Higher Education for Development
Knowledge, Partnerships, Results
___
Institutional Partnerships Program
Semi-Annual Progress Report
Due April 30, 2009
(Rev. 3/30/09)
_________________________________
INTRODUCTION
The information partnerships provide create the basis of HED’s partnership results disseminated to the United States
Agency for International Development (USAID), and the higher education community. USAID will use this information
to report development results to the U.S. Congress. Your contribution of information is critical to Congress’
understanding of development and the future funding of such programs.

Both the U.S. and host country partners should be involved in the writing of this report, whenever possible. It is the
U.S. institution’s responsibility to submit this report by the due date to HED.

Carefully review the attached Glossary of Terms for key definitions to assist you in completing the report accurately.
Hyperlinks are available for some terms.
Partnership Title: Advancing Economic Development in Nigeria through Strengthening Business
Management Education and Technology Competence
Development Area/Sector of Focus: Capacity-Building
U.S. Partner Institution(s): Kansas State University
U.S. Partnership Director(s):
Ike C. Ehie
785 532 6935
iehie@ksu.edu
&
Myra Gordon
785 532 6276
mygordon@ksu.edu
Host Country(ies): NIGERIA
Host Country Partner Institution(s): University of Lagos (UNILAG)
Host Country Partnership Director(s):
Sola Fajana
234-08023191793
solafajana@yahoo.com
Partnership Web Site (if any): Currently under development
The U.S. institutional partner is required to enter information about all training activities for host country nationals
that take place in the United States, the host country, or a third country into USAID’s TraiNet system. The results of
these progress reports will be compared with data the partnership has entered into TraiNet. For more information
regarding TraiNet, please contact TraiNet@sra.com, or 703-527-4340.
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Please mail or e-mail the completed report and any attachments to your primary contact at:
Higher Education for Development
1 Dupont Circle, NW, Suite 420
Washington, DC 20036-1110
OVERVIEW OF PARTNERSHIP REPORTING REQUIREMENTS
Report Name
Semi-Annual Progress Report
Semi-Annual Progress Report
Final report
Period Covered
10/1 – 3/31
4/1 – 9/30
Entire Award Period
Date Due
4/30
10/31
30 days after sub-agreement end date
I. QUALITATIVE PROGRAM INFORMATION FOR OCTOBER 1, 2008 – MARCH 31, 2009
1. Describe in bullet form the major activities for this partnership during the past six months (10/1/083/31/09).
 Finalized the enhanced Faculty of Business Administration undergraduate curriculum which
includes streamlined course sequences, revised courses, and newly-developed courses in
Information Technology for Business, Business Communication, and Corporate Social
Responsibility.
 Assisted with the development of a draft plan for assessing student learning outcomes. The
proposed plan identified five student learning outcomes for the undergraduate programs and
included both direct and indirect measures for assessing the outcomes.
 Led the development of a draft strategic plan for the Faculty of Business Administration. The
plan details the mission, vision, core values and strategic priorities of the Faculty of Business
Administration at the University of Lagos (UNILAG).
 Delivered over 1,200 business books and journals for the Masters of Business Administration
(MBA) library at the Faculty of Business Administration at UNILAG. The value of the books
and journals was estimated at five million Naira (close to $40,000.00).
 Completed an institutional exchange agreement between Kansas State University and the
University of Lagos. The agreement which goes into effect in fall 2009 calls for the exchange
of students and faculty in the areas of teaching, research, and innovative pedagogy.
 Hosted two UNILAG FBA faculty members and the project's career specialist at Kansas
State University for two weeks (February 21 through March 7). During the visit, the faculty
members attended an AACSB Seminar on Applied Student Outcomes Assessment held in
Tampa, Florida on February 25-27, 2009. At the seminar, a draft of the FBA Assessment
Plan was critiqued by the facilitators of the seminar who have extensive experience on
assessment plans.
 The faculty members also engaged in mini-workshops at Kansas State University where they
were instructed in Information Technology in Business, Computer Networking, Electronic
Marketing, and Marketing Management.
 The career specialist went through extensive training in career services and witnessed the
operation of two career fairs that were being held at Kansas State University. The K-State
Center for Career and Employment Services developed the training schedule and provided
an office space for the career specialist during his stay on campus. The outcome of this work
was a plan for comprehensive career services at the Faculty of Business Administration.
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Conducted hands-on training on the use of the Microsoft PowerPoint presentation tool and
Microsoft Excel Spread Sheets to junior-and senior level students in the Faculty of Business
Administration. An IT consultant was hired to deliver this training in the newly-created
undergraduate FBA computer lab.
Met twice with all of the workgroup leaders, the change management team, the vicechancellor, and the leadership of the Business Advisory Council.
Awarded two (2) Faculty Development Grants and one (1) Faculty Incentive Grant.
Named a faculty coordinator for the CSR Initiative.
The refurbishing of the MBA computer lab was completed based on the specifications of the
project's computer consultant, Bill Shea.
2. For each of the above activities, describe the results and/or outcomes for each activity; answer in
bullet form if appropriate.
If helpful, instead of answering questions 1 and 2, you may use the following chart for reporting the
activities and outcomes associated with specific partnership objectives. Please feel free to insert
additional lines as needed.
ACTIVITY
1. Revision of the FBA undergraduate
curriculum.
2. Development of the FBA plan for assessing
student learning outcomes.
3. Development of a strategic plan for the FBA.
Click Here for Video
4. Collected, shipped, and delivered over 1200
business textbooks and journals to the FBA.
Plans to ship a second set of books are ongoing.
5. Developed an institutional agreement between
K-State and UNILAG that would allow
mutual exchange of faculty and students.
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OUTCOME
1. An undergraduate curriculum that better
reflects employer expectations and
international standards; the revised curriculum
is now going through the university
governance structure for approval.
2. Better understanding among the FBA
instructional staff about the need for assessing
student learning; shift of focus from merely
teaching to student learning; the identification
of five learning outcomes for all students
graduating from the FBA (critical and
analytical reasoning; effective communication
skills; basic IT skills; knowledge of functional
areas in business; and knowledge of ethics and
social responsibility). The proposed
assessment plan is now under review by the
FBA faculty for formal approval.
3. Greater clarity among the instructional staff
about the vision, mission, values, and key
activities needed to continually improve the
faculty; the proposed strategic plan is under
review by the FBA faculty for approval.
4. Receipt of over 1200 business textbooks and
journals by the FBA on March 3, 2009 (see
enclosed pictures and video clip). These were
the first set of books shipped to the FBA.
5. Approved institutional agreement between
K-State and UNILAG which goes into effect
in fall 2009; a new opportunity for both
universities to benefit from the partnership.
6. Hosting two FBA faculty members at K-State
and sending them to the AACSB Seminar on
Assessment.
7. Training of the Career Specialist (CS).
8. Student IT Training.
9. Meetings with project stakeholders.
10. Awarding Faculty Development and Faculty
Incentive Grants.
6. Two faculty members who can drive the
assessment of student learning at the UNILAG
FBA; a plan for assessing student learning;
revisions for FBA marketing courses; and a
syllabus for the IT in Business course.
7. The CS underwent extensive training at
K-State (February 23 – March 6) that resulted
in a career services plan for the FBA at
UNILAG.
8. Increased IT competence in FBA students.
9. Communicating the status of the project and
work expectations; problem-solving, and
sustaining the support for the project.
10. Benchmarking internet connectivity at other
Nigerian universities; facilitation of the FBA
lecture series; and the infusion of CSR in an
accounting course.
3. How are the above activities and outcomes reported in questions 1 and 2 benefiting and/or helping to
strengthen the capacity of the host country higher education institution(s)?
The training workshops for both students and faculty in the area of information technology help to
strengthen the capacity of UNILAG Faculty of Business Administration to offer state-of-the-art
business management degree programs. With the full functioning of the Internet-equipped computer
labs, FBA is now ready to embark on cutting-edge business education.
The Faculty Development and Faculty Incentive Grants help faculty to strengthen their capacity to
deliver a first-rate business management education.
The acquisition of the first set of books and journals for the MBA library will enable faculty to
deliver state-of-the-art business management education, especially at the post-graduate level. The
library will also assist in improving the quality of faculty and student research projects.
Having a revised undergraduate curriculum, a draft strategic plan, and a draft assessment plan
improves the quality of the academic programs and builds capacity for greater effectiveness in FBA
operations.
The development of the institutional agreement between K-State and UNILAG will allow students
and faculty from both institutions to collaborate in the areas of teaching, research and innovative
pedagogy, thus strengthening UNILAG capacity to continue to deliver top quality education.
Naming a CSR Coordinator will increase the momentum and motivation of the faculty to learn more
about CSR and incorporate it into coursework.
Completing the refurbishing of the MBA computer lab set the stage for the installation of the
computers and internet-connectivity.
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4. How are the above activities and outcomes from this partnership benefiting and/or helping to
strengthen the capacity of the host country community?
Producing highly-educated business students will help the economic development of the state and
the country as a whole as better qualified business graduates will be introduced into the workforce.
5. How are these activities and outcomes benefiting the U.S. higher education institution(s)?
Exchange of ideas between Kansas State University and the University of Lagos enriches the
educational experience of students and faculty in both institutions. One of the visiting UNILAG
faculty members served as a guest lecturer in business courses at K-State (Click Here for Video).
Those in-class activities added a much-needed international dimension to the educational
experience of K-State students and faculty. They came away from these lectures with a better
awareness about doing business in Nigeria, in particular, and Africa, in general.
6. How are these activities and outcomes benefiting the U.S. community and/or community
institution(s)?
The project will expand the knowledge of business practices in Nigeria, in particular, and Africa, in
general, among US citizens.
7. Briefly describe the involvement of other collaborating host country institutions (e.g., NGOs,
community-based organizations, government agencies, small businesses, education institutions), if
any, in partnership activities during the past six months.
British American Tobacco/Nigeria has committed funds for the CSR Initiative, but it has been very
challenging to find a way to move the money from Nigeria to the U.S. However, USAID has
continued to work on identifying the mechanism for awarding the grant and the movement of the
money is imminent.
8. Briefly describe the involvement of other collaborating U.S. institutions (e.g., NGOs, communitybased organizations, government agencies, small businesses, education institutions), if any, in
partnership activities during the past six months.
None
9. What has been the partnership’s greatest success(es) during the past six months?
Delivered over 1,000 business books and journals for the Masters of Business Administration (MBA)
library at the Faculty of Business Administration at UNILAG. The books and journals were
estimated at five million Naira (close to $40,000.00).
Completed an institutional exchange agreement between Kansas State University and the University
of Lagos. The agreement which goes into effect in fall 2009 calls for the exchange of students and
faculty in the areas of teaching, research, and innovative pedagogy.
Finalized the enhanced Faculty of Business Administration undergraduate curriculum that includes
streamlined program sequences, revised courses, and newly developed courses in Information
Technology for Business, Business Communication, and Corporate Social Responsibility.
5
Assisted with the development of a draft assessment plan on student learning outcomes. The
proposed plan identified five student learning outcomes for the undergraduate programs and
included both direct and indirect measures for assessing the outcomes.
Led the development of a draft strategic plan for the Faculty of Business Administration (see
picture). The plan details the mission, vision, core values and strategic priorities of the Faculty of
Business Administration at University of Lagos (UNILAG).
Developed a career services plan for the Faculty of Business Administration at UNILAG.
10. Describe any programmatic challenges during the past six months.
None
11. Do you anticipate any major changes to planned activities during the next six months?
No.
12. Outline your partnership’s planned activities for the next six months.
Begin work on revising the MBA curriculum.
Expedite the installation and connectivity of the MBA computer lab.
Continue to build the MBA library and explore the possibility of creating a portal of resources at
K-State for the UNILAG FBA.
Finally solve and receive the BAT Nigeria funding for the CSR Initiative.
Begin the implementation of the revised curriculum, the plan for assessing student learning, the new
strategic plan, and the career services plan.
Offer additional rounds of Faculty Incentive and Faculty Development Grants.
Have all previous FIG and FDG awardees complete their work, submit reports, and engage in
activities to disseminate the results or outcomes achieved.
Conduct team-building/conflict resolution workshops for the senior faculty, the junior faculty, and
the combined faculty.
Hold a meeting of the BAC where work group leaders and project directors present a progress
report on the project and the status of strategic planning.
13. Overall, activities for this partnership are:
_____on schedule
_____ahead of schedule
__x__behind schedule
Please comment:
The amount of work required to review and revise the undergraduate business curriculum was greatly
underestimated. Furthermore, the component on the CSR initiative is very late and slow in coming into
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effect. Consequently, we have not been able to focus on the MBA curriculum. Now that progress has
been made on moving the CSR Initiative forward and the revisions to the undergraduate curriculum are
largely done, we will now begin working on the MBA curriculum and computer lab. Since we will be
working with the same group of faculty members, we anticipate that this part of the project will not take
as much time to complete.
Based on anecdotal evidence, there appears to be a chasm between the junior and senior faculty
members at FBA. The junior faculty members feel alienated by the senior faculty and the senior faculty
members, on the other hand, feel that the junior faculty members are not pulling their weight. These
conflicts within and between the faculty adversely affect the collegiality needed to deliver the highest
quality academic programs. The resolution of these conflicts and major team-building are needed to
build cohesion and synergy. Therefore, we plan to conduct three workshops in our next visit specifically
to address these problems. One workshop will be targeted toward the junior faculty, one will be for the
senior faculty, and the third one will bring the entire faculty together.
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II. QUANTITATIVE PROGRAM INFORMATION FOR OCTOBER 1, 2008 – MARCH 31, 2009
Please provide appropriate numbers to support the following activities for the reporting period (10/1/08-3/31/09). See Progress Report Glossary for
definitions. Please note that a participant/recipient involved in mutually exclusive activities should be counted for each activity. NB: To avoid double
counting, report only NEW participant numbers for this reporting period.
TABLE 1. Participant Information
Activities for
Current Reporting
Period
Number of New MALE Participants*
Faculty,
Administrators
Students
25 yrs
&
under
26 yrs
&
over
Others
25 yrs
&
under
26 yrs
&
over
Number of New FEMALE Participants*
Faculty,
Administrators
Students
25 yrs
&
under
26 yrs
&
over
Location of
Activity
Others
25 yrs
&
under
26 yrs
&
over
United
States
Host
Country
Total
NEW Participants this
Reporting Period
1) Number of exchanges begun
3
this reporting period for HCNs
2
0
0
0
0
1
0
0
0
0
yes
N/A
coming to the United States:
Description of exchanges: Attended an extensive training at K-State in the areas of career development, assessment of student learning, information technology
in business, computer networking, electronic marketing, and marketing management. As part of the assessment training the two faculty members from
UNILAG were sent to an AACSB seminar on “Applied Assessment” held in Tampa, Florida on March 25-27, 2009.
2) Number of exchanges begun
this reporting period for U.S.
participants going to the host
country:
Description of exchanges:
3) Number of HCNs
participating in new internships
this reporting period:
Description of internships:
4) Number of HCNs receiving
new scholarships this
reporting period
Description of scholarships:
0
0
0
0
0
0
0
0
0
0
N/A
0
0
0
0
0
0
0
0
0
0
0
0
N/A
0
0
0
0
0
0
0
0
0
0
0
0
N/A
0
0
0
0
3
5
164
0
0
N/A
yes
309
5) Number of HCNs receiving
new certificate/diploma and/or
non-degree training this
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3
110
reporting period via workshops,
seminars, special classes (not
internships)
Description of certificate/diploma and/or non-degree training:
*U.S. government reports often require participants to be described by gender (male or female) and by estimated age: youth (25 years and under) or adult
(26 years and over)
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Please provide appropriate numbers to support the following activities for the reporting period (10/1/08-3/31/09). See Progress Report Glossary for
definitions. Please note that a participant/recipient involved in mutually exclusive activities should be counted for each activity. NB: To avoid double
counting, report only NEW participant numbers for this reporting period.
TABLE 2. Degree Training
Location of Training
DEGREE
PROGRAM
Number of New
MALE
Participants*
Number of New
FEMALE
Participants*
TOTAL
Number of
New
Participants
Degrees
Awarded this Reporting Period
MEN
WOMEN
United States
Host
Country
25 yrs. &
under
26 yrs. &
over
25 yrs. &
under
26 yrs. &
over
Baccalaureate
0
0
0
0
0
0
0
0
0
Masters
0
0
0
0
0
0
0
0
0
Doctorate
0
0
0
0
0
0
0
0
0
25 yrs.
& under
26 yrs.
& over
25 yrs.
& under
26 yrs. &
over
Description of degree training programs:
*U.S. government reports often require participants to be described by gender (male or female) and by estimated age: youth (25 years and under) or adult
(26 years and older)
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TABLE 3. Leveraged Contributions made this Reporting Period
CONTRIBUTIONS
Other leveraged contributions
not reported as official or
proposed cost share. (See
Glossary for definitions.)
Name/Source of
Contribution
Michael Akhigbe,
LLC, Victoria Island,
Lagos, Nigeria
Description of Contribution
Venue and entertainment for
hosting the strategic planning
retreat on March 12, 2009
Estimated
U.S. Dollar
Value of
Contribution
$2000.000
TABLE 4. Institutional Capacity Strengthening Activities
Please describe how any of the following capacity strengthening activities are a result of your partnership work at
the HCN institution during this reporting period (10/1/08-3/31/09).
ACTIVITY
Adapted/changed curricula
Improved methods of instruction
Collaborative research undertaken
Collaborative publication prepared
New academic programs established
this reporting period
Promoted workforce development
Involved in community outreach
Supported increased trade capacity
Informed policy at institutional,
community, and/or national levels
Consulted with government agencies,
NGO group, and/or private sector
groups
Other
Description
Newly revised undergraduate business curriculum has been completed
and it is now going though the approval process. The revised
curriculum has been developed in conjunction with the assessment plan
on student learning outcomes.
A variety of training has been conducted for the faculty and students on
the use of Information Technology.
Over 1,000 business textbooks and journals were delivered to improve
instruction and research.
One project coordinator working with a business faculty on strategic
management practices in tertiary health care delivery systems in
Nigeria.
N/A
Discussions are taking place about developing a supply chain and
logistics management course and an Executive MBA program for
business leaders.
N/A
N/A
N/A
We have initiated discussions with the Academic Standards Unit of the
Nigerian Universities Commission (NUC) to transfer the project model
to other institutions of higher education and to introduce the need for the
assessment of student learning and its policy implications.
On-going discussions with the NUC
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III. PARTNERSHIP PROFILE
a) Please provide a one-paragraph profile of your higher education partnership. This profile piece will
provide us with valuable information for reports to USAID and to the higher education community
critical material for verbal discussions, printed reports, and on-line publications. The profile should
include:
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Key development issue(s) being addressed;
Overall objective(s) for the partnership;
Primary activities of the partnership; and
Anticipated outcomes.
Type/paste the profile into this text box.
The need to strengthen business management education in Nigeria was expressed by the private
sector in Nigeria that includes companies such as Microsoft, Nestlé, Ocean Energy and British
American Tobacco. To address the disconnect between the needs for professional skills that are
needed by the private sector and what the Universities in Nigeria are producing, this partnership
is launched. The objective of the partnership is to produce high-quality business graduates that
will meet the needs of contemporary business environment in Nigeria. The primary activities of
the partnership are, 1) Curriculum Enhancement, 2) Innovative Pedagogy, 3) Faculty
Development and Retention, 4) Private Sector Engagement, and 5) Career Services. These
activities are conducted under the auspices of a change management team composed of the
leadership branch of the faculty. The anticipated outcome is to produce high quality business
graduates at both the MBA and the undergraduate degree levels to meet the needs of private
sector organizations that must compete in the global economy.
b) Please include one success story related to your partnership.
Revision of the undergraduate curriculum.
c) Optional: include a second success story or lessons learned story.
UNILAG taking delivery of the business textbooks and journals. Click Here for Video
d) How has information about your partnership been disseminated during this reporting period?
If appropriate, please provide HED with samples of the following as attachments to this report:
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
Photographs (enclose prints or a CD-rom with high resolution images);
Articles published in the campus, local, national, or international media;
Papers published or presented;
Features in any other media.
Please note that any photos submitted are intended to be used for HED publicity materials. HED
reserves the right to use these images in its fact sheets, success stories, presentations, website, and
other outreach materials. Please include a caption and photo credit information with the images.
We invite you to share any additional information or comments about your partnership.
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PHOTO GALLERY
Dr. Yar Ebadi, Dean of the College of Business Administration
at K-State, discussing the college's assessment process with
Dr. Rita Obaji and Dr. Dallah Hamadu, both lecturers of the
Faculty of Business Administration at the University of Lagos.
Dr. Brian Niehoff, Head of the Management Department and
Chair of the College Assessment Committee, discussing student
learning assessment with Dr. Rita Obaji and Dr. Dallah Hamadu.
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Dr. Rita Obaji, lecturer in Marketing, giving a guest lecture on
Marketing Management to K-State marketing students.
Dr. Rita Obaji, lecturer in Marketing, giving a guest lecture on
Electronic Marketing to K-State marketing students.
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Strategic planning retreat for the Faculty of Business
Administration facilitated by Dr. Myra Gordon and Dr. Ike
Ehie
Strategic planning retreat for the Faculty of Business
Administration facilitated by Dr. Myra Gordon and Dr. Ike
Ehie
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Patra Emordi, project coordinator for USAID/Nigeria,
happily accepts delivery of business textbooks and journals for
the MBA library of the Faculty of Business Administration at
UNILAG.
Luncheon hosted by the K-State Dean of Libraries in honor
of our UNILAG guests. From left to right are: Dr. Dallah
Hamadu, Mr. Jafar Danesi, Dr. Lori Goetsch, Dean of
Libraries, Dr. Myra Gordon, Project C-Director, Dr. Rita
Obaji, and Mr. Anthony Cobb.
THANK YOU FOR YOUR COOPERATION
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Glossary of Terms
Capacity:
Usually considered mental and/or physical ability to produce and/or perform; learning, improving; human
capacity strengthening focuses on the development of people, not things. Helping people identify what they
would like to see changed, learn new skills to achieve what they believe is most important. Institutional
capacity strengthening focuses on institutional changes that will improve the operation of the institution
Community Institutions:
Examples
 Government agencies and ministries
 Private for profit groups/businesses
 Not-for-profit, non-government agencies (NGO)
Cost Share Contributions:
Cash and in-kind contributions that are: (1) verifiable from the applicant’s records (i.e., auditable); (2) not
included as contributions for any other federally-assisted program; (3) reasonable for the accomplishment of
partnership objectives; and (4) not paid by the federal government under another grant.
Degree Training:
A learning activity taking place in the United States, host country, or a third country, which may eventually
result in a bachelors, masters, or doctoral degree, conferred by a higher education institution.
Double Counting:
Something to be avoided when reporting numbers of participants or recipients taking part in partnership
activities. A participant/recipient can be counted and reported only once each year even though the person is
still participating each reporting period. If the person is involved in mutually exclusive activities, then he/she
can be counted once for each activity.
Exchange:
An institutional visit by a representative from an HCN or U.S. institution for a partnership-related activity
(excludes scholarships and internships).
HCN:
A Host Country National may be an individual or institution in a partnership.
Internship:
This service learning activity complements a participant’s academic study, training or research and may take
place in the U.S., a third country, or in-country. It is not defined as training.
Leveraged Contributions:
Additional financial or in-kind donations made as a result of an HED partnership.
Non-Degree Training:
A learning activity taking place in the U.S., a third country, or in-country in a setting predominantly intended
for teaching or imparting knowledge and information to the participants with designated instructors or lead
persons, learning objectives, and outcomes, conducted fulltime or intermittently.
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The transfer of knowledge, skills, or attitudes (KSAs) through structured learning and follow-up activities, or
through less structured means, to solve problems or fill identified performance gaps. Non-degree training can
consist of short- or long-term technical courses in academic or in other settings, non-academic seminars,
workshops, on-the-job learning experiences, observational study tours, or distance learning exercises or
interventions.
Objective:
An objective answers two questions: (1) What major activities will occur?; and (2) What is expected to change
as a result or a consequence of these activities?
Example: University partnership faculty from the United States and Mexico will recruit and train eight longterm degree scholarship recipients for graduate degrees in natural resource management (NRM) resulting in
at least six of the recipients returning to full-time teaching positions in a newly established NRM program at
Universidad de Vásquez.
Activity:
Something that happens or is done
Outcome/Result:
An effect or an expected change as a consequence of an activity
Scholarship:
Funding for host country national participants for one or more semesters in the United States, in an HCN
university, or in a third country. It may include specialty training and/or sabbaticals. Scholarships may be
funded by the partner institution(s), the private or public sectors, and/or USAID.
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