Please cite this paper as:

Regional Stakeholders Committee (2009), “The

Paso del Norte Region, US-Mexico: Self-Evaluation Report”,
OECD Reviews of Higher Education in Regional and City
Development, IMHE,
http://www.oecd.org/edu/imhe/regionaldevelopment

OECD Reviews of Higher Education in Regional and City

Development

The Paso del Norte Region,

US-Mexico

SELF-EVALUATION REPORT

Prepared by The Paso del Norte Group

Directorate for Education

Programme on Institutional
Management in Higher Education (IMHE)

i
This report was prepared by The Paso del Norte Group in collaboration with a number of higher education institutions in The
Paso del Norte region as an input to the OECD Review of Higher Education in Regional and City Development. It was
prepared in response to guidelines provided by the OECD to all participating regions. The guidelines encouraged
constructive and critical evaluation of the policies, practices and strategies in HEIs’ regional engagement. The opinions
expressed are not necessarily those of The Paso del Norte Group, the OECD or its Member countries.

ii
TABLE OF CONTENTS

ACKNOWLEDGEMENTS………………………………………………………………………. v
ACRONYMS ……………………………………………………………………………………… vi
LIST OF TABLES, FIGURES AND APPENDICES…………………………………………... vii

CHAPTER I: OVERVIEW OF THE REGION

1.1 Introduction …………………………………………………………………………………... . 1
1.2 The Geographical Situation ………………………………………………………………….. . 1
1.3 The Key Demographic Indicators for the Region………………………………………..….... . 5
1.4 The Regional Economic and Social Base………………………………………………….. . 7
1.5 Governance Structure ………………………………………………………………….……. . 13

CHAPTER II: OVERVIEW OF THE NATIONAL HIGHER EDUCATION SYSTEM

2.1 Introduction.................................................................................................................................. 15
2.2 Overview of Mexico and the United State‘s National Systems of Higher Education............... ... 15
2.3 Basic Governance of and Regulatory Framework for the Higher Education System................ ... 17
2.4 Existing Institutional Relationships Between HEIs ................................................................... ... 18
2.5 The National Higher Education Policy & Support of Regional Development........................... ... 19
2.6 Regional Higher Education Systems and Governance............................................................... ... 22

CHAPTER III: CONTRIBUTION OF RESEARCH TO REGIONAL INNOVATION

3.1 Introduction................................................................................................................................. 27
3.2 Responding to Regional Needs and Demands............................................................................ 28
3.3 Framework Conditions for Promoting Research and Innovation............................................... . 33
3.4 Interfaces Facilitating Knowledge Exploitation and Exchange ............................................... 35
3.5 Conclusion.................................................................................................................................. . 38

CHAPTER IV: CONTRIBUTION OF TEACHING AND LEARNING TO LABOUR MARKET AND

SKILLS
4.1 Introduction.................................................................................................................................. 40
4.2 Localizing the Learning Process....................................................................................... . 40
4.3 Student Recruitment and Regional Employment....................................................................... 45
4.4 Continuing Education and Continuing Professional Development.......................................... 49
4.5 Changing Forms of Educational Provision - Distance and Online Learning............................ 51
4.6 Enhancing the Regional Learning System................................................................................... 53
4.7 Conclusion.................................................................................................................................. 55

CHAPTER V: CONTRIBUTION TO SOCIAL, CULTURAL AND ENVIRONMENTAL

DEVELOPMENT
5.1 Introduction.................................................................................................................................. 56
5.2 Existing Framework for Social, Cultural, and Environmental Development........................ 56
5.3 Social Development ................................................................................................................... 56
5.4 Cultural Development ................................................................................................................. 58
5.5 Environmental Sustainability...................................................................................................... . 60
5.6 Conclusion.................................................................................................................................. 62

iii
CHAPTER VI: CAPACITY BUILDING FOR REGIONAL CO-OPERATION
6.1 Introduction................................................................................................................................. . 64
6.2 Mechanisms to Promote Regional Engagement of HEIs.......................................................... 64
6.3 Promoting Regional Dialogue and Joint Marketing Initiatives................................................ 66
6.4 Evaluating and Mapping the Impact of the Regional HE System......................................... 69
6.5 Institutional Capacity Building for Regional Involvement....................................................... 70
6.6 Human and Financial Resources Management......................................................................... 72
6.7 Creating a New Organizational Culture........................................................................................ 74

CHAPTER VII: CONCLUSIONS: MOVING BEYOND THE SELF-EVALUATION

7.1 Re-Evaluating the Need for Regional Collaboration ………………………………………… 75
7.2 Developing a Sustainable Process for Collaboration ………………………………………….. 78
7.3 SWOT Analysis……………………………………………………………………………… 78
7.4 The Way Forward- The Region‘s Vision for Future ………………………………………… 79

REFERENCES…………………………………………………………………………………… 80

APPENDICES…………………………………………………………………………………… . 83

A Charts and Maps……………………………………………………………………………… 83

B Tables………………………………………………………………………………………… 92
C Oversized Data Tables………………………………………………………………………… 110
D Education Levels in Mexico Organizational Chart………………………………………….. 111
E Upper Rio Grande Workforce Development Board 2009 Proposed Target Occupations List 112

Regional Steering Committee Members………………………………………………………. 113

Project Overview………………………………………………………………………………… 114

iv
 ACKNOWLEDGEMENTS

GENEROUS SUPPORT for this Report and for the participation of the Paso del Norte Region in the
OECD Project came from the Hunt Family Foundation.

GENERAL COORDINATION: Lisa Colquitt-Muñoz, Regional Coordinator, Paso del Norte Group

TECHNICAL COORDINATION: Jorge A. Ramos, Chief Economist, Paso del Norte Group and
Eduardo A. Rodriguez, Principal, Strategic Communication Consulting Group

RESEARCH AND WRITING: Mario Blanco, Saul Candelas, Bob Cook, Jaime Farias, Vickie
Galindo, Dolores Gross, Richard Jarvis, Robert Nachtmann, Lydia Nesbitt, Enrique Portillo, Joyce
Ritchey

INSTITUTIONAL SUPPORT: The Autonomous University of Ciudad Juárez, The Center for High
Tech Training (CENALTEC), Doña Ana Community College, El Paso Community College, New
Mexico State University, Regional Economic Development Corporation, Tecnologico de Monterrey
(ITESM), Texas Tech Health Sciences Center, The University of Texas at El Paso

v
 ACRONYMS

AES Agricultural Experiment Station

ATCP Alternative Teacher Certification Program
ATI Arrowhead Technology Incubator
BRIDGE Bridging Rigorous Independence with Guidance to Higher Education
CENALTEC Centre for High Tech Training
CENDE Centre for Corporate Development
CERM Centre for Environmental Resource Management
CES Cooperative Extension Service
CDSR Centre for Defense Systems Research
CIDE Centre for Economic Teaching and Research
CIDS Centre for Inland Desalination Systems
CIMAV Centre for Research of Advanced Materials
CINESTAV Research and Advanced Studies Center of the National Polytechnic Institute of
Mexico
CODECH Council for Economic Development for Chihuahua State
CODER Council for Regional Economic Development
COLEF The College of the Northern Border
CONACYT National Council for Science and Technology
CONAGUA National Commission for Water Resources
CREIE Centre for Research, Entrepreneurship and Innovative Enterprises
DACC Doña Ana Community College
DECJ Ciudad Juárez Economic Development Corporation
EPA Environmental Protection Agency
EPCC El Paso Community College
ESPCoR Experimental Program to Stimulate Competitive Research
FAA Federal Aviation Administration
FAST Future Aerospace & Technology Centre
FUMEC US – Mexico Science Foundation
GAESD Group on Applied Engineering for Sustainable Development
GED Graduate Education Development Diploma
HACU Hispanic Association of Colleges and Universities
HEI Higher Education Institution
ICHEA Chihuahua Institute for Adult Education
ICT Information and Communication Technologies
IDEAL Innovative Digital Education and Learning
INADET Technological Development Support Institute
IOED Research for Development of Strategic Opportunities
ITCJ Technological Institute of Ciudad Juárez
IP Intellectual Property
IPED Institute for Policy and Economic Development
IPN National Polytechnic University
ITESM Monterrey Institute of Technology
K-12 Kindergarten through 12th Grade
LEED Leadership in Engineering and Environmental Design
MAQUILA Manufacturing facility
MEMs Centre for Applied Science and Technology
MSA Metropolitan Statistical Area
MVEDA Mesilla Valley Economic Development Alliance
NASA National Aeronautics and Space Administration
NCACS North Central Association of Colleges and Schools
NGO Non-Governmental Organization

vi
NIH National Institute of Health
NIST National Institute for Science and Technology
NMHED New Mexico Higher Education Department
NMSU New Mexico State University
ORSP Office of Research and Sponsored Projects
OSI Office of the Strategic Initiatives
PAHO Pan American Health Organization
PBL Problem Based Learning
PIADET Applied Research & Technological Development Program for Small Business
PNP National Registry of Graduate Students
POL Project Oriented Learning
PROMEP Faculty Enhancement Programme
REDCo Regional Economic Development Corporation
RBL Research Based Learning
RIMES Research Institute for Manufacturing an Systems Engineering
RMAERA Rocky Mountain Area Educational Research Association
SACS Southern Association of Colleges and Schools
SBDC Small Business Development Center
SBIR Small Business Innovation Research
SEMARNAT Ministry of Marine Life & Natural Resources
SEP Mexican Ministry of Public Education
SME Small and Medium Enterprises
SNI National System of Researchers
STEM Science, Technology, Engineering and Math
STTR Small Business Technology Transfer
TAAC Technical Analysis and Applications Centre
TEF Texas Enterprise Fund
THECB Texas Higher Education Coordinating Board
TTO Technology Transfer Office
TTHSC Texas Tech Health Sciences Center
TxDOT Texas Department of Transportation
UACJ Autonomous University of Ciudad Juárez
UAM Autonomous Metropolitan University
UAS Unmanned Aerial Systems
UNAM Autonomous National University
UNM University of New Mexico
URGWDB Upper Rio Grande Workforce Development Board
USDOC United States Department of Commerce
USMBHA U.S.-Mexico Border Health Association
UT Technological University of Ciudad Juárez
UT The University of Texas
UTEP The University of Texas at El Paso
UV The University of Veracruz
WF/ED Workforce Education

vii
 FIGURES, TABLES AND APPENDICES

FIGURES

Figure 1.1 Map of the region

Figure 1.2 Geographical proximity to urban centres
Figure 1.3 Rail accessibility in the region
Figure 1.4 Population of the region by age
Figure 1.5 El Paso metropolitan statistical area employment by sector
Figure 1.6 Ciudad Juárez employment by sector
Figure 1.7 Ciudad Juárez manufacturing employment by sector
Figure 2.1 Enrolment by educational level in Mexico‘s schools
Figure 2.2 Higher education degrees awarded by Mexican HEIs
Figure 3.1 Research expenditures: NMSU

TABLES

Table 1.1 Regional population estimates

Table 1.2 El Paso, Las Cruces educational attainment
Table 1.3 Ciudad Juárez educational attainment
Table 1.4 HEI impact, faculty, staff, and budgets
Table 1.5 HEI economic impact on the regional economy
Table 1.6 Paso del Norte region benchmark communities
Table 2.1 Enrolment within HEI system in Mexico
Table 3.1 Research expenditures: UTEP
Table 7.1 Projected Hispanic population in the United States 2010-2050

APPENDICES
Appendix A- Charts & Maps

Appendix A-1 Population Growth Projections for El Paso County due to Ft Bliss Expansion
Appendix A-2 Map with population density
Appendix A-3 Regional Satellite Image, with Ports of Entry and Major Transportation
Arterials
Appendix A-4 Inter-Regional Accessibility, Interstates and Highways
Appendix A-5 Airports in the Paso del Norte Region
Appendix A-6 Airports in the Paso del Norte Region
Appendix A-7 Location of Higher Education Institutions in the Region (selected)
Appendix A-8 Unemployment Comparisons (Source: Sites on Texas, based on census data)
Appendix A-9 Growth IN GDP and GDP Per Capita

Appendix B- Tables

Appendix B-1 Selected Rankings for El Paso from Various Publications and Studies: 2007-2009
Appendix B-2 Selected Rankings for Ciudad Juárez, 2008 -2009
Appendix B-3 Northbound Crossings, International Ports of Entry, El Paso District 2000-2008
Appendix B-4 Current Age distribution of the Regional Population
Appendix B-5 Regional In-Migration and Outmigration, 1990-2007
Appendix B-6 Average Household, Median Household, and Per Capita Income
Appendix B-7 Poverty Estimates, 2007
Appendix B-8 Population age 16 and over, employed in white collar vs. blue collar employment
Appendix B-9 Best Performing Cities Index, 2008

viii
Appendix B-10 Exports from the El Paso MSA 2005-2007
Appendix B-11 Business establishments by ownership structure
Appendix B-12a County Business Patterns, El Paso MSA 2000-2007
Appendix B-12b County Business Patterns, Las Cruces MSA, 2000-2007
Appendix B-12c County Business Patterns, United States, 2000-2007
Appendix B-13 Population by Race and Ethnicity, 2008
Appendix B-14 2007 US Metropolitan Area Relative Business Costs
Appendix B-15 Highest and Lowest Paid Occupational Categories; El Paso MSA, Las Cruces MSA,
and United States: 2008
Appendix B-16a Potential Financial Inducements from Local Government in El Paso
Appendix B-16b Potential Financial Inducements from Texas State Government
Appendix B-16c Potential Financial Inducements from Federal Government in El Paso

Appendix C -- Oversized Data Tables

Appendix C-1 Comparison of Non-Farm Employment for El Paso MSA, Texas and the United
States: 1990-2007
Appendix C-2a Occupational Employment Summary for El Paso MSA: 2000-2008
Appendix C-2b Occupational Employment Summary for Las Cruces MSA: 2000-2008
Appendix C-2c Occupational Employment Summary for United States: 2000-2008

Appendix D

Appendix D-1 Education Levels in Mexico Organizational Chart

Appendix E

Appendix E-1 Upper Rio Grande Workforce Development Board 2009 Proposed Target Occupations
List

ix
CHAPTER I: OVERVIEW OF THE REGION

1.1 Introduction

The Paso del Norte region, which translated means Pass of the North was christened by Spanish explorers who
arrived in the mid 1500s. These earliest Spanish explorers quickly discovered that this valley was the only all
weather pass through the Rocky Mountains. Already inhabited by various Indian groups, the Paso del Norte
became an important stop along the Camino Real, or Royal Road, which connected Mexico City and present day
Santa Fe, New Mexico. For 300 years it was the only road into the Southwest, bringing thousands of settlers
from Spain and Mexico into the region. The Camino Real served as the principal corridor for trade between the
Pueblo Indians, the Spanish and Mexican merchants.

The Paso del Norte region was under Spanish rule until Mexico gained its independence in 1821. In 1846
hostilities erupted between the United States and Mexico resulting in war between the two countries. A victory
in the battle of Brazito, fought just outside of the Paso del Norte resulted in the signing of the Treaty of
Guadalupe Hidalgo on February 2, 1848 and changed the boundary between the two nations, bringing El Paso
and New Mexico territory under the United States. Ciudad Juárez was renamed in 1888 in honour of Mexican
President Benito Juárez.

Centuries later the Paso del Norte region remains an important gateway for the movement of people, goods and
services. Despite the significance of the area in matters of trade and migration, the region‘s geographic distance
from both national capitols has historically led to lack of influence from local levels and conversely a lack of
understanding among national policy makers.

Figure 1.1 Map of the region

1.2 The Geographical Situation

The Paso del Norte region is located at the virtual midpoint of the 1,500 mile border shared by the United States
and Mexico. The bi-national metropolitan area is located 1,700 miles southwest of Washington, DC and
970 miles northwest of Mexico City. Almost 100 million US residents (33% of the US population) and
91 million Mexican residents (79.3% of Mexico‘s population) is accessible within a 1,000 mile radius
(1,600 km).

1
Figure 1.2 Geographical proximity to urban centres

Paso del Norte Region

Geographical Proximity to Urban Centers

UNITED STATES Chicago

San Denver Washington, DC
Francisco
St Louis

Albuquerque
Los Angeles Phoenix
San Diego
Dallas

Austin
25
0

Houston
m
ile

Cd Chihuahua
s
50

MEXICO
0
m
ile
s

Monterrey
1,
00

Guadalajara
0
m
ile
s

Mexico City

As of December 2008, El Paso is the 21st largest city in the United States by population, but the metropolitan
area only ranks #68 among the most populated metro areas. With an estimated population of 1.6 million people,
Ciudad Juárez is currently the fifth most populated city in Mexico. Since 1990, the bi-national region has grown
by more than 52% (official estimates), adding more than 800,000 inhabitants.

Table 1.1 Regional population estimates

Population 1990-2008, with 2013 Projections
Three
Doña Ana Otero El Paso County New United
County County County Region Mexico Texas States
Population 2000 174,682 62,298 679,622 916,602 1,819,046 20,851,820 281,421,906
Growth 1990-2000 28.9% 20.0% 14.9% 17.7% 20.1% 22.8% 13.2%
Population 2008 201,015 63,281 749,799 1,014,095 2,001,601 24,361,558 305,316,813
Growth 2000-2008 15.1% 1.6% 10.3% 10.6% 10.0% 16.8% 8.5%
Population 2013, Proj 216,949 63,839 792,400 1,073,188 2,114,564 26,494,505 319,924,911
Proj Growth 2008-2013 7.9% 0.9% 5.7% 5.8% 5.6% 8.8% 4.8%
Source: Sites on Texas, Based on census data; Retrieved July 2009

Bi-National
Ciudad Juárez Change Region Change
Population 1990 (1) 789,522 1,568,571
Population, 2000 (2) 1,187,275 19.2% 2,103,877 34.1%
Population 2008 (2)* 1,371,600 5.4% 2,385,695
Change 1990-2008 582,078
73.7% 817,124 52.1%
Change 2000-2008 184,325 15.5% 281,818 13.4%
(1) Source: Instituto Nacional de Estadística Geografía e Informática,
Mexico (web).

(2) Source: Borderplex Economic Outlook: 2008-2010; UTEP, Institute

for Policy and Economic Development

* Real estimate of population is likely closer to 1.6 million

2
Fort Bliss, located in El Paso and Otero Counties will realize a net gain of 24,500 active duty population from
2005-2013, the largest gain of any military installation in the world over the same time frame. In 2009, the City
of El Paso commissioned a ―regional growth management plan‖ to aid the city in managing this massive
projected growth. In addition to the active duty population growth, an estimated 33,000 accompanying family
members will also come to the county as result of this expansion. El Paso County‘s projected population
(medium estimate) will be over 962,500. If not for the expansion at Ft Bliss, the county‘s population would have
been projected at just over 871,000. (Appendix A-1)

In 2007, Foreign Direct Investment magazine, ranked Ciudad Juárez and El Paso #1 and #2 respectively as the
best large cities in North America for the potential to attract investment from global corporations. The rankings
were based on human resources, infrastructure, quality of life, and overall cost of doing business. (Appendix B-
1) The Las Cruces MSA was ranked the ―Best small metro area for business and careers‖ by the Forbes-Milken
Institute in 2002; number 3 in 2003; and #2 in 2004. Forbes.com ranked Las Cruces as one of the top two ―Best
small metro area for business and careers‖ in 2006. Ciudad Juárez is a dynamic city in its own right which has
experienced rapid economic growth since the early 1970‘s, primarily spurred by the Mexican maquila, or
manufacturing program. Industrial growth due to the expansion of the ―maquila‖ has consistently attracted
workers from other regions in Mexico, but this population has proven to be highly transient. Ciudad Juárez
ranks 5th in national competitiveness as considered by Centro de Investigación y Docencia Económicas (CIDE).
Ciudad Juárez improved its position in this ranking from ninth place in 2003. Additional selected rankings for
Ciudad Juárez appear in Appendix B-2.

1.2.1 Pattern of urban centers

The ―economic‖ region consists primarily of El Paso, Texas; Ciudad. Juárez, Chihuahua; and two counties in
Southern New Mexico (Doña Ana and Otero). The region has a combined estimated population in excess of
2.61 million as of December 2008, and covers a massive land area which encompasses an estimated
13,352 square miles (34,581.5 km2). This land area is slightly larger than the combined land areas of Belgium
and Luxembourg. The bi-national urban core is formed by the central business districts of El Paso and
Ciudad Juárez, which are separated only by the international border formed by the Rio Grande. While the
population density in the region is 195.8 citizens per square mile (87.2 per km2), it is important to note that
approximately 95% of the region‘s population resides within a 45 minute commute of the bi-national urban core.
The population density of the urban core, consisting of the cities of El Paso and Ciudad Juárez, is an estimated
6,391 persons per square mile (2,468 persons per km2). See map in Appendix A-2.

1.2.2 Intra-regional accessibility

The transportation systems of El Paso and Ciudad Juárez are connected by five (5) international ports of entry,
three of which can accommodate commercial shipments. As seen in the table in Appendix B-3, these ports of
entry have accommodated a combined total of more than 35,000 daily northbound vehicular (private passenger
vehicles and commercial trucks) through the first six months of 2009. Daily northbound pedestrian crossings
have averaged more than 22,000 through the same period. Due to the impact of the US/Global economic
downturn and a 22.6% devaluation of the peso versus the US dollar over the past 12 month period, daily
vehicular and pedestrian crossings are significantly lower than historical norms. Compared to daily averages
experienced from 2000 to 2008-- pedestrian, private passenger vehicles and commercial truck crossings are
down in the first 6 months of 2009 by 1.0%, 27.5%, and 15.6% respectively.
Commercial/Industrial Accessibility: On the US side of the border, the three commercial ports of entry (Bridge
of the Americas, Zaragosa, located in El Paso, Texas and Santa Teresa, New Mexico) are linked to controlled
access highways (minimum of 4 lanes), each with direct interchange access to Interstate 10. All major
industrial/commercial areas within El Paso and Doña Ana County are easily accessible to Interstate 10 or one of
several 4-lane controlled access highways. On the Mexican side of the border, improvements are being made to
the arterial network which provides linkages to the international ports of entry, but they are not constructed to
the same standard of controlled access highways on the US side of the border. Still, all major industrial/
commercial areas of Ciudad Juárez are accessible by truck within a 45 minute commute from any one of the
international ports of entry. Significant improvements are currently underway at the Zaragosa port of entry and

3
Bridge of the Americas which are expected to improve efficiencies for both commercial trucks and private
passenger vehicles. Appendix A-4

1.2.3 Inter-Regional Accessibility

Interstates and Highways: The region has robust linkages to the Interstate highway system of the United States.
East-west accessibility within the United States is provided by Interstate 10 which runs west to Los Angeles
(803 miles, 1,285 km) and east to Jacksonville, FL (1,616 miles, 2,586 km). The 2,400 mile (3,840 km) stretch
of Interstate 10 interconnects with Interstates 20, 30 and 45 in Texas; Interstates 12, 49, 55 and 59 in Louisiana;
Interstate 65 in Alabama; and Interstates 75 and 95 in Florida. North-south connectivity is provided by
Interstate 25 and US Highway 54. Interstate 25 originates in Las Cruces, NM and runs north through Denver,
CO and terminates in Buffalo, WY (1,100 miles north, 1,760 km) where it interconnects with Interstate 90.
Along the 1,100 mile (1,760 km) northward route, Interstate 25 is intersected by Interstate 40 (Albuquerque),
Interstate 70 (Denver) and Interstate 80 (Cheyenne, WY). US Highway 54 originates in El Paso at the Cordova
Port of Entry, and runs northeast approximately 1,316 miles (2,106 km) until it terminates at Interstate 57
approximately 65 miles (105 km) south of Chicago. Along this stretch, US Highway 54 intersects with
Interstate 40 in New Mexico, Interstate 35 in Kansas, Interstate 70 in Missouri and Interstates 72 and 74 in
Illinois. Ciudad Juárez is linked to the Mexican national highway system via Highway 45 (Panamericana) and
runs to Mexico City (1,700 km, 1,060 miles). Appendix A-4.

Rail Service: The region is well-served by railroad companies on both sides of the international border. Two
major US rail companies, the Union Pacific (UP) and Burlington Northern Santa Fe (BNSF) have more than
210 miles (340 km) of mainline track in El Paso and Doña Ana Counties alone. Both the UP and BNSF
interconnect with Mexico‘s rail company, Ferromex at two rail ports of entry located between the downtown
areas of El Paso and Ciudad Juárez. At present, the rail ports of entry only operate only between the hours of
midnight and 6:00 am, causing a significant barrier to attracting businesses which depend upon cross-border rail
transportation.

Figure 1.3 Rail accessibility in the region

Paso del Norte Region

Rail Accessibility

California
Arizona

New
Mexico
Texas
Baja Calif.
Norte Sonora

Coahuila

BNSF
Union Pacific Chihuahua
Ferromex Nuevo Tamaulipas
Leon

Air Service: The region is served by two ―international airports‖, one located in El Paso and one in
Ciudad Juárez. The chart in Appendix A-5 illustrates that the El Paso International Airport (EPIA) currently
accommodates 128 flights per day (departures and arrivals) serving 15 cities in 8 states, while the Abraham
Gonzalez International Airport in Ciudad Juárez averages an additional 30 flights per day to 7 Mexican cities.
While EPIA is not a major hub, more than half of the airport‘s daily arrivals and departures are with Dallas,
Houston and Phoenix. There are three additional general aviation airports in the region—one in Doña Ana
County and two in El Paso County. Summary information on each one of the region‘s aviation facilities appears
in Appendix A-6.

4
1.2.4 Inter-Galactic Accessibility
Construction of Spaceport America is underway in southern New Mexico, and scheduled to be completed in the
2010/2011. It is located approximately 45 miles (72 km) north of Las Cruces, to create America‘s first
commercial ―spaceport‖. Known as ―Spaceport America‖, the facility envisions that it will house commercial
space-oriented businesses and commercial space payload providers.

1.3 The Key Demographic Indicators for the Region

Note: Due to differences in data collection methodologies between the United States and Mexico, it is difficult to make
precise demographic comparisons between El Paso/ Las Cruces and Ciudad Juárez.

1.3.1. Age structure of the population

The region has a very young population compared to US national averages. In combination, the three counties
on the US side of the border have a median age of 31.1, compared to 33.6 in Texas, 35.5 in New Mexico and
36.9 in the United States. The median age for Ciudad Juárez is not known, but is clearly lower than the
3 regional counties on the US side of the border. Close to half of the regional population (both sides of the
international border) is less than 25 years of age, which bodes well for future workforce growth. As seen in
Appendix B-4, approximately 38% of the regional population is in the prime working age group of 25 to 54
years of age, which has increased by more than 321,000 persons since 1990.

Figure 1.4 Population of the region by age

2008 Population by Age 2005 Population by Age

El Paso, Dona Ana and Otero Counties Cd. Juarez

4%
11%
13%

21% 42%
50%

33%

26%

0-24 25-44 45-64 65+

Source: US Census, INEGI

1.3.2. In-migration and Outmigration

Both El Paso County and Ciudad Juárez realized a net decrease in the number of residents who were born in a
different state, indicating net ―domestic‖ outmigration from the region between 1990 and 2000. El Paso County
decreased this population by 17,757 and Ciudad Juárez decreased by 32,520 over the period. (Note: The
numbers for Ciudad Juárez do not support a long held belief that Ciudad Juárez attracted a significant number
of in-migrants seeking work in the maquila program. More data is needed here.) Appendix B-5 The trend was
reversed in El Paso County from 2000 to 2007, as the county realized a net increase of 4,468 US-born in-
migrants during the period. More significantly, El Paso County realized a net gain of more than 54,500 ―non-US
born‖ citizens from 1990 to 2007. During this period naturalized US citizens, and non-US citizens increased by
22,192 and 32,363 persons respectively. In 2000, 90.1% of El Paso‘s ―non-US born‖ residents were from
Mexico, a ratio that likely has not changed significantly given that the county only gained an estimated
10,003 ―non-US born‖ residents from 2000 to 2007.
5
1.3.3. Health and Wellbeing
The lack of private health care coverage is of concern in the region, particularly on the US side of the border.
According to the US Census Bureau between 27% and 32% of the US portion of the regional population lacks
health care coverage. Ciudad Juárez, on the other hand, benefits from Mexico‘s federal statutes which give the
employed population access to health care from the Mexican social security system. Additionally, a significant
majority of maquila workers in Ciudad Juárez are supported by employers which routinely provide full-time
doctors or nurses inside the facility to deliver preventive health care.

1.3.4. Levels of Deprivation

El Paso, Doña Ana and Otero Counties have experienced consistent growth in income levels for the past two
decades. From 1990 to 2008, average household income, median household income, and per capita income have
increased 73.4%, 72.6% and 85.6% respectively. (Appendix B-6) While per capita income has grown faster than
the national average of 84.0%, growth in both average and median household income have grown slightly less
than the nation as a whole. Additionally, as seen in Appendix B-7 an estimated 27.0% of the region‘s population
lives at or below the poverty level, more than double the US national average, and significantly higher than
Texas and New Mexico. While numbers are more difficult to ascertain for Ciudad Juárez, the percentage of
residents with access to public services are a good indicator. According to the 2000 Mexican census, 98.6% of
Ciudad Juárez population had electricity; 97% were served by potable water; and 97.1% had sewer service. All
of these numbers are higher than Mexico‘s national average.

Educational attainment levels, specifically on the US side of the border, have historically been a limiting factor
in terms of the region‘s ability to attract high value economic opportunities. Twenty seven percent of the
region‘s population (age 25 and older) had an Associate‘s degree or higher in 2008, improving from 21.5% in
1990. The region‘s ―higher education‖ attainment levels (associates degree and above) lag behind New Mexico
(33.5%), Texas (31.7%), and the United States (35.5%).

Table 1.2 Educational Attainment in the US

El Paso Otero El Paso, New United
2008 County Doña Ana County Doña Ana Mexico Texas States
County & Otero
Total Population Age 25+ 431,076 119,210 40,155 590,441 1,280,075 15,197,928 201,218,330
Grade K – 8 18.20% 13.90% 7.40% 16.60% 8.00% 10.20% 6.20%
Grade 9 – 12 11.40% 9.30% 10.00% 10.90% 9.80% 10.40% 8.70%
High School Graduate 24.00% 24.70% 30.10% 24.50% 28.00% 28.00% 30.60%
Associates Degree 7.50% 7.10% 9.40% 7.50% 7.60% 6.50% 7.70%
% HS Grad and Higher 70.40% 76.80% 82.70% 72.50% 82.30% 79.50% 85.10%
Bachelor's Degree 12.50% 16.50% 9.50% 13.10% 14.70% 17.00% 17.60%
Graduate Degree 6.00% 10.10% 6.50% 6.90% 11.20% 8.20% 10.20%
Some College, No Degree 20.40% 18.40% 27.20% 20.50% 20.80% 19.80% 19.00%
Chge, Assoc & Higher 2000-
2008 4.30% 6.00% 1.40% 4.60% 4.10% 3.30% 4.80%
Chge, Bachelors & Higher
2000-2008 1.80% 4.30% 0.50% 2.40% 2.40% 2.00% 3.40%
Change in Bach Degrees,
since '00 1.40% 3.40% 0.30% 1.80% 1.10% 1.40% 2.10%
Change in Grad Degrees, since
'00 0.40% 0.90% 0.20% 0.60% 1.30% 0.60% 1.30%
(Source: Sites on Texas)

In Mexico, educational attainment decreases significantly at the higher grades of education. As seen in the table
below the attainment for the 10th – 12th grade bracket is approximately 65%. In Ciudad Juárez as well as
nationally, economic constraints and limited infrastructure are most often cited as barriers to pursuing higher
education.

6
Table 1.3 Ciudad Juárez educational attainment

2004/05 Ciudad Juárez Educational Attainment

LEVEL Register Graduates Retention Attainment

Students Index

TOTAL 316 735 75 461 92.4 89.6

PRE K-K 34 730 26 410 95.3 NA

1-6 185 652 26 068 92.4 95.2

7-9 61 214 15 698 92.1 79.8

Technical Edu. 2 751 534 96.3 80.4

10-12 32 388 6 751 89.5 64.5

Source: INEGI

1.4. The Regional Economic and Social Base

1.4.1 Industrial structure by sector

The El Paso MSA has increasingly moved towards becoming a ―service dominant‖ economy, gaining more than
77,000 service sector jobs from 1990-2007. By 2007, ―service producing‖ jobs represented 87.2% of all non-
farm employment, with approximately 172,600 (73%) of the service sector jobs being provided by the private
sector. El Paso‘s ―goods producing‖ sector (manufacturing, mining and construction) declined by more than
15,000 jobs during the same timeframe and represented less than 13% of all non-farm employment—down from
almost 24% in 1990. A more in-depth look at the data (Appendix C-1) reveals additional items of note:

From 1990 to 2007, El Paso MSA manufacturing employment realized a net loss of 17,500 jobs, declining
from 19.7% of all non-farm jobs to only 7.5% in 2007. In comparison, the concentration of manufacturing
jobs in Texas went from 13.3% in 1990 to 9.0% in 2007; and in the US from 13.1% in 2000 (1990 data was
not available) to 10.1% in 2007.

The most significant gains for the El Paso MSA from 1990-2007 were in the aforementioned private service
sector, which increased from 55% of all non-farm jobs in 1990 to 63.7% in 2007. Additionally, the El Paso
MSA ―professional and business services‖ sector grew from 6.7% of total non-farm employment in 1990 to
11.4% in 2007.

1.4.2 The importance of knowledge-intensive sectors within the regional economy

The concentration of white collar employment in the Paso del Norte region is substantially equal to the nation.
As of the 2000 census (See table in Appendix B-8), slightly more than 43% of the region‘s population was
employed in white collar occupations versus almost 40% in the nation. The annual Best Performing Cities
Index, however, provides more profound insight. The index, developed by the Milken Institute and Greenstreet
Partners, ranks all metropolitan areas in the United States on nine measures of economic performance including
job growth, wage growth, and various indicators related to the importance of high technology industry clusters
to a given geographic location. The table in Appendix B-14 indicates that both El Paso and Las Cruces
performed well in the 2008 index within their respective peer groups. The most pertinent data in this study relate
to the four measures pertaining to high technology industry. The #1 and #31 rankings for Las Cruces and
El Paso respectively in 5 year High Technology GDP growth indicate strong growth in high tech industrial
output (GDP). El Paso‘s high-tech output grew 13.59% faster than the national average from 2002 to 2007, but
its 0.65 score in Location Quotient indicates that the El Paso MSA is performing at only 65% of national norms
when it comes to the percentage of all output (GDP) which relates to high-tech industries. This ranks El Paso in

7
the bottom half the 200 largest metros. Furthermore, the El Paso MSA has only four high tech clusters (out of a
potential 25) which rank at or above national levels of concentration. The Las Cruces MSA performance was
stronger with a High Technology Location Quotient score of 0.94, and 6 HT clusters which were at or above
national concentrations. Should the region continue to attract and develop high tech industries, and can realize
consistent gains in High Technology GDP growth, the High Technology Location Quotient scores will improve
over time.

1.4.3 The leading export sectors and the occupational structure of employment
The most recent export data from the US Department of Commerce (USDOC), indicates that El Paso exported
USD 9.6 billion in total value for 2006/07, ranking it the 24th largest metro area in the US in terms of export
value. The values attributed to El Paso were more than the combined export totals of the San Antonio and
McAllen metro areas, and also greater than 23 US states. As seen in Appendix B-10, the top five exports from
the El Paso MSA accounted for 69% of total export volume in FY 2007. Approximately 78% of all exports
originating in El Paso in 2007 were destined for Mexico, followed by Canada (13.0%); Germany (1.3%) and
Taiwan (1.2%). This data clearly points to the fact that El Paso exports are primarily attributable to component
parts and materials that are consumed by the maquila sector in the state of Chihuahua. The Las Cruces MSA
added another USD 494 million in 2007 exports, but we do not currently have data pertaining to the top 5
commodities. From 2005-2007, the El Paso MSA exported an average of USD 13,583 per capita, almost four
times the national average (USD 3,465) over the same period—not surprising given our border location. (Note:
There are limitations in this export data, in that it does not accurately represent the production origin of
US export merchandise—rather it denotes the shipping origin.) Still, the data points to the El Paso MSA as a
significant player in international trade, and also points to a significant regional opportunity to grow the export
sector. Roughly USD 51 billion (16%) of all US-Mexico trade is transported via the ports of entry in the
Paso del Norte Region. Additionally, suppliers in the El Paso region provide less than 5% of the estimated
USD 8 billion annual purchases of materials and components that are sourced by the Ciudad Juárez maquila
sector.

Figure 1.5 El Paso metropolitan statistical area employment by sector

El Paso MSA Non-Farm Employment

by Sector (June 2009)

Education & Health Leisure, Hospitality

Services & Other Services
12.2% 13.6%
Professional
& Business Manufacturing
6.4%
Services 11.1%

5.5% Construction
Information 6.3%
& Financial
Activities
16.5%

23.5%
4.7% Trade

Government
Transportation, Warehousing
& Utilities

Source: Bureau of Labour Statistics

Ciudad Juárez is one of Mexico‘s most important communities in terms of manufactured exports. As seen in
Figure 1.6, 60% of all employment in Ciudad Juárez is employed in manufacturing jobs, primarily by global
corporations who are engaged in the maquila sector. Additionally, a significant portion of the persons employed
in ―Business Services‖ and ―Transportation & Communications‖ are involved with providing support services to
the Ciudad Juárez manufacturing sector. Within the manufacturing sector of Ciudad Juárez, 14.5% of the
personnel are identified as ―technicians‖, 9% as administrative and the remainder as unskilled labour.

8
Figure 1.6 Ciudad Juárez employment by sector

Cd Juarez Employment by Sector-2008

Social/Community
Services Agriculture
1%
Business 5%
Services
13%

Transportation 3%
& Communications

60%
12%

Manufacturing
Trade
5%

1%
Construction

Water/Electric
Services

Source: INEGI

1.4.4 Ownership structure of enterprises

Almost 93% of the corporations operating in the combined El Paso and Las Cruces MSAs are privately-owned
businesses with a single location. Of these, 1,762 businesses in the region are ―home-based‖. There are only 3
publicly traded companies headquartered in the region (El Paso Electric Company, Helen of Troy Corporation and
Western Refining)-- although there are almost 1,900 business locations throughout the region which function as
branches or subsidiaries of both privately held and publicly traded corporations (Appendix B-11). These branches
and subsidiaries are affiliated with both large corporations headquartered elsewhere, as well as public and private
corporations headquartered within the region. Western Refining Corporation is the only Fortune 500 companies
headquartered in the region, but almost 70 Fortune 500 firms (non-retail) have a major presence in the region,
mostly in the Ciudad Juárez maquila sector. Eighty four percent of all business establishments in the El Paso MSA
employ less than 20 people, compared to 85.9% in the Las Cruces MSA and 86.0% in the United States.

1.4.5 Indicators of entrepreneurial activity

County Business patterns data for both the El Paso and Las Cruces MSA were analyzed, with comparisons to the
nation. (Appendix B-12) While this data does not provide specific information regarding new business starts, it
does allow us to track changes in the number of business establishments by industry type and number of
employees. Encouragingly for El Paso, the three industry segments which realized the largest percentage gains
from 2000 to 2007 were all in the ―creative class‖. Arts/Entertainment firms grew by 33.3% (30 establishments);
Information firms grew 24.7% (38 establishments); and the aforementioned Professional/Scientific/ Technical
firms sector grew by 21%. These three segments generated almost 30% of the net gain for El Paso, while
generating 12% of net growth in Las Cruces and 27% of net growth in the nation.

With a significant Hispanic majority, the region‘s demographic make-up is decidedly different than the nation.
(Appendix B-13) An estimated 82.5% of El Paso County population is of Hispanic origin. The 3-county region is
76% Hispanic compared to only 15.5% nationally. It is important to note that Hispanics are projected to realize the
most significant growth of any demographic segment in the nation. From 2010 to 2050, the Hispanic demographic
is anticipated to increase by 114%, adding nearly 55 million residents to the US population. By mid-century,
Hispanics will represent nearly one-fourth of the US population versus 12.6% in 2000. The demographics of the
region today represent what much of America will ―look‖ like in 2050. The significant presence of active duty
military personnel also adds a unique component to the social make-up of the region. In 2006, Fort Bliss began a
growth process that will add more than 24,500 active duty military personnel to the installation, accompanied by

9
an additional net gain of 33,000 family members. In an average year, the installation also hosts military personnel
from more than 100 foreign nations for air and missile defence training. Adding further diversity to the regional
culture, approximately 70 non-North American companies have a significant presence in the region bringing
thousands of expatriates from all over the globe. The nations with the largest corporate presence in the region
include Japan (22 companies), Taiwan/China (11 companies) and Germany (10 companies), and five (5) from
Sweden. An additional 13 nations from Europe, Asia and South America are also represented in the region.

1.4.6 Numbers of employed

Only UTEP, Texas Tech University Foster School of Medicine, NMSU (including the Doña Ana County
Community College Branch), and El Paso Community College were considered for this section- as they are the
most significant institutions of higher education on the US side of the international boundary. These institutions
employ more than 10,500 faculty and staff, and have combined operating budgets over USD 1 billion.

Table 1.4 HEI Impact, Faculty, Staff, and Budgets

Texas Tech
NMSU (1) UTEP (2) EPCC (3) Medical (4) Totals
Staff 3,403 1,511 809
Faculty, PT and FT 1,187 1,157 1,446
Staff/Faculty Total 4,590 2,668 2,255 1,000 10,513
Operating Budget 500,947,582 265,000,000 131,677,000 151,786,490 1,049,411,072

Table 1.5 HEI Economic Impact on the Regional Economy

Texas Tech
NMSU (5) UTEP (6) EPCC (7) Med, 2009 Totals
Bus Vol/Output 578,414,775 375,000,000 72,200,000 226,547,000 $1,252,161,775
Job Impact 8,401 6,123 3,701 3,909 22,134
Personal Income Impact 390,592,767 343,000,000 24,620,200 77,191,000 $835,403,967

1.4.7 The multiplier effect of HEIs and staff and student expenditure
It is difficult to arrive at a reliable combined impact of the largest institutions in the region, given the disparity
in methodologies used in the economic impact studies provided by each institution. Considering only the
ongoing business operations of these institutions, the combined annual direct, indirect, and induced impacts on
regional business volumes conservatively exceed USD 1.2 billion. Annual operations of these institutions are
responsible for at least 22,000 jobs in the regional economy and a conservative estimate of USD 835 million in
personal income.

1.4.8 Unemployment
For most of the past two decades, both El Paso and Las Cruces have experienced consistently higher levels of
unemployment compared to the nation. In 2007, however, the Las Cruces MSA unemployment rate dipped
lower than the United States, and has consistently performed better than the nation for the past two years. For
most of the 1990‘s (‘90,‘91, ‘95-‘99)-- El Paso‘s unemployment rate was at or near double the national rate.
Since 2001, however, El Paso‘s employment growth has consistently outperformed the nation, which allowed
the region to close the unemployment gap. From June 2001 to June 2009, El Paso‘s employment base grew by
5.6% compared to a 2.2% net growth for the US during the same period. In January 2009, El Paso‘s
unemployment rate stood at 8.3% versus the US rate of 8.5%-- the first time El Paso‘s unemployment level was
lower than the nation‘s in more than three decades.(Appendix A-8). In Ciudad Juárez the unemployment
numbers have been, except for short periods of time, one of the lowest in Mexico.

10
1.4.9 Economic activity rates
The economic activity rate is the percentage of the population, both employed and unemployed, who constitute
the manpower supply of the labour market despite their current labour status. Similarly, the ―labour force
participation rate‖ is the percentage of working-age persons (16-64) in an economy who are either employed, or
are unemployed but looking for a job. In 2000, the labour participation rate in the 3-county region was 56.3%,
and had increased to 60.3% by 2005. The labour participation rate in the United States for 2000 was 63.7% and
had increased to 65.8% by 2005. Demographic groups who are often not counted as participating in the labour
force are typically students, homemakers, and persons under the age of 64 who are retired. The Paso del Norte
region‘s lower labour participation rate is an indicator of a larger ―hidden labour reserve‖ than what exists in the
US.

1.4.11 GDP per capita

As of 2006 the El Paso MSA‘s per capita GDP stood at USD 32,615-- nearly three-fourths that of the nation.
(Appendix A-9). From 2001-2006, both the El Paso MSA and Las Cruces MSA individually realized stronger
growth in GDP and per capita GDP than did the United States. Over the same period, the combined GDP for the
El Paso and Las Cruces MSA grew 36% versus 30% in the United States. Regional per capita GDP grew 28%
for the five year period, compared to 24% growth in the nation. In the case of Ciudad Juárez no official data is
available at municipal level. The State of Chihuahua has improved from 6th in the early 2000 to the 5th highest
Per Capita GDP in the nation.

1.4.12 Share of employment in growing sectors

Tables in (Appendix C-2) provide detailed information on job and wage growth in 22 different occupational
categories for 2000 and 2008. From 2000 to 2008, over 92% of the net employment growth in the United States
occurred in four occupational categories (Appendix C-2c)
1.16 Business and Financial Operations (27.8% of total)
1.17 Food Preparation, Serving & Related (27.2% of total)
1.18 Healthcare Practitioners & Related Technical (19.0% of total)
1.19 Education, Training, and Library Occupations (18.4% of total)
By 2008, these occupational categories represented nearly one-fourth (24.5%) of all employment in the nation.
These same four occupational categories did not perform similarly in the Paso del Norte region, accounting for
only 53% of employment growth in the El Paso MSA and 39% in the Las Cruces MSA over the same 8-year
period. The share of these occupations represented slightly more than one-fourth of employment in each MSA—
similar to the nation. The El Paso MSA had higher net job growth in 16 of 22 categories than did the US, and
Las Cruces outperformed national growth rates in 18 of 22 categories. It is more instructive to analyze growth
in both high wage and low wage occupational categories. For this report, we analyzed the 4 occupational
categories with the highest average wages and the 3 categories with the lowest average wages in El Paso,
Las Cruces and the nation. (Appendix B-15). (Note: Farming, Fishing and Forestry occupations had the lowest
2008 wages for all 22 categories in each geographic location, but was excluded from this analysis due to low
presence of this sector in the El Paso MSA).
As of 2008, El Paso‘s top 4 highest paid occupational categories represent only 9.9% of all employment in the
MSA. (Appendix C-2a) While El Paso lost an estimated 4,590 management jobs (the MSA‘s second highest
paid occupational category) from 2000-2008, the other 3 highest paid occupations experienced a net gain of
4,060 jobs, accounting for 16% of net job growth in El Paso for the period. Las Cruces experienced a net gain of
2,530 in its four highest paid occupational categories (Appendix B-15), which now represent 14.4% of the
MSA‘s employment base. (Appendix C-2b) El Paso‘s three lowest wage categories currently represent 15.2% of
the total employment base in the El Paso MSA and realized a net gain of 6,220 jobs since 2000, accounting for
24.6% of net employment growth for the 2000-2008 period. Las Cruces‘ three lowest wage categories currently
represent 17.8% of the total employment base in the Las Cruces MSA and realized a net gain of 3,100 jobs from
2000-2008, accounting for 21.1% of net employment growth for the period. The same 3 categories comprise the
lowest wage occupational sectors in the US, and currently make up 14.3% of total US employment. The US
realized a net gain of 2.33 million jobs in these low wage categories, which accounted for a whopping 43% of
the nation‘s net job gain from 2000 to 2008.

11
El Paso‘s overall wage growth (27.5%) lagged overall wage growth in the United States (28.5%) from 2000-
2008, and outperformed national wage gains in only 10 of the 22 sectors analyzed. Las Cruces‘ overall wage
growth (43.4%) was significantly better than wage growth in the United States for the period, and outperformed
the nation in16 of 22 sectors analyzed.

In Ciudad Juárez the major employment opportunities are in the manufacturing industry. Electronics,
telecommunications, and auto parts account for 55% of the manufacturing employment.

Figure 1.7 Ciudad Juárez manufacturing employment by sector

Source: INEGI

1.4.13 Benchmark
While the region has not adopted a formal benchmarking process, we have attempted to comprise a list of
potential benchmark regions based on several factors. The following chart contains those metro areas within
Texas, the US-Mexico border and the Southwestern US that we most often compete against, depending upon the
specific business or industry. The last column contains those metros which have the greatest concentration of
both companies and employment that fall within targeted industry clusters.

Table 1.6 Paso del Norte region benchmark communities

State of Texas Border Southwest Region Target Cluster
Austin Brownsville/Matamoros Albuquerque Boston
Dallas/Ft Worth Laredo/Nuevo Laredo Phoenix Chicago
Houston McAllen/Reynosa Tucson Los Angeles
San Antonio San Diego/Tijuana Minneapolis/St Paul

In 2007 Ciudad Juárez underwent a competitiveness and positioning study in which it benchmarked the
Ciudad Juárez economy with locations in a worldwide context. The cities were evaluated on strategic investment
initiative, important to a city's development (government initiatives, business environment, financial sector,
labour and workforce, infrastructure, and other general factors. These cities are included we:
Bangalore, India
Bratislava, Slovakia
Dublin, Ireland
Hangzhou, China

The Industrial profile of the cities targeted four industry clusters; medical services, advanced business
services, plastics and metalworking.

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1.5 Governance Structure

1.5.1 Resourcing public services

In the region the Municipal, County and State Governments are responsible for providing most of the services.
The Independent School Districts and Community Colleges are also allowed to levy local property taxes. There
are distinct differences in the tax structure between the US and Mexico. In the US local Governments rely on a
small inflow of Federal or State funds. In contrast, municipalities in Mexico have a high dependence on Federal
and State funds. As an example the City of El Paso depends approximately 4.1% of revenues (all funds) in the
City‘s 2008/09 budget came from the federal government, and 1.9% from state government. In Mexico the
reverse is true.

1.5.2 Economic development

Responsibility for economic development in the region varies from location to location, but generally can be
characterized as a close partnership between public and private sectors. Most individual organizational roles and
responsibilities are clearly defined. In El Paso County, new business recruitment is the responsibility of the
El Paso of the El Paso Regional Economic Development Corporation (REDCo), a private non-profit
corporation. Approximately 85% of REDCo‘s operating revenues are derived from private companies in the
region. The remaining 15% of the budget is currently provided by 3 local governmental entities—the City of
El Paso, El Paso Public Service Board and University Medical Center. The responsibility of business retention
and expansion falls primarily to the City of El Paso‘s Department of Economic Development, who is also
responsible for redevelopment and revitalization initiatives in the community. The Greater El Paso Chamber of
Commerce and El Paso Hispanic Chamber of Commerce both provide an extensive suite of services to support
the growth of small businesses in the community.
In Doña Ana County, the Mesilla Valley Economic Development Alliance (MVEDA) is a public/private sector
partnership which has responsibility for recruitment, retention and expansion of business and industry. MVEDA
is supported financially by the City of Las Cruces, Doña Ana County, New Mexico State University, Doña Ana
Community College, the Las Cruces Public Schools, the Village of Hatch, and over 90 local businesses.
MVEDA collaborates with other state and regional economic development agencies including the New Mexico
Economic Development Department and the New Mexico Partnership in bringing new jobs to the region.
MVEDA‘s operating revenues are split approximately 50/50 between private and governmental sources. In
Ciudad Juárez, the business sector has ultimate responsibility for economic development initiatives, with local
and state governments functioning as facilitators, and in some cases providing funding for specific promotional
activities. Ciudad Juárez‘s economic development organization, Desarrollo Economico de Ciudad Juárez
(DECJ) also works on various initiatives aimed at improving quality of life and the local business climate.
REDCo and DECJ also often work closely with other organizations on economic development initiatives in
Ciudad Juárez.

1.5.3 Health and welfare

Health care in the region is provided by a mixture of public and private entities. El Paso and Las Cruces are
served by 22 hospitals and almost 3,300 licensed beds. By federal statute, all public and private sector workers
in Mexico have access to health care. Employers pay a mandatory social security tax on each employee‘s wages
in order to make provision for health care services. Ciudad Juárez is served by an extensive system of federally
funded hospitals, and now has over 5 private hospitals.

1.5.4 Cultural provisions

In El Paso, Doña Ana and Otero Counties, cultural provisions such as parks, libraries and museums are
generally the responsibility of municipal government, however a number of private venues also exist in the
region. In Ciudad Juárez the Municipal and State Governments in combination with Federal grants are the ones
responsible.

1.5.5 Financial inducements to business

In El Paso County, most local taxing entities are legally authorized to provide financial inducements to business.
Municipal governments and county governments are eligible to provide tax abatements, cash grants, in-kind

13
services and land. University Medical Center and the El Paso Community College District can provide
abatements of ad valorem taxes, but cannot provide cash grants. By state law, each of El Paso‘s nine school
districts can provide an abatement of ad valorem taxes, but only if a given project invests at least
USD 30 million and meets various other wage and industry sector criteria. The State of Texas provides both
statutory and discretionary financial incentives which include a range of tax credits, tax exemptions, tax
reimbursements, cash grants, equity financing and more. El Paso also has two federally designated zones—a
Federal Empowerment Zone (EZ) and Federal Renewal Community (RC) zone. Various tax exemptions can be
achieved by companies who locate in one of these zones and/or hire employees who are residents of the zone.
(Appendix B-16) In Doña Ana County, MVEDA reports a number of incentive programs are offered for new job
creation in the State of New Mexico. These programs offer business funding resources as well as tax breaks. The
City of Las Cruces and Doña Ana County often augment state programs based on job creation and needs of the
company. The public contribution can include public resources such as infrastructure, services and financial
incentives. The project financing leverage must be at a minimum level of three private dollars to one public
dollar. New Mexico‗s Job Training Incentive Program (JTIP) funds classroom and on-the-job-training for newly
created jobs in expanding or relocating businesses for up to six months. The program reimburses 50 to 70
percent of employee wages and required travel expenses. Customized training provided at a New Mexico public
educational institution may also be covered. The state also provides a number of business assistance programs,
industry-specific incentive packages and tax-abatement programs. Some of these programs apply to specific
industry categories such as manufacturers, Renewable Energy Generation, software development, aircraft
manufacturing, aerospace R&D, and film production.

14
CHAPTER II: OVERVIEW OF THE NATIONAL HIGHER EDUCATION SYSTEM

2.1 Introduction

The Paso del Norte region‘s unique location presents challenges and opportunities in educating the population.
Located on an international border the population in the communities that make up the region is fluid. Students
frequently cross State and international borders sometimes on a daily basis. The bi-national region is served by
more than a dozen institutions of higher education, with approximately 30 campuses located throughout the
region. The region‘s HEIs range from public to private, state affiliated and autonomous with different systems,
requirements and restrictions. Despite differences in governance, the HEIs of the region have made inroads in
developing agreements among some of the institutions to allow for flexibility in attending and transferring
between the areas institutions. Limitations in funding at a national level in both countries strain the HEIs ability
to meet programmatic and service needs for students.

2.2 Overview of Mexico and the United State’s National Systems of Higher Education

Mexico’s National System

A number of options are available to Mexican students throughout their academic career that prepare them for a
vocation or for further studies. Students who graduate from either a preparatory program or a bachillerato, the
equivalent of high school in the U.S., are qualified for entrance into university-level studies after having passed
an entrance exam. University-level programs range in duration from four to five years and lead to a licenciatura,
which in most fields is equivalent to a bachelor‘s degree in the United States. State colleges and universities in
Mexico usually charge Mexican citizens a nominal tuition. Private colleges are not necessarily superior to the
public ones, but are more expensive. Both private and public colleges and universities have competitive entrance
examinations; usually only those students with high grades are accepted. There are four pathways of higher
Education in Mexico: (1) Universities (4-5) year colleges and universities, called the licenciatura), (2) Technical
institutes (4-5-year programs in engineering and management), (3) Teacher-training colleges, offering bachelor's
degrees in the fields of education, and (4) Technological universities, offering two-year programs to prepare
students as técnico superior universitario. Appendix D-1.

According to the National Association of Universities and Higher Education Institutions (ANUIES), enrolment
in HEI‘s increased from close to 1 million in 1990 to over 2.7 million in 2007. In the 2007-2008 school year
Mexico‘s Ministry of Education, Secretaria de Educación Pública (SEP) reported 33.3 million students enrolled
in school, equating to 31.5% of the country‘s population. The high percentage of the population enrolled in
schools is due in part to the fact that 24.6% of Mexico‘s population is age 4-15 years old. Student enrolled at the
bachillerato or high school level account for 11.5% of the total student population and 2.6 million students or
7.9% are enrolled in higher education. Students enrolled in formal vocational training or technical training make
up 4.1% of the student population.

Figure 2.1 Enrollment by Educational Level in Mexico’s Schools

15
Of the degrees awarded in higher education in Mexico the vast majority over 90% were for bachelors degrees,
6.7% of the students we awarded post graduate degress, 4.1 vocational cerificates and 3.2% were awarded a
technical degree.

Figure 2.2 Higher Education Degrees Awarded by Mexican HEIs

The Mexican government spends approximately 22.5 percent of its budget on education (USD 96.3 billion in
2007). The national system is composed of education provided by the federal and state government and by
private schools with official recognition. Education in Mexico is regulated by the Ministry of Public Education
(SEP). Educational Standards are set by the Ministry at all levels except in autonomous universities chartered by
the government such as the Universidad Autonoma de Ciudad Juárez (UACJ) that serves that Paso del Norte
Region. Accreditation of private schools is accomplished by a mandatory approval and registration with the
SEP. There are four public federal institutions: Universidad Nacional Autónoma de México (UNAM),
Universidad Autónoma Metropolitana (UAM), Universidad Pedagógica Nacional (UPN), and Instituto
Politécnico Nacional (IPN). UPN and IPN are part of the Ministry of Public Education of the Federal
Government. All four institutions carry out teaching, research, and extension services.

Table 2.1 Enrolment within HEI System in Mexico

Institution Percentage Enrolled
Type
Autonomous 39.1
State 13.2
Federal 14.3
Private 33.3
Secretaria de Educación Pública (SEP)

The majority of funding for public education in Mexico is provided by the Federal government. In 2007, 63% of
the total education budget was allocated to federal schools, the preponderance of them being elementary
schools. While the autonomous, Federal and State HEIs do receive federal funds the percentage of the budget
available to them is proportionately smaller. The private schools rely solely on tuition and grants to meet their
budget.

United States National System

Unlike many other nations, there are no public universities at the national level outside of the military service
academies. While there is no national system of higher education in the US, each state has individually
developed some type of public postsecondary educational system. The lack of a system-wide structure limits
widespread coordination of higher education in the United States, however, there are advantages to a non-
centralized approach to a national higher education system including diversity among the institutions and an
ability to respond to the specific needs of the local or regional community.

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In 2001 there were more than 15 million full and part-time students, enrolled at one of 6,500 higher education
institutions in the United States. That year there were 2.4 million degrees from academic institutions awarded. In
the US, community colleges enrol approximately 48% of all post secondary participants. Public Community
Colleges number 1100+ across the United States, and generally register students under an Open Door Policy,
which allows for open access to all students, with some testing for subject/level placement. In 2007, the United
States‘ budget for education was USD 972 billion with a postsecondary enrolment of 17.5 million students.
Post-secondary institutions are funded through federal appropriations, state appropriations, and state formula
funding, with exception of the Cooperative Extension Service which is funded through a three-way partnership
of Federal, state, and county appropriations. Financial aid for post-secondary students is handled by the U. S.
Department of Education and the post-secondary institution the student is attending. All public colleges and
universities in the United States have been experiencing declines in state funding and have had to impose
corresponding increases in tuition and fees.

Some public institutions have been identified as land-grant institutions. Land-grant institutions were first
established by the Morrill Act of 1862, which provided federal funds for establishing universities that (1) were
open to all types of students (including women, minorities, and low-income students), (2) offered degrees in
practical and applied fields such as engineering and agriculture, and (3) shared knowledge with citizens
throughout their state.

2.3 Basic Governance of and Regulatory Framework for the Higher Education System
Mexico
UACJ in Ciudad Juárez is an autonomous university with its own charter that is approved by the state legislature
and the Governor of the State of Chihuahua. The University‘s charter authorizes regulatory bodies comprised of
a University Council (Consejo Universitario), serve as the maximum authority for the decision making process.
Additionally, a second collective entity is responsible of approving academic proposals, which once approved
are passed to the University Council for final approval. Four institutes within the UACJ, Administrative
Sciences, Biomedical Sciences, Engineering and Technology and Architecture and Design have their own
Technical Councils (Consejos Tecnicos). All Technical Councils are the maximum authority for all proposals.

As a private institution, Tecnológico de Monterrey does not receive any financial support from public funds. All
the financial income comes from student tuition, sponsors –alumni, businesses and prominent community
leaders, and fundraising activities to make extra funds available. The Tecnológico de Monterrey Campus
Ciudad Juárez is the largest private university in the region. It is part of the Tecnológico o de Monterrey System.
The Rector of the entire Tecnológico de Monterrey System serves as the highest position in its administrative
structure. Locally, leadership resides with the Campus General Director and a Bachelor Program Director for
each of the 10 programs that are currently offered. The Tecnológico de Monterrey, within the jurisdiction of
SEP, retains independence in developing its own programs, academic rules and policies. There is an Academic
Department at the system level that leads the development of all regulations that impact the academic quality of
the Institute. Its principal responsibility is to oversee and make sure that the academic regulations are fully
implemented. Each campus, as Campus Ciudad Juárez, appoints a representative to the Academic department of
the system.

United States
The Department of Education is a cabinet level department in the Executive Branch of the US government,
whose responsibilities, generally, have been the implementation of laws passed by the US Congress related to
education policy and education initiatives to be implemented through the states within their governing systems
of public education. Post-secondary institutions in the US are accredited by regional accrediting associations –
UTEP and EPCC belong to the Southern Association of Colleges and Schools (SACS), NMSU and DACC
belong to the North Central Association of Colleges and Schools (NCACS). Federal financial aid is only
available to students at institutions that are regionally accredited. At both New Mexico State University and the
University of Texas at El Paso, financing comes from state and federal level appropriations, as well as within the
institutions through student tuition and fees, philanthropy, grants and contracts, and auxiliary enterprises. As a
land-grant institution, NMSU receives additional funding from each of the counties in NM. Overall

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responsibility for each university resides in an autonomous Board of Regents appointed by the Governor of each
State and confirmed by the respective State Senate. UTEP is one of nine academic and six health institutions in
The University of Texas System governed by a single Board of Regents. NMSU has its own individual Board of
Regents. The Boards each delegate authority for the internal management of the institution to the president
(UTEP) or chancellor (NMSU). The faculty at each HEI elects a Faculty Senate which has legislative
jurisdiction over policies affecting the academic mission of the HEI.

The operation of Community Colleges regional framework is anchored by implementation and maintenance of
standards set by accreditation institutions such as the Southern Association of Colleges and Schools (SACS)
which is governed by the Commission on Colleges. DACC is a member of NCACS and the El Paso Community
College is a member SACS and are fully accredited. Additionally, various programs and degrees at EPCC and
DACC are also accredited by various agencies whose mission is to set specific standards for instruction in direct
studies /majors such as nursing. The State of Texas via the Texas Higher Education Coordinating Board policies
coordinate instruction, distributes funding, and maintains an accountability system. Locally, community colleges
are a governmental entity which operate under state laws and have power to levy and collect property taxes
based on their charter and the consent of local voters. EPCC is governed by an elected Board of Trustees (7
members), who hire a President to act as the college‘s CEO to conduct the day to day operational duties. EPCC
is organized via functional/cabinet areas under the care of Vice Presidents. Unlike EPCC, DACC resides within
the governance system of NMSU.

2.4 Existing institutional relationships between HEIs

Post-secondary institutions forge relationships between themselves for various reasons – co-operation on
academic or research projects, distance education classes, or special programs. The relationships are constructed
as needed and can be regional, cross country, or within the state and can involve as many partners as necessary.
Many institutions forge relationships and collaborate on grant projects to leverage resources. In support of local,
regional, and international educational/training needs, as encouraged by local governments and business entities,
EPCC, DACC, NMSU, and UTEP and other providers of higher educational opportunities have joined to serve
those needs. These partnering relationships have been formalized through documentation in the form of
Memorandums of Understanding and other Inter-local Agreements. As an example, presently The Centre for
High Tech Training in Ciudad Juárez, CENALTEC, has an agreement in place is with the El Paso Community
College to offer their English for Industry programs which provides English classes to the workforce on a more
practical and more specific level. Other examples of existing partnerships are referenced later in the study.

Articulation Committees between the community colleges and universities in the United States have been
formed to formalize and negotiate smooth pathways for transfer and jointly enrolled students – both of which
are in place at UTEP, NMSU, EPCC, and DACC. Among the benefits, students may apply to both institutions
using a joint application form, coordinate financial aid at both institutions, access transcripts from both
institutions, and use the student information system degree evaluation tool to develop a graduation plan.

The HEIs in all three regions of this self-study have has positioned themselves to play an important role in
actively fostering communication between representatives of local and regional/international governments. The
Colleges and Universities have focused more on science and technology, research and development, and
technology transfer while the community and technical colleges have been leaders in workforce development.
Research universities often provide a forum for government policy discussion and development, i.e. the annual
Border Security Conference at UTEP and the Domenici Public Policy Conference at NMSU. Conferences,
summits, symposiums, and faculty exchanges are supported and in many instances funded by local, regional and
international governments to create the dialogue in support of higher education. Inter-local agreements coupled
with Memorandums of Understanding and agreements in general document direct communication for the
implementation of plans to develop science and technology curriculum and instruction. One example is the
current research efforts in the Centre for Applied Science & Technology (MEMs) where faculty of both UACJ
and UTEP are working jointly. Another effort is students from the UACJ that are currently attaining PHDs at
NMSU through a collaboration agreement.

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2.4.1 Accreditation and evaluation of HEI’s
National or Global HEI rankings are not relied on heavily by regional institutions either in Mexico or the United
States to determine competitiveness or quality. University faculty, staff, alumni, students, and applicants
monitor rankings produced by magazines such as US News and World Report, Academic Ranking of World
Universities, test preparation services such as The Princeton Review . These rankings are based on factors like
brand recognition, selectivity in admissions, generosity of alumni donors, and volume of faculty research.
Although listing in any of these publications generate some local media coverage and a source of pride among
students and alumni, it is important to note that none of them drive policy or performance in the regional HEIs.

Of particular note are the regional HEIs successful efforts in enrolling and graduating first generation college
students, Hispanic and minority students along with a high volume of graduate and doctoral degrees awarded in
the field of Engineering and other critical STEM areas. The most important performance metrics for the regions
HEIs are:

The number of graduates,

College going rates,
Student completion rates,
Retention rates,
The number of Latino, minority, and women graduates,
The number of graduates in high-demand fields (such as science, technology, engineering, math, health
sciences, and nursing)
For research universities the volume of externally-sponsored research is also an important metric.

The national higher education system does not have in place a national or global ranking system for Community
Colleges. Publications like the Hispanic Outlook Magazine do print the result annual analysis of Department of
Education data to rank community colleges according to the number and percent of Associates degrees awarded.
EPCC has been ranked as the number one community college in the awarding of degrees to the Hispanic
demographic. EPCC and DACC have received recognition as the ‗Fastest Growing Community College‘ in the
country during the past ten years by the publication Community College Week. EPCC‘s academic student
enrolment increased from 19,859 in the fall of 2002 to 25,306 in the fall of 2006, an increase of 27.4%.1

2.5 The National Higher Education Policy & Support of Regional Development

National higher education policy in Mexico or the US is not generally framed with focus on a specific region or
regions; nonetheless many federal policies generate direct and indirect effects that vary from region to region.
The regional HEI‘s have made efforts to capitalize on federal policy in many areas by developing programs
specific to the needs of the area.
The region is largely Hispanic which greatly influences all institutions, their location, and program offerings. As
the population of the Paso del Norte Metroplex has increased, HEIs in the region have been strained by a need
for additional infrastructure to accommodate student growth, academic programs and extracurricular activities.
All of the HEIs in the region have responded to that demand by investing in their facilities over the past decades.
Recent examples include:

UACJ - A long term goal is the construction of the ‗Ciudad del Conocimiento‘ (City of Knowledge)
where the pivotal point is the UACJ and where other renown Universities are included in the major plan
such as the Universidad Autonoma de Mexico, Instituto Politecnico Nacional, Instituto Tecnologico de
Ciudad Juárez, Universidad Autonoma de Chihuahua, Universidad Tecnologica. Capitalizing on the vast
knowledge base that these institutions will possess, a scientific park is projected to develop within the
UACJ. The project is expected to begin in 2009 and culminate in 2012.

The State of Texas and the University of Texas System have made major investments in UTEP. More
than USD 260 million in new construction and renovation projects are planned and scheduled; many are

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 already under construction, to support growth and new program directions in biosciences and
biomedical engineering, chemistry and computer science, and health sciences and nursing. New
graduate programs, particularly in science and engineering, will address regional and national issues and
enable residents to achieve their educational aspirations. A key element in securing federal and state
resources is the availability of faculty expertise and infrastructure to support research. UTEP has been
systematically building the infrastructure to address the issues of the region. Under the University of
Texas System Competitiveness Initiative, UTEP has increased it academic physical space by 264,000
square feet, and there have been major increases in research expenditures. In 2007, research
expenditures totalled nearly USD 50 million; USD 27 million of that federally funded, ranking UTEP 4th
among Texas public universities

NMSU has made significant investments on its main campus located in Las Cruces, New Mexico.
NMSU has recently concluded the extensive renovation of the O‘Donnell and Foster Halls and is
currently in the process of extensive renovations to Goddard Hall. The College of Health and Social
Services is undergoing a building expansion and the Arrowhead Business and Research Park are
experiencing construction of buildings and infrastructure of almost USD 10 million. Additionally,
Doña Ana Community College has seven satellite offices that are located around the region. The
satellite offices were strategically located to address areas of high-growth and high-need and deliver
programs in areas that are identified by local businesses to ensure that graduates will have employment
upon graduation.

The HEIs consider a regional framework when developing programs and initiatives. They take into account
local communities strengths, weaknesses, threats and opportunities. Ciudad Juárez is Mexico‘s leading
maquiladora city, which gives it a very distinctive industrial character. In accordance, the region‘s HEI‘s are
very oriented to cover the manufacturing industry‘s needs for technical, undergraduate and graduate
professionals. New institutions are planned to also be suppliers of highly trained human resources for the
industry in the latest areas of knowledge. In order to meet the needs for increased infrastructure, research,
administrative support, and consolidation of the teaching base the HEI‘s maintain relationships with legislators
and engage in lobbying efforts. Training institutions such as CENALTEC are a direct response to the need for a
highly trained labour force. At UTEP many projects build upon the University‘s geographical location on the
border and UTEP‘s demographic advantage as the only doctoral-research university in the US with a
predominately Mexican-American majority student body.

While NMSU is the only HEI in the region with regional engagement imposed by government entities, the other
HEIs in this self-study voluntarily engage regionally with constituents.

2.5.1 Measuring accountability

The HEIs use numerous indicators to monitor performance outcomes which are available to the public as a
means of improving communication and demonstrating accountability.

The UACJ was certified by the corresponding academic entities in all of its baccalaureate programs.
Additionally, the University was one of the main supporters to enact the ‗transparency law‘ leading to a web
page where general data concerning the University can be consulted and a link to petition data not accessible on
the Website.

The Board of Director‘s for INADET, The Chihuahua State agency in support of the advancement of
technology continually monitors CENALTEC‘s growth in the following indicators:
- Overall monthly student attendance.
- Monthly average of enterprises served.
- Specific program liaisons and the establishment of formal agreements with local, regional, and
international entities.

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One of the most important indicators in New Mexico is the incentives from the State to institutions of higher
education for recruiting and retention. Institutions that meet or exceed growth requirements are rewarded with
one time monetary incentives. At New Mexico State University, a considerable amount of time and money has
been invested in recruiting new students and retaining current students. Particular emphasis has been placed on
the retention of new freshmen students with the development of the ―First Year Experience‖ program that
provides additional resources and contacts for these students. NMSU and DACC also have programs
specifically designed to assist non-traditional students during their course of study. To meet increasing state and
federal standards, as well at those associated with grant and contract monies, NMSU has implemented many
new reporting systems to ensure that the regional needs of students and employers are met. These include
student retention rates, graduation rates, graduate employment rates, and surveys with employers.

Within Texas, the University of Texas System is a national leader in developing public indicators that show the
impact of each institution to its region and state. Because states are under increasing pressure from the federal
level to improve higher education systems and prepare individuals for the workforce, accountability remains a
key issue. Measures of regional economic impact are required by the UT System. UTEP has been recognized for
leadership in aligning institutional priorities to regional needs and tracking outcomes including student access,
student success and research excellence.‖

2.5.2 Regional collaboration among and between HEIs and industry, government and non-profits
In Mexico there is an incentive at a state and regional level to promote economic development through two
agencies, the Council for Regional Economic Development, CODER and the Council for Economic
Development for the State of Chihuahua, CODECH, where academia, government and the private sector are
pursuing development jointly. This initiative was enacted into state law during 2006. Additionally, there are
non-profit entities that have been working along with HEI‘s to foster economic development (Economic
Development, Strategic Plan, etc.). Another response to the need to foster growth between HEI‘s and regional
stakeholders was the creation of CENALTEC in the year 2000. The institution was developed as a tripartite
project that involved private enterprise, the Secretary of Public Education (SEP) and Chihuahua‘s State
Government.

Many US Government agencies have recently been implementing requirements for grant and contract funding
that include a provision that HEI‘s work with partners outside their HEI. This includes other HEIs as well as
national laboratories, community organizations, non-profit organizations, business, and industry. These actions
are leading to additional collaborations, higher visibility in the region for the HEIs, and improved leveraging of
resources. Policies that impact the region have advanced as a result of research funding. Prime examples of
these collaborative initiatives include:

NMSU New Mexico NASA EPSCoR (Experimental Program to Stimulate Competitive Research)
recently received two grants from NASA totalling over USD 1 million for astronomy-related research
with implications in aerospace and aerospace-related efforts.
UTEP established a Centre of Excellence for inland desalination research, which secured federal funds,
state funds, and regional cooperation among governmental groups, industry, and higher education.
UTEP‘s designation by the Department of Homeland Security as the National Centre of Excellence in
Border Security and Immigration, and funding from the Department of Defence for work in the Centre
for Defence Systems Research. Together, these two new Centres represent more than USD 10 million
in new educational and research opportunities at UTEP over the next 6 years.
Collaboration with several universities in Mexico led to the T1 pipeline for the development of
computing infrastructure through Internet 2 that impacts the southern region of the North American
continent.
NMSU and the FAA have signed a Cooperative Research and Development Agreement to create the
university‘s Unmanned Aerial Support, UAS, Flight Test Centre for government and private research,
development and testing of unmanned systems, including a designated airspace in southern New
Mexico to safely carry out this work.

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 The Southwest Technology Development Institute operates photovoltaic systems located on the campus
of New Mexico State University and is an integral part of the Department of Energy's National Centre
for Photovoltaics.

2.5.3 Accessing funding

Public and private higher education institutions have access to different sources of funding, both individually
and in collaborative partnerships: Federal, state and private funds are largely focused on public institutions, and
research funds are available largely to research institutions. In some instances there are incentives for
institutions to collaborate with other HEI and K-12 institutions. As the only land-grant institution in New
Mexico, NMSU is entitled to certain grant and contract, and formula funding opportunities that are not available
to non land-grant HEIs.

Policy tensions that exist among the HEIs at this time generally revolve around funding inequities and do not
generally affect outcome of collaborative efforts. Given the demographics of the area the HEIs are cognizant of
student needs that are specific to the Paso del Norte Region. The HEIs work to meet the needs of the students
through:
Access and Excellence - a commitment to provide broad access to high-quality post-secondary
educational opportunities to the population of the Paso del Norte region, while simultaneously fostering
student success (degree completion) in a context of research, scholarly and creative excellence.
Competitiveness in a global economy— implementation-of programs to build research capacity to
compete with other states and countries throughout the world in the 21st century global market for talent,
innovation and wealth creation. Misaligned higher education metrics—Traditional higher education
metrics such as selective admissions and graduation rates fail to measure the performance of first-
generation, low-income, minority students. Quality and competitiveness are measured better by the
number of graduates, the number of graduates of formerly under-represented minorities, and the number
of graduates in high-demand fields

The region‘s tri-state, two-country context has led to the development of special policies for students from the
region in such areas as tuition and on-campus employment. Such policies are occasionally challenged, usually
by groups outside of this region.

2.6 Regional Higher Education System and Governance

2.6.1 Regional HEI’s at a glimpse

There are ten higher education institutions in our region: three in El Paso, two in Las Cruces, and five in
Ciudad Juárez, Chihuahua, Mexico. Although not all of the HEIs listed had the time or resources to be actively
involved in the responses to the self evaluation report their role in the education of students in the region is vital.

Ciudad Juárez HEIs:

Centro de Entrenamiento en Alta Tecnología (CENALTEC) (Enrolment, 900)

CENALTEC, founded in 2000, is a technical training school with programs adapted to industry needs.
Recognized by Regionaal Opleidingen Centrum (ROC) and Kenniscentrum Voor Technisch Vakmanschap
(Kenteq) in Europe and by the National Institute for Metalworking Skills (NIMS) and American Society of
Mechanical Engineers (ASME) it is seen nationally as a raw model for its flexibility and outreach success. It is
said to be an important player in industrial attraction and expansion. The Center is federally and state funded
with an operating budget of MXP 8 million. The programs are federally accredited and the administration is
overseen locally by the Industrial Development Secretariat. Organizationally, CENALTEC belongs to the
Technological Development Support Institute (INADET), a decentralized public entity of the State of
Chihuahua; and it´s also part of the Centers for Workforce Training Office (DGCFT) of the Federal Public
Education Ministry (SEP). CENALTEC is a founding member of the Plastics‘ Sector Academia-Enterprise
Liaison Committee, since 2006. These associations are based on the Triple Helix concept in which HEI‘s,

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government and industry unite in projects to reach common goals (knowledge, better practices, more resources,
etc.). Currently, a parallel committee is being worked on for the Electronics Sector. It is expected to begin work
later on this year.

Instituto Tecnológico de Ciudad Juárez (ITCJ) (Enrolment 5,000)

ITCJ is an engineering school, with ten undergraduate programs, four masters and one Ph.D. It is part of the
federal system of technical institutes (public). It was a particularly important institution in the development of
the manufacturing industry in the 1970‘s and 1980‘s. Today the institution is offering new degrees to respond to
needs of the 21st Century.

Instituto Tecnológico y de Estudios Superiores de Monterrey (ITESM) Ciudad Juárez (Enrolment 800)
The largest private HEI in the region the Tecnológico de Monterrey was founded in 1943 and currently has
33 campuses in 26 cities throughout Mexico and 19 international offices around the world. In the last year the
student population at the Ciudad Juárez campus has grown 23%. The Tecnológico de Monterrey, Ciudad Juárez
campus currently employs 154 staff which are distributed in Bachelor Program Directors, Faculty (of which
22 have a Ph.D, and 97 have a Masters Degree) administrative personnel, as well as technicians. The faculty is
dedicated 100% to teaching; there work as it relates to research presents itself on occasions. ITESM
(Ciudad Juárez) offers ten undergraduate degrees and five master programs as well as continuing education
programs. It utilizes its national infrastructure to access technology parks, accelerators and incubators. ITESM is
known internationally for its management programs at the undergraduate and master‘s level.
Tecnológico de Monterrey Campus Ciudad Juárez student body is comprised of 810 students of which 42% are
women, 17% of the student population is concentrated in the bachelors of Mechatronics having a greater
demand in recent years as well as the bachelors of International Business.

- 54 undergraduate programs
- 35 international-oriented undergraduate programs
- 26 speciality programs, of which 16 are related to medicine and health sciences
- 46 master‘s programs
- 10 doctorate programs
- 186 accreditations from national organizations (91% of all the programs offered)
- 52 academic programs accredited by international institutions
- Tecnológico de Monterrey is accredited by the Commission on Colleges of the Southern
Association of Colleges and Schools in the United States to award bachelor's, master's, and doctoral
degrees
- 52 academic graduate programs accredited by CONACYT‘s PNP (Padrón Nacional de Posgrado)

Universidad Autónoma de Ciudad Juárez (UACJ) (Enrolment 18,500)

A local public institution, it has an autonomous local governing body. It has been rated in Mexico as one of the
top five public universities in the country. The University offers a Ph.D. program, 25 masters and over
40 undergraduate degrees. It has continuing educational programs oriented to local industry needs. UACJ has its
main campus in Ciudad Juárez and a second campus in Nuevo Casas Grandes (approximately 260 km). The
university has established mechanisms to create new degree programs or make changes to existing programs
based on industry needs. New programs are primarily in the school of engineering. UACJ is the 4 th public
university to be granted full accreditation for all its baccalaureate programs nationwide. The UACJ is the oldest
and has the highest enrolment rate in the Ciudad Juárez. It was established in 1973 by a group of businessmen
and government officials. The UACJ follows the stance set by the Federal Government under its Higher
Education Division delineating the following breakdown: Teaching (30%), Research (25%), Student
Counselling (20%) and community initiatives (25%). Under the current Rector, the University has a staff
dedicated to the assurance of outreach toward the social, private and public entities in the locality. Signing of
collaboration agreements has hit an all time high and joint research initiatives have started to solidify.

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Universidad Tecnológica de Ciudad Juárez (UT) (Enrolment 1,200)
A federal technical two year school established in 1999, UT offers six programs. UT occasionally offers
continuing programs to a four year degree with European institutions in France and Spain. This is a new
educational model for Ciudad Juárez where traditionally technical training was provided by industry.

Las Cruces, New Mexico HEIs

Doña Ana Community College (DACC) (Enrolment 15,700)

DACC offers instruction leading to associate degrees and occupational certificates, as well as preparation for
further academic work through thirty-two programs and a wide variety of continuing education programs.
DACC is also home to the Small Business Administration, the USA national program of incubation type
services. It is part of the New Mexico State University system. DACC was established in 1973 at the request of
the Gadsen, Hatch, and Las Cruces school boards to provide vocational and technical education opportunities to
the citizens of Doña Ana County and is part of the NMSU system.

New Mexico State University (NMSU) (Enrolment 18,000)

NMSU is the second largest university system in the state of New Mexico with an operating budget in 2007 of
USD 560 million. NMSU has a research budget of USD 140 million—the highest in the region. It offers over
eighty undergraduate degrees, as well as over fifty masters and over twenty Ph.D. programs. Along with
research, NMSU has created economic development programs to promote the commercialization of intellectual
property. Five research clusters compose the majority of the research, including Biosciences, Aerospace, natural
resources, information science and border. NMSU is at the forefront of bringing together community resources
for educational and economic development support. Since 1963, the institution has held continuous accreditation
status, at the doctoral level, by the North Central Association of Colleges and Schools. New Mexico State
University, under the provisions of the Morrill Act of 1862 and subsequent federal legislation, continues to
provide a liberal and practical education for students and to sustain programs of research, extension education,
and public service. New Mexico State University is classified as a Carnegie Doctoral/Research Universities-
Extensive and is a member of the Hispanic Association of Colleges and Universities (HACU). At its four branch
community colleges, Alamogordo, Carlsbad, Doña Ana and Grants, New Mexico State University offers
academic, vocational/technical, and continuing education programs.

In 2008, NMSU had a total student enrolment of approximately 17,200 and a total student enrolment of 15,067
in 1997. The total number of faculty and staff members at NMSU in 2008 was 4,590, with 1,187 of those
classified as regular faculty. Of those faculty members, 40% are women and 60% are men. Additionally, 20%
are minorities. NMSU spend 25% of its operating budget on research in 2008 and 37% on instruction. In 2001,
there were 3,831 faculty and staff members with 986 classified as regular faculty. Of the regular faculty
members, 66% were men, 34% were women, and 16% were minorities. Twenty-six percent of the operating
budget at NMSU was spent on research in 2001, with 40% being spent on instruction.

El Paso, Texas HEIs

El Paso Community College (EPCC) (Enrolment 31,000)

EPCC offers over 130 two-year programs and a wide variety of continuing education programs, and is one of
the fastest growing community colleges in the nation. It houses the Small Business Administration, the USA
national program of incubation type services. The State of Texas has been recognized nationally for the success
of its community college programs and outreach. EPCC mirrors the needs, population and priorities of El Paso
County. With a Hispanic enrolment consistently over 80%, the College has been listed as a minority serving
institution and is a certified Hispanic Serving College as per the Department of Education. EPCC serves as the
primary gateway to higher education for low-income, educationally disadvantaged minority students residing in
El Paso County. An approximate 40% increase in student enrolment has driven the opening of five
comprehensive campuses. The college budget has gone from roughly USD 60 million to over USD 100 million.
It is estimated that college operations have a USD 900 million impact on the region. Student demographics have
seen a dramatic change as well. Whereas, the college enrolled 78% Hispanic students ten years ago, currently

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Hispanic enrolment is over 87%. The average age was 27 and is now 24. The modal age is now 18, and
dropping as four EPCC campuses host Early College High Schools. The number of degrees and certificates
awarded have also grown significantly propelling EPCC to becoming recognized as the number one grantor of
Associates degrees to Hispanics in the United States.

EPCC‘s employee profile closely mirrors the county population. College faculty of Hispanic origin represents
55% of the total employed. Hispanic professional staff comprises 74% and its administration is 60% Hispanic.
Like the student population where females make up the highest percent enrolled (60% of the student body),
females make up 58% of all employees. This is true for faculty and administration at 51% and 59% respectively.
With the passage of state legislation, Community Colleges in the state of Texas can offer students a guaranteed
transfer of 42 core curriculum hours of college credit towards a bachelor‘s degree at four year colleges or
university in the state. This transformed EPCC in a number of ways. EPCC has a majority of its population
enrolling directly from the high schools, entering immediately after graduation. Core curriculum courses are in
very high demand and the college has responded with the hiring of more full- time Master‘s and Doctorate
prepared faculty. Additionally, students now have the opportunity to select from an expanded number of
possible majors. The State of Texas has also encouraged growth in math, science, engineering and technology
further driving curriculum demand and growth at EPCC.

Texas Tech Health Sciences Center / Paul L. Foster Medical School (TTHSC)
Texas Tech University Health Sciences Center Paul L. Foster School of Medicine at El Paso educates medical
students and resident physicians. TTUHSC is also home to a large multispecialty practice of physicians with a
medical center located in Central El Paso. TTUHSC sponsors resident training in 10 specialties: emergency
medicine, family medicine, internal medicine, OB/GYN, pediatrics, psychiatry, radiology, surgery, and a
transitional year. William Beaumont Army Medical Center co-sponsors orthopaedic surgery residency training
with Texas Tech. Graduate students are awarded a medical degree upon completion of four years of medical
education training. Prior to 2009, students wanting to attend the Texas Tech School of Medicine would complete
their first two years in Lubbock and then go to one of three regional campuses for their third and fourth-years,
also called their clinical years—El Paso, Amarillo, and Lubbock. The El Paso campus averaged about 50
medical students in their third and fourth year. With the accreditation and opening of the Texas Tech University
Health Sciences Center Paul L. Foster School of Medicine in El Paso in 2009, the school accepted its first class
of 40 first-year students. Ninety percent of the class is selected from Texas cities. In anticipation of opening a
new full four-year medical school, the school began to hire faculty to teach the basic sciences.

In 2009, fulltime faculty number 208 and 30 part time faculty. TTHSC is actively recruiting pediatric
subspecialists for the new Children‘s Hospital, and additional subspecialists in orthopaedic surgery, surgery, and
internal medicine.

In August 2009, 40 first-year medical students were admitted to the inaugural class of the Paul L. Foster School
of Medicine. Currently 54 fourth-year medical students and 44 third-year students are enrolled. Beginning July
2010, an additional 20 students will be admitted bringing the total of the first year class to 60. It is anticipated
that enrollment will be increased by 20 each year until a class of 100 students is reached. The El Paso campus
will not have any 3rd or 4th year students after 2011; instead, they will go to Odessa for clinical training.

Although Texas Tech University Health Sciences Center at El Paso has traditionally concentrated on training
doctors in primary care specialties: family medicine, internal medicine, pediatrics, obstetrician/gynaecologist--
with the school‘s transition to a four-year medical school, the school now has a different role and vision. The
Texas Tech University Health Sciences Center Paul L. Foster School of Medicine will be the catalyst for
enhancing first-rate medical care in the region, training more physicians, and bringing more equity to the health
care status of the people of El Paso. The medical school, the first on an international border, will be a state-of-
the-art academic institution. It will also offer more opportunities for economic growth as it will employ a highly
educated, dedicated work force that will contribute financially to the El Paso economy. Additionally, these
faculty and staff will actively participate in the community‘s social and civic endeavours, further strengthening
the collaborative relationship between the university and the community. The needs of the community will be

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met by growing its future healthcare work force, ensuring quality patient care and providing new opportunities
for border and international research.

The first building to open on the new medical school campus in 2006, was Medical Science Building The
93,000 square-foot facility houses research on diabetes, cancer, and infectious disease. It will also house a
repository dedicated to data on Hispanic health and a genomic facility to link hereditary diseases in families.
With the Hispanic population increasing throughout the United States, El Paso has become the new face of the
nation. Understanding Hispanic and border health issues will help scientists better understand the nation as a
whole. Biomedical research conducted in the area will take on enormous importance and form the base of
knowledge our regions needs.

University of Texas at El Paso (UTEP) (Enrollment 20,400)

UTEP is a large public urban research university serving the El Paso/Ciudad Juárez metropolis of 2.4 million
residents on the U.S.-Mexico border. In autumn 2008, UTEP enrolled 20,458 students, an all-time record
enrollment and an increase of 1.5 percent over autumn 2007. Over 80 percent of UTEP‘s students come from
El Paso County, and the ethnic composition of the student population mirrors that of the community: more than
75 percent of UTEP‘s students are Hispanic. About 50% are first generation college students. Mexican
nationals, most commuting from homes across the Rio Grande in Ciudad Juárez, comprise approximately 9
percent of UTEP‘s student population.

The scope of programs in UTEP‘s eight colleges and schools include 82 Bachelor‘s, 92 Master‘s, 16 Doctoral
degrees and 3 combined degrees (Bachelors/Masters or Masters/Masters). All are designed to meet the needs of
an increasingly industrialized and more diverse Paso del Norte region. With more than USD 50 million in
annual research expenditures, Classified as a doctoral institution with High Research activity by the Carnegie
Foundation, UTEP extends the greatest possible access to a region that has been geographically isolated and
whose population has had limited economic and educational opportunities. In 2008, nearly 300 faculty and staff
members engaged in research and sponsored projects, and a record 512 proposals were submitted to funding
agencies resulting in USD 77 million in new research funding.

Doctoral degree programs have increased by 800%, from 2 in 1989 to 16 in 2009.

Yearly doctoral degree enrolment is up by 902%, from 42 in 1992 to 421 in 2008.
Degrees awarded increased 122%, from 1,591 in 1987/88 to 3,529 in 2006/07
Enrolment has grown from 14, 971 in 1988 to 20,458 in 2008 (a 37%.increase in 10 years)

In the coming years, the university will continue to add doctoral programs, focusing on the key areas of science,
engineering, public policy and health professions. Increased research activities have positioned UTEP to be one
of the next national research universities in Texas. Faculty is increasingly diversified by gender and looks more
like the student body each year with significant and notable hires of individuals from underrepresented groups.

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CHAPTER III: CONTRIBUTION OF RESEARCH TO REGIONAL INNOVATION

3.1 Introduction

There is a prevalent understanding among the HEI‘s that the Paso del Norte Region consists of the adjoining
communities of Ciudad Juárez, Chihuahua, El Paso, Texas and Las Cruces, New Mexico. It should be noted that
for purposes of collaboration, the HEI‘s in Ciudad Juárez and Las Cruces have broader boundaries to include
additional communities in Northern Chihuahua and the entire state of New Mexico. Despite this recognition of
being an important component of the region, the HEI‘s see serving the needs of their immediate community as
their primary and likely almost absolute mission. As a land grant institution, NMSU is mandated to serve
students on a state-wide basis. The HEI‘s as a whole have the objective of responding to the regional needs of
businesses and communities, and to support their development efforts. While not limited in scope, the HEI‘s in
each community are sometimes driven by the individual needs of local industry and business as in the case of
institutions min Ciudad Juárez which have a predominant focus on automotive manufacturing. Through its
research centres, Tecnológico de Monterrey tries to find ways to bring the country and its regions into the new
knowledge-based economy. These research and development programs focus on five strategic areas:
biotechnology, health sciences, mechatronics, information and electronic technologies, and development of new
technology-based education systems. In addition, through institutional programs known as research chairs,
Tecnológico de Monterrey promotes the generation and transfer of knowledge by developing research and
innovation projects, forming research groups, establishing scientific and technological relations with leading
research centres in Mexico and abroad.

NMSU and DACC‘s research efforts, particularly in the areas of science, engineering, and agriculture impact
education, business, government, industry, and society through partnerships with local, state, regional, and
international partners. Research not only helps create solutions and find answers to national and regional
problems and questions, but enhances economic development in the region. It was estimated that the direct and
indirect effects of NMSU research helped generate nearly 3,000 jobs in the state. NMSU surpassed
USD 100 million in research expenditures in 1999 and reports in excess of USD 150 million in research
annually since 2005. NMSU research focuses primarily on Biosciences; Information Sciences & Security
Systems; Natural Resource Sustainability & Renewal; 21st Century Aerospace and various aspects of health and
culture relating to the Border Southwest. In 2006, more than 80% of NMSU research was funded by state and
federal government.

Figure 3.1 Research Expenditures: NMSU

Source: NMSU Research & Resources 2009

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Research policy at UTEP also has a strong Paso del Norte regional dimension. The mission, vision, and goals
statements in the University‘s current Strategic Plan 2008-2015 contain a clear regional emphasis with a special
focus on applying innovative interdisciplinary approaches to explore and address major issues that confront the
multicultural US-Mexico border region. UTEP‘s vision is to serve as a catalyst for technology transfer,
commercialization, regional innovation, and entrepreneurship with the goal of securing funding and supporting
major research initiatives having special relevance for the future of the Paso del Norte region. The University of
Texas at El Paso (UTEP) reported more than USD 50 million in research and sponsored projects in 2008, up
from USD 3 million in 1988. In regard to UTEP's research spending total, the university is ranked sixth among
Texas public universities in total annual research expenditures (including state funding), and fourth in federal
research expenditures. In 2006/07, 83% of UTEP‘s research expenditures were in engineering and science
disciplines – with the top 3 being Engineering (USD 6.8 million); Biological Sciences (USD 6.2 million), and
Medical Sciences (USD 5.5 million). Approximately 64% of UTEP R&D expenditures in 2006/07 were
federally funded, and slightly less than 10% of funds came from private sources.

Table 3.1 Research Expenditures: UTEP

UTEP Research Expenditures, USD, 2004 - 2007

Source: Texas Higher Education Coordinating Board, June 2008
Share of FY
Expenditures
Total Research Expenditures 2006/07 Expenditures '07
FY 2004 32,067,735 Discipline 42,046,816
FY 2005 36,013,585 Agricultural Sciences 0 0.0%
FY 2006 41,933,182 Biological & Other Sci. 6,240,123 14.8%
FY 2007 42,046,816 Computer Science 2,062,215 4.9%
Change 31.1% Engineering 6,813,477 16.2%
Federally Funded Portion Environmental Sciences 4,037,634 9.6%
FY 2004 69.33% Mathematical Sciences 3,456,611 8.2%
FY 2005 66.54% Medical Sciences 5,538,080 13.2%
FY 2006 63.96% Physical Sciences 1,216,410 2.9%
FY 2007 64.44% Psychology 613,748 1.5%
Federal R&D per FTE, FY 2007 Social Sciences 1,159,394 2.8%
UTEP 62,189.11 Other Sciences 3,735,695 8.9%
State 60,252.48 Arts & Humanities 215,131 0.5%
UTEP ranked #2 in UT system Business Administration 124,409 0.3%
Privately Funded, FY '07 Education 2,465,922 5.9%
Total Amount 4,137,060 Law & Pub Administration 18,240 0.0%
% of Total 9.8% Other Non-Sciences 4,349,727 10.3%

3.2 Responding to Regional Needs and Demands

The HEI‘s are inherently aware of the principal economic drivers in the region and the potential for furthering
research and development opportunities. In Mexico, the Ministry of Public Education (SEP, Secretaria de
Educación Publica) promotes research activity through pay incentives provided through PROMEP (Faculty
Enhancement Programme), Sistema Nacional de Investigadores (SNI, National System of Researchers),
CONACYT, Consejo Nacional de Ciencia y Tecnlogia (National Council for Science and Technology) National
equivalent to the National Science Foundation, and federal grants to faculty with at least a master‘s degree and
pursuing a doctoral degree. Under the research objectives, SEP is prioritizing applications that included applied
research benefiting a local sector, firm or individual. A direct result was the creation of Fundación Universidad-
Empresa (University – Enterprise Foundation) where the federal government is enticing applied research
through faculty and cooperative programs. Additionally, CONACYT has implemented programs which cater
specifically to Small and Medium Enterprises, SMES in devolving and solving problems jointly. A third area

28
related to research incentives is funds earmarked to state and municipalities. These funds are called ‗Fondos
Mixtos‘, research funds were either the state or municipal government develop the research request in consensus
with local needs. The UACJ has benefited from all of these funds. A substantial part of full time faculty is under
the PROMEP or SNI programme. (Funding under CONACYT was MXP 26 million and additionally
MXP 6 million from internal funds. Under ‗Fondos Mixtos‘ it has competed for the state and local purse since
2005 when these ‗mixed funds‘ were implemented under state law.

Similar initiatives at New Mexico State University have defined five research clusters- biosciences, information
sciences and security systems, natural resource sustainability and renewal, southwest border regions health,
education, culture, and development and 21st century aerospace. The research clusters promote and encourage
interdisciplinary work both on the campus of New Mexico State University and across the region. The
determination of the research clusters was made after careful review and consideration of regional implications.

UTEP draws heavily upon the characteristics of the region to develop research directions. There are a number of
unique assets in the US-Mexico border that provide comparative advantages in seeking extramural funding for
research and sponsored projects. Examples include the environment, specifically, air and water quality, Hispanic
health disparities, border security and immigration, transportation, and community health. Research activities
that have been developed in these areas include:

The Centre for Excellence for Border Security and Immigration, funded at USD 6 million by the
Department of Homeland Security, and the Centre for Defence Systems Research (CDSR), working on
surveillance and tracking technologies, border inspection processes, migrant population flows, and
software for visual sensing and image dissemination.

The UTEP-UNM Advanced Research Cooperation in Environmental Health Program on border asthma,
supported by a USD 5 million National Institute of Health, NIH, grant.

The Hispanic Health Disparities Research Centre is a collaborative venture between UTEP and the
University of Texas at Houston Health Science Centre that focuses on the causes and effects of health
disparities among Hispanics in the region. It is currently funded by USD 6.8 million grant from NIH.

Other funded biomedical research that focuses upon conditions that are particularly chronic in the
border region or further abroad into Latin America includes work on diabetes, obesity, West Nile virus,
and Chagas disease.

The Centre for Inland Desalination Systems, funded by a USD 2 million grant from the Texas Emerging
Technology Fund, to develop and implement technologies to create alternative water sources in Texas
and across the globe.

The relative isolation of the region stimulates partnership agreements among the HEI‘s, private sector and
NGO‘s in order to increase service and increase efficiencies. Several research efforts and agreements have been
undertaken by the Tecnológico de Monterrey and other higher educational institutions in the region, as UACJ,
UTEP, COLEF as well as some collaboration initiatives with local government agencies. The forms of
collaboration have been developed and sanctioned by the highest ranking administrators of the collaborating
institutions.

NMSU has many regional partners who work with the university to further research efforts in the area. The
Office of the Vice President for Research, the Graduate School, and International Programs coordinate research
activities and collaboration in the region. The Office of Strategic Initiatives (OSI) monitors opportunities for
funding and helps develop and manage proposals for large projects. Additionally, OSI helps members of the
faculty create collaborations both inside and outside the university. They help with expanding institutional
relationships with regional partners such as Los Alamos National Laboratory, White Sands Missile Range,
Sandia National Laboratory, the Air Force Research Laboratory, other research institutions in New Mexico,

29
state and federal agencies, and private contractors such as Raytheon, Boeing, and Science Applications
International Corporation. Another example of regional collaboration is the university‘s College of Agriculture,
Consumer, and Environmental Sciences relationship with the Cooperative Extension Service, Agricultural
Experiment Stations, and the New Mexico Department of Agriculture, which provide economic, educational,
and community development across the state.

UTEP partners with many local and community organizations, state and regional and federal agencies, border
commissions, and businesses. The university has numerous joint projects and collaborations with the
Paso del Norte Health Foundation, the Regional Office of the US Environmental Protection Agency (EPA), the
District Office of the Texas Department of Transportation (TxDOT), the US-Mexico Border Health
Commission, the Pan American Health Organization (PAHO), the International Boundary and Water
Commission, and Fort Bliss, to name a few. These links have been established through both formal and
informal networks, based on the nature of each particular discipline and interest of the research:

The Office of Research and Sponsored Projects (ORSP) provides oversight and support for
interdisciplinary research centres and helps link faculty in teams on campus and at other institutions,
including the Paul L. Foster School of Medicine at Texas Tech University Health Sciences Centre.

The Office of Strategic Initiatives (OSI) helps build partnerships and opportunities with the rich array of
federal and military research facilities in the region (the Los Alamos and Sandia National Labs, Fort
Bliss, White Sands Missile Range, and the William Beaumont Army Medical Centre).

Faculty from the Departments of Health Promotion, Economics, and Political Science, the College of
Education, and the School of Nursing have individual and group projects with colleagues at UACJ, and
faculty from Political Science serve as research mentors at El Colegio de la Frontera Norte (among
many examples).

UTEP‘s Centre for Inland Desalination is partnering with the El Paso Water Utilities and the Kay Bailey
Hutchison Desalination Plant.

EPCC is not a research institution, but students have been given a unique opportunity to do research on the
quality of water in the Rio Grande by the National Science Foundation through the RISE program and the
International Boundary and Water Commission‘s ―Clean Rivers‖ program. Another research project involving
the students at EPCC is a project of ―phyto remediation‖. This is a study to test for toxic metals in the soil and to
use plants to remove the toxins.

3.2.1 Technology transfer

Technology transfer offices currently do not exist as such in the Ciudad Juárez area. However, technology
transfer has been documented throughout the local manufacturing community. The presence of new technology
in the diverse manufacturing base existent in Ciudad Juárez where over 60% of all UACJ engineering students
work while obtaining a degree, has been a pivotal point to attain technology transfer. This transfer can be
attested through several thesis needed to obtain a degree.

The intellectual property office at New Mexico State University deals with technology that relates to NMSU
employees only. There is no regional or national role, unless the project happens to be located outside of New
Mexico State University. Recent activity at NMSU has garnered the following results
3 License agreements executed
3 License agreements in negotiations
3 Patents awarded
11 Patent applications filed
5 Provision patents filed
12 Disclosures filed
3 Foreign patents awarded

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The Technology Transfer Office (TTO) at UTEP manages an average of twenty invention disclosures from
University employees per year. Some of these disclosures result in patents that are licensed and/or become the
basis of start-up companies. Patent activities for fiscal year 2009 at UTEP include:
1 License agreement executed
3 Patents issued
1 Patent Filed
11 Provisional Patents filed
28 Invention disclosures

Markets for UTEP‘s intellectual property portfolio are sought regionally, nationally and globally, depending on
the particular characteristics of the invention. When a start-up company is created or when the invention is
licensed to a local entrepreneur, the regional impact of the TTO is enhanced.

UTEP recently helped launch its first biotech company spin-off, Swiss-based SeneXta Therapeutics,
licensing a promising drug therapy for Alzheimer‘s disease.
Work at the Materials Research and Technology Institute has spawned start-ups dealing with an
environmentally friendly technology for producing durable paints and pigments (Mayan Pigments, Inc.),
producing clean transportation fuels from low-quality petroleum sources (Refinery Science, Inc.), and
methods of using photosynthetic organisms in refinery waste for the production of biodiesel fuel
(Transglobal Oil Corp.).
Another example of an intellectual property based start-up company is Geomedia centred on the
development of a seismic portable pavement analyzer to non-destructively inspect highway pavements.

3.2.2 Supporting SME development

This region is one of the largest manufacturing regions in North America with the presence of various
multinational firms in the area. These companies are international in nature but the development of local supply
chain initiatives has been slow. The presence of the automotive sector is a key element in the region and the
UACJ has capitalized on its presence. The materials lab, the industrial engineering lab and the Centre for
Applied Science and Technology, MEMs, lab attest to this strategy. Supporting these initiatives faculty
members in these areas have developed academic alliances around the world and in the MEMs program applied
research is being conducted in conjunction with local industry. Currently collaboration agreements have been
signed with such entities to encourage local companies to capitalize on the supply chain initiatives as well as
with international firms purchasing such products or services. The UACJ has signed several collaborative
working agreements. Some emphasize research efforts, cooperatives, continuing education and other
collaborative means. One hundred and twenty manufacturing facilities were visited once a semester to offer the
Universities‘ services, co-ops and research initiatives. The local government has made the University a strategic
partner, in water studies, social projects, economic development projects and training for diverse areas (police
force, fire department). The UACJ is the only university that has several research labs on its campus, mainly in
the engineering school. These labs have close ties with Centro de Investigación en Materiales Avanzados
(CIMAV – Centre for Research of Advanced Materials) and other national research labs (CINESTAV). The
MEMs lab is one of four labs in the country that develops coordinated research with the Universidad Autonoma
de Mexico, Instituto Nacional de Astrofisica, Instituto Politecnico Nacional, Universidad Veracruzana, Instituto
Tecnologico y de Estudios Superiores del Occidente in Irapuato, Optics and Electronics in Puebla, Centre for
Research and Advanced Studies of the Instituto Politecnico Nacional in Guadalajara, and others. Additionally,
the collaboration is international in nature since the MEMs lab is part of FUMEC, the US-Mexico Science
Foundation, which funds efforts in North America. The MEMs lab, the Geographic Information Centre, and the
Software labs are strategic labs geared toward economic development in the region. Under the state‘s economic
development policy, the past legislature voted to develop the CODECH and CODER with the main objective
being regional economic development with strategic alliances, both public and private. These initiatives
identified various opportunities in the local economic development arena, among them was the auto parts
(MEMs) and software development. The UACJ contributes in these areas through its academic and research
initiatives along side with SME that are developing or need assistance in their respective workplace.

31
To solve the needs and demands of SMEs, Tecnológico de Monterrey has been working to identify the needs
and demands of the local industry in terms of training and consulting, in addition to the needs in the fields of
administrative and technological innovation. These projects are executed and developed by Tecnologico de
Monterrey personnel with the appropriate skills.

These partnerships are vital to the HEI‘s on the US side of the border as well. The Paso del Norte region is at the
crossroads of two countries and three states. Ciudad Juárez, with its large multi-national corporate presence,
broadens the range of companies and employers with which there is an opportunity to interact. New Mexico
State University has a strong relationship with the Mesilla Valley Economic Development Association as well
as partners in Ciudad Juárez, Mexico which can provide assistance to local companies and employers with
international contacts for the prospects of developing potential partnerships. Further, the Arrowhead Centre
NMSU has the potential to work with international business contacts and can technical assistance and, where
appropriate, business incubator space. As one of the top engineering schools in the country, NMSU trains and
graduates a variety of engineers in all educational levels that are high recruited by businesses across the globe.
NMSU regularly collaborates with several other regional innovation and technology institutions in the state.
Recent collaborations include those with White Sands Missile Range, Los Alamos National Laboratory, Sandia
National Laboratory, and the Air Force Research Laboratory. Through these collaborations, faculty and students
have the opportunity to work on lab-sponsored research projects and complete internships and fellowships.
These experiences help prepare students for careers in research. NMSU and the other innovation and technical
institutions in New Mexico work together to develop new technologies that help businesses in the state, as well
as train students for careers in research and technology fields.

UTEP works closely with a large number of local companies and regional organizations, as well as with large
corporations whose operations stretch across the globe. Among UTEP‘s most valued assets in building ties to
national and international businesses and industries is its large number of graduates in science, technology,
engineering, and mathematics (STEM) who are eagerly recruited by those companies. UTEP‘s production of
engineers and scientists far exceeds the highly limited STEM workforce demand from local and regional
employers, and UTEP has consequently exported most of its highly trained STEM graduates to the
telecommunications industry in north Dallas, the energy industry in Houston, the aerospace industry in southern
California, and high tech companies in San Jose, Seattle and elsewhere. As was noted in a previous report
commissioned by the Paso del Norte Group, this region has an opportunity to capitalize on its well-prepared
STEM workforce by building greater workplace capacity through the recruitment of companies for whom
STEM graduates are a high priority. There are a number of organizations on the UTEP campus that interface
regularly with SMEs in the region. They range from the Research Institute for Manufacturing and Systems
Engineering (RIMES) and the Future Aerospace & Technology Centre (FAST) in the College of Engineering to
the Franchise Centre in the College of Business to the Division of Professional and Public Programs which
offers a broad range of non-credit and customized training opportunities for companies in the bi-national region.

3.2.3 Rewarding and acknowledging regionally-based research

In Mexico several mechanisms have evolved to support regional based research. INADET belongs to the
Secretariat of Industrial Development and promotes the growth and consolidation of the technological
infrastructure required in the State, in order to achieve a harmonious and balanced industrial development. It
operates based on four main strategies:
To promote the creation and consolidation of technological research & development institutes and
organizations.
To establish and administrate advanced technical training institutes
To provide financial support for innovation and technological improvement in small business.
To support the establishment of business relationships between industrial firms, government and
educational institutes.
Based on INADET´s Liaison Program in 2007 R&D Institutes belonging to the National Science and
Technology Council (CONACYT) rendered 1,540 specialized services to 402 industrial companies in the State
of Chihuahua.

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In the US funding sources exist to support research and important partnerships have been established to provide
critical links for the HEI‘s. The main way regionally based research is recognized at NMSU is through grants to
help sponsor these projects. The Interdisciplinary Research Grant program provides up to USD 50,000 of grant
money to faculty teams whose research is of high quality and falls within one of the research clusters defined by
the university. Another grant, the Graduate Research Enhancement Grant provides up to USD 18,000 of
matched funds to support graduate students working with faculty on external research projects. A third grant, the
Undergraduate Research Incentive Grant provides awards of up to USD 2,500 to undergraduate students
working with faculty members on research projects.

UTEP has developed faculty evaluation policies and procedures that seek to recognize both traditional, peer-
reviewed processes for grant funding and publication as well as those activities that are more locally and
regionally focused. UTEP places a high value on regular and successful interface with the surrounding region, in
which the institution is deeply embedded. Based on the high level of UTEP faculty and staff regional activity
reported and observed, efforts to encourage such engagement in the community appear to be highly successful.

3.3 Framework Conditions for Promoting Research and Innovation

Although the national legal framework supports the research initiatives (CONACYT, SEP, etc.), Intellectual
Property Rights and the legal framework are not fully developed in Mexico. Most of HEI‘s in Mexico still do
not have an internal procedures or policies to attend to property rights. Most public university charters did not
account for these innovations, therefore placing both industry and academia at a standstill in relation to
intellectual property rights.

In the U.S., the national legal framework for intellectual property does help support the role of HEIs in research
and innovation. By obtaining patents, trademarks, and copyrights, researchers at the HEIs can protect their work,
freeing them to foster relationships between industry and the HEIs. Though the legal framework can be very
helpful in protecting ideas and research of the members of HEIs, there are several barriers as well. The process
is very costly, making it difficult to find funding for worthwhile ventures. It is also extremely lengthy, such that
technologies are sometimes outdated by the time a patent is granted. The Intellectual Property Office within the
Arrowhead Centre at NMSU is responsible for all intellectual property transactions on campus.

While UTEP uses processes aligned to the national legal framework to secure and commercialize university-
owned intellectual property (IP) and perform technology transfer activities from the University‘s point of view,
legal costs, the lengthy time for patent issuance, limited budgets and the long-term return of the investment are
typical barriers to patent and commercialization activities. On occasion, formal partnerships with industry are
difficult to conclude because of disagreements between the University and the industry partner on the ownership
and rights of university-generated IP.

3.3.1 Innovation and knowledge exchange between researchers and industry

The UACJ has signed various agreements with the private sector with the goal to develop research initiatives
essentially in the manufacturing sector where SMEs play a major role. The process described above where local
companies along with academia are trying to develop new technology to incur in the supply chain of
multinational corporations is an example of this linkage. As for risk capital arrangements, the lack of intellectual
property rights procedures and policies hinders these arrangements.

The students of Tecnológico de Monterrey carry out internships related to their fields of study, with the
collaboration of companies such as Delphi and Bosch, and at the same time participating in the process of
research in software testing and development, among others.

NMSU stimulates innovation and knowledge exchange between researchers and industry by being the centre of
many important research efforts in the state. NMSU is the headquarters for the New Mexico Space Grant
Consortium, the New Mexico Water Resources Research Institute, the Southwest Centre for Animal Health,
Food Safety, and Bio-security, the Southwest Border Food Safety and Defence Centre, and a consortium for

33
environmental and technology development. NMSU‘s Apache Point Observatory, Physical Science Laboratory,
National Cancer Institute, UAS Dedicated Air Space, and Jornada Experimental range all help develop
innovations useful in industry. NMSU helps link local companies with international partners through the Office
of International and Border Programs. This office helps promote NMSU and the region on an international level
by providing special research projects with an international focus, promoting study-abroad programs, and
recruiting international students, faculty and staff to the university.

UTEP supports and promotes practices that allow researchers to exchange ideas with industry and private
ventures with the proper protection of everyone‘s intellectual property. One of the important roles of the newly
created Centre for Research, Entrepreneurship and Innovative Enterprises (CREIE) is to promote innovation and
knowledge exchange between researchers and industry and bring people together to pursue joint ventures. The
CREIE will serve as a broker between academics, local companies and international partners and assist in
finding venture capitalists to support research that has commercial value. UTEP has also participated, with
brokering help from the University of Texas System, in a major Texas State initiative known as the Emerging
Technology Fund. The University recently received notification of award for a USD 9 million project to
establish a research and development enterprise focused on macroscale to nanoscale integrated 3D systems
technologies developed at UTEP‘s world-class W. M. Keck Centre for 3D Innovation. This project will address
two of the strategic industry clusters that have been identified for the State of Texas: aerospace and defence, and
advanced technology and manufacturing. It builds upon previous UTEP/industry partnerships, including one
with Lockheed Martin Aeronautics.

3.3.2 Co-operative research between HEIs, industry and public organisations

The UACJ has implemented policies to link co-operative initiatives for research projects in both private and
public sectors. Faculty are encouraged through pay incentives, reviewed on an annual basis for links with
external sectors, publications and cooperative initiatives. Additionally, the UACJ has signed agreements with
other HEI, national and international, for faculty exchange programs, such as Universities in Japan, Spain,
France, Chile and Argentina to enhance research exchange. The public sector has signed collaborative
agreements to assist in the resolution of a diverse set of problems faced by the community, they include: training
for the local police force, research initiatives for water incentives, architecture plans for various buildings, and
environmental measurements as a few examples. There are close ties with the not-for-profit organizations
through social service or Servicio Social programme which assists these entities with qualified human resources‘
needs at no charge. In addition to these programs, there are various faculty members who actively collaborate
with assisting in methodology of a diverse set of projects. The University has representation on local and state
boards for major non for profit organizations, various business and industry chambers and associations working
in conjunction with academic programs that parallel their mission.

Specific training needs for industry in Ciudad Juárez are also addressed by The Centre for Corporate
Development (CENDE), an extension of Tecnológico de Monterrey that is dedicated to promote the
competitiveness of institutions and companies by providing innovative solutions through courses, seminar,
workshops and certifications. CENALTEC operates the Applied Research and Technological Development
Program for Small Businesses (PIADET). PIADET is an initiative to directly promote strategic liaisons
between small companies, research institutes and universities with the technical and human capacity to offer
specialized assistance for specific projects. Grant candidates for this program are small companies that require
an applied research work and/or technological development from local and national research institutes, in order
to elevate their competitiveness standards. PIADET offers a grant which can provide a certain percentage of the
total investment in research ranging from USD 2,000 to a USD 15,000 depending on the number of employees.

Typical results to the grantees supported by this program are:

• New formulations.
• Designs of a specific prototype.
• Processes improvements
During the last five years, there has been support for 30 companies from 10 counties for a total of USD 340,000.

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Research conducted at the regional HEI‘s located in the US is regulated by the institutions. The policy at NMSU
that allows to exchange of research staff between HEIs, industry, and public organization is addressed in NMSU
policy and many faculty members take advantage of the sabbatical process to increase research activity.
Individuals who are financially independent of the university can become ―affiliated faculty‖ and provide
support services for University programs when it is in the best interest of the institution. ―Visiting faculty‖
positions are also an option for integrating industry and public professionals into NMSU. Further, the College of
Business has established an Entrepreneur in residence program where high level business and industry
leadership members can affiliate with the College to share their entrepreneurial experiences with students and
faculty and can also work on special projects. NMSU is also home to the Domenici Public Policy Institute
named in honour of retired Senator Pete V. Domenici. Senator Domenici is actively involved in the Institute
which focuses on public policy in the area of his interest such as nuclear non-proliferation, homeland security,
border issues, and energy. Students regularly participate in internships and co-op programs across the nation in a
variety of settings.

UTEP currently has several programs with various industry and national Laboratory partners that focus on the
exchange of research staff. For example, UTEP faculty and students regularly participate in internships at Los
Alamos, Sandia, Oak Ridge, and Lawrence Livermore National Laboratories. Additionally, several of the above
mentioned Centres work with industries like Boeing and Lockheed Martin Corporation, among others. These
opportunities enhance faculty development and generate additional collaborative research opportunities for
students. UTEP also works with small businesses within the local region to identify positions for students who
must complete an internship as a condition of their degrees. Furthermore, many faculty members participate in
summer internships with national laboratories or industry, depending on the particular opportunity. For example,
faculty in the colleges of Science and Engineering typically apply to summer research positions at Sandia and
Argonne National Labs, or with the Navy Labs. Occasionally, there are also opportunities with industry. These
interactions are very helpful in developing research relationships that may result in a funding opportunity or
innovation.

3.4 Interfaces Facilitating Knowledge Exploitation and Exchange

UACJ has research contracts with private industry, primarily in the engineering and biological sciences
programs. The following labs have consulting contracts with different public and private entities and are
promoted through an ongoing program that includes visits to local manufacturing facilities:

Microbiological Analysis Lab

Bio-architecture Lab
Graphic and industrial design Lab
Environment Lab
Industrial and manufacturing Lab
Centre for Software Engineering
Materials Lab
Centre for Geographic information
Centre for Applied Science and Technology (MEMs)

The UACJ does not have a policy implemented for intellectual property rights and therefore as a University
cannot report transactions in this area. However, there are several faculty members that have registered patents
with the Mexican Patent office as individuals until further notice from the central University‘s legal office. The
UACJ has an incubator that initiated operations in late 2008 and is currently incubating nine projects, four of
which are technology oriented and the rest are considered traditional projects (low innovative content). The
UACJ incubator has a goal of 25 new projects during 2009, half of those related to medium to high innovation
content in the areas of biomedical science, engineering and software. The UACJ is considered part of the
automotive cluster based on its MEMs lab and academia associated with these projects. It also has been invited
to participate in the software cluster utilizing the Centre for Software Engineering as a basis for training SME in

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certification as well as software development. The Social Science area is also part of the commercial cluster that
intends to reshape bi-national commerce.

The Tecnológico de Monterrey has also established a business incubator and networks to support the
development of new, successful, financially viable, and self-sufficient businesses. To achieve this, Tecnológico
de Monterrey maintains strategic alliances with government and non-governmental financial organizations and
institutions to provide training and counselling for the creation of new work sources.

In response to the need for commercialization of ongoing research the Arrowhead Centre has been created at
New Mexico State University for the sole purpose of promoting economic development in the State of New
Mexico. Through the Office of the Vice President for Research, collaborations with the private sector and
regional stakeholders take place. All intellectual property transactions for New Mexico State University are
completed through the Intellectual Property strategic business unit of the Arrowhead Centre. There is currently
one Spin-off Company with three separate efforts that the Arrowhead Centre is working with. The Arrowhead
Business and Research Park is under the direction of the Arrowhead Centre and encompasses 224 acres on the
campus of New Mexico State University. Within in the Arrowhead Business and Research Park is the
Arrowhead Technology Incubator, ATI. Space needs in the ATI are difficult as there is more demand than space
at the present time. The Arrowhead Centre is currently exploring the possibility of construction of an additional
building for use as a business incubator through a joint partnership with the Economic Development
Administration. The Arrowhead Centre provides labour market projections as needed and works intimately with
the Doña Ana Community College for the preparation of a properly trained and skilled workforce to meet the
needs of the state, local, and regional businesses. Doña Ana Community College has a history of creating
training programs to meet the identified needs of local business and industry and has a strong linkage to the
regional business and industry community. Additionally, the construction of the Early College High school in
the Arrowhead Business and Research Park will add another dimension to the development of a workforce. This
is a partnership between a private business, the Las Cruces Public School District, NMSU, and DACC.

The mechanisms to commercialize the research base of UTEP and to promote technology exchange with
regional stakeholders are implemented through CREIE. The University endorses research contracts,
collaborations, consultancy, IP agreements, and spin-off companies of the faculty in cooperation with regional
stakeholders. CREIE will develop and execute a plan to stimulate innovation and unify campus initiatives in
technology transfer, entrepreneurship and commercialization. The Office of Technology Transfer and CREIE
will foster collaborative relationships with major corporations, targeted industries, incubators, science parks and
clusters that will advance the commercialization of research taking place at UTEP.

3.4.1 Promoting knowledge exchange

Informing the public of the HEI‘s efforts and accomplishments is an important component in securing ongoing
regional support. At the UACJ on an annual basis there is a President‘s Address where all economic social and
political entities are invited. Additionally, the UACJ has a web link that is updated on a daily basis where it
publishes information pertaining to publications, events, goals and others.

Electronic mediums have become important vehicles through which to share vital information on a broad scale.
The Arrowhead Centre, New Mexico State University and various offices within the University system have
Web sites designed to provide general information to the public, regional stakeholders, and potential
collaborators. Additionally, press releases keep the public informed about what is going on within the HEI
system and how they can benefit from the research and services offered by NMSU and DACC. The Arrowhead
Centre also promotes its services by sponsoring conferences in the area relating to workforce innovation,
technology, and economic development and enjoys a close working relationship with Mesilla Valley Economic
Development Association and various angel and venture capital organizations.

36
The University of Texas at El Paso reaches out to industry in order to promote its research base and technology
exchange. In addition, UTEP interfaces with the El Paso Regional Economic Development Corporation
(REDCO) to further communicate its research capabilities to potential companies that might be interested in
establishing a presence in this region, or in initiating a research and technology exchange relationship with the
University. UTEP is also cultivating a working relationship with the Camino Real Angels. The Camino Real
Angels group usually acquires investment opportunities from its own network of connections and provides up to
USD 1 million worth of investment to early-stage companies within the Greater El Paso and Southern New
Mexico areas.

3.4.2 The role of central government, regional authorities, research institutes, and business
The Mexican federal government along with Santander Bank invites all HEIs to participate in an annual
recognition to award university-enterprise collaboration efforts. At the state level there are joint efforts in
funding research by university- enterprise initiatives as well as collaborative efforts in promoting incubators and
technology parks. The UACJ has capitalized on both joint research projects (federal and state) as well as
promotion efforts for economic development based on the University‘s labs and infrastructure. There is a
signed collaborative agreement between the major universities in the Ciudad Juárez region (ITESM, ITCJ,
UACH, UT and UACJ) for the interchange of knowledge and utilization of infrastructure. Additionally, there is
collaboration among the UACJ and major national universities such as the UNAM, IPN, UV, UAM, others, for
faculty and student mobility. This has increased the interchange in research efforts throughout the country. This
effort, signed agreements with local universities on the one hand and national universities on the other, has
positioned the UACJ as the lead University in the new ‗City of Knowledge where educational efforts and
economic development are intended to prepare the region to be globally competitive.

Additionally, the State of Chihuahua‘s Technological Development and Support Institute, INADET is an active
participant in the promotion of education, training and R&D infrastructure; it strives to draw new Design and
Engineering Centres. During the last 8 years, Chihuahua has raised over USD 65 million for CONACYT´s R&D
and High Tech Training Centres.

UTEP has developed mechanisms to commercialize research and promote technology by working through State,
Federal, and local authorities:

In Texas, the state government has created the Emerging Technology Fund with the purpose of
importing emerging technologies into Texas in the form of new businesses, and to facilitate acquisition
of research superiority at universities. UTEP has been highly successful in securing recent support from
this Fund.

The Federal government promotes technology exchange and the commercialization of research through
funding programs such as the Small Business Innovation Research (SBIR). UTEP supports the
submission of SBIR by companies in partnership with UTEP faculty.

The Hispanic Chamber of Commerce and the Greater El Paso Chamber of Commerce also assist research
commercialization at UTEP by identifying business partners and opportunities. NMSU regularly works the
Hispano Chamber of Commerce, Las Cruces Chamber of Commerce, and the Mesilla Valley Economic
Development Administration to identify business partners and opportunities. For many entrepreneurs HEIs are
the first stop to explore business and research opportunities. The HEIs play an important role in
commercializing the research base and promoting technology exchange by promoting collaborative research
opportunities, partnerships for students with companies, faculty positions to professionals working closely with
the University on research projects, and research-related conferences and workshops. The Entrepreneurship area
of the Arrowhead Centre at NMSU provides business assistance to local businesses and builds relationships with
a wide variety of business owners to help promote their products and services. CREIE provides business plan
development assistance to UTEP faculty and local businesses, and assists in building relationships between
researchers and entrepreneurs. Additionally, the CREIE will assist with market research and company
formation, organizational structures, capitalization strategies, incubation and recruitment of key personnel.

37
3.4.3 Disseminating R&D and innovation initiatives beyond its contractual industry partners
Conferences, seminars and symposiums are important venues for information dissemination for the regions
HEIs. The UACJ has hosted various international and national meetings ranging from the engineering field to
the social science areas. It has published various media and has opened a web page to divulge its findings
(www.uacj.mx/publicaciones)

At NMSU the university and its individual units sponsor conferences and events to publicize research and
development efforts in the region. One example of this is the annual Technical Analysis and Applications Centre
(TAAC) conference, which provides information on the Physical Science Laboratory‘s Unmanned Aerial
Systems program. Another example of a regional event is the X Prize Cup, a space expo that features various
aircraft, rockets, space displays, and air shows. With the New Mexico Spaceport project underway, the X Prize
Cup highlights technology and innovations important for the development of the spaceport. The Arrowhead
Centre also promotes its services by sponsoring conferences in the area relating to workforce development,
technology, and economic development. Additional exposure is gained through the entrepreneur in residence
program in the NMSU College of Business and the Arrowhead Centre, the National Security Technology
Incubator at NMSU and numerous partnerships with various governmental agencies.

The El Paso media regularly feature faculty projects and publication of books and research findings, and carry
articles on research, especially in health sciences. This publicity allows the academic work of UTEP to have
greater dissemination, creates public awareness, and helps to establish links with potential industry partners.
UTEP also participates in the annual Invention to Venture event, a nationwide series of conferences and
workshops in technology entrepreneurship for science and technology students and faculty. Other structures in
place include linkages with the Regional Centre for Innovation and Commercialization, Paso del Norte Group,
and Camino Real Investors and other technology venture groups in the region.

3.5 Conclusion

Despite existing limitations, the HEIs have made efforts to establish close working relationships with regional
universities, economic development organizations, chambers of commerce and all levels of government. There
is collaboration between UTEP, NMSU and UACJ in some engineering and social science projects as well as
faculty exchange and research efforts. The collaborative agreement and the ‗Ciudad del Conocimiento‘ or City
of Knowledge signed by the Mexican HEIs will initiate its building phase during 2009, incorporating six local
universities as well as national renown universities (UNAM and IPN). UTEP and NMSU have several active
collaborations including the Army High Performance Computing Research Centre, the Science, Engineering and
Mathematics: Introduction to Academics (SEMIA) program, RASEM Academic Connection to Higher
Education (Race), and Bridging Rigorous Independent Development with Guidance to Higher Education
Programs (BRIDGE), along with several K-12 educational and nursing programs. UTEP also actively
collaborates with EPCC‘s Advanced Technology Centre to address technical workforce training targeted to the
local community. NMSU and DACC collaborate regularly with strategic partners such as the Mesilla Valley
Economic Development Alliance, the High Tech Consortium, the Small Business Administration.

New Mexico State University has several strengths that help it contribute to regional innovation including a
large research budget of over USD 150 million, faculty members conducting research projects with an
international, national, and regional focus, industry partnerships, and by having high-quality graduate students to
assist with research projects. Some weaknesses NMSU and DACC related to the contribution of research to
regional innovation include limited collaboration with other higher education institutions, and a lack of
benchmarks to measure success. Opportunities include collaborations with military installations and other
universities in the region and state. Threats include a loss of research funding and funding to employ and recruit
graduate students.

UTEP‘s strengths lay in the breadth and depth of the research and in the number of faculty engaged in research
activities in the university. However, because most of the doctoral programs are relatively new, there continue to
be constraints in rapid growth. The peer review culture of faculty in the university has made it more difficult to

38
protect for technology and commercialization of intellectual property. Nonetheless, new opportunities are
foreseen in the near future as a result of the increasing acceptance of faculty entrepreneurship engagement.
Additionally, there are new and increased funding opportunities for innovation and commercialization activities
coming from state and federal agencies and programs such as the Texas Enterprise Fund (TEF), the Small
Business Innovation Research (SBIR), and the Small Business Technology Transfer (STTR) programs. External
economic opportunities evolve swiftly and general economic conditions can change. Lacking a strong economic
base of high technology companies, the El Paso region offers fewer opportunities for the large numbers of
UTEP engineering and science graduates to remain in the region, and fewer partners with which to build
regional economic development infrastructure.

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CHAPTER IV: CONTRIBUTION OF TEACHING AND LEARNING TO LABOUR MARKET AND
SKILLS

4.1 Introduction

The HEIs in the Paso del Norte Region are responding to the demands of the new economy by developing new
curriculum and instruction in high demand areas such as Science, Engineering and Math fields, investing in high
tech laboratories and research facilities. However, upon completion many of these highly skilled graduates must
leave the region to find employment. The challenge this region faces is in transitioning from a low cost, low
wage economy to one in which capitalizes on the talent, infrastructure and resources which already exist and
develop an enabling environment for new business formation.

4.2 Localizing the Learning Process

The region is one of the largest manufacturing areas of the North American Continent with Ciudad Juárez
having over 200 manufacturing facilities with companies such as Philips, Delphi, Lear, Cisco, and Electrolux.
The UACJ has implemented cooperative work-study opportunities known as Co-Ops, with leading industry
partners. Within the engineering school 34% of its student body works while pursuing their studies. The
manufacturing sector of the city employs the majority of these students. Tecnológico de Monterrey works in
close partnership with several manufacturing centres and maquiladoras such as Delphi in order to promote the
better development of its students and academic partners. Undergraduate students are required to have a working
experience as part of their curricula, which greatly enhances their professional formation. CENALTEC has also
developed a series of courses to meet the region‘s technical needs offering courses in Machining, Plastic
Injection Moulding, Computer Aided Design and Hydraulics among others. CENALTEC has established several
agreements with other HEI‘s and schools in an effort to help them incorporate into their curricula technical
programs available at the Centre. This widens the Centre‘s overall scope to other levels and systems.
Tecnológico de Monterrey has just recently finished the IOED project (Research for Development Strategic
Opportunities), which was implemented on a national scale for developing concrete solutions and businesses
opportunities to meet regional needs. The implementation of the social service curricula under the Community
Service umbrella also helps to fulfil those regional needs.

Efforts to meet the specific needs of the region in the area of biological and environmental science have also
been addressed. The UACJ has ongoing programs in cooperation with U.S. and Mexican environmental
agencies EPA and SEMARNAT. There have been efforts to carry out bi-national initiatives with the nursing
program and the forensic science program at UACJ and UTEP. These efforts have accomplished faculty
exchange between regional HEIs on a limited scale and a student exchange program between the UACJ and
UTEP and NMSU which currently is mostly northbound due to security issues on the Mexican side of the
border.

The curriculum and degree offerings at New Mexico State University are changing to meet the needs of local,
state, and regional stakeholders. As an example, the construction of Spaceport America, just 40 miles from
Las Cruces, New Mexico, has resulted in a new aerospace engineering track being developed and offered at
Doña Ana Community College and New Mexico State University. Also, degree programs in areas such as
agronomy, plant and environmental science, fishery and wildlife science, plant pathology, animal and range
science, and agricultural economics provide education for students working in the area‘s agricultural areas. The
Health Sciences College offers courses on Hispanic and Native American health issues and U.S-Mexico border
health issues. Additionally, courses are offered that are culturally sensitive for the region and in formats that
include distance education technologies that meet the needs of the stakeholders.

All seven UTEP colleges and schools have programs designed to meet regional needs. In addition to providing
opportunities for the region‘s growing population, UTEP has responded to specific needs by developing relevant
and specialized programs. The Master of Leadership Studies serves the large military population at Ft. Bliss and
graduates 75 students per year. The Master of Public Administration (MPA) focuses on the unique public

40
administration issues of the border, offering such specializations as homeland security and administration in a
border setting. School of Nursing and Pharmacy courses help address the serious shortage of these health
professionals in the region, and the undergraduate Teacher Education and graduate Alternative Teacher
Certification Program (ATCP) are designed to prepare teachers for Texas state certification. In response to a
shortage of secondary mathematics teachers, UTEP Departments of Teacher Education, Mathematics, and
ATCP offer 8-12 teacher certification programs with Mathematics major and Education minor. The MS in
Manufacturing Engineering provides further education and training to the engineers in the Ciudad Juárez
maquiladoras, and the College is developing plans for a PhD in Manufacturing Engineering. The new Systems
Engineering program offers a master‘s degree program, a certificate program, and professional workshops to
engineers at the White Sands Missile Range.

4.2.1 Creative solutions for regional issues

As of 2000, the UACJ has taken on the task of changing its teaching method to that of Constructivism (a
movement with its own methodology utilizing smaller classes, increased student participation, and developing
the role of the teacher as a facilitator not an authoritative figure). Through this initiative the faculty is constantly
being trained to assure the new method of teaching. The Tecnologico de Monterrey educational model works
towards the accomplishment of its 2005 Mission objectives by incorporated the integration of several
educational techniques centred all of them on the learning process of its students: PBL (Problem-based
Learning), POL (Project-oriented Learning), RBL (Research-based Learning) and the Case Study. The
implementation of these techniques links students and community development agencies in order to help find
solutions to some of the regional issues.

At CENALTEC Programs are designed to meet the industry‘s needs in several kinds of arrangements.
CENALTEC caters to each enterprise training needs with customized courses. It was created to be a source of
highly skilled technicians destined to provide labour for new, high tech industrial enterprises. Thus, it plays a
strategic role within the overall regional development effort. Additionally we provide the ROCO (official
recognition of work competences) exam that evaluates an individual‘s knowledge and capabilities on a
determined area, regardless of how those skills were acquired. If successful, the student is granted a certification
on that subject.

NMSU is committed to finding creative solutions on regional issues over the medium-to long-term. These
opportunities are identified by meetings with internal constituents including students, faculty, and staff, and
meetings with external constituents that include the state and regional business and economic development
community, MVEDA, the agricultural industry, the border community, Native American tribes, and regional,
national, and international partners. The feedback NMSU receives from constituents and stakeholders drives
decisions regarding additional classes and learning opportunities that can be implemented to address regional
issues. Some of the resulting projects/programs include the Arrowhead Centre, The Bridge, the water resources
institute, the Chile task force, the Southwest Border Defence Institute.

UTEP systematically engages the region in developing strategic plans for the future. In 2004, the Centennial
Commission, which included one hundred stakeholders from the region, identified regional needs and
articulated a vision for UTEP in 2014. The Centennial Commission Report made specific recommendations for
UTEP‘s role in addressing regional needs in 10 areas, including Prek-16 Educational Collaboration,
Undergraduate Education, and Graduate and Professional Programs, Health Professions Education, UTEP –
Mexico Border and International Programs, Regional Economic Development and El Paso‘s Quality of Life.
Many of these recommendations have been incorporated into UTEP‘s new Strategic Plan and operational plans.
Specific examples of programs that emerged from this effort include the College Readiness Initiative,
Multidisciplinary Studies Degree, new doctoral programs, new areas of research focus in biomedical sciences,
health disparities, student success, teacher education, inland water desalination, and border and national security.
In addition, many UTEP offices serve as resources for the community and the region, including The Institute for
Policy and Economic Development (IPED), Centre for Civic Engagement, Manufacturing Assistance Centres,
Centre for Environmental Resource Management and the Centre for Research Entrepreneurship.

41
4.2.2 Supporting entrepreneurship in the region
The UACJ has seventeen electives geared toward entrepreneurship within its four different institutes. Currently
they are not housed under one department but are coordinated through faculty. The federal government in
Mexico has made it a priority to implement entrepreneurship at public universities and has developed a budget
for competitive bids to finance these initiatives. The UACJ will be bidding for these funds in coordination with
the state and federal governments for the fiscal year 2009. Additionally, the UACJ has opened a small business
incubator for projects that might want to commercialize their products or services with matching-funds from the
federal government and the university. The incubator caters both to internal and external sectors of the
community and is currently coordinating efforts for regional competition with the yearly Camino Real Venture
Contest.

CENALTEC‘s training programs are distinguished by their ability to quickly transition a student from practice
to real life application. This provides the student a rapid return on their learning investment and offers the ability
to quickly incorporate themselves into an enterprise or build their own business.

Learning programs within the HEIs that enhance the capacity of students to be enterprising with their skills are
available in several different areas of the NMSU campus. The Service Learning Project in the College of Health
and Social Services is a way to combine course work, service, and opportunities to address regional issues.
Though this program, students work with communities outside the University in areas such as nursing, social
work, engineering, and hotel, restaurant, and tourism management. Students in the College of Agriculture,
Consumer, and Environmental Sciences participate in Cooperative Extension Service programs such as the
Youth Development program, career development, and service learning programs. They also work in county
extension offices through summer internships. Several opportunities in music give students the chance to get
involved in community events such as the Las Cruces International Mariachi Conference, the Tournament of the
Bands, the Las Cruces Symphony performances, and Doña Ana Lyric Opera performances. Additionally, field
experiences, internships, co-op placements and involvement in student organizations allow students to be
involved in regional issues and opportunities.

UTEP recognizes the importance of incorporating regional issues into students‘ educational experience. Nearly
75% of recent alumni reported that understanding life in a bi-national and multicultural region was important to
their professional success, and nearly 60% reported that understanding US Mexico border issues was important
to their professional success. UTEP‘s Centre for Civic Engagement fosters the integration of regional issues
within students‘ educational experiences through courses and programs (e.g. SHINE-ESL Adult Literacy
program, SHINE-Citizenship, TEAM (Tutoring Engagement and Mentoring), Just Read!, Young at Heart, Girl
Scouts of the Rio Grande, Latinitas , Court Assistance & Social Engagement Program). UTEP‘s efforts have had
a significant impact on alumni. More than 75% of alumni surveyed reported that UTEP contributed to their
skills and knowledge about living in the bi-national and multicultural region and their understanding of U.S.-
Mexico border issues.

4.2.3 The role of the careers service in the process of localizing learning
All of the Region‘s HEIs offer career counselling and job placement services through individual versions at each
institution. These centres serve students and the community in linking prospective employees fill regional
employer needs. The departments also provided workshops on resume writing, interviewing, and sexual
harassment particularly important for first-generation college students. Many local businesses and agencies
provide co-op and internship opportunities. Representatives of the private and public sectors are tapped for their
expertise to provide career development workshops, resume review sessions and etiquette polishing. On-campus
student employment/work study opportunities are listed on a centralized data base to facilitate student job
searches. Student job placement listings and application support are available to students.
An average of 35% of the engineering students at the UACJ currently work and are required by several of their
class projects to implement or develop applicability of learned material at their place of work. However, we
have not developed a database where all these projects could be consulted. The other venue is Co-Operative or

42
Co-Op, programs where companies demand students to develop specific projects. CONACYT currently
supports external professorship programs but as of yet we have not formally recorded one.

Postgraduate activities at the Tecnológico de Monterrey Campus Ciudad Juárez are offered by the Universidad
Virtual, an academic centre that offers either place-based or on-line master level classes. The majority of the
students are professionals working in maquiladoras or manufacturing centres and as such are able to
immediately transfer and apply their classroom knowledge to the workplace.

At the NMSU Arrowhead Centre, students are provided with graduate assistantships that allow them to work
with potential businesses across the region. The graduate students work with the potential entrepreneur to
develop business plans, marketing plans, feasibility studies, etc. Additionally, the Doctorate in Economic
Development also has its students working in internships and on a large economic development-related project
as a requirement for graduation. Though there are many research opportunities for graduate students at
NMSU—many of which have a regional focus—collaborative industry-university programs are not readily
available at this time.

UTEP offers many graduate programs that offer a focus on building skills and transferring technology to meet
specific regional needs in the Colleges of Health Sciences, Nursing, Education, Science Engineering, Liberal
Arts, and Business and the Public Administration program. As an example, the College of Business
Administration‘s accelerated MBA program and its emerging Executive MBA programs are designed to foster
the continual development of firms in the region and provide real-time transfer of knowledge to employers. In
addition, the College employs a ―corporate faculty in residence‖ program that is designed to facilitate
information flow from regional industry into the graduate classroom. The College also conducts short-term
managerial and executive development workshops and seminars for regional businesses and not-for-profit
organizations. .

4.2.4 Student integration in the region

NMSU students can choose to live in one of several residence halls on campus, making it easier to participate in
clubs, study groups, and other extra-curricular activities. If they choose, students can participate in the Living
Learning Communities program, where they live in specially designated areas of dorms or apartments and are
given frequent opportunities to interact with faculty and other students in their discipline, and participate in
extracurricular activities. Students can also live in one of many apartment complexes in the University area.
Students that participate in NMSU-sponsored clubs and student organizations engage in volunteer and
community service projects. Since 2006, student organizations are estimated to have completed over
2,000 hours of on-campus service and over 4,300 hours of off-campus service. NMSU also offers about
110 general education courses for students to choose from, some with a regional focus like American Indian
Literature, The Business Economy of Mexico, Culture and Civilization of Spanish America, and New Mexico
and the American West.

UTEP students are already overwhelmingly integrated into the region as a very high proportion of them come
from the surrounding community: 83% are from El Paso County and another 9% commute from Ciudad Juárez.
The same is true for EPCC of which all of the 24,915 students enrolled in Fall, 2008 were commuter students. A
majority of UTEP and EPCC students work in the community and many have family responsibilities during
their college years. At EPCC many students are active duty military. The Division of Student Affairs at UTEP
fosters the integration of students through many offices: Student Development Centre, International Programs,
Student Government Association, Student Support Services, College Assistance Migrant Program, and
Residence Life. Fifty-five percent of UTEP‘s graduating senior students report that they participated in
volunteer or community service. A relatively small number of UTEP students live in Miner Village, an on-
campus student apartment complex. The Miner Village resident population is very diverse, including 15%
international students, 50% El Paso area residents, 20% student athletes from across the US and other countries,,
15% graduate students, and roughly 50% first-time freshman. Miner Village offers first-year students the

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opportunity to join the Residential Living Learning Community, where 20-25 first year students live in close
proximity to one another and take thematically linked courses.

4.2.5 Implementing extra-curricular activities

The Social Formation Department of the Tecnológico de Monterrey, ITESM Campus Ciudad Juárez has
established guidelines to qualify the student‘s performance regarding their completion of community service:

1. Complete the introduction session to the Community Service Workshop and have at least 96 credits
before starting the community service activities.
2. At least 240 hours completed on a service project.
3. Participate in activities and projects that promote community development. In this context, activities
that promote welfare, such as taking donations or seeking sponsorships are not authorized as part of this
program.
4. Once the students have completed their community service, they are required to submit an essay about
experiences obtained in this learning process.
5. This area provides support at the campuses so they can meet regulation guidelines and optimize their
processes, as well as guide them in the authorization and construction of projects.

At NMSU and DACC, students participate in a variety of extracurricular activities. At NMSU, over 130 student
organizations exist for students to participate in cultural, professional, religious, social, special interest, political,
sporting, and departmental activities. All student organizations that receive funding from ASNMSU must
participate in some kind of community service. To monitor these activities, beginning in January 2006
organizations were required to submit an Activity Summary Form. NMSU partners with the United Way of
Southwest New Mexico to match student volunteers with service opportunities. At DACC, over 30 students‘
organizations are in place to provide extra-curricular opportunities to its students. In addition, the Associated
Students of DACC sponsors educational and learning events for students, faculty, and staff of the college.
Student organizations participate in local, state, regional, and national competitions, and engage students in a
variety of educational and social experiences.

EPCC offers many opportunities for students to participate in extracurricular activities. For example, there are
many student organizations as well as academic competitions in EPCC‘s nationally recognized Forensics
program and participation in drama productions. Athletics in the form of baseball, softball, and track/field are
offered. All extracurricular activities are monitored by a specific director or coordinator for the program/activity.
UTEP has developed a formal co-curricular transcript system called Mine Tracker that tracks completion of
extra-curricular activities. This system was designed cooperatively by Student Affairs and the academic colleges
in response to student interest. It monitors four learning dimensions: civic engagement, personal development,
career development, and global perspective. Participation in co-ops and internships is also monitored and
recorded on students‘ official transcripts.

4.2.6 Developing regional expertise and knowledge

In Ciudad Juárez the Regional Economic Development Board (CODER), the Economic Development Council
and various Chambers of Commerce have assisted UACJ in research efforts to implement and develop expertise
in various subject matters including work in MEMs, bi-national commerce and IT development.

Mechanism to address collaboration between US state lines are more informal than formal through regional
associations or interest groups, such as the Rocky Mountain Area Educational Research Association
(RMAERA). Most initiatives are need-based or project specific, and have arisen as a result of economic
development, environmental, health, or specific programmatic needs at HEIs in the region. EPCC, UTEP and
Doña Ana Community College and public officials participated actively in the early 1990s in the Corridor
Study; an effort to develop a uniform economic corridor between El Paso, Texas and Las Cruces, New Mexico.
Regional Planning officials, elected officials, and educators were actively involved in the Corridor Study, which
looked at educational, workforce, transportation, and economic development needs in the Interstate 10 corridor
joining El Paso and Las Cruces. Ultimately, the Corridor project was not funded at the federal level; but it laid

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the foundation for interstate collaboration and a more formal collaboration effort between HEIs in the region.
Other examples of successful collaboration around key regional strategic priorities have been developed and
remain in place to date such as NMSU‘s establishment of the President‘s Native American Advisory Board,
which has strengthened relationships with Native American tribes by informing NMSU about issues that are
important to Native Americans in the state. Partnerships with private companies have also been made to
simultaneously support economic development in the area and provide learning experiences for NMSU students.
A third example of this is the NMSU Library‘s role in developing a partnership of 21 libraries and health
agencies called BIEN!, which provides health information for underserved populations in Southern New
Mexico, West Texas, and Palomas, Mexico.

The deans of graduate programs in public health from UTEP, New Mexico State University, the UT Houston
School of Public Health, and the UACJ and the Paul L. Foster School of Medicine meet monthly to
communicate and explore opportunities for regional collaboration among faculty and students. The School of
Nursing at UTEP is part of the Upper Rio Grande Region for the Regionalization of Nursing Activities. This
partnership includes the three major public sector schools of nursing, and its purpose is to coordinate services
and eliminate duplication. The College of Engineering is developing a partnership with the Texas Tech Health
Sciences Center, Paul L. Foster School of Medicine (TTHSC), the UACJ‘s Biomedical Sciences Institute, the
William Beaumont Army Medical Centre (WBAMC), and a variety of hospitals and clinics in the
El Paso/Ciudad Juárez metroplex through the US-Mexico Border Health Association (USMBHA). This
partnership will produce a new Ph.D. program in biomedical engineering that will provide clinical experiences
to Ph.D. students and emphasize the use of technology for delivery of health care in low-resource settings, such
as the developing world and on remote battlefields. EPCC works closely with local hospitals to provide clinical
studies for students. Many local businesses provide co-op opportunities and EPCC‘s nursing program has
established a partnership with the nursing program at the Paul L. Foster School of Medicine.

4.3 Student Recruitment and Regional Employment

Each HEI has its own recruitment efforts. The UACJ recruits from its Mexican high schools and the nearby
regions. High school students are invited to visit the university through the program ‗Get to Know Your
University‘, ‗Conoce a Tu Universidad‘ involving parents and family members. As for the region, recruitment is
mainly done through the internet. It is important to state that UACJ only admits 48% of all applicants due to
lack of infrastructure and faculty recourses.

The ITESM Campus Ciudad Juárez undertakes promotional campaigns and visits to many high schools from
Ciudad Juárez and El Paso at least a year before they are eligible to enroll. Potential students (those who have
an accumulated average grade higher or equal to 80) are invited to apply for the admission exam. An academic
contest, the Excellence Olympiad, is held in November every year in which the top three students get a 90, 80
and 70% scholarship, respectively. Additionally, a financed-grant program is offered to all students with an
average grade of 85 or higher and had a score which was 10% higher than the minimum required grade to pass
the admission examination.

CENALTEC as a Workforce Training Centre is open to all individuals, male or female, interested in developing
their abilities on any of the high tech areas available at the School. Keeping an ongoing social outreach in mind,
ethnic groups, the handicapped and other underprivileged groups are encouraged to be recruited as students.

Regional recruitment to NMSU and DACC is critical since approximately 78% of the students enrolled are from
the state of New Mexico. One way to entice graduating high school seniors to attend NMSU is through the New
Mexico Lottery Scholarship program. Through this program, any student who graduated from a New Mexico
high school is eligible to have their tuition at NMSU paid for up to eight semesters. Other aid is also available in
the form of grants, loans, student employment, and other scholarships. The Banner Student Information System
is utilized by both DACC and NMSU and allows for all student information to be located and accessed from one
location.

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UTEP has made a strong commitment to providing access and opportunities for students from the surrounding
region. A major building block in this effort was the establishment in 1991 of the El Paso Collaborative for
Academic Excellence, a partnership that includes all school districts in El Paso County, EPCC and UTEP, with
the purpose of raising the aspirations and improving the academic preparation of students in the region. Today,
UTEP proudly reports that its student demographics mirror those of the region: 73% are Hispanic, and 33% of
undergraduate students report family incomes of USD 20,000 or less. Through the College Readiness Initiative,
a majority of the students complete a college application upon completion of the high school program, and may
be admitted to UTEP and EPCC, through a joint application. UTEP also maintains an active presence at EPCC‘s
Transfer Centre to help facilitate easy transition to the University, To ensure efficient transfer of student records
and tracking between institutions, the Banner Student Information Systems at UTEP and EPCC were integrated
to create a common web-based portal for both institutions to view information regarding admissions, financial
aid, scholarship status, and degree audits. A ―reverse transfer‖ process also allows students who have transferred
to UTEP from EPCC to be awarded an AA degree once they have completed their EPCC requirements through
enrolment in UTEP courses.

4.3.1 Attracting talent outside the region

The recruitment by the UACJ outside the region is promoted through Regional Student Congresses sponsored
by CONACYT or other entities. However, our admittance rate is only 48% due to lack of infrastructure. The
campuses of Nuevo Casas Grandes and the newly-opened campus at Cuahutemoc absorb part of the recruitment
in their respective region. CENALTEC currently lacks the necessary facilities to provide proper housing and
services to inbound students. The opening of a new campus in Chihuahua City has allowed for additional
student growth outside the region.

The Campus Ciudad Juárez is part of the Tecnológico de Monterrey, a multi-campus system comprised by
33 campuses distributed all along the Mexican Republic, which share the same study policies and programs.
Thanks to this fact, any student can begin his/her admission process in any campus and finish it in any other. At
the same time, the students of Tecnológico de Monterrey have the opportunity to participate in international
exchange programs. Since the institution has bilateral agreements with the universities all over the world, the
students have a wide variety of choices when it comes to where they would like to go. These summers, semester
or year-long experiences contribute greatly to their academic, professional, personal as well as cultural
development.

Community colleges primarily recruit in the county they serve and the surrounding area. National or
international student recruitment is not their main priority. EPCC counted 739 international students among its
student body enrolled in Fall, 2008. DACC and EPCC‘s location directly on the border does allow students from
any of the three communities to attend any one of the campuses. Those students that are recruited to the
community colleges are primarily athletes. Students interested in the HEIs in the region can access Web sites
which provide information on academic programs, living in the region, housing, costs, campus visits, and ways
to apply for admission or request more information about the school. In an attempt to reach a wider audience,
NMSU also has a MySpace page that gives some basic information about the school and directs potential
students to the NMSU Web site. New students are integrated into the region through many of the clubs,
sororities or fraternities, student government, athletics, and intramural sports programs.

At NMSU International students are recruited and integrated into the region by the Office of International
Student Scholar Services, which provides workshops, a special orientation for international students, and
provides students with host families and information about the International Student Association.

UTEP has the largest concentration of Mexican students enrolled in US colleges and Universities, and also
enrols students from 45 US States, 74 countries on six continents. Specialized academic programs and services
include the Office of International Programs which serves foreign students. Currently NMSU enrols more than
900 international students from over 75 countries. The largest international student populations are from India,
Mexico, and China. NMSU also enrols students from all 50 of the US states.

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The Entering Student Program at UTEP assists students in making a successful transition. Examples of
programs include new student orientation, learning communities, International Representative Program, and
University Seminar. As a result of its Bhutanese architectural tradition, UTEP has made a special effort to
strengthen its ties with the Kingdom of Bhutan and now enrols a number of Bhutanese students.

4.3.2 HEIs as part of a regional education supply chain

In order to realize a truly integrated supply chain among regional HEIs certain obstacles need to be addressed
such as bi-national accreditation and free flow of both faculty and students across international boundaries.
Despite this, the HEIs are an integral component of the region‘s education supply chain.

CENALTEC is geared to be a strategic supplier of highly skilled technical labour available to several
established industries and also for ones looking to establish their operations locally.

NMSU strives to meet the needs of the K-12 education system, the business and economic development
community, the agricultural industry, the border community, and regional, national, and international partners.
In order to meet these needs, the schools recognize the need to meet formally and informally with these partners
to establish goals and have a clear vision for the skills of the workforce. The Bridge is a community-based
grassroots effort involving private business, local and state government, and local secondary and post-secondary
entities that work to make education relevant and students successful to address the high dropout rates. The dual
credit option for high school students is proving to be a good partnership for NMSU, DACC, and the local
school districts. In fact, an early college high school is in the process of being constructed on the campus of
NMSU so that high school students can participate in classes at both NMSU and DACC, and engage in
internships and work study positions in the Arrowhead Centre and on the campuses of NMSU and DACC.

In a similar manner UTEP has provided the coordination for the El Paso Collaborative for Academic Excellence
that defined the regional education supply chain for the last two decades through a partnership that includes
UTEP, EPCC, the K-12 Independent School Districts and the El Paso business community. The leadership of
these organizations meet several times a year, orient new members, and foster a spirit of joint responsibility,
data analysis and oversight leading to improvement. The Collaborative has received national recognition and
served as a model for more recent K-16 Councils. EPCC and UTEP developed and jointly lead a College
Readiness Consortium with regional school districts to improve preparation and reduce the need for
developmental education. Strong partnerships with the ISDs have created a huge dual credit population. In
spring 2009, EPCC had 2,211 regular dual credit students enrolled and 777 Early College High School students
enrolled in dual credit. These Early College High Schools offer students enough dual credit hours to graduate
with an Associate degree at the same time they graduate from high school. Ninety percent of the undergraduate
student body in the College of Business received their K-12 education in El Paso or Ciudad Juárez. More than
75% percent of the College‘s graduate student body live and work in the cities of El Paso or Ciudad Juárez. It is
estimated that anywhere from 60-70% of teachers in the El Paso schools are UTEP graduates. After graduation
from UTEP, 60% to 80% of UTEP alumni remain in the far west Texas, southern New Mexico region.

4.3.3 Creating pathways between regional HEIs and regional firms

The Science Foundation, FUMEC, would be one example that is currently being implemented by the HEIs and
research in conjunction with SMEs. The foundation supports research incentives but also serves as a network
among faculty. SMEs also participate in the project but to a lesser extent than academia. As for the UACJ, the
relationship with the private sector is strengthened through various venues; CO-OPs, social service
opportunities, collaborative research and participation in government projects. The UACJ has made its
laboratories available to the private sector. (microscopio barrido A microscope that can magnify 10000X utilised
by various industry segments: automotive, cement, others)

The Tecnológico de Monterrey Ciudad Juárez Campus has collaboratively worked with Delphi on academic and
research programs to enhance student development and as such is actively working to sign agreements with
other manufacturing centres and local enterprises.

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Mechanisms are in place at CENALTEC such as the Plastics Industry COVAP (Academic-Productive Liaison
Committee, in English) which in a triple helix scheme brings together Government, School and Enterprise in
order to successfully unite efforts and accomplish common goals. Through this establishment manufacturers get
highly trained technicians that have the very specific skills they need.

NMSU system has several mechanisms to create pathways between HEIs and regional firms. Formal and
informal input from each of its constituents is regularly gathered. University administrators and faculty
communicate with federal and state legislatures by visiting Washington D.C. and Santa Fe, attending legislative
sessions, and through the Office of Governmental Relations. NMSU participates in planning committees with
the Las Cruces city government and consults frequently with local authorities. NMSU colleges regularly have
town hall meetings to get feedback on current and future programs, and staffs at least one Cooperative Extension
Service office are in every county for a total of 57 locations . Public-private partnerships include NMSU
working with a private firm and the City of Las Cruces to create a convention centre and hotel on campus to
provide internships and hands-on experience learning environments for students.

Relationships established between UTEP‘s Colleges and community educational institutions and public and
private sector employers have created pathways for information exchanges about the educational needs of
regional employers and the employment opportunities for College graduates. Structured internship programs
serve as avenues to full-time employment opportunities after graduation. ―Workforce Solutions Upper Rio
Grande‖ is one of 28 workforce development boards in Texas and now has an office within the UTEP Career
Centre to provide students with workforce preparation and increase the number of students majoring in strategic
areas such as science, engineering, nursing and education. EPCC is accountable for college placements in to
occupational areas by the Texas Higher Education Coordinating Board and other discipline specific accrediting
agencies. Graduates are tracked by their major/career.

4.3.4 The flow of graduates into the labour market

Labour market information is gathered by ITESM Ciudad Juárez Campus through the reception of local
establishment‘s requests of senior or graduate students. The number of requests is an approximate indirect
measure of the labour market strength.

Graduating student employment surveys are conducted by the HEIs career centres every fall and spring semester
to collect information such as student enrolment, labour and employment numbers, educational attainment, and
occupational and industry distributions. Surveys to track alumni data are in place as well. Information is shared
with regional stakeholders including MVEDA, Economic Development and REDCo, the various workforce
agencies and city economic development agencies. Information is also provided to the HEIs by organizations
such as the Upper Rio Grande Workforce Development Board, URGWDB, which provides labour market
information to regional employers, media outlets, other Economic Development partners along with the local
university, community college, and the other training providers in the region.

4.3.5 Retaining graduates in the region and recruiting alumni to return to the region
Though the region has some demand for a highly educated workforce, these positions are highly industry-
specific. This leads to a large number of graduates leaving the region after graduation to pursue high paying jobs
elsewhere. Historically in Ciudad Juárez most of the graduates have remained in the region, however, there is
evidence that this is changing and some graduates, particularly in the engineering fields, are beginning to be
employed in other cities.

One of the principal reasons why states support the development of research universities is to create new jobs
through research, tech transfer, and a climate of innovation, creativity, and artistic enterprise. Prosperous 21 st
century cities are built around national research universities, which lead to investments by Texas and New
Mexico in UTEP and NMSU.

UTEP has many initiatives to support graduate enterprise and help support jobs creation that will retain or re-
attract graduates to the region. The primary purpose of many professional programs and the primary criterion for

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authorization to launch new graduate programs is to meet regional or state needs. There are chronic shortages of
nurses and most other health professionals, such as pharmacists, and UTEP is expanding existing programs and
developing new graduate programs to meet these needs. UTEP‘s alternative teacher certification program is
offered online across Texas and is one of the largest and most successful in the State. More than 50% of
Master‘s students are employed in the region. More than 80% of UTEP‘s 500 MBA students work full-time for
regional employers, are financially supported at least in part by their employers and represent the long-term
managerial development of the organizations they represent. UTEP also provides the region with the majority of
its graduate accountants and engineers.

4.4 Continuing Education and Continuing Professional Development

Continuing education at UACJ is organized by a central office. The office offers both open and close programs.
Recently, the UACJ has been approached by industry to develop continuing education programs in conjunction
with academics including partners such as Delphi, EDS, and Rio Bravo Electrics. Tecnológico de Monterrey,
Ciudad Juárez Campus does not offer a continuing education program. However, a number of free courses
tailored for elementary school professors has been taught in previous years as well as several workshops offered
to parents and public in general. CENALTEC programs are geared especially to provide continuing education as
a means of acquiring highly technical skills demanded by the regional industry. Technical programs are open to
individuals regardless of their previous educational background.

There are ample opportunities for continuing education and continuing professional development in Las Cruces,
El Paso, and the surrounding areas. The local Community Colleges as well as NMSU and UTEP provide
opportunities for students to earn college credits and participate in customized training. Classes are offered for
continuing professional development for annual relicensing in the legal profession, accounting, social work, and
counselling. Customized training opportunities are offered to local businesses through contract services and
training seminars in areas like computers, nursing, education, business, and professional development are open
to the public.

4.4.1. Collaboration with regional stakeholders

The UACJ has partnered with companies such as Delphi and EDS to develop specific courses for their in-house
needs. In the case of EDS, UACJ provided training to newly hired employees to reduce the costs associated with
the training curve. There is some collaboration between the HEIs, especially UACJ and El Paso Community
College where we have teamed to offer continuing education and are exploring a joint effort in the area of IT.

In some instances HEIs serve as an important resource to proprietary schools and community-based academies
such as training for fire, police, and sheriff departments. EPCC has developed a relationship with a proprietary
school to continue its truck driving school. UTEP‘s College of Education‘s School Counselling program, as the
only El Paso area HEI authorized to recommend state certification for School Counsellors, permits graduates of
other institutions (Webster University and University of Phoenix) to take courses necessary for Texas School
Counsellor certification. UTEPs‘ Professional and Public Programs unit provides customized professional
development and training for a variety of local private sector partners. For example, the Research Institute for
Manufacturing and Engineering Systems (RIMES) in the College of Engineering at UTEP operates the local
Texas Manufacturing Assistance Centre (TMAC), part of a state-wide coalition funded by NIST. TMAC
provides professional training in the form of workshops and certificate programs for the local manufacturing
industry. UTEP‘s Professional and Public Programs unit also provides customized professional development
and training for a variety of local private sector partners. NMSU has partnered with local companies to develop
a hotel and convention centre on University property. The hotel will provide opportunities for students,
particularly in the Hotel, Restaurant, and Tourism Management program to put their classroom learning to use in
a practical setting. Both properties will provide services that are needed in the region and contribute to economic
development in the area. The Arrowhead Centre provides assistance to small business and start-up businesses as
well as preparation of analysis of important public policy issues. The College of Agriculture, Consumer, and

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Environmental Sciences provides education to law enforcement officials – locally, regionally, and nationally –
in the proper procedures to use when dealing with mentally ill persons.

4.4.2 Meeting regional training needs and increasing access to education

In addition to economic development organizations, local businesses, non-profits, military and government
entities play an important role in meeting the regional training needs. Many of these partnerships are strategic in
nature in order to meet a specific need in the community. The regional HEIs require student teaching and
clinical nursing studies to provide students experience working in schools, hospitals, and nursing care programs
around the region.

Scholarships are cited by all of the HEIs as a tool for recruiting ethnic minorities and underserved population.
There are no scholarships determined by gender but there is an academic research group at the UACJ that
continuously publishes and holds seminars regarding gender analysis. The federal government under the
Mexican Women Institute has a budget line promoting women equality where all HEIs are encouraged to
participate in studies or other related activities. Through the newly formed ‗cuerpos academicos‘ (academic
research groups), academic networks, joint research efforts at both a national and international level are
conducted. The HEIs in Ciudad Juárez work closely with non-profits and other community agencies to deliver
services and increase their reach. CENALTEC was instrumental in the development of the organization
―CERESO Productivo‖ (Productive Penitentiary Centre) with the goal of providing productive skills and
training to inmates at the State prison. The Community Learning operated by the Tecnologico de Monterrey are
learning spaces for people in geographically isolated areas or who lack access to traditional classroom settings.
These centres bring the people who attend closer to computer technology and networks, through which these
centres offer courses in basic education, as well as courses in community development, health, and family
wellness. The sum of the efforts of diverse organizations and government and non-governmental institutions has
made possible the establishment of a Community Learning Centre in the majority of the marginalized micro-
regions in Mexico, as well as in the southern United States. In addition, through the Virtual University,
Tecnológico de Monterrey offers programs which contribute to the development and training of elementary and
secondary school teachers. These programs include courses to develop teaching skills, improve educational
competencies, and on the use of collaborative learning techniques. In addition, through the Virtual University,
Tecnológico de Monterrey offers programs which contribute to the development and training of elementary and
middle school teachers. These programs include courses to develop teaching skills, improve educational
competencies, and on the use of collaborative learning techniques.

The HEIs in the El Paso and Las Cruces have the designation of being Hispanic-serving institutions and the
NMSU branch in Grants has the designation of being a Native American Serving Institution. Forty two percent
of current students at NMSU are of Hispanic descent; Seventy Five Percent at UTEP, 85.8% at EPCC and 63%
at DACC. Literacy programs and numerous English as a Second Language options exist for individuals who
need language acquisition skills. Support programs are available through the American Indian Programs, Black
Programs, Chicano Program, Women‘s Studies Program, International and Border Programs, Services for
Students with Disabilities, programs for first generation college students, non-traditional college students and
programs such as RISE and the McNair program. As a means of increasing college enrolment among those to be
the first in their families to attend, HEIs have improved student access through the development of dual credit
courses in high school and Early College High Schools which allow students to earn an associate‘s degree while
in high school. To attract more female faculty to NMSU, the ADVANCE program was started in 2002. From
2002-2006, the number of female scientists hired to faculty positions at NMSU doubled from 17% to
34%.UTEP recently completed a similar NSF Advance grant to promote, recruit and retain women faculty,
especially in STEM fields. Part of the research targeted ways to enhance the pathway to advanced degrees for
UTEP‘s women graduate students; in Fall 2008, 57% of UTEP‘s graduate students were female. The percent of
female faculty in STEM departments increased from the fall of 2004 to the fall of 2007 at all ranks of tenure-
track/tenured faculty. Female professors increased from 10% to 13%, associates from 14% to 18% and assistants
from 25% to 34%. In the Fall 2008 semester, 51% of the graduate students were female.

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The Student Success Centre at NMSU has several programs to increase access to learners who have traditionally
been underrepresented in higher education. These programs include assistance for first-generation college
students, a program to help search for qualified students, and a program to prepare high school students for
college. The McNair Program provides assistance for underrepresented undergraduate students who plan to
attend graduate school. The program provides GRE preparation and financial assistance for these students.

The Texas Higher Education Coordinating Board (THECB) focuses on state-wide outcomes for institutions of
higher education, with an emphasis on addressing state priority or ―target‖ needs. These targeted educational
outcomes are specifically in response to the state‘s Closing the Gaps initiative to address: higher education
awareness; enrolment; and completion state-wide. The Closing the Gaps initiative was begun in Texas in late
2002, in an effort to address what the state‘s chief demographer identified as key components needed to achieve
Texas‘ workforce and educational needs beyond 2010. Higher education enrolment rates, progression and
completion are encompassed in targeted outcomes across Texas, in addition to the call to address diversity
issues such as minority student enrolment, male-to-female enrolment demographics, and goals to serve low-
income students. The state of New Mexico has attempted to address higher education enrolment goals via a
state-subsidized lottery scholarship. Texas does not have such a student scholarship fund in place, but in Sep.
2008, reinstituted the state-sponsored college savings plan, formerly the Texas Tomorrow Fund (originally
begun in 1996), and now called the Texas Tuition Promise Fund.

4.5 Changing Forms of Educational Provision - Distance and Online Learning

The UACJ has a platform for on line courses currently being used for a number of courses. Additionally, the
UACJ-Online platform is utilized as a support tool for most, if not all, courses. Satellite transmission is also
utilized for short seminars of conferences. CENALTEC System recently extended its reach to the City of
Chihuahua with the opening of the Chihuahua Campus. The institution is looking to develop innovative
solutions to increase mobility to better serve their population. They have identified the need for a Mobile
Machining Shop that could be housed in a trailer equipped with a lathe, a milling machine or a surface grinder.
This would allow CENALTEC to service towns where there is a need for training but a lack of available
equipment. The Tecnológico de Monterrey develops and sponsors models to promote sustainable community
development. Their educational experience and its cutting-edge position in the use of technology to create
innovative educational models have been aimed at developing social programs, such as PrepaNet, the
Community Learning Centres and others for training of elementary and secondary school teachers. PrepaNet is
an online education program created for those who, for economic reasons, did not have the opportunity to
complete their high school education and wish to do so. The programs and courses are designed by Tecnológico
de Monterrey faculty and college students work as tutors through the community service program.

Technology has allowed the HEIS in the US to offer flexible education opportunities for students in the region.
Frequently schedules include early morning, evening, and weekend courses that meet the schedule demands of
the population. Increased numbers of courses using television, video-conferencing of classroom lectures, online
and hybrid courses are offered. The need for greater accessibility has prompted the creation of satellite offices
and non-traditional facilities.

New Mexico State University offers courses at its main location in Las Cruces, as well as at three branch
community college campuses located in the towns of Alamogordo, Carlsbad, and Grants, New Mexico. A
number of online courses are available for NMSU students, which provide educational opportunities to those in
other parts of the state or to students who cannot complete courses in the traditional setting for a variety of
reasons. The MBA program is offered in person at Sandia National Laboratory, Los Alamos National
Laboratory, and White Sands Missile Range in addition to the NMSU campus. Hotel, Restaurant and Tourism
offers its courses in Jemez Pueblo. IDEAL New Mexico provides eLearning services to P-12 schools, higher
education institutions, and government agencies. Doña Ana Community College has five branches in the county.
DACC also operates the Mesquite Neighbourhood Learning Centre and Workforce Centre, which provides
training to low-income students who may not otherwise have access to educational opportunities and customized
employee development courses for local businesses, respectively

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In addition to serving students at its five campuses in El Paso County EPCC offers courses at Fort Bliss and at
satellite sites around the area. EPCC has flexible offerings including mini-master courses course covered in a
period of 8 weeks and power-pack courses in which material is covered in a 3 week period. Courses are also
offered through workforce at business worksites. UTEP‘s College of Business Administration will soon
inaugurate a new cross-border outreach centre, located in downtown El Paso, offering Executive and
Accelerated MBA formats. UTEP has one of the largest offerings of online course sections among all UT
System institutions. Faculty are provided with technical support for online course design through Digital
Academies offered by the Office of Instructional Support Services and funded with a one-time stipend from the
Provost‘s Office when a course is completed and delivered. Membership in the Virtual College of Texas allows
students to take online courses from other Texas colleges.

4.5.1 Maintaining institutional coherence

HEIs in the region maintain institutional coherence in light of the multi-territorial educational provision by
keeping open lines of communication between campuses, ensuring credits can transfer from one institution to
another. The governing boards for each institution keep the campuses working together towards their common
goals despite the distance between locations. One difference among the Mexican HEIs which offers a distinct
advantage is that all Tecnológico de Monterrey campuses are accredited by SACS (Southern Association of
Colleges and Schools); which means that a Professional, Master or Doctorate diploma granted by any of its
campuses is valid either in USA or in any other country.

4.5.2 ICT-based course delivery

New technologies have made it possible to conduct Information and Computer based Technology (ICT) courses
to reach a broad range of students and learning styles. Though classes do not physically meet, audio lectures can
be posted for online students to listen to, notes can be posted as documents or Power Point presentations, and
even exams and quizzes can be administered in an online, distance format. Correspondence with instructors and
with other students in the class can be done easily through online discussion boards and email. Both
synchronous and asynchronous formats are available to make classes accessible to everyone. Through these
technologies, online classes can very closely resemble traditional courses. As a training institution CENALTEC
relies on ICT based courses to deliver supplemental training for language and IT course. In order to facilitate the
delivery of information the Orion Ring was pioneered in El Paso. Orion is a high-speed Community Network
connecting El Paso‘s independent networks with a one-stop portal for online access and delivery of K-Gray
education. The founding members of the Orion Project are EPCC, UTEP, and El Paso Independent School
district. IDEAL New Mexico provides eLearning services to P-12 schools, higher education institutions, and
government agencies. The super computer in NM also allows for greater technological capabilities. Tecnológico
de Monterrey uses cutting-edge technologies to enhance the learning process of its students. Blackboard, for
instance, is a technological platform that facilitates the interaction between a professor and his/her students
through the on-line sending and reception of documents, homework and exams, as well as through the creation
of discussion forums, blogs and wikis.

4.5.3 Addressing tensions between place-based and virtual forms of education

Accessibility, connectivity and compatibility are challenges for all of the HEIs in the delivery of virtual
education. Programs with certain laboratory elements, clinical observation requirements, and affective and
psychomotor skill development needs tend to maintain face-to-face or hybrid course formats. Elsewhere, faculty
express concern over the extensive start-up costs in terms of preparation prior to launching a course and
welcome assistance in managing electronic media and securing necessary copyrights. Course acceleration and
utilization of different kinds of adjunct faculty coaches are as great a source of tension as online/hybrid versus
face-to-face course delivery. At the policy level, accrediting entities and State Boards are in the process of
developing new criteria to ensure quality instructional outcomes result from other virtual forms of education.
This creates tension for HEIs who must develop appropriate measures and assessments to comply with the new
requirements. Provision of student academic support services at a distance are as great a challenge as
development of academic content.

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4.6 Enhancing the Regional Learning System

Potentially there is much to be gained by joining efforts in several strategic areas, building on the particular
strengths of each school, and thus, developing a concrete local character or vocation. However, it should be
recognized that in practice it is difficult to operationalize and implement such a vision because of different
governance and funding systems that sometimes place HEI‘s in competition. Students seek universities that
provide a large number of majors and degree programs in close proximity to their homes, but none of the HEI‘s
have the resources to accommodate them completely.

4.6.1 Data analysis establishing the demand and supply of different types of higher education “product”
within the region
The region‘s HEIs undertake demand analyses and forecasts enrollment for all new and revised programs. There
are a variety of data sources that provide projections of supply and demand for professionals in the region.
Departments developing a new program commonly survey their graduates and those in cognate fields, along
with potential employers. Beginning in the summer 2007, Tecnológico de Monterrey implemented a nation-
wide project to detect the so called motor regional economic activities in several Mexican industrial corridors.
Main results showed that before the actual world-wide economic crisis, the plastic manufacturing sector had the
highest growth rate in the Ciudad Juárez region, which in turn pointed into the necessity of designing a more
adequate engineering curriculum in order to satisfy the required regional demand on this economic activity. At
CENALTEC decisions to open new training programs are taken based on regional market studies which help
determine prominent and incipient industrial needs and evaluate their true dimensions. Demand forecasts and
future labour requirement estimates are translated into projects aimed at building the necessary training
infrastructure capacity. As part of these market studies, very important information is extracted from holding
direct meetings and conversations with several heads of industry. As leaders within a manufacturing
environment they have a very clear understanding of their ailments and needs.

DACC and NMSU both recently completed self-studies for the Higher Learning Commission that address the
institutions‘ demand and supply of different types of higher education ―products‖ within the region. These
studies addressed relevant issues such as the changing demographics of both students and faculty, the numbers
and types of degree programs available, the availability of dual-credit and distance-based courses, and the
economic impact of the institutions on the region and the state. Additionally, numerous studies have been
undertaken to assess the viability of Spaceport America in southern New Mexico. The Policy Analysis unit of
the Arrowhead Centre regularly studies various aspects of public policies with regard to the supply and demand
of higher education products in New Mexico. One example is the film industry. Regional educational demand
projections for West Texas are produced by the Texas Higher Education Coordinating Board. These data are
updated periodically and reported state-wide. They focus primarily on the traditional student pipeline of high
school graduates, continuation to college, persistence and graduation in 2-year and 4-year institutions; they also
address research performance in terms of sponsored programs. In addition, EPCC contracts with Economic
Modelling Specialists Inc., of Idaho for regional job demand data which are used extensively in deciding on new
programs and in reviewing existing programs for viability.

Information from economic development agencies also drives a portion of the decision making process. The
URGWDB‘s Targeted Occupations List (TOL) *See Appendix E-1 was developed in collaboration with the
Institute for Policy and Economic Development (IPED) at UTEP, the City of El Paso, other Economic
Development partners, and training providers in the region. Feedback is received annually from all of these
groups of stakeholders to help fill the employment and occupational needs of the region. Through regional
recruitment efforts REDCO has determined that a significant opportunity exists for regional economic
development by attracting and growing the medical device industry in the El Paso region. The UTEP‘s College
of Engineering is developing plans for MS and PhD programs in biomedical engineering to support workforce
and technology development needs for growing this industry base. A similar regional development response by
UTEP created the Centre for Inland Desalination Research.

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4.6.2 Procedures in place to support regional collaboration
Partnerships between regional HEIs are based more on collaborations at the departmental, programmatic, or
individual faculty level. The UACJ‘s City of Knowledge is the first step in developing a consortium of HEIs
where joint research and teaching can take place alongside multinational corporations.

In order to assist in identifying and capitalizing on opportunities in West Texas the URGWDB, in collaboration
with the City of El Paso, has been granted a USD 250,000 National Emergency Grant from the US Department
of Labor to develop a comprehensive Regional Strategic Plan for the County of El Paso and five other rural
West Texas Counties. This Regional Innovation Grant will help provide clarity to all of the regional economic
and workforce development partners for a better alignment of initiatives and targeted industries. This analysis
does not take into account the Las Cruces, NM or Ciudad Juárez communities.

4.6.3 Coordinated transfer routes and accreditation between HEIs

The UACJ has signed agreements with various national and international HEI for faculty and student mobility.
Since the year 2000, the Federal Public Education Ministry published new dispositions (Accord 286) available
to individuals to facilitate and establish procedures and requirements that individuals must meet to demonstrate
knowledge related to certain education levels, obtained via self-taught studies, through work experience or based
on specific certified work training. Each university has its own specific transfer and accreditation rules. If an
external student wants to graduate from Tecnológico de Monterrey, needs to study at least 50% of his classes in
the Tecnológico de Monterrey system. Additionally, in order to accredit a class, the student needs to pass it with
a grade higher or equal than 80 and demonstrate that at least 80% of its content is similar to the associated
ITESM curricula.

DACC and NMSU are part of the same greater university system. There are well-coordinated transfer routes to
guarantee flexible transfer between schools. Additionally, the higher education institutions in New Mexico are
working on a plan to have courses seamlessly transfer from one school to another within the state. The transfer
of core curriculum courses among public institutions of higher education in Texas is a result of agreements
between The Texas Higher Education Coordinating Board (THECB), Public Universities and Colleges, and
Independent School Districts. Regionally, the cooperation among THECB, UTEP, EPCC, and local school
districts ensures multiple pathways of transferring core curriculum course credit.

The Local Education Authorities in the region also play a role in the university system in New Mexico. The
three school districts in Doña Ana County, Las Cruces Public Schools, Gadsden Independent School District,
and Hatch Valley Public Schools are responsible for preparing county residents to attend higher education
institutions. DACC and NMSU work with the local education authorities to provide dual credit courses for high
school students so they can simultaneously earn high school and college credits. UTEP, EPCC, and local high
schools have in place a similar pattern of cooperation, offering Dual Credit and Early College High School
programs that provide high school students the opportunity to pursue college credit. UTEP and EPCC share a
common understanding on the importance of regional vision of higher education and work closely to ensure that
a shared vision is maintained and offered across their campuses. Most of EPCC graduates, who continue with
their education, go to UTEP upon completion of their Associate degree.

Inter-Institute cooperation agreements and partnerships can be established as a group or as a one to one
commitment. The UNAM and the IPN have committed to establishing a satellite campus at the City of
Knowledge. Another example of this kind of liaison is the cooperation agreement CENALTEC has signed with
the Tecnológico de Monterrey, Campus Ciudad Juárez. As a result from this partnership, students of the B.S.
Mechatronics Engineering program incorporate within their curricula CENALTEC‘s Injection plastic moulding
course. This widens their span of industrial knowledge, their experience, and their overall credentials once they
finish school.

Universities connect whenever faculty and students meet – to serve on graduate committees, to teach courses, to
share equipment or facilities, to work on grants or contracts, to perform or create works of art, or to bring their
expertise to bear on a common social or economic agenda. A prime example of regional collaboration was the

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organization of an academic conference on borders, Lineae Terrarum, which included UTEP, New Mexico State
University, El Colegio de la Frontera Norte, and the Universidad Autónoma de Ciudad Juárez. This appears to
have been the only academic conference that took place in three states and two countries on successive days.

4.7 Conclusion

Regional stakeholders have many opportunities to collaborate with the region‘s HEIs though focus groups,
community meetings, and formal and informal discussions about regional issues. Institutions work with national
and state legislative delegations to understand the needs of the state and nation, and participate in city planning
committees and consult frequently with city government. External advisory boards ensure communication with
regional partners. There are instances of collaboration through discussion and project participation taking place
across stat and international borders, however, in most cases the strength of the partnerships lies within the
individual communities in which the HEIs reside.

The local Independent School Districts, Community Colleges and Universities in the US portion of the region
collaborate closely to offer accessible coursework that can transfer from one institution to another. Links to
programs at other institutions in the region have not been explored.

4.7.1 Strengths, weaknesses, opportunities, and threats related to contribution of teaching and learning to
labour market and skills in the region
The HEIs located in the United States have made strides in strengthening collaboration, articulation, linkages to
regional labour market needs, joint programming with K-12 to improve college readiness and student success,
and State-level award-winning programs in transfer systems and student scholarship support. The US HEIs
identified strengths related to contribution of teaching and learning to labour market and skills in the region
include a high level of communication between the region‘s HEIs and regional stakeholders including business
and government. The region shares faculty as well as students. Many adjunct faculties teach at EPCC, UTEP,
and DACC.

NMSU identified a lack of collaboration with higher education institutions in nearby areas, such as El Paso,
Texas and Ciudad Juárez, Mexico as a weakness. Opportunities include the development of more regionally-
based courses at NMSU and DACC, and chances to collaborate on regional issues with El Paso and
Ciudad Juárez HEIs. Threats include a loss of funding to the schools, which would limit the development of new
courses and potentially limit the number of opportunities for students to participate in learning activities outside
of the classroom.

UTEP‘s weaknesses include the challenges of moving critical new programs to scale or to critical mass at a time
of national economic constriction and uncertainties of future federal and state funding. Opportunities include the
extraordinary commitment by the Texas Legislature, especially in the current economic climate, to invest in
accelerating the research and graduation education development of UTEP and six other ―Emerging Tier One
Universities‖ in the state. Texas‘ investment in higher education creates opportunities for developing
collaborative partnerships and recruiting talented students and faculty from other US states such as Arizona and
California with large Mexican-American populations that are facing severe economic restraints. Threats include
rising costs, projected reductions in state-funding, and pressure on tuition (and hence financial aid and
scholarships).

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CHAPTER V: CONTRIBUTION TO SOCIAL, CULTURAL AND ENVIRONMENTAL
DEVELOPMENT

5.1 Introduction

The HEIs have a strong presence in the region. In all instances they take the lead in their respective communities
providing opportunities for access to culture, sporting events and other life-long learning skills. Additionally,
they serve as an important resource for the region in accessing information to, and support of, environmentally
sustainable development initiatives. The majority of these activities are undertaken by individual HEIs.
Improved coordination among the HEIs could assist in creating synergy among the institutions as well as
leverage resources and increase regional participation for these types of events.

5.2 Existing Framework for Social, Cultural, and Environmental Development

Mexican law requires all students to dedicate at least 240 hours of social service in their respective communities.
The UACJ has instituted a minimum of 300 hours of social service into the curricula. All 300 hours are required
to be related to their field of study in order to assure the community benefits from the students‘ acquired
knowledge base. An electronic platform is available where third parties interested in hosting students at their
respective sites petition assistance from any academic program at the University. The program has been a great
success in assisting the social entities in the community with a highly qualified labour force at minimum
economic expense.

While not mandated in the United States, studies of NMSU and UTEP seniors show that they participate in
community service and volunteer activities at or above the rates shown by college seniors nationally. Student
organizations participate in community service activities such as highway cleanups, Habitat for Humanity, and
fundraising events. Both UTEP and NMSU are non-standing members of Campus Compact, a coalition of
college and university presidents across the country that emphasizes the importance of civic responsibility
among our students. Service learning is recognized as an institutional priority at both universities and is featured
in more courses, engaging more students for greater numbers of hours each semester.

5.3 Social Development

The UACJ has a medical school where all of its students, by law, perform their residency at local health clinics
and once completed, they are assigned to different communities, as needed and by the Secretaria de Salud
(Ministry of Health), to perform their social service. Due to our geographic location the University has joint
efforts with the World Health Organization and regional institutions to assist in the awareness and research of
common bi-national medical problems. UACJ works to sustain community welfare through academic programs
which provide free advice on their respective knowledge areas such as legal assistance through the Law Centre,
advice on fiscal matters through yearly tax return advice and medical and dental attention through the ‗Brigadas
Medicas‘. The Veterinary School also opens its doors to assistance in vaccination and preventive veterinary
care.

It is the mission of the Tecnológico de Monterrey to educate students to be responsible leaders and citizens,
fully committed to the economic, political and social development of their communities, using a structured
knowledge transfer process. The Community Service program is an opportunity for undergraduate students to
become acquainted with Mexico‘s current social situation and to give them the chance to assume a social
leadership for generating a positive change in high priority underdeveloped areas. The main goal of this program
is to expose students to the varied social realities of their country and to be actively involved in projects and
programs that generate social, economic and educational development in impoverished or marginalized
communities and social assistance organizations.

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Adult education and preparedness is addressed by CENALTEC through a partnership with the Chihuahua
Institute for Adult Education (ICHEA) by providing access to CENALTEC‘s classroom facilities on weekends
year round. They provide basic reading and writing, and elementary school courses to underprivileged adult
students from outlying areas.

Support services for minority and or ethnic groups are offered through service learning incorporated into the
curriculum at the HEIs in the United States as well. One example of this is a partnership between NMSU‘s
Teaching Academy and the College of Health and Social Services which offer training to share with the NMSU
community the advantages of service learning. NMSU also encourages students to pursue careers in public
service by sponsoring the Public Service Career Showcase for students. Cultural student organizations also
contribute to providing religious support and cultural exchange in the region. NMSU is home to the Heritage
Centre which was established in 1986 to preserve and protect the histories and cultures of different ethnic
groups in the area. They maintain archives of oral and community history provide coursework for NMSU
students including a minor in Cultural Conservation. Services provided to the community include research and
offering public programs. University supported cultural programs include Chicano Programs, Native American
Programs, Black Programs, and the Native American Cultural Centre. Several student organizations on campus
also support the cultural foundation of different cultural and ethnic groups. Cooperative Extension Services at
NMSU also provides health and well-being, community and economic development, youth development and
other education for individuals and families around the state. DACC also provides service learning opportunities
to its students and in 2003 students participated in over 3,300 hours of service learning experiences.

At the University of Texas at El Paso the commitment to supporting indigenous cultures is evidenced in many
examples. Faculty in anthropology regularly consult with and support the efforts of regional native groups, such
as the Tigua Tribe of Texas and the Mescalero Apache of Southern New Mexico, to address cultural
preservation issues and preserve the sanctity of indigenous religious practices. Faculty in the College of
Education have an on-going project investigating the Special Education needs of indigenous people in Mexico.
The Chicano Studies Program sponsors a vast number of public events designed to celebrate and preserve the
culture and traditions of regional populations in the borderlands.

In the Paso del Norte Region the HEIs recognize that they play a critical role in purveying social services due to
the tremendous needs in the community. The UACJ routinely partners with the social service sectors by granting
students the development of joint programs which benefit the diverse array of Civic and Social Organizations
needing assistance from the different academic areas. These partnerships are attended through the social service
and internship programs that are required by all students as part of their curricular activities.

DACC engages in partnership with the community in the provision of social development services by offering
courses that require service learning hours from students. Students in courses such as Service Learning
Experience in Human and Community Services and Human Relations participate in collaborative efforts within
the community and are required to complete time volunteering as part of course requirements. At NMSU,
community partnerships in the health and medical services area includes the Practica in Student Teaching and
Clinical Nursing, where students are placed into local schools, hospitals, and nursing care programs to provide
care and use the knowledge they gained while completing their University coursework. NMSU Cooperative
Extension Services provides many educational and informational classes and literature to the community to
support the population of New Mexico.

At UTEP individual faculty typically volunteer as members of local service organizations, museums and
NGO‘s, through which they provide their advice and expertise to members of the community. The institution
maintains a ‗research expertise‘ database that is available to the public and the media so as to identify potential
speakers on topics of interest. The College of Health Sciences engages in numerous community partnerships
with clinics, hospitals, schools, non-profit organizations and governmental agencies. There are over 400 formal
agreements in place. The College of Education has been sponsoring the Mother-Daughter and Father-Son
Programs—intervening in the lives of thousands of girls, mothers, fathers and sons to raise educational
aspirations.

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The HEIs in the region play an important role as facilitators for social services, events and special functions in
the region. At the request of a diverse array of NGO‘s UACJ offers assistance to Ciudad Juárez‘s social sector
by working collaboratively to develop public policy solutions and community projects overseen by the
University‘s faculty and students.

Another example of how the HEI‘s in the region play a brokerage role between different stakeholders or groups
in society is the Cooperative Education Program at NMSU. The Cooperative Education Program is a partnership
between the University, the student, and the employer, where the employer provides work experience to a
NMSU student in his/her area of study. Another way NMSU and DACC play a brokerage role with stakeholders
and other groups is through ―The Bridge‖ program, implemented in the region to increase the high school
graduation rates and ensure students are prepared for college. Internships are another way NMSU and DACC
connect with stakeholders and the society. Internships and co-op opportunities are available at both schools to
give students work experience in their career field.

UTEP routinely facilitates meetings and conferences among local and regional stakeholders around common
societal interests and needs. Examples include border security, minority access to education generally and higher
education specifically, and local business development. The Centre for Civic Engagement helps bring together
non-profit organizations and train their leaders in effective management strategies. UTEP hosts forums and
public presentations on issues that are topical in order to help individuals and groups share differences of
opinion about contemporary issues—for example, a three day community forum on public memorials and
representations of history that allowed persons with very different views to air their differences and vision for
public art in the region. UTEP student organizations have also regularly organized political debates on campus.

5.4 Cultural Development

The UACJ‘s Sub-Directorate for Arts and Culture under the Directorate for Cultural and Scientific
Dissemination focuses on promoting and assuring all cultural events ranging from painting exhibitions (internal
and external artist) to classical quartets, to book presentation as well as promotion of reading in the community.
Some examples are: the University‘s Philharmonic Orchestra administered by a joint effort with the UACJ
Orchestra‘s Foundation, conferences with invitees of some of Mexico‘s top literary personalities (Carlos
Montemayor), painting exhibits of local and national artists, playwrights and stage performances and
‗Chihuahua Espectacular‘ a historic dance performance of the Paso del Norte Region. Additionally, cultural
aspects imbedded in our rich heritage are promoted throughout the year in a diverse array of cultural events
sponsored by different academic programs such as the ‗Dia de los Muertos‘ (All Souls' Day) where altar
exhibits are set up at one of the institutes with open invitation to the community. Cultural exchange programs
are promoted through the Institutional Student Mobility Office where a number of international universities host
UACJ students to perform one semester of their education abroad. The mobility is done through inter-university
agreements which currently include European, Latin American and North American Universities. Support for
indigenous, religious and ethnic groups has been a priority of the Mexican Educational System as an effort to
decrease the educational gap. The UACJ has instituted scholarships directed toward individual groups to assist
with educational cost through its Compartir Scholarship reserved for indigenous groups, Orfandad Scholarships
set aside for orphans, socioeconomic based scholarships, excellence scholarships, and others.

The ITESM Ciudad Juárez Campus‘ ―Departamento de Difusión Cultural‖ is aimed to offer a supplementary
and integral student formation through their participation in cultural events. On a national level, Tecnológico de
Monterrey students have been involved in diverse external and internal cultural events such as the National Song
Festival, Dance Festival and Literary Creation Contest. On a regional level, they have collaborated in the events
Muestras de Teatro de la Ciudad, International Dance Day and the Annual Festival of Polynesian Dances.
Plastic and scenic arts events have been promoted in collaboration with local cultural institutions such as the
Alliance Française, the Ciudad Juárez‘ Technological University and ―Telón de Arena‖ (the Sand Curtain)
Association.

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NMSU and DACC support the cultural foundation of the region in several ways. At DACC, a Cultural Diversity
Committee sponsors events that promote different cultures from around the world. NMSU is home to the
Heritage Centre which was established in 1986 to preserve and protect the histories and cultures of different
ethnic groups in the area. They maintain archives of oral and community history and provide coursework for
NMSU students including a minor in Cultural Conservation. Services provided to the community include
research and offering public programs. University supported cultural programs include Chicano Programs,
Native American Programs, Black Programs, and the Native American Cultural Centre. Several student
organizations on campus also support the cultural foundation of different cultural and ethnic groups including
the Black Students of New Mexico State University, Chinese Scholars and Students Association, Indian Student
Association, Korean Student Association, United Native American Association, and Latinos for Exito (Success).

EPCC has a Salute to the Arts program which showcases many art arenas. One event is the K-12 art exhibit. All
schools, public and private, are invited to submit student artwork. There are many other events to recognize and
celebrate Black History Month, Hispanic Heritage Month, Scholarships in honour of Amado Pena and Jose
Cisneros are just a few of the many literary and artistic events held at EPCC. The Drama Department offers a
series of plays directed by EPCC faculty and starring students. The College of Liberal Arts at UTEP routinely
collaborates with regional cultural organizations to provide facilities for public musical performances,
rehearsals, art exhibitions, lectures, films and workshops. The Chicano Studies Program facilitates and partners
with a large number of community groups to annually host Hispanic Heritage Month Events. The African
American Studies program hosts and helps coordinate community events celebrating Black History Month. The
Women‘s Studies Program also coordinates and hosts many Women‘s History Month Activities. The Stanlee
and Gerald Rubin Centre collaborates with the El Paso Arts and Cultural Department, and the El Paso Art
Museum on exhibitions and events. The Department of History has participated with the El Paso Museum of
History on various events and is currently crafting an important affiliation with the Museum to help provide
quality educational programming to the region and educational opportunities for UTEP students. The Film
Studies Program has hosted the Border Film Festival. Music faculty regularly perform as members of the
El Paso Symphony and with the El Paso Opera.

5.4.1 Fitness and athletics

Sporting development opportunities at the HEIs are provided for staff, students, and community members
through several ways. Athletic programs provides opportunities for everyone to purchase tickets to several
sporting events including football, basketball, track and field, volleyball, baseball, tennis, and many more.
Installations at the HEIs are open to the public upon meeting certain qualifications or for a fee. Students can
participate in any of several intramural sports and wellness programs have been developed to encourage
students, faculty, and staff to stay active and lead healthier lives. During the summer the HEIs offer sport camps
and continuing education classes for the community at large. UACJ was proud to include two of its students as
representatives of Mexico at the Beijing Olympics Games qualifying in Judo and Track and Field.

5.4.2 Support of arts and culture through infrastructure, programs, and services
There are a number of ways the HEIs support arts and culture in the area. In the Colleges of Arts and Sciences at
the regional HEIs, several academic programs are available to students who wish to pursue degrees in the arts
such as theatre arts, music, and art. These students have performances and showcases of their work which are
open to the community. Facilities on the NMSU, UACJ and UTEP campuses which are designed to support the
arts and culture are marketed to the regional community by making performances, museums, and shows open to
the public. The University Museums and Art Galleries are open to the public, and members from the community
are encouraged to visit and experience the diverse range of artwork and artefacts housed there. Local school
districts bring their students to attend theatre performances and other activities on campus on a regular basis.
The West Texas Writing Project brings together regional English teachers and UTEP English Department
faculty to develop educational programs and specialized curricular enhancements that can be used by public
school teachers to improve classroom instruction

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5.5 Environmental Sustainability

The UACJ has become a leader in attending to issues related to the environment as evidenced by various
incentives both on the academic side as well as on the administrative area. The academic side has implemented a
network that regularly meets and organizes seminars, courses and workshops related to environmental issues
under the hospice of the University Environmental Network. The network is composed by faculty, students and
the external community with the objective of promoting sustainability and environmental issues. Additionally,
the federal government through the Commission for Water, CONAGUA recently granted a major study
regarding Water Resources to the UACJ. The study is being conducted by a multidisciplinary faculty group. On
the administrative side, the UACJ will be constructing its new 20 acre campus based on preservation and
sustainability of the ecosystem with high-tech applications such as solar and wind energy, conservation of water
resources, construction of intelligent buildings and awareness of the deserts fauna.

The Tecnológico de Monterrey‘s mission promotes the sustainable use of natural resources through a three
tiered action plan; as a topic discussed in several engineering and non-engineering classes; as a continuous
program designed to raise awareness among our students and personnel about local, regional, national and
international environmental problems and as a permanent part of the engineering curricula in which research and
solution of regional environmental issues is emphasized; and finally as an opportunity to collaborate with
private and governmental agencies to promote regional sustainable development.

One large program designed to enhance environmental sustainability at NMSU is the College of Engineering‘s
Institute for Energy and the Environment. This institute is comprised of a consortium for environmental
education and technology development, a renewable energy resource development group, and a nuclear waste
management and monitoring centre. NMSU is also host to the Water Resources Institute which was formed to
address water problems critical to New Mexico and the Southwest. The Arrowhead Centre, in partnership with
the Department of Energy, is assessing fossil fuels in NM. In 2007, former NMSU President Martin made
NMSU a member of the American College and University Presidents Climate Commitment and developed a
taskforce, the NMSU Sustainability and Climate Change Taskforce, to develop the university‘s policies and
procedures to try and make NMSU climate neutral. NMSU is also currently pursuing a Leadership in Energy
and Environmental Design Certification from the US Green Building Council. The Water Resources Research
Institute at NMSU was developed in 1963 to help solve water problems in the state and country. Research at the
institute is conducted by faculty and students at NMSU. In 2009, NMSU started its ―Year of Sustainability,‖ in
which the university will challenge itself to become a leader in sustainability by developing educational,
outreach, and research opportunities in the region and in the state.

UTEP‘s Centre for Environmental Resource Management (CERM) is a university organized research unit with
the mission to focus university resources to address the environmental problems that threaten the health, safety,
well-being, and economic development of the southwest border region of the United States. These problems
include: water quality & availability; air quality; hazardous waste management and remediation; energy; desert
ecosystem protection; environmental health; environmental justice; and sustainability. Among its projects are: a
30-year agreement with the City of El Paso to develop the Rio Bosque Wetlands Park, restoring 372 acres
immediately adjacent to the Rio Grande to its original habitat. The park offers unique educational and
recreational opportunities for residents of the region. PATCH (Partnership for Advanced Technology in Colonia
Housing) assisted low-income communities and neighbourhoods in applying Energy Star and other energy
efficient technologies in affordable housing. Agua Para Beber (Drinking Water) – a community-based, train-
the-trainer program that teaches appropriate water disinfection technology and home sanitation and healthy
home environments – is a program that uses promotoras, (community advocates) to educate residents of low-
income neighbourhoods to recognize environmental hazards in their homes and to use environmentally-benign
products. This project won the Texas Environmental Excellence Award in 2007. The Centre for Inland
Desalination Systems (CIDS) is a centre of excellence for the total spectrum of inland desalination topics, from
identification and characterization of source waters, through pre-treatment and treatment technologies (including
thermal and membrane process and energy issues) to concentrate management.

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5.5.1 Addressing environmental issues of concern
The UACJ created the University Environmental Network promoting the conservation of all the environment
resources and instituting ongoing seminars that are open to both the university community as well as all external
parties. Additionally, the University‘s new campus to be built in 2010 is centred on sustainability of its
surrounding ecosystem as well as the optimum utilization of natural resources as a source of electrical power.
The UACJ‘s new campus will be powered by wind and solar energy as well as the construction of intelligent
buildings.

The Tecnológico de Monterrey‘s Mechatronics Engineering Dean has signed agreements with Delphi, CELIP,
Research Chair on Rapid Product Realization for Developing Markets, and the Research Group on Sustainable
Edification to promote collaborative and joint research in the use of alternative energy sources such as the wind
and solar energies as well as to develop a sustainable low-income housing project. All the Mechatronics students
have been invited to participate in these research efforts and to be members of the Group on Applied
Engineering for Sustainable Development (GAESD).

CENALTEC is undertaking an energy conservation effort which is aimed towards attaining greater energy
efficiency. The goal is to reduce yearly electrical intake by 20%. CENALTEC has also established contact with
several metal working industries to ask them to donate their metal scrap to be used at the Centre as material for
welding courses.

The NMSU campus has demonstrated several practices to address environmental concerns of the region. One
way this has been done is by the NMSU Transportation Services. Aggie Shuttle routes have been expanded to
help decrease the number of cars driving, ethanol blended gasoline and bio-diesel fuels are being used in
university vehicles, and alternative-fuel and electric cars have been purchased. In order to obtain the Leadership
in Energy and Environmental Design Certification, NMSU must show it can meet environmental standards for
energy consumption, maintenance, and operation of current buildings, as well as meet standards for energy
consumption and efficiency for new buildings. Grounds Care and Maintenance at NMSU has contributed to
addressing environmental concerns by implementing water-conserving xeriscaping, and maintaining a compost
pile which is used to fertilize plants around campus. In 2009, NMSU is implementing the ―Year of
Sustainability,‖ which will increase awareness about environmental issues around campus. Both NMSU and
UTEP are currently in the process of obtaining a LEED (Leadership in Energy and Environmental Design)
certification from the US Green Building Control, which recognizes those who follow high standards for energy
consumption and efficiency for new buildings and major renovations. Finally, NMSU has many recycling bins
located all over campus where students and faculty can recycle bottles, cans, and paper. NMSU was one of 3
grand champions in the national recycle-mania contest in 2009, recycling 64.2% of its overall waste.

UTEP is committed to environmental stewardship, energy efficiency, and sustainability. To support its
environmental commitments, UTEP has developed sustainable practices that promote energy-saving goals,
reduce carbon emissions and waste streams and encourages green building design. UTEP has implemented
operational practices throughout campus and will continue to look for alternatives that meaningfully contribute
to the environment including Retrofitting buildings with T-8 compact fluorescent lamps, the adoption of a
Temperature Set-back Policy that adjusts room temperature up to 73 degrees in the summer, and the Chillers
Replacement Project that yielded an estimated Peak Demand Savings of 772.8 kW per year. The UTEP
Recycling Program collects 40,000 lbs of paper products monthly as well as cans and plastic bottles. To save
paper, UTEP implemented a desktop system to convert paper documents into an electronic facsimile, while the
Purchasing Office adopted an online system for purchase orders. Clean air initiatives include programs for Fuel
Conservation, Electric Vehicles, Alternative Fuel, Shuttle Service, Carpool Priority Parking, and Vanpooling,
and locker rooms added to new buildings to support individuals who bicycle and walk to work. Approximately
49,000 of a planned 150,000 square feet of existing lawns and traditional gardens have been converted to water
conservation and xeriscape designs.

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Both NMSU and UTEP actively incorporate sustainability guidelines in new construction and capital
improvement projects. As a member of the United States Green Building Council (USGBC), UTEP and NMSU
use green building standards as established in the LEED Program for New Construction These standards
promote a whole-building approach to sustainability by maximizing operational efficiency and minimizing the
environmental impacts.

5.6 Conclusion

5.6.1 Regional Collaboration related to social, cultural and environmental development

Ciudad Juárez has few coordinated efforts between regional stakeholders in regards to social, cultural and
environmental issues. The only true coordinated environmental efforts is the future edification of the City of
Knowledge where not only HEI are key players but also the federal, state and local governments. As for the
international region, there is an absence of a true coordinated efforts due international boundaries set-backs
where a diverse array of players exist along both sides making any coordinated efforts a huge undertaking.

The US HEIs have strong collaborative ties among K-16 stakeholders. In particular the local Universities and
Community Colleges in the region have a close relationship and work together in a variety of different ways to
develop the area socially, culturally, and environmentally. These institutions work together to provide dual-
credit classes for high school students that transfer easily from one school to the other. They also offer courses
that teach diversity and promote the unique characteristics of the region. The US HEIs work with their
community to provide students internships, cooperative education programs, community service, and service
learning opportunities. Their networks provide many different methods for reaching the community and
providing important information about family health and wellness, agriculture and natural resources, youth, the
environment, and other social and cultural issues. Collaboration between the participating HEIs in other cities
remains limited.

5.6.2 Strengths, weaknesses, opportunities and threats related to social, cultural, and environmental
development in the region
Strengths in the Doña Ana County region related to social, cultural, and environmental development include a
population with several different racial, ethnic, religious, and socioeconomic groups who make up a diverse
cultural and social part of the country, and several museums and other groups within the HEI‘s to help preserve
the cultural background of the county. Weaknesses include a lack of awareness around the community of the
different opportunities available for the public. Also, there are not a lot of chances for the community to
participate in environmental sustainability activities though these activities are being utilized by the colleges.
Opportunities include using students to help develop cultural, social, and environmental activities for the
University and regional communities, and also collaborating more with other HEI‘s in the area. With such a
diverse student body, many different cultures and backgrounds can be represented. Threats related to social,
cultural, and environmental development include a loss of funding to institutions and programs in any one of
these areas, and low participation levels which then cause programs and opportunities to be discontinued.

The strengths of the Paso del Norte region include UTEP contributions to an enhanced regional quality of life
that attracts business by providing public access to a variety of social and cultural programs—especially relevant
to Latino populations. These include over 80 musical programs per year, musical theatre productions, stage
productions, public lectures, readings, museum and gallery exhibits including events in the El Paso (UTEP)
Centennial Museum and the Stanlee and Gerald Rubin Centre for Contemporary Art and collaborations with the
El Paso History Museum and El Paso Museum of Art. UTEP is seen as a leader in the environmental science
arena and has been able to work on important water and air quality issues both academically, advancing
knowledge and theories, and informing public policy makers and making an important contribution in the
community with programs on both sides of the international border. Weaknesses include chronically constrained
funding for many cultural/arts programs and activities and constant pressure on limited staff to write proposals
to secure even very modest external; grant funding.

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Opportunities abound for the university to play an important role in raising awareness and informing the public
about important social issues through activities such as: research support to organizations engaged in historic
and cultural preservation and development; public history programs relevant to the social and cultural
development of the region, including oral histories of regionally important business leaders; and national arts
and cultural organizations that bring cultural events and programming to El Paso; for example, the Kingdom of
Bhutan and the NEA brought Bhutanese dancers and musicians to campus for a public performance to an
audience of approximately 7,000 El Pasoans. Threats include uncertain and declining state funding for
university museums and lack of public awareness of the rich variety of cultural/arts programs offered, many of
which are free.

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CHAPTER VI: CAPACITY BUILDING FOR REGIONAL CO-OPERATION

6.1 Introduction

The relative isolation from their respective state and national capitals necessitates regional coordination among
the HEIs of the region on some levels. Another factor that facilitates cooperation is the inherent
interconnectivity that has developed from years of migration between the three communities which has forged
numerous personal and business ties among residents. These relationships often translate into a support system
for sharing resources and information. Despite these linkages, the borders whether state or international that
exist present very real barriers to cooperation because of systematic and funding restrictions. Cooperation
between the HEIs requires unique and often creative solutions.

6.2 Mechanisms to Promote Regional Engagement of HEIs

There exist both formal and informal mechanisms to identify regional needs among various partners and the
HEIs in Mexico. There are signed agreements amongst Mexican universities (Paso del Norte Consortium and
City of Knowledge) to work jointly on diverse projects. There are also signed agreements between UACJ and
EPCC, NMSU and UTEP for specific topics such as research collaboration, continuing education, student
exchange, faculty exchange and others. Although these commitments exist, some have specific evaluation goals
while others are general in nature. The HEIs identified needs related to higher education primarily through
regular, on-going communication and meetings between regional higher education partners. Signed agreements,
community inputs, state and local governments, service on local/regional committees/boards are mechanisms to
identify regional needs. Both internal and external initiatives are driven by these processes. Institutions work
with national and state legislative delegations to understand the needs of the state and nation, and participate in
city planning committees and consult frequently with city government.

Formal processes such as inter-institutional articulation agreements exist, and are the work of active articulation
committees staffed by personnel from EPCC, UTEP, and NMSU. These articulation agreements between
programs are crucial in the academic transfer of credits for students between regional institutions. Other HEI
formal collaborations exist with regard to cooperative programs such as formal agreements between Texas Tech
and EPCC in its architecture program, as well as UTEP and its Master of Social Work Program with NMSU and
UTEP/U.T. Austin Cooperative Pharmacy Program. As a land-grant institution, New Mexico State University
and Doña Ana Community College are mandated by Congress to engage with the people across the state of New
Mexico. NMSU uses the Cooperative Extension Service and university-wide extension for this engagement and
has 57 locations across the state to foster engagement in every county of the state.

6.2.1 Audit of the knowledge resources of the region

There are numerous economic development agencies that have inventoried the assets of the region including a
comprehensive assessment of regional skill sets is the set of cluster studies performed by the Institute for Policy
and Economic Development at UTEP that identifies industrial areas where high knowledge levels are needed
and also suggest gaps in the workforce. The Mesilla Valley Economic Development Alliance (MVEDA) has
extensive information on their Web site on each of these areas. Using data from the US Census Bureau,
information is provided to the general public on the economy, education level, community, transportation,
utilities, and tax incentives of Southern New Mexico. Additional information on the location of research and
industrial parks, incentives to moving a business to the region, and workforce and training information are also
readily available. Further, NMSU undertakes an assessment each year of all the funded projects that are
currently in place at NMSU. This is coordinated by Karin Wiburg in the College of Education.

The Targeted Occupations are utilized in public funding applications in collaboration with regional employers to
address workforce development needs. In addition, the targeted occupations are utilized in EPCC‘s program
development to determine student program and curricular needs. These targeted occupations are utilized to
provide a research-based approach to program development and help ground programs in economic reality. One
interesting point to note this that while this approach focuses on Texas, this factor is largely due to the funding

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streams available—often either directly through Upper Rio Grande at Work or through the Texas Workforce
Commission. Federal funding via the US Department of Labour is also utilized, and EPCC is currently a funding
recipient of a Department of Labour grant that crosses state lines to coordinate an automotive training program
that involves distance education, curriculum development, and training not only in El Paso, but in the state of
New Mexico.

There have been several studies of the conditions of the region but an inventory of the assets of the knowledge
economy has not been completed. Beyond the infrastructure of the HEIs, the capacity in the private sector may
be even less well known, especially how privately owned assets could be leveraged.

6.2.2 Regional strategic plan and the role of the HEIs

The region as a whole has not undertaken a regional strategic planning process. There are strategic plans that are
specific to areas within the Paso del Norte region and the HEIs are included in the development of these
strategies to some extent. A DRI McGraw-Hill study commissioned by the City of El Paso in the early 1990s
identified a need for collaboration among regional HEIs. The outcome from this study included the creation of
the El Paso Collaborative for Academic Excellence, now a model in the US for K-20 Collaboration. Additional
efforts have included a Regional Economic Summit, coordinated by the Greater El Paso Chamber of Commerce
in 1997, followed by an Education Summit in 1998 which also linked regional HEIs as integral to the region‘s
growth. These studies garnered important information however did not result in a substantive action plan. More
recent studies include the development of the Ciudad Juárez‘ Strategic Plan which has its inception in 1999 as a
non-profit organization based in Ciudad Juárez. Since then the plan has organized numerous meetings, forums
and lectures in order to develop a strategic plan for sustainable improvement for Ciudad Juárez. In 2007, the
Paso del Norte Group commissioned a study conducted by the National Centre for Higher Education
Management Systems (NCHEMS) that again identified educational levels in the region and
cooperation/collaboration between HEI‘s in the region as being integral to the region‘s economic development.
Regional economic development groups such within each community consult with regional HEIs in developing
goals and strategies. NMSU is intimately involved with MVEDA, the local school districts, City of Las Cruces,
and Doña Ana County. The City of El Paso is currently finalizing a strategic economic development plan that
encompasses workforce and educational needs and the response of HEIs, as well as proprietary providers in the
region. Project consultants interviewed EPCC administrators and staff, officials from throughout the private
sector, and throughout, the opportunities for collaboration were extensive.

One strategy formerly employed by the regional entities to work across state lines was membership in the Rio
Grande Council of Governments (RGCOG), a voluntary association of governments and educational institutions
from throughout the region to facilitate regional planning initiatives. Doña Ana County participated in the
Council of Governments during the 1990s, and has renewed its membership in the association, therefore
establishing a planning entity that can act as a neutral convener of institutions throughout the region, as well as a
grant reviewer or applicant on behalf of counties/institutions participating within the region. In 2009, the Rio
Grande Council of Governments serves seven counties—six in West Texas and Doña Ana in Southern New
Mexico, and represents institutions in collaborative ventures.

6.2.3 Available resources to support regional engagement

As a regional HEI identifies needs and opportunities within the region, it takes the lead in seeking state and
federal funds or private foundation funding to support research and program development and implementation
for efforts involving regional partners. Numerous examples of these collaborative programs and initiatives have
been mentioned throughout the report. With the possible exception of the Paso del Norte Health Foundation and
the Medical Centre of the Americas, there are few incentives, especially at the local level, for increasing
regional engagement of HEIs.

6.2.4Processes for regularly reviewing current engagement arrangements between the HEIs and the region
There are no formal mechanisms in place to coordinate activities in regional engagement across state or
international borders. The extent to which regional engagement is mandated or encouraged has been largely
defined by the respective states as areas within its jurisdiction. Any oversight is included as part of the overall

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review of the institution undertaken by the University System. In general, outcomes-based assessment takes
place through specific, programmatic initiatives, and in particular with grant related funding for projects. Grants
act as an excellent vehicle for both planning and outcomes-based assessment, as they tend to be focused
initiatives between institutions or between public and private sectors, have defined timelines, and serve as a
positive catalyst for collaboration. It has been noted at EPCC that successful funding proposals involve multiple
entities (HEIs), oftentimes the public schools, government, the private sector, foundations, and state or federal
agencies. Successful collaborations have been numerous, and a trend toward both formative and summative
evaluation as part of successful grant-funded programs has strengthened some of the existing collaborations and
served as a positive catalyst for further evaluation.

Partnerships between the HEIs and public sector and NGOs require open lines of communication to establish
metric for success and response to communities needs. The formation of the City of Knowledge as well as for
the Paso del Norte Consortium by the HEIs in Ciudad Juárez has necessitated regular meetings between the
leadership of the institutions as well as a clear delineation of expectations and commitments that the HEIs must
adhere to in order for the collaboration to succeed. Formal mechanisms have been signed agreements between
the participating HEIs to maximize development of infrastructure among the institutions as well as participation
between students and faculty.

At NMSU, two of the organizations directly involved with incorporating regional engagement to the university
system, Cooperative Extension Services (CES) and the Agricultural Experiment Station (AES) actively engage
advisory committees and stakeholder groups to make sure they are meeting local needs and interests. Another
path of monitoring regional engagement arrangements between HEIs and the region is the Vice Provost for the
University Outreach, a position created in May 2006. Those holding this position are responsible for helping to
meet the needs of the residents of New Mexico in many different ways. The University-wide Outreach Division
provides resources to help improve PreKinder-Grade 20 education, public health services, and economic and
educational opportunities. EPCC regularly holds Townhall Meetings where educational initiatives are presented
and discussed. Recruitment and Outreach efforts are ongoing to promote workforce education, WF/ED,
programs that are beneficial to local community members. At the state level, the Texas Coordinating Board
releases reports on the effectiveness and success of Texas based colleges gleaned from the state accountability
system.

6.2.5 Utilizing existing regional community infrastructure

All of the region‘s HEIs promote access to the campus installations and facilities in a myriad or ways. Many of
these opportunities were detailed in the previous chapter. The public and private sector also allow access to
HEIs for training and continuing education opportunities. One example is the use of healthcare facilities for
clinical affiliation sites in the education of nursing and allied health students. Signed affiliation agreements exist
with each hospital, several long term care facilities, clinics, and private doctors‘ and dentists‘ offices.

6.3 Promoting Regional Dialogue and Joint Marketing Initiatives

Communication and collaboration between the HEIs in each community and their stakeholder occur frequently
and with numerous examples of successful outcomes. There is a positive working relationship between the
leadership of the region‘s HEIs and meetings between University Presidents, senior administrators and faculty
are common. However, there is currently no existing format for meetings to occur on a regular between the
regional HEIs and the stakeholders of the region to discuss initiatives or set regional priorities. Economic
development entities such as Ciudad Juárez‘ Economic Development, MVEDA and REDCo collaborate and
routinely share information. While there is an interest in undertaking a number of joint initiatives funding
restrictions often provide limitations.

All of the HEIs in the region maintain a strong relationship with business, government and community
organizations in order to meet the diverse needs of their students by accessing information and resources. This
contact is maintained in a variety of ways. The UACJ participates in CODER, an entity whose objective is to
promote economic development in the region on the Mexican side of the border. Representatives of the

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academic sector, the private sector and the government serve on its board. Several groups such as community
members, business owners, government agencies, students, and faculty have the opportunity to take part in
dialogue with NMSU and DACC though focus groups, community meetings, and formal and informal
discussions about regional issues. Both institutions work with national and state legislative delegations to
understand the needs of the state and nation, and participate in city planning committees and consult frequently
with city government. NMSU colleges and other units have external advisory boards to ensure adequate
communication with regional partners. UTEP has ensured that the community‘s priorities and perspectives are
an integral part of its day to day work, by, for example, establishing community- and alumni-based College
Advisory Boards. Further, as part of the University‘s strategic planning, a Centennial Commission, consisting of
100 community and alumni stakeholders, was convened to help shape UTEP‘s future directions as the
University approaches the 100th anniversary of its founding as the Texas State School of Mines and Metallurgy.
Each of EPCC‘s grant funded programs includes advisory committees with representation from direct industry
related members of the community. Their input and engagement in the committees drives the goals and
objectives of the grants and their participation in the ultimate success of the programs. Skills Development
programs are an industry/employer driven program that is designed based on the needs of the employers for
specialized and customized training services. The customization of each training topic to employers increases
the skill sets of employees and also increases the productivity and stability of the company, which makes them a
competitor in the region.

6.3.1 Mobilizing resources for the preparation and implementation of urban and regional strategies
The CODER‘s objectives are specifically to find synergies and resources that can be utilized in conjunction with
all academic, public and private resources. Although this entity was created three years ago successful projects
have been few.

NMSU and DACC have worked together to implement urban and regional strategies, benefiting economic
development by training the workforce, and working through Cooperative Extension Service CES, and the
Agricultural Experiment Station, AES, and New Mexico Development Authority to provide education and
information to the rest of the state. Since NMSU and DACC are jointly governed by the NMSU Board of
Regents, they work together to provide services to New Mexicans, particularly through DACC‘s Adult Basic
Education program and NMSU‘s CES and AES.

UTEP‘s human and programmatic resources have been utilized consistently to respond to community and
regional needs and priorities. The University‘s partnership with the El Paso Community College in support of
College Readiness Initiatives, the Early College High Schools (ECHS), and the El Paso Collaborative for
Academic Excellence which has worked for over twenty years at improving academic achievement among all
students in the Far-West Texas region. Similar collaborations occur with cultural and arts organizations across
the region. EPCC has invested in the development of college Go Centres, Transfer Centres, Co-Admissions and
Dual Credit Program within local school districts.

6.3.2 HEI staff representation on public/private bodies in the region

Many faculty and staff members from the region‘s HEIs are involved with other private/public entities in the
region. Their representation includes serving on the Board of Directors for a given organization, serving as
officers or members of community-based professional organizations and other professional and social groups.
Representation is not monitored and faculty/staff are encouraged to personally develop themselves in a variety
of different extracurricular activities if they desire.

All of the region‘s HEIs rely on input from community stakeholders and have set up variations of advisory
boards, forums and committees to encourage diverse participation. Individuals, organizations and other external
bodies provide input, in formal and informal ways, as HEIs make a full range of decisions, including decisions
about academic and research programs, about other programmatic priorities, about cultural and sports agendas,
as well as about the future of the institution. Among others, input is provided by chambers of commerce, civic
groups and leadership organizations, and economic development entities.

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6.3.3 Joint HEI/regional promotion and marketing initiatives
Promotional and marketing initiatives to recruit national and international faculty and student talent are
developed individually by each HEI. However, there are also many personal contacts among faculty and
students between these close regional neighbours. These are routinely explored when dual-career couples are
being recruited and there are several examples each year when joint hiring packages are put together between
UTEP and NMSU, UTEP and EPCC and UTEP and the Texas Tech Paul Foster School of Medicine. In
collaboration with REDCO, WF/ED provides potential businesses that are either relocating to the area or
establishing a new business with awareness of the training and education services that are available to them and
the various funded incentives that apply to their organization. WF/ED provides funding opportunities along with
customized training that is specialized to the need of the employer. The Economic Development Offices on both
sides of the border tout the number of HEIs in the region when trying to attack foreign capital to the area but
there are no definite marketing programs.

Purchasing programs for public institutions are typically regulated on a state basis and do not lend themselves to
regional coordination across state lines. There are however buy local campaigns which encourage institutions to
purchase goods and services from the area. The Government of Chihuahua through the Ministry of Commercial
and Touristic Development initiated a campaign on ‗buying local‘ for products made in the State of Chihuahua.
NMSU and the New Mexico Department of Agriculture initiated the ―Buy New Mexico‖ program, which
encourages residents to buy local produce and food products. New Mexico Department of Agriculture also
partnered with local nurseries and greenhouses to promote native plants in the ―Grown with Tradition‖
campaign. The Contract Opportunities Centre (COC) along with SBDC within EPCC provides joint marketing
initiatives to new developing small businesses along to existing businesses. The COC department assists
contractors with numerous bid opportunities on open proposals from local, state and government agencies. The
Small Business Development Centre has created and manages a Manufacturing website which allows local and
regional employers to promote and sell their products online at no charge to the business.

6.3.4 Strategic, organizational, managerial or academic changes to improve performance

In taking the lead on developing The City of Knowledge the UACJ is putting in place a strategic initiative that
will shape future collaboration amongst the HEIs in the Mexican side of the region. This partnership will allow
for joint research initiatives and academic interchange directly dealing with local issues and demand.

Both NMSU and DACC are constantly re-evaluating their performance and identifying ways they can make
higher education more accessible to students and more beneficial to the state and region. The implementation of
online and dual credit courses is an example of how both schools are committed to providing students in
Southern New Mexico the opportunity to receive a college education. Courses and professors are evaluated by
students at the end of each semester to make sure they are positively contributing to each academic program.
NMSU and DACC have recently completed a self-study that is being used to guide future growth. An equity
study for faculty and staff salaries has also been recently completed.

The direction of strategic change for UTEP was affirmed when the 2009 Texas State Legislature identified
UTEP as one of seven emerging research universities in Texas to be progressed to national research university
status. This trajectory will involve substantial growth, elaboration and expansion of academic programs,
especially at the doctoral level, massive expansion of sponsored research and technology transfer, and sustained
public and private investment. As a national research university UTEP will lead the transformation of El Paso
economically, culturally and socially. This is the same imperative that will be driving change in the major public
universities of other major Texas metropolitan areas, such as Dallas, Houston, and San Antonio, and El Paso
cannot be left behind. As the first national research university with a predominantly Mexican-American
population, UTEP will lead the transformation of the nation‘s public universities.

El Paso Community College‘s strategic direction since 2002 has involved in the creation of numerous local,
regional and national partnerships. These partnerships have resulted in not only a more effective use of tax
dollars and student tuitions, but also in resulting national recognition of EPCC as a ―cutting-edge‖ community
college receptive to new ideas and change. EPCC has become an active partner with the Lumina Foundation for

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Education through the Achieving the Dream Community Colleges Count Program, with the Bill and Melinda
Gates Foundation and the Texas Communities Foundation with Early College High School, and throughout, an
active partner with U.T. El Paso and the regional public school districts. Scholarships funds have been
established through the EPCC Foundation as a by-product of active collaboration with local companies,
corporations, and individuals who have become aware of EPCC‘s willingness to partner and maximize funds for
student benefit.

6.4 Evaluating and Mapping the Impact of the Regional HE System

The UACJ individually has internal audits on use of funds from the state congress and through the ISO 9000
certification there are continuous audits from external entities. As for evaluation of economic impacts or other
contributions, social or cultural, the continuous solicitation of projects from the same institutions (governments
or non for profits) would be the closest assessment.

The Policy Analysis Unit of the Arrowhead Centre at NMSU has undertaken several audits of the impact of the
university on the region. Studies include economic base studies, economic impact studies, and other studies
answering important questions about the local economy. Copies of these studies are available on Arrowhead
Centre‘s website. Additionally, DACC and NMSU both recently completed self-studies for the Higher Learning
Commission that address the institutions‘ demand and supply of different types of higher education ―products‖
within the region. These studies addressed relevant issues such as the changing demographics of both students
and faculty, the numbers and types of degree programs available, the availability of dual-credit and distance-
based courses, and the economic impact of the institutions on the region and the state.

UTEP has conducted a comprehensive economic impact analysis of its direct and indirect contributions to the
region every 3-5 years through its Institute for Policy and Economic Development. The 2006 Economic Impact
of the University of Texas at El Paso is available online. It shows a UTEP-related local business volume of
USD 375 million. The State of Texas allocated USD 81.2 million to UTEP in fiscal 2005-06 and every state
dollar generated USD 4.59 in additional sales revenue and USD 4.19 in incremental income in the El Paso
economy. For each UTEP graduate who remains in the El Paso region, the State‘s investment in their education
generates a 16.4:1 benefit-to-cost ratio in terms of increased life-time earnings.

In 2006, El Paso Community College commissioned a study by Community College Benefits (CC Benefits), a
national research organization in Moscow, Idaho, which quantified the regional economic impact of EPCC on
the El Paso economy. The study revealed that the EPCC service area could attribute roughly USD 72.2 million
in labour and non-labour income to EPCC operations. In addition, the study attributed EPCC with an
accumulated contribution of over USD 742 million in regional income to the current economy (in 2006) in the
EPCC service area. This study was also conducted by CC Benefits for EPCC in 2002, and is an ongoing effort to
identify the value-added of EPCC‘s work in the region and its contribution to higher education. In 2008, EPCC
distributed USD 17 million in student Federal Pell Grant Funds with a net return to students of USD 14 million
that was contributed to the local economy. In fiscal year, 2008-2009 El Paso Community College had a
budgeted payroll of approximately USD 72 million and in 2008, El Paso Community College was El Paso
County tenth largest employer with over 2,800 employees.

6.4.1 Efforts to raise awareness in the community and beyond

There are some mechanisms to raise awareness of the role of HEIs in the region. Much of this awareness is
raised through advertising for the HEIs themselves and word of mouth from former students regarding their
experiences at the HEI. HEIs promulgate information via regular and ongoing media reports, including broad
coverage in the newspaper and on television; meetings with a broad range of community groups; presentations
to a variety of audiences; as well as printed materials, including brochures and reports to the public. In addition,
participation by administrators, faculty and staff members in community groups, and involvement on boards,
committees and commissions, provide other venues for raising awareness of the institutions activities and role in
the region. In recent years HEIs have placed increasing emphasis on the college website, with online registration

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and information posted for student convenience. The UACJ also noted the contribution of graduates placed in
the manufacturing field as a measure of developing awareness of the institutions efforts.

Impact statements are generally requested by university, business, and government leaders to help make policy
decisions. Once the analyses are completed, formal reports are given back to the requesting firm or agency and
copies are posted on the Policy Analysis website for the general public to access. Within the region the
economic impact analysis results in a feature story in local newspapers and television. HEIs distribute the
findings to its alumni and friends via its magazine) and website. Beyond the region the President‘s office
actively shares the findings of the economic analysis with government officials, state legislators and potential
supporters of the institution in order to demonstrate the regional impact.

6.5 Institutional Capacity Building for Regional Involvement

The UACJ has the highest student enrolment on the Mexican side of the border and therefore the highest number
of graduating students that enter the local labour market. The interaction these indices have on research and
placement numbers clearly impact and indirectly engage the needs of the region. The Regional Economic
Development Council (CODER - Consejo de Desarrollo Economico Regional) has identified seven areas of
opportunity for economic development through cluster integration where the UACJ has played a major role on
three (MEMs, IT and bi-national commerce). Additionally, UTEP‘s Institute of Public Policy and Economic
Development (IPED) identified these same clusters as emerging or potential for the region where the UACJ has
a substantial contribution both in research and human resource capital.

There has not been a need for the academic leadership and central management to be altered to engage with
regional needs. Since NMSU is a land-grant institution, its purpose has been to provide services and education
on a regional level since its inception in the late 1800s.

The Office of Strategic Initiatives, headed by a new Vice President, was created in 2007 to foster UTEP‘s role in
leveraging regional assets and opportunities to stimulate regional economic development and increased local
employment opportunities for UTEP‘s graduates, particularly those in engineering and science. It is focusing its
attention in two primary areas – border security and immigration and defence systems research and their
relationship to economic development in the Paso del Norte region. It has received federal support to operate
two centres: the National Centre for Border Security and Immigration (funded by the Department of Homeland
Security) and the Centre for Defence Systems Research (funded by the Department of Defence).

EPCC‘s management structure lends itself to cooperation and partnership. As an open-door community college,
public service is a large part of our inherent mission. EPCC also has the benefit of widespread public awareness
and accessibility, as the college has five campuses and two instructional centres (Ft. Bliss and Workforce
Development areas). A sixth new campus is in the planning stages on Ft. Bliss property to better accommodate
the influx of new troops and their families to El Paso/Ft. Bliss. Each campus offers a full complement of
academic and student services, to include libraries, technology labs, food services, book stores, and campus life
activities. Campuses are managed by instructional Campus Deans, who report to the Vice President of
Instruction. These Deans and the faculty at each campus have the ability to be creative in their student
programming, community partnerships, and in the development of grant funding applications to better serve the
populations of students at their campuses, as well as to partner to address needs in the surrounding community.

6.5.1 The HEI’s strategic plan and its relationship with the regional community
Regional connectivity is fundamental to the strategic plans of the region‘s HEIs. The UACJ‘s strategic plan
(Programa Institutcional de Desarrollo - PIDE) clearly intertwines the UACJ with its regional community.
Additionally, at least half of the competitive funding at a national level is closely tied to pertinence with the
local community‘s needs. NMSU and DACC recognize the importance of developing a strong relationship with
the community as a key strategy for enhancing viability. To develop these relationships, both institutions work
do deliver classes in many different locations and formats and offer courses and community education classes

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that meet the needs of both businesses and community members. Additionally, as a land-grant institution,
NMSU is mandated to meet the needs of the people of New Mexico

UTEP‘s Strategic Plan 2008-15, states the University‘s mission places the human and economic development
and quality of life of the Paso del Norte region—western Texas, northern Mexico and southern New Mexico—at
the centre of its teaching, research and service and positions UTEP at the forefront of higher education‘s
changing paradigm.‖ Among the specific goals and objectives in the Plan are: ―to articulate broadly UTEP‘s
commitment to identify and address the needs of the Paso del Norte region and develop program priorities that
most effectively leverage UTEP‘s capacity to respond to those needs;‖ and ―to develop strategies to enhance
UTEP‘s role as a major economic asset to the Paso del Norte region.‖ Throughout its history, EPCC‘s strategic
plan has included service to the diverse community as one of its primary premises. Instructional, Technological,
Workforce, and Student Services are broad-based in their approaches. In recent years, partnerships have grown
with other institutions, local school districts, government, and the private sector. As a comprehensive
community college, this approach is vital to serving the community.

6.5.2 Channels of communication between regional stakeholders and the HEI

Community outreach through the forums and committees previously mentioned by the HEIs assist in
establishing lines of communication with regional stakeholders as well as helping influence the decision making
process. Ultimately, the governing bodies of each institution as outlined in Chapter II are responsible for any
regional decisions.

The UACJ‘s Directorate for Exchange, Outreach and Social Service was recently implemented for the purpose
of providing a proper linkage with most external sectors. However, supervision of expenditures is centred at the
Directorate for Administrative Services for audit and security issues. An example is the creation of an IT Centre
with external funding (federal, state and internal funding) to assure the training, research and consulting to
regional SMEs in the field. Another example of an internal mechanism in place to coordinate regional activities
within the HEI is the University-wide Outreach Division (U-wide Outreach), put in place to help NMSU
succeed in its mission to serve the educational needs of New Mexico‘s diverse population through
comprehensive programs of education, research, extension education, and public research. U-wide Outreach
includes Cooperative Extension Service and strives to provide education, training, and public health services. A
position of Vice Provost for University-wide Outreach was created to oversee the division and the outreach
opportunities in the state.

Regional activities feature prominently in UTEP‘s Strategic Plan 2008-15. Each Vice President has
responsibilities for regional activities involving their area of operations. Regional activities have been
strengthened in two recent reorganizations: first, in the creation of a new Vice President for Strategic Initiatives
in 2007; and second, in the redefinition of University College in 2008 to focus upon non-traditional students,
such as working adults in this region and active-duty military and dependents at Fort Bliss. With a strategic goal
of serving a diverse community, upper administration, mid-level managers, and grant-funded program directors
have broad latitude at EPCC to create meaningful local and regional partnerships. Also present are many grant-
funded programs that have been developed in partnership with local and regional organizations to provide
student programs and services.

6.5.3 Adjunct appointments for added expertise

As a comprehensive community college with over 130 programs, EPCC does use a large number of adjunct
faculty and ad hoc consultants to assist in providing an extensive breath of instructional delivery. Occasionally
consultants are employed to bring needed skills sets into the college—such as external program evaluators—and
to provide input into areas that are quickly evolving, such as in technology. UTEP also utilizes adjunct
appointments to add expertise to its capacity and instruction. All faculty are credentialed under guidelines as set
forth by the Southern Association of Colleges and schools (SACS). UACJ allows for adjunct faculty in areas of
special need, an example being the University‘s Philharmonic Orchestra which is chaired by an external
president and executive committee. There are other adjunct committees in various educational programs but are
limited except for the Paso del Norte Consortium and the City of Knowledge.

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NMUS differs in that affiliated faculty can be recruited when it is in the best interests of the university, however
these positions are strictly honorary. These individuals may be associated with and provide support or services
to one or more university programs without receiving monetary compensation (e.g., no salary, per-course or
hourly pay provided). These positions must provide justification as to why it is in the university's best interest to
grant affiliated faculty status and can be approved for a term not to exceed 12 months, although these terms can
be renewed annually.

6.5.4 Responding to regional ICT infrastructure and adopting new technologies to restructure management
structures
NMSU and DACC have both adopted new technologies in the recent years to restructure its management
structures. Both NMSU and DACC have sections of their websites for employees detailing policies and
procedures and other human resource issues. Instructors have the option of being able to teach online courses,
and are provided with training about the specific programs the HEIs use to carry out these courses.

Evolving technology needs and addressing the needs of students as well as faculty and staff has been a key
priority for EPCC and UTEP in recent years. A major effort to increase information security has resulted in
more secure backup of data, better and more secure internet access for staff and students, and a wireless project
to bring each of the EPCC campuses wireless internet service. UTEP has partnered with the City in expanding
the capabilities of the City‘s optical communication backbone. UTEP will provide transport through its
infrastructure to the backbone for City agencies including Sun Metro, the local City owned bus system. The City
provides transport to the regional POP for UTEP internet traffic. UTEP and the City have also partnered to
provide transport across the international border to Ciudad Juárez for higher education research and education
internet traffic to and from Mexico. UTEP is now working with a consortium of Mexican and Latin American
Universities to make El Paso the primary US-Mexico internet connection and provide access to Internet 2 and
National Lambda Rail for educational institutions south of the border. This will in time boost US Mexico traffic
from 1GB to 10GB and should satisfy regional education and research communications needs for the next
decade. The UACJ has its IT department which has developed various applications for the University‘s
academic area and administrative area. These IT applications assure both academic goals and administrative
objectives. UTEP and EPCC are participants in a county-wide effort to provide free wireless internet access to
low income and rural neighbourhoods in El Paso County as a part of a program called ―Digital El Paso‖.

6.6 Human and Financial Resources Management

6.6.1 Incorporating a regional dimension into the human resources policy of the HEI
During the last two openings for full time faculty, the UACJ has appointed only faculty with a PhD, something
it did not do prior to 2007, aligning strategic objectives addressing research and quality of teaching at the
institution. The Directorate for Exchange, Outreach and Social Service was created addressing regional needs
and reinforcing linkages with the external sectors. However, the reward system has yet to be developed.

NMSU and DACC both recruit faculty from the region and an effort is made to try to retain their graduates to
work at either of the HEIs or in the community. There is no special training given to staff with regional
responsibilities. Additionally, staff is not separately rewarded for regional engagement since it is part of the
normal responsibility of each college.

UTEP has prioritized and works intensively to recruit Latino faculty members and professional staff. The
University‘s human resources policies address those priorities directly. In addition, UTEP faculty and staff
understand clearly that it is expected that they will be engaged with regional partners and become a part of the
community. Faculty and staff are provided opportunities to learn approaches from colleagues for that
engagement. Further, the UTEP Handbook on Operating Procedures explicitly states that faculty will be
rewarded in the tenure and promotion process for their service to the region, related in particular to improving
educational achievement of all students in area elementary, middle and high schools.

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Currently at EPCC, while it is expected that all staff, particularly managers and administrators actively engage
with the community, no specific reward system is in place. For faculty, as a part of the college‘s service mission,
full-time faculty is rewarded for service to the college and community through the tenure process. Faculty and
staff participating in training is also one process that is undergoing change—as an electronic repository database
of faculty and staff participating in training is now in place. One process under development is the desire to
build-in a reward system for staff that shows initiative or undertakes advanced training. The college is currently
researching processes for performance incentives, under the direction of the Executive Assistant to the President
and the Personnel Services director.

6.6.2 Regional and national funding streams

External funding streams are regulated by their source agencies in the state and federal governments along with
.private funding sources they are overseen by the HEIs designated manager and governance structure. Financial
decentralization is not under active consideration by the region‘s HEIs.

External funding for the public HEIs is crucial and will continue to be one of the most important issues in the
coming years. Mexico‘s Ministry of Public Education has alluded to the fact that Universities need to explore
alternative sources of funding and will be diluting funding in the coming years. As an alternative resource the
HEIs embed new devolved financial responsibilities into academic life by raising tuition or implementing
student fees. At EPCC, a concerted effort has been made to keep student tuitions as low as possible, and to
avoid increases in the effective tax rate—to ease the burden on El Paso County taxpayers. One change that has
helped technology upgrades in recent years at EPCC has been the implementation of a student technology fee. A
fee was also implemented to support student athletic programs.

6.6.3 Resources for regional engagement and activity

New Mexico has built incentives into the higher education funding formulas to reward institutions for student
growth and retention. NMSU has made this a high priority and has received additional funding under this
arrangement for the last two years. UTEP has received funding through legislative appropriations that, pay for
UTEP‘s regional work. New resources at EPCC and UTEP are generated for regional engagement and activity
primarily thorough the development of collaborative partnerships and the seeking of grant funds. Funds for
collaborations/planning have in general come from foundation funding; with some additional large
collaborations generated by partnerships funded by state or federal grants. In most cases, the convening agency
or entity acts as the fiscal sponsor of the grant, and incurs convening costs of staffing and coordination of
collaborative activities. In EPCC‘s case, large-scale engagement of stakeholders is a shared responsibility of
staff in its regular role, as well as any grant-funded personnel charge with project or program implementation.

6.6.4 Regional funding streams

Funding streams in general are more local, state, or federal in this region—and tend not to cross state or
international boundaries. EPCC, however, has engaged in extensive work over the years in Ciudad Juárez,
Mexico, and foundations appear to be leading with way in regionalism with both multi-state grant-making and
international grant-making. Both the Paso del Norte Foundation (local) and El Paso Community Foundation
have funded regional grants in our area, as has The Ford Foundation and W.K. Kellogg Foundation.
HEIs in Ciudad Juárez have limited funding streams. Funding for Cuerpos Académicos are one of the few
resources that can be taped into by Universities which support academic networking incentives involving
research between HEIs.

The largest new funding stream emerging for the HEIs in the United States to tap into is the American Recovery
and Reinvestment Act of 2009 passed by President Obama and congress in early 2009. There are currently state-
wide efforts to secure as much of this funding as possible, including partnerships being developed to maximize
funding potential. In addition, part of the funding formula for the New Mexico Higher Education Department
(NMHED) includes some incentive money for HEIs that increase their enrolment from one academic year to the
next. The NMHED is also working on a funding plan to reward HEIs for retaining students past their junior and
senior years. The Texas Governor has created a major new Emerging Technology Fund for which UTEP, along

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with the other public research universities in Texas, competes to fund large new interdisciplinary projects.
UTEP has won multi-million dollar awards for new Centres in Inland Desalination Research and Integrated 3-D
Research.

6.7 Creating a New Organizational Culture

An important obstacle in the region is the language barrier. There are few initiatives to overcome the barrier but
recent initiatives to address the issue have been highlighted in Ciudad Juárez‘ Strategic Plan. Although the
barrier exists there are aspirations on both sides of the border to capitalize on world class excellence through
regional involvement.

NMSU and DACC work closely together to provide educational opportunities to everyone in Southern New
Mexico, training to meet the needs of businesses in the region, and help with agricultural and farming needs
unique to the area. NMSU and DACC don‘t view aspirations to world class excellence and regional engagement
as mutually exclusive—both can be achieved and that is what both schools are constantly working towards.

Maintaining a balance between UTEP‘s Tier One aspirations and regional engagement is always going to
require attention and careful management. There are clear tensions—primarily in the area of resource allocation-
-between the two priorities and goals. And yet, it is clear to everyone at UTEP that the University will not be
able to continue to be the most effective contributor to the region unless it achieves the excellence associated
with that of a national research university. UTEP will continue to be absolutely dedicated to its regional mission
and to full engagement with the region while striving for that excellence.

As a community college, community engagement and to some extent, regionalism is part of our mission at
EPCC. One aspect that EPCC administration and staff will have at be attentive to involve our funding structure;
as a tax-institution in Texas, funded in part by El Paso County taxpayers, project with a focus on El Paso County
residents is our primary responsibility. However, collaboration in a broad sense has expanded our institutional
capacity to serve a large constituency without asking for more and more resources from El Paso County
taxpayers. As a comprehensive institution, balancing regional workforce demands with credit degree-seeking
student needs is a continual task.

6.7.1 Regional engagement as part of the HEIs mission

All of the Region‘s HEIs maintain a commitment to regional engagement included in their mission statements.
The UACJ engages with its community through various initiatives (Social Service, Internships, etc.) has
evidenced linkages with the external sectors in teaching and research supported by continuous solicitation of
students in Social Service and Internships projects as well as joint efforts with local industry and Research
Centres (MEMs, CIS, Violence Observatory, others). As a land-grant institution, regional engagement is an
integral part of NMSU‘s mission. Particularly in the College of Agriculture, Consumer, and Environmental
Sciences, regional engagement is part of the academic mainstream due to Cooperative Extension Service, which
provides services all over the state. Due to the regional perspective at NMSU, numerous research projects are
dedicated to areas of importance to Southern New Mexico, such as water, border issues, and agriculture. Many
professors will use regional examples to relate concepts to students in a way they might understand.
Regional engagement is fundamental to UTEP‘s mission and that focus is central to the way administrators,
faculty and staff do business on a daily basis. Review of UTEP‘s academic, research and development programs
makes clear that teaching and research reflect a commitment to this region and its people and institutions.

The region, as broadly defined plays a role in the programs and services the college offers. However, a primary
focus will continue to be on El Paso County taxpayers and students, as a taxpayer-supported local institution.
Many of our programs, however, in serving broader community needs have been defined as ―cutting-edge‖ by
state and national sources. Teaching and research at El Paso County College has become more focused upon the
needs of students in our border area, with an emphasis on developmental students, English language learners,
and those wishing to transfer to local and regional universities. The diversity of our students and age range of
our students has necessitated multiple student intervention strategies for retention and graduation.

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CHAPTER VII: CONCLUSIONS: MOVING BEYOND THE SELF-EVALUATION

7.1 Re-Evaluating Regional Collaboration

The numerous examples of collaboration among the HEIs within their respective communities cited in the self
evaluation report evidence the important role HEIs play in providing educational, cultural and social services to
the community. As such, the HEIs play pivotal roles in their communities and are increasingly called upon to
provide services that supplement the traditional roles of higher education—with an increase in community-based
programming. Limited financial resources and the geographic remoteness of the region have spurred the need
for collaboration between the public sector and the HEIs. An emphasis on human capital and maximizing
resources through collaboration has resulted in increased gains for the region in grant funding, program
development and service provision.
Collaboration within the region but outside of the specific city in which the HEI is located in many instances is
largely interpersonal and department driven. The proximity of the cities within the region does foster
relationships and solidify lines of communication among some faculty and administrators. Student mobility also
drives the need for collaboration. An example of this is the agreements among the HEIs for out-of-State tuition
waivers for students living in the region and articulation agreements that have made gains in allowing transfer of
credits between the region‘s HEIs. It should be noted that the recognition of courses for students wishing to
transfer internationally remains a challenge. In Ciudad Juárez, only the Tecnológico de Monterrey has sought
and received accreditation by the Southern Association of Colleges and Schools, which allows for the transfer of
credits to a US institution.
Bi-national partnerships tend to require a higher level of institutional buy-in and HEIs have a significant interest
in monitoring their successes. Informal agreements to share information or collaborate on research occur on a
more frequent basis based on the identification of common interests or issues. The agreements, either market or
student driven, often result in memorandums of understanding or articulation agreements between the HEIs but
not often in significant policy changes. Where is becomes evident that policy change is needed, academic
departments and programs must often initiate that dialogue with administrators to begin the development of
policy; oftentimes ―pioneering‖ policy change or formal collaborations as they go along.
Cross-border collaboration in this area remains difficult. While gains in access to education and social equity
have been made on the US side of the border, addressing the disparity in access to education in Ciudad Juárez is
not a regional priority. In addition, recent escalated drug cartel violence in Ciudad Juárez in 2008 and 2009 has
discouraged regional projects and informal collaboration due to the safety concerns of US institutions and staff.
As a means of building capacity and strengthening the educational resources in the region the Ciudad
Universitaria currently under construction in Ciudad Juárez will be an important example in Mexico of a multi-
institutional campus with collaboration among HEIs as a requirement for location on the site.
In the United States, K-16 Collaborations are addressing the need to for high school students to be more
adequately prepared to assure a successful transition to higher education. One of the oldest collaboratives, The
Collaborative for Academic Excellence in El Paso serves as a national model for working with the HEIs and
Independent School Districts on teacher preparedness and improvements in academic achievement. The region
has also pioneered efforts to develop Early College High Schools. In the four years of operation, these schools
have demonstrated the ability of high school students to enrol and succeed in college-level courses. Along with
dual credit and advanced placement courses, these initiatives are working to close the gap for minority students
pursuing higher education, particularly for those with economic hardships or those that are first generation
students.
The region has made a significant investment in facilitating information flow via use of technology. Internet 2
has allowed regional HEIs to work more effectively and efficiently. Technology has allowed HEIs to:
facilitate how management, faculty and students share information
increase options for, and access to distance learning
improve external communication with stakeholders, prospective students and alumni.

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The HEIs in the region identified a need for continued investment to open lines of communication by further
development of electronic infrastructure between the institutions. The use of technology is perceived as a
relatively inexpensive and effective means of increasing cooperation and furthering relationships across the state
and international boundaries that traverse the region. Prior to embarking on this self study, the HEIs admitted
that there was a limited understanding of the resources and capacity within other institutions, and that existing
knowledge resided at an individual or departmental level. Improvements to ease navigation within the HEI
websites would aid in the identification of resources and partners available in the region. The use of technology
in accessing and exchanging information could be strengthened to identify further opportunities and share
resources in meeting the needs of the students and community at large.

Funding restrictions were identified as one of the principal limitations to furthering collaboration among the
regions HEIs. State policies define the region as an area within state boundaries. In many instances, these
requirements encourage the HEIs in the region to collaborate with institutions hundreds of miles away in their
respective states and not across state or international boundaries. State or federal funding restrictions impede
formal collaboration with neighbouring HEIs with similar objectives and needs. This is true of state funds
provided to educational institutions as well as economic development agencies serving the region. Despite
limitations imposed on the HEIs, numerous examples of bi-national, bi-state funding exist. This funding
however, is usually linked to a specific project. A need for regional planning among the HEIs to identify and
develop specific outcomes for the region is needed in order to access public and private funds collectively.

Recruitment of faculty to the region is challenging, in part, because of negative perceptions that sometimes exist
outside the region. This is true not only for the HEIs but has also proved to be the case in recruiting other
professionals such as physicians and lawyers to the area. In general, these perceptions center upon lower wages
in border communities, increased violence portrayed in the media due to warring drug cartels, and competition
from other areas for skilled professionals with more quality of life amenities to offer new recruits.

7.1.1 Synergy between the aims and objectives of institutions and regions
The HEIs have as their objective to serve the needs of the regional population. Given that in all instances the
HEIs recruit primarily students from the area multiple programs exist to create awareness and encourage
students to pursue higher education. With the exception of the UACJ, none of the HEIs identified limitations to
existing infrastructure as a challenge to serving students in the area.

The Paso del Norte‘s homogenous ethnic population is unique particularly considering its location on an
international border and in comparison to much of the United States. As predominately Hispanic serving
institutions the HEIs are uniquely positioned to set the standards for higher education among Hispanic students.
The US Census projects the population of Hispanics residing in the US to swell to 24.4%. See attachment F-1.
Over the past decades the population growth of Hispanics has exponentially increased particularly in
comparison with other minority populations. The increase in the Hispanic population in communities across the
United States is driving the demand for programs and educators with expertise in serving the specific needs of
this population. The region‘s HEIs have taken the lead in preparing students from a historically under
represented population in the fields of STEM, and healthcare career occupations. The Departments of Education
produce teachers that are in high demand due to their ability to teach dual language learners in a bi-national bi-
cultural setting.

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Table 7.1 Projected Hispanic Population in the United States 2010-2050

Projected Population of the United States, by Race and Hispanic Origin: 2000 to 2050
(In thousands. As of July 1. Resident population.) Change
2000 2010 2020 2030 2040 2050 2010-2050
.TOTAL 282,125 308,936 335,805 363,584 391,946 419,854 35.9%
.White alone 228,548 244,995 260,629 275,731 289,690 302,626 23.5%
.Black alone 35,818 40,454 45,365 50,442 55,876 61,361 51.7%
.Asian Alone 10,684 14,241 17,988 22,580 27,992 33,430 134.7%
.All other races 1/ 7,075 9,246 11,822 14,831 18,388 22,437 142.7%
.Hispanic (of any race) 35,622 47,756 59,756 73,055 87,585 102,560 114.8%
.White alone, not Hispanic 195,729 201,112 205,936 209,176 210,331 210,283 4.6%
Source: US Census Bureau, 2004, "US Interim Projections by Age, Sex, Race, and Hispanic Origin,"
<http://www.census.gov/ipc/www/usinterimproj/>

In order to capitalize on this geographical advantage the HEIs have identified the need to improve dual language
education at the primary and secondary levels to support student success in higher education and increase global
competitiveness.
7.1.2 Incentives for HEIs to become more engaged
Expectation for engagement at a regional and community level are included in the mission of the HEIs. These
activities are measured by the delivery of capabilities and resources that can augment student achievement.
However, the HEIs mission of regional engagement is often in conflict with existing incentives for tenure track
and career advancements. Incentives for faculty continue to be framed along the lines of the more established
and known publish and peer review components that are more traditional and recognized. As such, until such
alignment happens, the opportunities for a higher level of interaction with purpose and strategy will remain a
significant challenge. Further development of incentives within institutions may be fostered via faculty/student
service learning programs, the creation of opportunities for new faculty to engage in public service during the
tenure process, as well as inter-departmental collaboration encouraged by institutions that can thus develop
programs serving broader constituencies. Some examples of increased collaboration identified include:
Collaboration based on grant funding availability and the development of innovative multi-intuition
projects
Work toward the establishment of more formal mechanisms to encourage multi-institutional
communication and collaboration, such as periodic faculty forums or exchanges, joint marketing efforts
by regional institutions to benefit all HEIs in the area, and private-public sector HEI project
development that extends the reach of institutions beyond their traditional services toward broader
outcomes for the benefit of all participants.
Continued work on joint degree and articulation agreements with an emphasis on student development
and choice
Continued work to engage the private sector in academic endeavours, particularly with regard to
economic development and business initiatives; examples may include business and market research,
small business incubator programs, and actively engaging such entities as local Chambers of Commerce
and other commercial associations with academic institutions.
Use of alumni contacts from HEIs within the region would be beneficial, not only for needed capital
support, but perhaps equally for the intellectual capital that regional alumni can infuse into HEIs in
collaboration with faculty and students.

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 The development of student/private sector internships, field placements, and mentorship environments
may create further in-roads for formal collaboration between HEIs and the private sector
The engagement of private sector participants in grant-funded opportunities/proposals is an avenue
which can be further explored to provide incentive toward collaborations
Involvement of private sector participants along with academic staff/administrators in advisory
committee or program-based committees can be further developed to create ongoing dialogue and
avenues for collaboration
7.2 Developing a Sustainable Process for Collaboration
There is an on-going need to develop a platform for the region‘s HEIs to engage in frequent dialogue in order to
identify and put into place collaborative efforts. The framework for this collaboration must include mechanisms
for the HEIs to extend this collaboration outside academia to include regional stakeholders from the public and
private sectors. Methods to promote both formal collaboration, as well as more ad-hoc and project driven
collaboration are needed.
Promote result-driven decision making with a more regional perspective. Systems and processes should be
developed in which information from regional HEIs can be utilized to help shape regional education and
workforce policy. While this is currently done by economic development agencies with participation from
academic institutions, the vast majority of examples cited are limited to planning on the level of individual
communities or regions as defined by state boundaries. The existing and potential relationships that exist
within the Paso del Norte‘s HEIs are an important component in strengthening efforts to undertake strategic
planning on a regional basis.
More flexibility to give HEIs opportunities to develop outcomes that meet the needs for the region. While
the HEIs missions are cantered around serving the needs of the students of the region, funding restrictions
are often in direct conflict with that mission restricting their ability to capitalize on some of the advantages
to being located along the largest international border in the world.
Catalogue physical and knowledge based assets at each of the HEIs in order to understand the capacity of
the region as a whole.
Conduct a ―business friendly‖ or entrepreneurial audit of the incentives available in the region
7.3 SWOT Analysis
Strengths
Systematic processes in place to broaden educational access to higher education
Strong civic engagement among the HEIs of the region
Strong interpersonal relationships and fellowship among the region‘s HEIs
Geographical location – largest binational bicultural city on an international border in the world
Institutional commitment to serving the needs of the region through increased investment in research
and development
Strong intellectual and human capital in a large number of academic disciplines well prepared to
represent HEIs and work with the private sector on collaborative projects
Strong research staff and capabilities in HEIs prepared to provide and analyze data for better
understanding of trends, program and project outcomes, and to facilitate more data-driven decision-
making
A generally positive perception by the community and private sector enterprise of the HEIs and their
reputations in the community
A strong pool of graduates of local HEIs to serve as resource people and collabourators with higher
education

78
Weaknesses
Data collection is limited and at times not consistent between the different communities for adequate
comparison
Formal data-sharing agreements and Family Education Rights and Privacy (FERPA) issues must be
addressed between institutions
Accreditation and licensing issues in Mexico must be addressed in order to pursue joint clinical
opportunities or transfer of credits among some of the region‘s HEIs
No regional vision
Limited support for entrepreneurship

Opportunities
Development of a regional entrepreneurial curriculum among the region‘s HEIs
Increased networking opportunities among HEIs and regional stakeholders
Shared research facilities at a regional level
Development of a local supplier base to support and grow manufacturing enterprises
Existing technological infrastructure to support increased connectivity between regional HEIs. Bridge
existing borders through increased use of ICT courses and virtual meetings.

Threats
Funding decreases and competition among potential collaborators for shrinking funds
Changes in personnel or leadership at the HEIs which shift regional or institutional priorities
Inability to change mindset of a ―poor community‖
Need for a middle skill labour force
Continued violence in Ciudad Juárez, Chihuahua
Changes in internal HEI staff responsible for facilitating collaboration
Longer timeframes in public HEIs needed to get projects ―up and running‖

7.4 The Way Forward- The Region’s Vision for Future

Assure the development of a framework that allows for continued conversation and the implementation
of opportunities identified in the self evaluation report as well as future recommendations for regional
polices and collaborative efforts.
Develop a marketing effort or public relations campaign to disseminate the information included in the
self assessment and raise the awareness of the role of higher education in economic development in the
Paso del Norte region.
Investment in Entrepreneurship Center for the region, develop shared programs that would strengthen
curriculum and SME support among the regions HEIs
The self evaluation report has set the foundation for the development of a regional strategic plan. This
effort can serve as the impetus for capitalizing on the opportunity to help shape the vision for the
region‘s future. Some of the critical issues identified in ensuring the success of this effort are the
inclusion of key stakeholders from the public and private sector.
Utilizing the self evaluation report to communicate to local, state and national policy leaders the
opportunities that exist within the region and specific recommendations on how to further economic
development by supporting greater regional collaboration.

79
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Ciudad Juárez Strategic Plan www.planjuarez.org/ver_proyecto.ssp?id=16

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New Mexico State University Chartered Student Organizations

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New Mexico State University Cooperative Education Program
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New Mexico State University Extension and Outreach. http://extension.nmsu.edu/.

New Mexico State University Institute for Energy and the Environment. http://iee.nmsu.edu/index.html

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New Mexico State University (NMSU). Quik Facts,

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New Mexico State University Sustainability and Climate Change Taskforce. http://www.nmsu.edu/~energy/

New Mexico Water Resources Research Institute. http://wrri.nmsu.edu/about/mission.html.

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Tecnológico de Monterrey Campus Ciudad Juárez

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Universidad Autónoma de Ciudad Juárez www.uacj.mx

Universidad Autónoma de Ciudad Juárez Portal for Information and Transparency

http://www2.uacj.mx/transparencia/pagina/default3.asp

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81
 University of Texas at El Paso (UTEP). www.utep.edu

University of Texas at El Paso (UTEP). Institute for Policy and Economic Development,
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University of Texas at El Paso Strategic Plan 2008-15 www.utep.edu/aboutUTEP/strategic_plan.pdf.

Upper Rio Grande Workforce Development Board Industry Cluster Analysis, IPED Technical Report
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82
Appendix A- Charts & Maps
Appendix A-1
Population Growth Projections for El Paso County due to Ft Bliss Expansion
Source: Regional Growth Management Plan, UTEP-IPED, 2009

El Paso County Population Forecasts

• By 2012 population range between 831,400 and 855,000
(additional 80,900 to 104,400 persons)
• By 2025 population range between 945,500 and 994,200
(additional 194,900 and 243,600 persons)

2005-Baseline 2008-Baseline Low Medium High

2008 732,757 750,585 750,585 750,585 750,585
2012 759,359 784,087 831,438 841,405 855,016
2015 776,512 808,210 863,101 876,085 895,159
2020 799,308 842,567 907,690 923,014 949,725
2025 815,561 871,331 945,532 962,548 994,178
Net 08-12 26,602 33,502 80,853 90,820 104,431
Net 08-25 82,804 120,746 194,947 211,963 243,593
Source: Institute for Policy and Economic Development, UTEP
Note: At the time of this study Census released 2008 historical county population estimates. Census downward
adjusted the population from 2001 to 2008 for El Paso County. For this study, the REMI model included 2007
Census historical population data for El Paso, which it reported at 734,679. Census now reports the population
for El Paso in 2007 and 2008 at 729,969 and 742,062 respectively.

83
A-2
Map with population density

Otero County
63,281

Dona Ana
County

201,015
El Paso County

749,799

Urban Core
Cd Juárez

1,600,000

Population
2008 Land Area Density (per Population Density
2 2 2
Jurisdiction Population (mi2) mi ) Land Area (km ) (per km )
El Paso County 749,799 1,043 718.9 2,701.4 277.6
Doña Ana County 201,015 3,807 52.8 9,860.1 20.4
Otero County 63,281 6,627 9.5 17,163.9 3.7
Ciudad Juárez, Urban & Non-
1,600,000 1,874 4,853.6
Urban 853.8 329.7
Total Region 2,614,095 13,351 195.8 34,579.0 75.6

El Paso, City 601,710 249 2,416.5 644.9 933.0

Ciudad Juárez, Urban 1,600,000 95.5 16,753.9 247.3 6,469.9
Urban Core 2,201,710 345 6,391.0 892 2,467.7

84
Appendix A-3
Regional Satellite Image, with Ports of Entry and Major Transportation Arterials

375 Daily Northbound Crossings,

El Paso District, FY 2007

136
POVs: 44,481
Trucks: 2,293
Pedestrians: 23,878

TX

NM
El Paso
Santa Teresa
POV: 1,208
Trucks: 113 Bridge of the
Peds: 65 Americas
POV: 16,646
Trucks: 1,092
Peds: 2,019
Paso del Norte
POV: 8,213
Trucks: 0 Cd Juarez
Peds: 18,758
375

Dedicated
Commuter Lane Ysleta
POV: 4,028 POV: 9,795
Trucks: 0 Trucks: 1,052
Peds: 0 Peds: 2,253

85
Appendix A-4
Inter-Regional Accessibility, Interstates and Highways

Paso del Norte Region Accessibility

Via Interstates and Major Highways
5

80

California New
5
Arizona Mexico 25
40
40

10 17 30
8 20
10 20

Texas 35 45
10
1 10
Hermosillo 45

Baja Calif. Norte

35
Chihuahua Coahuila
57

85
40
180

Nuevo Leon
Tamaulipas

86
 Appendix A-5
Airports in the Paso del Norte Region

To/From El Paso

Paso del Norte Region City

Total
Flights
Depart-
ures Arrivals

Daily Non-Stop Air Service Alamogordo 4 2 2

Albuquerque 4 2 2
Atlanta 4 2 2
Austin 8 4 4
Carlsbad 4 2 2
Chicago 2 1 1
Dallas 30 15 15
Denver 10 5 5
UNITED STATES Chicago
Houston 18 9 9
Denver Las Vegas 6 3 3
Washington, DC
Los Angeles 6 3 3
Las Vegas Phoenix 22 11 11
Los Albuquerque
Angeles San Antonio 8 4 4
Phoenix
Alamogordo Atlanta San Diego 2 1 1
San Diego
Tijuana Dallas
Carlsbad Totals 128 64 64

Carlsbad To/From Juarez

Austin
Houston Total Depart-
City Flights ures Arrivals
Cd Chihuahua San Antonio
Chihuahua 12 6 6
El Paso 2 1 1
La Paz Monterrey
Guadalajara 6 3 3
MEXICO Hermosillo 5 3 2
Guadalajara Mexico City 18 9 9
Monterrey 16 8 8
Mexico City
Tijuana 4 2 2
Totals 63 32 31

87
Appendix A-6
Airports in the Paso del Norte Region

Statistical Overview of Airports in the Paso del Norte Region

Distance &
Direction
Number from Urban Average Aircraft
of Length of Width of Core (air Daily Based
Airport Runways Runways Runways miles) Elev. Operations Operations Mix on Site
a. 12,010 ft a. 150 ft b. 40% commercial
El Paso International 3 b. 9,025 ft 150 ft c. 6.45 miles NE 3,943 ASL 273 18% air taxi 33%
c. 5,493 ft 75 ft GA 9% military
Abraham Chavez a. 9,188 ft b.
2 8.46 miles S 30+
International 5,650 ft

Biggs Army Airfield 1 13,554 ft 150 ft 7.78 miles NE 3,946 ASL NA 100% military NA
67% local GA 1%
Doña Ana County 15.60 miles air taxi 31%
1 8,500 ft 100 ft 4,112 ASL 89 95
Airport WNW transient GA 1%
military
14.65 miles
Horizon Airport 1 6,836 ft 50 ft 85 100% GA 48
ESE
1. 4,200 ft 2. 25.34 miles 61% local GA 39%
Fabens 2 3, 679 ASL 29 13
2,300 ft ESE transient GA

88
Appendix A-7
Location of Higher Education Institutions in the Region (selected)

New
Mexico
State
University

Dona Ana
Community
College

5 miles

1 1

3
3

1
Dona Ana
1 Community College 3
2
University of Texas 8
2
at El Paso
El Paso 3
3 Community College 4 5 6 7
4 Univ. Autonoma
de Cd Juarez

5 Univ. de Chihuahua 3

6 Tecnologico
de Juarez

7 Tecnologico
de Monterrey
Texas Tech Univ.
8 Med School

89
Appendix A-8
Appendix A-8 Unemployment Comparisons (Source: Sites on Texas, based on census data)

Unemployment Rates, 1990-2008

Annual Averages for El Paso, Las Cruces, Texas, New Mexico and U.S.

Percentage difference,
or “gap” between the
12.5% El Paso and US rate

10.5%
6.2%

8.5% 4.9%

5.6%
6.5%

0.3%
2.0%
2.8%
4.5%

2.5%
90

91

92

93

94

95

96

97

98

99

00

01

02

03

04

05

06

07

08
19

19

19

19

19

19

19

19

19

19

20

20

20

20

20

20

20

20

20
El Paso MSA Las Cruces MSA Texas New Mexico United States

Monthly Unemployment Rates, 2009

El Paso, Las Cruces, Texas, New Mexico and U.S.

10.0%

9.0%
-0.8%
-0.8%
-0.2%

8.0%

7.0%

6.0%
Percentage difference,
5.0% or “gap” between the
El Paso and US rate

4.0%
Jan Feb Mar Apr May Jun

El Paso MSA Las Cruces MSA Texas New Mexico United States

90
Appendix A9
Growth in GDP and GDP per Capita

Growth In GDP Per Capita, 2001-2006

Percentage Growth in GDP Per Capita from 2001 Baseline

140 37.75%

135
130 28.02%
26.70%

125 24.34%

120
115
110
105
100
2001 2002 2003 2004 2005 2006
El Paso Las Cruce s EP-LC Combine d M SA Unite d State s

GDP Growth GDP Per GDP Per Capita Difference vs US in per

GDP (USD million) from 2001 Capita Growth from 2001 capita GDP
El Paso, MSA
2001 17,634 100.0 $25,742 100.0 72.9%
2002 17,940 101.7 $26,030 101.1 72.0%
2003 18,819 106.7 $27,063 105.1 72.1%
2004 19,840 112.5 $28,204 109.6 71.2%
2005 22,646 128.4 $31,896 123.9 76.4%
2006 23,563 133.6 $32,615 126.7 74.3%
Las Cruces, MSA
2001 2,926 100.0 $16,575 100.0 47.0%
2002 3,204 109.5 $17,942 108.3 49.6%
2003 3,514 120.1 $19,280 116.3 51.4%
2004 3,907 133.5 $21,114 127.4 53.3%
2005 4,224 144.4 $22,310 134.6 53.4%
2006 4,417 151.0 $22,832 137.8 52.0%
EP & Las Cruces Combined
2001 20,560 100.0 $23,863 100.0 67.6%
2002 21,144 102.8 $24,365 102.1 67.4%
2003 22,333 108.6 $25,447 106.6 67.8%
2004 23,747 115.5 $26,728 112.0 67.4%
2005 26,870 130.7 $29,878 125.2 71.6%
2006 27,980 136.1 $30,549 128.0 69.6%
United States
2001 10,058,168 100.0 $35,287 100.0
2002 10,398,402 103.4 $36,140 102.4
2003 10,886,172 108.2 $37,511 106.3
2004 11,607,041 115.4 $39,629 112.3
2005 12,339,002 122.7 $41,748 118.3
2006 13,090,776 130.2 $43,875 124.3

http://www.bea.gov/regional/REMDchart/default.cfm#chart_top

91
Appendix B- Tables

Appendix B-1
Selected Rankings for El Paso from Various Publications and Studies: 2007-2009

#2 “Large North American City of the Future” (Financial Times, FDI, 2007)

#2 Best US City for Economic Growth Potential (Business Facilities, August 2009)

#3 Safest US city over 500,000 pop. (FBI, Uniform Crime Stats, 2008)

#3 among top 100 US metros for 5-year job growth (Forbes, Jan 2008)

#3 in Texas / #20 in US for origination of exports (USDoC, 2006)

#5 strongest housing market projection in the US (Forbes, January 2009)

#6 highest gain in home sales prices in the nation (National Association of Realtors, Feb 2009)

#8 Best US City for Cost of Living (Business Facilities, August 2009)

#9 Healthiest Cities for Men (Men’s Health , 2008)

#9 Strongest US cities for projected job growth (Forbes, March 2009)

#10 fastest growing real estate market in US (Money, May 2008)

#10 safest drivers for 500,000 to 1,000,000 pop. In US (Allstate, July 2008)

#13 best city for cost of doing business/ #1 in Texas (Forbes, March 2009)

#20 best mid-size city for relocating families (Primacy Real Estate, 2008)

#37 America’s Best Performing Cities” among 200 largest metros (Milken Institute, 2008)

Appendix B-2
Selected Rankings for Ciudad Juárez, 2008 -2009
Various Sources

• 2nd ―most cost-effective‖ large city in North America, Foreign Direct Investment Magazine, 2009
• ―One of the main contributors to Mexican GDP and national fiscal targets‖ (INEGI and SAT)
• Mexican city with the largest number of employees in the Maquiladora Industry (INEGI)
• Unemployment rates below national and state averages (INEGI)
• Mexico‘s fifth most significant economy (SDI)
• Mexico‘s ninth best city in terms of ―Quality of Life‖ (SDI)
• World‘s largest international border community in terms of business and operations (SDI)
• #1 in Mexico in terms of home building (CANADEVI)
• Highest per household computer ownership nationwide (INEGI)

92
Appendix B-3

Northbound Crossings, International Ports of Entry, El Paso District

2000 - 2008
Annual Totals Daily Averages
Pedestrians Trucks POV's Pedestrians Trucks POV's

2000 5,704,952 770,223 18,522,564 15,630 2,110 50,747

2001 6,403,542 698,817 19,297,579 17,544 1,915 52,870

2002 9,415,246 740,209 14,881,035 25,795 2,028 40,770

2003 9,357,609 699,105 15,612,876 25,637 1,915 42,775

2004 8,837,832 757,233 16,457,882 24,213 2,075 45,090

2005 8,102,805 768,656 17,749,699 22,199 2,106 48,629

2006 8,402,956 822,081 17,834,198 23,022 2,252 48,861

2007 8,610,598 809,127 16,314,960 23,591 2,217 44,699

2008 8,471,595 833,776 16,031,433 23,210 2,284 43,922

2009 (thru June) 4,000,335 320,940 6,096,949 22,101 1,773 33,685

Average (2000-
8,145,237 766,581 16,966,914 22,316 2,100 46,485
2008)

93
Appendix B-4
Current Age distribution of the Regional Population

%
Tot Pop. By Age # Change Change
(El Paso, Doña Ana 1990 1990 % 2008 2008 % 1990- 1990-
and Otero Counties) Census of Total Estimate of Total 2008 2008
0 to 4 69,642 8.9% 91,062 9.0%
5 to 14 138,100 17.7% 166,774 16.4% 28,674 20.8%
15 to 24 140,269 18.0% 165,844 16.4% 25,575 18.2%
25 to 34 134,114 17.2% 132,492 13.1% -1,622 -1.2%
35 to 44 105,770 13.6% 129,994 12.8% 24,224 22.9%
45 to 54 68,034 8.7% 124,947 12.3% 56,913 83.7%
55 to 64 58,181 7.5% 92,909 9.2% 34,728 59.7%
65 to 74 40,646 5.2% 57,159 5.6% 16,513 40.6%
75 to 84 18,937 2.4% 40,711 4.0% 21,774 115.0%
85+ 5,326 0.7% 12,229 1.2% 6,903 129.6%
Totals 779,019 1,014,121 235,102 30.2%
Median Age 28.0 31.1

%
# Change Change
Total Pop. By Age 1990 1990 % 2005 2005 % 1990- 1990-
Ciudad Juárez Census of Total Census of Total 2005 2005
798,499 1,313,338
0 to 4 93,059 11.7% 140,069 10.7% 47,010 50.5%
5 to 14 168,359 21.1% 256,120 19.5% 87,761 52.1%
15 to 24 193,977 24.3% 224,660 17.1% 30,683 15.8%
25 to 34 130,649 16.4% 227,612 17.3% 96,963 74.2%
35 to 44 77,082 9.7% 173,553 13.2% 96,471 125.2%
45 to 54 51,268 6.4% 99,818 7.6% 48,550 94.7%
55 to 64 32,074 4.0% 55,800 4.2% 23,726 74.0%
65 to 74 16,615 2.1% 31,454 2.4% 14,839 89.3%
75 to 84 7,604 1.0% 12,955 1.0% 5,351 70.4%
85+ 2,400 0.3% 3,292 0.3% 892 37.2%
Not Specified 25,412 3.2% 88,005 6.7% 62,593 246.3%

94
 Appendix B-5

Regional In-Migration and Outmigration, 1900-2007

# % # %
% of % of % of % of Change Change Change Change
Total Total Total Total 1990- 1990- 1990- 1990-
EL PASO COUNTY 1990 Pop. 2000 Pop. 2005 Pop. 2007 Pop. 2000 2000 2007 2007
Total Population 591,610 679,622 708,319 734,669 88,012 14.9% 143,059 24.2%
Native 449,994 76.1% 493,454 72.6% 516,626 72.9% 538,498 73.3% 43,460 9.7% 88,504 19.7%
Born in a US State 430,894 72.8% 480,220 70.7% 503,314 71.1% 526,825 71.7% 49,326 11.4% 95,931 22.3%
Born in Texas 298,027 50.4% 365,110 53.7% 398,775 56.3% 407,247 55.4% 67,083 22.5% 109,220 36.6%
Born in Different State 132,867 22.5% 115,110 16.9% 104,539 14.8% 119,578 16.3% -17,757 -13.4% -13,289 -10.0%
Born in PR or Abroad to US Parents 19,100 3.2% 13,234 1.9% 13,312 1.9% 11,673 1.6% -5,866 -30.7% -7,427 -38.9%
Naturalized US Citizens 47,153 8.0% 77,821 11.5% 81,404 11.5% 79,516 10.8% 30,668 65.0% 32,363 68.6%
Non-US Citizens 94,463 16.0% 108,347 15.9% 110,289 15.6% 116,655 15.9% 13,884 14.7% 22,192 23.5%
In-Migrants as % of Pop. 49.6% 46.3% 43.7% 44.6%
CIUDAD JUÁREZ
Total Residents 680,028 1,085,264 405,236 59.6%
Within the State 590,696 86.9% 1,024,624 94.4% NA NA 433,928 73.5%
From Different Mexican State 78,792 11.6% 46,272 4.3% NA NA -32,520 -41.3%
From Different Country 3,957 0.6% 6,025 0.6% NA NA 2,068 52.3%
Not Specified 6,583 1.0% 8,343 0.8% NA NA 1,760 26.7%
Total In-Migrants 89,332 13.1% 60,640 5.6% NA NA -28,692 -32.1%
In-Migrants as % of Pop. 13.14% 5.59%

Appendix B-6
Average Household, Median Household, and Per Capita Income
(Source: Sites on Texas, Data retrieved July 2009)

Change Change Change

El Paso, Doña Ana 1990- 2000- 1990- 2013
& Otero Counties 1990 2000 2000 2008 2008 2008 Projection
Average Hhld
Income $29,243 $41,694 42.6% $50,710 21.6% 73.4% $56,163
Median Hhld Income $22,496 $30,860 37.2% $38,831 25.8% 72.6% $43,219
Per Capita Income $9,228 $13,308 44.2% $17,129 28.7% 85.6% $19,092
New Mexico
Average Hhld
Income $30,996 $45,589 47.1% $57,351 25.8% 85.0% $66,877
Median Hhld Income $24,145 $34,237 41.8% $43,062 25.8% 78.3% $48,132
Per Capita Income $11,203 $16,991 51.7% $22,045 29.7% 96.8% $25,564
Texas
Average Hhld
Income $35,610 $54,412 52.8% $65,154 19.7% 83.0% $72,331
Median Hhld Income $27,038 $39,933 47.7% $51,025 27.8% 88.7% $57,041
Per Capita Income $12,860 $19,293 50.0% $22,969 19.1% 78.6% $25,006
United States
Average Hhld
Income $38,464 $56,644 47.3% $68,953 21.7% 79.3% $77,416
Median Hhld Income $30,102 $42,257 40.4% $52,599 24.5% 74.7% $58,280
Per Capita Income $14,381 $21,231 47.6% $26,464 24.6% 84.0% $29,566

95
Appendix B-7

Poverty Estimates, 2007

Estimated Percent of
Population Pop. Below Est. Range of Population % Range of Pop. Below
Below Poverty Poverty Below Poverty Level Poverty Level (90%
Level Level (90% Confidence Interval) Confidence Interval)
Low High
All ages in poverty, 2007
United States 38,052,247 13.0% 37,829,283 38,275,211 12.9 to 13.0
Texas 3,787,071 16.3% 3,749,400 3,824,743 16.1 to 16.4
El Paso County 204,927 28.4% 192,849 217,004 26.8 to 30.1
Doña Ana County 46,007 23.9% 40,786 51,229 21.2 to 26.7
Otero County 12,393 20.4% 10,189 14,597 16.8 to 24.0
Region-- US side only 263,327 27.0% 243,824 282,830 25.0 to 29.0

Under age 18 in poverty, 2007

United States 13,097,100 18.0% 12,981,173 13,213,027 17.9 to 18.2
Texas 1,508,771 23.1% 1,484,382 1,533,160 22.8 to 23.5
El Paso County 89,010 39.4% 82,676 95,344 36.6 to 42.2
Doña Ana County 18,523 34.6% 16,061 20,985 30.0 to 39.2
Otero County 4,921 31.2% 3,941 5,901 25.0 to 37.4
Region-- US side only 112,454 38.1% 102,678 122,230 34.7 to 41.4

Appendix B-8

Population Age 16 and Over, Employed in White Collar vs Blue

Collar Occupations, 2000 (Source: US Census)
Blue Collar Occupations White Collar Occupations
# Employed % of Total # Employed % of Total
Doña Ana County 28,965 42.7% 38,923 57.3%
Otero County 10,861 49.4% 11,129 50.6%
El Paso County 103,057 42.8% 137,690 57.2%
3 County Region 142,883 43.2% 187,742 56.8%
New Mexico 306,679 40.2% 457,193 59.8%
Texas 3,644,327 39.5% 5,593,313 60.5%
United States 51,479,643 39.7% 78,249,658 60.3%

96
 Appendix B-9

BEST PERFORMING CITIES INDEX, 2008

(Source: Milken Institute and Greenstreet Partners)
El Paso MSA
Overall 2008 Rank: 37 (among 200 largest metro areas)
MSA Population: 734,669 Score Rank
5-yr Job Growth (2002-2007) 100.22 96
1-yr Job Growth (2006-2007) 101.1 36
5-yr Wages & Salaries Growth (2001-2006) 104.37 75
1-yr Wages & Salaries Growth (2005-2006) 101.37 51
Job Growth (Mar07 - Mar08) 2.61% 8
5-yr Relative HT GDP Growth (2002-2007)1 113.59 31
1-yr Relative HT GDP Growth (2006-2007)2 99.53 112
High-Tech GDP LQ – 20073 0.65 117
# of HT GDP LQs Over 1 – 20074 4 121

Las Cruces MSA

Overall 2008 Rank: 11 (among 124 smallest metro areas)
Ran
MSA Population: 198,791 Score k
5-yr Job Growth (2002-2007) 107.81 25
1-yr Job Growth (2006-2007) 100.49 49
5-yr Wages & Salaries Growth (2001-2006) 117.78 11
1-yr Wages & Salaries Growth (2005-2006) 100.88 28
Job Growth (Mar07 - Mar08) 1.53% 38
5-yr Relative HT GDP Growth (2002-2007)1 171.51 1
1-yr Relative HT GDP Growth (2006-2007)2 99.61 70 1
5-Year Relative HT GDP Growth--High tech
High-Tech GDP LQ – 20073 0.94 10
# of HT GDP LQs Over 1 – 20074 6 sector output growth relative to the United States
22
average between 2002 and 2007. US average = 100.0
2
1-Year Relative HT GDP Growth--High tech sector output growth relative to the United States average
between 2006 and 2007. US average = 100.0 3HIgh Tech GDP LQ--Combined Metropolitan area high tech
location quotient during 2007. Location Quotient (LQ) is a measure of high tech concentration (US = 1.0). A
metro with an LQ higher than 1.0 is said to be more concentrated than the United States and vice versa. 4# of
HT LQ's Over 1 for 2007-- Indicates the number of Highly Concentrated High Tech Industries; Measures the
number of high technology industries with a location quotient (LQ) about the US average of 1.0 during 2007.

The table at right

demonstrates the relative
weightings assigned to
the 9 economic
measures evaluated in
the “Best Performing
Cities Index”.

97
 Appendix B-10

Exports from the El Paso MSA: 2005-2007

Share of Share of Share of
2005 Export 2005 2006 Export 2006 2007 Export 2007
Commodity Value Exports Value Exports Value (US $) Exports
Plastics And Rubber Products $495,067,080 5.1% $544,290,763 5.4% $474,592,928 4.9%
Primary Metal Manufacturing $672,096,192 7.0% $1,082,487,266 10.7% $1,020,163,736 10.6%
Computer And Electronic Products $3,391,585,746 35.1% $3,186,793,377 31.5% $2,774,118,578 28.9%
Electrical Equipment, Appliances, & Component $965,112,107 10.0% $1,169,825,073 11.6% $1,302,932,068 13.6%
Transportation Equipment $956,295,075 9.9% $952,743,918 9.4% $1,027,714,290 10.7%
All Others (Residual) $3,174,482,466 32.9% $3,169,624,732 31.4% $3,008,479,537 31.3%
Destination Country
Canada $1,053,155,573 10.9% $1,086,666,471 10.8% $1,251,180,996 13.0%
China $98,493,535 1.0% $120,491,327 1.2% na na
Federal Republic of Germany $103,166,384 1.1% $123,554,297 1.2% $121,204,203 1.3%
Honduras na na na na na na
Hong Kong na na na na $111,470,295 1.2%
Mexico $7,442,100,952 77.1% $7,800,250,391 77.2% $7,061,487,583 73.5%
Philippines $97,725,197 1.0% na na na na
Residual /Other/Unknown $859,997,025 8.9% $974,802,643 9.6% $1,062,658,060 11.1%
Total Exports $9,654,638,666 $10,105,765,129 $9,608,001,137
Exports per capita $13,598 $13,988 $13,162

98
Appendix B-11

Business Establishments by Ownership Structure

August 2009
(Source: Reference USA, data retrieved August 6, 2009)

El Paso % of Las Cruces % of Combined % of

MSA MSA MSA MSA MSA Tot
Total Non-Ag, Non-Govt 19,017 4,388 23,405
Home-Based Businesses 1,357 7.1% 405 9.2% 1,762 7.5%
Single Location 17,746 93.3% 4,008 91.3% 21,754 92.9%
Branch Locations 1,514 8.0% 371 8.5% 1,885 8.1%
Public HQ 3 0.0% 0 0.0% 3 0.0%
By Employment Size
UNKNOWN 24 0.1% 12 0.3% 36 0.2%
1 to 4 12,225 64.3% 2,804 63.9% 15,029 64.2%
5 to 9 3,344 17.6% 784 17.9% 4,128 17.6%
10 to 19 1,906 10.0% 431 9.8% 2,337 10.0%
20 to 49 968 5.1% 232 5.3% 1,200 5.1%
50 to 99 313 1.6% 80 1.8% 393 1.7%
100 to 249 179 0.9% 37 0.8% 216 0.9%
250 to 499 32 0.2% 4 0.1% 36 0.2%
500 to 999 18 0.1% 2 0.0% 20 0.1%
1,000 to 4,999 8 0.0% 2 0.0% 10 0.0%
By Sales Volume
UNKNOWN 316 1.7% 136 3.1% 452 1.9%
LESS THAN $500,000 7,903 41.6% 1,799 41.0% 9,702 41.5%
$500,000 to $1 million 5,076 26.7% 1,168 26.6% 6,244 26.7%
$1 to $2.5 million 3,270 17.2% 724 16.5% 3,994 17.1%
$2.5 to $5 million 1,247 6.6% 286 6.5% 1,533 6.5%
$5 to $10 million 618 3.2% 150 3.4% 768 3.3%
$10 to $20 million 316 1.7% 69 1.6% 385 1.6%
$20 to $50 million 183 1.0% 46 1.0% 229 1.0%
$50 to $100 million 51 0.3% 6 0.1% 57 0.2%
$100 to $500 million 34 0.2% 4 0.1% 38 0.2%
$500 MILLION to $1 billion 2 0.0% 4 0.1% 6 0.0%
OVER $1 billion 1 0.0% 0 0.0% 1 0.0%

99
 Appendix B-12(a) County Business Patterns, El Paso MSA 2000-2007

2000 El Paso MSA By Employment Range

Total '100- '250- '500-
Industry code description estabs '1-4' '5-9' '10-19' '20-49' '50-99' 249' 499' 999' 1000 +
Total 12,310 6,288 2,627 1,549 1,181 358 213 55 24 15
Percent of Total 51.1% 21.3% 12.6% 9.6% 2.9% 1.7% 0.4% 0.2% 0.1%
Forestry, fishing, hunting, and agriculture support 13 10 1 1 0 1 0 0 0 0
Mining 6 6 0 0 0 0 0 0 0 0
Utilities 19 6 1 3 4 2 3 0 0 0
Construction 920 524 198 106 64 19 7 2 0 0
Manufacturing 632 230 103 96 93 44 34 17 11 4
Wholesale trade 1,012 516 226 155 84 20 10 1 0 0
Retail trade 2,119 953 638 249 164 56 51 6 2 0
Transportation & warehousing 646 351 102 88 66 21 15 3 0 0
Information 154 75 22 20 22 7 4 2 2 0
Finance & insurance 665 406 126 68 44 14 6 1 0 0
Real estate & rental & leasing 592 394 116 56 24 1 0 0 1 0
Professional, scientific & technical services 971 637 182 97 41 8 3 3 0 0
Management of companies & enterprises 76 29 12 12 12 5 3 2 0 1
Admin, support, waste mgt, remediation services 565 289 92 45 62 28 31 9 4 5
Educational services 108 50 13 15 21 6 3 0 0 0
Health care and social assistance 1,225 536 309 194 119 34 17 8 3 5
Arts, entertainment & recreation 90 44 12 14 12 4 3 0 1 0
Accommodation & food services 1,066 341 174 192 279 65 15 0 0 0
Other services (except public administration) 1,213 711 282 132 60 20 7 1 0 0
Auxiliaries (exc corp, subsidiary & regional mgt) 30 6 4 6 10 3 1 0 0 0
Unclassified establishments 188 174 14 0 0 0 0 0 0 0
2007- El Paso MSA By Employment Range
Total '100- '250- '500-
Industry code description estabs '1-4' '5-9' '10-19' '20-49' '50-99' 249' 499' 999' 1000 +
Total 13,225 6,657 2,785 1,750 1,296 419 240 45 24 9
Percent of Total 50.3% 21.1% 13.2% 9.8% 3.2% 1.8% 0.3% 0.2% 0.1%
Forestry, fishing, hunting, and agriculture support 13 8 2 1 0 1 1 0 0 0
Mining 19 9 4 4 1 1 0 0 0 0
Utilities 20 4 2 5 2 5 2 0 0 0
Construction 970 599 161 106 68 23 9 3 1 0
Manufacturing 592 233 106 103 75 28 34 12 1 0
Wholesale trade 1015 545 239 141 65 18 7 0 0 0
Retail trade 2300 1005 658 324 183 69 51 3 7 0
Transportation & warehousing 774 401 130 93 97 31 18 4 0 0
Information 192 95 24 25 21 11 7 7 1 1
Finance & insurance 793 465 165 81 59 17 4 2 0 0
Real estate & rental & leasing 669 429 140 76 21 1 1 1 0 0
Professional, scientific & technical services 1175 749 224 117 60 10 12 1 2 0
Management of companies & enterprises 72 31 14 10 9 4 3 1 0 0
Admin, support, waste mgt, remediation services 584 296 106 53 58 24 35 4 7 1
Educational services 114 52 16 15 17 12 2 0 0 0
Health care and social assistance 1346 552 335 233 139 40 29 6 5 7
Arts, entertainment & recreation 120 65 18 12 15 8 2 0 0 0
Accommodation & food services 1256 383 177 241 340 98 17 0 0 0
Other services (except public administration) 1184 720 264 110 66 17 6 1 0 0
Auxiliaries (exc corp, subsidiary & regional mgt) na na na na Na na na na na na
Unclassified establishments 17 16 0 0 0 1 0 0 0 0

100
Appendix B-12(b) County Business Patterns, Las Cruces MSA, 2000-2007

2000 Las Cruces MSA By Employment Range

Total '100- '250- '500-
Industry code description estabs '1-4' '5-9' '10-19' '20-49' '50-99' 249' 499' 999' 1000 +
Total 3,211 1,707 664 431 281 88 30 8 1 1
Percent of Total 53.2% 20.7% 13.4% 8.8% 2.7% 0.9% 0.2% 0.0% 0.0%
Forestry, fishing, hunting, and agriculture support 12 9 1 1 1 0 0 0 0 0
Mining 5 0 1 2 2 0 0 0 0 0
Utilities 23 11 7 2 1 2 0 0 0 0
Construction 448 257 97 52 35 6 1 0 0 0
Manufacturing 115 41 31 21 11 7 3 1 0 0
Wholesale trade 122 61 31 14 14 2 0 0 0 0
Retail trade 524 217 151 82 50 16 7 0 1 0
Transportation & warehousing 112 72 22 5 9 1 2 1 0 0
Information 49 25 4 9 7 3 1 0 0 0
Finance & insurance 206 135 36 20 11 4 0 0 0 0
Real estate & rental & leasing 181 145 22 13 1 0 0 0 0 0
Professional, scientific & technical services 252 145 47 38 16 3 1 2 0 0
Management of companies & enterprises 12 4 4 1 1 2 0 0 0 0
Admin, support, waste mgt, remediation services 140 87 23 12 10 5 1 2 0 0
Educational services 18 11 1 3 0 2 1 0 0 0
Health care and social assistance 345 144 82 58 43 9 7 1 0 1
Arts, entertainment & recreation 38 22 5 4 3 3 0 1 0 0
Accommodation & food services 243 76 31 58 54 18 6 0 0 0
Other services (except public administration) 304 192 64 32 12 4 0 0 0 0
Auxiliaries (exc corp, subsidiary & regional mgt) 3 0 0 2 0 1 0 0 0 0
Unclassified establishments 59 53 4 2 0 0 0 0 0 0
2007-Las Cruces MSA By Employment Range
Total '100- '250- '500-
Industry code description estabs '1-4' '5-9' '10-19' '20-49' '50-99' 249' 499' 999' 1000 +
Total 3,805 1,906 839 526 356 113 51 9 4 1
Percent of Total 50.1% 22.0% 13.8% 9.4% 3.0% 1.3% 0.2% 0.1% 0.0%
Forestry, fishing, hunting, and agriculture support 13 9 2 0 1 0 1 0 0 0
Mining 9 3 1 4 1 0 0 0 0 0
Utilities 22 9 7 3 1 2 0 0 0 0
Construction 608 342 128 77 49 10 2 0 0 0
Manufacturing 141 61 26 26 16 8 3 1 0 0
Wholesale trade 125 61 35 12 13 4 0 0 0 0
Retail trade 530 178 184 90 47 17 12 1 1 0
Transportation & warehousing 151 107 25 6 7 3 3 0 0 0
Information 49 29 5 7 7 1 0 0 0 0
Finance & insurance 231 147 40 24 18 2 0 0 0 0
Real estate & rental & leasing 239 167 47 20 4 1 0 0 0 0
Professional, scientific & technical services 319 194 51 46 15 8 4 1 0 0
Management of companies & enterprises 11 7 1 0 1 1 1 0 0 0
Admin, support, waste mgt, remediation services 175 95 33 19 17 5 5 0 1 0
Educational services 39 21 7 4 6 0 1 0 0 0
Health care and social assistance 470 175 111 90 57 16 13 6 1 1
Arts, entertainment & recreation 41 19 3 7 8 3 0 0 1 0
Accommodation & food services 304 84 47 61 80 26 6 0 0 0
Other services (except public administration) 326 196 86 30 8 6 0 0 0 0
Auxiliaries (exc corp, subsidiary & regional mgt) na na na na na na na na na na
Unclassified establishments 2 2 0 0 0 0 0 0 0 0

101
 Appendix B-12(c) County Business Patterns, United States, 2000-2007

2000 United States By Employment Range

Total '100- '250- '500-
Industry code description estabs '1-4' '5-9' '10-19' '20-49' '50-99' 249' 499' 999' 1000 +
Total 7,070,048 3,716,992 1,359,456 893,689 612,958 212,293 123,924 32,691 12,170 6,907
Percent of Total 52.6% 19.2% 12.6% 8.7% 3.0% 1.8% 0.5% 0.2% 0.1%
Forestry, fishing, hunting, and agri. support 26,076 17,107 4,810 2,520 1,152 311 133 34 7 2
Mining 23,738 12,479 3,709 3,234 2,639 885 542 166 61 23
Utilities 17,301 7,024 2,837 2,313 2,480 1,295 881 274 134 63
Construction 709,590 441,396 126,649 75,300 45,728 12,989 5,827 1,217 358 126
Manufacturing 354,498 120,568 60,346 54,831 55,863 28,126 22,306 7,802 3,210 1,446
Wholesale trade 446,237 226,967 88,007 64,829 44,418 13,510 6,508 1,453 411 134
Retail trade 1,113,573 506,750 285,975 174,109 89,803 31,532 21,060 3,784 494 66
Transportation & warehousing 190,044 107,307 29,575 22,332 18,405 6,927 3,957 959 320 262
Information 133,590 67,241 20,474 17,080 15,281 6,744 4,399 1,448 620 303
Finance & insurance 423,727 242,030 87,086 50,292 27,749 8,780 4,860 1,589 834 507
Real estate & rental & leasing 300,177 207,221 51,589 26,153 10,533 2,813 1,406 330 109 23
Professional, scientific & technical services 722,698 494,384 109,241 62,376 36,480 11,272 6,253 1,814 598 280
Management of companies & enterprises 47,387 17,297 7,104 6,852 7,037 3,742 2,961 1,316 675 403
Admin, support, waste mgt, remediation svcs 351,528 198,653 55,893 36,515 28,262 14,226 11,846 3,965 1,408 760
Educational services 68,014 31,505 10,694 9,026 9,564 3,836 2,058 620 375 336
Health care and social assistance 658,559 311,421 154,855 96,015 54,982 19,575 14,871 3,447 1,667 1,726
Arts, entertainment & recreation 103,816 59,083 14,906 11,936 10,921 4,288 1,968 453 160 101
Accommodation & food services 542,411 197,751 90,525 99,804 113,418 31,690 7,730 1,005 308 180
Other services (except public administration) 723,323 446,359 152,803 75,773 35,804 8,532 3,347 543 122 40
Auxiliaries (exc corp, subsidiary & regional mgt) 14,793 4,449 2,378 2,399 2,439 1,220 1,011 472 299 126
Unclassified establishments 98,968 90,818 5,945 1,623 582 0 0 0 0 0
2007 United States
'100- '250- '500-
Industry code description Total '1-4' '5-9' '10-19' '20-49' '50-99' 249' 499' 999' 1000 +
Total 7,705,018 4,195,170 1,457,988 979,760 665,017 226,540 128,847 32,470 12,124 7,102
Percent of Total 54.4% 18.9% 12.7% 8.6% 2.9% 1.7% 0.4% 0.2% 0.1%
Forestry, fishing, hunting, and agri. support 23,645 16,042 3,992 2,138 1,031 253 141 36 7 5
Mining 26,202 12,441 4,074 3,764 3,414 1,293 773 260 134 49
Utilities 16,674 6,600 2,658 2,287 2,482 1,337 850 291 128 41
Construction 811,452 526,964 133,490 78,957 48,692 14,617 6,745 1,431 405 151
Manufacturing 331,355 119,182 57,779 51,422 50,094 24,359 18,943 6,172 2,384 1,020
Wholesale trade 434,464 227,154 83,831 60,811 41,363 12,856 6,348 1,472 475 154
Retail trade 1,123,629 508,753 277,469 177,744 98,920 33,121 22,688 4,491 399 44
Transportation & warehousing 219,806 125,980 32,285 25,115 20,834 8,131 5,115 1,370 671 305
Information 143,779 76,160 22,097 18,609 14,592 6,245 3,965 1,266 585 260
Finance & insurance 508,091 299,336 105,485 58,189 28,443 8,511 4,863 1,712 990 562
Real estate & rental & leasing 380,138 273,887 61,906 27,735 11,457 3,187 1,480 324 113 49
Professional, scientific & technical services 867,556 601,991 124,125 75,093 42,913 13,134 7,132 1,998 757 413
Management of companies & enterprises 50,643 18,768 7,575 7,064 7,525 4,053 3,145 1,384 685 444
Admin, support, waste mgt, remediation svcs 384,501 223,477 56,989 39,413 31,168 15,409 12,034 3,652 1,478 881
Educational services 86,896 40,799 13,955 11,923 11,463 4,803 2,468 679 415 391
Health care and social assistance 784,231 359,730 184,514 120,491 70,434 23,840 17,664 3,853 1,755 1,950
Arts, entertainment & recreation 125,222 74,243 17,949 13,319 11,597 4,863 2,348 577 199 127
Accommodation & food services 632,489 218,960 107,121 126,475 131,549 38,139 8,721 946 378 200
Other services (except public administration) 744,252 455,181 160,374 79,107 37,002 8,387 3,423 556 166 56
Auxiliaries (exc corp, subsidiary & regional mgt) na na na na na na na na na na
Unclassified establishments 9,993 9,522 320 104 44 2 1 0 0 0

102
 Appendix B-13
Population by Race and Ethnicity, 2008

2008 Demographics
Race & Ethnicity Doña Ana County Otero County El Paso County 3 County Region United States
Total Population 201,015 63,281 749,799 1,014,095 305,316,813
American Indian, Eskimo,
2,211 3,670 3,749 2,442,535
Aleut 1.1% 5.8% 0.5% 9,631 0.9% 0.8%
Asian 2,412 1.2% 823 1.3% 8,248 1.1% 11,483 1.1% 14,044,573 4.6%
Black 4,623 2.3% 2,468 3.9% 20,245 2.7% 27,336 2.7% 37,859,285 12.4%
Hawaiian/Pacific Islander 201 0.1% 190 0.3% 1,500 0.2% 1,890 0.2% 610,634 0.2%
White 178,702 88.9% 47,144 74.5% 569,097 75.9% 794,946 78.4% 224,407,858 73.5%
Other 11,257 5.6% 6,961 11.0% 125,966 16.8% 144,184 14.2% 17,403,058 5.7%
Multi-Race 1,608 0.8% 2,088 3.3% 20,994 2.8% 24,691 2.4% 8,854,188 2.9%
Hispanic Ethnicity 131,665 65.5% 22,148 35.0% 618,584 82.5% 772,398 76.2% 47,324,106 15.5%
Not of Hispanic Ethnicity 69,551 34.6% 41,196 65.1% 131,215 17.5% 241,963 23.9% 257,992,707 84.5%
Source: Sites on Texas

Appendix B-14
2007 US Metropolitan Area Relative Business Costs

(Source: Moody's Economy.com, June 2009)

Unit Labour Cost
Cost of Doing Business Index Energy State & Local Tax Office Rent
Index Rank Index Rank Index Rank Index Rank Index Rank
El Paso MSA 77 369 85 365 99 167 70 330 46 365
Las Cruces MSA 83 278 94 282 99 167 83 275 60 230
Texas 98 21 94 34 110 16 79 49 na na
New Mexico 94 27 98 26 82 31 98 23 na na
United States 100 -- 100 -- 100 -- 100 -- 100 --

103
Appendix B-15
Highest and Lowest Paid Occupational Categories; El Paso MSA, Las Cruces MSA, and United States:
2008

Top 4 in Mean Wages: 2008 Bottom 3 in Mean Wages: 2008

El Paso Legal $85,750 Personal Care and Service $16,010
Management $81,910 Food Preparation and Serving Related $16,750
Healthcare Practitioners & Technical $59,050 Building/Grounds Cleaning & Maint. $18,940
Computer and Mathematical $54,060
Las Cru Management $68,620 Building/Grounds Cleaning & Maint. $19,430
ces
Computer and Mathematical $66,600 Personal Care and Service $18,910
Healthcare Practitioners & Technical $66,410 Food Preparation and Serving Related $17,100
Architecture and Engineering $64,020
United Management $100,310 Building / Grounds Cleaning & Maint. $24,370
States
Legal $92,270 Personal Care and Service $24,120
Computer and Mathematical $74,500 Food Preparation and Serving Related $20,200
Architecture and Engineering $71,430

104
Appendix B-16 (a)
Potential Financial Inducements from Local Government in El Paso

Low or No Cost Industrial Land

The community has been very selective about offering this incentive, but the last time it was offered (2007) was
to a company in the alternative/ renewable energy industry sector.

380 Municipal Grant/381 County Grants– The City and County of El Paso offer grants (rebates) to selected
private businesses will make a measurable difference in achieving economic growth and development in the
community. The dollar amount of grants are wholly dependent upon the economic impact that the individual
project will generate for the community, but in most cases are limited to a 50% refund of the direct taxes each
company pays, plus 50% of the indirect and induced taxes that are generated in the local economy as result of
the project. Most of these programs will carry a term of 5-10 years, and all grants are subject to final approval
by votes of City Council and County Commissioners. Projects must meet one or more of the following criteria
to qualify:
Generate at least 25 ―job credits‖ (the policy defines a ―quality job‖ as one which earns at or
above MCW [currently USD 11.50/hr], and at least 51% of health premium paid by
company)
Fall within a target industry
Locate within a targeted geographic segment of the community
Invest USD 30 million or more

Note: Individual projects must pay a specified wage target to at least 80% of all employees in the project.
Limited Property Tax Abatement for a period of up to 10 Years
For capital intensive projects an abatement of property taxes may prove more beneficial than receiving one of
the grants mentioned. In most instances, a total of four local taxing jurisdictions have the opportunity to grant
property tax abatements—City, County, Community College District and Hospital District. City and County,
however, will not offer both an abatement and a grant. State law limits abatement agreements to a maximum of
ten years, and local governments have typically abated up to 50% of the total taxable value. School districts can
also abate taxes on incremental investments above USD 20 million, but only on the M&O portion of the tax rate
and only if the project meets specified wage targets.

Expedited Plan Review & Permitting

In order to ensure that projects are able to begin business operations on a timely basis, the City of El Paso will
often provide all plan review and permitting on an expedited basis, whether the company chooses to retrofit an
existing building or engage in new construction.

Property Tax Exemptions on “Freeport” Inventory

All five El Paso taxing entities that have jurisdiction of El Paso‘s proposed sites-- have exercised the option to
offer an exemption from ad valorem taxes for inventories that meet the definition of ―freeport‖. All inventories
that remain in the facility for a period of no more than 175 days, and are exported outside of the state of Texas
within that timeframe, will be classified as ―freeport‖ and are therefore exempt from ad valorem taxation. The
value of this incentive can be calculated once the value of ―Freeport‖ inventory is determined by the company.

Inclusion into Foreign Trade Zone (FTZ) #68 at little or no cost to the company
Should companies desire to take advantage of import duty reductions and deferrals that can be offered by
locating in a Foreign Trade Zone, the City will sometimes bear all costs related to designating the company‘s
El Paso location as a sub-zone of FTZ #68.

Local Workforce Training and Other Services

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Based upon the preliminary description of this project, the Upper Rio Grande Workforce Development Board
(Workforce Solutions) would likely supplement any state training grants by committing an additional cash
amount per employee to provide Incumbent Worker Training for the company.

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Appendix B-22 (b)
Potential Financial Inducements from Texas State Government

Texas Enterprise Fund (TEF)

This USD 190 million fund is used as a deal closing fund for companies contemplating jobs and investment in
Texas. Companies can potentially receive grants totaling up to USD 10,000 per job. To qualify, a company
must typically create a minimum of 100 new jobs that pay starting wages that are equal to or greater than the
Average County Wage (ACW) for El Paso. El Paso‘s current ACW stands at USD 15.31 per hour.
Texas Emerging Technology Fund (ETF)
This USD 200 million fund, created by the State of Texas in 2005, is available for the development and
funding of high technology businesses throughout the State. ETF funds can also be used to develop
collaborative relationships with higher education institutions in Texas to leverage federal research grants and
to achieve research superiority in certain technologies. The Trans-Pecos/El Paso Regional Center for
Innovation and Commercialization (RCIC) links entrepreneurs and start-ups with the ETF and other sources of
equity funding.
Texas Skills Development Fund
Companies can qualify for Customized Training (CT) and/or On-the-Job Training (OJT) grants totaling up to
USD 500,000 through this State training program. The average statewide grant is approximately USD 1,200
per employee. Companies must first establish operations in Texas before applying for a grant.
Industrial Development Bonds
Below market, fixed rate financing for projects that require between USD 3 million and USD 10 million are
sometimes viable alternatives in financing industrial expansion and construction.
Manufacturing Sales & Use Tax Exemption
Leased or purchased machinery, equipment, replacement parts and accessories that meet the following criteria
are exempt from state and local sales and use tax:
 have a useful life of more than six (6) months and
 are used or consumed in the manufacturing, processing, fabricating, or repairing of tangible personal
property for ultimate sale.
Texas businesses are exempt from paying state sales and use tax on the purchase of machinery exclusively
used in processing, packing, or marketing agricultural products by the original producer at a location operated
by the original producer.
Texas Enterprise Zone Program
The Texas Enterprise Zone Program is an economic development tool for local communities to partner with
the State of Texas to promote job creation and capital investment in ―economically distressed‖ areas of the
state. The entire county of El Paso qualifies for Enterprise Zone designation. Designated projects are eligible
to apply for State sales and use tax refunds on qualified expenditures that include building materials, taxable
services, machinery and equipment, electricity, gas, and tangible property purchased and consumed in the
normal course of business. The level and amount of refund is contingent upon capital investment and job
creation at the qualified business site. See Table 1 for details.

Table 1. Refund Matrix for the Texas Enterprise Zone Program

Capital Investment Max # of jobs Max potential Max refund per
allocated refund job allocated
$40,000 to $399,999 10 $25,000 $2,500
$400,000 to $999,999 25 $62,500 $2,500
$1,000,000 to $4,999,999 125 $312,500 $2,500
$5,000,000 to $149,999,999 500 $1,250,000 $2,500
$150,000,000 to 500
$2,500,000 $5,000
$249,999,999
$250,000,000 or more 500
$3,750,000 $7,500
(―Triple Jumbo Project‖)

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Appendix B-22 (c)
Potential Financial Inducements from Federal Government in El Paso

Empowerment Zone
El Paso‘s Empowerment Zones (EZ) are federally designated areas where deductions on federal taxes are
available to for-profit businesses operating in the EZ. The deductions are formatted as wage credits of up to
USD 3,000 for each employee that is a resident of the EZ, with an increased deduction on equipment
depreciation and work opportunity tax credits for hiring targeted disadvantaged groups as identified by the
Texas Workforce Commission. The following items are types of credits and deductions:
 EZ Wage Credit,
 Welfare-to-Work Federal Tax Credit,
 Environmental Cleanup Cost Deduction (Brownfield‘s),
 Empowerment Zone Facility Bonds,
 Qualified Zone Academy Bonds (QZAB‘s),
 Non-recognition of Gain on Sale of Empowerment Zone Assets,
 Partial Exclusion of Gain on Sale of Empowerment Zone Stock, and
 Low-Income Housing Tax Credit (LIHTC).

Renewal Communities Initiatives (RCI)

There are a variety of incentives available for businesses that work in a Renewal Community (RC). El Paso is
designated as an RC, thus a range of corresponding incentives are available to companies that locate in the
region. These incentives are in the form of wage credits, deductions, and investment incentives:

 RC Employment Credit – A business can obtain an annual tax credit of up to USD 1,500 for each
employee who lives and works for the business in an RC.
 Work Opportunity Tax Credits – A business can obtain a tax credit of up to USD 2,400 for each 18
to 39 year old new employee who lives in an RC.
 Commercial Revitalization Deduction – A business may elect an accelerated method to recover
certain costs of new and / or substantially rehabilitated commercial buildings in an RC.
 Increased 179 Deduction – A business may obtain an increase in deduction up to USD 35,000 of the
cost of eligible equipment purchases (subject to certain limitations) in the placed-in-service year of the
equipment in an RC.
 Gross Income Expulsion for RC Capital Gains – Gross income does not include capital gain from
the sale of eligible stock or partnership interest held in or the sale of eligible tangible property held by
an RC business for more than five (5) years. Gains attributable to before 2002 or after 2014 will not
qualify for the exclusion.

New Markets Tax Credit (NMTC) Program

This program permits taxpayers to receive a credit against Federal income taxes for making qualified equity
investments in designated Community Development Entities (CDE‘s). The qualified equity investment must,
in turn, be used by the CDE‘s to provide investments in low-income communities. The credit provided to the
investor totals 39% of the cost of the investment and is claimed over a seven (7) year credit allowance
period. In each of the first three (3) years, the investor receives a credit equal to 5% of the total amount paid
for the stock or capital interest at the time of purchase. For the final four (4) years, the value of the credit is
6% annually. Investors may not redeem their investments in CDE‘s prior to the conclusion of the seven (7)
year period. Any organization wishing to receive awards under the NMTC Program must be certified as a
CDE. To obtain CDE certification, an organization must meet the following criteria:
 be a domestic corporation or partnership at the time of the certification application,
 demonstrate a primary mission of serving or providing investment capital for low-income
communities or low-income persons, and
 maintain accountability to residents of low-income communities through representation on a
governing board of directors or advisory board to the entity.

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Small Business Administration’s 504 Loan Program (SBA 504)
This program is designed to assist expanding small businesses to obtain long-term financing at below-market
interest rates. Most for-profit, owner-occupied small businesses within the US –that are a manufacturer with
less than 500 employees or have a net worth of less than USD 7.5 million and a net profit after tax (a 2 year
average) of no more than USD 2.5 million – can qualify. The funds may be used for acquisition of land or an
existing building, new construction, fixed assets from business acquisition, building expansion, long-term
equipment, professional fees, and lender‘s interim points and interest. The program offers fixed rates that
―lock-in‖ when the SBA funds the debenture. They are based on treasury rates and are fully-amortized over
the life of the loan (there is no balloon). Real estate fixed-rates may have a ten (10) or 20-year term.
Machinery and equipment fixed-rates may also have ten (10) or 20-year terms, depending on if they have
useful lives. The maximum gross debenture (SBA portion) is USD 1.5 million for a typical project,
USD 2 million if a Public Policy goal is met, and USD 4 million for manufacturers, and no maximum limit is
placed on a participating lender‘s loan portion. The borrower‘s injection is 10% in most cases, 15% for start-
up businesses (less than two (2) years in operation) or special-purpose properties, 20% if the project is both a
start-up and a special-purpose property, and equipment-only loans may qualify with 10% or 15% injections.
Required job creation/retention is one job for every USD 50,000 of the debenture for most projects, one job
for every USD 75,000 of the debenture for Enterprise Zones and Labour Surplus areas, one job for every
USD 100,000 of the debenture for manufacturers, and there are no job requirements if a Public Policy goal is
fulfilled.

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Appendix C -- Oversized Data Tables - Source: United States Census Bureau

Appendix C-1
Comparison of Non-Farm Employment for El Paso MSA, Texas and the United States: 1990-2007
http://www.pasodelnortegroup.org/images/appendix_c-1

Appendix C-2a Occupational Employment Summary for El Paso MSA: 2000-2008

http://www.pasodelnortegroup.org/images/appendix_c-2a

Appendix C-2b Occupational Employment Summary for Las Cruces MSA: 2000-2008
http://www.pasodelnortegroup.org/images/appendix_c-2b

Appendix C-2c Occupational Employment Summary for United States: 2000-2008

http://www.pasodelnortegroup.org/images/appendix_c-2c

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Appendix D-1 Chart of education levels in Mexico

Source: Principal statistics 2007-2008 Educational System of the United States of Mexico
Secretaria de Educación Pública (SEP) www.Principales_cifras_2007_2008.pdf

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Appendix E-1 2009 Proposed Target Occupations List

Workforce Solutions Upper Rio Grande - 2009 Proposed Target Occupations List | Criteria: Minimum of 20 New Job Openings Yearly,
Minimum of $8.61 Mean Hourly Wage
Wage Job
Employment AAGR
SOC Occupation Title Information Growth Education and Training Level
Mean (2007) 2007 2017 10-Year
1 13-2011 Accountants and Auditors $24.42 3,443 4,369 2.4% 925 Bachelor's degree
2 15-1021 Computer Programmers $21.28 984 1,213 2.1% 228 Bachelor's degree
3 15-1031 Computer Software Engineers, Applications $31.68 685 1,102 4.9% 418 Bachelor's degree
4 15-1032 Computer Software Engineers, Systems Software $42.27 882 1,373 4.5% 491 Bachelor's degree
5 15-1041 Computer Support Specialists $19.41 1,188 1,620 3.1% 432 Associate degree
6 15-1051 Computer Systems Analysts $31.61 1,326 1,907 3.7% 580 Bachelor's degree
7 15-1071 Network and Computer Systems Administrators $24.23 808 1,176 3.8% 368 Bachelor's degree
8 15-1081 Network Systems and Data Communications Analysts $29.63 408 654 4.8% 245 Bachelor's degree
9 17-2072 Electronics Engineers, Except Computer $35.55 676 993 3.9% 317 Bachelor's degree
10 17-3023 Electrical and Electronic Engineering Technicians $22.43 715 945 2.8% 230 Associate degree
11 23-2011 Paralegals and Legal Assistants $20.09 659 917 3.4% 258 Associate degree
12 25-2011 Preschool Teachers, Except Special Education $12.88 1,405 1,982 3.5% 577 Postsecondary vocational award
13 25-2021 Elementary School Teachers, Except Special Education $22.11 3,506 4,189 1.8% 683 Bachelor's degree
14 25-2022 Middle School Teachers, Except Special & Vocational Ed. $21.90 1,888 2,183 1.5% 295 Bachelor's degree
15 25-2031 Secondary School Teachers, Excpt Special & Vocational Ed. $22.74 2,376 2,753 1.5% 377 Bachelor's degree
16 29-1111 Registered Nurses $25.63 6,297 8,615 3.2% 2,318 Associate degree
17 29-1126 Respiratory Therapists $21.17 269 357 2.9% 88 Associate degree
18 29-2011 Medical and Clinical Laboratory Technologists $23.74 472 637 3.0% 165 Bachelor's degree
19 29-2034 Radiologic Technologists and Technicians $22.02 452 599 2.8% 147 Associate degree
20 29-2052 Pharmacy Technicians $11.67 863 1,132 2.8% 270 Moderate-term on-the-job training
21 29-2061 Licensed Practical and Licensed Vocational Nurses $19.25 2,430 3,219 2.8% 789 Postsecondary vocational award
22 31-9091 Dental Assistants $12.61 434 654 4.2% 220 Moderate-term on-the-job training
23 31-9092 Medical Assistants $9.48 1,258 1,899 4.2% 640 Moderate-term on-the-job training
24 33-2011 Fire Fighters $21.38 1,227 1,552 2.4% 326 Long-term on-the-job training
25 33-3051 Police and Sheriff's Patrol Officers $22.33 3,155 3,879 2.1% 724 Long-term on-the-job training
26 43-3031 Bookkeeping, Accounting, and Auditing Clerks $13.04 5,131 5,797 1.2% 666 Moderate-term on-the-job training
27 43-4051 Customer Service Representatives $11.51 7,625 9,863 2.6% 2,238 Moderate-term on-the-job training
28 43-6011 Executive Secretaries and Administrative Assistants $16.04 5,176 6,056 1.6% 880 Moderate-term on-the-job training
29 43-9061 Office Clerks, General $9.37 7,932 9,179 1.5% 1,247 Short-term on-the-job training
30 47-2111 Electricians $16.18 1,524 1,830 1.8% 306 Long-term on-the-job training
31 47-2152 Plumbers, Pipefitters, and Steamfitters $15.11 1,248 1,470 1.7% 222 Long-term on-the-job training
32 49-3023 Automotive Service Technicians and Mechanics $13.97 2,151 2,658 2.1% 507 Postsecondary vocational award
33 49-3031 Bus and Truck Mechanics and Diesel Engine Specialists $13.38 941 1,156 2.1% 214 Postsecondary vocational award
34 49-9021 Heating, Air Conditioning, & Refrigeration Mechanics & Inst. $15.10 927 1,178 2.4% 251 Long-term on-the-job training
35 49-9042 Maintenance and Repair Workers, General $10.97 4,444 5,257 1.7% 813 Moderate-term on-the-job training
36 51-4121 Welders, Cutters, Solderers, and Brazers $11.33 1,304 1,518 1.5% 215 Long-term on-the-job training
37 53-3032 Truck Drivers, Heavy and Tractor-Trailer $18.59 6,096 7,833 2.5% 1,737 Moderate-term on-the-job training
38 53-3033 Truck Drivers, Light or Delivery Services $11.72 2,631 3,318 2.3% 687 Short-term on-the-job training
Source: Upper Rio Grande Workforce Development Board/Institute for Policy and Economic Development-UTEP, Bureau of Labor Statistics.

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 Members of the Regional Steering Committee

Mario Blanco -CENALTEC - Director CENALTEC Ciudad Juárez

Dr. Garrey Carruthers – NMSU, Dean College of Business Administration

Guadalupe Chacon – State Secretary of Education, Chihuahua

Bob Cook – REDCo , President

Dr. Manuel de la Rosa – TTHSC, Founding Dean

Vickie Galindo – NMSU, Director. Business Development Arrowhead Center

Woody Hunt – Hunt Companies, President

Richard Jarvis – UTEP, Provost

Nancy Laster – The Laster Group, President

Davin Lopez – MVEDA, President

Martin Lopez Méndez – Tecnológico de Monterrey, Director

Robert Nachtmann – UTEP, Dean College of Business Administration

Dr. Diana Natalicio, UTEP, President

Susana Navarro – El Paso Collaborative for Academic Excellence, Executive Director

Lydia Nesbitt – UACJ, Director ICSA

Richard Rhodes – EPCC, President

Javier Sanchez Carlos – UACJ, Director ICSA

Frank Stout – TTHSC, Associate Dean

Lucinda Vargas - Plan Estratégico, Executive. Director

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 ABOUT THE PROJECT
OECD International Project on the
Role of Higher Education in Fostering Regional Development

About OECD:
The Organization for Economic Co‐operation and Development is a unique forum where the governments
of 30 market democracies work together to address the economic, social and governance challenges of
globalization as well as to exploit its opportunities. Based in Paris, France, OECD was founded in 1961 in
the aftermath of the Marshall Plan. For more than 40 years, OECD has been one of the world's largest and
most reliable sources of comparable statistics, and economic and social data. In addition to collecting
data, OECD monitors trends, analyses and forecasts economic developments and researches social
changes or evolving patterns in trade, environment, agriculture, technology, taxation and more. The
Organization provides a setting where governments compare policy experiences, seek answers to
common problems, identify good practice and coordinate domestic and international policies.

About the OECD Regional Development and Higher Education project:

Between 2005 and 2007 OECD conducted an intensive review project of the interplay between higher
education institutions and the regions. The study, conducted in 14 regions in 12 countries, resulted in a
coherent body of policy and practice which included concrete recommendations to the national and
regional authorities and to higher education institutions on how to mobilize higher education for the
economic, social and cultural development in each of the participating regions. Based on the success of
the first round of reviews, OECD is conducting a Second Phase of the same study involving a new set of
regions. The reviews are being carried out in a way that is sensitive to the varying national and regional
contexts within which higher education institutions operate, and will result in recommendations for policy
measures, practical measures and institutional reforms. The reviews will also facilitate a learning and
developmental process for higher education institutions and their regional stakeholders and will seek to
enhance the connection of them to regional communities. The main objective of the OECD project is to
strengthen the contributions of higher education institutions by devising steps to be taken to improve the
interplay and mutual capacity building between them and their regional stakeholders and partners at
different regional levels.

A brief rationale for the project:

In the globalizing knowledge economy, countries face competition in a number of markets. They are
turning to knowledge‐intensive products and services, which increases dependency on access to new
technologies, research results and knowledge and skills. At the same time, the comparative advantage of
regions that can create the best conditions for 106 growth and development is increasing. High technology
companies, once tied on their specific locations, can now move their production to anywhere in the world.
Still, in order to be competitive, key parts of their operations need to be based in knowledge and
innovation intensive regions with concentration of research, skilled and creative workforce and
infrastructure to innovation. Higher education institutions (HEIs) are among the most important sources
of knowledge and innovation, contributing to the economic, social and cultural development of their
societies. They build human capital, and enhance the social and cultural fabric that ensures that
innovation can thrive. They also provide global gateways to local companies. This mission has often been
characterized as a ―third task‖ or social obligation of HEIs. There is, however, a growing recognition that
this task must be integrated with teaching and research functions if higher education‘s contribution to
student learning, to knowledge exploitation by business and to civil society is to be maximized. There is
also growing understanding that this role can be best mobilized in the context of regions, whether big or
small, peripheral or metropolitan. There are tangible advantages for HEIs through stronger engagement
with their regional communities. HEIs can benefit through increased enrolments from the local
population, improved local funding and partnership opportunities for both research and teaching,
additional income from services provided to local businesses through consultancy and professional

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training, greater social capital support, and resource‐sharing opportunities (e.g. infrastructure and
knowledge workers). For many HEIs regional engagement strategies can be as important as their
international and business‐partnership strategies. In addition, for cities and regions higher education
institutions are major businesses generating tax and other revenues, as well as global gateways to attract
inward investments. They also generate new businesses and are sources of advice and expertise. They
enhance local human capital through graduate retention, professional continuing education and lifelong
learning and provide content and audience for local cultural programs.

Participating regions:

2008‐2010 2005‐2007
Australia (State of Victoria) Australia (Sunshine‐Fraser Coast)
Brazil (State of Paraná) Brazil (Northern Paraná)
Chile (Región del Bío Bío) Canada (Atlantic Canada)
Germany (City of Berlin) Denmark (Jutland‐Funen)
Israel (The Galilee) Denmark‐Sweden (Öresund)
Italy (Region of Lombardy) Finland (Jyväskylä region)
Malaysia (State of Penang) Mexico (State of Nuevo León)
Mexico (State of Sonora) Netherlands (Twente)
Mexico (State of Veracruz) Norway (Trøndelag, Mid‐Norway)
Spain (Autonomous Region of Andalucía) South Korea (Busan)
Netherlands (City‐Region of Amsterdam) Spain (Autonomous region of Valencia)
Netherlands (City‐Region of Rotterdam) Spain (Autonomous region of Canarias)
U.S.A. (Southern Arizona) Sweden (Värmland)
U.S.A.‐Mexico (El Paso/Ciudad Juárez) UK (the North East of England)

More information:
Official Site of OECD: http://www.oecd.org
Official Site of the project: http://www.oecd.org/edu/higher/regionaldevelopment

General Coordination:
Lisa Colquitt-Muñoz
Regional Coordinator
Paso del Norte Group
201 E. Main, Suite 1700
El Paso, Texas 79901
Tel. (915)534-7364
Cell (915)892-5623
Fax (915)534-7316
[email protected]
www.pasodelnortegroup.org

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