“The status quo relationship between the Algerian University and society. Role and standing as transformation of the Algerian higher education system"

• In Event: Dissertation workshop session
  In Special Session: Higher Education and Human Development

Proposal

New Scholars Dissertation Mentoring Workshop (NSDWM)

Abtract

Affiliation: Johannes Gutenberg University Mainz, Germany/Paris Descartes University, France
Dissertation faculty advisors: Prof. Uwe Schmidt, PhD/Prof. Marie Salaün, PhD

Objectives of research
This research has the objective of determining the status quo of the Algerian university in terms of its role in society via its functions, derived from the past into the present, with an outlook to the future. It will juxtapose higher education policies reflected in reforms since independence with current Algerian academics' perspective, thus providing an empirical base for the state-of-the-art.

Research questions
• Which functions are attributed to the past and present-day Algerian university ?
• To which extent have reforms in higher education policy been a reflection of a changing role of the university ?
• How is the status quo related to the role of the Algerian university as perceived by Professors as key institutional stakeholders ?

Thesis statement

More than half a century after independence in 1962, Algeria, as the biggest country on the African continent by area, is an essential actor in the Maghreb region and a member of the influential Arab league. As of today, the Algerian higher education system counts 106 institutions in 48 wilayas as administrative units, out of which 50 universities, 13 university centres, 20 écoles nationales supérieures, 10 écoles supérieures, 11 écoles normales supérieures and 2 annexes (MESRS 2017a). Out of these, about 30% of Universities and 90% of University centres were created since the millennium (MESRS 2017b). Since the first reform of the colonially inherited system in 1971 (MESRS 1971), Algeria has been endeavouring to nationalise its higher education, however, the adoption and subsequent implementation of the Bologna Process from 2003 - commonly referred to as LMD reform - may point towards a change in policy towards internationalisation. While the latter has been controversially discussed since the 2010s (Ghouati 2011, Daghbouche 2011, Ghalamallah 2012), including the trend of massification and its interrelationship with quality assurance issues (Chergui 2014), one element informing policy-making and thus reforms is missing: the relationship between university and society in the Algerian higher education system.
The dissertation will draw on the sociological theory of the traditional functions of the university by Manuel Castells (1993), which were developed further in the South African post-apartheid context (2001); (Muller & Cloete, 2017). Complementary, the historical dimension is accounted for by the so-called “legs colonial” (Bayard & Bertrand, 2006).
The topic emerged from observations and collaboration experience at the host University in Tlemcen, Algeria, during several missions as a consultant for German International Cooperation (GIZ GmbH), supporting the establishment of the Pan-African University Institute of Water and Energy Sciences (including Climate Change, PAUWES).
In general, literature on Algerian higher education is scarce, mostly dated and almost exclusively in French or Arabic by Algerian authors only, and, to a great extent, not available outside the country. It has emphasized management, economics and technology aspects while only occasionally incorporating methods from sociology, higher education studies or education sciences. There is a dearth of empirical approaches, with quantitative studies dominating. As little as two macro analyses of the national higher education system (Guezol & Benzerroug, 1977; Daghbouche, 1982), both at foreign institutions in France, respectively, the UK, could be identified below doctorate level. As for contemporary literature, there is one comprehensive monograph by a former Minister of Higher Education and Scientific Research (Cherif, 2013) and several accounts by Guerid (2001, 2003, 2006, 2010) which traces the historical development.
After perusal of official and legal text as document analysis, a total of 30 semi-directive expert interviews/small focus group discussions with professors of all disciplines, deans, vice-rectors and students were conducted at several different universities in the centre and west of the country. Out of those, 15 interviews involving 20 persons have been selected for analysis, focussing on professors both with and without administrative functions.
I am in the beginning writing stage. The data collection phase including full transcription of selected interviews has been completed. I expect to complete the first part (Introduction, Context and Rationale, Literature Review, Theoretical and Conceptual Framework and Historical Background) by January 2019 to then proceed with data analysis. By the time of the workshop in April 2019, I hope to resume writing so I will greatly benefit from the feedback and advice for the second and main part of my dissertation.

Author

• Leonie Schoelen, University of Mainz, Germany; Paris Descartes University, France