Asee peer logo

A Primer On Capacity Building

Download Paper |

Conference

2007 Annual Conference & Exposition

Location

Honolulu, Hawaii

Publication Date

June 24, 2007

Start Date

June 24, 2007

End Date

June 27, 2007

ISSN

2153-5965

Conference Session

Technical Capacity Building for Developing Countries

Tagged Division

International

Page Count

6

Page Numbers

12.95.1 - 12.95.6

Permanent URL

https://peer.asee.org/2008

Download Count

32

Request a correction

Paper Authors

biography

Bethany Jones United Arab Emirates University

visit author page

BETHANY S. JONES is James Madison Distinguished Professor at the James Madison University in Harrisonburg, Virginia. She recently completed an 18-month term as Dean of the College of Humanities and Social Sciences at the United Arab Emirates University in Al-Ain, UAE. Dr. Jones received her B.A. degree from Chestnut Hill College and her M.A. and Ph.D. degrees in French from Case Western Reserve University. Following her doctoral work, Dr. Jones held faculty appointments and administrative positions at Cleveland State University, the University of Delaware, Southwest Missouri State University , and then served as Vice President for Academic Affairs at James Madison University in Virginia

visit author page

Download Paper |

Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

A Primer on Capacity Building Abstract: “Capacity building” is a phrase used frequently today in many contexts, but its definition and implications are too often unclear or misunderstood. Its rapid ascendancy into our vocabulary may leave the impression that it is an entirely new construct, although that is not the case. This paper will review some of the roots of the concept in the thinking of professionals, writers and activists from many fields. It will explore the multiple ways that “capacity building” is being defined today, with an emphasis on its use in connection with international development. And it will make the case for engineering educators to align themselves and their students with overseas projects which promise the best long range results for developing countries.

Introduction

The media have made aid to underdeveloped countries a staple item for the past few years. The Bill and Melinda Gates Foundation, with its vast resources, now makes headlines regularly. When Warren Buffett added his billions to it, interest grows. When those resources are turned to the eradication of malaria, HIV/Aids and TB, the public around the world pays even greater attention. Then add forays into Africa by stars such as Angelina Jolie, who returned to the US with an Ethiopian child in her arms, snatched from poverty into a life of predictable wealth. Then formerly large US foundations such as Ford, Carnegie and Rockefeller reveal that they are grappling with a changed landscape for donors of their size, their wealth transformed and downscaled in comparison with Gates-Buffett, and their goals, subsequently, brought under internal scrutiny, including their collaborative African initiatives. Recently, both Hurricane Katrina and the tsunami in Southeast Asia turned a spotlight onto emergency preparedness and humanitarian relief operations. As these events play out in public, development strategies aimed at the poorest countries have become a topic of considerable interest to the general public.

Engineering educators have special need to be familiar with the vocabulary of international development for several reasons. 1) The skills and competencies they possess, teach and practice are among the most valuable to countries trying to respond to critical events and improve their lot. 2) The emphasis on preparation of engineers for international practice has made overseas projects such as those associated with Engineers Without Borders attractive as a component of the undergraduate curriculum. 3) Making it possible for engineering students to indulge in both international travel and community service increases the attractiveness of engineering as a major.

But the world of development is increasingly specialized, complex, and politicized, making it difficult for many engineering educators to decide how to guide students who want to get involved in development initiatives. It is useful to look at development strategies involving engineers which already in place and weigh which might be the most best at providing students with academically solid experience as well as doing the maximum amount of good to the recipients. In particular, it is helpful to examine the notion of “capacity building,” a popular concept that has passed into jargon, to see what characterizes it and how it differs from other, more familiar forms of development initiatives.

Capacity Building

Jones, B. (2007, June), A Primer On Capacity Building Paper presented at 2007 Annual Conference & Exposition, Honolulu, Hawaii. https://peer.asee.org/2008

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2007 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015