Abstract:While the Bologna Process in Europe is the leading example, regional efforts towards harmonization of higher education are taking place in every corner of the world. In Africa, such a process has its roots from decades ago, although more coordinated activities are only recent phenomena. This paper looks back at the harmonization processes in Africa and Europe, and argues that although the process in Africa has been influenced by its European counterpart, the former has its own unique features, among other things, in its thematic and sub-regional initiatives. The paper notes similarities and differences between the two processes, appreciates the strengths and shortcomings of the African process, and highlights the importance for the African Union to more effectively utilize its leverage as a coordinating body, with a wider and more meaningful involvement of higher education institutions and other stakeholders. It also calls for more exploration into the potential strengths and risks in harmonization initiatives strongly rooted at sub-regional level.
The World Bank, as an international policy transfer agent, has had a tremendous impact on the direction of higher education development in developing countries. It plays a significant role by mobilizing resources, generating knowledge and providing leadership. The Bank has also been a subject of serious criticisms for the approach it followed pursuing its development goals in borrowing countries. This paper explores the methods of influence used by the Bank and specifically focuses on how the World Bank has impacted the higher education system of Ethiopia. It discusses some of the criticisms against the Bank and argues that, considering the lack of institutional capacity and prevalence of corruption in Ethiopia, the Bank is, in a way, justified in its insistence on strict requirements. The paper also points out that the World Bank is in a better position to bridge stakeholders and resolve the paucity of consultation and consensus, which is a major drawback in the Ethiopian higher education reform process.
The literature on diaspora engagement in higher education focuses on broadenvironmental, policy, and institutional issues as critical determinants ofthe scope and efficiency of engagement. Using data from interviews with 16Ethiopian diaspora academics in the United States, this article undertakesa micro-examination of factors in their personal spaces and immediateenvironment that influence such engagement. Using a phenomenologicalapproach, it examines how professional, personal, familial and otherindividual attributes shape the trajectories of diaspora engagement. Itdemonstrates how nuances in personal and micro-environmental factorsshape motivation for, and sustenance of, engagement, while they maintaina complex and interdependent relationship. The article concludes byhighlighting the importance of a holistic approach to the study of diasporaengagement in higher education that pays attention to personal and microenvironmentalfactors as well as institutional, legal, and political issues.
Key words: Ethiopia, Ethiopian diaspora, diaspora engagement, highereducation, transnational engagement
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.