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Affairs at the University of Pretoria and the global focus of the Ph.D. program at Gonzaga University |
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Proposal
Project title: Strengthening the Leadership and Ethics Focus of the Ph.D. Program in Public Affairs at the University of Pretoria, South Africa, and the Global Focus of the Ph.D. Program in Leadership Studies at Gonzaga University: Proposal for a Partnership Based on Exchange Activities
Description of proposed academic field/theme: Public administration, leadership, democratic governance, and ethical dialogue.
Project goals and statement of need: Leadership in the public sector requires significantly more attention to ethical issues. Leaders need to be able to recognize ethical issues and need a vocabulary and conceptual framework. The first goal of this project is to facilitate the integration of ethics into the Ph.D. program in Public Affairs at the University of Pretoria (UP) with the specific objective of adding a leadership and ethics component to appropriate classes. There is also growing recognition that leaders must be able to address issues from a global perspective and deal with cross-cultural situations. The second goal of the project is to increase the global perspective of both programs with specific attention to the integration of global perspectives into appropriate classes of the Doctoral Program in Leadership Studies at Gonzaga University (GU).
Brief project summary and outline of specific proposed activities:Each of the partners brings expertise to the activity that is needed by the other. The Ph.D. program in leadership at Gonzaga University has included ethics in almost every course since the program was started 20 years ago. There is consensus that while much of the approach to ethics at Gonzaga may be relevant to the University of Pretoria, the situation in South Africa is unique and there is a need to carefully develop a site specific approach. The Ph.D. program in Public Affairs at the University of Pretoria is significantly more global than the Ph.D. program at Gonzaga University. The student body of the program in Pretoria is ethnically diverse and reflects the multi-ethnic, multi-racial demographics of South Africa. Specific courses there already explicitly address issues from different national and ethnic perspectives. The Doctoral Programs at the University of Pretoria and at Gonzaga University will be strengthened through the development of curriculum modules for courses. Examples of modules dealing with ethics for existing courses in the Doctoral Program at GU can be found in the Policy Analysis class [guweb2.gonzaga.edu/doctoral/ld703u00.html#Session 6] and the Qualitative Research class [www.gonzaga. edu/doctoral/ld723f00.html#Session 7]. The new modules will be developed jointly by faculty from the partner institutions and then revised based on experience from team-teaching the materials. UP and GU are already experimenting with collaboration on curriculum revision using a "shared syllabus" model supported by computer technology. Faculty exchanges are critical for adapting materials to local conditions and revising materials based on team-teaching. Exchanges will also improve the quality of instructions and the ability of the programs to serve their students. Further collaboration is anticipated in the areas of leadership, governance, and public administration.
Briefly state anticipated results, mutual benefits, and long-term impact: By the end of the project a minimum of six modules will have been developed for each university. The revision of curriculum at the course level will ensure that leadership and ethics will be integrated into the program at UP and global perspectives are integrated into the program at GU. Faculty exchanges can be expected to build lasting professional relationships that will continue to benefit the universities even after the project has ended.
Subcontract: One subcontract for evaluation, 15 days.
1. Statement of need, objectives, and anticipated mutual benefits
There is growing recognition that leadership, especially leadership in the public sector, requires significantly more attention to ethical issues. Leaders need to be able to recognize the ethical issues inherent in their responsibilities and to have a vocabulary and conceptual framework for considering issues. The first goal of this project is to facilitate the integration of leadership and ethics into the Ph.D. program in Public Affairs at the University of Pretoria with the specific objective of adding leadership and ethics to appropriate classes. There is also growing recognition that leaders must be able to address issues from a global perspective and deal with cross-cultural situations. The second goal of the project is to increase the global perspective of both programs with specific attention to the integration of global perspectives into appropriate classes of the Doctoral Program in Leadership Studies at Gonzaga University.
Each of the partners brings expertise to the activity that is needed by the other. The Ph.D. program in leadership at Gonzaga University has been characterized by attention to ethics in almost every course since the program was started 20 years ago. There is consensus that while much of the approach to leadership and ethics at Gonzaga may be relevant to the University of Pretoria, the situation in South Africa is unique and there is a need to carefully develop an approach that builds upon that uniqueness. The Ph.D program in Public Affairs at the University of Pretoria is significantly more global than the Ph.D. program in Leadership Studies at Gonzaga University. The student body of the program there is ethnically diverse and reflects the multi-ethnic, multi-racial demographics of South Africa. Specific courses there already explicitly address problems resulting from different national and ethnic perspectives. The leadership and ethics focus of the Ph.D. Program in Public Affairs at the University of Pretoria and the global focus of the Ph.D. Program in Leadership Studies at Gonzaga University will be strengthened through the development of curriculum modules for courses. These modules will be developed jointly by faculty from the partner institutions and then revised based on the experience gained from team-teaching the materials. The University of Pretoria and Gonzaga University are already experimenting with collaboration on curriculum revision for courses and the use of computer technology to make courses available to students from both universities using a "shared syllabus" model. Currently an optional seminar designed to help doctoral students prepare the literature review for their dissertation is being offered to eight students at Gonzaga and two students at Pretoria [guweb2.gonzaga.edu/doctoral/ld728f00.html] using the shared syllabus model. Next term, the plan is to offer a course on leadership and technology based on this model. When this course was offered last year [guweb2.gonzaga.edu/doctoral/ld707s00.html], it was selected for inclusion in the Wake Forest University, Gallery of Courses Taught with Technology and was awarded "Honor Roll" status. Faculty exchanges will allow faculty to team-teach the material and to use this experience to revise the material while improving the quality of instructions and the ability of the programs to serve their students.
The shared syllabus model can be used for either a whole course or for modules within a course. It is anticipated that for this activity, the primary focus will be on the development of specific modules. The key characteristics of this model include:
By the end of the project a minimum of six modules will have been developed for courses for each university. The revision of curriculum at the course level will ensure that leadership and ethics are better integrated into the program at Pretoria and global perspectives are integrated into the program at Gonzaga. Faculty exchanges can be expected to build lasting professional relationships that will continue to benefit the universities even after the project has ended.
2. Description of participating institutions and relevant academic departments and the rationale for their cooperation
Gonzaga University (GU) is located in Spokane, Washington, and was founded in 1887 by Jesuit priests. GU is named for Saint Aloysius Gonzaga, a 16th century priest who died at the age of 23 while extending comfort to the ill in Rome during a plague. GU has approximately 4,700 students, of whom about 1,000 are graduate students, 100 are doctoral students, 450 are law students, and 30 are in other program. Of the total enrollment, approximately 12 % are minority. Gonzaga is nationally recognized for academic excellence and is ranked by U.S. News and World Report as the fourth best comprehensive university in the Western U.S. Gonzaga offers seven undergraduate degrees in 92 programs, master degree programs in 23 fields, and the juris doctor degree and a Ph.D. in Leadership Studies.
The interdisciplinary Doctoral Program in Leadership Studies at Gonzaga provides mid-career, working professionals the opportunity to develop personal, academic, and professional competency for expanded leadership roles. The program focuses on organizational change and especially the "people-related" issues resulting from such changes. The program is based on the Jesuit traditions of educating the whole person, the promotion of justice, and the reconciliation of people with one another. The conceptual framework for the program identifies eight goals: (1) Develop self-knowledge required for leadership. (2) Become fluent in models for understanding social systems. (3) Understand change processes. (4) Understand and prize diversity and global approaches. (5) Become more reflective as ethical leaders. (6) Become more committed to and skillful in promoting social justice. (7) Develop rigorous research competencies based on the "habit of truth." (8) Practice leadership based on respect for and accountability to others. There have been 286 graduates of the program since it was established 20 years ago. Originally the program offered an Ed.D. in Educational Leadership. It changed to a Ph.D. program in 1994 and the name of the degree changed from Educational Leadership to Leadership Studies last year. During the summer of 2000, there were 109 students enrolled in the program, with some just beginning the program and others working on dissertations. Almost 20 percent were minority students, about twice the rate for the entire university. The program is very student centered and this is reflected in the 70 percent completion rate for students starting the program, an extremely high rate for doctoral programs.
The University of Pretoria (UP) was established in 1903 as the Transvaal Technical Institute and became a full-fledged and autonomous University in 1930. UP has identified four core considerations underlying all-important decisions: (1) internationalization, (2) diversity, (3) relevance, and (4) quality. The University of Pretoria is the largest residential university in South Africa with more than 50,000 students and produces about 14 % of all graduates in the country each year. Of the total enrollment, about 30,000 are distance education students. The "Telematic Learning" program at the University of Pretoria has earned an international reputation for making educational materials accessible to students and for flexible delivery systems for distance education. Since the end of apartheid, the University has aggressively worked to make its programs better serve the community. More than a third of on-campus students are now blacks.
The University of Pretoria is structured into 12 faculties, the largest of which is the Faculty of Economic and Management Sciences. Within this faculty, The School of Public Management and Administration has responsibility for public administration programs including the Doctoral Program in Public Affairs.
The mission of the School of Public Management and Administration is to serve the human resource needs of the public sector through excellence in education, research, and community service with a specific purpose of producing a corps of professionals ready to meet the challenges in public affairs as researchers, educators, analysts, and implementers. The Doctoral Program is now three years old and has 28 students, including students who are currently working on their doctoral dissertation/thesis. Almost 60 % of the students in this program are black. The Doctoral Program in Public Affairs is the premiere doctoral program in public administration in Africa and attracts students from throughout Africa including Uganda, Malawi, Mozambique, Swaziland, and Namibia. The program has a strong working relationship with the new government of South Africa and provides training to government officials. Through the School of Public Management and Administration the program participates in the activities of the Public Affairs Network. Other members of this network include the University of the North, University of Venda, University of Fort Hare, University of Durban-Westville, University of Western Cape, University of Witwatersrand, University of Stellenbosch, University of Botswana, and University of Zimbabwe. Moreover, the network includes the following NGOs: South African Foundation for Public Management and Development (SAFPUM), the South African Association of Public Administration and Management (SAAPAM), the National Policy Institute of South Africa (NAPISA), and the Joint Universities Public Management Trust (JUPMET) which includes the South African Development Management Institute (SAMDI).
The doctoral programs and student bodies at UP and GU share important characteristics. Both doctoral programs are interdisciplinary with a balanced focus on producing practitioner/scholars. Both programs are based on 14-week semesters with largely week-end classes (UP classes meet 6 times during a term, GU classes meet 8 times during Fall and Spring terms with evening classes during intensive two and six week summer terms). Most students in both programs are mid-career professionals, who continue to hold senior positions while participating in the programs. A majority of students in both programs are 40 years old or older. Students bring to their respective programs a tremendous amount of life experience and are highly motivated. Both programs place emphasis on experiential-related research, community service, and immediately relevant scholarship.
The similarities between the programs are especially obvious when the compulsory courses are compared
Compulsory Courses UP Ph.D. in Public Affairs
Cooperative Governance and Intergovernmental Relations
Public Sector Economic/Micro and Macro Economics
Theories and Practice of Public Administration and Management
Public Human Resources and Management
Policy Analysis (advanced level)
Financial Management and the Public Sector
Research Methods and Quantitative Analysis/Econometrics
Compulsory Courses GU Ph.D. in Leadership Studies
Leadership Theory
Organizational Theory
Policy Analysis
Research Theory
Qualitative Research
Quantitative Research
Leadership and Ethics
Elective GU Courses with significant overlap with compulsory courses at UP include
Human Resource Development
Planning for Change
Organizational Finance
Leadership and Economics
Leadership and Political Science
Organizational Change and Reform
3. A detailed description of the proposed affiliation program activities over the three years
Three different types of exchange activities are planned: (a) senior university administrators exchange of approximately one week, one from each university; (b) faculty exchanges of between 5 and 12 weeks, six from each university, and (c) graduate assistant (graduate student) to work with a faculty member during the full semester exchange, one from each university.
a. Senior University Administrator Exchange. Reciprocal visits between senior administrators from the respective universities will make available to the other university expertise directly relevant to the objective of the activity and should also contribute to the sustainability of the activity by helping to ensure that administrators are aware of and supportive of the details of the activity. Each senior administrator will be scheduled to meet with administrators from the other university, participate in seminars for doctoral students, and make presentations to the community beyond the university. Fr. Robert Spitzer, S.J. is the president of Gonzaga University and has an international reputation in the area of ethics. Before becoming President of GU, he was a Professor of Business Ethics and Director of the Institute of Professional Ethics at Seattle University. He has published two books on ethics and leadership including The Spirit of Leadership: Optimizing Creativity and Change in Organizations. In 1999 he taught applied ethics in the Doctoral Program in Leadership Studies at GU. He has worked in an advisory role with over 300 companies such as Boeing, Toyota, Costco, and Caterpillar. Fr. Spitzer averages 130 major business and public presentations a year and has made invited presentations to Tony Blair's Cabinet in London, leaders of both sides of the Northern Ireland conflict, and to members of the current leadership in Costa Rica.
Professor Sibusiso Vil-Nkomo, Dean of the Faculty of Economic and Management Sciences, will represent the University of Pretoria. He graduated from Lincoln University (Magna Cum Laude) and received his Masters and Ph.D. degress at the University of Delaware in the USA. President Nelson Mandela appointed him as the Commissioner of the Public Service Commission after the first democratic elections in South Africa. Prof Vil-Nkomo was awarded the Founder’s Day Award at Lincoln University, Pennsylvania for Distinguished Leadership. In 1996, the University of Delaware in the USA awarded him the Presidential Citation for Outstanding Achievement.
b. Faculty Exchanges. Strengthening the leadership and ethics focus of the Ph.D. Program in Public Affairs at UP and the global focus of the Ph.D. Program in Leadership Studies at GU are to be achieved through the joint effort of faculty from the two universities. Faculty will collaborate on the preparation of appropriate modules for existing courses. These modules will address specifically the issues of leadership and ethics and globalization. As described in Section 1, the collaboration will make use of a "shared syllabus" model, where faculty members work together to develop curriculum and then revise their preliminary efforts based on the experience of team-teaching the materials. Also as describe in Section 7, the activity is based on the extremely critical role of face-to-face interaction between faculty to supplement what can be done through the Internet. Five of the faculty exchanges from each university will be approximately five weeks in duration. Because both program have classes on the weekends one or two times during a month, a five week visit will provide faculty time to work on curriculum and to team-teach during at least two session (covering between 25 and 33 percent of the contact time between faculty and students for individual courses). A five-week visit will also allow the visiting instructor to arrange alternative meeting times for the one or two classes they will miss at their home institution. Five-week visits should not interfere with advising students on their dissertations/thesis. Four of the exchanges from each university will be based on partnerships between faculty who teach related courses and will be organized around specific topics. These include: (1) Policy Analysis, GU Professor Beebe and UP Professor Kuye; (2) Leadership Theory/Theories and Practice of Public Administration and Management, GU Professor McGuigan and UP Professor Brynard; (3) Research Theory, Quantitative Research/Research Methods and Quantitative Analysis, GU Professor Wilson and UP Professor Roux; (4) International Administrative Practive Process, and Human Resources Development/Public Human Resources and Management, International Administrative Practice, GU Professor Ferch and Professor UP Professor Fourie. Because of Professor Ferch's professional responsibilities, it may be necessary to split his trip into two parts. (5) Applied Ethics General/Globalization General. This exchange will focus on the process of adding modules to other courses not covered by the exchanges above. Professor Michael Stebbins, the director of the GU Ethics Institute, is currently developing a program with similar objectives for courses at Gonzaga that currently do not explicitly deal with ethics. During his time in South Africa, he can be expected to work with at least one additional course. Professor Roux's research on community development in disadvantaged communities combined with research on legitimacy in administrative processes in the American Government from a South African perspective provide unique qualifications for his role in this activity. UP Professor Kuye, in his role as Director of the School of Public Management and Administration will ensure ensure that other courses at UP have access to the materials developed by this project.
In addition to the five-week faculty exchanges there will be a full-term exchange from each university. While academic terms at both universities are officially 14 weeks long, the weekend schedule for doctoral classes means that all sessions for any given term are (or can be) covered in between 10 and 12 weeks. Because GU has two intensive summer terms each year that together last for eight weeks, the time at GU could be reduced to between 8 and 10 weeks. At the very core of both programs are the related areas of Organizational Theory and Organizational Change/Co-operative Governance and Intergovernmental Relations. GU Professor Isaacson will spend almost an entire academic term at UP while UP Professor Thornhill will spend an equivalent amount of time at GU. In accordance with allowable expenses under the project, the salary costs for two courses to be taught by adjunct faculty while Professor Isaacson is in Pretoria is included in the budget.
Because UP is in the process of recruiting faculty to reflect changes since the end of apartheid, they have requested authorization to change proposed faculty with new faculty that are hired into full-time, regular positions after the project begins. UP recognizes that any changes will require agreement from both the funding agency and the other university.
c. Graduate Assistant--Graduate Student Exchange. One term exchange during the full semester exchange, one from each university. In addition to working with the faculty on the design and implementation of curriculum changes, the student exchange can be expected to provide insight that would not be available otherwise on the perspective of students while also establishing a formal procedure for student exchanges in the future. There will be a need for agreement covering credit for courses taken as well as agreement on tuition. It is not possible to identify the specific students at this time.
Budget implications.
While both universities are committed to providing office space for visiting faculty, neither university can provide the computer/technology support that will be necessary for visiting faculty to make the optimal use of their time. The project thus includes $10,000 funding for each university to purchase a lap-top computer, a desk-top computer, a printer, scanner, and specialized hard and soft ware as needed. The budget includes medical insurance for all participants from South Africa. Because of the importance of reliable communication while in-country, the budget includes the purchase of a cell-phone at both locations, with costs of operations to be covered by the individuals using the phones. Per diem rates (covering lodging, meals, and incidental expenses) for Pretoria and Spokane have been reduced significantly below the amounts allowed by the U.S. government based on actual costs available to faculty at the two locations. In order to facilitate faculty visits to other universities besides the host universities, the budget includes four days of car rental and one round-trip domestic air ticket for each five week visit, and 14 days of car rental and two round-trip domestic air tickets for the one term visits.
For purposes of determining the cost share by the respective universities, actual salaries plus benefits plus overhead of individuals have been prorated for the time they will spend on the project. Project involvement includes both the time individuals spend at the other university and an estimate of the time individuals from the host institution will spend working with their visitors. For the visits of the administrators, project involvement is assumed to be limited to the time they are in travel status (approximately two weeks). For the faculty doing five-week exchanges, involvement is assumed to include the five weeks when they are in the other country and three weeks part-time effort while their counterpart is visiting, for a total of eight weeks. For the one term exchange, the value of the effort will be calculated at 16 weeks, covering time in the other country and time at home playing host to their counter-part from the other country. In-kind contribution for the Graduate Assistants--Graduate Students is limited to the cost of tuition waiver provided by each university to the student from the other university.
4. Designated project directors
Gonzaga University: Professor James Beebe. Dr. Beebe is uniquely qualified to serve as the director for the Gonzaga University component of the project and to take the lead on coordinating all project activities. He is a tenured, full Professor and for four years served as the Director for the Doctoral Program in Leadership Studies. He is also a retired U.S. Foreign Service Officer who spent ten years in Africa with almost three years in South Africa between 1994 and 1996. He has proven cross-cultural leadership skills and excellent administrative skills.
University of Pretoria: Professor Jerry Kuye. Professor Kuye has considerable international and cros-cultural experience. He was formerly of the University of Manitoba in Canada, the University of Zimbabwe, and the University of Cape Town and currently at the University of Pretoria. He was Director of Foreign Credentials Task Force, Government of Manitoba, Canada, a Former Director of Summer Programming at the University of Cape Town and a Distinguished Medal Award Recipient (Canada 125 Confederation Medal) for Meritorious Service and Contribution to Canada. He has extensive policy expertise and was the designer of the first Policy on Multiculturalism for the Government of Manitoba, Canada. Professor Kuye speaks several languages including English and French amongst a host of others.
A cost-effective evaluation program proportional to the size of the activity is proposed. The evaluation will have three phases and will make use of Dr. Philip Christensen, an American citizen currently living in South Africa with experience with international development projects and higher education. Phase 1 is scheduled for completion within three months of the award and will consist of establishing the benchmarks against which to monitor implementation and evaluate results. The objective will be to collect available documentation and answers to questions to participants at both Pretoria and Gonzaga that can be answered over email. Three days are budgeted for these activities. Phase 2 is scheduled for completion approximately one year after full implementation has started and after the completion of at least two faculty exchanges from both sides. Special attention will be given to the course syllabi resulting from the collaboration of faculty members. Course syllabi will be on-line and thus will be accessible to the evaluator (and the rest of the world). Evaluations by students using this material, routinely done by both universities of all courses, will also be used. Faculty involved in the work will be interviewed about the process. It is expected that most of this work will be based on face-to-face interaction with individuals involved with the project. If the evaluator will not be in the United States at a time appropriate for implementing this phase of the evaluation, she can use a combination of email and phone interviews. Nine days of effort are scheduled for this phase with the expectation that the results will be used to make appropriate modifications. Phase 3 is scheduled for completion after all substantive activities have been completed and will focus on the overall results and recommendations for ensuring that these results are sustainable. It is anticipated that extensive use will be made of documents and email interviews, supplemented as necessary by face-to-face or phone interviews. Three days of effort are scheduled for this phase with the product being a short final report. A total of 15 days of effort has been budgeted plus funding for long-distance phone calls. The contractor will be responsible for the preparation of reports that can be posted to the Internet.
6. Relationship to past international activities for each institution
During the last three years UP has significantly expanded international strategic alliances. The University has committed itself to 29 formal international institutional agreements, including agreements with institutions in Africa, Europe, Asia and the United States. The School of Public Management and Administration currently has 14 formal agreements with academic institutions. These include agreements with the University of Applied Administration of Kehl, German, Rijks Universiteit, Leiden, Netherlands, The Australian National University, Australia, and seven U.S. Universities, with the most active agreement being with Maxwell School of Citizenship and Public Affairs, University of Syracuse, New York.
The School of Public Management and Administration is a partner with the Development Resources Centre for implementing the W. K Kellogg Foundation funded Leadership Regional Network for southern Africa (LeaRN). The purpose of this activity is to strengthen indigenous leadership with a strong focus on transformational leadership and leadership that is value-based and people-centered. The Network involves hubs in Botswana, Lesotho, Mozambique, Swaziland, and Zimbabwe as well as three hubs in South Africa. The LeaRN regional hub is located at UP. LeaRN has five core programs, (1) Leadership Policy Dialogue, (2) Global Leadership Development, (3) Local Leadership Development, (4) Leadership Academy Development, and (5) Youth Leadership Development. The involvement of the Doctoral Program in Public Affairs with LeaRN provides a mechanism for the proposed project to impact leadership throughout Africa. The preliminary discussions on a role for the GU Doctoral Program in Leadership Studies in LeaRN suggest the magnitude of the synergy that is possible in this area.
In 1999 there were 990 full-time international students at UP. There are international students from more than eight African countries in the programs of the School of Public Management and Administration.
Gonzaga University has a long-history of involvement in international activities. There are 71 Jesuit universities (and 37 Tertiary Educational Institutions) outside the United States. Gonzaga has informal ties with many of them and has a long-standing formal agreement with Sophia University in Japan. Gonzaga University is a member of a consortium of 25 American Jesuit universities offering the Beijing International MBA at Peking University. For 37 years Gonzaga has offered both a Junior-year and summer session in Florence Italy. Graduate students, including doctoral students, participate in the summer sessions in Florence. This year 133 students from Gonzaga are in residence in Florence and as many as 100 students participate in the summer session. Gonzaga also has approved study abroad programs in Paris, London, Spain, and Japan that can accommodate an additional 50 students. Gonzaga currently has 191 international students participating in both graduate and undergraduate programs. The Doctoral Program in Leadership Studies has had international students almost from its inception 20 years ago, and currently has 5 international students.
7. Description of prior and ongoing interactions between institutions
Linkages between the universities have their origins in contact between two professors. Professor P. Brynard of the UP and Professor J. Beebe of GU began exploring possibilities for collaboration in the Fall of 1999. These initial email discussions focused on a shared interest in the relationship of technology to society and the use of technology for enhancing doctoral level programs. When Professor Beebe offered a new course on Leadership and Technology (EDLD 707, http://guweb2.gonzaga.edu/doctoral/ld707s00.html) in the Spring of 2000, there was an effort to involve students from the University of Pretoria. However, issues of distance and lack of detailed information on the systems in place at the other university prevented this from happening. In early August 2000 Professor Beebe was able to spend 12 days in Pretoria with $5,742 funding from the Global Technology Corps. The focus of his activities during this trip was working with faculty there to strengthen the ability of the Doctoral Program in Public Affairs to deal with "second generation" technology issues. In addition to travel, these funds covered reference materials for addressing these issues. During this trip, plans were finalized to jointly offer the Leadership and Technology course in the Spring of 2001. A model for collaboration based on the use of a shared syllabus was tentatively agreed upon. In late August, Professor Brynard was able to modify existing travel plans to the United States and spent five days on the campus of Gonzaga with approximately $4,100 funding under the USAID sponsored Knowledge Exchange Learning Project (KELP). During this visit, the details for implementation of the shared syllabus model were finalized. This model is currently being experimented with in a class/seminar designed to help doctoral students prepare the literature review of their dissertation/thesis. There are eight students from Gonzaga and three students from Pretoria currently participating in this course, with interaction between students through the use of a computer discussion board. This class is online at http://guweb2.gonzaga.edu/doctoral/ld728f00.html.
Prior to Professor Beebe's visit to Pretoria, Professor Sibusiso Vil-Nkomo , former Director of the School of Public Management and Administration and current Dean of the Faculty of Economic and Management Sciences had explored the web site of the Doctoral Program in Leadership Studies. He indicated that he and other University administrators had been impressed with the Conceptual Framework for the program and especially the program's focus on ethics. During Professor Beebe's visit, the similarities between the programs became obvious and the areas of ethics and globalization were identified as areas for future cooperation. A Memorandum of Cooperation has been signed between the Universities and letters with additional details have been exchanged. In December, Professor Jerry Kuye, the Director of the School of Public Management and Administration and the person responsible for their Doctoral Program in Public Affairs, is expected to visit Gonzaga with funding from KELP. The proposed project builds directly upon the areas of interest and areas of comparative advantage identified over the past year.
The project is based on an approach for curriculum development that is currently being used in one course and will be used for a second course before the project begins. One of the important lessons that has emerged from the existing collaboration is the importance of faculty members having the opportunity for face-to-face interaction on course content, the need for familiarity with the students in each other's programs, and thorough understanding of the constraints of technology such as the implications of bandwidth for use of course-ware like Blackboard. Faculty exchanges are absolutely critical but do not have to be for extended periods of time.
8. A plan for continued activity without additional U.S. government support
Collaboration between the University of Pretoria and Gonzaga University started without U.S. government support and will continue when such support ends. The grant will allow faculty from both programs to establish strong collegial relationships and to gain experience working together on curriculum. Already a professor from GU has agreed to serve as the co-chairperson on the dissertation committee for a doctoral student from UP and will be given a courtesy faculty appointment at UP. Contact resulting from the grant should greatly expand this type of cooperation. The grant will also allow faculty on both sides to strengthen their computer skills for both enhancing their teaching and for collaborating with other faculty. The grant will leave in place the infrastructure for continued interaction and the personal relationships to make use of the infrastructure.
Calendar of activities/itinerary
Year One:
Administrator Travel, GU President Spitzer, S.J. One week, guest lectures, presentations, meeting with government officials,
Administrator Travel, UP – Professor Sibusiso Vil-Nkomo (Dean), One week, guest lectures
Policy Analysis/Policy Analysis
Professor Beebe GU 5 weeks
Professor Kuye UP 5 weeks
Theories and Practice of Public Administration and Management
Professor McGuigan GU 5 weeks
Professor Brynard UP 5 weeks
Year Two:
Research Theory, Quantitative Research/Research Methods and Quantitative Analysis
Professor Wilson GU 5 weeks
Professor P Brynard UP 5 weeks (International Dimension)
Applied Ethics General/Globalization General
Director Stebbins GU 3-4 weeks
Professor N Roux UP 3-5 weeks (International Administration Globalization)
Year Three:
Organizational Theory and Organizational Change/Co-operative Governance and Intergovernmental Relations
Isaacson and Graduate Assistant GU 10-12 weeks
Professor C Thornhill and Graduate Assistant UP 8-12 weeks (Intergovernmental/Organizational)
Human Resources Development/Public Human Resources and Management
Professor Ferch GU 5 weeks (possibly divided between two trips)
Professor Fourie UP 5 weeks
These activities are assisted financially by the Bureau
of Educational and Cultural Affairs of the United States Department of
State
under the authority of the Fulbright-Hays Act of 1961,
as amended, through the
College
and University Affiliations Program/Fulbright Educational Partnerships
Program
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Ph.D.
Public Affairs |
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