Group for discussion and leverage of the book by the Fountains.
Latest Activity: Sep 11
While North American universities were developing LEED certified buildings, we were trying to pave roads and get stable electricity. We looked long and hard for materials and advisors who could help us with basic issues.
The first week of SCUP's Community-College Mojo celebrates the publication of this new SCUP book in support of the global higher education community. Next week we'll have Chapter 3 of Robert Delprino's book about the human side of strategic planning in the higher education community.
Doug and JoEllyn Fountain are the authors of Planning and Resource Strategy for Higher Education: A Guide for Universities in Africa. Newly published by SCUP, it's the book they wish someone had written and handed to them when they began working at a fast-growing university in Uganda. You have SCUP's permission to share it widely. Consider joining SCUP in order to support this and other initiatives that further integrated planning for higher education.
Read the Fountains' much shorter article—written for SCUP colleagues—from Planning for Higher Education (Mojo participants, you can find download links to the full text for this item on this page.
Watch or listen to this streamlined 18-minute video interview with the authors (condensed from 50 minutes).
Download the complete book and share it, or the link to it, with colleagues who work in Africa.
Consider joining others with an interest in planning in Africa in the new Mojo roundtable on that topic. The Fountains are there and look forward to learning from you.
Think of a university you know very well. Think about the buildings and the campus environment. Think about the information technology resources. Think about the faculty and the administrative staff, where they work, and how they do their work. Think about the library, learning space, common areas, and books. Think about fund-raising campaigns and alumni engagement. Think about how students work with each other and engage with faculty.
Did those buildings have students sitting outside windows to hear a lecture because there is not enough room inside? Are the roads on the campus dirt (or mud when it rains)? Do electricity and water only reach some of the buildings on campus? Is the library stocked with only a few thousand books, most of which are over 20 years old? Can students only access the Internet in a room that has fewer than a hundred computers that are more than five years old? Are the concepts of “endowment” and “alumni association” unknown to the administration?
Does the university know how it will sustain itself when a considerable number of exceptionally bright students arrive on campus without enough money even to pay for shoes? Such is the reality of higher education in many developing countries. This is not always the case; certainly there are fine examples of well-developed colleges and universities.
University emphasis? Or trade school emphasis?What is the alternative? Most developed and rapidly-developing countries seem to have an insatiable need for graduates of technical and vocational…Continue
Started by Planning for Higher Education. Last reply by JoEllyn Fountain Jun 25.