Becoming a World-Class University in a

Modern Context: Challenges, Opportunities

and Strategies Forward
The 1
st
Annual Higher Education
Leadership Forum
Inspiring the leaders of today
12-13 November, 2013
Dubai, UAE
Becoming a World-Class University in a Modern Context:
Challenges, Opportunities and Strategies Forward
About the Forums Theme:
Increasingly, in todays competitive global knowledge economy, the economic and social prospects
of countries are strongly tied up to the quality of their human capital and how well educated their
people are. Thus, educational institutions at all levels from pre-school to universities and beyond have
a social responsibility towards building nations wealth and developing capacity to respond to the
new economic, social and cultural challenges and enable nations to compete in a global knowledge
economy.
During the past decade, the term world-class university has become a buzzword in higher education,
with its true meaning and interpretation remaining unclear among many. The questions continue to
rise on what it really refers to; does it refer to universities being the best among others in their region or
world widely? Does it mean that the university successfully achieves its three purposes of teaching and
learning, research and community engagement? Does it refer to the universitys reputation and ability
to secure an elite status which is conferred by an external organization?
In this context, Altbach has rightly observed, the paradox of the world-class university, is that
everyone wants one, no one knows what it is, and no one knows how to get one (Altbach, 2004). The
Economist in a similar context highlighted few years ago that the most important recent development
in the world of higher education has been the creation of a super-league of global universities that are
now engaged in a battle for intellectual talent and academic prestige.
No matter the defnition associated with the usage of the term world-class university, it certainly
implies that institutions of learning are assesses against a predefned set of criteria and standards of
excellence whic are internationally comparable. The proliferation of league tables in the past few
years, have created a more systematic way of identifying and classifying world-class universities.
Although most of the best-known rankings purport to categorize universities at a national level, there
have also been attempts to establish international rankings.
At the national level most countries with large higher educational systems have rankings of one kind or
another including rankings devised by newspapers and magazines such as the in case of India, Japan,
Spain, France, Canada, etc.; others instigated by ministries of education or accreditation agencies
as it occurs in Malaysia, Netherlands, Brazil, Pakistan, Tunisia or even rankings initiated by universities or
professional associations as in countries like China, Japan, Australia, Kazakhstan, Slovakia, Romania,
Russia, the Ukraine, Germany, Spain, Switzerland, the UK, Russia, Canada, etc
At the global level, the two most widespread international rankings, allowing for broad benchmark
comparisons of institutions across national borders, are those prepared by the Institute of Higher
Education at Shanghai Jiao Tong University (China) in 2003 and the Times Higher Education Supplement
(THES), a British publication who publishes the Times Higher World University Rankings. These rankings are
usually based upon several indicators of academic and/or research performance, including alumni
and staff winning prizes and feld medals, highly cited researchers, articles published, articles indexed
in major citation indices, the academic measures for each institution, staff-to-student ratios and level
of diversifation, size of the students population, survey on global employers on which universities they
prefer to recruit from among many others.
However, despite their popularity and the various methodological improvements made over the
years, many scholars and academic leaders have argued the criteria established for such ranking
and the methodology and approach followed. Liu and Cheng (2005) and Sundqvist (2005) pointed
Dubai by night
out the world class university rankings done by Shanghai Jiaotong University for example do not
distinguish between comprehensive and specialized institutions or research-oriented and teaching
oriented institutions. They further pointed out the lack of measurement on undergraduate education
and teaching service in the ranking criteria.
In this respect, research and scholarly activity, publications, citations, and faculty obtainment awards
and medals are highly visible and measurable while the quality of the educational process is not. As
such there is a tacit assumption that if a particular institution is highly competitive in its admissions that
the educational quality is also very high, even without measuring that quality.
Rankings systems based on institutions, rather than single disciplines, appear to evaluate universities
as a whole (Van Dyke, 2005). But no system of rankings covers all purposes of higher education. When
rankings systems attempt to cover the generality of purposes and interests, the problem of partial
coverage and exclusion is hidden but compounded. Usher & Savino (2006) examine 19 league tables
and university rankings systems from around the world. They note that different rankings systems are
driven by very different purposes and associated with different notions of what constitutes university
quality. This problem is fundamental because the areas excluded by the Jiao Tong and Times
Higher rankings include teaching quality .Teaching is diffcult or impossible to measure with rigor for
comparative national purposes let global comparison; and no ranking or quality assessment system
has generated comparative data based on measures of the value added during the educational
process. Few comparisons focus on teaching and learning as such. Rather, various proxies for teaching
quality are used, such as quantity resource indicators including average student-staff ratios, student
selectivity (actually a proxy for reputation not for teaching quality), and research performance.
In response to many of these criticisms, the Times Higher Education World University Rankings has
considerably improved its methodology and has broaden its assessment criteria for ranking. The
recently launch 2012-3 The World University Rankings considers 13 separate performance indicators
grouped into 5 broad performance Dubai by night categories, making them today probably the only
global university rankings to examine all the core missions of the modern global university - research,
teaching, knowledge transfer and international activity. These categories include:
Dubai by night
Teaching - the learning environment (worth 30 per cent of the overall ranking score)
Research - volume, income and reputation (30 per cent)
Citations - research infuence (30 per cent)
International outlook - staff, students and research (7.5 per cent)
Industry income - innovation (2.5 per cent)
Regardless of the various technical and methodological problems associated with such ranking
systems, they have received growing attention over the past two decades and the competition to be
ranked among the worlds top universities has indeed increased and compelled public attention. In
the view of many, they project a picture of leading higher education institutions around the world and
represent a benchmark for universities that are striving to improve the quality of education under the
competition of globalization.
Independently from which ranking system is being considered, it is believed that reputable highly
ranked universities are those making signifcant contributions to the advancement of knowledge
through research, teach with the most innovative curricula and pedagogical methodologies, and
produce graduates who stand out because of their success in intensely competitive arenas during
their education and, more importantly, after graduation. It is these concrete accomplishments and
the international reputation associated with these sustained achievements that make these institutions
world-class.
Additionally, world-class universities are characterized by:
a clear strategic vision
a strong leadership team
high caliber and diversifed faculty and staff
high quality students
quality curriculum that responds to the market needs
quality and innovative pedagogy and Teaching and Learning approach
strong institutional commitment to cutting-edge research
adequate resources to support the institution
a culture of continuous improvement
There are no magical formulae for making an institution become a world-class university and building
world-class universities does not happen overnight. Creating a culture of excellence and achieving
high quality sustainable outputs take many years and required a long maturation period.
As Clark Kerr, the frst chancellor of the University of California, Berkeley, mentioned the quest for
knowledge is enduring and endless. Historically, achieving world-class university status has been a
long and complex process. Not surprisingly, the top 10 of Shanghai Jiao Tong Universitys Academic
Ranking of World Universities in 2011 were all founded before 1900.
It is worth mentioning that even those institutions meeting the world-class university status; continue
to face many emerging challenges including:
the continuous war for talent and the need to retain them;
the need for more resources;
the need to continuously improve student learning experience and integrate modern peda-
gogies;
the need to ensure equity and diversity;
the need to continuously review and update areas of teaching and research;
the ongoing competition associated with internationalization and globalization.
The theme of the frst inaugural meeting of the Higher Education Academic Leadership Forum is spot
on with the latest trends and development in the feld and the need to ensure that higher education
institutions from the region continue to improve its quality to meet international standing and can
position themselves in a global world.
Forum Meeting Objectives:
This years Forum is jointly organized by CLICKS & AARU, with the following objectives:
Creating a better and deeper understanding of the meaning excellence in higher education
and the implications of becoming world-class university
Identifying the key issues and challenges infuencing the achievement of excellence higher
education in the region and strategies to overcome them.
Identifying the role of leadership in advocating excellence in higher education through setting
standard, conducting benchmarks and encouraging the transfer of best practices.
Discussing latest developments and trends in higher education including the emergence of
technology enhance education, and sharing Best Practices with regards to their implementa-
tion.
Discussing and proposing strategies to enable higher education institutions to become world-
class.
For its frst inaugural meeting, the forum aims at attracting educational leaders, policy makers and other
stake-holders from the region as well as internationally to discuss major developments related directly
and indirectly to the concept of becoming world-class universities and the impact of globalization
and internationalization on higher education. The forum will discuss the following trends which are
strongly tied up to the meetings theme:
1. Governance in Higher Education: Quality and excellence in HE is strongly tied up with
good governance; it would not be possible to achieve quality without a good, transparent,
participative and effective governance system that is based on the adequate inclusion of
all relevant stakeholders including students, governments, faculty and staff, employers, etc.
to ensure successful attainment of the institutional goals. Good governance involves much
more than establishing organizational structures, policies and procedures. Through the different
sessions scheduled various aspects of governance will be discussed including the notion of
good and effective governance, the changing factors infuencing governance, establishing
good governance HE systems (structure, processes and procedures) and what it means. The
forum will invite participants to present case studies and best practices on how governance has
been implemented in their respective institutions.
2. Quality and Accreditation in Higher Education: The development and utilization of effective
mechanisms for quality assurance and improvement are critical to successful higher education
everywhere. Every university today competes in an environment shaped by its own local and
national needs as well as international expectations and standards. Quality improvement,
quality assurance and accreditation are among the most complicated problems facing higher
education in many part of the world, because they tackle almost every aspect of the system
from the institutional vision, mission and strategy to the educational programs, student support
services, community engagement, research agenda, resources, etc. Systems for quality
assurance and accreditation are in fact designed to support continuing quality improvement
and to publicly recognize programs and institutions that meet required quality standards.
Participants will be able to share with their peers their experiences with building internal quality
systems, encouraging continuous improvement and making the most out of accreditation
whether national or international.
3. Learner Centricity: Providing a Student-Centric Higher Education system means placing the
student at the heart of what the institution does and stands for; it is perceiving students as valued
and active member of the community who we shall strive to offer the best opportunities to help
them realize their goals, aspirations and potential and where in return they take responsibility
and ownership towards their learning process. It also means that the institution is capable to
provide high quality active learning often characterized by fexibility, responsiveness to needs,
emphasis on experimental learning and on transferable skills and attributes. Although, student
centricity is often linked to teaching and learning, it can still involve wider areas of the institution
including governance, learners support, planning, etc. Through the forum participants will
be able to share the various ways through which their institutions have implemented learner
centricity and discuss the effectiveness of such approaches.
4. Technology in Higher Education: Educational visionaries and reformers have long predicted a
signifcant transformation in the way people will learn. Technology today has re-engineered the
way learning institutions at all levels operate. It has offered a more fexible, affordable, scalable
way of offering learning to people. The integration of technology in HE whether as main method
of delivery or as a supportive mean, involves more than technology acquisition, it involves
having a clear vision and strategy to introduce technology, creating a culture of change
and embracement among faculty members and students, developing stakeholders skills and
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competencies, re-thinking the notion of student support and engagement, and relooking at
how curricula are designed and developed and how assessments are conducted. This specifc
stream within the forum will invite participants to share success stories related to the integration
of technology in their respective institutions; they will discuss challenges and lessons learnt.
5. Research in Higher Education: Among the new dynamics that have emerged in modern higher
education institutions competing for the world-class university status is the growing emphasis
on research among faculty, staff and students and the ability to measure the impact of such
research using a variety of measures. An increasing number of universities today are considering
the relationship between research and teaching and learning. To that extent universities need
to develop appropriate institutional strategies and policies which are supported by adequate
resources to encourage scientifc research and scholarly work. Through this stream, case studies
and best practices on how institutions have been successful in establishing a research culture
and engaging various stakeholders with this endeavor will be presented.
6. Partnerships and Collaborations: In becoming a world-class university, there is often a strong
focus on internationalization and cooperation, which involves establishing a clear vision and
strategy for regional and global engagement including multilateral and bilateral collaborations
such as regional grouping of universities, establishment of collaborations through MOUs, setting
up networks, etc. Strategies for building regional and international collaborations with discussion
on its benefts, challenges, and lessons learnt will be discussed throughout the forum in a panel
discussion scheduled for the 2nd day of the meeting.
Initial Forum Structure
Day 1: 12
th
of November, 2013
8:00 - 9:00 Morning Coffee & Registration
9:00 - 09:20 Opening Remarks
9:30 - 9:50 Opening Speech: Driving Excellence through Innovation , Dr. Narimane Hadj-Hamou,
CEO of Center for Learning Innovations & Customized Knowledge Solutions (CLICKS)
10:00 - 10:40 Keynote Address I: The New Landscape of Higher Education
10:40 - 13:00 Panel Discussion I: Globalization and Internationalization of Higher Education: New
Challenges, New Opportunities and the Way Forward
Chair: David Baker, UK
13:15 - 14:15 Lunch Break
Parallel Case Studies & Best Practices Presentation
14:15 16:00 Stream 1
Governance
in Higher
Education
Stream 2
Quality &
Accreditation
in Higher
Education
Stream 3
Learner
Centricity
in Higher
Education
Stream 4
Higher
Education in
the Digital Age
Stream 5
Research
in Higher
Education
16:00 16:20 Coffee Break
16:20 17:30 Stream 1
Governance
in Higher
Education
Stream 2
Quality &
Accreditation
in Higher
Education
Stream 3
Learner
Centricity
in Higher
Education
Stream 4
Higher
Education in
the Digital Age
Stream 5
Research
in Higher
Education
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Day 2: 13
th
of November, 2013
8:30 - 9:00 Morning Coffee
9:00 - 09:15 Introduction and Recap
9:15 - 9:55 Keynote Address II: The Role of Leadership in building World Class Universities. Dr. Bruce
Chaloux, Executive Director & CEO, Sloan Consortium, USA
10:00 - 11:20 Panel Discussion II: Quality, Accreditation and Accountability in Higher Education
Chair: Prof. Nadia Badrawi. President of the Arab Network for Quality Assurance in Higher
Education (ANQAHE), Egypt.
11:25 - 12:05 Keynote Address III: Technology in Higher Education. Julie Little, Vice President of
Teaching, Learning, and Professional Development at Educause, USA
12:05 - 12:50 Keynote Address IV: Scientifc Research and Higher Education in the Arab World.
Professor Sultan T. Abu-Orabi Aladwan, Secretary General of the Association of Arab
Universities and President of Yarmouk University, Jordan.
12:50 - 13:05 Q&As
13:05 - 14:05 Lunch Break
14:15-16:15 Forum Closed Meeting
16:30-16:50 Forum Closure & Announcement of Next Forum Meeting
16:50-17:00 Group Photograph
18:00-19:30 Cocktail Reception
Jumaira City
Proposed Speakers and Panels Moderators

Prof. Dr. Jan Sadlak
President, IREG Observatory on Academic Ranking and Excellence
Jan Sadlak is Professor at the Faculty of European Studies of the Babe-Bolyai University in Cluj-Napoca,
Romania. In October 2009, he has been elected as the President of the IREG Observatory on Academic
Ranking and Excellence. He is internationally recognized and cited expert in higher education
policy, governance and management at the system and institutional level. His research interests and
publications cover such topics as processes of reform and transformation in higher education and
science policy, organization of doctoral studies and qualifcations, private higher education, world-
class university, quality assurance and academic ranking as well as ethical dimension of higher
education and academic values. He is a member of the editorial boards of the leading journals in the
feld of higher education and social policy, among them Higher Education Management [published
by OECD].
Prof. Nicholas H. Allen
Provost Emeritus and Collegiate, Professor, University of Maryland University College (UMUC)
Nicholas H. Allen is Provost Emeritus and Collegiate Professor at University of Maryland University
College (UMUC). From 1998 until his retirement from that post in 2007, he served as the Universitys
frst provost and chief academic offcer and as Interim President during 2005. For nearly a decade,
Nick provided leadership and strategic direction to UMUCs worldwide academic operations as the
institution emerged as the largest public university in the United States and one of the worlds major
virtual universities with online enrollments reaching 177,000 in 2007.
Dr. Allen received his B.S. from the U.S. Coast Guard Academy, M.B.A. from Oklahoma City University,
and M.P.A. and D.P.A. degrees from The George Washington University. He currently teaches in UMUCs
Master of Distance Education and Doctor of Management programs and represents the university as
an ambassador in international affairs.
Nick has been a strong voice for continuing and universal higher education, and an advocate for the
use of technology and process reengineering to achieve scalable access to high quality, education.
He has been involved in ICDE activities for many years and was a member of its frst (Interim) Board
of Trustees; in 2010 he chaired the ICDE SCOP Policy Forum: Education for All: Access, equity, quality
in Pretoria, South Africa. Nick currently serves on the Executive Strategic Council of the IMS Global
Learning Consortium and on the Board of Advisors to Inside Track, Inc., a student coaching enterprise.
He is a frequent speaker at various national and international conferences.
Dr. Larry Johnson
CEO, New Media Consortium
Dr. Larry Johnson is an acknowledged expert on emerging technology and its impacts on society
and education, and has written fve books, seven chapters, and published more than 50 papers
and research reports on the topic. He speaks regularly on the topics of creativity, innovation, and
technology trends, and has delivered more than 75 keynote addresses to a long list of distinguished
groups and organizations all over the world. He is the founder of the Horizon Project, which produces
the acclaimed series of Horizon Reports that are used by over a million educators in more than 100
countries.
Dr. Johnson currently serves as Chief Executive Offcer of the New Media Consortium, an international
not-for-proft consortium dedicated to the exploration and use of new media and new technologies,
and Director of the Edward and Betty Marcus Institute for Digital Education in the Arts (MIDEA). The
NMCs and MIDEAs hundreds of member institutions constitute an elite list of the most highly regarded
universities, museums, and research centers in the world.
In his current post at the NMC, Johnson routinely brings visionaries and thought leaders from across
the globe together to defne and explore new ways of thinking about and using technology, and to
examine emerging trends and issues. The NMCs annual Horizon Report, now published in six languages,
has become one of the leading tools used by senior executives in universities and museums to set
priorities for technology planning. NMC summits and large-scale projects have helped set the agenda
for topics such as visual literacy, learning objects, educational gaming, immersive learning, the future
of scholarship, and social networking.
Having served as president and senior executive at institutions in both the higher education and not-for-
proft realms, he has more than 25 years of experience in the global education arena, and has served
in campus roles from professor to dean, CIO and provost, and president. His educational background
includes an MBA in Finance and a Ph.D. in Education that focused on research and evaluation.
Among much other recognition, Dr. Johnson has been honored as a Distinguished Graduate by his
alma mater, the University of Texas at Austin.
Dr. Julie K. Little
Vice President, Teaching, Learning, and Professional Development
Through community collaboration, the EDUCAUSE Teaching, Learning, and Professional Development
team designs professional programs to advance IT leadership in higher education, with a specifc
focus on those who lead, manage, and use information resources to shape strategic decisions. The
team also includes the EDUCAUSE Learning Initiative (ELI), a community of higher education institutions
and organizations committed to advancing learning through IT innovation.
For more than twenty years, Dr. Littles interests anchor on the effective integration of information
technologies to support the Academys teaching, learning, and research practices. Shared
through national and international forums, she is an advocate for faculty development, facilitating
communications and collaboration in distributed learning environments, and designing effective uses
of instructional technologies for learner success.
Before joining EDUCAUSE, Dr. Little served as Deputy CIO and Executive Director of Educational
Technology and the Innovative Technology Center at the University of Tennessee. Her teaching
experiences include instructional technology, information science, teacher education and mentoring,
and online communications at the University of Tennessee and The Sage Colleges as well as secondary
social studies, humanities, and English in the United States and Department of Defense Dependent
Schools in Europe. She has published and presented numerous papers on a broad array of topics in
instructional technology and faculty development, served on the Apple Distinguished Educator Higher
Education Leadership Team, and is a member of the E-learning Advisory Board and accreditation
committees for the Ministry of Higher Education and Scientifc Research in the United Arab Emirates.
She earned a B.A. in Government and International Studies and a Master of Arts in Teaching from the
University of South Carolina and a Doctor of Education in Curriculum and Instruction from the University
of Tennessee.
Prof. David Baker
Deputy Chair, Joint Information Systems Committee (JISC)
David is JISCs deputy chair and chair of JISCs transition group moving was previously the Chair of the
JISC Content Services committee. He became Principal of the College of St Mark and St John, Plymouth
in July 2003 and retired in 2009. David has published widely in the feld of Library and Information Studies
with 14 monographs and some 100 articles to his credit. In recent years, his particular professional
interest has been in the strategic management of technology. He gained an MBA degree from the
Open University in this subject area in 2002.
David Baker was born in Bradford, West Yorkshire, in 1952. By the time that he was 16, he was an
Associate of the Royal College of Organists. He gained his Fellowship the following year. In 1970 he was
elected Organ Scholar of Sidney Sussex College, Cambridge, graduating with a First Class Honours
degree in Music three years later. He took an MMus degree from Kings College, London in 1974.
He then moved into Library and Information Services, taking a Master of Library Studies degree in
1976 and a PhD in 1988. In recent years, his particular professional interest has been in the strategic
management of technology. He gained an MBA degree from the Open University in this subject area
in 2002. He is also a Fellow of the Chartered Institute of Library and Information Professionals, a Fellow
of the Chartered Management Institute and a Fellow of the Royal Society of Arts.
After a number of library and lecturing posts, he became Chief Librarian of the University of East Anglia,
Norwich, in 1985. He was promoted to Director of Information Strategy and Services in 1995, and Pro-
Vice-Chancellor in 1997. He became Principal of UCP Marjon in 2003 and, in addition, was appointed
Professor of Strategic Information Management there in July 2006. He was also Chair of Universities
South West, comprising the 13 higher education institutions in the region, and also of GuildHE. He has
long been associated with the Joint Information Systems Committee (JISC).
David Baker has published widely in the feld of Library and Information Studies, with fourteen
monographs and some 100 articles to his credit and also in musicology and music criticism, with a further
three monographs and over 100 articles and 200 reviews. He has spoken at numerous conferences,
led workshops and seminars and has undertaken consultancy work throughout the European Union,
and in Ethiopia, Kuwait, Nigeria, South Africa, the Sudan.
Prof. Sultan T. Abu-Orabi Aladwan
Secretary General, Association of Arab Universities, President, Yarmouk University
Professor Sultan T. Abu-Orabi Aladwan is the Secretary General of the Association of Arab Universities
(AARU) also known as the Union of Arab Universities. The AARU is an organization working within the
framework of the Arab League established with the misison of Assisting and coordinating the efforts
of Arab Universities to prepare capable persons who can serve their Arab communities and preserve
its unifed culture and civilization, as well as to assist in developing its natural resources. Today, the
association involves 240 Arab Universities from the different arab countries.
He is also the President of Yarmouk University in Jordan and was previously the president of Irbid
National University from 2002 2005. In addition, Professor Sultan acts as both the President of the
Jordanian Chemical Society and the Secretary General of the Arab Union of Chemists. Previously, he
was a Visiting Professor at Bahrain University and the King Fahd University of Petroleum and Minerals,
Saudi Arabia.
With a PhD in Organic Chemistry from the University of Michigan in the USA, Professor Orabi remains
an active researcher and scholar who throughout the years have published over 55 journal research
papers, 5 book reviews and participated in over 90 conferences at the national, regional and
international levels. He is the editor in chief several journals and has served on many International
Advisory Boards, and acted as Chair or member of the Scientifc and Organization Committees.
Professor Sultan received several honors, awards and grants including the Jewels of the Muslim
World Award for Top Movers of the Islamic Economics, presented during the 2nd Muslim World
Biz Conference, June 2011; the Badge of Honor Medal presented by the International Scientifc
Partnership Foundation in Russia, for the Development of Science in Jordan and Arab countries
and International Collaboration, 2007 and the Distinguished Achievement Alumni Award, Western
Michigan University, in 2004 among others.
Middle East Office
Tel.: +97143724554
Fax: +97145015777
Address:
Dubai Silicon Oasis Headquarters Building
4th Floor, Wing C
P.O. Box 341041
Dubai, UAE
Asia Office
Tel.: +603 8320 2028
Fax: +603 8320 3028
Address:
C-14-1, NeoCyber
Lingkaran Cyberpoint | Cyberjaya
63000 Sepang
Selangor Darul Ehsan
Europe Office
Tel.: +44 1535 612060
Fax: +44 1535 605318
Address:
Holly House
Spring Gardens Lane
Keighley BD20 6LE
inquiries@cli-cks.com
www.cli-cks.com
Organized by
Association of
Arab Universities
Ankabut
In Partnership with
Prof. Nadia Badrawi
President, Arab Network for Quality Assurance in Higher Education (ANQAHE)
Prof. Nadia Badrawi, Egyptian, is an expert in Quality Assurance and Accreditation inHigher Education.
Dr. Badrawi is currently an emeritus professor of Pediatrics at Cairo University, the president of the Arab
Network for Quality Assurance in Higher Education (ANQAHE), a Board Member of: the Advisory Council
of the CHEA International Quality Group (CIQG), the Quality Assurance Commission of the Association
of Arab Universities, the Global Pediatrics Education Consortium (GPEC) and of the National Medical
Sector Committee for Planning and Development in Egypt. Dr. Badrawi was the chairperson of the
National Quality Assurance and Accreditation Committee in Egypt, a Board Member of: the National
Authority for Quality Assurance in Education in Egypt, the Advisory Committee Quality Assurance
Support Program for African Higher Education and of the International Network for Quality Assurance
Agencies in Higher Education (INQAAHE) for 3 successive rounds. She disseminated the culture of
Quality Assurance in Higher Education at Regional and National levels.
She was the chairperson of the Pediatrics Department and the head of the Neonatal Division, Pediatrics
Department, Cairo University.
Dr. Badrawi is also the main author of four quality assurance and accreditation books, two Pediatrics
and neonatal books. Furthermore, she has also published more than 80 papers in national and
international journals in the feld of medicine and education.
Middle East Office
Tel.: +97143724554
Fax: +97145015777
Address:
Dubai Silicon Oasis Headquarters Building
4th Floor, Wing C
P.O. Box 341041
Dubai, UAE
Asia Office
Tel.: +603 8320 2028
Fax: +603 8320 3028
Address:
C-14-1, NeoCyber
Lingkaran Cyberpoint | Cyberjaya
63000 Sepang
Selangor Darul Ehsan
Europe Office
Tel.: +44 1535 612060
Fax: +44 1535 605318
Address:
Holly House
Spring Gardens Lane
Keighley BD20 6LE
inquiries@cli-cks.com
www.cli-cks.com
Organized by
Association of
Arab Universities
Ankabut
In Partnership with