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AN INVESTIGATION INTO THE IMPROVEMENT OF GRADUATE ATTRIBUTES WITHIN THE EGYPTIAN UNIVERSITY SECTOR

Year 2016, Volume: 2 Issue: 4, 54 - 62, 22.04.2016

İman Nassef

https://doi.org/10.18768/ijaedu.90148

Abstract

In Egypt earlier this century, the government recognised the importance of reforming its higher education sector to meet the challenges of the new era. One of these challenges was Egyptian employers’ dissatisfaction with graduate attributes which were described as not meeting employment demands. To address such a problem, the Egyptian government, through a reform strategy, initiated a number of projects which among other things aimed to improve graduates’ readiness for the labour market and thus reduce the skills gap. Yet, with all the initiatives achieved to date the problem still persists. This research has sought to study the skills gap problem in depth but within the scope of computer engineering undergraduate studies. It aims to understand the contextual factors affecting the effective implementation of graduate attributes in taught courses in Egyptian universities. To do this, a number of questions were posed, using semi-structured interviews, to a purposive sample of academics and graduates belonging to two different computer engineering undergraduate programmes; one private and the other public. To ensure the validity of the data, more information was collected from Egyptian employers as well as the documents that represent the different educational policies and practices implemented in both private and public programmes of study. Through thematic data analysis and by applying complexity theory as a conceptual framework, the study identified the different contextual factors that affected Egyptian academics’ performance when teaching and learning graduate attributes in computer engineering undergraduate courses.

Keywords: University education in Egypt, the skills gap, higher education, education reform, education policy, complexity theory. 

Keywords

University education in Egypt the skills gap higher education education reform education policy complexity theory

References

  • Atlay, M., and Harris, R., 2000. An Institutional Approach to Developing Students' Transferable' Skills. Innovations in Education & Training International, 37 (1), 76-84.
  • Barrie, S., C., 2004. A Research-Based Approach to Generic Graduate Attributes Policy. Higher Education Research & Development, 23 (3), 261-275.
  • Barrie, S., C., 2006. Understanding What We Mean by the Generic Attributes of Graduates. Higher Education, 51 (2), 215-241.
  • Barrie, S., C., 2007. A Conceptual Framework for the teaching and Learning of Generic Graduate Attributes. Higher Education, 32 (4), 439-458.
  • Barrie, S., C., 2009. The National Gap: Institutional Systems and Curriculum Renewal to Achieve Graduate Attributes.http://www.herdsa.org.au/wp-content/uploads/HERDSA-News-Volume-31-No-3-December-2009-with-banner.pdf.
  • Bridgstock, R., 2009. The Graduate Attributes We've Overlooked: Enhancing Graduate Employability through Career Management Skills. Higher Education Research & Development, 28 (1), 31-44.
  • Bond, M., Maram, H., Soliman, A., and Khattab, R., 2013. Science and Innovation in Egypt. http://royalsociety.org/uploadedFiles/Royal_Society_Content/policy/projects/atlas-islamic-world/Atlas_Egypt.pdf.
  • Byrne, D., 1997. Complexity Theory And Social Research. Social Research Update, 18, 1–6.
  • Byrne, D., 2005. Complexity, configurations and cases. Theory, Culture and Society, 22 (5), 95–111.
  • Chalam, K., S., 2006. Modern Techniques of Teaching and Staff Development. Delhi: Anmol Publishers.
  • Cilliers, P., 1998. Complexity and Postmodernism. London: Routledge
  • Dawson, C., S., 2010. Leading Culture Change: What Every CEO Needs to Know. Palo Alto, CA, USA: Stanford University Press.
  • Divedi, R., K., 1995. Organizational Culture and Performance. New Delhi: M D Publications.
  • Green, W., Hammer, S., and Star, C., 2009. Facing Up to the Challenge: Why Is It So Hard to Develop Graduate Attributes? Higher Education Research & Development, 28 (1), 17-29.
  • Greenberg, J., and Baron, R., A., 2000. Behaviour in Organisations. 7th ed. New Jersey: Prentice Hall.
  • Haggis, T., 2008. Knowledge Must Be Contextual: Some Possible Implications of Complexity and Dynamic Systems Theories for Educational Research. Educational Philosophy and Theory, 40 (1), 158-176.
  • Harpe, B., D., L., and David, C., 2012. Major Influences on the Teaching and Assessment of Graduate Attributes. Higher Education Research & Development, 31 (4), 493-510.
  • Harpe, B., D., L., Radloff, A., and Wyber, J., 2000. Quality and Generic (professional) Skills. Quality in Higher Education, 6 (3), 231-243
  • Harvey, A., and Kamvounias, P., 2008. Bridging the Implementation Gap: A Teacher as Learner Approach to Teaching and Learning Policy. Higher Education Research & Development, 27(1), 31-41.
  • Higher Education Enhancement Project (HEEP), 2009a. The Strategic Plan for Higher Education Structure Development. http://www.heep.edu.eg/download_center/1.pdf.
  • Higher Education Enhancement Project (HEEP), 2009b. World Bank: Borrower’s Report Implementation Completion and Results Report, IBRD Loan No. 4658-egy. http://www.heep.edu.eg/WB.htm.
  • Hughes, C., and Barrie, S., 2010. Influences on the Assessment of Graduate Attributes in Higher Education. Assessment & Evaluation in Higher education, 35 (3), 325-334.
  • Johns, G., and Saks, A., 2001. Organizational Behaviour: Understanding and Managing Life At Work. 5th ed. Toronto: Pearson education.
  • Johnson, S., 2001. Emergence. London: Penguin.
  • Jones, A., 2009. Generic Attributes as Espoused Theory: The Importance of Context. Higher Education, 58 (2), 175-191.
  • Jones, A., 2013. There Is Nothing Generic About Graduate Attributes: Unpacking the Scope of Context. Journal of Further and Higher Education, 37 (5), 591-605.
  • Hughes, C., and Barrie, S., 2010. Influences on the assessment of graduate attributes in higher education. Assessment & Evaluation in Higher education, 35 (3), 325-334.
  • Leckey, J., F., and Mcguigan, M., A., 1997. Right tracks—wrong rails: The development of generic skills in higher education. Research in Higher Education, 38 (3), 365-378.
  • Leckey, J., F., and Mcguigan, M., A., 1997. Right Tracks—Wrong Rails: The Development of Generic Skills in Higher Education. Research in Higher Education, 38 (3), 365-378.
  • Martin, R., Maytham, B., Case, J., and Fraser, D., 2005. Engineering Graduates’ Perceptions of How Well They Were Prepared to Work In Industry. European Journal of Engineering Education, 30 (2), 167-180.
  • Medlin, J., Graves, C., and Mcgowan, S., 2003. Using Diverse Professional Teams and a Graduate Qualities Framework to Develop Generic Skills within a Commerce Degree. Innovations in Education & Teaching International, 40 (1), 61.
  • Ministry of Higher Education (MOHE), 2007. Guide to Higher Education in Egypt. http://www.mohe-casm.edu.eg/Main_menu/version/daleel_talem_aaly/English.pdf.
  • Morrison, K., 2008. Educational Philosophy and The Challenge Of Complexity Theory. Educational Philosophy and Theory, 40 (1), 16-30.
  • Osberg, D., 2005. Curriculum, Complexity and Representation. Unpublished PhD Thesis, The Open University, Milton Keynes.
  • Sumsion, J., and Goodfellow, J., 2004. Identifying Generic Skills through Curriculum Mapping: A Critical Evaluation. Higher Education Research & Development, 23 (3), 329-346.
  • Supreme Council of Universities (SCU), 2006. The Universities Law. http://www.scu.eun.eg/wps/portal
  • Supreme Council of Universities (SCU), 2010. Supreme Council of Universities Guide. http://www.scu.eun.eg/wps/portal.
  • The Organization for Economic Co-operation and Development (OECD), 2010. Higher Education in Egypt Report of the 2008-09 International Review. http://siteresources.worldbank.org/INTEGYPT/Resources/REPORTHigherEducationinEgypt-2010FINAL-ENGLISH.pdf.
  • Thomas, G., 2002. Theory’s Spell on Qualitative Inquiry and Educational Research. British Educational Research Journal, 28 (3), 419–435.
  • UNESCO, 2007. University Engineering Education in Egypt: Analysis and Projection Optimisation Analysis.http://www.MOHEspu.org/new/admin/uploads/resources/University%20Engineering%20Education%20in%20Egypt%20Analysis%20and%20Projections%20Optimization-20070903073618.pdf.

Year 2016, Volume: 2 Issue: 4, 54 - 62, 22.04.2016

İman Nassef

https://doi.org/10.18768/ijaedu.90148

Abstract

References

  • Atlay, M., and Harris, R., 2000. An Institutional Approach to Developing Students' Transferable' Skills. Innovations in Education & Training International, 37 (1), 76-84.
  • Barrie, S., C., 2004. A Research-Based Approach to Generic Graduate Attributes Policy. Higher Education Research & Development, 23 (3), 261-275.
  • Barrie, S., C., 2006. Understanding What We Mean by the Generic Attributes of Graduates. Higher Education, 51 (2), 215-241.
  • Barrie, S., C., 2007. A Conceptual Framework for the teaching and Learning of Generic Graduate Attributes. Higher Education, 32 (4), 439-458.
  • Barrie, S., C., 2009. The National Gap: Institutional Systems and Curriculum Renewal to Achieve Graduate Attributes.http://www.herdsa.org.au/wp-content/uploads/HERDSA-News-Volume-31-No-3-December-2009-with-banner.pdf.
  • Bridgstock, R., 2009. The Graduate Attributes We've Overlooked: Enhancing Graduate Employability through Career Management Skills. Higher Education Research & Development, 28 (1), 31-44.
  • Bond, M., Maram, H., Soliman, A., and Khattab, R., 2013. Science and Innovation in Egypt. http://royalsociety.org/uploadedFiles/Royal_Society_Content/policy/projects/atlas-islamic-world/Atlas_Egypt.pdf.
  • Byrne, D., 1997. Complexity Theory And Social Research. Social Research Update, 18, 1–6.
  • Byrne, D., 2005. Complexity, configurations and cases. Theory, Culture and Society, 22 (5), 95–111.
  • Chalam, K., S., 2006. Modern Techniques of Teaching and Staff Development. Delhi: Anmol Publishers.
  • Cilliers, P., 1998. Complexity and Postmodernism. London: Routledge
  • Dawson, C., S., 2010. Leading Culture Change: What Every CEO Needs to Know. Palo Alto, CA, USA: Stanford University Press.
  • Divedi, R., K., 1995. Organizational Culture and Performance. New Delhi: M D Publications.
  • Green, W., Hammer, S., and Star, C., 2009. Facing Up to the Challenge: Why Is It So Hard to Develop Graduate Attributes? Higher Education Research & Development, 28 (1), 17-29.
  • Greenberg, J., and Baron, R., A., 2000. Behaviour in Organisations. 7th ed. New Jersey: Prentice Hall.
  • Haggis, T., 2008. Knowledge Must Be Contextual: Some Possible Implications of Complexity and Dynamic Systems Theories for Educational Research. Educational Philosophy and Theory, 40 (1), 158-176.
  • Harpe, B., D., L., and David, C., 2012. Major Influences on the Teaching and Assessment of Graduate Attributes. Higher Education Research & Development, 31 (4), 493-510.
  • Harpe, B., D., L., Radloff, A., and Wyber, J., 2000. Quality and Generic (professional) Skills. Quality in Higher Education, 6 (3), 231-243
  • Harvey, A., and Kamvounias, P., 2008. Bridging the Implementation Gap: A Teacher as Learner Approach to Teaching and Learning Policy. Higher Education Research & Development, 27(1), 31-41.
  • Higher Education Enhancement Project (HEEP), 2009a. The Strategic Plan for Higher Education Structure Development. http://www.heep.edu.eg/download_center/1.pdf.
  • Higher Education Enhancement Project (HEEP), 2009b. World Bank: Borrower’s Report Implementation Completion and Results Report, IBRD Loan No. 4658-egy. http://www.heep.edu.eg/WB.htm.
  • Hughes, C., and Barrie, S., 2010. Influences on the Assessment of Graduate Attributes in Higher Education. Assessment & Evaluation in Higher education, 35 (3), 325-334.
  • Johns, G., and Saks, A., 2001. Organizational Behaviour: Understanding and Managing Life At Work. 5th ed. Toronto: Pearson education.
  • Johnson, S., 2001. Emergence. London: Penguin.
  • Jones, A., 2009. Generic Attributes as Espoused Theory: The Importance of Context. Higher Education, 58 (2), 175-191.
  • Jones, A., 2013. There Is Nothing Generic About Graduate Attributes: Unpacking the Scope of Context. Journal of Further and Higher Education, 37 (5), 591-605.
  • Hughes, C., and Barrie, S., 2010. Influences on the assessment of graduate attributes in higher education. Assessment & Evaluation in Higher education, 35 (3), 325-334.
  • Leckey, J., F., and Mcguigan, M., A., 1997. Right tracks—wrong rails: The development of generic skills in higher education. Research in Higher Education, 38 (3), 365-378.
  • Leckey, J., F., and Mcguigan, M., A., 1997. Right Tracks—Wrong Rails: The Development of Generic Skills in Higher Education. Research in Higher Education, 38 (3), 365-378.
  • Martin, R., Maytham, B., Case, J., and Fraser, D., 2005. Engineering Graduates’ Perceptions of How Well They Were Prepared to Work In Industry. European Journal of Engineering Education, 30 (2), 167-180.
  • Medlin, J., Graves, C., and Mcgowan, S., 2003. Using Diverse Professional Teams and a Graduate Qualities Framework to Develop Generic Skills within a Commerce Degree. Innovations in Education & Teaching International, 40 (1), 61.
  • Ministry of Higher Education (MOHE), 2007. Guide to Higher Education in Egypt. http://www.mohe-casm.edu.eg/Main_menu/version/daleel_talem_aaly/English.pdf.
  • Morrison, K., 2008. Educational Philosophy and The Challenge Of Complexity Theory. Educational Philosophy and Theory, 40 (1), 16-30.
  • Osberg, D., 2005. Curriculum, Complexity and Representation. Unpublished PhD Thesis, The Open University, Milton Keynes.
  • Sumsion, J., and Goodfellow, J., 2004. Identifying Generic Skills through Curriculum Mapping: A Critical Evaluation. Higher Education Research & Development, 23 (3), 329-346.
  • Supreme Council of Universities (SCU), 2006. The Universities Law. http://www.scu.eun.eg/wps/portal
  • Supreme Council of Universities (SCU), 2010. Supreme Council of Universities Guide. http://www.scu.eun.eg/wps/portal.
  • The Organization for Economic Co-operation and Development (OECD), 2010. Higher Education in Egypt Report of the 2008-09 International Review. http://siteresources.worldbank.org/INTEGYPT/Resources/REPORTHigherEducationinEgypt-2010FINAL-ENGLISH.pdf.
  • Thomas, G., 2002. Theory’s Spell on Qualitative Inquiry and Educational Research. British Educational Research Journal, 28 (3), 419–435.
  • UNESCO, 2007. University Engineering Education in Egypt: Analysis and Projection Optimisation Analysis.http://www.MOHEspu.org/new/admin/uploads/resources/University%20Engineering%20Education%20in%20Egypt%20Analysis%20and%20Projections%20Optimization-20070903073618.pdf.
There are 40 citations in total.

Details

Journal Section Articles
Authors

İman Nassef

Publication Date April 22, 2016
Submission Date April 19, 2016
Published in Issue Year 2016Volume: 2 Issue: 4

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EndNote Nassef İ (April 1, 2016) AN INVESTIGATION INTO THE IMPROVEMENT OF GRADUATE ATTRIBUTES WITHIN THE EGYPTIAN UNIVERSITY SECTOR. IJAEDU- International E-Journal of Advances in Education 2 4 54–62.

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