complex - Fax no.: (015) 351292-5 P.O. Box : 228 - Tel no. : 015/ 363497 - 364168 - 364170 - 364193 - Website - http://www.hti.edu.eg/Academic%20Structure.htm - Partner University Website -
Exhibit 14 – Private Institutions of Higher Education – HTI - Faculty of Management Technology xlviii
Exhibit 15 - Misr International University, Faculty of Business Administration
- Degree Bachelor Diploma Masters Doctorate - Accounting - N/A - N/A - N/A - Business - Majors - Economics - Finance - Marketing - Total number of Students - 600 - N/A - N/A - N/A Attending in 2005 - Thanawiya Amma or equivalent high school certificate, - N/A - N/A - N/A - Student Selection & retention minimum score 65%. Criteria - English Language Proficiency - Degree - Courses Management - N/A - N/A - N/A entails - Principles of Macroeconomics - Principles of Business Administration - Economics - Mathematics for Business and Business Law - Principles of Accounting - Principles of Management - Organizational Behavior - Principles of Marketing - Business Statistics - Introduction to Research Methods - Small Business Management - Management Information System - Office Management - Public Administration - Quality Management - Special Topics in International Trade - Multinational Business Management - International Business Policy - Reward Management - Recruitment and Selection - Training and Development - Special Topics in Human Resource Management - Dissertation - N/A - N/A - N/A - N/A - University - Heilbronn University of Applied Sciences (FHHN) Germany - N/A Partnership/ - Liechtenstein University of Applied Sciences, Principality of Liechtenstein Exhibit 15 – Private Institutions of Higher Learning (MIU) – Faculty of Business Administration & International Trade xlix
- Degree Bachelor Diploma Masters Doctorate Internships, - The Medical College of Georgia, Health Science University school of Dentistry, USA cooperation - Regents Business School London, UK - The University of Georgia (UGA), College of Pharmacy, USA - Duration - 4 Years (8 Semesters) - N/A - N/A - N/A - Student Fees and financial sources, including fees for special programs, professors' - 11,000 LE/ per Semester - N/A N/A - N/A notes, text books, etc. 2005/2006 - Text books and other materials - Available - N/A - N/A - N/A - Professor 6 - Numbers of Faculty Members - Associate Professor 28 and their areas of Expertise - Teacher 19 - Assistants 9 - Faculty recruitment, retention, - Most of the faculty staff are part time adjunct professors from other universities, mainly from Cairo Unuversity and from the industry. and promotion policies. This ratio may be 40 percent at this time. Others - Research support - The MIU supports faculty research productivity, and provides financial assistance to attend international conferences, and some research funds. - The Faculty of Commerce By the decree No. 62 of the Ministry of Higher Education on 28/10/1998, the faculty was accredited to grant the Bachelor of Business Quality Assurance Program Administration and International Trade. The departments of specialization are Accounting, Business, Economics and Marketing. - Publications - Cases, - - Books, - Volumes - Faculty - Reference - Available Library: Library - Computer Labs & Access to - Abundant, public access computers currently available, laptops and wireless technology are provided for use in the Library internet - Dean of the School of Business Administration & International - Prof. Neamat Mashhour . Trade - KM 28 Cairo - Ismalia Road (Ahmed Orabi District) - P.O. Box 1 Heliopolis - MIU Contact Information - Tel.+(202) 4771560 - 4771561 - 4771562 - 4771563 - 4771564 – 4771565 - Fax +(202) 4771566 - Website: - http://www.miuegypt.edu.eg/FrontEnd/Default.aspx
Exhibit 15 – Private Institutions of Higher Learning (MIU) – Faculty of Business Administration & International Trade l
Exhibit 16 - Misr University, Faculty of Business Administration
- Degree - Bachelor of Science - Diploma - Masters - Doctorate - Majors - Business Administration - N/A - N/A - N/A - Information Systems - Economics - Political Science - Accounting - Finance and Investment - Hospital Management - Total number of Students - N/A - N/A - N/A - Attending in 2005 - Student Selection & retention - Thanawiya Amma or equivalent high school certificate, - N/A - N/A - N/A Criteria minimum score 65%. - English Language Proficiency Business Administration - - - First Year - Financial Accounting Law Basics - Mathematical Introduction Introduction to Economics
- Introduction to Business Administration Accounting - Introduction to Political Science Common Conceptions - Introduction to Statistics Computer Science
- Basics of Economics Commercial Law Second Year - Banking & accounting Economics Companies Accounting - Applied Statistics Computer science - Degree - Courses - Cost Accounting Economic Resources entails - Economic Planning Financial Administration
- Production Administration Research Methods Third Year
- International Economics - Specialized Institution Accounting Public Administration
- Behavioral Accounting - Marketing Computer Science - Cost Accounting Human Resource
Exhibit 16 – Private Institutions of Higher Learning - Sciences MUST - Faculty of Business Administration, Economics and Information Systems li
- Degree - Bachelor of Science - Diploma - Masters - Doctorate Management - Quality Management
Fourth Year
- Feasibility Study Specialized Institution Accounting - Managerial Accounting Production Information
Systems - Financial Markets & Institutions Marketing Communications - International Business Administration Advanced Statistics - Degree - Economic Development Investments in Securities entails - Courses - Production Planning & Control Marketing Research
- Applied Economics Marketing Communications - International Business Administration Investments in Securities - Production Planning & Control Modern Accounting Problems & Operation Research
- Dissertation - N/A - - - - University Partnership/ - Internships, cooperation - Duration - 4 Years (8 Semesters) - - - - Student Fees and financial - 11,000 LE per Year - - - sources, including fees for special programs, professors' notes, text books, etc. - Text books and other materials - Text-books as well as professors manuscripts will be available in English
- Numbers of Faculty Members - and their areas of Expertise - Faculty recruitment, retention, - Faculty members are selected from leading academics in Cairo/ Alex faculties and public universities. and promotion policies.
Exhibit 16 – Private Institutions of Higher Learning - Sciences MUST - Faculty of Business Administration, Economics and Information Systems lii
- Degree - Bachelor of Science - Diploma - Masters - Doctorate - Research support - Research is one of the major basic functions of the university. MUST’s commitment to research activities is emphasized in many ways. All academic programs strive to equip students with knowledge, skills and attitudes needed to independent scholarly investigation. - College research in all disciplines is encouraged and constitutes an important criterion for new college recruitment as well as for promotion and tenure considerations. - In fact, several units of the University are devoted exclusively to research. These units are operated under the umbrella of the MUST Research Centre which is composed of two major units: - The Environmental Research Unit. - The Medical Research Unit. - The Faculty of Management - A degree in Bachelor of Commerce is granted—by virtue of the authority vested in the university fields and accredited—by the Ministry Quality Assurance Program of Higher Education in Egypt - Publications: - Cases, - - Books, - - MUST library is certainly one of the highlights of our campus. With its unique and distinctive architectural design and up-to-date facilities, the library serves the academic community of college, researchers and students. Services include bibliographic information, interlibrary loan, reference, reserves and access to information via CD-ROM and on-line link with information banks and the Internet. - Faculty - Reference Besides its general collection of reference sources, the library is building up specialized collections in specific areas such as medical Library: Library and biological sciences, engineering, mass communication and business and information technology. IT also subscribes to major periodicals in each specialization. Instead of the traditional card catalogue system, the library uses an on-line catalogue that can be accessed all over the campus through the University’s local network, i.e. MUST LAN. - Computer Labs & access to - Available internet - Faculty of Management - Prof. Dr. Erich Zahn Technology - Contact Information - Misr University for Science & Technology MUST Egypt - A1 - Motamayez District, 6th of October City, Egypt. - P.O.Box: 77, District, 6th of October City, Egypt. - Tel. 202 - 835 – 4695 - Fax: 202 - 835 - 4685/99 - Website - http://www.must.edu/
Exhibit 16 – Private Institutions of Higher Learning - Sciences MUST - Faculty of Business Administration, Economics and Information Systems liii
Exhibit 17 – Nile University, Faculty of Business
- Degree - Bachelor of - Diploma Programs - Masters Degree Programs - Doctoral Program - Majors - - Executive - EMBA - DBA Development Program
- Total number of Students - 25 Students - Attending in 2006 - N/A -
- Student Selection & retention - N/A - A minimum of five - BA degree or equivalent - Certified copies of all academic Criteria years of relevant work diplomas obtained. experience - 6-7 years of relevant work experience - Official English transcripts from all universities attended. - B.A. degree or - Age 28-35 (on average) - The Graduate Management equivalent Admission Test (GMAT). Results - TOEFL score of 550 or more - Proof of English should be sent directly to IESE, using Proficiency. - GMAT score is an asset IESE's code: 0736. - The Test of English as a Foreign - Two recommendation - A company letter confirming its support of the Language (TOEFL). Obligatory for all letters applicant to take the EMBA including the whose native language is not residential period in Spain. English. Results should be sent directly to IESE, using IESE's code: 0755. Candidates whose secondary school or university studies were conducted entirely in English, or who have worked for at least two years in an English-speaking country, do not need to take the TOEFL exam. - Three letters of recommendation. - Degree - Courses - N/A - Module !: Laying - Analysis of Decisions - PhD Management Program entails the Foundations - Financial Accountancy - Module 2: - Fundamentals of Marketing Management Providing a Global - Management Communications Perspectives - Organization and Behavior - Module 3: - Financial Analysis
Exhibit 17– Private Institutions of Higher Learning – Nile University – Faculty of Business liv
- Degree - Bachelor of - Diploma Programs - Masters Degree Programs - Doctoral Program Sustaining - Control II: Economic Analysis of Decisions Competitive - Operations Management Advantage - Implementation of the Marketing Function - Module 4: Leading - Personnel Management and Labor Relations Into Future - Competitive strategy: Formulation and Implementation - Financial Policies - Information Systems - Business Ethics Competing from Operations - Management of Small-and-Medium-Size Companies - Economic Environment - Corporate Strategy and International Competition - Values and Leadership - Applied International Economics - Legal Environment – Company and tax policy - International Finances - New Tendencies in Marketing - Business Strategy - Investment Banking and Derivatives - International Marketing - Corporate Governance - Entrepreneurship - Dissertation - N/A - - Dissertation required for Masters Degree. - Practical Application of a theoretical Mostly, this is a literature review. model is required for the Dissertation. - University - N/A - IESE Business - IESE Business School - IESE Business School Partnership/ School Internships, cooperation - Duration - N/A - - 24 months - Minimum of 3 Years - Student Fees and financial - N/A - $ 7,000 for the entire - $ 16,000 (Egyptians) - sources, including fees for program - $ 26,000 (non-Egyptians) special programs, professors' notes, text books, etc.
Exhibit 17– Private Institutions of Higher Learning – Nile University – Faculty of Business lv
- Degree - Bachelor of - Diploma Programs - Masters Degree Programs - Doctoral Program - Text books and other materials - N/A - - The university has a bookstore that - handles required textbooks - Numbers of Faculty Members - All professors have their Ph.D. degrees from Canada, The United States, or Europe and their areas of Expertise - Faculty recruitment, retention, - and promotion policies. - Research support - Realizing the major role of establishing a “Research-Oriented University” which would continually impact the economic growth in the region, the Center for Research and Development is considered to be a cornerstone at Nile University - The Faculty of Business - The degrees earned by students attending Nile University are accredited from the Egyptian Ministry of Higher Education as well as Quality Assurance Program IESI University, also recognized worldwide and is equivalent to any degree offered in the United States, Canada, or Europe - Cases, - - Publications: - Books, - - Faculty - Reference - The library has extra copies of every textbook as well as additional references, readings, encyclopedias, and periodicals. Library: Library Furthermore, the university library is linked to all major electronic libraries in the world, including the library of the Congress - Computer Labs & Access to - Computer labs: The University has 10 computer labs to be equipped with a total of 200 state-of-the-art computers. internet - The library also has extensive accesses to electronic E- journals, E-Books and other resources through the Internet - Dean of School of Business: - - A joint Nile University – IESE Advisory committee is formed to oversee the EMBA program in terms of content, implementation model, and participants' profile as well as local and IESE faculty. The committee is composed of Eric Weber (Associate Dean of Executive Education and Global Executive MBA, IESE), Pedro Nueno (Head of Entrepreneurship Department, IESE), Rafik Guindi (Academic Program Director, Nile University Project), Ashraf Gamal (Business Administration and Management Program Director, Nile University Project
Exhibit 17– Private Institutions of Higher Learning – Nile University – Faculty of Business lvi
Exhibit 18 - October University for Modern Sciences & Arts, Faculty of Management
- Degree - Bachelor - Diploma - Masters - Doctorate - Economics, Marketing - International Business Majors - N/A - N/A - N/A - Management & Systems - Accounting - Economics, Marketing - International Business Specialization - N/A - N/A - N/A - Management & Systems - Accounting Total number of Students First Grade: 200 Students - N/A - N/A - N/A Attending in 2005/ 2006
Student Selection & retention - Thanawiya Amma or equivalent high school Criteria certificate, minimum score 65%. - N/A - N/A - N/A - English Language Proficiency Degree entails Bachelor Departments Courses Management Management and Systems Economics - Corporate Finance & Firm Valuation - Principles of Management - Financial Reporting, - Derivatives & Risk Management - Mathematics - Financial Management, - Marketing Modeling & Theory - Introduction to Information Technology - Marketing Management in a Global - Corporate Performance Analysis - Micro Economics Economy, - Global Management Systems - Accounting - Business Communication and - Operations Management - Management Information Systems Negotiation, - Research Methods & Philosophy of - Core Courses - Managing Organizations, Courses Science - Principles of Marketing - Quantitative Analysis for Management, - Applied Statistics (Multivariate Analysis) - Organizational Behaviour - Operations Management for - Applied Microeconomics - Statistics Competitive Advantage, - Organizational Analysis & Design - Bata Base - Organizational Development - Modeling & Decision Making - Economic Analysis - Human Resources Strategy - Advanced Readings to be assigned for 3 - Company Accounting - Organizational Design months followed by Exam - Operations Research - Management of International Business - Dissertation - Research Methodology Operations - Accounting Information Systems - Selected Topics in Management - Public Finance - Business Systems
Exhibit 18 – Private Institutions of Higher Education – October University (MSA) - Faculty of Management lvii
- Degree - Bachelor - Diploma - Masters - Doctorate - Cost Accounting Dissertation - N/A - N/A - N/A University - The programs are the overall responsibility of Middlesex and Greenwich Universities under the day-to-day direction of the programs' Partnership/ leaders and faculty members at MSA University Internships, - To ensure MSA full compliance with the validation standards, a committee is established composed of bodies from all the three cooperation universities (Greenwich, Middlesex and MSA Universities) and would meet at least once a semester to further develop the educational offerings, provide guidance for the smooth running of the process, and guidelines for the faculty
Duration - 4 Years (120 Credits/year – in average 12 modules)
Student Fees and financial sources, including fees for special programs, professors' - 30,000 LE per year notes,, etc.
Text books and other materials - Available Numbers of Faculty Members and their areas of Expertise - Faculty recruitment, retention, Faculty members are selected from leading academics in Cairo/ Alex faculties and public universities and promotion policies. Research support - By virtue of the validation agreements, MSA University falls under the guidance and supervision of the Supreme British Quality Assurance Agency (QAA) to ensure the high quality and constant development of the level of education offered by the University. - The validation of MSA University, ensures that MSA students receive the same educational offerings as those of their British counterparts at partner universities - By virtue of the validation MSA graduates are eligible to be: The Faculty of Commerce Quality holders of British degrees Assurance Program eligible for scholarships and fellowships offered by British Universities. able to continue their post-graduate studies at the UK without having to undertake tests to comply with heir required standards. - Largely demanded by renowned British and Multinational corporations for recruitment and training - Quality assurance specification standards are implemented by assigning external examiners and moderators for student work, to review and audit the programmes, and request feedback from the students based on their actual experience with the programs. - To ensure the success of the programs, an assessment procedure is followed in order to measure the educational standard of students who receive the validated programmes
Exhibit 18 – Private Institutions of Higher Education – October University (MSA) - Faculty of Management lviii
- Degree - Bachelor - Diploma - Masters - Doctorate Cases, - - Publications: Books, - - MSA library is provided with current book titles in all fields. The library also has a wide collection of journals and popular periodicals. Video and cassette tapes are provided for all subjects. All books are supplemented with transparencies, CD ROMs, diskettes, video Reference - Faculty Library: tapes etc. Library - The library is continuously updated through contact with international publishers. A certain budget is allotted each semester for the library. - Each subject is covered by a number of books; yet to cater for further in-depth research carried out by MSA professors, the library is provided with several computer terminals to aid students in their research - Computer Labs & Access to - Available internet - Dean - Dr. Ahmed I. Ghoneim - Dr. Nadia Mansour - MSA Contact Information - Address: 11/14 Amer St. off El Mesaha Sq. Dokki - Tel. : 760-6324/ 336-7844 - 0800-0800-800 - Fax : 760-3811 - Website - http://www.msa.eun.eg/admission/r_managment.htm
Exhibit 18 – Private Institutions of Higher Education – October University (MSA) - Faculty of Management lix
Exhibit 19 – 6 October University (6OU), Faculty of Economics and Management
- Degree - Bachelor of - Diploma Programs - Masters Degree Programs - Doctoral Program - Majors English & Arabic Sections - N/A - N/A - N/A - Political Science - Economics - Accounting - Business Administration - Total number of Students - 400 Students Attending in 2006 (17,000 students enrolled from different - N/A N/A N/A nationalities in 6OU in the different faculties) - Student Selection & retention - Thanawaya Amma, IGCSE, GCSE, - N/A - N/A - N/A Criteria German, Canadian or American high school diploma graduates - Degree - Courses - Financial Accounting - N/A - N/A - N/A entails - Law Basics - Mathematical Introduction - Introduction to Economics - Introduction to Business Administration - Accounting - Introduction to Political Science - Common Conceptions - Introduction to Statistics - Computer Science - Basics of Economics - Banking & accounting Economics - Commercial Law - Companies Accounting - Applied Statistics - Computer science - Cost Accounting - Economic Resources - Economic Planning - Financial Administration - Production Administration
Exhibit 19 – Private Institutions of Higher Education – 6OU – Faculty of Economics and Management lx
- Degree - Bachelor of - Diploma Programs - Masters Degree Programs - Doctoral Program - Research Methods - Dissertation - N/A - N/A - N/A - N/A - University - Central Michigan University (CMU) - N/A - N/A - N/A Partnership/ Internships, cooperation - Duration - 4 Years (8 semesters) - N/A - N/A - N/A - Student Fees and financial - 7,000 LE per Semester - N/A - N/A - N/A sources, including fees for special programs, professors' notes, text books, etc. - Text books and other materials - The university has a bookstore that handles - N/A - N/A - N/A required textbooks - Numbers of Faculty Members and - Faculty members are selected from leading academics in Cairo/ Alex faculties and public universities their areas of Expertise - Faculty recruitment, retention, - Faculty members are selected from leading academics in Cairo/ Alex faculties and public universities and promotion policies. - Research support - Research Centers - - The Faculty of Business Quality - The degrees earned by students attending 6OU are accredited from the Egyptian Ministry of Higher Education. Assurance Program - Cases, - - Publications: - Books, - - Faculty - Reference Library - 6OU has established a number of specialized libraries, each of which serves a particular faculty, in addition to the University’s Central Library. Library: Those libraries have been provided with all international textbooks &references that a student may need for his research activities and studies. The libraries provide Internet access, to assist students - Computer Labs & Access to - A Modern Internet Café is another service O6U provides for its students. The main cyber cafe is placed at October 6 University (O6U) Mall internet .Two other cafes are located at the men's and women's residences. Here students have full access to the Internet at nominal cost. Over and Above, full Technical support is provided at the cafes free of charge. - Dean of School of Business: - Dr. Besher Abdel Azim Mohamed El Banna - Contact Information - 6OU Campus, El Tagamoa El Khames, South of the Police Academy New Cairo City - Tel: (+202) 8362150 - 83 55 277/8/9/5/6 - Fax: (+2)83 53 161 - Website - www.o6u.edu.eg - Partner University Website - http://www.cm-life.com/vnews/display.v/ART/2006/04/10/4439cf2703230
Exhibit 19 – Private Institutions of Higher Education – 6OU – Faculty of Economics and Management lxi
Exhibit 20 - Pharos University (PUA), Faculty of Business & Financial Sciences
- Degree - Bachelor of - Diploma Programs - Masters Degree Programs - Doctoral Program - Majors Science in Business Administration - N/A - N/A - N/A - Accounting & Finance - Marketing & International Trade - Management & Information Technology - Politics & Economics - Total number of Students 500 Students N/A N/A Attending in 2006 - N/A - Student Selection & retention - Thanawaya Amma, IGCSE, GCSE, - N/A - N/A - N/A Criteria German, Canadian or American high school diploma graduates - Degree - Courses - Financial Accounting - N/A - N/A - N/A entails - Law Basics - Mathematical Introduction - Introduction to Economics - Introduction to Business Administration - Accounting - Introduction to Political Science - Common Conceptions - Introduction to Statistics - Computer Science - Basics of Economics - Banking & accounting Economics - Commercial Law - Companies Accounting - Applied Statistics - Computer science - Cost Accounting - Economic Resources - Economic Planning - Financial Administration - Production Administration - Research Methods
Exhibit 20 – Private Institutions of Higher Education – PUA – Faculty of Business Administration & Financial Sciences lxii
- Degree - Bachelor of - Diploma Programs - Masters Degree Programs - Doctoral Program - Dissertation - N/A - N/A - N/A - N/A - University - - N/A - N/A - N/A Partnership/ Internships, cooperation - Duration - 4 Years (8 semesters) - N/A - N/A - N/A - Student Fees and financial - 10,000 LE per Semester - N/A - N/A - N/A sources, including fees for special programs, professors' notes, text books, etc. - Text books and other materials - The university has a bookstore that handles - N/A - N/A - N/A required textbooks - Numbers of Faculty Members and - Faculty members are selected from leading academics in Cairo/ Alex faculties and public universities their areas of Expertise - Faculty recruitment, retention, - Faculty members are selected from leading academics in Cairo/ Alex faculties and public universities and promotion policies. - Research support - Research Centers - The Faculty of Business Quality - The degrees earned by students attending PUA are accredited from the Egyptian Ministry of Higher Education. Assurance Program - Cases, - - Publications: - Books, - - Faculty - Reference Library - The library has been provided with all international textbooks & references that a student may need for his research activities and studies. The Library: libraries provide Internet access, to assist students - Computer Labs & Access to - The students have full access to the Internet at nominal cost. Over and Above, full Technical support is provided. internet - Dean of School of Business: - - PUA Contact Information - 11 Sezostrees street, Fourth Floor, Alexandria , Egypt - Tel: (203) 4846826 – 4831341 - Fax: (203) 4818195 - Website - http://www.piu.edu.eg/index.htm - Partner University Website - N/A
Exhibit 20 – Private Institutions of Higher Education – PUA – Faculty of Business Administration & Financial Sciences lxiii
Exhibit 21 - Regional IT Institute (RITI), Management Department
Degree Bachelor Diploma Programs Masters Degree Programs Doctoral Program - - N/ A - Marketing Management - Business Administration - Business Administration (DBA) PhD - Project Management - Science in Business Information
- Professional Web Technology - Majors Development - Science in E-Commerce - Sales - Human Resource - Human Resource
- Total number of Students Attending in 2005 - N/ A - 2500 - 450 - 12
- Bachelor with average Good - Student Selection & retention - Bachelor with “Good” - N/ A - TOEFL score should be above 550 - Criteria average grade standing - GMAT or ERB: required - N/ A - MBA DBA - Managerial Accounting - Quantitative Methods - Financial Resources Management - Research Methods - Marketing Decision-Making - Behavioral Sciences and Economics - Creating, Structuring & Managing - Marketing Organizations - Operations - Decision-Making Tools - Accounting - Degree - Manufacturing & Service Operations - Finance - Courses entails Management - information systems - Strategy, Strategic Design & Strategic - HR management Behavior - strategic management - Human Resources Management - Research Methods - Advertising & Promotion - Marketing of Services - Advanced Strategy within Organizations - Entrepreneurship& Business Ventures
Exhibit 21 – Private Institutions of Higher Education – RITI –Management Department lxiv
Degree Bachelor Diploma Programs Masters Degree Programs Doctoral Program - Dissertation required for Masters degree. - Dissertation required for BDA degree. - Dissertation - N /A - N/ A Mostly this is a literature review. Mostly this is a literature review. - - University - Maastricht School of Management, Partnership/ - Maastricht School of - N /A - Middlesex University Internships, Management cooperation - Louisville University - N /A - 5.5 months/ Each - Master of Business Administration - 3 Years 20-22 months - Master of Science in Business Information Technology 18 months - Duration - Master of Science in E-Commerce 18 months - Master of Human Resource 18 months - Doctorate of Business Administration 3-4 years - Marketing Management - Master of Business Administration - 3250 LE $ 8,500 - Project Management - Master of Science in Business - Student Fees and financial 3000 LE Information Technology sources, including fees for $ 6,000 special programs, professors' - N /A - Professional Web notes, text books, etc. Development - Master of Science in E-Commerce 3250 LE $ 6,000 - Master of Human Resource $ 6,000
- Text books and other materials - N /A - Purchased by book supplier - Partner universities send their professors to teach Numbers of Faculty Members - Professors come to Egypt to teach an intensive course for 2-3 weeks and their areas of Expertise - 40% of the professors are the partner universities professors, 30% are on line or video conference lectures and 30% of the lectures are taught by local professors (AUC, Cairo or Aim Shams Professors) Faculty recruitment, retention, - RITI generally hires part time faculty to teach its courses, in conjunction with its partnering universities. Many of its faculty are from
Exhibit 21 – Private Institutions of Higher Education – RITI –Management Department lxv
Degree Bachelor Diploma Programs Masters Degree Programs Doctoral Program and promotion policies. public sector institutions of higher education and industry, generally practitioners who do not always have a PHD qualification. Research support N/A The Faculty of Commerce Quality Assurance Program - RITI is in the process of seeking accreditation from Universities Supreme Council Cases, - Publications: Books, - - Faculty Library - The Regional IT Institute library contains over 380 titles, covering over 1,200 holdings. These resources cover a wide scope of subjects Reference and include various types of references such as books, magazines, journals, newsletters, catalogs, research documents, graduate Library academic theses and various periodicals, which are constantly updated with the newest releases. The disciplines covered include business, management, economics, information and communication technology Access to internet & Computer - Some computers with access to internet Labs - Students have their own lap tops. Executive Manager & Academic - Khalid Wahba, PhD Advisor - [email protected] - Tel. (202) 737-6006 - 11 A Hassan Sabry St. Zamalek, Cairo Egypt ,11211 RITI Contact Information - Tel :(202) 341-1761/1763 - Fax :(202) 421-2139 Website - www.riti.org - http://mubs.mdx.ac.uk/ Partner University Website - http://cbpa.louisville.edu/ - http://www.msm.nl/student/infocent/general.htm - RITI Contact Information - Nile University temporary campus Smart Village – B2 Cairo – Alexandria desert road, Km 28, Giza - Tel : +20 2 534 20 00 - Fax : +20 2 539 23 50 - Business School Dean - Nueno, Pedro, Academic Director - Website - http://www.nileuniversity.edu.eg/P_AcdemicPrograms_schoolBus.asp - Partner University Website - http://www.iese.edu/en/home.asp
Exhibit 21 – Private Institutions of Higher Education – RITI –Management Department lxvi
Technical Assistance for Policy Reform II BearingPoint, Inc, 18 El Sad El Aali Street, 18th Floor, Dokki, Giza Egypt Country Code: 12311 Phone: +2 02 335 5507 Fax: +2 02 337 7684 Web address: 197Hwww.usaideconomic.org.eg