Terms of Reference for a Research Study State of play: Higher education management training schemes in the field of development cooperation

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1 Terms of Reference for a Research Study State of play: Higher education management training schemes in the field of development cooperation Contracting Entity The German Rectors' Conference (HRK) is the voluntary association of state and staterecognised universities in Germany. It currently has 268 member institutions serving more than 94 per cent of all students in Germany. The HRK is the political and public voice of universities and provides a forum for the process of forming joint policies and practices. The HRK addresses all manner of topics related to universities: research, teaching and learning, continuing professional education for academics, knowledge and technology transfer, international cooperation, and administrative self-management. The HRK cooperates with universities and corresponding organisations all over the world. Its aim is to represent the interest of German universities at an international level and to support German universities in their internationalisation process. Executing Entities Since 2001, the DIES Programme is jointly implemented by the German Rectors Conference (cf. contracting entity) and the German Academic Exchange Service (DAAD). The German Academic Exchange Service is the world s largest organisation for the funding of international student and scholar exchange. It is a registered organisation with the German institutions of higher education and student bodies as members. The DAAD awards scholarships, supports the internationalisation of German universities, promotes German studies and the German language abroad, assists developing countries in establishing more effective higher education systems and advises decision-makers on cultural, educational, and development policy issues. 1. Background, Context and Programme Goals Institutions of higher education throughout the world are operating in an increasingly dynamic environment characterised by global challenges. They face intense competition for students, highly qualified researchers and third-party funds. Despite an increasing number of students, public funds are stagnating or not keeping pace. In many regions deregulation has given universities new scope for action, but this growth in autonomy goes hand in hand with rising demands from government and society. Universities are required to ensure the quality and relevance of education and prove that state funds are being used efficiently.

2 In light of these developments, strategic planning and operative management at all levels of control in institutions of higher education are becoming more and more important. This holds true in developing countries too, where the demand for tertiary education is increasing at such an immense rate that governments are not always sufficiently able to meet it. This results in a growing number of private universities as well as the import of university education by foreign providers. The quality of higher education in developing countries is hence becoming a very pressing issue. The DIES programme offers training courses, dialogue events, projects and partnerships to tackle these challenges. A whole package of measures assists higher education institutions in developing countries in adjusting their courses of study to meet international standards of quality, expanding their research capacity and making their organisational structures more competitive. The overall objectives of the DIES programme are - to qualify university staff from developing countries for higher education management processes and tasks in their respective position; - to enable the participants to build up improved and more effective management structures in their home institutions; - to foster networking between participants/their institutions; - to support multiplication of knowledge on higher education management topics directly related to DIES training courses. The DIES programme line Training Courses, relevant to the study to be commissioned, offers different types of courses for higher education managers in developing countries. All schemes are coordinated by a German university with partners and trainers from developing countries. They are multi-part and provide at least two inter-connected phases of presence, they combine theoretical knowledge and practical learning and are directed at participants from more than one country. Target regions are Latin America, the Middle East, Africa and Southeast Asia. DIES training course results are differentiated in direct, short-term and medium-term results (output and outcome) as well as indirect, long-term results (impact) defining - output as the participant s knowledge and competences directly gained by completion of a trainings course; - outcome as the participant s ability and performance to analyse, transfer and multiply taught and related content in his or hers institution in order to initiate structural changes; - impact as the long-term effects on university management and its contribution to strengthen the universities core functions, teaching, research and other services which are induced by participation of a training course. Currently, DIES Training Courses comprise different offers: The DIES International Deans Course (IDC) was started in The IDC is designed for newly elected deans and vice-deans from Africa and Southeast Asia. It deals with various issues surrounding faculty management. During a kick-off event in Germany, experts share their knowledge on topics involving different aspects of faculty management such as financial management, quality assurance, leadership supplemented with practice-oriented modules 2

3 on project management and soft skills. As the course progresses, participants develop action plans which they then use to implement individual reform projects at their universities. The individual plans are presented and discussed during subsequent presence phase(s). Cooperation partners for the IDCs Africa & Southeast Asia are the Osnabrück University of Applied Sciences, the Centre for Higher Education (CHE) and the Alexander von Humboldt Foundation (AvH). ( Additionally, each IDC has a number of partner institutions in the target region. In the case of the IDC Africa, these are the University of Addis Ababa (Ethiopia), the Taita Taveta University College (Kenya), and the University of the Western Cape (South Africa). In the case of the IDC Southeast Asia, these are Gadjah Mada University (Indonesia), the Philippine Normal University (the Philippines), and the Multimedia University (Malaysia). 1 Furthermore, in 2012, the DIES IDC Latin America was initiated, jointly implemented by Saarland University and the University of Alicante, Spain. 2 The supra-regional DIES University Leadership and Management Training Programme (UNILEAD) is open to young management-level professionals from higher education institutions in Africa, Latin America, Middle East and Southeast Asia. The majority of participants work as coordinators of central university administrative departments, in areas such as quality assurance, human resource management, operations management or international affairs. UNILEAD is based on a blended-learning approach and includes three modules on project management, finances & investment and human resource management. An online-based learning platform provides preparation and follow-up for the topics and offers the opportunity to receive feedback from mentors and exchange thoughts with fellow participants. In between the contact phases of the course, participants carry out individual projects at their home universities to directly apply what they have learned to practice. Cooperation partner is the University of Oldenburg. The University of Oldenburg, together with different partners worldwide, furthermore offers specially focused regional UNILEAD courses ( The key objective of the training course DIES Management of Internationalisation (MoI) is to qualify university staff from selected countries of Africa, Latin America, the Middle East, and Asia, to manage processes and tasks of internationalisation in the area of higher education. The programme enables the participants to build up improved and more effective structures of internationalisation at their home universities. Main course topics of this three-part course are internationalisation, strategic management, managing partnerships, domestic and international mobility as well as consulting and marketing. The DIES training course on management of internationalisation has been designed for heads of international offices and university managers who are responsible for coordinating international activities for their universities. Cooperation partner is the University of Hannover ( The aim of DIES Proposal Writing for Research Grants (ProGRANT) is to enable young, upcoming academics from Africa, Latin America, the Middle East and Southeast Asia to develop proposal writing skills according to international standards and to design, write and budget a promising proposal for national and international research funding. Using a blended-learning approach, ProGRANT is structured in three modules: two seminar modules and a trainer guided e-learning module. The trainer teams consist of German and regional experts. Grant writing experts share their knowledge in the field of research funding, subjectspecific trainers provide expertise on the nuances and details of their particular field. The

4 courses are offered in English, Spanish, and French depending on the location. They are organised and conducted by the University of Cologne in close cooperation with ProWiss (Consulting Services for Researchers). 3 With the aim of a multiplication of the gained knowledge on higher education management topics the programme supports DIES Alumni Networks and National Multiplication Trainings. Alumni from various DIES training courses have established regional networks in Central America and Mexico, East Africa and Indonesia. Apart from regional networking among DIES alumni, DIES has been supporting national alumni initiatives aiming at the multiplication of knowledge on higher education management topics directly related to DIES training courses. The National Multiplication Trainings (NMT) programme offers DIES alumni the opportunity to apply on a competitive basis for specifically tailored continuing education courses in their home countries. With these activities, alumni of different DIES training courses are enabled to form national networks and to act as trainers themselves, thereby contributing to the sustainability of DIES training courses. 2. Purpose and Scope of the Study Against the background of the tenth anniversary of the IDC programme, a major conference on higher education management training schemes in the field of development cooperation is scheduled for October/November In preparation of this event, a background study on the state of play with regard to similar higher education management schemes worldwide shall be commissioned in order to provide a basis for the conference discussion looking back on what has been achieved and looking ahead on what is needed in the future. Different organisations worldwide are engaged in development cooperation with a special focus on trainings in the field of higher education management such as the DIES programme offers. The purpose of this study is to give an overall picture of the different actors in this field, to identify and describe actors offering trainings with a comparable focus, and to provide data on the trainings offered (with regard to contents, motivation, purpose, target groups, financing, characteristics/formats ). Given the purpose of the study to provide an overall idea of the current situation a coverage of all comparable training formats in Europe and worldwide is expected. The research should focus on programmes comparable to the DIES courses. The contractor is asked to present a proposal for a suitable selection. On this basis DAAD and HRK as joint organizers of the DIES Programme will be able to - know other players with a similar approach and comparable offers, - validate their training courses in this context, - establish an exchange of experience and good practice with other relevant actors worldwide. 3. Users The results of the study are of particular interest for the following institutions/organisations: 3 4

5 - the Federal Ministry for Economic Cooperation and Development (BMZ), - the German Academic Exchange Service (DAAD) and the German Rectors Conference (HRK), - cooperation partners of the DIES training courses in Germany and worldwide, - stakeholders of the DIES programme in Germany and worldwide, - universities in developing countries, - other actors in the field of higher education development cooperation in Germany, Europe and worldwide. 4. Central Questions With regard to the general objectives outlined above, the following questions shall be addressed and answered in the study: 1. Which major players exist in the field of higher education management training in development cooperation? 2. Which kind of higher education management training schemes do they offer? A more detailed description shall be limited to schemes that are comparable to the DIES training courses. The selection of these shall take place in consultation with DAAD and HRK. Each programme shall be described in terms of background and context, purpose and focus, size and profile of target groups and actual participation, length, contents, didactical approach, and source and amount of funding. What are the strengths and weaknesses of these training programmes? A template for the description of each training scheme shall be developed in cooperation with the DAAD and the HRK. 3. Comprehensive aspects (based on the detailed analysis): Can anything be said with regard to the effectiveness and impact of these training schemes? What are the challenges and the opportunities that these training programmes are facing? Can anything be said with regard to necessary preconditions for successful training schemes? Can anything be said with regard to major obstacles for training schemes? What are the major differences between the IDC and the other existing training schemes? What are the major commonalities between the IDC and the other existing training schemes? 4. Are there potential areas of urgent need for new tools? Are there thematic areas in higher education management where demand for professional training in developing countries is perceived high and not yet (or sufficiently) met by respective training course offers? The research questions outlines shall be regarded as guidance only. Suggestions for revision and supplementation on the part of the contractor are welcome. 5. Methodology The contractor is essentially free to propose the approach and methodology he or she considers most appropriate to achieve the best possible research results and accomplish the 5

6 objectives set out. Notwithstanding this flexibility, it is expected that the study will satisfy the following requirements: - clarification and justification of the approach and methodology opted for; - appropriate mix of desk research and interviews with relevant providers of training courses or comparable offers; - consideration and analysis of secondary source information and data, e. g. studies and material on the topic; - interviews with key actors and stakeholders in the HE development cooperation sector, particularly in Europe (the contractor is requested to present suggestions for selection criteria and proceeding), - providing wherever possible insights into the topic, based on the contractor s expertise and new research. 6. Outputs - Overall list of major players in the field of higher education management training in development cooperation - Proposal for a template for description of each training scheme - Inception workshop (mainly focussing on the discussion of the template and the selection) - Study comprising o Executive summary German (3 5 pages (Arial 11, 1 1 ½ line spacing) o Overview on major players in the field of higher education management training in development cooperation o Detailed description of selected training scheme (according to agreed template) o Analysis with regard to central questions (15-20 pages) o Recommendations, future or unmet needs, outlook, further insights (10 15 pages). The study is to be delivered in English, accompanied by a German version of the executive summary. Editorial service has to be secured by the contractor. The study shall be delivered in printed (a total of 10 copies) and electronic form. - In addition, a MS PowerPoint presentation (in English) of the main conclusions shall be provided by the time the final version is submitted. The study should be carried out in close cooperation with the DAAD and HRK divisions responsible for execution of the DIES programme. Within the context of this study, DAAD and HRK will cover the following tasks: - Announcement of the study to relevant partner organizations; - Approval of the study results. 6

7 The contractor is responsible for the professional management of the study. She or he is especially required to secure the quality of the study and the study report. The contractor is expected to comply with the given requirements. 7. Qualifications of the contractor Proof of following qualifications is requested: - excellent knowledge of development cooperation in the area of higher education; - excellent knowledge in the area of higher education management and policy; - Experience in designing, implementing and writing studies in the context of international higher education and development cooperation; - Fluent (oral and written) in English. The expected competencies have to be proved by relevant references. The offer shall contain information on the persons intended to contribute to the study and include their responsibilities and CVs. Proposals will be evaluated and selected according to the following criteria: Criterion Weighting in % Quality: - Clarity of the overall concept - Justification/appropriateness of the proposed methodology - Justification/appropriateness of the approach - Selection and scope of the information to be taken into account (including basic information, institutions and actors in the field, range of bidders, studies and analyses, background information) - Schedule (soundness and appropriateness) Qualifications and experience of the personnel to be involved: - Resumes, qualifications and subject matter expertise - Composition of the team - Team collaboration and plausibility of the task allocation 40% 30% Price 30% 8. Timeline and Procedure In performance of the contract, the procedure outlined below must be followed and the deadlines therein met: - The contract presumably enters into force in December Submission of overview and template two weeks prior to the inception workshop - Inception Workshop (January/February 2016) - A final draft, including an executive summary, must be submitted by 30 April HRK and DAAD shall transmit to the contractor within 30 calendar days from the date 7

8 of receipt of the draft its observations (general feedback; requests for revision and/or supplementation, etc.). - The final version shall be delivered by the contractor within at least further 30 calendar days after the date of receipt of HRK s and DAAD s observations, and no later than 1 July The approval of the final version requires that all of HRK/DAAD s observations have been taken into full account. It is the responsibility of the contractor to deliver a reasonable and detailed timetable as well as a detailed cost-calculation that will be part of the offer. 9. Right of Use Pursuant to Section 31 of the German Copyright Act (i.e., the Urheberrechtsgesetz, abbreviated UrhG), while excluding the reservations in Section 37 UrhG, the Contractor grants the Principal the exclusive, transferable license, unlimited in time or place, to use all data, information and findings collected in the frame of the study. This right includes all known types of use, including those specified in Section 15 UrhG. The Contractor is responsible for ensuring that all intellectual performances are not subject to copyrights or other rights of third parties and that DAAD and HRK receive such unencumbered legal interests outlined in Subsection 1, also when the performances of third parties are concerned. All internal data and information the contractor gets to know/receives within the context of this study have to be treated confidentially. The contractor is obliged to complete secrecy with regard to all facts that he gets to know in the context of this study. 8