Index
Critical Reflections on the Internationalisation of Higher Education in the Global South
ISBN: 978-1-80455-779-2, eISBN: 978-1-80455-778-5
Publication date: 26 April 2024
This content is currently only available as a PDF
Citation
(2024), "Index", Woldegiorgis, E.T. and Yu, C.Q. (Ed.) Critical Reflections on the Internationalisation of Higher Education in the Global South (Diverse Perspectives on Creating a Fairer Society), Emerald Publishing Limited, Leeds, pp. 251-257. https://doi.org/10.1108/978-1-80455-778-520241015
Publisher
:Emerald Publishing Limited
Copyright © 2024 Emnet Tadesse Woldegiorgis and Cheryl Qiumei Yu
INDEX
Abyssal lines
, 36
Academic exchange programmes
, 2
Academic institutions
, 202
Academic mobility
, 1, 5, 21, 23, 73, 202, 244
Academic programmes
, 174–175
Academic rationale
, 168
Academic support mechanisms
, 227
Accountability
, 143
Actor’s perceptions on drivers of university internationalisation
, 171–177
Adaptation within available support services
, 235–236
Added benefit
, 224
Affective geopolitics
, 56
Africa
, 16
African Higher Education, student mobility in
, 20–27
Africanisation
, 169–170
Alumni networks
, 228
Anecdotal evidence
, 110
Apartheid rule
, 184
Arab Spring
, 144
Arab World
, 142
Articulation agreement
, 106
ASEAN University Network-Quality Assurance (AUN-QA)
, 123
Aspirational knowledge acquisition
, 103
Assemblage analysis
, 6
Assistance in finding off-campus housing
, 227
Association of African Students in India
, 26
Association of Southeast Asian Nations (ASEAN)
, 123
Austerity measures
, 17
Australian Bureau of Statistics
, 15
Autoethnography
, 56, 146
Balance
, 143
Bandung Conference (1955)
, 39
Bibliometric analysis
, 39
Bifurcation strategy
, 126
Blended learning
, 217
Bologna Declaration
, 111
Bologna processes
, 23, 111
Brain drain
, 24, 27
Brandt Line
, 110–111
Brazil
, 68
challenges to internationalisation at Brazil’s public HEIs
, 80–84
definitions and theoretical framework
, 70–84
internationalisation at Universidade Federal de Minas Gerais
, 84–94
internationalisation of public higher education in
, 68
purpose and goals of internationalisation at Brazil’s public HEIs
, 78–80
Brazil, the Russian Federation, India, China and South Africa (BRICS)
, 26
Brazilian HEIs
, 81
‘Britain is GREAT’ initiative
, 126
Call for curriculum reform towards local imperatives
, 213–214
Challenges
, 36
Ciência Sem Fronteiras (CsF)
, 76
Civically engaged college
, 143
Class
, 62
Climate change
, 35
Coding analysis
, 232–233
Collaborations
, 176, 204
Collaborative TNE
, 104
Colonial roots
, 186–188
Colonisation
, 2
Competition
, 244–245
Compliance
, 143
Convergence
, 206
Cooperative approach
, 245
Coordenação De Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
, 74, 246
Córdoba movement of 1918
, 42
Council on Higher Education (CHE)
, 210
COVID-19 pandemic
, 9, 204, 248
analysis of implications
, 205
conceptualising IHE
, 206–208
IHE in South Africa
, 208–216
post-COVID-19 internationalisation in South Africa
, 216–219
Critical interculturality
, 35
Critical internationalisation
, 72
of higher education
, 142–143
studies
, 72
Cultural adjustments
, 229–230
Cultural assimilation
, 233–235
Cultural geography
, 122
Cultural integration
, 228
Curriculum integration
, 231
Data analysis
, 232–233
De-place
, 124
Decolonial perspectives
, 35
Decoloniality
, 5, 185
framework of internationalisation
, 81
Decolonisation
, 185, 244
Department of Higher Education and Training (DHET)
, 191, 205
Deregulation
, 17
Dialogue
, 145
Digital transformation of internationalisation
, 204
Diretoria de Relações Internacionais (DRI)
, 85
Distance education (see Self-study)
Distance learning
, 110, 155–156
Domestic development
, 79–80
Domestic learning environments
, 73
Dominant academic model
, 37
Double/joint degrees
, 26
Drivers of university internationalisation
, 167–168
Earning money
, 124–125
Ecology of knowledges
, 35
Economic crisis (1997)
, 125
Economic rationale
, 167
and producing global human resources
, 172–173
Educational imperialism
, 244
Embodied geopolitics
, 50
Emplacement in international education
, 127–129
Epistemic decolonisation
, 185, 192
Epistemic violence
, 188
Epistemological horizon of IHE
, 40–43
Ernest Cook Research and Education Institute (ECUREI)
, 232
international students’ enrolment at
, 233
Escuela Latino-Americana de Medicina
, 42
Ethnocentric illusion
, 42
Ethnographic accounts of internationality
, 56–61
Eurocentric bias
, 213
Eurocentric hegemony
, 188
Eurocentric knowledge systems
, 27
Exchange programmes
, 228
Fiscal austerity
, 17
Forum of Advisory Councils for Brazilian Higher Education Institutions (FAUBAI)
, 78
Framework for Higher Education Quality (FHEQ), 107n1
Franchises
, 26
agreement
, 106
Francophone context
, 22
Free trade
, 17
Fulbright Program
, 2, 243
Gender
, 62
Geographical origin
, 62
Ghana
actor’s perceptions on drivers of university internationalisation
, 171–177
Africanisation
, 169–170
drivers of university internationalisation
, 167–168
flagship university in
, 164
globalisation
, 165–166
institutional strategies of internationalisation
, 168–169
internationalisation
, 166–167
methods
, 171
new strategic vision and strategic plan
, 177
postcolonial theory
, 170–171
Global
, 51–53
Global citizenship
, 54
Global knowledge economy
, 21, 189–190
Global North
, 2, 19, 27, 68, 190, 244
education providers
, 7
Global partnerships
, 228
Global ranking
, 245
Global rights
, 54
Global South
, 2, 68, 102, 111
as field of epistemic challenges
, 37–38
history of internationalisation in
, 243
institutions in
, 4
internationalisation in
, 10
Globalisation
, 2, 6, 50, 53, 70, 135, 165–166, 224, 243
Gradual digital transformation
, 218
Hegemony
, 82
Higher education
, 17, 34, 50, 68, 122, 165, 184, 225
dimensions
, 185
internationalisation in Thailand
, 123–124
services
, 16
system in Francophone Africa
, 25
systems in African countries
, 22
Higher education institutions (HEIs)
, 2, 17–18, 68–69, 103, 122, 144, 164, 203, 225
international student support services as infrastructures in
, 227–228
in shaping experiences of international students
, 228–229
Historically black institutions (HBIs)
, 186
Historically white institutions/universities (HWIs)
, 186
Horizontal internationalisation
, 19
Horizontal mobility
, 24
Huazhong University of Science and Technology (HUST)
, 92
Hub
, 55
Idiomas Sem Fronteiras (IsF)
, 76, 82
Imperialism
, 16
Inclusion
, 143
Independent TNE
, 104
Individualism
, 17
Information and communication technology (ICT)
, 204
Information society
, 21
Infrastructure
, 228
Institute of International Education (IIE)
, 75
Institutional infrastructures
, 227
Institutional plans for internationalisation
, 77
Institutional strategies of internationalisation
, 168–169
Intellectual bifurcation strategy
, 126
Intellectual property (IP)
, 108
transfer agreements
, 108
Interculturality
, 54
Interdependence
, 206
International
, 50, 54–55
different scales
, 61–62
ethnographic accounts of internationality
, 56–61
international education and rescaling practices
, 55
methodology
, 56
scales and global
, 51–53
International academic mobility
, 50
International Consultants for Education and Fairs (ICEF)
, 16, 225
Monitor observations
, 102–103
International education
, 51, 224
(see also Higher education)
in Thai Cultural Paradigm
, 125–126
International Monetary Fund
, 17
International research collaboration
, 210–212
International students
, 55, 229–230
enrolment at ECUREI
, 233
international student-specific housing
, 227
migration
, 230–231
mobility
, 21, 226–227
support services as infrastructures in HEIs
, 227–228
in Uganda
, 225
International university/academic relations
, 42
International virtual exchange in MENA region
, 144–145
International/intercultural virtual exchange
, 143–144
Internationalisation
, 6, 8, 16–20, 34, 52, 70, 123, 128, 142, 164, 184
of Brazil’s public universities
, 74–78
dimensions
, 185
of education
, 51–52
in Ghana
, 166–167
motivations for
, 244
national framework for
, 214–216
policies
, 203
reimagining internationalisation in South Africa
, 192–194
and responsibility
, 230–231
strategies adopted at UoA
, 174
theoretical foundation
, 231–232
at Universidade Federal de Minas Gerais
, 84–94
Internationalisation abroad (IA)
, 68, 90–92, 207
Internationalisation at a distance (IaD)
, 68, 92–94
Internationalisation at home (IaH)
, 68, 73, 207, 212–213
Internationalisation of higher education (IHE)
, 1–5, 14, 34, 50, 70, 142–143, 193, 202, 243
(see also Transnational education (TNE))
conceptualising
, 206–208
epistemological horizon
, 40–43
Global South as field of epistemic challenges
, 37–38
non-myopic view of South–South Cooperation
, 38–40
recognising university as historical producer and reproducer of colonial hierarchies
, 36–37
for society
, 35
in South Africa
, 208–216
Intra-African mobility
, 23
Islamic State
, 142
Joint programmes
, 176
Jumping scales
, 52
Knowledge
, 22
hubs
, 55
‘Languages without Borders’
, 76
Leadership opportunities
, 228
Locale
, 127
Location
, 127
Mahidol University International College (MUIC)
, 125
Market efficiency
, 17
Market values
, 14
Market-driven policies
, 16
Memorandum of understanding (MoU)
, 106
Middle East/North Africa (MENA)
, 7, 142
international virtual exchange in MENA region
, 144–145
Migration
, 21
Minimal government intervention
, 17
Ministério da Educação (MEC)
, 76–78
Mobility
, 21
National framework for internationalisation
, 214–216
National Student Financial Aid Scheme (NSFAS)
, 209, 212
Neo-Marxist analyses
, 21
Neoliberal assertion
, 14
Neoliberal economic policies
, 164
Neoliberal imperatives
, 16
ascendancy of
, 14
neoliberalism and internationalisation
, 16–20
student mobility in African Higher Education
, 20–27
Neoliberal market model (NLMM)
, 18
Neoliberal turn
, 128
Neoliberalisation
, 135
Neoliberalism
, 2–3, 5, 14, 16–20, 244
New public management (NPM)
, 18
New strategic vision
, 177
North–South divide
, 111
On-campus residence
, 227
Online distance education
, 110
Online programmes
, 26
Oppressive logic of coloniality
, 41
Organization for Economic Co-operation and Development (OECD)
, 15, 224
Partnership
, 246
Partnership agreement
, 108
Performativity
, 50–51
Place
, 122
in international education
, 127–129
Political economy of student mobility
, 20
Political rationale
, 167
Populism
, 35
Positionality
, 130–131
Post-apartheid complexities
, 186–188
Post-colonisation
, 170
Post-COVID-19 internationalisation
, 208
in South Africa
, 216–219
Postcolonial theory
, 16, 170–171
Prestige culture
, 164
PrInt Program
, 77
Privatisation
, 17
of higher education
, 3
Progression agreements
, 108
Public universities
, 69
Public–private partnerships
, 82
Purposive sampling
, 171
Push–pull model
, 24
Quacquarelli Symonds (QS)
, 111
Quality Assurance Agency (QAA)
, 102
Quest for relevance
, 186
reimagining internationalisation in South Africa
, 192–194
replication of internationalisation concepts
, 188–192
South African Higher Education
, 186–188
Race
, 62
Reforms in organisational practices and governance structure
, 175–176
Regime of truth
, 8
Research partnership in higher education
, 15
Revenue-generating strategies of universities
, 15
#Rhodes/FeesMustFall uprisings
, 214
Rights agreements
, 108
Scale
, 51–53
Science, technology, engineering, and mathematics (STEM)
, 76
‘Science without Borders’
, 76
Self-study
, 110
Sense of place
, 127
Single modernity
, 20
Singularity of origin
, 20
Social justice
, 212–213
Socialisation challenges
, 233–235
Sociological reduction
, 42
Soliya’s Connect Programs
, 145–146, 247
South Africa
call for curriculum reform towards local imperatives
, 213–214
IHE in
, 208
international research collaboration
, 210–212
internationalisation at home and social justice
, 212–213
national framework for internationalisation
, 214–216
post-COVID-19 internationalisation in
, 216–219
reimagining internationalisation in
, 192–194
student mobility
, 209–210
South African Higher Education
, 186–188
South African higher education system
, 205
Southern Africa Development Community (SADC)
, 209
South–South cooperation (SSC)
, 38
non-myopic view of
, 38–40
Spatial identity policies
, 52
Stellenbosch University
, 209
Strategic plan
, 177
Student engagement
, 228
Student mobility
, 209–210
in Africa
, 225–226
in African Higher Education
, 20–27
challenges and opportunities confronted in
, 226–227
in higher education
, 9
Student support services
, 9, 231
Sufficiency Economy model
, 134
Sustainability
, 143
Taksin University International College (TSUIC)
, 133
Technology advancements
, 224
Thai higher education
, 122
findings
, 131–135
higher education internationalisation in Thailand
, 123–124
international education in Thai Cultural Paradigm
, 125–126
literature review
, 124–125
methodology
, 129–131
place and emplacement in international education
, 127–129
presentation of findings and data analysis rationale
, 131
Thai studies
, 122
Thematic analysis
, 232–233
‘Top-up’ programme
, 108
Transnational education (TNE)
, 6, 103, 246
category definitions
, 106–110
framework and methods
, 104–105
key findings
, 110–116
problem statement and aims of study
, 103–104
Turing Scheme
, 109
United Kingdom (UK)
, 102
higher education system
, 102
international campus
, 109
United Nations Educational, Scientific and Cultural Organization (UNESCO)
, 3, 15, 143, 165, 204
United States Ethnocentrism, antidote for
, 154–155
Universidade da Integração Internacional da Lusofonia Afro-Brasileira
, 42
Universidade Federal da Integração Latino-Americana
, 42
Universidade Federal de Minas Gerais (UFMG)
, 6, 69, 245
case study
, 246
of international affairs, institutional partnerships and trends
, 85–88
internationalisation abroad
, 90–92
internationalisation at
, 84–94
internationalisation at a distance
, 92–94
mission and objectives
, 84–85
Universidade Federal de Minas Gerais Diretoria de Relações Internacionais (UFMG DRI)
, 88, 91
Universities
, 202
University extension
, 42
University of Bologna in Italy
, 2
University of Cape Town
, 209
University of Dakar
, 22
University of Dar es Salaam in Tanzania
, 22
University of Ibadan
, 22
University of Paris in France
, 2
University of Pretoria
, 209
University of the Gold Coast in Ghana
, 22
‘2+2’ variants
, 108
Vertical internationalisation
, 19
Virtual exchange
, 142
antidote for United States Ethnocentrism
, 154–155
co-facilitating
, 148–149
co-facilitators
, 149–151
critical internationalisation of higher education
, 142–143
distance learning
, 155–156
equality
, 152
findings
, 147
footing as co-facilitator
, 153–154
international virtual exchange in MENA region
, 144–145
international/intercultural virtual exchange
, 143–144
linguistic (in) equality
, 152–153
method and analysis
, 146
participants
, 147–148
practicum cohort
, 146
Soliya’s Connect Programs
, 145–146
subjectivities
, 146–147
unequal linguistic footing
, 151
Virtual learning
, 144
Virtual mobility
, 204
Visibility and exposure to become world-class university
, 173–174
Web of Science
, 210–211
Work
, 127
World Bank
, 17, 167
World-class university (WCU)
, 164
‘World-class’ concept
, 164
Xenophobia
, 35
- Prelims
- Chapter 1: Introduction
- Chapter 2: Internationalisation of Higher Education Under Neoliberal Imperatives: The Political Economy of Student Mobility in Africa
- Chapter 3: Perspectives and Challenges of Internationalising Higher Education from and for the Global South
- Chapter 4: ‘You Look International’: Scale and Global Performativity
- Chapter 5: Internationalisation of Higher Education in Brazil: Advances and Challenges
- Chapter 6: Transnational Education in South/Southeast Asia: Thoughts and Reflections from a Higher Education Partner University in the United Kingdom
- Chapter 7: Towards Emplacing Internationalisation in Thai Higher Education
- Chapter 8: On a (More) Equal Footing: Bridging ‘the West’ & ‘the Arab World’ Through Virtual Exchange
- Chapter 9: A Critical Exploration of the Drivers and Strategies of University Internationalisation in Ghanaian Higher Education
- Chapter 10: The ‘Quest for Relevance’: Reconceptualising and Redefining Internationalisation of Higher Education in South Africa
- Chapter 11: Rethinking the Internationalisation of Higher Education in South Africa in the Post-Pandemic Era: Towards a Blended Future
- Chapter 12: Assisting International Students Through Student Support Services in Uganda
- Chapter 13: Conclusion
- Index