Becoming a “World-Class University” in a Modern Context: Challenges, Opportunities

and Strategies Forward

The 1st Annual Higher Education Leadership Forum

Inspiring the leaders of today

12-13 November, 2013Dubai, UAE

Becoming a “World-Class University” in a Modern Context: Challenges, Opportunities and Strategies Forward

About the Forum’s Theme:Increasingly, in today’s 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 university’s 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 definition associated with the usage of the term “world-class university”, it certainly implies that institutions of learning are assesses against a predefined 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 field 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

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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 difficult 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:

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■ Teaching - the learning environment (worth 30 per cent of the overall ranking score)

■ Research - volume, income and reputation (30 per cent)

■ Citations - research influence (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 world’s 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 significant 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 diversified 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 first 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 University’s 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 first inaugural meeting of the Higher Education Academic Leadership Forum is spot on with the latest trends and development in the field 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 year’s 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 influencing 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 first 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 meeting’s 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 influencing 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 flexibility, 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 significant 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 flexible, 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 specific 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 scientific 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 benefits, 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: 12th 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 ForwardChair: David Baker, UK

13:15 - 14:15 Lunch Break

Parallel Case Studies & Best Practices Presentation

14:15 – 16:00 Stream 1Governance in Higher Education

Stream 2Quality & Accreditation in Higher Education

Stream 3Learner Centricity in Higher Education

Stream 4Higher Education in the Digital Age

Stream 5Research in Higher Education

16:00 – 16:20 Coffee Break

16:20 – 17:30 Stream 1Governance in Higher Education

Stream 2Quality & Accreditation in Higher Education

Stream 3Learner Centricity in Higher Education

Stream 4Higher Education in the Digital Age

Stream 5Research in Higher Education

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Day 2: 13th 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 EducationChair: 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: “Scientific 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

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Proposed Speakers and Panels Moderators

Prof. Dr. Jan SadlakPresident, 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 qualifications, 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 field of higher education and social policy, among them Higher Education Management [published by OECD].

Prof. Nicholas H. AllenProvost 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 University’s first provost and chief academic officer and as Interim President during 2005. For nearly a decade, Nick provided leadership and strategic direction to UMUC’s worldwide academic operations as the institution emerged as the largest public university in the United States and one of the world’s 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 UMUC’s 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 first (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 JohnsonCEO, New Media Consortium

Dr. Larry Johnson is an acknowledged expert on emerging technology and its impacts on society and education, and has written five 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 Officer of the New Media Consortium, an international not-for-profit 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 NMC’s and MIDEA’s 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 define and explore new ways of thinking about and using technology, and to examine emerging trends and issues. The NMC’s 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-profit 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. LittleVice 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 specific 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. Little’s interests anchor on the effective integration of information technologies to support the Academy’s 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 Scientific 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 BakerDeputy Chair, Joint Information Systems Committee (JISC)

David is JISC’s deputy chair and chair of JISC’s 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 field 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 King’s 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 field 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 AladwanSecretary 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 unified 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 Scientific 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 Scientific 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.

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In Partnership with

Prof. Nadia BadrawiPresident, 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 field of medicine and education.

Middle East OfficeTel.: +97143724554Fax: +97145015777Address: Dubai Silicon Oasis Headquarters Building4th Floor, Wing CP.O. Box 341041Dubai, UAE

Asia OfficeTel.: +603 8320 2028Fax: +603 8320 3028Address: C-14-1, NeoCyberLingkaran Cyberpoint | Cyberjaya63000 SepangSelangor Darul Ehsan

Europe OfficeTel.: +44 1535 612060Fax: +44 1535 605318Address: Holly HouseSpring Gardens LaneKeighley BD20 6LE

inquiries@cli-cks.com

www.cli-cks.com

Organized by

Association ofArab Universities Ankabut

In Partnership with