Faculty of Agricultural and Food Sciences - American University of ...

AMERICAN UNIVERSITY OF BEIRUT
FACULTY OF AGRICULTURAL AND FOOD SCIENCES
STRATEGIC PLAN
2007-2012
February 2007

INTRODUCTION
This strategic planning report is the outcome of a process that was initiated in April 2005
and completed in February 2007.
The strategic planning process started under Dean Nuhad Daghir and a draft strategy
document was circulated to the Faculty in June 2006. The process of revisiting the draft
strategy was initiated by Dean Nahla Hwalla following her appointment in September
2006. Revision of the strategy was led by Dr. Shady Hamadeh who was appointed
Associate Dean for Strategic Planning. In addition, the Strategic Planning committee
appointed by Dean Daghir was expanded by Dean Hwalla to include all programs in
FAFS. Revision of the strategic plan involved consultations with departments, students and
staff, inputs from the strategic planning committee, and a Faculty retreat (January 24,
2007).
The expanded strategic planning committee is composed of the following members:
o Dr. Nahla Hwalla, FAFS Dean
o Dr. Malek Batal (Nutrition)
o Dr. Muhammad Farran (Animal Sciences and AREC director)
o Dr. Zeina Kassaifi ( Food Science)
o Dr. Jala Makhzoumi (Landscape Design, Coordinator of LDEM)
o Dr. Salma Talhouk (Plant Sciences)
o Dr. Rami Zurayk (Land and Water Resources)
Logistical and administrative assistance was provided by Ms. Tharwat Haddad (Dean’s
Office) and Ms. Lina Jaber (Research Assistant Animal Sciences). Mr. Ziad Moussa
(Research Associate, ESDU), attended parts of the planning meetings by invitation, helped
in the compilation of last draft and facilitated discussion groups during the retreat.
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TABLE OF CONTENTS
1. Mission Statement .......................................................................................................... 4
2. FAFS Major accomplishments during the last three years ............................................. 4
2.1. Introduction of New Programs ........................................................................... 4
2.2. Broadening the Student and the Faculty Body ................................................... 4
2.3. Consolidating the Leading Role of FAFS in Research and Development
(R&D) ................................................................................................................ 5
2.4. Initiating Collaborations and Partnerships with Regional and
International Academic and Research & Development Institutions ................. 6
2.5. Achieving Financial Sustainability .................................................................... 7
2.6. Upgrading of the Research and Teaching Facilities in Beirut and AREC ........ 8
3. External Trends and Influences ...................................................................................... 8
3.1. The “Macro” Framework ............................................................................................ 8
3.2. The Sectoral Framework .................................................................................... 8
4. Summary Analysis of Strengths, Weaknesses, Opportunities, and Threats ................... 12
4.1. Strengths ............................................................................................................. 12
4.2. Weaknesses ........................................................................................................ 12
4.3. Opportunities ...................................................................................................... 13
4.4. Threats ................................................................................................................ 13
6. Student Learning Outcomes ........................................................................................... 14
6.1. The B.Sc. in Agriculture Program...................................................................... 14
6.3. The Veterinary Science Program Learning Outcomes ....................................... 15
6.4. Educational Objectives of the Landscape Design and Eco-Management
Program ............................................................................................................. 16
6.5. Educational Objectives of the Food Science and Management Program .......... 16
6.6. The Graduate Program ....................................................................................... 17
8. Summary of Key Performance Indicators (Initiative number defined
according to Planning Template in section 10) ................................................ 18
9. Summary of Strategic Initiatives .................................................................................... 20
Major Initiatives for the coming 3-5 years (Initiative number defined
according to Planning Template in section 10) ................................................. 20
10. Planning Template ........................................................................................................ 24
11. Mechanisms and Activities to secure Faculty/Staff Input in the Planning Process...... 27
12. Mechanisms and Activities to Foster Interdisciplinary Programs ................................ 27
13. Schedule of Strategic Performance Reviews ................................................................ 27
14. Other considerations: FAFS Road map 2006 - 2015 .................................................... 27
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1. Mission Statement
The mission of the FAFS is to promote and disseminate knowledge through higher
education and research in food and agriculture, nutrition and dietetics, landscape,
environment and natural resource management, and community and rural development
as a basis for sustainable improvement in the livelihood of people throughout Lebanon,
the Middle East, and the world.
2. FAFS Major accomplishments during the last three years
2.1. Introduction of New Programs
During the past few years FAFS added to the existing undergraduate degrees in
Agriculture and Nutrition and Dietetics new programs, namely, Landscape Design and
Eco-Management and Food Science and Management. A BSc. degree in Veterinary
Sciences has been also submitted for approval.
At the Graduate Studies level, FAFS offers degrees in 10 disciplines (agricultural
economics, animal sciences, food technology, irrigation, mechanization, nutrition, plant
protection, plant science, poultry science, and soil science). In 1998, an interfaculty
M.Sc. degree was introduced by FAFS in Environmental Sciences with emphasis on
Ecosystem Management.
The School has also applied for a PhD degree in Nutrition. The anticipated Ph.D. in
nutrition program will address the severe shortage in qualified professionals in
Lebanon and the Middle East. The program will offer specialization in community
nutrition and clinical nutrition.
FAFS offers its students possibilities to combine a minor in Food Sciences with a
major in nutrition or agricultural sciences and vice versa.
2.2. Broadening the Student and the Faculty Body
The academic changes at FAFS have led to a noticeable increase in student body.
Today FAFS 38 Faculty Members, including lecturers and instructors, provide
academic services and cater for a total of 633 students. Administration of these
programs is carried out by 4 departments namely LWRS, PLSC, ASC, NFS. At the
graduate level the Faculty has catered for an average of 80 students per year.
The increase in undergraduate student number would not have been possible without
the introduction of the two new programs (Landscape Design and Eco-Management in
2000-2001 and Food Science and Management in 2002-2003) and the planned launch
of a B.Sc. degree in Veterinary Sciences in 2007-2008 will allow keeping the
enrolment momentum growing. Enrolment data of undergraduates for the different
programs at FAFS are shown in Table 1.
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Table 1. FAFS Undergraduate Student Enrollment (1997-2006)
Student Status* 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06
TE AGR 126 102 107 131 153 199 179 168 143
BS AGR 32 30 28 22 17 17 12 14 12
TE LDEM - - - 16 39 49 61 69 80
BS LDEM - - - - - - 9 15 8
TE ND 91 89 108 135 128 126 133 140 144
BS NTDT 39 30 29 39 47 42 45 63 50
TE FSMT 0 0 0 0 0 22 63 125 152
BS FSMT 0 0 0 0 0 0 1 8 25
Total UG
Enrolment/
Total graduated
217 /
71
191 /
60
215 /
57
281 /
61
5
320 /
64
396 /
59
435 /
67
501 /
100
518 /
95
* Total undergraduate Enrolment (TE), Total number of undergraduates awarded a BSc
degree (BS)
In response to the increase in student number, six new faculty members were recruited
over the past 3 years, 4 in the Nutrition and Food Science Department and 2 in Landscape
Design and Eco-Management program. Several Lecturers and Instructors were also hired
on a part time basis for teaching specialized courses. The distribution of the Faculty by
rank for the last 5 years is shown in Table 2.
Table 2. Faculty Member Distribution by Rank – (2001-2006)
Year Professor Associate Assistant Instructors & Total
Professor Professor Lecturers
2001-2002 11 10 4 4 29
2002-2003 13 8 5 4 30
2003-2004 14 9 4 4 31
2004-2005 16 7 6 5 34
2005-2006 17 5 7 9 38
2.3. Consolidating the Leading Role of FAFS in Research and Development (R&D)
Research at FAFS has always privileged a “people centered” approach in addressing
agriculture, nutrition and food problems of Lebanon and the region through a carefully
balanced mixture of basic and applied research. For this FAFS has diversified its
research and development activities by adding regionally relevant disciplines
(Sustainable Agriculture, Organic Farming, Biodiversity, Community Nutrition,
Integrated Pest Management, Food Safety,…).
The innovative and technical applicability within the national and regional context of
FAFS research is reflected in the significant increase in its publication rate and the
amount of research funds and service contracts FAFS has managed to secure. Over the
past 3 years FAFS has improved its publication rate by 55% from an average of one

article in peer reviewed journals per faculty member in 2002-2003 to 1.8 articles in
2004-2005. In addition funding for research and development has increased from $3.25
million in 2002-2003 to $4.31 million in 2004-2005 (up 32.5%).
Through its projects, FAFS has provided a platform for training and information
sharing supporting key Lebanese ministries including Ministries of Agriculture,
Environment, Health, Social Affairs, and Economy and Trade and international
organizations such as UNDP, FAO, UNIDO, UNICEF and WHO.
In the past few years hundreds of farmers and extension agents benefited from state of
the art training and development programs conducted by FAFS under various research
and services contracts, in the fields of agricultural innovation (community supported
agriculture, forages production, organic farming, sustainable use of biodiversity as an
income source for rural livelihoods, traditional foods …) in addition to the more
classical technology transfer topics (improvement of irrigation techniques, integrated
pest management, improvement of conception and delivery of agricultural extension,
post-harvest practices, …).
FAFS pioneered the introduction of dietetics as a profession and institutionalized it in
Lebanon. In the area of Nutrition, FAFS has been involved in research, intervention
projects and community outreach activities focusing on knowledge transfer about
healthy nutritional habits, proper food handling techniques, and importance of the
traditional Lebanese food for income generation in rural communities. The potential of
the Lebanese diet in combating risk factors of chronic disease has been also highlighted
with the community. Moreover, outreach to health practitioners across Lebanon,
through various workshops, focused on proper infant feeding practices to combat child
malnutrition. FAFS has also been organizing training sessions addressing food safety,
and working towards the development of small and medium size enterprises in the
Agro-food sector.
Through the Landscape design and ecosystem management programs, projects of
graduating seniors and graduate students at FAFS have all focused on proposing
interventions based on sound ecosystem management principles to contribute to
sustainable development and the conservation of cultural and natural heritage (urban
greening, ecological parks, urban agriculture, post-war rural reconstruction, historic
and archaeological landscapes, traditional villages and towns, nature reserves,
biodiversity conservation, protecting riparian and coastal landscapes).
2.4. Initiating Collaborations and Partnerships with Regional and International
Academic and Research & Development Institutions
FAFS has been collaborating actively with the International Center for Research in Dry
Areas (ICARDA) which is based in Aleppo – Syria and “Escuela de Agricultura de la
Region Tropical Humeda” (EARTH University) based in Costa Rica since 1999.
The collaboration with ICARDA focuses mainly on conducting joint agricultural
research projects, the provision of short and long-term training programs and the
cooperation in promoting post graduate research programs at the M.Sc. and Ph.D.
levels; while collaboration with EARTH University involves yearly M.Sc. students
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exchange specializing mainly in natural resources management, biodiversity and
sustainable agriculture programs.
Two new partnerships were initiated with the National Food Safety and Toxicology
Center of Michigan State University (MSU) and the Mediterranean Studies Initiative of
Cornell University in 2005 and 2006 respectively. The collaboration with MSU focuses
on staff training and exchange, research and technological development projects,
postgraduate courses at the M.Sc. and Ph.D. levels, internships, consultancies and
documentation and information exchange, while collaboration with Cornell University
is specifically focused on faculty exchange, organization of joint conferences,
exchange of library materials and development of cooperative research projects.
2.5. Achieving Financial Sustainability
Over the past 3 years, FAFS revenues were $4.37M (2002-2003), $5.61M (2004-2005),
and an expected $5.75M (2005-2006). FAFS net contribution to the University budget
almost tripled over the past 3 years, and was $0.42M in 2002-2003, $1.2M in 2004-
2005, and expected $1.2M in 2005-2006.
The noted 28.5% increase in revenue is mainly due to increased student enrolment in
the two newly established programs, FSM and LDEM. These 2 programs allowed
FAFS not only to broaden and diversify its student base, but were also instrumental in
achieving financial sustainability.
These positive financial results acquire additional significance considering that FAFS
subsidizes the operational cost of its Agricultural Research and Education Center
(AREC) by an average of $0.64M a year and that significant upgrading of the teaching
and educational facilities took place over the past 3 years as highlighted in section 2.5
of this report.
Table 3 relates the financial history of FAFS over the past 3 years and the anticipated
financial results for 2005-2006 and shows the progresses achieved on the financial
sustainability front.
Table 3. Financial results by year 2000 – 2006
Total Revenues Net of Financial Aid
00-01 01-02 02-03 03-04 04-05 05-06
(Thousands $)
2,806 3,373 4,365 4,883 5,608 5,749
Total Direct Expenditures 2,912 3,301 3,345 3,489 3,721 3,807
FAFS Net Contribution
(106) 72 1,020 1,394 1,887 1,942
(excluding AREC)
FAFS Net Contribution
(including AREC)
(668) (540) 415 792 1,163 1,171
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2.6. Upgrading of the Research and Teaching Facilities in Beirut and AREC
Over the past several years FAFS has established new facilities and rehabilitated its
laboratories and teaching class rooms. New additions to FAFS include the construction
of a pilot plant and creamery, the set up of a training unit for development, a body
composition and metabolic studies laboratory, and a seed bank for the conservation of
the indigenous Lebanese crop species.
3. External Trends and Influences
3.1. The “Macro” Framework
FAFS is bound to respond to a complex set of trends and influences that affect human
development in Lebanon and the Middle East. Programs and curricula need to be
responsive to the paradigm shifts in teaching and practicing which are becoming
increasingly aligned with livelihoods improvement strategies and environmental safety
considerations. Failing to address these paradigm shifts challenges the entire raisond’être
of FAFS and threatens its achievements.
The urban – rural divide which had traditionally segregated agriculture to rural areas
and nutrition to urban neighborhoods is slowly fading away. We increasingly hear of
“urban agriculture” but also “agro-biodiversity”, “ethnic foods” and “food systems”,
making it imperative to challenge the compartmentalization of teaching, research and
outreach of various disciplines at FAFS into a broader multi-disciplinary and
participatory frameworks.
Regional showcases aligning innovation, entrepreneurship and sustainability in
addressing food systems are extremely scarce in Lebanon and the MENA region. As a
matter of fact, innovation seems often to be “imported” and bypasses indigenous
knowledge and traditional know-how. Entrepreneurship is very frequently associated
with the abuse of natural resources, while most of the times sustainability is
synonymous of donor support and governmental subsidies. FAFS should reconcile
theory with practice by playing a role model in managing both the Beirut campus and
AREC along an innovative, entrepreneurial and sustainable path towards excellence.
3.2. The Sectoral Framework
Although FAFS is very much aware that one of its key strengths lies in its regional
mandate, the remainder of the trends and influences section will focus mainly on
Lebanese example in order to illustrate the multiplicity and complexity of these trends
and influences
Within the process of formulating a new Science, Technology and Innovation Policy
(STIP) for Lebanon, the “Task Force: Environment, Agriculture and Biological
Sciences (TFE)” has been mandated by the National Council for Scientific Research
(CNRS) to review the past policy(s) of the CNRS and to evaluate the policy and
propose new guidelines for a policy for the short and medium term. 1 . The task force
1 National Council for Scientific Research, A New Science, Technology and Innovative Policy: Task
Force on Environment, Agriculture and Biological Sciences (draft May 2005)
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identified the grasping of new agricultural economic opportunities and the
improvement of nutritional food quality as core societal needs for the science,
technology and innovation policy for Lebanon
3.2.1. Agriculture and the Agro-Food Sectors
In Lebanon, and despite the fact that the agricultural sector contributes to 8-12% of the
GDP 2 , it benefits from a mere 0.4% of the public governmental spending 3 . According
to a survey conducted by MoA (2002) the total value of the agricultural production
reached around LBP 1,929 billion ($ 1.29 billion). Crop production represented 73% of
the total value and animal production the remaining 27% share. Most of the Lebanese
agricultural production is consumed locally and only 6.7% ($86M in value) was
exported in 2004, despite an aggressive government-supported export promotion
program, Export Plus 4 .
There is also a significant agro-food and agro-processing industry, accounting for
nearly 20% of all industrial enterprises of the country. The share of the agro-food
production sector is evaluated at $500M while the overall industrial sector is evaluated
at $2.65 billion (around 13.5% of the GDP). According to the 2004 estimates of the
United Nations Industrial Organization, the Manufacturing Value Added (MVA) per
capita for Lebanon was $287, ranking 7 th in the Arab world behind the 6 member states
of the Gulf Cooperation Council. Yet the MVA is still significantly lower than that of
the developed countries which was $908 per capita over the same period.
The agricultural sector of Lebanon has very low barriers to entry and is one of the most
open agricultural sectors in the region. Agricultural imports to Lebanon continue to
increase and were close to $1 billion in 2004. Still the potential of the sector is apparent
as it managed to attract 60% of total inter-Arab agricultural investment in 2004 close to
$50M 5
The agricultural sector is relatively well positioned on the agenda of bilateral and
international donor agencies with USAID, the World Bank, the European Union (EU),
IFAD and FAO as major donors. A recent study by the EU estimates the development
money spent in Lebanon at around $120M per year 6 . It is estimated that the agricultural
sector benefits from around 45-55% of this yearly amount
These figures indicate that although the agricultural sector in Lebanon faces serious
structural problems, there are 3 main key areas of influence to be addressed and on
which FAFS can position itself:
� Addressing the structural gaps faced by agriculture
� Providing state of the art expertise to development programs
� Strengthening the links with the private sector in agriculture and agro-food
industry
2
http://www.medobs.org/panorama/rapport2005/Liban/ProfilLIB05.pdf
3
Figure for 2003, up from 0.37% of total governmental spending in 2002 www.medobs.org
4
http://www.idal.com.lb/
5
Audi-Saradar Group, Lebanon Country and Market Update 2005
6
Euro-Med partnership, Lebanon Country Strategy Paper 2002 – 2006
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3.2.2. Nutrition, Dietetics, and a Growing Market
It has long been known that malnutrition undermines economic growth and perpetuates
poverty, yet little is being done on that front, which is clearly reflected in the world’s
inadequate progress toward the Millennium Development Goals (MDGs) and toward
poverty reduction more generally. On the other hand, making nutrition central to
development will lead to a wide range of economic and social improvements that
depend on nutrition to be realized. 7
Throughout the years, food has evolved from being a basic necessity for human
survival to an essential part of a healthy lifestyle of primary importance for a
population’s well-being. Food is now defined as the safe source of nutrition that can
prevent and fight modern disease, while Nutrition is the science of nourishing the
human body based on the principles of dietary needs that were set by extensive
research in human observation and laboratory analysis.
On another front, food consumers are becoming increasingly aware of safety issues,
and more curious/sensitized on how to satisfy their nutritional requirements. Market
demands, consumer choices, market supply and production schemes are occurring in a
commotion without any ultimate referential body that can guide and oversee this
prospering health trend.
Because nutrition is ethnic in character, problems of health, nutrition, and food
products are a concern. Trends in the region must be addressed through studies,
surveys and observations carried out on a local and regional scale. At present, the
region has a dearth of reliable data in nutritional studies.
The impact of local nutritional practices on health depends on research related to the
association between diet and disease. The development of new products according to
specific population nutritional requirements plays a major role in disease prevention
and health bill reduction. CNRS 8 identifies R&D needs in the following areas:
� Nutritional characterization of locally produced foods: which requires suitable
development of food standards, labeling criteria & food and nutrition monitoring
systems. This nutritional characterization will impart more reliability and
competitiveness to locally produced items with increased market share and export
opportunities.
� Functional Foods: Basic and applied research in development of functional
foods according to the requirements of local communities will allow catering for
the specific population nutritional and culinary needs and preferences as well as
increased external market share.
� Adequate food processing techniques: Better collaboration between industry
and research for development and implementation of quality enhancing foodprocessing
technologies through access to advanced industrial technologies,
appropriate scientific equipment, qualified personnel and trainees.
7
The World Bank (2006) Repositioning Nutrition as Central to Development: A strategy for long term
action
8
National Council for Scientific Research, A New Science, Technology and Innovative Policy: Task
Force on Environment, Agriculture and Biological Sciences (draft May 2005)
10

In 2005, most Lebanese hospitals sought ISO certification and invested in dietetics
divisions and services. There’s also a growing trend in weight loss and dietary
management clinics in both Lebanon and the Middle East. These clinics are almost
exclusively staffed by graduates of FAFS. Many dietitians are employed by long term
care institutions (elderly homes/ orphanages) and there’s a growing demand in health
and sports center as well as an emerging market in schools.
For both Nutrition and Food Science graduates, the future holds the potential of
employment in food service management (restaurants, catering services) as well as in
the area of food safety and hygiene.
3.2.3. The Higher Education Sector
Lebanon is witnessing a steady boom in the Higher Education sector, with more than
40 universities and specialized colleges listed on the website of the Ministry of
Education for 2005-2006. An online research shows that at least 17 establishments out
of the 40+ establishments listed have their own websites on which they propose the
specializations and curricula they offer.
Figures for 2004 show that the Lebanese University (LU) catered for 53% of 125,000
university students in Lebanon, while a consortium of 8 private universities is serving
around 30% of the students (AUB, USJ, LAU, Balamand (UOB), NDU, USEK,
Haigazian and Makassed). The 2004 figures estimated the AUB share of the Higher
Education Sector at 5.1%.
Four out of the nine universities listed above offer undergraduate and graduate
programs in agriculture (LU, AUB, USJ and USEK), however only FAFS has a
graduate in-house program while other universities rely on the Mediterranean
Agronomic Institutes network in Greece, France, Italy and Spain (CIHEAM) for the
graduate studies. It is worth mentioning that graduates from the 3 other universities
strongly prefer AUB to continue their graduate studies since almost 25% of the
graduate students currently enrolled at FAFS (24 students out of 96) completed their
undergraduate studies outside AUB.
AUB/FAFS was joined by USEK, NDU, Balamand and USJ in offering nutrition and
dietetics programs. USJ also offers a degree in dietetics. LIU has also started its own
nutrition and dietetics program. AUB/FAFS remains the only university to offer
Landscape Design and Eco-Management, Food Science and Management, in addition
to the planned launch of the Veterinary Sciences program in 2007-2008. While LU
requires nominal fees for registration, the AUB tuition fees are more than the double
that which is charged by other universities offering similar programs.
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4. Summary Analysis of Strengths, Weaknesses, Opportunities, and
Threats
4.1. Strengths
4.1.1. FAFS educates and empowers: FAFS offers a Western Liberal education model
which targets novel attractive disciplines and empowers an entrepreneurial and risktaker
student body.
4.1.2. FAFS is resource rich: FAFS capitalizes on the enabling teaching environment
and the advanced research infrastructure offered by AUB, including the AREC
facilities.
4.1.3. FAFS is a national and regional reference with a proven track record of
excellence: FAFS is regarded as a regional model and a trend-setter in Agriculture,
Nutrition, and Food Science. This is particularly reflected at times of crisis, when
public opinion and decision makers turn to FAFS seeking advice and guidance.
4.1.4. FAFS promotes interdisciplinarity to respond to community needs: FAFS
privileges a holistic, interdisciplinary and multi-stakeholders cooperation in addressing
the needs of the community it serves.
4.1.5. FAFS promotes experiential learning: FAFS encourages a learning style that
addresses proactively real-life challenges and concerns
4.1.6. New programs offered by FAFS have increased the student body: The
continuous innovation and revitalization that FAFS undertook over the past 5 years
resulted in a two fold increase in the student body.
4.2. Weaknesses
4.2.1. The general Agriculture program offered by FAFS is not attracting and retaining
the anticipated number of students: The Agriculture undergraduate program has not
been revised and re-evaluated to respond to global challenges facing the agricultural
sector and to keep attracting a strong student body.
4.2.2. The administrative organization of academic units at FAFS is restrictive: FAFS
is compartmentalized in small departments whose human and infrastructure resources
are not aligned with the changes introduced by the School in terms of academic
programs and research agendas (infrastructure, equipment, laboratory space…).
4.2.3. Weak visibility of some FAFS new programs: New programs at FAFS have not
received the needed financial, administrative, and infrastructure support to promote
their growth and establish their identity.
4.2.4. AREC: financial deficit and underutilization: AREC suffers from a chronic
financial deficit that has worsened with the decline in enrolment in the Agriculture
program, in addition to a heavy overhead, and under-utilized facilities at the level of
teaching, research, development, and production activities.
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4.2.5. FAFS has a discrepancy in faculty to student ratio: The current faculty
composition does not reflect the teaching requirements of academic curricula nor does
it reflect the student enrollment in various graduate programs.
4.2.6. FAFS is not attracting a diverse student body: FAFS has not been successful in
attracting students from different nationalities and socio-economic backgrounds nor
does it attract students from rural communities.
4.3. Opportunities
4.3.1. Global and regional interest in addressing agriculture, food and nutrition, and
environmental issues through transboundary regional holistic approaches
4.3.2. American style education has become a sought after academic model. Regional
interest in receiving training and University degrees from US institutions or US
accredited institutions.
4.3.3. Young Middle Eastern women are more likely to attend Universities in the
region: Preference of Middle Eastern families to send their daughters to countries with
similar cultural traditions.
4.3.4. Increasing employment opportunities in emerging fields that are/can be offered
by FAFS. There are increased investment opportunities in agro-food industry, food
safety, community health, environmental management, water and soil, sustainable
development, landscape design, veterinary, natural products and nutraceuticals.
4.4. Threats
4.4.1. Universities in the country and the region have established programs similar to
those offered by FAFS. Many of the competing regional universities offer similar
curricula at lower cost and are competing for a limited student body.
4.4.2. Political instability: The Lebanese agricultural sector and FAFS suffer from the
repercussions of the political and/or economic recessions in Lebanon, especially in the
light of the events that Lebanon have been facing since February 14 th 2005, the entry
into force of free trade agreements such as the Greater Arab Free Trade Agreements
(GAFTA) and the marginal share that agriculture receives from governmental
spending.
4.4.3. Financial support targeting French speaking universities.
4.4.4. Regional economies are becoming increasingly geared towards services rather
than productive sectors such as agriculture and industry.
4.4.5. Low salaries for graduates: Relatively low wages are offered to agriculture
graduates in general and to fresh graduates in particular, in addition to a poor
institutional enabling framework for the agricultural engineering profession.
13

4.4.6. Other Universities offer a B.Sc. in Agriculture as a three-year program: Students
are increasingly drawn to shorter term programs that allow them to start work earlier
and minimize their higher education expenses.
5. Vision Statement
FAFS is recognized as a regional center of excellence that integrates education, research
and outreach activities to effectively contribute to the health and livelihood of the people of
the Middle East and North Africa (MENA). FAFS trains dedicated and highly motivated
men and women to meet the needs of human resources of the Region.
6. Student Learning Outcomes
6.1. The B.Sc. in Agriculture Program
The B.Sc. degree is an interdisciplinary program encompassing the areas of plant, soil,
water and animal sciences.
Upon successful completion students should be able to:
� Have a strong knowledge in basic and applied sciences.
� Improve crop and animal production, preserve/promote biodiversity, promote
agricultural sustainability and development and natural resources and
agribusiness.
� Have a strong knowledge of the present and future issues regarding regional and
international agricultural resources and development.
� Work in various agricultural careers and in the largest agricultural-job-demand
and to handle professional jobs.
� Gain knowledge and experiences that enhance analytic thinking, problem solving
abilities, leadership, and teaching skills.
� Determine the importance of learning agriculture in alleviating concerns of
rapidly increasing world populations.
� Develop a broad understanding of agriculture development and sustainable crop
production and understand the challenging nature of agriculture in order to plan
and solve problems relating to sustainable agriculture
� Demonstrate an understanding of the dynamic nature of agricultural knowledge
and of the suitable technology, and to analyze and apply this knowledge to
agricultural management practices.
6.2. The B.Sc. in Nutrition & Dietetics Program
The BS degree in Food Science and Dietetics Program prepares its graduates for a lifelong
learning and professional advancement. The curriculum adopts critical thinking
and problem solving approach and aims at graduating professionals with good
communication skills and who can successfully solve, interpret and evaluate
information on Nutrition and Dietetic issues, which includes distinguishing bias and
identifying sources of conflict and evaluating claims.
14

More specifically the learning outcomes of the undergraduate program are:
� Apply strategies for effective communication to present nutrition information and
counsel individuals on nutrition.
� Demonstrate an understanding of the role of nutrients and food in human health,
disease prevention, health promotion, and medical nutrition therapy.
� Apply knowledge of management principles and systems in planning, monitoring
and evaluating dietetic services and practice and implementing of quality
improvement programs.
� Utilize critical thinking skills in the interpretation and application of research
findings.
� Utilize management principles and marketing strategies in dietetic service and
practice.
� Demonstrate ability to apply legislative, regulatory and professional guidelines to
dietetic service.
� Collect data, assess nutrition status, determine nutrient requirements develop and
implement interventions for individuals groups in a variety of clinical and
community settings and document in appropriate records.
� Use current information technology to enhance dietetic service and practice.
� Understand the effects of food and nutrients on our bodies.
� Understand nutritional needs at different stages of the life cycle.
� Behave professionally and ethically in Dietetic service and practice.
6.3. The Veterinary Science Program Learning Outcomes
The B.Sc. degree in Veterinary Science at FAFS prepares the graduates for life-long
learning and professional advancement in the field. Students will get the solid basics in
animal health, husbandry, nutrition, and breeding. The curriculum is integrative,
multidisciplinary and multifunctional allowing graduates to have broader abilities in
finding jobs in the local, regional and world market.
Specifically, the educational goals of this undergraduate program are:
� To acquire basic knowledge in chemistry, physics, and biology basically needed
in veterinary science.
� To foster proper English courses needed in interaction skills for peer and
multidisciplinary team work, and communication.
� To provide students with enough humanities and social sciences that will enhance
leadership, ethics, critical thinking and development of the art of self-learning.
� Prepare students for implementation of modern husbandry management,
nutritional programs, and breeding trends.
� To acquire a high standard in skills needed for diagnostic and disease control
programs.
This program will also prepare students to pursue their graduate studies in poultry and
animal sciences as well as in the basic medical sciences.
15

6.4. Educational Objectives of the Landscape Design and Eco-Management Program
The B.Sc. degree in Landscape Design and Eco-Management at FAFS prepare its
graduates to design, implement and manage landscape projects in both urban and
natural settings. This program is unique in that it is the first of its kind in the Region.
Such a program would undoubtedly attract Arab and foreign students, especially
female students that have higher chances of employment in this field than in the field
of agriculture.
The specific objectives of the program are:
� To graduate qualified individuals capable of significant contributions to the
growing landscaping sector of agriculture in this region.
� To emphasize environmentally sound landscaping operations and introduce the
principles of holistic and ecological landscape design and management.
� To improve landscaping operations through graduating students trained in the
principles and practices of environmentally and culturally sustainable landscape
design and management practices.
Desired skills attained by graduates of the program, based on the above objectives:
� To graduate students capable of designing and managing small-scale projects.
� For graduates to have the expertise and ability to manage sustainably existing
landscapes.
� For graduates to have the ability to work closely with and advice scientists,
architects and planners in the design of rural and urban landscape projects.
� To graduate students aware of the fundamentals of managing natural, rural and
urban landscape settings.
� For graduates to have the ability to work with local communities to preserve local
landscape character, natural and cultural heritage.
The above objectives and skills will be attained through emphasizing three main areas
of study; landscape analysis and design, landscape management, and the
interconnectedness of landscapes with the surrounding environment.
6.5. Educational Objectives of the Food Science and Management Program
The B.Sc. degree in Food Science and Management of FAFS rigorously prepares its
graduates for life-long learning and professional advancement. Students are provided
with an in-depth education in both food science and in management. The curriculum
adopts an integrative, multidisciplinary, and multifunctional approach that underscores
the food science, and management aspects.
More specifically, the educational goals of this undergraduate program are:
� To impart a sound understanding of fundamental principles and concepts of food
Science.
16

� To convey a firm knowledge of current and evolving technologies while
maintaining a proper balance between theory and practice.
� To train students in analysis of foods and food products.
� To motivate students to think critically and creatively, and to develop the art of
self-learning.
� To cultivate skills pertinent to food processing and preparation
� To equip students with the basic knowledge in business and management related
to establishments dealing with food products.
� To provide students with the expertise that will enable them to develop,
implement, and support food systems in various fields.
� To foster effective interaction skills for peer and multidisciplinary teamwork and
communication.
� To instill in students leadership qualities, professionalism, and ethics.
This B.Sc. program is also designed to prepare graduates trained specifically in all
aspects of the food chain, namely: food safety and hygiene, food processing and
preservation, food service and management, food testing and quality control, food
business and marketing, management of food establishments.
The program will also prepare students to continue graduate studies in Food
Technology and Nutrition, and Master of Business Administration.
6.6. The Graduate Program
Upon completion of the MS program the student:
� Should have confirmable abilities in problem formulation, analysis, synthesis,
and decision making
� Should have the ability to apply critical thinking to solving practical problems of
importance to the region
� Should have a strong theoretical background to apply the theory to research,
scholarship or any other creative work
� Should have distinguished credential to continue for PhD programs
� Should have effective leadership and team communication skills
� Should have the highest moral and ethical values and apply them in their personal
lives as well as in performing their professional duties.
17

7. FAFS Strategy Map
FAFS Balanced Scorecard Strategy Map
Vision FAFS is recognized as a regional center of excellence that integrates education,
research and outreach activities to effectively contribute to the health and
livelihood of the people of the Middle East. FAFS trains dedicated and highly
motivated men and women to meet the needs of human power resources of the
Region.
Strategic Academic Excellence: Steering Change and Embracing Sustainable
theme
Student
/community
perspective
Internal
process
perspective
Faculty and
staff
perspective
Financial
perspective
Alternatives
S1. Recruit
and retain high
quality
undergraduates
P1. Improve
administrative
structure and
streamline
administration
FS1. Increase
faculty/staff
satisfaction
F1. Balance
budget
S2. S3. Reach
Diversify out to a
student regional
body student
(rural/urban) audience
P2. Reshape P3.
AREC to be Reorganize
sustainable and re-align
resources
FS2.
Promote
synergies
between
teaching,
research &
outreach
F2. Increase
external
funding
FS3. Create
a conducive
research
environment
towards
excellence
18
S4. Increase
graduate
enrollment
P4. Reach
out to
stakeholders
S5. Enhance student
experiential learning
8. Summary of Key Performance Indicators (Initiative number defined according
to Planning Template in section 10)
A list of key performance indicators has been compiled to serve as tools of assessment
to monitor the progress towards achieving FAFS strategic goals. They were chosen to
be easy to measure, quantitative and specific for each proposed initiative.
I# KP# FAFS Key Performance Indicator
I1-KP1 Number of FAFS graduating students
I1-KP2 New FAFS students GPA
I1-KP3 Number of students in different FAFS undergraduate programs
I2-KP1 Ratio of number of students from rural/urban areas
I3-KP1 Number of students per region
I4-KP1 Number of exchange students
I5-KP1 Number of accredited programs
I6-KP1 Number of FAFS graduate students
I6-KP2 Number of thesis/project produced per program

I7-KP1 Number of Labs renovated/ New major equipment
I8-KP1 Number of modular courses offered
I8-KP2 Number of courses with practical lab sessions
I9-KP1 At least one program per department
I9-KP2 Balanced number of faculty among programs
I9-KP3 Faculty/student ratio
I10-KP New management structure at AREC
I11-KP1 Budget used for strategic priorities
I11-KP2 Faculty/space ratio
I12-KP1 Number of events involving alumni
I12-KP2 Amount of funds allocated to research from private sector
I12-KP3 Number of graduates employed by private sector
I13-KP1 Number of annual performance reviews and percent of faculty satisfied
I13-KP2 Percent of Faculty/staff promoted per year
I13-KP3 Number of Faculty research and development leaves
I14-KP1 Number of new Faculty/staff
I14-KP2 Number of Faculty with personal portfolio
I15-KP1 Number of conferences/workshops about centers of excellence
I15-KP2 Number of visiting/exchange scholars
I15-KP3 Number of services provided by the Centers of Excellence
I16-KP1 Number of collaborative research initiatives
I16-KP2 Number of papers published
I17-KP1 AREC financial profit/deficit
I17-KP2 Number of grants awarded to AREC
I17-KP3 Frequency of use of AREC facilities and paid activities and events
I18-KP1 Amount of funding received from external sources
I (Arabic numeral): I, Initiative; and the Arabic numeral refers to the # of Initiative
KP (Arabic numeral): KP, Key Performance Indicator. The value of the Arabic numeral refers to the
# of the indicator.
The composite reference I(#)-KP(#) refers to Key Performance Indicators that were derived to assess
progress towards achieving an objective in reference to a particular Initiative undertaken by FAFS.
19

9. Summary of Strategic Initiatives
The Faculty is planning for a number of key strategic initiatives that would confirm the
excellence and entrepreneurship commitment of FAFS, endorsing the “intellectual
entrepreneurs” model as “… scholars who take risks and seize opportunities, discover
and create knowledge, innovate, collaborate, and solve problems in any number of
social realms…” (Cherwitz 2002) 9 This section details the key strategic initiatives that
will be implemented in the short-term
Major Initiatives for the coming 3-5 years (Initiative number defined according to
Planning Template in section 10)
Goal 1: Attracting students: A relevant and diverse education for success
Initiative #2: Target scholarships to students from rural Lebanon and the region
(Meet U1, U3 & U7, make use of S1, minimize W1 & W6, and face T1 and T3.
Initiative #3: Revisit curricula to respond to market needs in the region and advertise
them; allocate human and physical resources to strengthen program image
(Meet U2 & U5, make use of S1, S4 & S6, minimize W1, W3, W5 & W6, take advantage of
O2 & O3, and face T1 & T6).
Initiative #4: Exchange students with other universities
(Meet U3, make use of S1 and S4, minimize W5 & W6, take advantage of O1)
Goal 2: Steering change: Revisiting programs, curriculums and departments
Initiative #1: Introduce New Undergraduate programs; B.Sc. Veterinary Science;
B.Sc. Agribusiness
(Meet U1 & U2, make use of S1, S2 & S6, minimize W1 & W6, take advantage of O2 &
O3, and face T1 & T6))
Initiative #6: Introduce and/or revise graduate programs to respond to job market
needs; M.Sc. Rural Community Development; M.Sc. Landscape Design and Eco-
Management; PhD Nutrition
(Meet U2 &U6, make use of S1, S2, S5 & S6, minimize W1 & W6 and take advantage of
O1, O2 & O3)
Initiative #5: Seek accreditation for all programs
(Meet U1, make use of S3, minimize W1, and take advantage of O2 & O3)
9 Cherwitz, R. 2002. Intellectual Entrepreneurship Program (IE). The University of Texas at Austin.
http://webspace.utexas.edu/cherwitz/www/ie.
20

Initiative #8: Integrate “AREC Dimension” in all programs
(Meet U1, make use of S2 and S5, and minimize W4)
Initiative #9: Align programs with departments; New department of Landscape
design and ecosystem management; Merge the departments of Plant sciences and
Land and Water
(Meet U5 & U8, and minimize W2, W3 & W5)
Goal 3: Embracing Sustainable Alternatives: An entrepreneurial approach
Initiative #10: Segregate academic from operational activities at AREC
(Meet U8 and minimize W2 & W4)
Initiative #11: Allocate resources to align with the strategic changes introduced by
the school in terms of academic programs and research agendas
(Meet U8 & U9 and minimize W2)
Initiative #13: Ensure professional development, and transparent evaluation and
reward system; Enforce submission of the annual performance review by all
administrators; Establish a monthly open forum to address on regular basis all issues
and to keep Faculty well informed about all University decisions
(Meet U8, and Minimize W2)
Initiative #17: Optimize AREC operations and develop business plans; Seek to
outsource losing operations at AREC; Improve student facilities such as dormitory,
food services, recreational facilities, and IT services to encourage use by various
academic programs, AUB alumni, and implement a good neighborhood strategy
(Meet U8 & U9, and minimize W2 & W4)
Initiative #18: Develop and institutionalize fund raising strategy; Establish a center
at AREC for sustainable development (ESDU) to solicit funding ; Develop incentive
system to promote research proposal writing and fundraising by Faculty
(Meet U8 & U9, minimize W1, W2 and W4, and face T3)
Initiative #12: Develop process to involve alumni and private sector; Organized
meetings, seminars and workshops; Establish a graduate student profile database
accessible to the private sector and establish support base for job placement of
graduates; Build a strong internship program for all sectors catered by FAFS
(Meet U7, make use of S4, minimize W1, W4 & W6 and take advantage of O1 & O4, face
T5)
21

Goal 4: Leading the way: FAFS as a center of excellence
Initiative #7: Process for update of infrastructure
(Meet U9, make use of S2 & S5, minimize W2 & W6)
Initiative #15: Establish new centers of excellence and consolidate existing ones;
Center for Zoonotic Diseases; Food Safety and Applied Nutrition Center; Provide
services through FAFS centers
(Meet U4 & U7, make use of S3 & S4, minimize W4 & W6, take advantage of O1, and face
T4)
Initiative #14: Prioritize recruitment to meet critical mass; Allocate adequate teaching
support to faculty members catering to a large number of students
(Meet U4, make use of S3, minimize W5, and take advantage of O1)
Initiative #16: Expand and revitalize FAFS advisory board
(Meet U4, make use of S2 & S4,minimize W3, take advantage of O1)
22

Goals and
Initiatives
SWOT for
FAFS
Goal 1: Attracting students
Target scholarships to students from rural Lebanon and the
region
Revisit curricula to respond to market needs in the region
and advertise them
Exchange students with other universities
Goal 2: Steering change
Introduce New Undergraduate programs
Introduce and/or revise graduate programs to respond to
job market needs
Seek accreditation for all programs
Integrate “AREC Dimension” in all programs
Align programs with departments
Goal 3: Embracing Sustainable Alternatives
Segregate academic from operational activities at AREC
Allocate resources to align with the strategic changes
introduced by the school
Ensure professional development, and transparent
evaluation and reward system
Optimize AREC operations & develop business plans
Develop and institutionalize fund raising strategy
Develop process to involve alumni and private sector
Goal 4: Leading the way
Process for update of infrastructure
Establish new centers of excellence and consolidate
existing ones
Prioritize recruitment to meet critical mass
Expand and revitalize FAFS advisory board
Undergraduate education is core
University Goals FAFS Strengths FAFS Weaknesses FAFS Opportunities FAFS Threats
U1 U2 U3 U4 U5 U6 U7 U8 U9 S1 S2 S3 S4 S5 S6 W1 W2 W3 W4 W5 W6 O1 O2 O3 O4 T1 T2 T3 T4 T5 T6
Choice and flexibility in programs
Student diversity
Center of excellence
Enrollment / Capacity
PhD Programs
Community services
Sustainable model
Balanced budgets
FAFS educates and empowers
FAFS is resource rich (AREC)
National and regional reference with
record of excellence
23
Promotes interdisciplinarity to respond to
community needs
Experiential learning
New programs attract more students
Low enrollment and retention in
Agriculture
Restrictive administrative organization
Weak visibility of some FAFS new
programs
AREC: financial deficit &
underutilization
Discrepancy in Faculty/student ratio
FAFS not attracting diverse student body
Global and regional interest in
transboudary holistic approaches
Appeal of American style education
Middle Eastern women prefer regional
universities
Employment Opportunities in FAFSrelated
fields
Competition from other Universities
Political instability
Financial support to French –speaking
universities
Regional economies geared towards
services
Low salaries for graduates
3-year programs in other universities

10. Planning Template
Strategic themes Key Performance Indicators Initiatives Incremental costs in USD Criticality
Year 1 Year 2 Year 3 factor
Student S1. Recruit and Number of FAFS graduating 1. Introduce new undergraduate programs
/community retain high quality students (I1-KP1)
� B.Sc. Vet
perspective graduates
(3 part-time Faculty)
122,000 122,000 122,000 10
New FAFS students GPA (I1-KP2) (2 labs to be established: Anatomy and clinical 100,000
diagnosis & parasitology and veterinary
Number of students in different pharmacology labs)
FAFS undergraduate programs (I1- (1 Lab technician)
14,000 14,000 14,000
KP3)
� B.Sc. Agribusiness
(3 part-time Faculty)
122,000 122,000 122,000 7
S2. Diversify student Ratio of number of students from 2. Target scholarships to students from rural Lebanon 0 0 0 8
body (rural/urban) Rural/Urban areas (I2-KP1)
and the region
S3. Reach out to a Number of students per region (I3- 3. Revisit curricula to respond to market needs in the 2,000 2,000 2,000 6
regional student KP1)
region and advertise them
audience
Number of exchange students (I4- � Allocate human and physical resources to
KP1)
strengthen program image
Number of accredited programs 4. Exchange students with other universities 0 0 0
(I5-KP1)
5. Seek accreditation for all programs 0 0 0 8
S4. Increase graduate Number of FAFS graduate students 6. Introduce and/or revise graduate programs to
enrollment (I6-KP1)
respond to job market needs
� M.Sc. Rural Community Development
Number of thesis/project produced ( 2 new courses)
61,000 8
per program (I6-KP2)
(Graduate Assistants)
� M.Sc. Landscape design and Eco-Management
20,000 20,000 20,000
(1 Faculty)
(2 Graduate Assistants)
(Establish a Design Studio)
� PhD nutrition
61,000
20,000
16,000
34,062
61,000
20,000
39,688
61,000
20,000
106,932
5
5
S5. Enhance student Number of Labs renovated/New 7. Process for update of infrastructure 0 0 0 8
experiential learning major equipment (I7-KP1)
Number of modular courses offered
(I8-KP1)
Number of courses with practical
lab sessions (I8-KP2)
8. Integrate “AREC Dimension” in all programs 0 0 0 6
24

Internal
process
perspective
Faculty and
staff
perspective
P1. Improve
administrative
structure and apply
Streamline
administration
P2. Reshape AREC
to be sustainable
P3. Reorganize and
re-align resources
P4. Reach out to
stakeholders
FS1. Increase
faculty/staff
satisfaction
FS2 Promote
synergies between
teaching, research &
outreach
At least one program per
department (I9-KP1)
Balanced number of Faculty among
departments (I9-KP2)
Faculty/student ratio (I9-KP3)
New management structure at
AREC (farm manager, academic
coordinator,…)(I10-KP1)
Budget used for strategic priorities
(I11-KP1)
Faculty/space ratio (I11-KP2)
Number of events involving alumni
(I12-KP1)
Amount of Funds allocated to
research from private sector (I12-
KP2)
Number of graduates employed by
private sector (I12-KP3)
Number of annual performance
reviews and percent of faculty
satisfied (I13-KP1)
Percent of Faculty/staff promoted
per year (I13-KP2)
Number of Faculty research and
development leaves (I13-KP3)
Number of new Faculty/staff (I14-
KP1)
Number of Faculty with personal
portfolio (I14-KP2)
Number of conferences/workshops
about centers of excellence (I15-
KP1)
Number of visiting/exchange
scholars (I15-KP2)
Number of services provided by
centers of excellence (I15-KP3)
9. Align programs with departments
� New department of Landscape Design and
Ecosystem Management
� Merge the departments of Plant Sciences &
Land and Water
0 0 0 10
10. Segregate academic from operational activities at
AREC
25
0 0 0 10
11. Allocate resources to align with the strategic 0
changes introduced by the school in terms of
academic programs and research agendas
0 0 10
12. Develop process to involve alumni and private
sector
� Organized meetings, seminars and workshops
� Establish a graduate student profile database
accessible to the private sector and establish
support base for job placement of graduates
� Build a strong internship program for all
sectors catered by FAFS
13. Ensure professional development, and transparent
evaluation and reward system
� Enforce submission of the annual performance
review by all administrators
� Establish a monthly open forum to address on
regular basis all issues and to keep Faculty well
informed about all University decisions.
14. Prioritize recruitment to meet critical mass
� Allocate adequate teaching support to faculty
members catering to a large number of students
15. Establish new centers of excellence and consolidate
existing ones
� Center for Zoonotic Diseases
(Infrastructure of this center is already
accounted for in the allocation for the B.Sc. in
Vet. Sc.
� Food Safety Center
(Rent of Faculty apartment)
(Renovation of the apartment)
0 0 0 6
0 0 0 8
0 0 0 8
10,000
5,000 10,000 10,000
7
� Provide services through FAFS centers
FS3 Create a Number of collaborative Research 16. Expand and revitalize FAFS advisory board 0 0 0 7
0
0
0
5

Financial
perspective
conducive research initiatives (I16-KP1)
environment towards Number of papers published (I16-
excellence
KP2)
F1. Balance budget AREC financial profit/Deficit (I17-
KP1)
Number of grants awarded to
AREC (I17-KP2)
Frequency of use of AREC
facilities and paid activities and
events (I17-KP3)
F2. Increase external
funding
Amount of funding received from
external sources (I18-KP1)
17. Optimize AREC operations and develop business
plan
� Seek to outsource losing operations at AREC
� Improve student facilities such as dormitory,
food services, recreational facilities, and IT
services to encourage use by various academic
programs, AUB alumni, and implement a good
neighborhood strategy
26
0 0 0 10
18. Develop and institutionalize fund raising strategy 0 0 0 8
� Establish a center at AREC for sustainable
development (ESDU) to solicit funding
� Develop incentive system to promote research
proposal writing and fundraising by Faculty

11. Mechanisms and Activities to secure Faculty/Staff Input in the Planning Process
Action Actors Outcomes Deadline
1. Consult departments
in order to revisit draft
strategic plan
Department Chairs,
relevant
committees and
R&D units
2. Strategic financial Comptroller’s
analysis of FAFS based Office, external
on existing structures consultant
3. Develop a revised Associate Dean for
Departmental inputs around:
o Curriculum and programs (revision,
modification, consolidation)
o Integrated research strategy (program based)
o New vision for AREC
27
December
15th 2006
o Establish baseline assessment of the situation November
o Identify potentials for cost reduction and 30th 2006
opportunities for increased revenues
Final draft January 15th
strategic plan SP & his team
2007
4. Amend and adopt FAFS Faculty Final strategic plan for FAFS to be submitted to the Inter-semester
the revised strategic (during a Faculty AUB administration
break
plan by FAFS Faculty Retreat)
5. Develop a modus Associate Dean and Modus operandi developed Second
operandi to implement Ad-Hoc
semester
key strategic initiatives Committees
2006-2007
populated by
onwards
Faculty members
This process is expected to streamline additional faculty and staff participation in the planning
process and will yield the final version of the FAFS strategic plan
12. Mechanisms and Activities to Foster Interdisciplinary Programs
FAFS has initiated several interdisciplinary research and teaching programs. The School has established
several teaching programs including the interfaculty graduate nutrition program, the ecosystem
management program as part of IGESP, and the landscape design and eco-management program with
FEA. Future plans include the BSc. in Agribusiness with OSB, BSc. in Veterinary Sciences with FM and
FAS, and MSc. in rural community development with FHS and FAS. Interdisciplinary research and
development units include ESDU and IBSAR.
13. Schedule of Strategic Performance Reviews
FAFS will develop a modus operandi to implement key strategic initiatives. Associate Dean and Ad-Hoc
Faculty Committees will meet during the second semester 2006-2007 onwards to follow up on the
implementation of the strategic plan by conducting regular reviews of actual performance vis a vis the
strategic plan.
14. Other considerations: FAFS Road map 2006 - 2015

FAFS ROAD MAP 2006 - 2015
Mission
The mission of the FAFS is to promote and disseminate
knowledge through higher education and research in food
and agriculture, nutrition and dietetics, environment and
natural resource management, and community and rural
development as a basis for sustainable improvement in the
livelihood of people throughout Lebanon, the Middle East,
and the world.
Goal 1
Attracting students: A
Relevant and Diverse
Education for
Success
Targets:
Increase undergraduate
enrolment (specially Ag)
Increase funding for
student scholarships
Increase student and
employer satisfaction
Increase graduate
enrollment
Strategies
Recruit and retain high
quality and diverse student
body
• Reach out to a wider
student audience (Rural &
Regional)
• Increase awareness of
program relevancy
• Target scholarships to first
year students from rural
areas with low income
• balance student to Faculty
ratio
Assess regularly programs
for relevance to market
needs
• Improve programs that
appeal to urban students
• Enhance students
experiential learning
• Introduce new programs
Goal 2
Steering Change:
Revisiting programs,
curricula and
departments
Targets:
New administrative structure
New programs
New curricula
New role for AREC
Strategies
Aligning programs with departments
• Establish a department of
Landscape and Ecosystem
Management
•Establish a Department of
Agriculture Sciences
Developing new programs
• B.Sc. in Veterinary Sciences
• B. Sc. in Agri-Business
• M.Sc. In Rural Community
Development
• M.Sc. In Landscape Design and
Planning
• Ph.D. in Nutrition
Revising curricula and
mainstreaming experiential learning
• Assess curriculum in light of new
trends
• Ensure curriculum integrity
• Assess student learning outcomes
vs. program objectives
Reshape the role of AREC vis-à-vis
other programs
• Integrate an “AREC Dimension” in
the outreach components of
programs
• Develop modular AREC courses
Ensure Accreditation of programs
Vision
FAFS is recognized as a regional center of excellence that
integrates education, research and outreach activities to
effectively contribute to the health and livelihood of the
people of the Middle East. FAFS trains dedicated and
highly motivated men and women to meet the needs of
human power resources of the Region.
Goal 3
Embracing Sustainable Alternatives:
An Entrepreneurial Approach
Targets:
Decrease cost and increase revenue
(emphasis on AREC)
Increase resources allocated to strategic
initiatives
Increase faculty/staff satisfaction
Increase interactions with stakeholders
Strategies
Managing FAFS as a sustainable system
• Institutionalize change, planning and evaluation.
• Allocate resources according to strategic priorities (No
Entitlement)
• Streamline administration and structures to save time
and costs.
• Ensure positive work environment, professional
development, proper evaluation & reward system
• Diversify Fund raising (development efforts, cost
recovery, etc.)
Reshaping AREC as a regional showcase for
sustainability
• Reinvent AREC as a multifunctional resource for AUB
and alumni (teaching, research, training, leisure)
• Manage AREC as an enterprise (Healthy Basket
model)
•Segregate academic from operational activities
•Market AREC as a unique center for R&D in the region
Reaching out to stakeholders
• ensure systematic stakeholders involvement in
strategic planning and fund raising
•Translate knowledge generated into regular accessible
and useful formats to all stakeholders
•Enhance recognition and dissemination of success and
program impact
28
•Develop strategic partnerships with stakeholders (i.e.
private sector)
Distinguishing Features
�Improving sustainably the health & livelihood of the people of the Middle East.
�Improving agricultural practices and environmental awareness of approaching
self-sufficiency in food production.
�Education, research and outreach integrated together to promote competence in
the areas of sustainable and urban agriculture, environmental sciences related to
agriculture and natural resources, arid land agriculture, food quality and safety,
nutrition and dietetics.
�Greater interaction in teaching and research with other faculties in the University.
�Increased cooperation with similar institutions and other research centers in the
region and increased funding from external sources.
Goal 4
Leading the Way: FAFS as a Center
of Excellence
Targets:
New Centers of Excellence
Increase extra-mural funding
Increase the number of Faculty publication
Increase the number of regional and international
meetings at FAFS
Increase the number of regional and international
visiting scientists
Strategies
Allocation of resources for regional centers of excellence
•Identify areas of excellence
•Reorganize an re-align resources
• Target endowment funds
• Hire “new blood” with proven track record of innovation
and achievement
Emphasizing synergies: teaching, research & outreach
• Consolidate existing R&D Centers (ESDU, IBSAR, …)
and link them with programs
• Establish a Food & Nutrition Center
• Establish a Zoonotic Diseases Center
• AREC as a center for sustainable agriculture Agropolis
• Promote user-driven translational research
Development of strategic partnerships at University and
national, regional and international levels
• Foster participation in Inter-Faculty programs
• Foster complementarity with other Faculties and
Universities
• Establish long term partnership with privileged regional
and international partners
Creation of a conducive research environment towards
excellence
• Broadening the funding portfoloio for research
• Encourage and reward pluri-disciplinary research
• Update research infrastructure including IT