Tempus IVStructural Measures 2009
Developing a Strategic Plan for the Reform of Environmental Studies in the Higher
Education System of Palestine
Report on
Assessment of present higher environmental education situation and needs assessment to develop partnerships
between environmental higher education with enterprises in Palestine
Prepared by:Marwan Haddad and Salah Yasin
May 2011
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Contents
Project Team 9Acknowledgements 10Preface 11Foreword 12Executive Summary 141. Introduction 19 1.1 Introduction 19 1.2 Background 23 1.3 Study Objectives 25 2. Literature Review 26 2.1 Higher Education System in Palestine 26 2.2 The Search for Reform: the Bologna Process 30 2.3 Globalization and Higher Education 31 2.3.1 General Implications: 31 2.3.2 One System 32 2.3.3 None-Educational Needs 32 2.3.4 National Development Implications 32 2.3.5 Globalization and Education Reform 33 2.4 Strategic Planing for the Reform of Environmental Studies 33 2.4.1 The Need for Reform and its implementation 33 2.4.2 Teachers’ Capacities and Expertise 35 2.4.3 Courses Offered and Research Nature 35 2.4.4 Teaching - Learning Environment 36 2.4.5 Learning Spaces/Facilities 38 2.4.6 Stakeholders Interaction (participation/involvement) 38
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2.4.7 Governance 39 2.4.8 Academic Standards and Education Reforms 40 2.4.9 Higher Education under Conflict and Military Occupation 40 2.4.10 Higher Education and Institutional Diversity 41 2.4.11 Hig her Education and Environmental Excellence 41 2.4.12 Higher Education and Socio-Economic Development 423. Methodology 43 3.1 Introduction 43 3.2 Instrumentation 43 3.3 Description of the Questionnaire 43 3.4 Reliability of the Questionnaire 46 3.5 Statistical Analysis 46 3.6 Focus Groups 464. Results 50 4.1 General Data of Study Population; 50 4.1.1 Overall Responses Evaluation 50
a. Male Versus Female Views of Students Enrolled 51b. Responses of Students Enrolled from the Three Universities 53c. Responses of Alumni from the Master’s programs 55d. Comparison Between Responses of the Three Universities 59e. The main summary of all questionnaires 60
4.2 Questionnaires Results 62 4.2.1 Students enrolled in the Master’s program on Environmental Studies 62 4.2.2 Alumni of the Master’s Program of Environmental Studies 63 4.2.3 Teaching Staff 64 4.2.4 Stakeholders 66 4.3 Focus Group Procedures 68
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5. Discussion 71 5.1 Identification of Common Themes 71 5.2 Main Problems 74 5.2.1 Problems Identified by Students’ and Alumni’s Responses 74 5.2.2 Problems Identified by Teachers Responses 75 5.2.3 Problems Identified by Stakeholders Responses 756. Conclusions 77 6.1 Conclusions 77 6.1.1 Main Themes 77 6.1.2 Programs Main Problems 77 6.1.3 Additional Concluding Remarks from Questionnaires Results 78 6.1.4 Focus Groups 80 6.2 Recommendations 81 6.3 Future Directions 81References 82Appendices 88
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List of Tables
Table 1: List of Palestinian Universities 28Table 2: List of Palestinian Technical Colleges 28Table 3: List of Palestinian Community Colleges 29Table (4): Domains of Each Targeted Group 48Table (5): Number Of Items An Objective Question In Each Domain 49Table 6: Sample Distribution by University and Target Group 50Table 7: One-way ANOVA for All Domains of Students Enrolled by Gender 51Table 8: One-way ANOVA for All Domains of Students Enrolled For the Three Universities 53Table 9:Means of All Students Enrolled For the Three Universities by Domains 54Table 10: One-way ANOVA for All Domains of Alumni by Gender 55Table 11: Means of Alumni’s Responses for All Domains and Total 56Table 12: Means of Alumni’s Responses by Gender 57Table 13: Means of Alumni’s Responses by Domain and University 57 Table 14: Means of Alumni’s Responses for all Subjects by Domain and University 57Table 15 Alumni’s Means by Gender 58Table 16: Alumni’s Means 59Table 17: One-way ANOVA for All Domains of Alumni by University 59Table (18): Summary for the Four Targeted Groups of All Domains 61Table 19: The Identified Common Themes and Related Questions. 72Table 20: List of Problems Identified by Students and Alumni Responses 74Table 21: List of Problems Identified by Teachers Responses 75Table 22: List of Problems Identified by Stakeholders Responses 76
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List of Figures
Figure 2.1 Means of Males and Females Responses by Enrolled Student’s 52Figure 2.2 Means of Enrolled Student’s Responses by University 54Figure 2.3 Means of Responses by Alumni Males and Females 56Figure 2.5 Means of Alumni’s Responses by University 57Figure 6.1 Alumni’s Means for the Three Universities 60
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Developing a Strategic Plan for the Reform of Environmental Studies in the Higher Education
System of Palestine
Project Team
Marwan Haddad: Team LeaderSalah Yasin: Team MemberKhaled Hammad: Research AssistantNizam Abdallah: Research Assistant
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Acknowledgements
This project, titled “Strategic Plan for the Reform of Environmental Studies in the Palestinian Higher education system” is implemented
under an EU-TEMPUS, Tempus IV-Structural Measures 2009 call. We are grateful to the European Union for the financial support given to this project.
A special thank is due to our colleagues in the Study and Project Team for reviewing the questionnaires and content validity, various feedbacks, par-ticipating in the focus groups workshops, and other innumerable tasks. Also thanks are due to the institutions involved in the study: An-Najah Nation-alUniversity, Al Quds University, and Birziet University, Ministry of Higher Education, National Technical University of Athens-Greece, Loughborough University- the UK, Royal Institute of Technology-Sweden for providing information about their graduate programs, executing the quantitative-focus groups workshops in their campuses, and the implementation of study in-struments.
Finally we wish to express our profound gratitude to all enrolled students, alumni, the Ministry of Higher Education staff members, and all related and concerned parties and institutions involved in the Environmental Science and Engineering Master’s program for sharing their experiences, valuables views, completing the questionnaires, and participation in the focus groups.
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Preface P
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This report records the authors’ effort over the course of one year to capture in words an assessment of needs and a description of the main
problems and future directions of the environmental studies in the Higher Education system in Palestine.
The study represented a platform where all concerned parties in the three Palestinian universities offering Master’s program in environmental stud-ies and engineering including staff members, enrolled students, alumni, and various stakeholders in the public and private sector met and discussed issues facing the Master’s programs under consideration and their future reform.
Chapter One will introduce the reader to the current situation of the Mas-ter’s program in the three local universities, the aim of this study, and the objective of the project and related tasks.
In chapter Two, literature review including statistical data about the higher education system in Palestine, globalization and higher education translating to the need for reform and strategic planning as well as how to successfully implement these goals.
In Chapter Three, Methodology consisting of research instrumentations with descriptions, statistical analysis methods used in this study and focus group procedures.
Chapter Four, Study results including those of enrolled students from the
three universities and Alumni from the Master’s programs, results of teach-ing staff, and finally results of stakeholders, followed by a brief of the focus group results.
Chapter Five, Analysis of results which summarize the identification of common themes, and the main problems emerging from the four groups participating in this study.
And finally, Chapter 6 refers to the conclusions and recommendations of this study, as well as future vision and appendices.
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Foreword
The central thesis of this work is that the Master’s programs for Envi-ronmental Sciences can be improved through field research and that
staff members, students, stakeholders and Alumni and other related parties and organizations are best to meet and share their ideas and experiences in this inquiry.
The final aim of the project is to develop a strategic plan for the reforma-tion of Environmental Studies in the Palestinian Higher Education system, on the basis of both local and international practices and curricula.
In specific, this report deals with two tasks of the study, activity 1.2: Assess-ment of present higher environmental education situation in Palestine, and activity 2: Conducting a needs assessment to develop partnerships between environmental higher education with enterprises:
This study in the Palestinian higher education was conducted in three local institutions. It is the first study of quantitative and qualitative approach to as-sess the quality of graduate teaching and leading practices. Besides evaluat-ing and reforming the existing Master’s program, the results and outcome of this study can be used as a model for assessing all Master’s and Undergradu-ate programs in Palestine.
To respond to societal needs, Palestinian universities have to produce grad-uates who have the necessary knowledge, understanding, tools, and skills in their respective academic discipline, who can thinks critically, and who can problem solve. Graduates that can be a leader in the field where they can bridge the gaps between their knowledge and the practice they are involve in.
This study gathers data from all related parties including enrolled grad-uates students, stakeholders, alumni, and teachers involved and concerned about the Master’s Program in Environmental Sciences and Engineering.
The study is intended to be a catalyst for renewed attention and towards solving the future environmental problems in Palestine, especially emphasiz-ing what is being done so far and what needs to be done now on to reach the anticipated reform.
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The results of this study provide baseline information on writing the stra-tegic reform plan for environmental higher education, as well as providing modification and developing classroom instructions and learning methods of the Master’s program courses.
In addition, this study will assist institutions and decision makers to iden-tify short and long term issues related to reforming and upgrading the Mas-ter’s Program in Environmental Science and Engineering.
One of the most effective ways to confronting a country’s development and reform challenges are explored and conducted today through the framework of the university Master’s programs.
On the other hand, improving the quality of all Master’s programs would lead to improving the quality of Palestinian university and their Master’s Programs.
This part of the study will also help the overall study teams in the project for their ongoing efforts in developing and writing the strategic reform plan for environmental studies in higher education in Palestine.
The findings indicate that the Palestinian Universities need to continue its emphasis to strengthen the research scientific skills and tools, improve com-munications skills, improve applications in the field, increase extracurricular activities, enhance homogeneity of the graduates from Master’s programs by integration and interconnection between universities, using students cen-tered approaches in teaching, and increase the use of information technology by Master’s students.
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Executive SummaryE
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This progress report provides detail, insight, and analysis of the proj-ect tasks delegated to Water and Environmental Studies Institute
(WESI) at An-Najah National University, within Tempus IV, Structural Measures 2009 project No. 158686-1-PS-TEMPUS-SMHES on “ De-veloping a Strategic Plan for the Reform of Environmental Studies in the Higher Education System of Palestine”, namely:
• Activity 1.2: Assessment of present higher environmental education situation at Palestine
• Activity 2: Conduct needs assessment to develop partnerships between environmental higher education with enterprises:
• Activity 2.1: Prepare and distribute questionnaire• Activity 2.2: Analyze questionnaire results
There are 15 universities in Palestine of which nine are located in the West Bank and six in the Gaza Strip. There are 14 technical schools and 20 com-munity colleges in Palestine. The university education in Palestine consists of 4 years of a college education to obtain a bachelor’s degree and additional 2 years for a Master’s degree.
The education system in the Palestinian Territory at one point was and is still affected by the prolonged Israeli military occupation of the Palestinian land and resources while also being affected by general factors facing third world countries such as poor socio-economic conditions, lack and/or poor institutional arrangements, and poor technical and human capacities.
The university system in Palestine which was initially geared towards pro-ducing graduates for governmental jobs will be shifting in the near future towards producing graduates for the private sector. Accordingly, changes in graduates skills need to be (a) carefully chosen and effectively and efficiently passed to students and (b) intellectual, professional and practical, and trans-ferable, to fulfill society’s demand in years to come. Therefore, the issue is not the number of graduates and/or jobs available or secured, more precisely, graduates quality and skills which arranged to help society’s current and fu-ture sustainable development.
Demand for higher education has increased significantly in the past de-
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cade, with students enrolled in higher education institutions more than tri-pling between 1995 and 2006.
The three institutions that offer Master’s degrees in environmental science and/or engineering in the West Bank, namely An-Najah National, Birzeit, and Al-Quds University, did start their academic programs with low aca-demic technical and/or human capacities and without any coordination and/or integration between each other. This has resulted in lower efficiency and effectiveness of the aforementioned programs.
Successful institutional leadership and management is to be a continuous process in which all related and relevant parties are present and learning must link theory to practice.
It was noted that being involved in the whole development process, which was characterized by cycles of action and reflection, made both students and teaching staff become more adept at adjusting and adapting along the way.
Although statistics showed that 4.2 percent of the general population in Palestine is enrolled in higher education institutions, many graduate pro-grams are with very low enrolment and suffering from closure or freeze. Ac-cordingly, higher education institutions in Palestine have much to fear about the future of such programs if no change in the educational environment will take place.
Inter-university cooperation programs supported by partners such as the European Union, UNESCO and the UNDP are underway in the Palestin-ian Territory. These programs are time and fund limited. There is a need for a more effective and sustainable inter-university cooperation mechanism.
Many important lessons were learned from published literature on assess-ment of the present higher environmental education situation including:
Continuing dialogue to achieve a common language and a shared under-standing of that language is needed among various stakeholders,
Curricular integration (inter-institutional cooperation, mobility schemes and integrated programs of study, training and research) is a necessary con-dition, a priority, and a valuable instrument for awarding joint degrees by
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higher education institutions either at the national or regional level,
Globalization, political and economic systems, and the competitive market forces have generated a massive growth in the knowledge industries that are having profound differential effects on educational institutions and nations in general,
As higher education sector serves the public interest, the systems of higher education, its governance, its role in developing science and technology, and its interrelation with general education are important issues to be continu-ously looked at and upgraded as a country’s development goes on.
Any higher education institution gains social legitimacy only by fulfilling the specific responsibility of providing the next generation with the capaci-ties, beliefs, and commitments deemed necessary to ensure society’s goals.
To achieve world excellence in science and technology, the public must promote and defend two complementary and indivisible freedoms: the free-dom of scientists to investigate and the freedom of entrepreneurs to innovate and market their products to the world.
Strategic planning should cover teacher’s capacities and expertise, courses offered, learning environments, instructional facilities, institution governance, and stakeholders’ participation and involvement. These factors, changes, and issues are briefly talked about below.
Investigating the main two objectives in this project was done by combin-ing quantitative and qualitative data to investigate activates of interest and to provide additional layers of triangulation to validate findings:
• For the first (the quantitative method) four questionnaires were sub-mitted to the subjects. Each questionnaire consisted of three parts: part one deals with general information of participant, part two of the ques-tionnaire deals with participant’s attitude towards specific educational domains of concerns for each group of participants, and part three cov-ers objective questions.
• For the qualitative method a focus group three main workshops were held in the three campuses: one workshop at An-Najah National Uni-versity, one workshop at Al-Quds University, and one workshop at Birzeit University. All workshops were conducted, transcribed, and ana-lyzed as the focus groups during May and June 2010.
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The population of this study consisted of:
• students enrolled in program in the year 2010 (59.8% of total), • teaching staff (12.2% of total), • stakeholders (4.9% of total), • Alumni of the Master’s program since 1994 (23.2% of total).
In analyzing the data collected from the quantitative part, three main themes or factors were identified which explain 58% of the variability of the data. The three themes are:
1. The Quality of the MSc. Program Content and its Application. 2. Availability of Extracurricular Activities. 3. Availability of Training and Support Environment (in class and in the
field)
Problems identified by students’ and alumni’s responses could be grouped mainly in two groups:
• Availability and provision of extracurricular activities• Training and practical skills either in technical and/or communication
organizational areas
Problems identified by teachers’ responses could be grouped mainly in five groups:
• Environmental problems should be left to the experts • taking our class to a social activity• Teaching courses unrelated to educational background• Inviting decision makers in the field to class to share experiences with
students• Sufficiency of laboratories needed
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Problems identified by stakeholders’ responses could be grouped mainly in three groups:
• Unavailability of both communication and cooperation between stake-holders and academic departments and/or staff at local universities
• Stakeholders got the negative impression of teaching and analytical laboratories availability at local universities (environmental programs)
• Graduates although not difficult to understand, have difficulties in get-ting along within the work environment
For the qualitative method or the focus group workshop results, the follow-ing main responses were observed:
• There is a weakness in scientific research skills, in terms of report writ-ing or instrumentation.
• There is a weakness in communications skills. • There is a weakness in practical training and lab experiments and dem-
onstrations. • Students in the program are coming from different disciplines create
educational teaching problems including diversity of knowledge and lack of homogeneity
• There is strong opposition to teaching method of dictation • There is absence of a body or unit at the university which follows up
alumni and directs them to conferences or to pursue their higher studies or even knowledge upgrade.
• There is a need to introduce a course in environmental education to the program,
• There are weak linkages between students from different universities and there is a lack of relationship between universities and government and civil institutions,
• There is a need to enhance the role of the environmental community for communication between graduates in different universities and among the graduates themselves.
• There is a need to introduce new topics that are related to strength background knowledge such as geology courses, especially Geology of Palestine and Hydrology.
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1.Introduction 1.1 Introduction
Almost everybody sees education as essential to development, but un-til recently very few of those responsible for formulating education
policy for the developing world have acknowledged the value of higher education (Bloom, 2002).
Higher education plays a vital role in developing the social, political and economical situation of the Palestinian people, it is considered as the main wealth of the Palestinian people in the absence of other natural resources (Habayeb 2005).
Data showed that the population of the Palestinian Territory is young; the percentage of individuals in the age group (0-14) was 41.9% of the total population in the Palestinian Territory midyear 2009, The elderly population aged (65 years and over ) was 3.0% of the total population in Palestinian Ter-ritory in midyear 2009 (PCBS 2010-a).
The education system in the Palestinian Territory at one point was and is affected by the Israeli military occupation of the Palestinian land and re-sources and on the other hand it is affected by general factors facing third world countries such as poor socio-economic conditions, lack and/or poor institutional arrangements, and poor technical and human capacities. It was reported that more than 1,300 Palestinians schools have been disrupted by curfews, and closures (SFG 2007).
Also, expectations on the political side lead to the conclusion that an inde-pendent Palestinian State will prevail in the Palestinian Territory in the near future (in less than 10 years). The newly formed Palestinian State will face, among others, enormous needs and challenges in both the education and higher education and the development arena.
The central link between education and development in the Middle East (Arab region) was summarized by UNDP as follows: “despite a rich and time tested intellectual tradition, and notwithstanding the region’s tremen-dous human capital, the potential of people in the Arab region is constrained by barriers to knowledge acquisition, dissemination, production and utiliza-tion” (UNDP 2002 and Brookings Institution 2007 and 2008).
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However, the Palestinian National Authority currently possesses a very large amount of formal employment undertaken by the government since its initiation in 1995. A PCBS labor force survey results showed that employ-ment in the public sector constitutes about one fourth (23.5%) of the total employed persons, distributed as 15.7% in the West Bank and 46.9% in Gaza Strip (PCBS 2010-b). This will not allow for much new labor absorbance in this sector.
It is worth mentioning that the university system in Palestine in the past was mostly geared towards producing graduates for governmental jobs. This will be shifted in the near future to adapt for the change of most jobs in the future will be created in the private sector. Accordingly, changes in the higher education system need to take place to accommodate for the private sector needs.
Taking this into account then, the Palestinian Authority, by some calcula-tions, needs to generate approximately 1.68 million new jobs over the next 10 to 15 years. This poses a considerable challenge for all interested parties.
While the purpose of universities is to help society meet its skills needs to build a sustainable national competitive advantage for the future; these skills on the other hand need to be (a) carefully chosen and effectively and efficiently passed to students and (b) intellectual, professional and practical, and transferable, to fulfill society’s demand in years to come. Therefore, the issue is not the number of graduates and/or jobs available or secured, more precisely, graduates quality and skills which arranged to help society’s current and future sustainable development.
The three institutions that offer Master’s degrees in environmental science and/or engineering in the West Bank, namely ANU, Birzeit, and Al-Quds University, did start their academic programs with low academic technical and/or human capacities and without any coordination and/or integration between each other. This has resulted in lower efficiency and effectiveness of the aforementioned programs.
One of the lessons learned from other experiences in the world in analyz-ing teaching–learning interactions and reforms in higher education and we benefited from in this project is that successful institutional leadership and
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management need to be a continuous process in which all related and rel-evant parties need to be there and learning need to be by linking theory to practice.
It was noted that being involved in the whole development process, which was characterized by cycles of action and reflection, made both students and teaching staff become more adept at adjusting and adapting along the way. People are generally resistant to being ‘reoriented’ unless they regard the changes being proposed in organizational structure, mission, staffing, incen-tives, accountability, etc., as serving some compelling or transcendent pur-pose (Uphoff et al., 1991, Whyte 1991, and Vernooy et al., 2008). We think that in this project we have such a purpose and we could benefit from letting all relevant parties be collectively involved in the reform or development process.
Although statistics showed that 4.2 percent of the general population in Palestine are enrolled in higher education institutions (PCBS 2010-a), many graduate programs are with very low enrollment and suffering from closure or freeze. Accordingly, higher education institutions in Palestine have much to fear about the future of such programs if no change in the educational environment will take place. In this regard Rowley and Sherman (2001) in-dicated that “it’s not going to be education as usual.” and have clearly spelled out in their book “From Strategy to Change” that this is true and everyone associated with colleges and universities must learn if their institution is go-ing to survive and prosper. They identified two central themes of concern (1) the playing field is changing and (2) effective implementation of strategy is going to be the critical success factor.
This project main aim was to develop a reform strategic plan towards en-vironmental higher education system serving Palestinian people and society for the short and medium future. In specific, this progress report detail, in-sight, and analyze the project tasks delegated to Water and Environmental Studies Institute (WESI) at An-Najah National University, namely:
• Activity 1.2: Assessment of present higher environmental education situation at Palestine
• Activity 2: Conduct needs assessment to develop partnerships between
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environmental higher education with enterprises: • Activity 2.1: Prepare and distribute questionnaire• Activity 2.2: Analyze questionnaire results
As the authors will draft and develop task number 6: a national plan to re-form environmental education in Palestine, the literature survey section was extended to cover the various aspects of higher education reform.
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1.2 Background
The current status of the Palestinian water and environmental resources in West Bank and Gaza Strip is in a devastating state and experienc-
ing an annual deterioration. It is necessary to evaluate the environmental status in Palestine, its main profile, and the danger resulting from environ-mental deterioration to formulate strategies to protect the Palestinian envi-ronment for the future generations. The sources of the environment pollution are mainly from industries, agriculture and from domestic household waste. In Palestine all the wastewater coming from the industries are disposed di-rectly to environment without any treatment. Farmers are using considerable quanitities of pesticides and fertilizer without any regulation or restriction, causing damage to the whole ecosystem. It is estimated that about 35% of the total population in Palestine are connected to centralized sewage net-work, where only small percentages of this wastewater are treated and most of it discharged uncontrolled to receiving water bodies. As a result of the above situation the water and environmental resources are suffering from weak management and scattered, uncoordinated efforts aiming at environ-mental protection. Most individuals currently within the sector lack adequate knowledge, understanding, and tools and skills to comprehend these envi-ronmental issues while those who are aware of the issues are frequently not educated to an adequate level.
In Palestine, and particularly in the West Bank, there are three higher edu-cations that offers Master’s programmes in water and environmetal engi-neering and sciences (Birzeit University through the Institute of Environ-mental and Water Studies, Al-Quds University through the department of Applied Earth and Environmental Sciences and An-Najah National Uni-versity through the Water and Environmental Studies Institute). All of these institutes have been dealing with environmental and water issues in Palestine since they were established. However, there is almost no coordination be-tween the three institutes.
The three institutes have other activities rather than teaching. All of the three organizations are offering training courses, carrying out research and serving the local society in Palestine. Unfortunately, all of these activities have been carried out without any joint coordination. Therefore, this lack of coordination leads to the waste of efforts in terms of financial and human resources.
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The number of students who successfully obtained their Master’s degree from those universities in the last 8 years exceeds 400. All of these Alumni have Master’s degree in Water and Environmental engineering or water and environmental sciences. Most of those graduates are working at Palestinian ministries, governmental associations and other firms, which are involved in the water and environmental issues, related to Palestine.
The main aim of establishing the three institutes is to serve and support the society. Hence, in order to optimize their benefits, it becomes vital to carry out a scientific study to know or discover the opinions of stakehold-ers and the employers of the alumni from the Palestinian universities in the environmental and water topics. Also, it is very important to take the feed-back from the graduated students about the courses that they have studied at their universities. Studying the current status of the alumni from the three different universities becomes as urgent issue. Such study should deal with issues related to the importance of the courses that the alumni were studied and the beneficial of those courses for them in the real life. Furthermore, it is important to know what gaps exist between the theories given by the three organizations in Palestine and practical application.
The environmental higher education system in Palestine is not up to date to the requirements of the Palestinian society at different levels. It is neces-sary to review the strategy of the environmental higher education system at each level and to develop a reform strategic plan to support the environ-mental higher education system to satisfy all societal levels and to meet the requirements and needs of industries, students, teachers, public sectors ...etc.
The Palestininan higher education sector should learn from the European experience in the field of water and environmental education. There is a need to knew the EU experience in the environmetal higher education and its re-lation with the society, gender and the organizations working in the field of water and the environment.
It is worth to mention that the role of women in protecting the environ-ment has to be highly considered in this project. Within Palestinan culture, as with most Arab societies, women operate as the individual responsible for domestic affairs. In this regard, it is important to include proper education of household water and environmental practices as part of a holistic strategy to
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alleviate demands on limited resourcesDuring writing this proposal, a meet-ing with some representatives of women’s associations was carried out and the possibilities to cooperate in educating and training the women was dis-cussed. They are very interested to cooperate and they suggested including ‘raising the awareness towards environmental issues’ as an essential activity for these associations.
1.3 Study Objectives
The main aim of the project is to develop a strategic plan for reform-ing environmental studies in the Palestinian higher education system,
on the basis of local and international practices and experience. The specific objectives of the proposed project are to:
1. Evaluate the current status and practices of Environmental Studies in Palestinian Higher Education Institutes (or System), in order to as-sess their effectiveness for addressing current and future environmental problems and challenges in the area.
2. Disseminate best practices and know-how resulting from the experi-ence of the EU partner countries, in higher education environmental studies.
3. Develop a strategic plan to foster gradual change in environmental studies in the Palestinian Higher Education, on the basis of interna-tional experience and identified deficiencies of the sector.
4. Enhance awareness and improve communication among different so-cietal groups, women in particular, and other stakeholders involved (di-rectly or indirectly) in environmental issues, e.g. environmental enter-prises, Palestinian Water Authority, Ministry of Higher Education, other universities, research centres, Ministry of Agriculture, NGOs, etc..
5. Change the attitudes of the different stakeholders towards environ-mental issues, and the need to protect our ecosystem to preserve sus-tainable resources for the next generation through capacity building programme.
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2. Literature Review
2.1 Higher Education System in Palestine
The university education consists of 4 years of a college education to obtain a Bachelor’s degree and additional 2 years for a Master’s degree.
Some colleges provide 2 years of education for a diploma (MOEHE 2006 and 2008, World Bank, 1999 and Wikipedia 2010).
There are a relatively large number of universities in Palestine, and Pales-
tinians have a high proportion of higher education and university graduates. The number of students enrolled for Bachelor’s degrees in the Palestinian traditional universities in 2007/2008, was102,125 students of which 55,070 or 53.9% were females. The number of students enrolled in graduate studies was 15,435 of which 8,966 or 58.1% were females. Gross male enrollment ratio for higher education was 47.3% (MOEHE 2008).
More higher education students are enrolled in humanities academic pro-grams such as social science, education, and arts, with lower percentages studying science and engineering.
There are 15 universities in Palestine of which nine in the West Bank and six in the Gaza Strip. There are 14 technical schools and 20 community col-leges in Palestine. These are listed in Tables 1, 2, and 3 below. While most universities are public, university and community colleges are either gov-ernmental or private. The languages of instruction adopted by Palestinian universities are Arabic and English. Three university and community colleges were established and operated by UNRWA. The majority of higher educa-tion institutions in Palestine are non-profit institutions, Fundraising is relied upon for for infrastructure and equipment support, which is then supple-mented by government funding.
Demand for higher education has increased significantly in the past decades with students enrolled in higher education institutions more than tripling between 1995 and 2006. Palestine higher education system needs not only to satisfy the increasing demand from the growing population of secondary education graduates, but also to maintain quality and relevance to meet the changing demands of the global economy. In addition, public financing for
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higher education is weak, given current financial circumstances. The system heavily depends on student fees, which is 60 percent of universities’ operat-ing costs (Heyneman, 1997, World Bank, 1999, Jaramillo and Hiromichi, 2009, and Wikipedia 2010)
Since early eighties, several international institutions including AMID-EAST supported the Palestinian Faculty Development Program (PFDP) which seeks to increase capacity within the higher education sector in the West Bank and Gaza. PFDP intended to address long-term issues of reform in teaching and learning practices, thereby setting in motion a process that will address the quality of higher education well beyond the project’s life span. These faculty development programs have intensified with the estab-lishment of Palestinian National Authority and MOEHE.
The MOEHE has developed new student loan schemes for higher educa-tion. The objectives of this loan scheme are:
1. To create a sustainable resource that will assist students into the future, 2. To ensure that students understand their responsibility to share the
cost of their education, 3. To provide a strong, streamlined repayment system that is easy and fair
(repayments of loans must be collected from all students), and 4. To provide a collection mechanism that will ensure sustainability- a
revolving fund (Heyneman, 1997, Jaramillo and Hiromichi, 2009).
Inter-university co-operation programs are underway in the Palestinian territory, such as TOKTEN, PEACE and MEDCAMPUS. They are sup-ported by partners such as the European Union, UNESCO and the UNDP. The PEACE program (Palestinian-European Academic Co-operation in Education) involves 23 Palestinian and European universities. It has been particularly noteworthy for having allowed students and educators from the West Bank to be sent to European faculties at a time when university estab-lishments in Gaza and the West Bank were closed. In a second phase, it is to provide for the dispatch of missions of volunteer academics, on sabbatical, from Europe, North America and the rest of the world to the West Bank and Gaza. Palestinian students wishing to obtain a doctorate must study in Israel or overseas (Nicolai, 2007).
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Table 3: List of Palest
inian Com
munity C
ollegesC
omm
unity Colleges
Com
munity C
ollegesIn the W
est Bank
In the Gaza Strip
Nam
eStatus
Nam
eStatus
1.Al-O
mm
ah 2.A
l-Ibrahimiyah
3. Modern C
omm
unity 4.A
l-Raw
dah 5.A
n-Najah
6.Hishm
Hijjaw
i Tech. College
7.Applied Professions - PP Public
8.Com
munity H
ealth Public 9.C
ollege of Nursing-H
ebron Private 10.A
ndaleeb El-Am
ad Nursing Public
11.Nursing C
oll. -Inash El-Usra Public
12.Nursing C
oll. - Karitas H
. Public 13.N
ursing Coll.- A
lmaqasid H
. Public 14.Taleetha K
omm
ee15. Edw
ard Said National C
onserva-tory of M
usic
Governm
entalPrivatePrivatePrivate Public PrivatePublicPublic PrivatePublicPublicPublic PublicPublic
Public
1.Intermediate Studies - A
l-Azhar
2.Applied Sciences &
Tech.- Al-Islam
iyah 3.A
rab Com
m. R
afah 4.G
aza Com
munity
5.Gaza C
omm
. For Tourist Studies
PublicPublicPrivateU
NRW
APrivate
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Tabl
e 1:
List
of P
alest
inia
n U
nive
rsiti
esU
nive
rsiti
es
U
nive
rsiti
esIn
the
Wes
t Ban
k
In th
e G
aza
Stri
pN
ame
Stat
usN
ame
Stat
us1.
Al-Q
uds U
nive
rsity
2.
Al Q
uds O
pen
Uni
vers
ity
3. B
irzei
t Uni
vers
ity
4. A
n-N
ajah
Nat
iona
l Uni
vers
ity
5. H
ebro
n U
nive
rsity
6.
Bet
hleh
em U
nive
rsity
7. A
rab
Am
eric
an U
nive
rsity
- Je
nin
8. H
ebro
n U
nive
rsity
9.
Pal
estin
e Po
lyte
chni
c U
nive
rsity
Publ
icPu
blic
Publ
icPu
blic
Publ
icPu
blic
Priv
ate
Publ
icPu
blic
1. A
l-Azh
ar U
nive
rsity
- G
aza
2. Is
lam
ic U
nive
rsity
of G
aza
3. U
nive
rsity
in G
aza
for G
irls
4. U
nive
rsity
of P
ales
tine
5. A
l Qud
s Ope
n U
nive
rsity
6.
Al A
qsa
Uni
vers
ity
Publ
icPu
blic
Publ
icPu
blic
Publ
icG
over
nmen
tal
Tabl
e 2:
List
of P
alest
inia
n Te
chni
cal C
olle
ges
Uni
vers
ity C
olle
ges
Uni
vers
ity C
olle
ges
In th
e W
est B
ank
In
the
Gaz
a St
rip
Nam
eSt
atus
Nam
eSt
atus
1.Pa
lest
ine
Tech
nica
l-Tul
kare
m
2.Pa
lest
ine
Tech
nica
l-Al-A
roub
3.
Pale
stin
e Te
chni
cal-G
irls-
Ram
alla
h 4.
Educ
atio
nal S
cien
ces -
5.
Wom
en C
omm
unity
6.Ed
ucat
iona
l Sci
ence
Fac
ulty
- 7.
Ram
alla
h M
en’s
Tra
inin
g C
ente
r8.
Ibn
Sina
Nur
sing
Al-D
awa
Kal
klia
9.
Bet
hleh
em B
ible
10
.Nih
ad A
bu G
harb
ieh
Tech
nolo
gy In
st.
Gov
ernm
enta
l G
over
nmen
tal
Gov
ernm
enta
l U
NRW
A
Publ
icU
NRW
A
Gov
ernm
enta
l G
over
nmen
tal
Priv
ate
Priv
ate
1.Pa
lest
ine
Tech
nica
l-2.
Dei
r Al B
alah
Sci
ence
&
Tech
nolo
gy
3.Pa
lest
ine
Nur
sing
/K
han
Youn
is
4.A
l-Daw
a G
aza
Gov
ernm
enta
l
Gov
ernm
enta
lG
over
nmen
tal
Gov
ernm
enta
l
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Table 3: List of Palest
inian Com
munity C
ollegesC
omm
unity Colleges
Com
munity C
ollegesIn the W
est Bank
In the Gaza Strip
Nam
eStatus
Nam
eStatus
1.Al-O
mm
ah 2.A
l-Ibrahimiyah
3. Modern C
omm
unity 4.A
l-Raw
dah 5.A
n-Najah
6.Hishm
Hijjaw
i Tech. College
7.Applied Professions - PP Public
8.Com
munity H
ealth Public 9.C
ollege of Nursing-H
ebron Private 10.A
ndaleeb El-Am
ad Nursing Public
11.Nursing C
oll. -Inash El-Usra Public
12.Nursing C
oll. - Karitas H
. Public 13.N
ursing Coll.- A
lmaqasid H
. Public 14.Taleetha K
omm
ee15. Edw
ard Said National C
onserva-tory of M
usic
Governm
entalPrivatePrivatePrivate Public PrivatePublicPublic PrivatePublicPublicPublic PublicPublic
Public
1.Intermediate Studies - A
l-Azhar
2.Applied Sciences &
Tech.- Al-Islam
iyah 3.A
rab Com
m. R
afah 4.G
aza Com
munity
5.Gaza C
omm
. For Tourist Studies
PublicPublicPrivateU
NRW
APrivate
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u
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2.2 The Search for Reform: the Bologna Process
It was suggested that the Bologna Follow-Up Group (BFUG) take a lead role in ensuring coherence across the different strands affected by learn-
ing outcomes. It was also recognized that the pace and nature of change will not be uniform across all countries or all disciplines, and accordingly con-tinuous dialogue to achieve a common language and a shared understanding of that language is needed among various stakeholders (Edimburgo 2004).
Fontes (2003) reported that further involvement of students is needed at all levels of decision making. This involvement should not only be legally permitted but effectively encouraged by providing the means necessary for active participation both in the formal and informal approaches.
The European Higher Education Area (EHEA) is the objective of the Bo-logna process - to create more comparable, compatible and coherent systems of higher education in Europe. Under the Lisbon Recognition Convention of the Council of Europe, degrees and study periods are recognized mutu-ally. Article 2 of the first Protocol to the European Convention on Human Rights obliges all signatory parties to guarantee the right to education.
To increase the development of modules, courses and curricula at all lev-els with ‘European’ content, orientation or organization, a Bologna process follow-up seminar reached a European shared vision on the implications and prospects of curricular integration and found that curricular integration (inter-institutional cooperation, mobility schemes and integrated programs of study, training and research) is a necessary condition, a priority, and a valu-able instrument for awarding joint degrees by higher education institutions either at the national or regional level (Mantova 2003). The vision indicated that Joint degree programs based on integrated curricula is one of the ma-jor priorities for the building of a European “identity” within the common European Higher Education Area, as they provide the learners in all cycles – including doctoral studies - with a coherent, recognizable and challenging experience of European diversity. This is also an obvious added value to na-tional HE systems (Mantova 2003).
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2.3 Globalization and Higher Education
The term ‘globalization’ is a complex cultural and social theory con-struct and a convenient euphemism concealing contested meanings
and dominant perspectives and ideologies. It was suggested that globaliza-tion, political and economic systems, and the competitive market forces have generated a massive growth in the knowledge industries that are having pro-found differential effects on educational institutions and nations in general (Zajda and Geo-JaJa 2009).
2.3.1 General Implications:UNESCO-IIEP (1999) indicated that the potential effects of globaliza-
tion are many and far-reaching, due to this phenomenon’s scale and nature. It was also stated that globalization has major implications for regional and na-tional economies, which, in turn, affect economic growth potential, resource available, work requirements, and the role of the state and consequently, it has major impact on the development of education systems, which has not been assessed. Among the foreseen implications of globalization were: the transformation of culture, the widespread use of information technology, and the increased decentralization and privatization of higher education.
After presenting three main points:
First, higher education is essential to promoting sustainable human devel-opment and economic growth. It is no longer a luxury that only rich countries can afford, but an absolute necessity for all countries, and especially for poor countries.
Second, the pressures of globalization make it urgent that we devote substan-tially more resources to the tertiary education sector, and that we also reform it at both the level of individual institutions and the system as a whole.
Third, good ideas are not enough – focusing on implementation is at least as important as policy design. The harsh realities of taking an idea to the field and bringing it to scale must be considered in the design of policy.
Bloom (2002) argued that globalization exerts new pressures on higher education, making reform essential. But ideas on reform are not enough –
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and here’s another contradiction relating to both development and higher education: the policy community spends an inordinate amount of time com-ing up with clever ideas for reform, but very little time working out how to implement the policies effectively. This, of course, applies to most develop-ment priority areas.
2.3.2 One System:
It is important to remember that one higher education system cannot fit the needs of all nations of this world. There might be a desire in de-
veloping countries to build new universities using US or EU universities as models. This cannot work for developing countries including Palestine sim-ply because what the US, EU, or elsewhere in the developed world want and need from their higher education programs is different from that of develop-ing countries. It is better to base higher education on local needs and use and benefit from lessons learned elsewhere.
2.3.3 None-Educational Needs:
Not only educational needs but also differences in culture, demographic characteristics, and national motivations play and important role in
the success of higher education programs. In a review of globalization expe-riences of American business schools and American universities’ success in opening branches worldwide, Lovett (2010), indicated that it was clear that demography and culture, not politics, placed limits on the ability of Ameri-can business schools to clone themselves successfully abroad, even when con-ditions were favorable and suitable local partners could be found.
2.3.4 National Development Implications:
Bennell and Pearce (2003) illustrated that the internationalization of higher education has far-reaching implications for the development
of higher education in the developing and transitional countries. They found that national institutions will be faced with increasingly intense competition from foreign providers, which, without appropriate protective measures by the institutions themselves as well as the governments, could seriously affect their status and survival in the medium to long term.
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2.3.5 Globalization and Education Reform:
It was shown that a complex nexus is taking place between globalization, ideology and education reforms– where, on the one hand,
“ globalization is perceived as positive element in achieving democratiza-tion and progressive pedagogy which is equated with equality, inclusion, eq-uity, tolerance and human rights”,
While on the other hand
“globalization is perceived (by some critics at least) to be a totalizing force that is widening the socio economic gap between the rich and the poor, and bringing power, domination and control by corporate bodies and powerful organizations (Zajda, 2010)”.
Therefore, Zajda (2010) concluded that we need to continue to explore critically the new challenges confronting the global village in the provision of authentic democracy, social justice and cross-cultural values that genuinely promote a transformative pedagogy. We need to focus on the crucial issues at the centre of current and on-going education reforms, if genuine culture of learning, and transformation, characterized by wisdom, compassion and intercultural understanding, is to become a reality, rather than rhetoric.
2.4 Strategic Planing for the Reform of Environmental Studies
2.4.1 The Need for Reform and its implementation:
As higher education sector serves the public interest, the systems of higher education, its governance, its role in developing science and
technology, and its interrelation with general education are important issues to be continuously looked at and upgraded as a country’s development goes on.
The traditional forms of higher education put a high premium on continu-ity, on the careful accretion and testing of knowledge, in which teaching and learning are conducted within a well-understood and respected framework
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of institutional and teacher-student relationships. Within such stable and assured frames, major advances in knowledge and the techniques for acquir-ing it could be confidently secured (Gornitzka et. al., 2005). In Palestine the political and consequent socio-economic contexts within which higher edu-cation institutions work have great importance and influence on the quality, turbulence, and performance of the sector.
All higher education institutions, both public and private, both nonprofit and for-profit, from state colleges to research universities to community col-leges to a wide variety of technical and professional schools, serve a public purpose. Considerable variation in quality, purpose, and aspirations exists in each of these sectors (Shapiro 2003). However, public purpose develop and change with time and accordingly higher education needs to cope with such change and reform.
It is also important to recall that any higher education institution gains social legitimacy only by fulfilling the specific responsibility of providing the next generation with the capacities, beliefs, and commitments thought nec-essary to ensure society’s goals.
It was stated that to achieve world excellence in science and technology, the public must promote and defend two complementary and indivisible free-doms: the freedom of scientists to investigate and the freedom of entrepre-neurs to innovate and market their products to the world (PDS, 2002).
Rowley and Sherman (2001) indicated that the future of academic institu-tions will be determined by highly astute, well-informed administrators who are capable of making the right choices. This means knowing how the play-ing field has changed over time and what will be the best position to take on that field. This certainly includes proper strategic planning and the adoption of the best way to planned strategy implementation. Strategic planning is better aligning the college or university with its environment including the balance between institutional philosophy (small-specialty-comprehensive, educational-research, profit- non-profit, governmental-private, etc), available resources (human, technical, technological, financial, etc), and expected risks.
Two main issues are of concern when discussing higher education reform: the extent to which reform and change is needed, and what changes are ex-pected to occur in the short, medium, and long term. Accordingly, strategic
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planning should cover teachers’ capacities and expertise, courses offered, edu-cational environment, learning facilities, institution governance, and stake-holders’ participation and involvement. These factors, changes, and issues are briefly talked about below.
2.4.2 Teachers’ Capacities and Expertise:
Driel et. al. (2001) found that reform efforts in the past have often been unsuccessful because they failed to take teachers’ existing knowledge,
beliefs, and attitudes into account. They recommended long-term profes-sional development programs are needed to achieve this objective including multi-method designs of (a) learning in networks, (b) peer coaching, (c) col-laborative action research, and (d) the use of cases. In examining the students’ satisfaction in higher education Butt and Rehman (2010) found that teach-ers’ expertise is the most influential factor among all the variables, therefore it requires special attention from policymakers and institutes.
Deshields et al. (2005) found that faculty performance and classes were the key factors which determined the quality of college experience of students, which in turn led to satisfaction.
Concerning sources of funds and quality effects in higher education, Brown (2001) suggested that a greater reliance on private subsidies is associated with higher measures of teacher quality. Consistent with this, he found that a greater reliance on public subsidies leads to lower teacher quality ratings.
2.4.3 Courses Offered and Research Nature:
The nation’s faculties have built up an enormous store of materials and ideas that provide the overall structure and content of their courses.
Given the new technological capacity to convert this capital into instruction-al programs to be delivered over the internet, private interests have mobilized the financial capital needed to capture a new revenue stream from students unable to study on campus (Shapiro, 2003). For the copyright, two issues of concern were discussed:
• the area of copyright: material, one could assume faculty ownership and • the area of patents: one could assume university ownership.
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Stes et. al., (2010) revealed that more attention should be given to studies researching behavioral outcomes, thereby drawing not only on self-reports of participants, but also measuring actual changes in performance. In examin-ing research into teaching, learning and assessment in higher education in terms of structure and agency, Ashwin (2008) argued that although issues of structure and agency are seen as crucial in social theory, there has been very little focus on them and they were very little discussed in research associated with teaching, learning and assessment in higher education.
2.4.4 Teaching - Learning Environment:
Ashwin (2009) indicated that while the importance of the dynamic na-ture of teaching–learning interactions is clearly recognized in texts
aimed at improving teaching–learning processes in higher education, the in-teractive aspects of such processes are currently put in the background of research in this area. He also noted that there are two mainstream approaches to analyzing teaching–learning processes in higher education:
• The ‘Approaches to Learning and Teaching’ perspective: which has giv-en a clear indication of how students’ and academics’ perceptions of teaching–learning environments are consistently related to the quality of their learning and teaching and to the quality of students’ learning outcomes.
• the’ Social Practice’ perspectives: which has provided insights into the issues that students face in understanding the cultural context of their programs of study
The 21st Century Learning Environment will blur the line between on- and off-campus experiences and remove barriers to learning and research- greatly improving the quality of education for students globally. It was clear that students are comfortable with new technologies and expect to use them in the education environment (Wilen-Daugenti, 2007).
Lesch (2009) described that nearly all the discussions about contemporary education which are now taking place seem to concern the possible attempt to reform schools as they now stand. Seldom do serious discussions take place concerning what effective learning is and how that process may or may not be tied to the process of schooling. Learning and schooling may not only
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be entirely different endeavors, it is also possible that the latter may on occa-sion be an actual impediment to the former.
The Internet has already enabled the transformation of higher education by streamlining campus administrative processes, enhancing facilities such as dorms and classrooms, enabling digital libraries, expanding access to dis-tance learning, and creating more-engaging learning environments through video and simulations. In this environment, learners have complete access to any higher-education resource, including experts, lectures, content, course-ware, collaborative dialogs, information exchanges, hands-on learning, and research—no matter where they are located (Wilen-Daugenti, 2007).
It was indicated that web-based collaborative learning either as life-long learning, or distance learning, and/or informal learning will become a popu-lar learning approach in the higher education field along with the develop-ment of a web-based environment ( Jianhua and Akahori, 2001).
Eaton (2002) described that distance or distributed learning raises a stra-tegic and financial challenge for every type of higher education institution. Advancements in technology and expansion of markets for distributed learn-ing pose questions for college and university presidents, regardless of their institutional mission.
Accordingly, the main learning environment challenge to higher education institutions is how they will adapt to and use the surge of new technologies to stay relevant, manage an environment where students have unlimited ac-cess to information, can easily collaborate with others no matter where they are located, and will tap into expertise outside the campus walls to enhance and customize their learning.
In answering the question: Does the technology affect how faculty mem-bers teach and how students learn?”, St. Clair and Martin (2005) indicated that it all funnels down to a course that an instructor teaches with the goal of students learning using technology tools as appropriate.
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2.4.5 Learning Spaces/Facilities:
Webber and Ehrenberg (2010) found that student service expendi-tures influence graduation and persistence rates and their marginal
effects are higher for students at institutions with lower entrance test scores and higher Pell Grant expenditures per student. They also suggested that reallocating some funding from instruction to student services may enhance persistence and graduation rates at those institutions whose rates are cur-rently below the medians in the sample
The Center for Teaching and Technology (2006) found that as we have
come to understand more about learners, how people learn, and technol-ogy, our notions of effective learning spaces will change. Increasingly and with time, those spaces are flexible and networked, bringing together formal and informal activities in a seamless environment that acknowledges that learning can occur anyplace, at any time, in either physical or virtual spaces. The effective design of learning spaces-whether a classroom, a laboratory, a library, or an informal space-can enhance learning (ELI, 2006). More and more we see the power of built pedagogy (the ability of space to define how one teaches) in colleges and universities (Oblinger, 2006).
2.4.6 Stakeholders Interaction (participation/involvement):
Mayo et al (2004) illustrated that conflicting family/work demands, financial issues and academic concerns were the factors identified by
students as possible reasons for attrition.
In discussing the possibilities and contradictions of the interaction between sustainable development and higher education, Gough and Scott (2007) ar-gued that sustainable development presents universities with a wide range of opportunities to fulfill their proper functions in teaching and research, that higher education has an essential role if any sort of sustainable development is to be achieved, but that the realization of this shared potential is likely to be fraught with pitfalls.
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2.4.7 Governance:
Governance in general covers the relationship between government and higher education, funding, steering mechanisms, quality and accredi-
tation. Sayed (2000) indicated that the debate about higher education gov-ernance is reflective of positional and organizational locations. Those outside direct state apparatuses may perceive certain forms of regulation as control, while the state may perceive such regulation to be supervision. The politics of policy is thus about the positionality of individuals and groups. It was noted that differentiation, which denotes the presence of community colleges, has a democratizing effect: it increases overall enrollment in postsecondary in-stitutions as well as decreases the gap in enrollment between students from different social strata (Roksa 2008).
In analyzing the rise in total financial resources for higher education where there has been a significant shift in the share of resources coming from tu-ition and fees and a decline in the share coming from state appropriations, Berger and Kostal (2002) simulations of policy options illustrated the dif-ficulty of maintaining enrollment levels in the face of tuition fee increases. They indicated that if tuition fees continue to rise, states are faced with re-ducing supply through lower state appropriations, or attempting to maintain current supply by increasing the amount of regulation in higher education.
Byrd (2001) indicated that there is increasing evidence that higher educa-tion is in a process of transformation, where institutions of higher education are becoming more business-like, more like virtual and corporate universi-ties, and are heavily engaged in retooling their products. Global universi-ties, virtual universities, and corporate universities are together adapting new technologies to academic needs. In consequence, higher education is becom-ing more affordable, while moving away from buildings and campuses, fo-cusing on developing the critical thinking skills of students, and developing noteworthy faculty.
It was argued that centralization and decentralization reforms in educa-tion reflect a neo-liberal ideology at work, they do not necessarily capture a complexity of forces fuelling educational and policy change. Academic standards, performance and quality of schooling continue to dominate the reform agenda globally, especially the performance league tables. At the same time, there are also politically determined curricular reforms affecting the nature and the content of history school textbooks (Zajda 2010).
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2.4.8 Academic Standards and Education Reforms:
It has been argued that the politics of education reforms surrounding national curricula, standards, excellence and quality, as well as outcomes-
based curriculum reforms have ‘largely come from Northern, often World Bank, ideologies’ (Zajda 2010, Watson 2000, p. 140; see also Zajda 2005; Zajda and Geo-JaJa 2009). At the same time, others argue that high stakes testing reforms, driven by political and cultural ideology and concerns for ef-ficiency and economic productivity, serve to impede the development of real equality of educational opportunity, particularly for disadvantaged students (Zajda 2010, Moses and Nanna (2007).
2.4.9 Higher Education under Conflict and Military Occupation:
Since 1967 and until present, more than 1,300 Palestinians schools, uni-versities, and colleges have been disrupted by the Israeli Army through
imposed curfews, and closures in the Palestinian Territory. Additionally, many students have been tortured, held in detention, or under arrest, and/or in jails.
A report by Strategic Foresight Group has mentioned the academic cost of conflict in the Middle East. Following the start of the 2003 US war in Iraq, there has been a deliberate targeting of educational establishments by mili-tants. In 2007, 353 academics were assassinated. Almost 800,000 children are currently out of school, and over 3,000 academics have fled the country. Over 30% of children and 40% of university students stay at home due to fear, and paucity of schools near them (Wikipedia 2010).
In the Lebanon 2006 war, Lebanese children were some of the worst af-fected, where 33% of all civilian deaths were children and 390,000 children were displaced. 40,000 children had their education disrupted during the war, with over 300 schools having been damaged (Wikipedia 2010).
It is important to mention that by putting these pressures on faculty and students, a brain drain process occurs in which the best quality of academic and research capacities leave for outside areas in search of better socio-eco-nomic conditions and political stability. This issue will hinder the success and implementation of any higher education reform plan.
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2.4.10 Higher Education and Institutional Diversity:
Diversity has been identified in the higher education literature as one of the major factors associated with the positive performance of higher
education systems. Well-planned and directed institutional diversity in high-er education systems represents an important element of policy making. The following advantages of institutional diversity have been identified (Birn-baum, 1983 and VanVught, 2009):
1. Increased diversity in a higher education system is an important strat-egy to meet student needs.
2. Diversity provides for social mobility. 3. Diversity is supposed to meet the needs of the labor market. 4. Diversity serves the political needs of interest groups.5. Diversity permits the crucial combination of élite and mass higher edu-
cation. 6. Diversity is assumed to increase the level of effectiveness of higher edu-
cation institutions. 7. Diversity is assumed to offer opportunities for experimenting with in-
novation.
2.4.11 Hig her Education and Environmental Excellence:
Higher education is one of the nation’s most valuable assets and is the reference for natural and human resources development. Colleges and
universities continue to be stewards of environmental research, education, and innovation. Colleges and universities as a sector are committed to im-proved public health, environmental protection and conservation, and com-pliance with environmental laws by formulating curriculum around these cri-teria.(CSHEMA et. al., 2002). Higher education programs at colleges and universities would, among others, help in the following directions:
1. Identifying regulations that need to be tailored to the higher education community.
2. Creating performance-based environmental standards that encourage pollution prevention and protect the environment.
3. Creating interpretive guidance for the regulated community and for federal, state and local regulators to enhance consistency and under-
42
standing of compliance expectations, and4. Expanding compliance assistance to address specific situations on a na-
tional basis.
2.4.12 Higher Education and Socio-Economic Development:
Higher education should be the milestone for any society’s socio-eco-nomic development. If this sector is operating under limited condi-
tions and is unable to provide the requirements for country’s socio-economic development, it has potential to act negatively, i.e., hold back development.
Shapiro (2003) indicated that universities, like other social institutions and even individuals, ought to serve interests that include, but move beyond, nar-row self-serving concerns as both a responsive servant and a thoughtful crit-ic. In other words, universities should not serve our interests alone. He noted that this idea, while applauded in principle, is easily lost in the challenge of meeting one’s day-to-day responsibilities.
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3. Methodology
Reform of environmental studies in higher education in Palestine is timely and necessary, but must be initiated appropriately so that no
damage is caused to existing institutions and programs.
3.1 Introduction
This section presents the design and the procedures used in investigat-ing the main two objective concerns of project.
3.2 Instrumentation:
New trends in research currently combine quantitative and qualitative data to investigate activities of interest and to provide additional layers
of triangulation to validate findings (Bernard, 2006). A stratified sample for both the quantitative and qualitative methods is comprised of four group-ings:
1. Students enrolled in the Master’s program on Environmental Studies.2. Teaching Staff,3. Stakeholders, 4. Alumni of the Master’s Program of Environmental Studies
To answer the questions related to the two activities (quantitative and qualitative) in this project, and to analyze results, two types of instruments and procedures were used. For the first (the quantitative method) four ques-tionnaires were submitted to the subjects, and for the qualitative method a focus group at three workshops at the campuses of the three universities were held to collect data.
3.3 Description of the Questionnaire
As part of our effort to evaluate the effectiveness of the Master’s pro-grams for the three universities, four instruments were used to collect
data for evaluation to achieve the objectives of the project:-
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Each questionnaire consisted of three parts
Part One:
Part one of the questionnaire deals with general information of the par-ticipant. Twelve queries of “fill in space” statements dealing with general information about the participant including:- • When did you start your Master’s program? • Gender• Marital status• Family size (number) • Age• Are you a full-time or part-time student? • What is your current work? • Are you working in a full- time job? • Name the graduate program that you were enrolled on • University Name • How many credit hours did you finished so far? • What is your Grade Point Average (GPA)? • Are you working in the environmental field?
Part Two
Part two of the questionnaire deals with participant’s attitude towards spe-cific educational domains of concern for each group of participants. Tables (4) and (5) page 28 lists the overall domains that the questionnaire is de-signed to measure each of the four targeted groups:
• Teaching Staff• Stakeholders• Students Enrolled in the Master’s program on Environmental Studies• Alumni of the Master’s program of Environmental Studies
Each of these domains consisted of different items depending on the tar-geted subject in the investigation, where the range of possible answers for each item in the questionnaire was designed in accordance with the Likert scale (1 = strongly agree, 2= Agree, 3=neutral, not relevant, 4= Disagree, 5= strongly disagree).
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Part Three
Each domain was followed by objective questions which vary in numbers from domain to domain. Inquires were formulated as yes or no questions, open-ended answers or of types similar to the following examples:
I. Rate (from 0 very poor – 5 excellent) the merits your education gave you in terms of how well it prepared you for working life.
1. General knowledge _____ 2. Ability in your major subject / study program _____ 3. Ability in your minor subject / minor studies _____ 4. Communication skills_____ 5. Scientific knowledge in and solutions of environmental issues and
problems _____
What problems, if any, have you experienced concerning advice during the course of your Master’s of Environmental Sciences?
II. Rate the following statements on a scale from zero to four (1 =does not describe my attitude at all, 2 = describes my attitude quite poorly, 4 = describes my attitude quite well, 5 = totally describes my attitude, 3 = unable to answer or not relevant)
(See Appendixes the final four questionnaires for more details in describ-ing these objective questions)
To ensure the questionnaire validity, the questionnaires were revised and validated by the members of the project committees from the six universities. Only minor changes were made in terms of wording morphology and
After making the changes proposed by the expertise, a final version was approved to measure what was designed for.
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Reliability coefficient for each domain was calculated by using SPSS Cronbach Alfa. Cronbach’s alpha will generally increase as the inter-
correlations among test items or groups increase, and is thus known as an in-ternal consistency estimate of reliability of test scores. For comparing groups, Cronbach’s alpha values of 0.7 to 0.8 are regarded as satisfactory. For all the four questionnaires conducted in this study, Cronbach’s alpha values ranging from 0.82 to 0.87 were obtained concluding that the four questionnaires has good internal validity.
3.5 Statistical Analysis
The data collected were analyzed for means, percentages, standard de-viation, and regression using ANOVA and factor analysis using the
Statistical Packages for Social Sciences (SPSS).
3.6 Focus Groups
In assessment of the current higher education environmental sciencesin Palestine (task 1.2), three main workshops were held in the three cam-
puses: one workshop at An-Najah National University, one workshop at Al-Quds University, and one workshop at Birzeit University. All workshops were conducted, transcribed, and analyzed as focus groups during May and June 2010. Workshop programs consisted of the following:
1. Call of graduates from previously prepared lists by all available means (newspapers, An-Najah radio, personal contacts, e-mails, hoe phone, mobiles, classmates, etc.)
2. Inviting lecturers from the university and other universities through letters and e-mail for workshops
3. Inviting the relevant institutions and NGOs officially. 4. Inviting all the participants in the project. 5. Inviting the engineering final-year students at the opening, 6. Communication with Public Relations for media coverage and photog-
raphy
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The project team leaders of each university acted during the workshop as focus group moderators. After an opening session where participants were introduced to the project and its activities and tasks, the four target groups were set and separated in four rooms. A moderator for each target group was assigned. Each target group was asked face to face to talk freely about the Master’s programs.
48
Tabl
e (4
): D
omai
ns o
f Eac
h Ta
rget
ed G
roup
Targ
et G
roup
Dom
ain
1D
omai
n 2
Dom
ain
3D
omai
n 4
Dom
ain
5D
omai
n 6
Dom
ain7
Teac
hing
Sta
ff
Ince
ntiv
es to
teac
h in
an
envi
ronm
en-
tal p
ostg
radu
ate
prog
ram
Rel
evan
ce o
f the
en
viro
nmen
tal
high
er e
duca
tion
prog
ram
(pro
-gr
am’s
rela
tions
hip
to st
uden
t int
eres
ts
and
empl
oyer
ne
eds)
.
Lect
urer
Fee
dbac
kof
tool
s use
d, sk
ills
and
capa
bilit
ies
deve
lope
d
Ado
ptio
n an
d pr
ac-
tice
of e
xtra
cur-
ricul
ar a
ctiv
ities
Ado
ptio
n a
nd
prac
tice
of t
he
prin
cipl
e of
col
lec-
tive
parti
cipa
tion
and
team
Stud
ents
Enr
olle
d in
the
Mas
ter P
ro-
gram
on
Envi
ron-
men
tal S
tudi
es
Stud
ents
’ vie
ws o
n en
viro
nmen
tal i
s-su
es a
nd p
robl
ems
Qua
lity
and
Rel
evan
ce o
f the
en
viro
nmen
tal
high
er e
duca
tion
prog
ram
Qua
lity
and
Rel
-ev
ance
of t
each
ing
staf
f and
adm
inis
-tra
tive
supp
ort
Teac
hing
tool
s us
ed, s
kills
de-
velo
ped
and
team
w
orki
ng p
ract
iced
.
Extra
cur
ricul
um
activ
ities
``
````
````
````
`
Stak
ehol
ders
Vie
ws o
n en
viro
n-m
enta
l iss
ues a
nd
prob
lem
s
The
envi
ronm
enta
l hi
gher
edu
catio
n pr
ogra
m (p
rogr
am
rela
tions
hip
to e
x-pe
rienc
e, in
tere
sts
and
empl
oyer
s ne
eds)
.
Org
aniz
atio
n’s
Expe
ctat
ions
: C
larit
y of
pro
gram
le
arni
ng o
bjec
tives
an
d co
mpl
ianc
e w
ith in
tern
atio
nal
Stan
dard
s.
Org
aniz
atio
n’s
Expe
ctat
ions
: C
larit
y of
pro
gram
le
arni
ng o
bjec
tives
an
d co
mpl
ianc
e w
ith in
tern
atio
nal
Stan
dard
s.
Lect
urer
’s q
ualit
y an
d co
mm
itmen
t (le
ctur
er a
cade
mic
qu
alifi
catio
ns a
nd
intu
ition
, ded
ica-
tion
and
sinc
erity
).
Ado
ptio
n a
nd
prac
tice
of
extra
curr
icul
ar
activ
ities
(soc
ial,
spor
t, to
uris
tic, a
c-tiv
ities
with
in th
e ac
adem
ic p
rogr
am
impl
emen
tatio
n an
d af
ter g
radu
-at
ion
Ado
ptio
n an
d pr
actic
e of
pa
rtici
patio
n an
d te
am w
orki
ng
(stu
dent
invo
lve-
men
t, pa
rtici
patio
n,
inte
ract
ion,
etc
)
Alu
mni
of t
he
Mas
ter P
rogr
am
of E
nviro
nmen
tal
Stud
ies
Stud
ents
’ vie
ws o
n en
viro
nmen
tal i
s-su
es a
nd p
robl
ems
Qua
lity
and
Rel
evan
ce o
f the
en
viro
nmen
tal
high
er e
duca
tion
prog
ram
Qua
lity
and
Rel
-ev
ance
of t
each
ing
staf
f and
adm
inis
-tra
tive
supp
ort
Prog
ram
s Qua
lity
Teac
hing
tool
s us
ed, s
kills
de-
velo
ped
and
team
w
orki
ng p
ract
iced
````
````
````
`
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Table (5): N
umber O
f Items A
n Objective Q
uestion In Each D
omain
Description
General
Informa-
tion
Dom
ain 1D
omain 2
Dom
ain3D
omain4
Dom
ain 5D
omain 6
Dom
ain 7
Teaching Staff N
o. of items
No. of objective questions
107
1113
148
7
00
50
0Students enrolled in environ-m
ental Studies N
o. of items
No. of objective questions
117
616
139
07
616
139
0Stakeholders N
o. of items
No. of objective questions
1310
97
116
610
00
00
00
0A
lumni of the M
aster Program
of Environmental Studies
No. of item
s N
o. of objective questions
107
714
2213
1013
819
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4. Results
This chapter includes the main results obtained in this study. Results are listed in three parts: general data of study population, the four
questionnaires analysis or results, and the focus groups’ results.
4.1 General Data of Study Population;
The population of this study consisted of four target groups related to the Master’s Program on Environmental Studies: students enrolled
in program in the year 2010 (59.8% of total), teaching staff (12.2% of total), stakeholders (4.9% of total), and alumni of the Master’s program since 1994 (23.2% of total). Table 6 shows the distribution of the study population by university and target group.
Table 6: Sample Distribution by University and Target GroupUniversity Alumni
Enrolled Students
Stakeholders Teachers Total
Berizet University 17 53 1 6 77Al-Quds University 9 18 3 8 38An-Najah National University 12 27 4 6 49Grand Total 38 98 8 20 164
4.1.1 Overall Responses Evaluation
This section focused on testing the difference in personal variables of participants in the study, within their current level of the domain sat-
isfaction according to Likert Scale.
An examination of all demographic variables (such as gender, marital sta-tus, University…etc) in each questionnaire revealed no significant differences between universities as well as target groups. Some results are presented here, while others will be shown in Appendix B.
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Male Versus Female Views of Students Enrolled
“Is there is a significant difference between males and females in their re-sponses for all domains in the questionnaire related to the enrolled student”. One way analysis (ANOVA) was used students’ means as the dependent variable with gender as an independent variable. The ANOVA result for the five domains under investigation was obtained using Statistical Package for Social Sciences (SPSS). The ANOVA results related to gender are presented in Table (7)
Table 7: One-way ANOVA for All Domains of Students Enrolled by Gender
Sum of
Squares df Mean Square F Sig.
totald1 Between Groups .372 1 .372 1.763 .188
Within Groups 18.575 88 .211 Total 18.947 89
totald2 Between Groups .460 1 .460 1.717 .194
Within Groups 23.049 86 .268 Total 23.509 87
totald3 Between Groups .702 1 .702 3.341 .071
Within Groups 18.488 88 .210 Total 19.190 89
totald4 Between Groups .005 1 .005 .025 .876
Within Groups 19.261 88 .219 Total 19.267 89
totald5 Between Groups .354 1 .354 .985 .324
Within Groups 31.659 88 .360 Total 32.013 89
toatd1d5 Between Groups .156 1 .156 1.198 .277
Within Groups 11.733 90 .130 Total 11.889 91
Note totald = Total Domain
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The above table 7 shows that the results indicate no difference in all do-mains between male and female. This is because the range of sp value (Sig) in the last column in the table range from 0.071 to 0.876, with none less than 0.05.
Figure 2.1 reveals that the male and female means are very close. This may prove that the enrolled students answer the questions in the same mode for both male and female. This may be as they face the same problems. The mean of males is greater than females only for domain one titled “Students’ views on environmental issues and problems”
In the four other domains the blue column representing female means is greater than the green for males.
Figure 2.1 Means of Males and Females Responses by Enrolled Student’s
totald1 means: Students’ views on environmental issues and problemstotald2 means Quality and Relevance of the environmental higher educa-
tion programtotald3 means Quality and Relevance of teaching staff and administrative
supporttotald4 means Teaching tools used, skills developed and team working
practiced.totald5 means Extra curriculum activitiestoatd1d5 means Total of all domains
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Responses of Students Enrolled from the Three UniversitiesTo answer the question “Are there significant differences between the re-
sponses of students enrolled at the three Universities that participated in filling the questionnaires?”
One way ANOVA results shows that there are no significant differences pair wise between the enrolled students, as Table (8) shows
Table 8: One-way ANOVA for All Domains of Students Enrolled For the Three Universities
Sum of Squares df
Mean Square F Sig.
domain1 Between Groups .727 2 .364 .964 .392 Within Groups 12.449 33 .377 Total 13.176 35 domain2 Between Groups .625 2 .313 .903 .415 Within Groups 11.420 33 .346 Total 12.046 35 domain3 Between Groups 1.201 2 .601 2.093 .142 Within Groups 8.320 29 .287 Total 9.521 31 domain4 Between Groups .196 2 .098 .402 .673 Within Groups 6.352 26 .244 Total 6.549 28 domain5 Between Groups .200 2 .100 .188 .829 Within Groups 13.812 26 .531 Total 14.013 28 domaintotal Between Groups .063 2 .032 .276 .762 Within Groups 1.948 17 .115 Total 2.012 19
The above table indicates that the results reveal no significant differences in all domains are between male and female are clear. The range of p values (Sig) in the last column of the table is from 0.142 to .0 .829, with no values less than 0.05.
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Table 9:Means of All Students Enrolled For the Three Universities by Domains
University totald1 totald2 totald3 totald4 totald5 toatd1d5
dimension1Najah 1.9573 2.2220 2.3965 2.1699 2.4218 2.1910
Al-Quds 1.9788 2.2778 2.3768 2.1061 2.7647 2.3008Birzeit 1.9636 2.1465 2.5326 2.2005 2.6276 2.2942
Figure (2.2) the above results for the total domains are clear, from the bars for the three universities
Figure 2.2 Means of Enrolled Student’s Responses by University
The highest means for the sum of the five domains was Al-Quds Univer-sity while the lowest domain was for An-Najah.
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Responses of Alumni from the Master’s programs
“Are there significant differences between males and females in their re-sponses for all domains in the questionnaire related to the Alumni?” One way analysis (ANOVA) was used students’ means as dependent Variable with gender as independent variable. The ANOVA results for the five domains under investigation is shown in Table (10)
Table 10: One-way ANOVA for All Domains of Alumni by GenderSum of Squares df Mean Square F Sig.
domain1 Between Groups .012 1 .012 .032 .859 Within Groups 13.164 34 .387 Total 13.176 35
domain2 Between Groups .001 1 .001 .003 .956 Within Groups 12.044 34 .354 Total 12.046 35
domain3 Between Groups 1.922 1 1.922 7.588 .063 Within Groups 7.599 30 .253 Total 9.521 31
domain4 Between Groups .763 1 .763 3.562 .070 Within Groups 5.785 27 .214 Total 6.549 28
domain5 Between Groups .023 1 .023 .044 .836 Within Groups 13.990 27 .518 Total 14.013 28
domain total Between Groups .800 1 .800 11.886 .074 Within Groups 1.212 18 .067 Total 2.012 19
The above table shows that a result of no differences in all domains be-tween male and female. Because that the range of p values (Sig) in the last column in the table, 0.070 to 0.956 which not less than0.05
Domain1 means: Students’ views on environmental issues and problemsDomain2 means: Quality and Relevance of the environmental higher edu-
cation programDomain3 means: Quality and Relevance of teaching staff and administra-
tive support
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Domain4 means: Programs QualityDomain5 means: Teaching tools used, skills developed and team working
practicedDomtotal means Total of Domains.
The five other domains display that the blue column (female) means is greater.
Figure 2.3 Means of Responses by Alumni Males and Females
The highest mean was for the female in domain 3 titled by “domain3 means: Quality and Relevance of teaching staff and administrative support” and the lowest mean for male in domain one (See Tables 11 to 14 below).
Table 11: Means of Alumni’s Responses for All Domains and Total
Domain Meandomain1 2.0437domain2 2.5509domain3 2.6641domain4 2.6431domain5 2.4483
domain total 2.4984
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Table 12: Means of Alumni’s Responses by Gender
Gender domain1 domain2 domain3 domain4 domain5 domtotalfemale 2.0204 2.5444 2.9420 2.8231 2.4793 2.6984male 2.0584 2.5556 2.4479 2.4969 2.4231 2.2984
Table 13: Means of Alumni’s Responses by Domain and University
University domain1 domain2 domain3 domain4 domain5 domtotalNajah 1.9643 2.6970 2.6875 2.5300 2.3736 2.5105
Al-Quds 1.8571 2.6296 2.3125 2.6900 2.3516 2.3661Birzeit 2.1964 2.4063 2.8125 2.7071 2.5282 2.5295
Table 14: Means of Alumni’s Responses for all Subjects by Do-main and University
University totald1 totald2 totald3 totald4 totald5 toatd1d5Najah 1.9573 2.2220 2.3965 2.1699 2.4218 2.1910
Al-Quds 1.9788 2.2778 2.3768 2.1061 2.7647 2.3008Birzeit 1.9636 2.1465 2.5326 2.2005 2.6276 2.2942
Figure 2.5 Means of Alumni’s Responses by University
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Table 15 Alumni’s Means by Gender
Gender domain1 domain2 domain3 domain4 domain5 domtotalfemale 2.0204 2.5444 2.9420 2.8231 2.4793 2.6984male 2.0584 2.5556 2.4479 2.4969 2.4231 2.2984
FIGURE TITLEDomain1 means: Students’ views on environmental issues and problemsDomain2 means: Quality and Relevance of the environmental higher edu-
cation programDomain3 means: Quality and Relevance of teaching staff and administra-
tive supportDomain4 means: Programs QualityDomain5 means: Teaching tools used, skills developed and team working
practicedDomain total means Total of Domains.
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Comparison Between Responses of the Three UniversitiesTo answer the question “Are there significant differences between Alumni
responses from each of the three universities that participated in filling the questionnaires?” One way ANOVA results show no big differences between alumni groups. Table (16) shows the means in each domain and Table 17 shows the ANOVA for all domains.
Table 16: Alumni’s Means
Name Univrsty domain1 domain2 domain3 domain4 domain5 domtotalNajah 1.9643 2.6970 2.6875 2.5300 2.3736 2.5105
Al-Quds 1.8571 2.6296 2.3125 2.6900 2.3516 2.3661Birzeit 2.1964 2.4063 2.8125 2.7071 2.5282 2.5295
Table 17: One-way ANOVA for All Domains of Alumni by University
Sum of Squares df Mean Square F Sig.domain1 Between Groups .727 2 .364 .964 .392
Within Groups 12.449 33 .377 Total 13.176 35
domain2 Between Groups .625 2 .313 .903 .415 Within Groups 11.420 33 .346 Total 12.046 35
domain3 Between Groups 1.201 2 .601 2.093 .142 Within Groups 8.320 29 .287 Total 9.521 31
domain4 Between Groups .196 2 .098 .402 .673 Within Groups 6.352 26 .244 Total 6.549 28
domain5 Between Groups .200 2 .100 .188 .829 Within Groups 13.812 26 .531 Total 14.013 28
domtotal Between Groups .063 2 .032 .276 .762 Within Groups 1.948 17 .115 Total 2.012 19
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Figure 6.1 Alumni’s Means for the Three Universities
The main summary of all questionnaires:
Each of the domains listed in Table (18) consisted of different items whose numbers depend on the targeted subject in the investigation. The level of answer for each item in the questionnaire was designed in accordance with the Likert scale.
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Table (18): Summ
ary for the Four Targeted Groups of A
ll Dom
ains
Target Group
Dom
ain 1D
omain2
Dom
ain3D
omain 4
Dom
ain 5D
omain 6
Dom
ain 7
Teaching Staff M
eanStan devN
umber
2.26.918
2.70.688
2.040.838
2.15.738
2.71.698
00
Students Enrolled in the M
aster’s Program in Envi-
ronmental Studies
Mean
Stan devN
umber
1.96.4595
2.19.5293
2.47.4795
2.17..4695
2.60.6395
2.27.3597
0
StakeholdersM
eanStan devN
umber
1.28.3710
2.17.5410
2.26.3710.
2.17.3210
2.43.3510
2.78.7510
2.34.5410
Alum
ni of
the M
aster’s Program
of Environmental
Studies
Mean
Stan devN
umber
2.043.6136
2.55.5936
2.66.5532
2.45.4829
2.50.70729
..00
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4.2 Questionnaires Results
The results of the four questionnaires are listed in Appendix B (Tables B1 to B23). A brief description of each questionnaire results is listed
below.
4.2.1 Students enrolled in the Master’s program on Environmental Studies.
Table (B 1) representing students’ views on environmental issues and problems show that the highest mean, for item 5, was 3.4043 (highly
disagree), “Environmental problems should be left to the experts” and the lowest, for item 7, was 1.4574 (highly agree), “A combination of factors such as science, technology, research, awareness and understanding can solve envi-ronmental problems. It is obvious from students’ responses that they would like to learn and know more about environmental issues and accordingly contribute their abilities.
Table (B 2) describing student responses on quality and relevance of the environmental higher education program show that responses are very close in weight (agreeing to neutral on all items raised). The highest mean (2.2903) was for item 2, “The quality of courses was generally appropriate for the level of a degree program”, and the lowest (2.0220) was for item 1, “It was pos-sible to pursue courses in subjects that I am interested in”. Although mostly in agreement, students responses show non-decisiveness on the quality and relevance of the environmental higher education program
Table (B 3) shows students’ responses on the quality and relevance of teaching staff and administrative support. It reveals that the highest mean (highly disagree) was for item 14 = 3.7872, “My department organized sport activities for the class during the Master’ss program”. This response indicates the high concern of participants to extracurricular activities such as sport activities. The lowest mean (just agree) was for item 1= 1.9574. , “Staff were enthusiastic about the topics they presented”. It is clear from this table that students pinpoint the lack of extracurricular activities in the program and non-decisive attitudes on the quality and relevance of teaching staff.
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Table (B 4) includes students views on teaching tools used, skills devel-oped and teamwork practiced. Student’s responses were very close in weight (agreeing to neutral on all items raised) indicating weak acceptance and/or approval of the quality of teaching tools used, skills developed and teamwork practiced. It shows that the highest mean was for item 7 = 2.9022, “I got an internship in the course field during the Master’s program” and the lowest was for item 8= 1.7021. , “It is relevant for me to use computer software on the course subject and its applications”.
Table (B 5) includes student views on extracurricular activities provided and/or practiced by local universities. It is interesting to note that all the re-sponses were ranging in weight from neutral to disagree. Knowing that most students were just entering the program or had spent one semester in it, these responses were considerably stronger than anticipated. Responses show that the highest mean was for item 3 = 2.9570, “The University provides adequate supporting facilities (health, counseling, food, sports, dormitory, etc.) for graduate life.” and the lowest was for item 5= 2.3696. , “Social life on and off campus has been good”.
4.2.2 Alumni of the Master’s Program of Environ-mental Studies
Table (B 6) lists alumni’s views on environmental issues and problems and shows that the highest mean was for item 5 = 3.7027 (highly
disagree), “Environmental problems should be left to the experts.” and the lowest was for item 3= 1.4474 (highly agree), “People should care more about protection of environmental issues and problems”. Alumni differ from enrolled students in their views by having higher sharpness or decisiveness in their responses.
Table (B 7) gives alumni’s views on the quality and relevance of the envi-ronmental higher education program. Surprisingly, alumni responses indi-cated a neutral view on all questions, a result which indicates very little trust in the quality and relevance of the program. It shows that the highest mean was for item 2 = 2.7838, “The quality of courses was generally appropriate for the level of a degree program.” and the lowest was for item 12.0541 “It was possible to pursue courses in subjects that I am interested in”
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Table (B 8) includes alumni’s views on the quality and relevance of teach-ing staff and administrative support. Alumni’s views here are diverse and differ from enrolled students in their sharpness or decisiveness in responses, ranging from agreement (staff was helpful and friendly) to highly disagree-ing (availability of extracurricular activities). It shows that the highest mean was for item 14=3.8378, “Has your department organized sport activities for your class during the Master’s program.” and the lowest was for item 3= 1.9189 “Staff were helpful and friendly”.
Table (B 9) includes alumni’s responses to programs quality. The responses to the detailed twenty questions were mostly neutral to disagree putting a raising questions on the program’s quality. Responses show that the highest mean was for item 13=3.0588 “Contributed to promotions to a higher level in organization” and the lowest was for item 1= 2.0000 “Increased knowledge about role played by the Environmental Science Master’s program”
Table (B10) concerns alumni’s views on teaching tools used, skills devel-oped and team working practiced. Responses were mostly around the neu-tral point indicating weak trust in teaching tools used, skills developed and team working practiced. A result indicating shared views on the subject mat-ter with the enrolled students. It shows that the highest mean was for item 5=3.2258 “Have you had practical training in your courses” and the lowest was for item 8= 2.0294 “How relevant is it, for you, to use computer software on the course subject and its applications”.
4.2.3 Teaching Staff
Table (B11) includes teaching staff views on the incentives to teach in an environmental postgraduate program. Most responses were with
‘agree’ weight indicating positive attitude towards teaching incentives. Re-sponses show that the highest mean was for item 5=3.6250 “Environmental problems should be left to the experts” and the lowest was for item 4= 1.8571 “I think each of us can make a significant contribution to environmental protection”.
Table (B12) includes teaching staff views on the relevance of the environ-mental higher education program (program’s relationship to student inter-ests and employer needs). Most responses were towards the disagree weight indicating the low relevancy of the program in fulfilling students interest
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and employer’s needs. Responses show that the highest mean was for item 8=3.3750 “I taught courses unrelated to my educational background” and the lowest was for item 11= 1.8750 “.
Table (B13) gives lecturer’s feedback on the program, the process, the re-search, and interaction with students. Responses were mostly in the neutral range with a tendency to agree. This result indicates weak confidence of the teaching staff in the program, the process, the research, and interaction with students. Responses show that the highest mean was for item 12=2.5000 “I do highly value/rate my university program in comparison to other local university programs” and the lowest was for item 6 = 2.1250 “Master’s thesis research offered to students relate well to local needs”.
Table (B14) gives lecturer’s views on the sufficiency of tools used, skills and capabilities developed (technical support, training and internships, discus-sions, etc). Responses on the fourteen statements were mostly in the highly agree to agree range. This result indicates that the teaching staff knows what is needed for the program in tools, skills, and capabilities and supports their application in the program. Responses show that the highest mean was for items 7 and 9=2.3750 “I have used practical training in my courses” and “ I have assisted students to obtain internships relevant to the course “, and the lowest was for items 1 and 2 = 1.1650 “I am aware of which core skills we need to pass on to students” and “I have used one or more of the core skills in my courses “.
Table (B15) gives lecturer’s views on the adoption and practice of extra-curricular activities (including social, sport, touristic, activities) within the academic program implementation and after graduation. Responses on the eight statements were mostly in the neutral to disagree range which indicate the weak application of extracurricular activities either during the program implementation or afterwards. Responses show that the highest mean was for item 6=3.6260 “I have considered taking our class to a restaurant as a so-cial activity” and the lowest was for item 5 = 2.1250 “I maintain contact with students after graduation “.
Table (B16) gives lecturer’s views on the adoption and practice of the prin-ciple of collective participation and teamwork (student involvement, partici-pation, interaction, etc). Responses on the seven statements were mostly in the highly agree to neutral range which indicate the relatively positive at-
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titude of the teaching staff towards students participation and involvement. Responses show that the highest mean was for item 4=2.750 “Students’ ideas and opinions are difficult to understand, and are contradictory or incompat-ible with my own ideas and beliefs” and the lowest was for item 7 = 1.6250 “I understand how my work fits into department/program objectives, mission and values “.
4.2.4 Stakeholders
Table (B17) gives lecturers’ views on environmental issues and prob-lems. Responses on the ten statements were mostly in the highly agree
range which indicate the strong stakeholders support to and positive attitude towards environmental issues and problems faced. Responses show that the highest mean was for items 8 and 9 =1.500 “I think the organization I am working with has confidence in the quality of environmental higher educa-tion programs offered by Palestinian universities” and “ I think the orga-nization I am working with needs the knowledge and skills developed in graduates of environmental higher education programs offered by Palestin-ian universities “ and the lowest was for item 7 = 1.100 “Science, technology and research, combined with awareness and understanding can solve envi-ronmental problems”.
Table (B18) gives lecturer’s views on the relevance of the environmental higher education program (program relationship to experience, interests and employers needs). Responses on the nine statements were diverse from high-ly agree to neutral range which indicate the positive interest and supportive attitude of stakeholders towards program relationship to experience, interests and needs. Responses show that the highest mean was for item 3=3.100 “My organization knows in details the environmental higher education programs offered by Palestinian universities” and the lowest was for item 5 = 1.500 “My organization has adopted an environmental quality management system in their daily work “.
Table (B19) gives lecturer’s views on the organization’s expectations: Clar-ity of program learning objectives and compliance with international stan-dards. Responses on the seven statements were mostly in the highly agree to neutral range which indicate the relatively positive attitude of stakeholders towards clarity of program learning objectives and compliance with interna-
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tional standards. Responses show that the highest mean was for item 5=3.400 “Palestinian universities provide sufficient financial and technical support to students working on their Master’s theses” and the lowest was for item 3 = 1.7778 “Student research work for Master’s theses at Palestinian universities is conducted in coordination with my organization”.
Table (B20) gives lecturer’s views on the sufficiency of tools used, skills and capabilities developed (technical support, training and internships, discus-sions, etc). Responses on the eleven statements were mostly in the highly agree to neutral range which indicate the confidence and positive attitude of stakeholders towards sufficiency of tools used, skills and capabilities de-veloped by local universities. Responses show that the highest mean was for item 7=3.0000 “Environmental sciences and/or engineering Master’s pro-grams at local universities are supported by sufficient analytical laboratories” and the lowest was for item 7 = 1.6250 “My organization employs graduates who have different components of core skills “.
Table (B21) gives lecturer’s views on lecturer quality and commitment (lec-turer academic qualifications and intuition, dedication and sincerity). Re-sponses on the six statements were mostly in the highly agree to neutral range which indicate two distinct issues (1) stakeholders have positive at-titude of the quality of the teaching staff and (2) stakeholders have negative respect on the level of communication practiced with them by the teaching staff at local universities. Responses show that the highest mean was for item 5=3.4000 “Lecturers in environmental MS programs at Palestinian universi-ties regularly communicate with my organization to discuss organizations and market needs” and the lowest was for item 2 = 1.8889 “My organization invites lecturers/experts in the field working at local universities to share ex-periences with employees “.
Table (B22) gives lecturer’s views on the adoption and practice of extra-curricular activities (social, sport, touristic, activities within the academic program implementation and after graduation). Responses on the six state-ments were diverse ranging from agree on their support of local universities to conduct extracurricular activities to highly disagree on the financial sup-port provided for these activities. These indicate that the support provided is in-kind and not financial. Responses show that the highest mean was for item 6=4.2222 “My organization gives financial support to local universities for extracurricular activities” and the lowest was for item 2 = 2.0000 “Our
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organization has helped local universities in making extracurricular activities available to students “.
Table (B23) gives lecturer’s views on the adoption and practice of partici-pation and teamwork (student involvement, participation, interaction, etc). Responses on the ten statements were diverse ranging from highly agree on the graduates good quality and adaptation to work environment and highly disagree on the opposite of it. Responses show that the highest mean was for item 4=3.5714 “Employees graduated from local universities are difficult to understand” and the lowest was for item 10 = 1.5556 “Employees gradu-ated from local universities get along quickly either with supervisors or/and co-workers “.
4.3 Focus Group Procedures
All discussions from the three workshops at the three universities were recorded and a summary of issues raised is given below:
1. There is a weakness in scientific research skills, in terms of report writ-ing or instrumentation. From the program perspective, students are part-time students who come to the university two days maximum and because of this it is not possible for them to earn these skills.
2. There is a weakness in communications skills. Some of these weaknesses can be seen in how to approach the practical world after graduation and go through the work stages from interviews to dealing with bosses and employees of different levels.
3. There is a weakness in practical training and lab experiments and dem-onstrations. This places pressure on students especially when they start working after graduation in different sites and fields, as they cannot employ the information and skills they have acquired in practical terms. There is a feeling that much of the information gained is not applicable because of the difference between practice and applied programs. The practical part of the program needs to improve, this can be achieved by:• Field visit and site investigations.• Laboratory work and analysis technique.• Conferences and workshops.
4. Students in the program are coming from different disciplines (math, agriculture, chemistry, engineering, etc.) so they do not have the same
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base level of knowledge. Instructors are forced to go back to deal with principles and to spend time to assimilate this knowledge. Students with strong backgrounds are disappointed from the level of knowledge that they receive. This kind of conflict between instructor and students needs a solution. Few instructors follow old traditional methods of teaching, which depends on reading the material.
5. There is a need to introduce new topics that are related to strength background knowledge such as geology courses, especially Geology of Palestine and Hydrology.
6. There is lack in information flow between the Alumni and the depart-ment. This problem can be solved through student and alumni clubs or associations.
7. There is also a lack in coordination between governmental, public, civil institutions and alumni.
8. There is a weakness in the scientific side, due to two reasons: a. Poor training infrastructure in terms of the possibility of training students to various organs and the provision of the different needs of this segment both in terms of specialized human resources and the high cost of the training. b. The fact that students are not regularly engaged (part-time) to work in Master’s programs due to lack of full time employment because of their work in different locations and the lack of scholarship, which would provides a monthly stipend for the student to live and practice scientific activities.
9. There is a diversity of knowledge and lack of homogeneity and by the fact that students have different scientific backgrounds, which means that there is variation in the fields of knowledge which results in weak attainment and the difficulty of educational of some of them and re-peating of teaching materials for some specialists, forcing the teacher to balance between diverse scientific backgrounds of the students.
10. There is strong opposition to the ongoing traditional teaching method of education practiced by some teachers based upon the fact that their style of dictation of knowledge without much analysis, discussions and applications is not appropriate for graduate level teaching.
11. There is lack of appropriate places for students to perform field visits with the possibility of applying some of the experiences they want to do in the field.
12. There is a need to introduce a course on the subject of geology of Pales-tine to the program, since this course is part of the environment, water and writing scientific of related reports. This course needs to be sup-
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ported with, scientific visits to sites. In addition to securing appropriate sites, additional resources must be made available for transportation, as well as the need to post more than one professor specialized in differ-ent disciplines to accompany the students to these sites and familiarize students with the problems from different points of view.
13. There is a need for courses to be taught to serve the scientific outcome of the student, either in the process of thesis preparation, or in the writ-ing of reports.
14. There is absence of a body or unit at the university which administers follow-up communication with alumni and directs them to conferences or to pursue their higher studies and knowledge upgrade.
15. There is a need to introduce a course in environmental education to the program, since many of the alumni work in schools or in civil institu-tions with a relationship towards awareness or directly teaching envi-ronmental awareness.
16. There are weak linkages between students from different universities a manifestation of the lack of relationships between universities and government and civil institutions, which lin turn has led to a lack of knowledge of the work of these institutions in addition to weak links with them.
17. The creation of an environmental club, the role of whichis for com-munication between graduates in different universities and among the graduates themselves.
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5. Discussion
5.1 Identification of Common Themes
SPSS Output of factor analysis (extraction method: principal component analysis), shows an abridged version of the R-matrix. The top half of
this table contains the Pearson correlation coefficient between all pairs of questions whereas the bottom half contains the one-tailed significance of these coefficients. The correlation matrix was used to check the pattern of relationships.
First, after scanning the significance values and the correlation coefficients, it was found that correlation coefficients are less than 0.9 and multicollinear-ity is not a problem for this data. Therefore, there is no need to consider eliminating any questions at this stage.
Second, Factors with eigenvalues greater than two were separated. Conse-quently, Three main themes (main factors) were identified which explain 58% of the variability of the data. The three themes are:
1. The twenty five questions that load highly on factor 1 seem to all relate to program quality and the quality of its application.. Therefore we might label this factor The Quality of the MSc. Program Content and its Application.
2. The eight questions that load highly on factor 2 seem to all re-late to program quality and the quality of its application. Therefore we might label this factor Availability of Extracurricular Activities.
3. The eight questions that load highly on factor 3 seem to all relate
to program quality and the quality of its application. Therefore we might label this factor Availability of Training and Support Environ-ment (in class and in the field)
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The domain questions under each theme are listed in Table below.
Table 19: The Identified Common Themes and Related Questions.
Location* Questions Theme 1 Theme 2 Theme 3
3/6 Lecturers encouraged students to think critically, in and out classroom X
3/5 Lecturers added value to the subject matter, in-creased my interest in the Master’s program X
3/7 Lecturers gave clear instructions for assignments and other activities in their course X
2/2 The quality of courses was generally appropriate for the level of a degree program X
3/2 Staff were properly prepared X
2/5 The knowledge and training obtained helped me advance my career objectives X
3/1 Staff were enthusiastic about the topics they pre-sented X
4/5 I had practical training in my courses X3/3 Staff were helpful and friendly X
3/4 Lecturers were fair and unbiased towards their students. X
3/10 The Master’s program that I enrolled in meets in-ternational standards. X
4/9 I was introduced to and used computer programs in both the course subject and its applications X
5/6 Housing in the university area is reasonable and adequate. X
3/16 I feel that there is a great relation between the courses at the Master’s program and my work now
X
4/13 I did practice collective and team work practices during the courses X
3/9 Adequate support and resources were provided by my University X
4/2 It is relevant for me to use different components of Core Skills X
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Location* Questions Theme 1 Theme 2 Theme 3
3/13My department organized/considered taking the class to a restaurant as a social activity during the Master’s program
X
1/7A combination of factors such as science, technol-ogy, research, awareness and understanding can solve environmental problems
X
5/3The University provides adequate supporting fa-cilities (health, counseling, food, sports, dormi-tory, etc.) for graduate life.
X
1/4 I think each of us can make a significant contribu-tion to environmental protection X
5/4 The University area provides a reasonable social environment for my stay. X
1/3 People should care more about environmental is-sues and problems X
4/8 It is relevant for me, to use computer software on the course subject and its applications X
4/12 It is relevant for me, collective and team work practices during the courses X
4/7 I got an internship in the course field during the Master’s program X
5/1 The university campus provides a friendly and supportive environment for graduate students. X
3/12My department organized/considered taking the class on an outing (e.g. excursion) during the Master’s program
X
4/10 It is relevant for me, to go on a field trip relevant to course subject and applications X
4/6 It is relevant for me, to have internship in the course field X
2/3 The amount of work required for the degree is ap-propriate for the level of a degree program X
2/6 After graduation, I was will be able to pursue my immediate career goals X
1/5 Environmental problems should be left to the ex-perts X
Extraction Method: Principal Component Analysis.3 components extracted* = Domain/Question
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5.2 Main Problems
After studying the responses’ means, standard deviation, percentage share, and number of respondents for the four questionnaires em-
phasizing the disagree and strongly disagree responses, the following three groups of rejections were found. All other issues were either strongly agree or agree on.
5.2.1 Problems Identified by Students’ and Alumni’s Responses
Eleven issues were rejected or strongly rejected by students and alumni (see Table below). Enrolled students emphasized the issue of unavail-
ability and inaccessibility of extracurricular activities in the programs. How-ever, the issues rejected or strongly rejected by students and alumni could be grouped mainly in two groups:
• Availability and provision of extracurricular activities• Training and practical skills either in technical and/or communication
organizational areas
Table 20: List of Problems Identified by Students and Alumni Responses
Issue MeanHas your department organized sport activities for your class during the Master’s program?
3.8378
Environmental problems should be left to the experts 3.7027My department organized/considered taking the class to a restaurant as a social activity during the Master’s program
3.4516
Has your department organized/considered taking your class to a restaurant as social activity during the Master’s program?
3.3243
Has the program coordinator discussed career preparation steps with you and the class?
3.2432
Have you had practical training in your courses? 3.2258
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Issue MeanHas your department organized/considered taking your class to an outing (e.g. excursion) during the Master’s program?
3.1351
Did you get an internship in the course field during the program? 3.1250Prepared to manage external functions of an organization 3.0278Contributed to promotions to a higher level in organization 3.0588Increased skill in conducting effective meetings 3.0571
5.2.2 Problems Identified by Teachers Responses
Five issues were rejected or strongly rejected by university teachers (see Table below). The issues in part intersect with those raised or rejected
by students and alumni, but add some specifics such as the insufficiency of laboratories and the teaching of major courses.
Table 21: List of Problems Identified by Teachers Responses
Issue MeanEnvironmental problems should be left to the experts 3.6250I have considered taking our class to a restaurant as a social activity 3.6250I taught courses unrelated to my educational background 3.3750I do invite related Palestinian Authority decision makers in the field to my class to share experiences with students
3.2500
How sufficient are the laboratories needed for your courses? 3.1250
5.2.3 Problems Identified by Stakeholders ResponsesTen issues were rejected or strongly rejected by stakeholders (see Table
below). The issues rejected by stakeholders could be grouped mainly in three groups:
• Unavailability of both communication and cooperation between stake-holders and academic departments and/or staff at local universities
• Stakeholders got the negative impression of teaching and analytical laboratories availability at local universities (environmental programs)
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• Graduates, although not difficult to understand, have difficulties in get-ting along with work environment
Table 22: List of Problems Identified by Stakeholders Responses
Issue MeanEmployees that graduated from local universities are difficult to understand 3.5714Our organization has considered inviting graduate classes from local universities to tour our premises
3.5556
Palestinian universities provide sufficient financial and technical support to stu-dents working on their Master’s theses
3.4000
Lecturers in environmental MS programs at Palestinian universities regularly communicate with my organization to discuss organizations and market needs
3.4000
Employees at my organization, graduated from environmental higher education programs at Palestinian universities praise their professors at Palestinian universi-ties
3.1250
My organization knows in details the environmental higher education programs offered by Palestinian universities
3.1000
Local universities employ lecturers in the environmental MS program who have quality experience and knowledge of local environmental problems and needs.
3.1111
Environmental sciences and/or engineering Master’s programs at local universi-ties are supported by sufficient analytical laboratories
3.0000
Lecturers in environmental MS programs at Palestinian universities regularly communicate with my organization to explore joint research and development in the field.
3.0000
Employees graduated from local universities get along quickly with work environ-ment
3.0000
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6. Conclusions
6.1 Conclusions
Based on the results obtained in this study the following concluding points were summarized:
6.1.1 Main Themes
Three main themes (main factors) or groups of program deficiencies were identified including:
1. The Quality of the MSc. Program Content and its Application.
2. Availability of Extracurricular Activities. 3. Availability of Training and Support Environment (in class and in the
field).
6.1.2 Programs Main Problems
Three main groups of problems within the environmental MSc pro-grams at the universities were indentified:
a. Problems identified by students and alumni responses including:
• Availability and provision of extracurricular activities• Training and practical skills either in technical and/or communication
organizational areas
b. Problems identified by teacher responses including:
Five issues were rejected or strongly rejected by university teachers and concentrated about the three themes stated in section 6.1.
c. Problems identified by stakeholder responses including:
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• In-availability of both communication and cooperation between stake-holders and academic departments and/or staff at local universities
• Stakeholders got the negative impression of teaching and analytical laboratories availability at local universities (environmental programs)
• Graduates although not difficult to understand, have difficulties in get-ting along with work environment
6.1.3 Additional Concluding Remarks from Ques-tionnaires Results
The following are additional to the above concluding remarks drawn from the four questionnaire results:
a. Students enrolled
• Students would like to expand their knowledge about environmental issues and accordingly contribute to environmental quality.
• Students responses show non-decisiveness on the quality and relevance of the environmental higher education program
• Students pinpointed the lack of extracurricular activities in the program
• Students were non-decisive on the quality and relevance of teaching staff.
• Student’s indicated weak acceptance and/or approval of the quality of teaching tools used, skills developed and team working practiced.
b. Alumni
• Alumni differ from enrolled students in their views on environmental issues and problems by higher sharpness.
• Alumni indicate low trust in the quality and relevance of the program and have reservations about the programs quality including teaching
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tools used, skills developed and teamwork practiced.
• Alumni agree that teaching staff were helpful and friendly.
• Alumni highly disagree on the availability of extracurricular activities.
c. Teaching Staff
• Teaching staff have positive attitude towards teaching incentives.
• Most teaching staff responses indicated the low relevancy of the pro-gram in fulfilling students’ interest and employer needs.
• Teaching staff indicated weak confidence in the program, the process, the research, and interaction with students.
• Teaching staff are aware of what is needed for the program in tools, skills, and capabilities and support its application in the program.
• Teaching staff acknowledge the weak application of extracurricular ac-tivities either during the program implementation or afterwards.
• Responses on the seven statements were mostly in the highly agree to neutral range which indicate the relatively positive attitude of the teach-ing staff towards students participation and involvement.
d. Stakeholders
• There is strong stakeholder support and positive attitude towards envi-ronmental issues and problems therein.
• Stakeholders have positive interest and supportive attitude towards program relationship to experience, interests and needs and agree on the graduates’ good quality and adaptation to work.
• Stakeholders hold relatively positive attitudes toward the clarity of pro-gram learning objectives and compliance with international standards and toward sufficiency of tools used, skills and capabilities developed by
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local universities.
• Stakeholders have positive attitude of the quality of the teaching staff.
• Stakeholders have negative respect on the level of communication prac-ticed with them by the teaching staff at local universities.
• Stakeholders believe that adoption and practice of extracurricular ac-tivities is the university’s responsibility.
6.1.4 Focus Groups• There is a weakness in scientific research skills, in terms of report writ-
ing or instrumentation.
• There is a weakness in communications skills.
• There is a weakness in practical training and lab experiments and dem-onstrations.
• Students in the program are coming from different disciplines create educational teaching problems including diversity of knowledge and lack of homogeneity
• There is strong opposition to teaching method of dictation
• There is absence of a body or unit at the university which follows up alumni and directs them to conferences or to pursue their higher studies or even knowledge upgrade.
• There is a need to introduce a course in environmental education to the program,
• There are weak linkages between students from different universities and there is a lack of relationship between universities, government and civil institutions,
• There is a need to enhance the role of the environmental club for com-munication between graduates in different universities and among the
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graduates themselves.
• There is a need to introduce new topics that are related to strength background knowledge such as geology courses, especially Geology of Palestine and Hydrology.
6.2 Recommendations
6.3 Future Directions
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Bloom, D., (2002). Mastering Globalization: From Ideas to Action on Higher Education Reform. Text of speech delivered at University of Laval conference “Globalisation: What Issues Are at Stake for Universities”, September 18-21, 2002, Quebec, Canada.
Brown, W., (2001). Sources of funds and quality effects in higher education. Eco-nomics of Education Review 20 (2001) 289–295.
Butt, B., and Rehman, K., (2010). A study examining the students satisfaction in higher education. Procedia Social and Behavioral Sciences 2 (2010) 5446–5450.
Byrd, M., (2001). Back to the future for higher education Medieval universities. Internet and Higher Education 4 (2001) 1–7.
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AppendicesDeveloped QuestionnairesA.1 Students enrolled in the Master’s program on Environmental Studies A.2 Teaching StaffA.3 StakeholdersA.4 Alumni of the Master’s Program of Environmental Studies
Questionnaire’s Results
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GeneralStudents Enrolled in the Master Program on Environmental Studies
This questionnaire will help in improving and upgrading the master pro-gram you were enrolled in and graduated from. This is a process which as-sesses the quality of all the graduate programs, and your responses are critical to the viability and future development of this program.
The graduate programs at An-Najah, AlQuds, Birzeit are under continu-ing review by the Graduate programs Committee. The present questionnaire was developed in the framework of the TEMPUS Project: “Developing a Strategic Plan for the Reform of Environmental Studies in the Higher Edu-cation System of Palestine (DRSP)”.
The questions below are not intended to limit your responses to this evaluation. Please add anything you wish. Specific comments are most helpful. If the space provided is not adequate please include additional pages and number your additional remarks accordingly.
Every response you return on the questionnaire(s) will be considered carefully by the Review Committee. Your opinions and comments are valuable and your efforts are very much appreciated. We appreciate your input which will enable the three Universities to maintain and enhance the quality of its graduate education reform of Environmental studies.
Thank you.
Note: You can complete objective questions in the questionnaire in Arabic or English
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Program Evaluation Questionnaire: Current StudentsDirections: As part of our effort to evaluate the effectiveness of this pro-
gram, we would appreciate your completing this questionnaire. You need not indicate your name.
General InformationWhen did you start your masters program? ___ / ___ / ___
1. Gender Female ___ Male ___
2. Marital status Single ___ Married ___ Other ___
3. Family size (number) (0-2) (3-5) (6-8) (9 & over)
4. Your age 20-25___ 26-30 ___ 31-35 ___ Over 35___
5. Are you a full-time or part-time student? Full-Time___ Part-Time___
6. What is your current work: Is it related to
______________________________________
Private___ Government___ NGO ___ Other ___
7. Are you working in a full- time job? Yes NoPosition ___________________Title _____________________
8. Name the graduate program that you were enrolled on
____________________________________
9. University: An- Najah ___ AlQuds___ Birzeit___
10. How many credit hours did you finished so far
Your Grade Point average (GPA)
_____________________
_____________________
11 Are you working in the environmental field? Yes No
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Domain (1)Students’ views on environmental issues and problems
No. Item 1 2 3 4 51 Science and technology can solve all environmental prob-
lems 2 I am willing to have environmental problems solved even
at the expense of many goods 3 People should care more about environmental issues and
problems 4 I think each of us can make a significant contribution to
environmental protection 5 Environmental problems should be left to the experts 6 I would like to know and understand more about environ-
mental protection7 A combination of factors such as science, technology, re-
search, awareness and understanding can solve environ-mental problems
1 = Strongly agree, 2= Agree, 3 = Neutral, do not know or irrelevant, 4= Disagree, 5= Strongly disagree
Domain 2Quality and Relevance of the environmental higher educa-
tion program Ref. Item 1 2 3 4 5
1 It was possible to pursue courses in subjects that I am interested in
2 The quality of courses was generally appropriate for the level of a degree program
3 The amount of work required for the degree is appropri-ate for the level of a degree program
4 The amount of work required for the degree was appro-priate for the degree that I sought.
5 The knowledge and training obtained helped me ad-vance my career objectives
6 After graduation, I was will be able to pursue my imme-diate career goals
1 = Strongly agree, 2= Agree, 3 = Neutral, do not know or irrelevant, 4= Disagree, 5= Strongly disagree
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Objective Questions1. Why did you decide to get a master degree?
( Please select those items which are most appropriate in order of priority, with 1 being the highest and 5 being the lowest)
(a) Needed for Job ______ (b) Wanted degree _____ (c) Self-fulfillment ______ (d) Family expected it_______ (e) Social status _________ (f ) Other ________________
2. How did you learn of the degree you are pursuing? (Check all items that apply) a- Recruiter____ b- Recommended by a friend____ c- University ______ d- Media ____ e- Personal research_____ f-Other _______
3. Was your involvement worth the time and effort? Yes____ No____ If no (specify why):
4. Please rate the difficulty in obtaining the Master degree from your University:
Very difficult ______ Difficult ______ Average______ Rather Easy ____ Easy____
5. In your own words, briefly indicate the one or two personal benefits gained as a result of participating in this program:
6. In what ways do you plan to apply the knowledge gained through your graduate degree?
(Rank the responses with “1” being the most important and 5being least important. Rank only those which apply).
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• Continue on towards the doctorate ___________________• Seek employment in the private sector_________________• Seek employment in the public sector__________________• Seek a promotion or career advancement _______________• Teach at the university level_________________________• Teach at the community college level__________________• Other (specify) ____________________________________
7. Compare the tuition fees at your University with other programs. Too high__________ Fairly high __________ Average __________ Fairly low ____________ Too low__________
Should your University make the program more flexible in schedule ? Yes _____ Undecided____ No_____
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Domain (3)
Quality and Relevance of teaching staff and administrative support
No. Item 1 2 3 4 51 Staff were enthusiastic about the topics they presented2 Staff were properly prepared3 Staff were helpful and friendly4 Lecturers were fair and unbiased towards their students.
5 Lecturers added value to the subject matter, increased my interest in the master program
6 Lecturers encouraged students to think critically, in and out classroom
7 Lecturers gave clear instructions for assignments and other activities in their course
8 The lecturers created an environment conducive to learning9 Adequate support and resources were provided by my University10 The master program that I enrolled in meets international Standards.
11 The program coordinator discussed career preparation steps with me and the class
12 My department organized/considered taking the class on an outing (e.g. excursion) during the masters program
13 My department organized/considered taking the class to a restaurant as a social activity during the masters program
14 My department organized sport activities for the class during the mas-ters program
15 My teachers discussed practical examples and linked them with the business of different enterprises
16 I feel that there is a great relation between the courses at the Master program and my work now
1 = Strongly agree, 2= Agree, 3 = Neutral, do not know or irrelevant, 4= Disagree, 5= Strongly disagree
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Domain (4)
Teaching tools used, skills developed and team working practiced.
No. Item 1 2 3 4 51 I did use one or more of the Core Skills in my courses
2 It is relevant for me to use different components of Core Skills
3 It is relevant for me, to have different levels of Core Skills
4 It is relevant for me, to have practical training as part of courses
5 I had practical training in my courses
6 It is relevant for me, to have internship in the course field
7 I got an internship in the course field during the mas-ter program
8 It is relevant for me, to use computer software on the course subject and its applications
9 I was introduced to and used computer programs in both the course subject and its applications
10 It is relevant for me, to go on a field trip relevant to course subject and applications
11 I did go (with the class) on field trips relevant to course subject and applications
12 It is relevant for me, collective and team work prac-tices during the courses
13 I did practice collective and team work practices dur-ing the courses
* Core Skills = Communications, Numeracy, Information Technology, Working with Others, Problem Solving
1 = Strongly agree, 2= Agree, 3 = Neutral, do not know or irrelevant, 4= Disagree, 5= Strongly disagree
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Domain (5)
Extra curriculum activities No. Item 1 2 3 4 5
1 The university campus provides a friendly and sup-portive environment for graduate students.
2 The library collection and services are adequate for my graduate work.
3The University provides adequate supporting facili-ties (health, counseling, food, sports, dormitory, etc.) for graduate life.
4 The University area provides a reasonable social en-vironment for my stay.
5 Social life on and off campus has been good
6 Housing in the university area is reasonable and ad-equate.
7 The size of the faculty is just right
8 I was intellectually challenged by the teaching of the faculty.
9 The length of time required for my degree is reason-able
1 = Strongly agree, 2= Agree, 3 = Neutral, do not know or irrelevant, 4= Disagree, 5= Strongly disagree
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Questionnaire No. 2: Teaching Staff
General
This questionnaire aims at improving the environmental higher educa-tion Master Program at Palestinian Universities (An-Najah, Al-Quds, and BirZeit through a process assessing the quality of all graduate programs. Your responses are critical to the viability and future development of the program.
The present questionnaire was developed in the framework of the TEM-PUS Project: “Developing a Strategic Plan for the Reform of Environmen-tal Studies in the Higher Education System of Palestine (DRSP)”.
The questions below are not intended to limit your responses to this
evaluation. Please add anything you wish. Specific comments are most helpful. If the space provided is not adequate, please include additional pages and number your additional remarks accordingly. You need not in-dicate your name.
Every response you return on the questionnaire(s) will be considered care-fully by the Review Committee. Your opinions and comments are valuable and your efforts are very much appreciated. We appreciate your input, which will enable the three Universities to maintain and enhance the quality of their graduate education and the reform of Environmental Studies
Thank you.
Note: You can complete objective questions in the questionnaire in Arabic or English
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General Information
1. Gender Female ___ Male ___
2. Marital status
Single ___ Married ___ Other ___
4. Age 20-25___ 26-30 ___ 31-35 ___ Over 35___
5. Educational background _____________________________________
6. Position _____________________________________
7. University: An- Najah ___ AlQuds___ Birzeit___
8 Years at the university ___________________________________
Name of the Master Program you teach in ___________________________________
9. Number of Courses Taught ___________________________________
10 Number of Master Thesis supervised ___________________________________
Note: You can complete objective questions in the questionnaire in Arabic or English
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Domain (1)
Incentives to teach in an environmental postgraduate program
No. Item 1 2 3 4 5
1 Science and technology can solve all environmental prob-lems
2 I am willing to have environmental problems solved even at the expense of many goods
3 People should care more about environmental issues and problems
4 I think each of us can make a significant contribution to environmental protection
5 Environmental problems should be left to the experts
6 I would like to know and understand more about environ-mental protection
7A combination of factors such as science, technology, re-search, awareness and understanding can solve environ-mental problems
1 = Strongly agree, 2= Agree, 3=neutral, not relevant, 4= Disagree, 5= Strongly disagree
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Domain (2)
Relevance of the environmental higher education program (program’s relationship to student interests and employer needs).
No. Item 1 2 3 4 51 The courses I teach are very relevant to the market needs
2 I researched market needs relevant to the courses I teach
3The department/faculty responsible for environmental MS program do hold regular meetings with lecturers in the program?
4The department/faculty responsible for environmental MS program do listen to critics and feed back received from and expressed by lecturers in the program
5 There are sufficient information about employers in the field in the department
6 How consistent are the goals and principles of the envi-ronmental higher education program at your department?
7 How sufficient are the laboratories needed for your courses?
8 I taught courses unrelated to my educational background
9 I feel that students are really interested in the program
10Environmental higher education programs at my depart-ment would help in creation of sustainable Palestinian environment in which people can live and work
11 I give actual/real examples or case studies from and/or relevant to Palestinian environment
Additional Comments
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Domain (3)
Lecturer FeedbackNo. Item 1 2 3 4 5
1 My university provides adequate resources for an ef-fective learning experience
2 Adequate support was provided by my University
3 This program seems to be very important to all de-partment members
4 I feel I am excited about the topics I am teaching
5 I do prepare my lecture carefully before going to class
6I do consider the individual student as a friendly person that I am obliged to deal with in a friendly manner
7As a teacher, I do feel obliged to pass on knowledge and understanding of the topic under consideration to students
8 Master thesis research offered to students relate well to local needs
9 The university provides sufficient financial and tech-nical support to master thesis students
10 Using English in graduate courses is academically beneficial
11 I am satisfied with the program curriculum
12 I do highly value/rate my university program in comparison to other local university programs?
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Obtaining a graduate degree in environmental sci-ences and/or engineering from your university is worth the time and cost
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Objective Questions1. What negative aspects from your experience, if any, you observed in the
master program?
2. What weaknesses, if any, have you observed in the delivery of the master programme?
3. Can you imagine your department/university achieving any positive academic developments? If so, please describe these achievements.
4. 16 Are you proud of your university’s reputation?
5. Are you satisfied with the curriculum of the program?
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Domain (4)
Sufficiency of tools used, skills and capabilities developed (technical support, training and internships, discussions, etc).
No. Item 1 2 3 4 5
1 I am aware of which core skills* we need to pass on to students
2 I have used one or more of the Core Skills in my courses
3 It is relevant for individual students to have different components of Core Skills
4 It is relevant for individual students to have different levels of Core Skills
5 Introducing core skills is appropriate for all students
6 It is relevant for individual students to have practical training in the course material
7 I have used practical training in my courses
8 It is relevant for individual students to have internship experience in subjects relating to the course
9 I have assisted students to obtain internships relevant to the course
10It is relevant for individual students to use computer programs and applications relevant to the course sub-ject
11 I have introduced students to and used computer pro-grams and applications relevant to the course subject
12 It is relevant for individual students to go on field trips relevant to the course subjects
13 I have taken the class on field trips relevant to the course subject
14 In class I use maps, diagrams, rankings and other forms of visualization tools to support my teaching
* Core Skills = Communications, Numeracy, Information Technology, Working with Others, Problem Solving
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Domain (5)
Adoption and practice of extracurricular activities (including social, sport, touristic, activities) within the academic program implementation and after gradu-ation
No. Item 1 2 3 4 5
1 Involvement in extracurricular activities during the course is relevant to the students
2 I have included extracurricular activities during the course
3 I have discussed career preparation steps with stu-dents
4 I have considered taking our class on a tour
5 I maintain contact with students after graduation
6 I have considered taking our class to a restaurant as a social activity
7 I do invite external experts in the field to my class to share experiences with students
8I do invite related Palestinian authority decision makers in the field to my class to share experiences with students
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Domain (6)
Adoption and practice of the principle of collective participa-tion and team working (student involvement, participation, interaction, etc)
No. Item 1 2 3 4 5
1 Students’ ideas are relevant to the development of my course
2 I learn from the students I teach
3 Effective teaching depends on mutual trust be-tween lecturers and students.
4Students’ ideas and opinions are difficult to under-stand, and are contradictory or incompatible with my own ideas and beliefs
5 I invite external experts in the field to my classes to share experiences with students
6At the end of the course I ask students how well they have understood the subject and its applica-tion in the field
7 I understand how my work fits into department/program objectives, mission and values
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Questionnaire No. 3 Stakeholders
General
This questionnaire aims at improving the environmental higher educa-tion Master Program at Palestinian Universities (An-Najah, Al-Quds, and BirZeit through a process assessing the quality of all graduate programs. Your responses are critical to the viability and future development of the program.
The present questionnaire was developed in the framework of the TEM-PUS Project: “Developing a Strategic Plan for the Reform of Environmental Studies in the Higher Education System of Palestine (DRSP)”.
The questions below are not intended to limit your responses to this eval-
uation. Please add anything you wish. Specific comments are most helpful. If the space provided is not adequate, please include additional pages and number your additional remarks accordingly. You need not indicate your name.
Every response you return on the questionnaire(s) will be considered care-fully by the Review Committee. Your opinions and comments are valuable and your efforts are very much appreciated. We appreciate your input, which will enable the three Universities to maintain and enhance the quality of their graduate education and the reform of Environmental Studies
Thank you.
Note: You can complete objective questions in the questionnaire in Arabic or English
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Program Evaluation Questionnaire: StakeholdersDirections: As part of our effort to evaluate the effectiveness of this pro-
gram, we would appreciate your completing this questionnaire. You need not indicate your name.
General Information
1. Gender Female ___ Male ___
2. Marital status Single ___ Married ___ Other ___
4. Age 20-25___ 26-30 ___ 31-35 ___ Over 35__
5. Type of work ___________________________________
6. Position ___________________________________
7. Educational Background
8. Name of Organization
9 Organization Field
10 Years in the field
11 Number of employees
12 Number of Employees with environmental master de-gree from Palestinian Uni-versities
13 Which University An-Najah BirZeit Al-Quds
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Domain (1)
Table 17 Views on environmental issues and problems No. Item 1 2 3 4 5
1
The organization I am working with considers the environmental higher education programs offered by Palestinian universities as an important tool to Pal-estinian environmental quality management
2The organization I am working with is willing to have local/organization specific environmental prob-lems solved even if this means financial investment
3The organization I am working with should care more about protection of the local environmental problems
4I think the organization I am working with can make a significant contribution to Palestinian environmen-tal protection
5 I think the organization I am working with is aware about environmental problems in Palestine
6I think the organization I am working with would like to know and understand more about environ-mental protection in Palestine
7Science, technology and research, combined with awareness and understanding can solve environmen-tal problems
8I think the organization I am working with has confi-dence in the quality of environmental higher educa-tion programs offered by Palestinian universities
9
I think the organization I am working with needs the knowledge and skills developed in graduates of en-vironmental higher education programs offered by Palestinian universities
10
I think the organization I am working with has con-fidence in the administration/ managing of the envi-ronmental higher education programs at Palestinian universities
1 = Strongly agree, 2= Agree, 3=do not know or not relevant, 4= Disagree, 5= Strongly disagree
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Domain (2)
Table 18 Relevance of the environmental higher education program
(program relationship to experience , interests and employers needs).No. Item 1 2 3 4 5
1The environmental graduate programs offered by Pal-estinian universities are relevant to my organization’s needs
2 My organization looked for what are their needs in the field of environmental sciences/engineering
3My organization knows in details the environmental higher education programs offered by Palestinian uni-versities
4 My organization maintains contacts with Palestinian uni-versities regarding their needs
5 My organization has adopted an environmental quality management system in their daily work
6 My organization is interested in recruiting graduates from Palestinian universities
7My organization trusts the quality of graduates from en-vironmental programs offered by Palestinian universi-ties
8Representatives of environmental higher education pro-grams at Palestinian universities regularly visit and/or communicate with my organization
9
Environmental higher education programs offered by Palestinian universities may help in creating a sustain-able environment in Palestine suitable for people’s live and work
1 = Strongly agree, 2= Agree, 3=do not know or not relevant, 4= Disagree, 5= Strongly disagree
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Domain (3)
Table 19 Organization’s Expectations: Clarity of program learn-ing objectives and compliance with international Standards.
No. Item 1 2 3 4 5
1
Skills, knowledge, and application tools that graduates have obtained during the environmental higher education programs offered by Palestinian universities fulfill my organization’s expectations
2Graduate environmental higher education pro-grams at Palestinian universities are more theo-retical than applied
3Student research work for masters’ theses at Pal-estinian universities is conducted in coordination with my organization
4 Student research work for masters’ theses at Pales-tinian universities is driven by local needs
5Palestinian universities provide sufficient finan-cial and technical support to students working on their masters’ theses
6Obtaining a graduate degree in environmental sci-ences and/or engineering from Palestinian univer-sities is worth the cost and time spent
7My organization is proud of Palestinian univer-sities environmental sciences and/or engineering programs reputation
1 = Strongly agree, 2= Agree, 3=do not know or not relevant, 4= Disagree, 5= Strongly disagree
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Domain (4)
Table 20 Sufficiency of tools used, skills and capabilities developed
(technical support, training and internships, discussions, etc).No. Item 1 2 3 4 5
1 My organization knows the tools used and skills de-veloped at local Palestinian Universities
2Local Palestinian Universities offer students training to up-to-date computer software in environmental sciences and/or engineering applications
3 My organization employs graduates who have differ-ent components of Core Skills (*)
4
My organization invites students to conduct applied training and give internships to graduate students en-rolled in environmental sciences and/or engineering master programs
5 My organization thinks that introducing core skills is appropriate for all students
6 My organization thinks that field training and intern-ships are appropriate for all students
7Environmental sciences and/or engineering master programs at local universities are supported by suf-ficient analytical laboratories
8Environmental sciences and/or engineering master programs at local universities are supported with good information and library resources
9
Graduates from environmental sciences and/or engi-neering programs at local university become aware of environmental problems Palestinian society is fac-ing through training
10 Lectures are freely posted by lecturers at university website for student use
11 Electronic lectures are freely posted by lecturers at university website for student use
* Core Skills = Communications, Numeracy, Information Technology, Working with Others, Problem Solving
1 = Strongly agree, 2= Agree, 3=do not know or not relevant, 4= Disagree, 5= Strongly disagree
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Domain (5)
Lecturer’s quality and commitment (lecturer academic qualifica-tions and intuition, dedication and sincerity).
No. Item 1 2 3 4 5
1
My organization experiences and communication with environmental MS programs lecturers at Palestinian universities indicate that they have a good knowledge of their field.
2My organization invites lecturers/experts in the field working at local universities to share experiences with employees
3
Employees at my organization, graduated from envi-ronmental higher education programs at Palestinian universities praises their professors at Palestinian uni-versities
4Local universities employ in the environmental MS program lecturers who have good experience and knowledge of local environmental problems and needs.
5Lecturers in environmental MS programs at Palestin-ian universities regularly communicate with my orga-nization to discuss organizations and market needs
6
Lecturers in environmental MS programs at Palestin-ian universities regularly communicate with my orga-nization to explore joint research and development in the field.
1 = Strongly agree, 2= Agree, 3=do not know or not relevant, 4= Disagree, 5= Strongly disagree
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Domain (6)
Adoption and practice of extracurricular activities (social, sport, touristic, activities within the academic program implementation and
after graduation)No. Item 1 2 3 4 5
1 Involvement in extracurricular activities during the course is relevant to the students
2Our organization has helped local universities in making extracurricular activities available to stu-dents
3Our organization has discussed career preparation steps with graduate program planners at local uni-versities
4 Our organization has considered inviting graduate classes from local universities to tour our premises
5Our organization sends feedback on the perfor-mance of alumni from local universities to their de-partments
6 My organization gives financial support to local universities for extracurricular activities
1 = Strongly agree, 2= Agree, 3=do not know or not relevant, 4= Disagree, 5= Strongly disagree
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Domain (7)
Adoption and practice of participation and team working (student involvement, participation, interaction, etc)
No. Item 1 2 3 4 51 The ideas of employees graduated from local uni-
versities are very relevant and valid to the devel-opment of my organization
2 Employees graduated from local universities are very actively involved in organization’s quality
3 Alumni’s of environmental MS programs of Pal-estinian universities have mutual trust with their lecturers and department
4 Employees graduated from local universities are difficult to understand
5 Employees graduated from local universities are excellent in team working
6 Employees graduated from local universities are innovative and take initiatives
7 Employees graduated from local universities get along quickly with work environment
8 Employees graduated from local universities are positively active in my organization’s develop-ment
9 Employees graduated from local universities proved to be excellent and active in team working
10 Employees graduated from local universities get along quickly either with supervisors or/and co-workers
1 = Strongly agree, 2= Agree, 3=do not know or not relevant, 4= Disagree, 5= Strongly disagree
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General
Alumni of the Masters Programs in Environmental Studies
This questionnaire will help in improving and upgrading the master pro-gram you were enrolled in and graduated from. This is process which assesses the quality of all the graduate programs, and your responses are critical to the viability and future development of this program.
The graduate programs at An-Najah, AlQuds, Birzeit are under continu-ing review by the Graduate programs Committee. The present questionnaire was developed in the framework of the TEMPUS Project: “Developing a Strategic Plan for the Reform of Environmental Studies in the Higher Edu-cation System of Palestine (DRSP)”.
The questions below are not intended to limit your responses to this evaluation. Please add anything you wish. Specific comments are most helpful. If the space provided is not adequate please include additional pages and number your additional remarks accordingly.
Every response you return on the questionnaire(s) will be considered carefully by the Review Committee. Your opinions and comments are valuable and your efforts are very much appreciated. We appreciate your input which will enable the three Universities to maintain and enhance the quality of its graduate education reform of Environmental studies.
Thank you.
Note: You can complete objective questions in the questionnaire in Arabic or English
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Program Evaluation Questionnaire: Alumni’sDirections: As part of our effort to evaluate the effectiveness of this pro-
gram, we would appreciate your completing this questionnaire. You need not indicate your name.
General Information
When did you graduate from your university with a masters degree? __/__/___
1. Gender Female ___ Male ___
2. Marital status Single ___ Married ___ Other ___
3. Family size (number) (0-2) (3-5) (6-8) (9 & over)
4. Your age 20-25___ 26-30 ___ 31-35 ___ Over 35___
5. Were you a full-time or part-time student?
Full-Time___ Part-Time___
6. What is your current work: Is it related to
_____________________
Private___ Government___ NGO ___ Other ___
7. Are you working in a full- time job?
Yes NoPosition ___________________Title _____________________
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8. Name the graduate program that you were enrolled on ________________________________
9. University: An- Najah ___ AlQuds___ Birzeit___
10. Your Grade Point average (GPA)
____________________________
Did you write a master’s the-sis?
Yes No
Are you working in the envi-ronmental field?
Yes No
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Domain (1)
Students’ views on environmental issues and problems
No. Item 1 2 3 4 51 Science and technology can solve all environmental
problems 2 I am willing to have environmental problems solved even
at the expense of many goods 3 People should care more about environmental issues and
problems 4 I think each of us can make a significant contribution to
environmental protection 5 Environmental problems should be left to the experts 6 I would like to know and understand more about environ-
mental protection7 A combination of factors such as science, technology, re-
search, awareness and understanding can solve environ-mental problems
1 = strongly agree, 2= Agree, 3=neutral, do not know or irrelevant, 4= Disagree, 5= Strongly disagree
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Domain No. (2)
Quality and relevance of the environmental higher education program
Ref. Item 1 2 3 4 51 It was possible to pursue courses in subjects that I
am interested in 2 The quality of courses was generally appropriate
for the level of a degree program3 The amount of work required for the degree is ap-
propriate for the level of a degree program4 The amount of work required for the degree was
appropriate for the degree that I sought. 5 The knowledge and training obtained helped me
advance my career objectives6 After graduation, I was able to pursue my immedi-
ate career goal1 = strongly agree, 2= Agree, 3=neutral, do not know or irrelevant, 4= Disagree, 5= Strongly disagree
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Objective Questions
1. What aspects of your master’s program training do you find to be the most satisfying with respect to your career goals and achievements?
2. What area(s) or aspect(s) of your graduate program do you consider to be the strongest?
3. What area(s) or aspect(s) of your graduate program need to be im-proved?
4. Are there aspects of your master’s training that you are particularly dis-appointed by, given your experiences in your field of work?
5. What, if any, changes to your graduate master’s degree program would you recommend?
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6. Was your department or University involved in your job search? Yes …. No…..
If yes, please specify how they were involved or assisted.
7. While on your program, how many research presentations (including poster presentations) have you made in or out class?: -
8. What sorts of skills did you derive from your environmental scientific training that have proved valuable in your work since graduation?
9. If you had or are still having difficulty finding a job, to what do you at-tribute these difficulties?
10. What sorts of skills did you derive from your environmental scientific training that have proven valuable in your work since graduation?
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Domain No. (3)
Quality and Relevance of teaching staff and administrative support
No. Item 1 2 3 4 51 Staff were enthusiastic about the topics they presented2 Staff were properly prepared3 Staff were helpful and friendly4 Lecturers were fair and unbiased towards their students.5 Lecturers added value to the subject matter, increased my
interest in the master program 6 Lecturers encouraged students to think critically, in and out
classroom7 Lecturers gave clear instructions for assignments and other
activities in their course8 The lecturers created an environment conducive to learning9 Adequate support and resources were provided by my Uni-
versity10 The master program that I enrolled in met international
Standards11 The program coordinator discussed career preparation steps
with me and the class12 My department organized/considered taking the class on an
outing (e.g. excursion) during the masters program13 Has My department organized/considered taking the class
to a restaurant as a social activity during the masters pro-gram
14 My department organized sport activities for the class dur-ing the masters program?
15 My teachers discussed practical examples and linked them with the business of different enterprises
16 I feel that there is a great relation between the courses at the Master program and my work now
1 = strongly agree, 2= Agree, 3=neutral, do not know or irrelevant, 4= Disagree, 5= Strongly disagree
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Objective Questions
1. What problems, if any, have you experienced concerning advice during the course of your Master of Environmental Sciences?
2. Overall planning of the graduate program was good, including core and tentative courses, text materials, homework/projects, exams, etc. ______ (1strongly disagree to 5 strongly agree).
3. Did you receive advice about future course offerings? No Yes -Some Yes - Extensive
4. Did you receive advice about degree requirements? No Yes -Some Yes - Extensive
5. Did you receive advice about certification requirements? No Problems- Some Problems Many problems
6. Did you have opportunity to meet with an advisor or an advisory com-mittee?
No Problems- Some Problems Many problems
7. Did you receive adequate advice in your area of specialization or em-phasis?
No Problems - Some Problems Many Problems
8. To what extent would you be willing to recommend your program to prospective graduate students who are interested in pursuing a degree in the same area of study?
Would Recommend Without Reservation Would Recommend With Reservation Would Definitely Not Recommend Would Not Comment Either Way
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Rate the overall QUALITY, UTILITY, and RIGOR of your graduate program.
QUALITY: Poor Fair Good Excellent
UTILITY: Of No Use Somewhat Useful Very Useful Most Useful
RIGOR:Not Rigorous Somewhat Rigorous Very Rigorous Most Rigorous
10. Lecturers introduced practical aspects of the course, and gave applied examples and solutions _____ (1strongly disagree to 5 strongly agree).
11. Lecturers had experience and work in the Palestinian environmental market ______ (1strongly disagree to 5 strongly agree).
12. In general, I would rate the teaching staff very highly. _____ (1strongly disagree to 5 strongly agree).
13. I would rate the support by the Master program office very highly._____ (1 strongly disagree to 5 strongly agree).
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Domain No.(4)
Program’s QualityRef Item 1 2 3 4 51 The master program increased my knowledge and under-
standing of environmental problems and their solutions 2 The master program prepared me for getting better/higher
management position in any organization 3 My program increased my level of skills in dealing with
legal aspects of environmental issues and problems4 I received a quality education through my master program 5 My program prepared me with transferable skills useful to
various different organizations 6 My program prepared me to manage internal functions of
a nonprofit organization 7 My program prepared me to manage external functions of
an organization 8 My program increased my networking opportunities 9 My program increased my skill in marketing in an orga-
nization 10 My program contributed to increases in management re-
sponsibility 11 My program contributed to promotions to a higher level in
organization 12 My program contributed to increase in my salary 13 My program gave me increased competence in managing
employees 14 My program gave me an increased desire to read about re-
search in the environmental sciences field 15 My program increased my skill in public relations 16 My program increased my skill in conducting effective
meetings 17 My program increased my skill in conflict management 18 My program prepared Students for Nonprofit Careers 19 My program prepared Students to Integrate Theory and
Practice 22 My program had a positive impact on Graduates’ Careers
1 = strongly agree, 2= Agree, 3=neutral, do not know or irrelevant, 4= Disagree, 5= Strongly disagree
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Objective Questions
1. I. Rate (from 0 very poor – 5 excellent) the merits your education gave you in terms of how well it prepared you for working life.
2. General knowledge _____ 3. Ability in your major subject / study program _____ 4. Ability in your minor subject / minor studies _____ 5. Communication skills_____ 6. Scientific knowledge in and solutions of environmental issues and prob-
lems _____
II. Rate the following statements on a scale from zero to four (1 =does not describe my attitude at all, 2 = describes my attitude quite poorly, 4 = de-scribes my attitude quite well, 5 = totally describes my attitude, 3 = unable to answer or not relevant) 1. The education corresponded to my expectations when I started my
studies. 2. The quality of the education was high. 3. The education was demanding. 4. The education was motivating. 5. The studies were interesting. 6. The education gave me good skills for work/professional life. 7. The study atmosphere was positive. 8. Ability to work internationally _____ 9. Team-working skills _____ 10. General leadership skills _____ 11. Skills in human resources management _____ 12. Data processing/management skills _____ 13. Ability to learn new things _____ 14. Ability to solve problems _____ 15. Ability to perform in public
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Domain No (5)
Teaching tools used, skills developed and team working practiced
No. Item 1 2 3 4 51 I did use one or more of the Core Skills in my courses2 It is relevant for me to use different components of
Core Skills3 It is relevant for me, to have different levels of Core
Skills4 It is relevant for me, to have practical training as part
of courses5 I had practical training in my courses6 It is relevant for me, to have internship in the course
field7 I got an internship in the course field during the mas-
ter program8 It is relevant for me, to use computer software on the
course subject and its applications9 I was introduced to and used computer programs in
both the course subject and its applications10 It is relevant for me, to go on a field trip relevant to
course subject and applications11 I did go (with the class) on field trips relevant to
course subject and applications12 It is relevant for me, to have collective and team work
practices during the courses13 I did practice collective and team work practices dur-
ing the courses* Core Skills = Communications, Numeracy, Information Technology, Working with Others, Problem Solving
1 = strongly agree, 2= Agree, 3=neutral, do not know or irrelevant, 4= Disagree, 5= Strongly disagree
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Objective StatementsPlease respond to the following statements by indicating your agreement
or disagreement on a scale of 1 (strongly disagree) to 5 (strongly agree).
1. The university campus provides a friendly and supportive environment for graduate students.
1 2 3 4 5
2. The library collection and service are adequate for my graduate work. 1 2 3 4 5
3. The University provides adequate supporting facilities (health, counsel-ing, food, dormitory, etc.) for graduate life.
1 2 3 4 5
4. The University area provides a reasonable social environment for my stay
1 2 3 4 5
5. Social life on and off campus has been wonderful. 1 2 3 4 5
6. Housing in the area is reasonable and adequate. 1 2 3 4 5
7. Research assistantships from the department have been a great help to me financially
1 2 3 4 5
8. I was able to obtain instruction (courses) in subjects that I am inter-ested in.
1 2 3 4 5
9. The students in the Department are generally friendly and helpful1 2 3 4 5
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Objective Questions1. In your own words, briefly indicate the one or two personal benefits
have gained as a result of participating in this program.
2. Was your involvement worth the time and effort? Yes --- no--- If no (specify)
3. Why did you select your University? Check all items that apply a- Recruiter_____ b- Recommended by friend____ c-University _____
d- media _____ e- personal research _____ f-Other _______
4. Compare the tuition and your University with Other programs.Too high__________ A little high __________ A average __________A little low ____________ too low__________
5. Please rate the difficulty in obtaining the Master degree from your Uni-versity.
Very difficult______ Difficult______ Average_______Easy__________
6. Should your University make the program more flexible in schedule for you
Yes_____ undecided_____ No_____
7. Do you feel that the English proficiency requirement is fair for an aca-demically well –qualified international adult learner to attend Ameri-can schools?
Yes_____ undecided_____ No_____Comments______________________________________________
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8. Do you feel that academic proficiency and experience should be more important than the English proficiency to study in a master program?
Yes_____ undecided_____ No_____
9. Please list the types of procedures and activities you have independently developed during your master program.
A. Procedures
B. Activities
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B.1 Enrolled Students Questionnaire ResultsTable (1): Domain (1) Students’ Views on Environmental Issues
and ProblemsNo. Item mean SD N
1 Science and technology can solve all environmental problems 2.2000 .90624 93
2 I am willing to have environmental problems solved even at the expense of many goods 2.2556 .75790 90
3 People should care more about environmental issues and problems 1.4891 .84508 92
4 I think each of us can make a significant contribution to environmental protection 1.5326 .73307 92
5 Environmental problems should be left to the experts 3.4043 1.16692 94
6 I would like to know and understand more about en-vironmental protection 1.4835 .77978 91
7A combination of factors such as science, technolo-gy, research, awareness and understanding can solve environmental problems
1.4574 .72830 94
1 = Strongly agree, 2= Agree, 3 = Neutral, do not know or irrelevant, 4= Disagree, 5= Strongly disagree
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Table (2): Dom
ain (2) Quality and Relevance of the Environm
ental Higher Education Program
Ref.
ItemM
eanSD
NPercentage
Rank
1It w
as possible to pursue courses in subjects that I am interested in
2.0220.71458
9140.44%
6
2The quality of courses w
as generally appropriate for the level of a de-gree program
2.2903.80191
9345.81%
2
3The am
ount of work required for the degree is appropriate for the level
of a degree program2.3226
.7247493
46.45%1
4The am
ount of work required for the degree w
as appropriate for the degree that I sought.
2.2273.70674
928844.55%
3
5The know
ledge and training obtained helped me advance m
y career objectives
2.0870.89752
9241.74%
5
6A
fter graduation, I was w
ill be able to pursue my im
mediate career goals
2.1667.79676
9043.33%
41 = Strongly agree, 2= A
gree, 3 = Neutral, do not know
or irrelevant, 4= Disagree, 5= Strongly disagree
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Tabl
e(3)
: D
omai
n (3
), Q
ualit
y an
d Re
leva
nce
of T
each
ing
Staff
and
Adm
inist
rativ
e Su
ppor
tR
ef.
Item
Mea
nSD
NPe
rcen
tage
Ran
k1
Staf
f wer
e e
nthu
sias
tic a
bout
the
topi
cs th
ey p
rese
nted
1.94
57.6
1776
9238
.91%
162
Staf
f wer
e pr
oper
ly p
repa
red
2.05
32.7
9470
9441
.06%
133
Staf
f wer
e he
lpfu
l and
frie
ndly
1.95
74.8
7884
9439
.15%
154
Lect
urer
s wer
e fa
ir an
d un
bias
ed to
war
ds th
eir s
tude
nts.
2.28
26.8
8113
9245
.65%
85
Lect
urer
s add
ed v
alue
to th
e su
bjec
t mat
ter,
incr
ease
d m
y in
tere
st in
the
mas
ter p
rogr
am
2.00
00.7
4377
9540
.00%
14
6Le
ctur
ers e
ncou
rage
d st
uden
ts to
thin
k cr
itica
lly, i
n an
d ou
t cla
ssro
om2.
0851
.771
2594
41.7
0%12
7Le
ctur
ers
gave
cle
ar in
stru
ctio
ns fo
r ass
ignm
ents
and
oth
er a
ctiv
ities
in
thei
r cou
rse
2.15
05.7
7944
9343
.01%
10
8Th
e le
ctur
ers c
reat
ed a
n en
viro
nmen
t con
duci
ve to
lear
ning
2.12
90.6
7929
9342
.58%
119
Ade
quat
e su
ppor
t and
reso
urce
s wer
e pr
ovid
ed b
y m
y U
nive
rsity
2.64
521.
0492
893
52.9
0%5
10 T
he m
aste
r pro
gram
that
I en
rolle
d in
mee
ts in
tern
atio
nal
Stan
dard
s.2.
4842
.861
2695
49.6
8%6
11Th
e pro
gram
coor
dina
tor d
iscu
ssed
care
er p
repa
ratio
n st
eps w
ith m
e and
th
e cl
ass
2.82
981.
0538
094
56.6
0%4
12M
y de
partm
ent o
rgan
ized
/con
side
red
taki
ng th
e cl
ass o
n an
out
ing
(e.g
. ex
curs
ion)
dur
ing
the
mas
ters
pro
gram
2.83
521.
1280
691
56.7
0%3
13M
y de
partm
ent o
rgan
ized
/con
side
red
taki
ng th
e cl
ass
to a
rest
aura
nt a
s a
soci
al a
ctiv
ity d
urin
g th
e m
aste
rs p
rogr
am3.
4516
1.20
250
9369
.03%
2
14M
y de
partm
ent o
rgan
ized
spo
rt ac
tiviti
es fo
r the
cla
ss d
urin
g th
e m
as-
ters
pro
gram
3.78
721.
1535
194
75.7
4%1
15M
y te
ache
rs d
iscu
ssed
pra
ctic
al ex
ampl
es an
d lin
ked
them
with
the b
usi-
ness
of d
iffer
ent e
nter
pris
es2.
2526
.850
1495
45.0
5%9
16I f
eel t
hat t
here
is a
gre
at re
latio
n be
twee
n th
e co
urse
s at t
he M
aste
r pro
-gr
am a
nd m
y w
ork
now
2.
4421
.975
4095
48.8
4%7
1 =
Stro
ngly
agre
e, 2=
Agr
ee, 3
= N
eutra
l, do
not
kno
w or
irre
leva
nt, 4
= D
isagr
ee, 5
= St
rong
ly d
isagr
eeA
p
p
e
n
d
i
c
e
s
-
b
135
Table (4): Dom
ain (4) Teaching Tools Used, Skills D
eveloped and Team W
orking Practiced.
No.
ItemM
eanSD
NPercentage
Rank
1I did use one or m
ore of the Core Skills in m
y courses2.0421
.7567595
40.84%7
2It is relevant for m
e to use different components of C
ore Skills1.9474
.6419595
38.95%11
3It is relevant for m
e, to have different levels of Core Skills
2.1075.68306
9342.15%
64
It is relevant for me, to have practical training as part of courses
2.0421.88625
9540.84%
85
I had practical training in my courses
2.76601.13994
9455.32%
26
It is relevant for me, to have internship in the course field
2.2151.94235
9344.30%
47
I got an internship in the course field during the master program
2.90221.18655
9258.04%
18
It is relevant for me, to use com
puter software on the course subject and its ap-
plications1.7021
.7453094
34.04%13
9I w
as introduced to and used computer program
s in both the course subject and its applications
1.8737.80215
9537.47%
12
10It is relevant for m
e, to go on a field trip relevant to course subject and applications1.9684
.8685195
39.37%10
11I did go (w
ith the class) on field trips relevant to course subject and applications2.5474
1.1276895
50.95%3
12It is relevant for m
e, collective and team w
ork practices during the courses2.0105
.8055095
40.21%9
13I did practice collective and team
work practices during the courses
2.1789.97826
9543.58%
5* C
ore Skills = Com
munications, N
umeracy, Inform
ation Technology, Working with O
thers, Problem
Solving1 = Strongly agree, 2= A
gree, 3 = Neutral, do not know or irrelevant, 4= D
isagree, 5= Strongly disagree
A
p
p
e
n
d
i
c
e
s
-
b
136
Tabl
e (5
): D
omai
n (5
) Ex
tra
Cur
ricul
um A
ctiv
ities
No.
Ite
mM
ean
SDN
Perc
enta
geR
ank
1Th
e uni
vers
ity ca
mpu
s pro
vide
s a fr
iend
ly an
d su
ppor
tive e
nviro
nmen
t for
gra
du-
ate
stud
ents
. 2.
4526
1.02
903
9549
.05%
7
2Th
e lib
rary
col
lect
ion
and
serv
ices
are
ade
quat
e fo
r my
grad
uate
wor
k.
2.70
211.
0557
694
54.0
4%3
3Th
e U
nive
rsity
pro
vide
s ade
quat
e su
ppor
ting
faci
litie
s (he
alth
, cou
nsel
ing,
food
, sp
orts
, dor
mito
ry, e
tc.)
for g
radu
ate
life.
2.
9570
1.09
260
9359
.14%
1
4Th
e U
nive
rsity
are
a pr
ovid
es a
reas
onab
le so
cial
env
ironm
ent f
or m
y st
ay.
2.70
212.
2231
994
54.0
4%4
5So
cial
life
on
and
off c
ampu
s has
bee
n go
od2.
3696
.847
9892
47.3
9%9
6H
ousi
ng in
the
univ
ersi
ty a
rea
is re
ason
able
and
ade
quat
e.
2.74
47.9
3827
9454
.89%
27
The
size
of t
he fa
culty
is ju
st ri
ght
2.63
44.8
6959
9352
.69%
58
I was
inte
llect
ually
cha
lleng
ed b
y th
e te
achi
ng o
f the
facu
lty.
2.45
65.8
5694
9249
.13%
69
The
leng
th o
f tim
e re
quire
d fo
r my
degr
ee is
reas
onab
le2.
3936
.930
0094
47.8
7%8
1 =
Stro
ngly
agre
e, 2=
Agr
ee, 3
= N
eutra
l, do
not
kno
w or
irre
leva
nt, 4
= D
isagr
ee, 5
= St
rong
ly d
isagr
ee
A
p
p
e
n
d
i
c
e
s
-
b
137
B.2 Alumni Questionnaire Results
Table (6): Domain (1) Students’ Views on Environmental Issues and Problems
No. Item Mean SD N Percentage Rank
1 Science and technology can solve all en-vironmental problems 2.1842 .98242 38 0.74054 3
2 I am willing to have environmental problems solved even at the expense of many goods
2.2973 .90875 37 0.45946 2
3People should care more about protec-tion of environmental issues and prob-lems
1.4474 .97807 38 0.43684 7
4 . I think each of us can make a significant contribution to environmental protection 1.5263 .92230 38 0.3421 6
5 . Environmental problems should be left to the experts 3.7027 1.12706 37 0.33684 1
6 I would like to know and understand more about environment protection 1.7105 1.03735 38 0.30526 4
7
a combination of factors such as science, technology, research awareness under-standing can solve environment prob-lems
1.6842 1.06809 38 0.28948 5
1 = strongly agree, 2= Agree, 3=neutral, do not know or irrelevant, 4= Disagree, 5= Strongly disagree
A
p
p
e
n
d
i
c
e
s
-
b
138
Table (7): Domain (2) Quality and Relevance of the Envi-ronmental Higher Education Program
Ref. Item Mean SD N Percentage Rank
1 It was possible to pursue courses in sub-jects that I am interested in 2.0541 .81466 37 0.55676 7
2 The quality of courses was generally ap-propriate for the level of a degree program 2.7838 .82108 37 0.54594 1
3The amount of work required for the de-
gree is appropriate for the level of a degree program
2.5135 .73112 37 0.52972 6
4The amount of work required for the
degree is appropriate for the degree that I sought.
2.5556 .87650 36 0.51578 5
5 The program in general met my expecta-tions 2.6486 1.08567 37 0.51112 3
6 The knowledge and training obtained will help me advance my career objectives 2.7297 .96173 37 0.5027 2
7 After graduation, I will be able to pursue my immediate career goal 2.5789 .88932 38 0.41082 4
1 = Strongly agree, 2= Agree, 3 = Neutral, do not know or irrelevant, 4= Dis-agree, 5= Strongly disagree
A
p
p
e
n
d
i
c
e
s
-
b
139
Table (8): Dom
ain (3) Quality and Relevance of Teaching Staff and Adm
inistrative
SupportN
o. Item
Mean
SDN
PercentageR
ank1
Staff was enthusiastic about the topics they presented
2.1316.70408
380.76756
132
Staff was properly prepared
2.5526.89132
380.66486
93
Staff was helpful and friendly
1.9189.75933
370.64864
144
Lecturers were fair and unbiased tow
ards his students.2.2432
.7960137
0.6270212
5Lecturers added value to the subject m
atter, increased my interest in the
master program
2.3684
.6333538
0.5513611
6Lecturers encouraged students to think critically, in and out classroom
2.6316.94214
380.55
8
7Lecturers gave clear instructions for assignm
ents and other activities in their course
2.63891.01848
360.52778
7
8The lecturers created an environm
ent conducive to learning2.4054
.8647237
0.5263210
9A
dequate support and resources were provided by m
y University?
2.75681.06472
370.51052
5
10D
id the master program
that you enrolled in meet the international Stan-
dards.?2.7500
.8409236
0.481086
11H
as the program coordinator discussed career preparation steps w
ith you and the class?
3.24321.16441
370.47368
3
12H
as your department organized/considered taking your class to an outing
(e.g. excursion) during the master program
?3.1351
1.0583637
0.448644
13H
as your department organized/considered taking your class to a restaurant
as social activity during the master program
?3.3243
1.3134837
0.426322
14H
as your department organized sport activities for your class during the
master program
?3.8378
1.0932537
0.383781
1 = Strongly agree, 2= Agree, 3 = N
eutral, do not know or irrelevant, 4= Disagree, 5= Strongly disagree
A
p
p
e
n
d
i
c
e
s
-
b
140
Tabl
e (9
): D
omai
n (4
) Pr
ogra
ms Q
ualit
yR
efIte
mM
ean
SDN
Perc
enta
geR
ank
1In
crea
sed
know
ledg
e abo
ut ro
le p
laye
d by
the
mas
ter e
nviro
nmen
tal s
cien
ce
prog
ram
2.
0000
.792
8236
40.0
0%20
2Pr
epar
ed fo
r man
agem
ent p
ositi
on in
any
org
aniz
atio
n 2.
6389
1.12
511
3652
.78%
153
Incr
ease
d kn
owle
dge
usef
ul to
car
eer
2.44
441.
0808
636
48.8
9%18
4Pr
ogra
m re
leva
nt to
car
eer s
ince
gra
duat
ion
2.50
00.8
7831
3650
.00%
165
Incr
ease
d sk
ill in
lega
l asp
ects
of o
rgan
izat
ion
2.
7429
.780
0035
54.8
6%13
6R
ecei
ved
a qu
ality
edu
catio
n 2.
7714
.910
2635
55.4
3%12
7Pr
epar
ed to
tran
sfer
skill
s acr
oss d
iffer
ent o
rgan
izat
ions
2.
8000
.833
1435
56.0
0%8
8Pr
epar
ed to
man
age
inte
rnal
func
tions
of a
non
profi
t org
aniz
atio
n 2.
4722
.877
8636
49.4
4%17
9Pr
epar
ed to
man
age
exte
rnal
func
tions
of a
n or
gani
zatio
n 3.
0278
.909
8236
60.5
6%3
10In
crea
sed
netw
orki
ng o
ppor
tuni
ties
2.80
00.9
3305
3556
.00%
811
Incr
ease
d sk
ill in
mar
ketin
g in
an
orga
niza
tions
2.
9143
1.06
747
3558
.29%
512
Con
tribu
ted
to in
crea
ses i
n m
anag
emen
t res
pons
ibili
ty
2.88
241.
0944
734
57.6
5%7
13C
ontri
bute
d to
pro
mot
ions
to a
hig
her l
evel
in o
rgan
izat
ion
3.05
88.8
8561
3461
.18%
114
Con
tribu
ted
to in
crea
se in
sala
ry
2.28
57.9
2582
3545
.71%
1915
Incr
ease
d co
mpe
tenc
e in
man
agin
g em
ploy
ees
2.88
57.9
3215
3557
.71%
616
Incr
ease
d de
sire
to re
ad a
bout
rese
arch
in e
nviro
nmen
tal s
cien
ces fi
eld
2.80
00.7
9705
3556
.00%
817
Incr
ease
d sk
ill in
pub
lic re
latio
ns
2.94
29.8
7255
3558
.86%
418
Incr
ease
d sk
ill in
con
duct
ing
effe
ctiv
e m
eetin
gs
3.05
71.9
0563
3561
.14%
219
Incr
ease
d sk
ill in
con
flict
man
agem
ent
2.80
00.7
9705
3556
.00%
820
Prep
arin
g St
uden
ts fo
r Non
profi
t Car
eers
2.
6571
.905
6335
53.1
4%14
1 =
Stro
ngly
agre
e, 2=
Agr
ee, 3
= N
eutra
l, do
not
kno
w or
irre
leva
nt, 4
= D
isagr
ee, 5
= St
rong
ly d
isagr
ee
A
p
p
e
n
d
i
c
e
s
-
b
141
Table (10): Dom
ain (5) Teaching Tools Used, Skills D
eveloped And Team
Working
PracticedN
o.Item
Mean
SDN
PercentageR
ank1
Have you used one or m
ore of the Core Skills in your courses?
2.22861.08697
3564.52%
102
How
relevant is it, for you, to use different components of C
ore Skills?2.2571
1.0387535
62.50%8
3H
ow relevant is it, for you, to have different levels of C
ore Skills?2.1429
1.0885235
56.47%11
4H
ow relevant is it, for you, to have practical training as part of courses?
2.26471.23849
3453.53%
75
Have you had practical training in your courses?
3.22581.08657
3148.82%
16
How
relevant is it, for you, to have internship in the course field?2.3939
1.0588733
47.88%6
7D
id you get an internship in the course field during the program?
3.12501.26364
3245.29%
2
8H
ow relevant is it, for you, to use com
puter software on the course subject and
its applications?2.0294
.9040434
45.14%13
9H
ave you been introduced to and used computer program
s in the course sub-ject and applications?
2.67651.03633
3444.71%
4
10H
ow relevant is it, for you, to go on a field trip relevant to course subject and
applications?2.2353
1.2075234
44.57%9
11D
id you go (with the class) on field trips relevant to course subject and ap-
plications2.8235
1.4242634
42.86%3
12H
ow relevant are , for you, collective and team
work practices during the
courses?2.0882
.9959834
41.76%12
13H
ave you practiced collective and team w
ork practices during the courses2.4412
1.1332834
40.59%5
* Core Skills = C
omm
unications, Num
eracy, Information Technology, W
orking with Others, Problem
SolvingB. A
ctivities
A
p
p
e
n
d
i
c
e
s
-
b
142
B.3 Teaching Staff Questionnaire ResultsTa
ble
(11):
Dom
ain
(1) In
cent
ives
to T
each
in a
n En
viro
nmen
tal P
ostgr
adua
te
Prog
ram
No.
Item
Mea
nSD
NPe
rcen
tage
Ran
k
1Sc
ienc
e an
d te
chno
logy
can
sol
ve a
ll en
viro
nmen
tal p
rob-
lem
s 1.
8750
.991
038
72.5
0%6
2I a
m w
illin
g to
hav
e en
viro
nmen
tal p
robl
ems s
olve
d ev
en a
t th
e ex
pens
e of
man
y go
ods
2.25
00.8
8641
845
.00%
2
3Pe
ople
sho
uld
care
mor
e ab
out
envi
ronm
enta
l is
sues
and
pr
oble
ms
2.00
001.
4142
18
42.8
6%4
4 I
thi
nk e
ach
of u
s ca
n m
ake
a si
gnifi
cant
con
tribu
tion
to
envi
ronm
enta
l pro
tect
ion
1.85
711.
5735
97
40.0
0%7
5En
viro
nmen
tal p
robl
ems s
houl
d be
left
to th
e ex
perts
3.
6250
1.18
773
840
.00%
1
6I
wou
ld li
ke to
kno
w a
nd u
nder
stan
d m
ore
abou
t env
iron-
men
tal p
rote
ctio
n2.
1429
1.46
385
737
.50%
3
7A
com
bina
tion
of f
acto
rs s
uch
as s
cien
ce, t
echn
olog
y, r
e-se
arch
, aw
aren
ess a
nd u
nder
stan
ding
can
solv
e en
viro
nmen
-ta
l pro
blem
s 2.
0000
1.51
186
837
.14%
5
1 =
Stro
ngly
agre
e, 2=
Agr
ee, 3
=neu
tral,
not r
eleva
nt, 4
= D
isagr
ee, 5
= St
rong
ly d
isagr
ee
A
p
p
e
n
d
i
c
e
s
-
b
143
Table (12): Dom
ain (2) Relevance of the environmental higher education program
No.
ItemM
eanSD
NPercentage
Rank
1The courses I teach are very relevant to the m
arket needs2.1250
1.356208
67.50%10
2I researched m
arket needs relevant to the courses I teach2.6250
1.597998
62.50%6
3The departm
ent/faculty responsible for environmental M
S program do hold
regular meetings w
ith lecturers in the program?
3.00001.41421
860.00%
3
4The departm
ent/faculty responsible for environmental M
S program do lis-
ten to critics and feed back received from and expressed by lecturers in the
program2.8750
1.356208
57.50%4
5There are sufficient inform
ation about employers in the field in the depart-
ment
2.5000.53452
855.00%
9
6H
ow consistent are the goals and principles of the environm
ental higher edu-cation program
at your department?
2.6250.51755
852.50%
7
7H
ow sufficient are the laboratories needed for your courses?
3.1250.99103
852.50%
28
I taught courses unrelated to my educational background
3.37501.50594
851.43%
19
I feel that students are really interested in the program2.7500
1.164968
50.00%5
10Environm
ental higher education programs at m
y department w
ould help in creation of sustainable Palestinian environm
ent in which people can live and
work
2.57141.27242
742.50%
8
11I give actual/real exam
ples or case studies from and/or relevant to Palestin-
ian environment
1.87501.12599
837.50%
11
A
p
p
e
n
d
i
c
e
s
-
b
144
Tabl
e (13
): D
omai
n (3
) Le
ctur
er F
eedb
ack
No.
Item
Mea
nSD
NPe
rcen
tage
Ran
k
1M
y un
iver
sity
pro
vide
s ad
equa
te r
esou
rces
for
an
effe
ctiv
e le
arni
ng e
x-pe
rienc
e1.
6250
1.06
066
832
.50%
12
2A
dequ
ate
supp
ort w
as p
rovi
ded
by m
y U
nive
rsity
1.62
501.
4078
98
32.5
0%7
3Th
is p
rogr
am se
ems t
o be
ver
y im
porta
nt to
all
depa
rtmen
t mem
bers
2.12
501.
1259
98
42.5
0%9
4I f
eel I
am
exc
ited
abou
t the
topi
cs I
am te
achi
ng2.
2500
1.03
510
845
.00%
45
I do
prep
are
my
lect
ure
care
fully
bef
ore
goin
g to
cla
ss2.
1250
1.12
599
842
.50%
11
6I d
o co
nsid
er th
e in
divi
dual
stud
ent a
s a fr
iend
ly p
erso
n th
at I
am o
blig
ed
to d
eal w
ith in
a fr
iend
ly m
anne
r2.
1250
.991
038
42.5
0%13
7A
s a
teac
her,
I do
feel
obl
iged
to p
ass
on k
now
ledg
e an
d un
ders
tand
ing
of th
e to
pic
unde
r con
side
ratio
n to
stud
ents
2.37
501.
1877
38
47.5
0%3
8M
aste
r the
sis r
esea
rch
offe
red
to st
uden
ts re
late
wel
l to
loca
l nee
ds2.
1250
.991
038
42.5
0%5
9Th
e un
iver
sity
pro
vide
s su
ffici
ent fi
nanc
ial a
nd te
chni
cal s
uppo
rt to
mas
-te
r the
sis s
tude
nts
2.37
501.
3024
78
47.5
0%6
10U
sing
Eng
lish
in g
radu
ate
cour
ses i
s aca
dem
ical
ly b
enefi
cial
2.00
001.
1952
38
40.0
0%8
11I a
m sa
tisfie
d w
ith th
e pr
ogra
m c
urric
ulum
2.25
001.
1649
68
45.0
0%10
12I d
o h
ighl
y va
lue/
rate
my
univ
ersi
ty p
rogr
am in
com
paris
on to
oth
er lo
cal
univ
ersi
ty p
rogr
ams?
2.50
001.
1952
38
50.0
0%1
13O
btai
ning
a gr
adua
te d
egre
e in
envi
ronm
enta
l sci
ence
s and
/or e
ngin
eerin
g fr
om y
our u
nive
rsity
is w
orth
the
time
and
cost
2.25
00.8
8641
845
.00%
2
A
p
p
e
n
d
i
c
e
s
-
b
145
Table (14): Domain (4) Sufficiency of Tools Used, Skills and Capabilities Developed.
No. Item Mean SD N Percentage Rank
1 I am aware of which core skills* we need to pass on to students 1.6250 1.06066 8 50.00% 13
2 I have used one or more of the Core Skills in my courses 1.6250 1.40789 8 47.50% 14
3It is relevant for individual students to have different components of Core Skills
2.1250 1.12599 8 47.50% 8
4 It is relevant for individual students to have different levels of Core Skills 2.2500 1.03510 8 47.50% 5
5 Introducing core skills is appropriate for all students 2.1250 1.12599 8 45.00% 9
6It is relevant for individual students to have practical training in the course material
2.1250 .99103 8 45.00% 10
7 I have used practical training in my courses 2.3750 1.18773 8 45.00% 2
8It is relevant for individual students to have internship experience in subjects relating to the course
2.1250 .99103 8 42.50% 11
9 I have assisted students to obtain in-ternships relevant to the course 2.3750 1.30247 8 42.50% 3
10It is relevant for individual students to use computer programs and applica-tions relevant to the course subject
2.0000 1.19523 8 42.50% 12
11I have introduced students to and used computer programs and applications relevant to the course subject
2.2500 1.16496 8 42.50% 6
12It is relevant for individual students to go on field trips relevant to the course subjects
2.5000 1.19523 8 40.00% 1
13 I have taken the class on field trips rel-evant to the course subject 2.2500 .88641 8 32.50% 7
14In class I use maps, diagrams, rankings and other forms of visualization tools to support my teaching
2.3750 1.18773 8 32.50% 4
* Core Skills = Communications, Numeracy, Information Technology, Working with Others, Problem Solving
A
p
p
e
n
d
i
c
e
s
-
b
146
Table (15): Domain (5) Adoption and Practice of Extracur-ricular Activities
No. Item Mean SD N Percentage Rank
1Involvement in extracurricular activi-ties during the course is relevant to the students
2.2500 1.03510 8 72.50% 7
2 I have included extracurricular activi-ties during the course 2.8750 1.35620 8 65.00% 3
3 I have discussed career preparation steps with students 2.8750 1.24642 8 57.50% 4
4 I have considered taking our class on a tour 2.6250 1.40789 8 57.50% 5
5 I maintain contact with students after graduation 2.1250 .99103 8 52.50% 8
6 I have considered taking our class to a restaurant as a social activity 3.6250 1.59799 8 52.50% 1
7I do invite external experts in the field to my class to share experiences with students
2.6250 1.30247 8 45.00% 6
8I do invite related Palestinian authority decision makers in the field to my class to share experiences with students
3.2500 1.66905 8 42.50% 2
A
p
p
e
n
d
i
c
e
s
-
b
147
Table (16): Domain (6) Adoption and practice of the prin-ciple of collective participation and team working
No. Item Mean SD N Percent-age Rank
1 Students’ ideas are relevant to the develop-ment of my course 2.0000 .92582 8 68.75% 4
2 I learn from the students I teach 2.1250 .99103 8 59.38% 3
3 Effective teaching depends on mutual trust between lecturers and students. 1.7500 1.38873 8 53.13% 6
4Students’ ideas and opinions are difficult to understand, and are contradictory or incom-patible with my own ideas and beliefs
2.7500 .70711 8 50.00% 1
5 I invite external experts in the field to my classes to share experiences with students 2.3750 1.18773 8 50.00% 2
6At the end of the course I ask students how well they have understood the subject and its application in the field
2.0000 1.60357 8 43.75% 5
7 I understand how my work fits into depart-ment/program objectives, mission and values 1.6250 1.06066 8 40.63% 7
A
p
p
e
n
d
i
c
e
s
-
b
148
B.4 Stakeholders’ Questionnaire Results
Table (17): Domain (1) Views on Environmental Issues and Problems No. Item Mean SD N Percentage Rank
1-
The organization I am working with con-siders the environmental higher education programs offered by Palestinian universi-ties as an important tool to Palestinian en-vironmental quality management
1.3000 .48305 10 26.00% 4
2-
The organization I am working with is will-ing to have local/organization specific en-vironmental problems solved even if this means financial investment
1.3000 .48305 10 26.00% 4
3-The organization I am working with should care more about protection of the local en-vironmental problems
1.2222 .44096 9 24.44% 7
4-I think the organization I am working with can make a significant contribution to Pal-estinian environmental protection
1.1111 .33333 9 22.22% 8
5-I think the organization I am working with is aware about environmental problems in Palestine
1.3000 .48305 10 26.00% 4
6-
I think the organization I am working with would like to know and understand more about environmental protection in Pales-tine
1.4444 .52705 9 28.89% 2
7-Science, technology and research, com-bined with awareness and understanding can solve environmental problems
1.1000 .31623 10 22.00% 9
8-
I think the organization I am working with has confidence in the quality of environ-mental higher education programs offered by Palestinian universities
1.5000 .97183 10 30.00% 1
9-
I think the organization I am working with needs the knowledge and skills developed in graduates of environmental higher edu-cation programs offered by Palestinian uni-versities
1.5000 .97183 10 28.00% 3
10-
I think the organization I am working with has confidence in the administration/ man-aging of the environmental higher educa-tion programs at Palestinian universities
1.4000 .69921 10 28.00% 10
1 = Strongly agree, 2= Agree, 3=do not know or not relevant, 4= Disagree, 5= Strongly disagree
A
p
p
e
n
d
i
c
e
s
-
b
149
Table 18: Domain (2) Relevance of the environmental high-er education program
No. Item Mean SD N Percentage Rank
1The environmental graduate programs offered by Palestinian universities are relevant to my organization’s needs
2.7000 1.05935 10 62.00% 3
2My organization looked for what are their needs in the field of environmental sciences/engineering
1.7778 .66667 9 55.56% 7
3My organization knows in details the en-vironmental higher education programs offered by Palestinian universities
3.1000 1.37032 10 54.00% 1
4My organization maintains contacts with Palestinian universities regarding their needs
2.0000 1.15470 10 44.00% 5
5My organization has adopted an envi-ronmental quality management system in their daily work
1.5000 .97183 10 40.00% 9
6My organization is interested in recruit-ing graduates from Palestinian universi-ties
1.7000 .48305 10 36.00% 8
7My organization trusts the quality of graduates from environmental programs offered by Palestinian universities
1.8000 .42164 10 35.56% 6
8
Representatives of environmental high-er education programs at Palestinian universities regularly visit and/or com-municate with my organization
2.2000 1.03280 10 34.00% 4
9
Environmental higher education pro-grams offered by Palestinian universi-ties may help in creating a sustainable environment in Palestine suitable for people’s live and work
2.7778 1.20185 9 30.00% 2
A
p
p
e
n
d
i
c
e
s
-
b
150
Table (19): Domain (3) Organization’s Expectations No. Item Mean SD N Percentage Rank
1
Skills, knowledge, and application tools that graduates have obtained during the environmental higher education pro-grams offered by Palestinian universities fulfill my organization’s expectations
2.3000 .94868 10 46.00% 3
2Graduate environmental higher educa-tion programs at Palestinian universities are more theoretical than applied
2.1000 .73786 10 42.00% 4
3Student research work for masters’ the-ses at Palestinian universities is conduct-ed in coordination with my organization
1.7000 .82327 10 34.00% 7
4Student research work for masters’ the-ses at Palestinian universities is driven by local needs
1.9000 .87560 10 38.00% 6
5Palestinian universities provide suffi-cient financial and technical support to students working on their masters’ theses
3.4000 .96609 10 68.00% 1
6
Obtaining a graduate degree in environ-mental sciences and/or engineering from Palestinian universities is worth the cost and time spent
2.4000 .69921 10 48.00% 2
7My organization is proud of Palestinian universities environmental sciences and/or engineering programs reputation
2.0000 .66667 10 40.00% 5
1 = Strongly agree, 2= Agree, 3=do not know or not relevant, 4= Disagree, 5= Strongly disagree
A
p
p
e
n
d
i
c
e
s
-
b
151
Table (20): Dom
ain (4) Sufficiency of Tools U
sed, Skills and Capabilities D
eveloped N
o.Item
Mean
SDN
PercentageR
ank
1M
y organization knows the tools used and skills developed at local Palestin-
ian Universities
2.40001.17379
1060.00%
3
2Local Palestinian U
niversities offer students training to up-to-date computer
software in environm
ental sciences and/or engineering applications2.2000
.7888110
57.78%5
3M
y organization employs graduates w
ho have different components of C
ore Skills (*)
1.7778.66667
948.00%
10
4M
y organization invites students to conduct applied training and give intern-ships to graduate students enrolled in environm
ental sciences and/or engineer-ing m
aster programs
1.8000.78881
1048.00%
9
5M
y organization thinks that introducing core skills is appropriate for all stu-dents
1.6000.51640
1044.00%
11
6M
y organization thinks that field training and internships are appropriate for all students
1.88891.05409
944.00%
8
7Environm
ental sciences and/or engineering master program
s at local universi-ties are supported by sufficient analytical laboratories
3.0000.86603
942.22%
1
8Environm
ental sciences and/or engineering master program
s at local universi-ties are supported w
ith good information and library resources
2.8889.78174
937.78%
2
9G
raduates from environm
ental sciences and/or engineering programs at local
university become aw
are of environmental problem
s Palestinian society is facing through training
2.1111.78174
936.00%
7
10Lectures are freely posted by lecturers at university w
ebsite for student use2.4000
1.1737910
35.56%4
11Electronic lectures are freely posted by lecturers at university w
ebsite for stu-dent use
2.2000.78881
1032.00%
6
* Core Skills = C
omm
unications, Num
eracy, Information Technology, W
orking with Others, Problem
Solving1 = Strongly agree, 2= A
gree, 3=do not know or not relevant, 4= Disagree, 5= Strongly disagree
A
p
p
e
n
d
i
c
e
s
-
b
152
Tabl
e (2
1): D
omai
n (5
) Le
ctur
er’s
Qua
lity
and
Com
mitm
ent
No.
Item
Mea
nSD
NPe
rcen
t-ag
eR
ank
1M
y or
gani
zatio
n ex
perie
nces
and
com
mun
icat
ion
with
env
ironm
enta
l MS
prog
ram
s le
ctur
ers
at P
ales
tinia
n un
iver
sitie
s i
ndic
ate
that
the
y ha
ve a
go
od k
now
ledg
e of
thei
r fiel
d.
2.00
001.
0540
910
40.0
0%5
2M
y or
gani
zatio
n in
vite
s lec
ture
rs/e
xper
ts in
the
field
wor
king
at l
ocal
uni
-ve
rsiti
es to
shar
e ex
perie
nces
with
em
ploy
ees
1.88
891.
0540
99
37.7
8%6
3Em
ploy
ees a
t my
orga
niza
tion,
gra
duat
ed fr
om e
nviro
nmen
tal h
ighe
r edu
-ca
tion
prog
ram
s at
Pal
estin
ian
univ
ersi
ties
prai
ses
thei
r pro
fess
ors
at P
al-
estin
ian
univ
ersi
ties
3.12
501.
1259
98
62.5
0%2
4
Loca
l uni
vers
ities
em
ploy
in th
e en
viro
nmen
tal M
S pr
ogra
m le
ctur
ers w
ho
have
goo
d ex
perie
nce a
nd k
now
ledg
e of l
ocal
envi
ronm
enta
l pro
blem
s and
ne
eds.
3.11
111.
0540
99
62.2
2%3
5Le
ctur
ers
in e
nviro
nmen
tal M
S pr
ogra
ms
at P
ales
tinia
n un
iver
sitie
s re
gu-
larly
com
mun
icat
e w
ith m
y or
gani
zatio
n to
dis
cuss
org
aniz
atio
ns a
nd m
ar-
ket n
eeds
3.
4000
.966
0910
68.0
0%1
6Le
ctur
ers
in e
nviro
nmen
tal M
S pr
ogra
ms
at P
ales
tinia
n un
iver
sitie
s re
gu-
larly
com
mun
icat
e w
ith m
y or
gani
zatio
n to
exp
lore
join
t res
earc
h an
d de
-ve
lopm
ent i
n th
e fie
ld.
3.00
00.9
4281
1060
.00%
4
1 =
Stro
ngly
agre
e, 2=
Agr
ee, 3
=do
not k
now
or n
ot re
leva
nt, 4
= D
isagr
ee, 5
= St
rong
ly d
isagr
ee
A
p
p
e
n
d
i
c
e
s
-
b
153
Table (22): Dom
ain (6) Adoption and Practice of Extracurricular Activities
No.
ItemM
eanSD
NPercentage
Rank
1Involvem
ent in extracurricular activities during the course is relevant to the students
2.5556.52705
984.44%
1
2O
ur organization has helped local universities in making extracurricular activi-
ties available to students2.0000
.9428110
71.11%2
3O
ur organization has discussed career preparation steps with graduate program
planners at local universities
2.33331.00000
951.11%
3
4O
ur organization has considered inviting graduate classes from local universi-
ties to tour our premises
3.55561.23603
951.11%
3
5O
ur organization sends feedback on the performance of alum
ni from local uni-
versities to their departments
2.55561.01379
946.67%
5
6M
y organization gives financial support to local universities for extracurricu-lar activities
4.22221.09291
940.00%
6
1 = Strongly agree, 2= Agree, 3=do not know or not relevant, 4= D
isagree, 5= Strongly disagree
A
p
p
e
n
d
i
c
e
s
-
b
154
Tabl
e (2
3): D
omai
n (7
) Ad
optio
n an
d Pr
actic
e of
Par
ticip
atio
n an
d Te
am W
orki
ng
No.
Item
Mea
nSD
NPe
rcen
tage
Ran
k
1Th
e id
eas
of e
mpl
oyee
s gr
adua
ted
from
loca
l uni
vers
ities
are
ver
y re
leva
nt
and
valid
to th
e de
velo
pmen
t of m
y or
gani
zatio
n 2.
7000
1.15
950
1054
.00%
3
2Em
ploy
ees g
radu
ated
from
loca
l uni
vers
ities
are
ver
y ac
tivel
y in
volv
ed i
n or
gani
zatio
n’s q
ualit
y2.
6667
1.22
474
953
.33%
4
3A
lum
ni’s
of
envi
ronm
enta
l MS
prog
ram
s of
Pal
estin
ian
univ
ersi
ties
have
m
utua
l tru
st w
ith th
eir l
ectu
rers
and
dep
artm
ent
2.25
00.8
8641
845
.00%
8
4Em
ploy
ees g
radu
ated
from
loca
l uni
vers
ities
are
diffi
cult
to u
nder
stan
d3.
5714
.975
907
71.4
3%1
5Em
ploy
ees g
radu
ated
from
loca
l uni
vers
ities
are
exc
elle
nt in
team
wor
king
2.44
44.5
2705
948
.89%
5
6Em
ploy
ees g
radu
ated
from
loca
l uni
vers
ities
are
inno
vativ
e an
d ta
ke in
itia-
tives
2.37
50.5
1755
847
.50%
7
7Em
ploy
ees
grad
uate
d fr
om lo
cal u
nive
rsiti
es g
et a
long
qui
ckly
with
wor
k en
viro
nmen
t3.
0000
.866
039
60.0
0%2
8Em
ploy
ees g
radu
ated
from
loca
l uni
vers
ities
are
pos
itive
ly a
ctiv
e in
my
or-
gani
zatio
n’s d
evel
opm
ent
2.44
441.
0137
99
48.8
9%6
9Em
ploy
ees g
radu
ated
from
loca
l uni
vers
ities
pro
ved
to b
e ex
celle
nt a
nd a
c-tiv
e in
team
wor
king
1.77
78.4
4096
935
.56%
9
10Em
ploy
ees
grad
uate
d fr
om lo
cal u
nive
rsiti
es g
et a
long
qui
ckly
eith
er w
ith
supe
rvis
ors o
r/and
co-
wor
kers
1.55
56.5
2705
931
.11%
10
1 =
Stro
ngly
agre
e, 2=
Agr
ee, 3
=do
not k
now
or n
ot re
leva
nt, 4
= D
isagr
ee, 5
= St
rong
ly d
isagr
ee
A
p
p
e
n
d
i
c
e
s
-
b
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