Collaborative partnerships between universities and Muslim institutions: dismantling the roadblocks

21st century Britain has much to celebrate and also many as yet unanswered questions: one of the most important questions is the potential divisiveness of issues around faith, religion and the way we live with those who have different beliefs from our own. We believe this issue needs to be addressed at many different levels and in many different ways. Our project will build on existing research findings that will make it possible to address these issues at higher education level, focussing particularly on ways to forge a more cohesive society for Muslims and other Britons. Changes are afoot in the Arab world and in other parts of the Islamic world and we need to be able to capitalise on these changes for cultural, economic and social reasons, to strengthen Britain's position in the world.

This work will bring Islamic Studies academics, scholars and practitioners (including professionals who may have aspects of Islamic studies in their work) to facilitate increased collaborative partnerships and linkages between UK Universities and Muslim institutions. This work will follow on from three relevant and interrelated research projects undertaken by this team:
1. Department of Communities and Local Government (CLG) funded review of Muslim faith leader training in the UK (Mukadam et al 2010). The research set out to explore various models for the training of Islamic scholars in the UK, and ways and means through which existing facilities may be acknowledged, contextualised and enhanced as part of pluralist British society. The report was submitted to the Secretary of State for Communities and Local Government, in October 2010 and is available here www.communities.gov.uk/documents/communities/pdf/1734121.pdf
2. HEA-funded project on Muslim women in British higher education (Contractor and Scott-Baumann 2011). This research built on the CLG work and specifically explored women's issues. It suggested four 'bridging' modules that potentially can enable collaborative linkages and also give Muslim women employable skills. The full report can be downloaded here: http://www.heacademy.ac.uk/projects/detail/islamicstudies/Aug_2010_Alison_Scott_Baumann
3. This HEA-funded project on Arabic in higher education and Muslim institutions is currently ongoing and will explore ways through which the study of Arabic language in HE can develop students' prior learning of Arabic at Muslim institutions and elsewhere (Scott-Baumann and Contractor 2012).

All three projects indicate the economic and social benefits of collaborative linkages for students and also for various stakeholders including, but not limited to, UK Universities, Muslim institutions, employers and policy makers. Our research while highlighting some good practice also provided anecdotal evidence of possible hindrances that are keeping such activity to a minimum in Islamic Studies. This is a relatively unexplored area and no research has been conducted to establish what could be done to improve the possibilities of collaboration and validation, which we believe is necessary as a part of higher education's commitment to a fair and vibrant British culture.

This project will run a series of four knowledge exchange seminars and an academic conference. These seminars and conference will bring together academics (who in the case of this research are also 'users') and practitioners in an environment that is conducive to the sharing of experience and opinion. It is envisaged that this process of knowledge-sharing will lead to enhanced understandings of good practice. It will also clarify and suggest solutions to obstacles that seminar participants have either encountered in the past or pre-empt for any future linkages. Through these consultations we hope to achieve a critical mass of information that may encourage increased linkages and related benefits for all stakeholders involved.

The knowledge exchange facilitated by this project will benefit research users within and beyond academia. Study of Islam and Muslim communities has evolved into a wide-ranging and multi-disciplinary genre that impacts areas such as academia, social policy, equality and diversity and legal frameworks. Within Britain there are demands for better, more inclusive understandings of Islam and the West. Changes in the Arab world will create emerging markets, increase competitiveness among Western powers for these new markets and require trade activity that is underpinned by understandings of Islam. There are five types of main players who can bring more cohesion to Britain and more competitiveness in foreign trade and policy:

1. Academics and Scholars involved in Islamic Studies, and sociological studies of Muslim communities and Islamic Sciences: Currently only four partnerships exist in Britain between universities and Muslim colleges. There is scope, demand and interest to set up further such partnerships. There is interest in pedagogic and contextual cross-overs, however obstacles persist. This project will bring scholars from both sides of this perceived dichotomy to discuss, suggest and validate ways to increase such collaborations and efficiency. Courses facilitated through such linkages could bring together confessional and academic approaches to the study of Islam thus building bridges between these approaches.

2. Policy makers: The increasing visibility of diverse populations in British cities and legislation around equalities necessitates that local and national governments have frameworks for community cohesion. Government agendas around Equalities (particularly with regard to religion or belief), Community Cohesion and Preventing Violent Extremism specifically seek to consult and collaborate with Muslim communities. We believe linkages between universities and Muslim institutions could facilitate knowledge exchange, training and development of 'experts' and ongoing policy-led research.

3. Employers: In sectors such as chaplaincy, counselling, community work, interfaith and also work in foreign countries, there is a need for professionals who are aware of clients' religious beliefs. There is also an increase in employers' needs for Arabic expertise. The Worton Report (2009) asserts the need for Arabic for business (Para. 46), and notes that at the time of writing the report, 15% of employers actively seek Arabic speakers who also understand the cultural and business norms of Britain and of Arabic speaking countries (Para. 110). Dickens and Watson (2006) note increasing interest in Arabic both by students and prospective employers.

4. Students wish to have recognised qualifications and employable skills: Majida a young ambitious Muslim woman explains she would like to be perceived as a qualified professional who can work not just with the Muslim community but also in other communities, 'to create awareness about Islam and clarify misconceptions'. But she knows that, 'without recognition (validation) we are limited to the Muslim community' (Mukadam et al (2010): 28). There is a perceived need from within the British Muslim community to develop new courses with could equip the community with faith and social leadership that is engrained in British values and systems

5. UK universities and Muslim institutions: In the longer term it is envisaged that there will be economic benefits to the academic sector, because the research findings reveal a new client base: our three research projects identify a strong desire on the part of British Muslims for hybrid courses within the university sector, even among many of those who have attended traditional dar ul ulooms (Islamic Seminaries). Universities and Muslim institutions will benefit from additional income streams created by collaborative partnerships. Previous experience indicates that international students are also attracted to such courses.