Untapped Research Capacities? Mobility and Collaboration at the Intersection of International Development Aid and Global Science Regimes

Abstract

<p class="p1">This article aims to offer some thoughts that go beyond mere bibliometric and scientometric evidence, by empirically and comparatively exploring the conditions for, and the experiences of research and international research collaboration of African PhD holders who graduated with support from development cooperation/aid. The article explores the constraints on research, international research mobility and collaboration, at the intersection of development cooperation and global science regimes. Taking Swedish development cooperation as an example, the article focuses on preconditions and constraints that scholars from Mozambique and Tanzania, in their current positions, experience in their research, with special attention on international mobility and cooperation.</p>

International staff contributions to their host institution: a case study in South Africa

“…This policy objective is consistent with the global rationale for higher education internationalisation. This internationalisation agenda aims to support the development of teaching and research quality in partnering universities, in addition to exposing students to international perspectives (Egron-Polak & Hudson, 2014). In Africa in particular, the expected gains of internationalisation pertain to a strengthened capacity for knowledge production and opportunities for staff mobility (Egron-Polak & Hudson, 2014).…”

“…This internationalisation agenda aims to support the development of teaching and research quality in partnering universities, in addition to exposing students to international perspectives (Egron-Polak & Hudson, 2014). In Africa in particular, the expected gains of internationalisation pertain to a strengthened capacity for knowledge production and opportunities for staff mobility (Egron-Polak & Hudson, 2014). These internationalisation gains depend however on the opportunities for scholars to cross borders and contribute to their host institutions through equal collaboration with colleagues on site.…”

Emerging Issues and Future Prospects in the Management of Transnational Education

“…Nonetheless, some of these providers operate on the basis of the home country structures, which are oftentimes considered more superior and efficient relative to those in the host country. The likely solution to this, as has been suggested and practiced elsewhere, such as through the Bologna process, is cooperation between and among nations, to harmonize domestic/regulatory frameworks with international frameworks (Knight, 2006), standardization and harmonization of practices within the context of local practices and domestic regulatory frameworks (Fellenson and Mahlck, 2017).…”

“…However, this requires regulating the global space of higher education to ensure quality of delivery and practices for international accreditation and recognition (Breton, 2006). A major hindrance to this is that nations lack the capacity and perhaps the will, to address accreditation and quality assessment procedures for academic programs of new private and foreign providers (Fellenson and Mahlck, 2017). According to findings from the British Council (2013), India, Nepal, Sri Lanka and Turkey host foreign institutions without any formal regulatory structure.…”

“…For example, in countries such as Australia and UK the export market can expand freely without cutting on the unit value of global positional goods. The English speaking countries lead in the provision of transnational education since English is the preferred language for global business and academics (Fellenson and Mahlck, 2017). There is particularly strong demand for American and British education.…”