Reversing the Gaze
Internationalisation: it seems like a prettyinnocuous aspiration. Don’t we all want tobecome more connected, joining a richer,global family? It sounds like a utopia we canall buy into. Unfortunately, the processes andthe drivers that have evolved to defineinternationalisation, have becomeincreasingly muddied by short-term goals andblinkered motivations. Many institutionswithin English-speaking countries are drivenby an insatiable appetite for overseas studentswho have become the economic life-blood ofa system that is clearly unsustainable.Meanwhile, low and middle-income countries(LMIC) find themselves playing an endlessgame of catch-up, and can only watch as theirgreatest talents seep away into the braindrain. The rich and the privileged fewcontinue to benefit and the gap betweenthem and the silent majority continues towiden; like a casino, the house (in thiscontext, the global north) always wins. Thismay seem a rather gloomy view of a field that
is fundamentally underpinned by a genuineambition to make higher education accessibleto everyone across the world. But, as withmany worthy intentions, there areunintended consequences, and the devil liesin the detail. We need to look beneath thebonnet and examine how the dynamics ofinternationalisation can be made moreequitable and more effective in the long term.
We need to take into consideration thetechnologies that offer new opportunities forinteraction, mitigating against the economicchallenges and climate threats that physicalmobility presents, but also to find ways toreverse-engineer mobility flows so that theybenefit those with greatest need. Above all,we need to shift our perspective and reverseour gaze from the privileged few to the silentmajority and understand what it is thatseparates us and what can ultimately draw ustogether.
Working towards inclusiveinternational andintercultural learning forall, means that webecome more respectfulof diverse contexts,agendas and perspectiveson a global scale.
Hans de Witt[1]
Most institutions look outwards to modelsand channels for internationalisation, ratherthan focussing on their own context. Theirinternationalisation strategies tend to befragmented without a cohesive connection tothe University’s core missions aroundeducation, research and outreach. Too often,universities are driven by market forces, and,despite their rhetoric, pay little or noconsideration to the notion of a commongood whereby the economic ambitions andinterests of globalisation are matched by adrive for intercultural, moral and societalaspirations. Increasingly, individualinstitutions develop their policies based on aresponse to economic drivers and rankingsrather than forming part of a unifiedapproach, benefitting an elite cohort ofstudents rather than the broader community.
Pioneering thinkers like Hans de Witt have donejust this and have begun to unpick the myriadissues that have characterisedinternationalisation over recent years, especiallywith the massive growth in higher educationacross the world and the pervasive, unconsciousbarriers that impede the creation of a more levelplaying field.
Knowledge is power and the value ofuniversities has historically been determinedby their role as knowledge generators. Thecontribution that academic research makes toa country’s socioeconomic development isessential, and new knowledge producedthrough international collaboration can bringunique insights that help advance societiesand enhance countries’ competitiveadvantage.
However, at an international level,the pursuit of ‘research excellence’ is oftenskewed against investigators in low andmiddle income countries. Of course thedominance of English immediately creates anobstacle, but there is also an issue ofunconscious bias within journals whoseeditorial boards are predominantly fromprivileged backgrounds with interests andpriorities based on a particular geographicalcontext. Researchers from LMICs oftenresort to the simpler route offered bypredatory journals, paying for theopportunity to see something in printwithout the rigour of peer review[2].Alternatively, they limit their publications tolocal journals which are not indexed. But asJames Georgalakis observes, ‘Ananthropologist in Ghana, supportingcommunities to improve social protectionsystems, or a macro-economist in Bangladeshadvising their government on informal workand labour regulation, is far better placed tounderstand these processes, both theoreticallyand practically, than any scholar of evidenceinformed policy in a university in the UK orthe United States.’[3]
Alternatively, they limit their publications tolocal journals which are not indexed. But asJames Georgalakis observes, ‘Ananthropologist in Ghana, supportingcommunities to improve social protection
systems, or a macro-economist in Bangladeshadvising their government on
informal
work
and labour regulation, is far better placed tounderstand these processes, both theoreticallyand practically, than any scholar of evidenceinformed policy in a university in the UK orthe United States.’[4] Yet more often thannot, funders and researchers neglect torecognise this and opportunities formeaningful innovation and potential impact
– both commercial and, more significantly,social – are lost. The grand societalchallenges, the wicked problems that plagueLMIC more acutely than the global north,remain unresolved, and the UN sustainabledevelopment goals become little more thanpipe dreams. National and internationalfunders (European Union, British Council,DAAD, SIDA etc.) have attempted to addressregional needs, through such programmes asErasmus+ Capacity Building in HigherEducation, but as Roberto Escarre observes,there is a still a lack in stakeholderownership, particularly in terms of impactmeasurement[5]. Recent initiatives such as theAfrican Union and EU Innovation Agenda[2]have sought to shift from a development-focussed approach to more equal, strategicpartnerships, but there are still inherentchallenges around resourcing and capacity-building. Paradoxically, at the same time,there is a crisis within internationaldevelopment precisely because of the lack ofor mismanagement of social capital andknowledge resources[6] which could be largelyovercome if the local and regional insights ofuniversities were more effectively tapped bydonors and philanthropists.
RESEARCH AT AGLOBAL LEVEL
Unfortunately, in the meantime, as far asUniversities’ teaching mission is concerned,many observers have noted a shift away fromcapacity building and cooperation as anintegral part of internationalisation towardsan approach that is more geared towardsbuilding reputation and status and generatingincome. It plays against the pursuit oflinguistic and cultural diversity. In someareas, this has inevitably led to a kick-backagainst the whole notion ofinternationalisation. Some universities see theintegration of overseas students to beundermining the quality of the educationthey offer, while the rise in nationalisticpolicies and attitudes have led to a greaterprevalence of “internationalmisunderstandings”[7] and even prejudice. Itis all too easy to dismiss the notion ofcreating global citizens and internationalunderstanding against more empiricallydemonstrable outcomes such as income andemployability. As a result, developing andemerging regions find themselves increasinglymarginalised, and omitted from theinternationalisation agenda. Students andacademics who are lucky enough to benefitfrom mobility programmes are too oftenneglected, facing linguistic and culturalchallenges, financial hardship and lack ofaccommodation, and social isolation.
Of course, these barriers to a more equitableand meaningful approach tointernationalisation are often self-evident andthe issue is not that we are unaware of theirexistence but rather, that as organisations, welack the resources or the political will toovercome them. While we are aware that theproblem exists, it is also difficult to unpickthe complex relationships and dynamicsbetween north and south that have led to thissituation. It is more difficult still to exploreways that we might mitigate against it. Wemust collaborate and cooperate more, notonly with each other but with otherinstitutions outside the higher educationsector. We need to be more ambitious andfocussed on making the world a better place,integrating it within our teachingprogrammes and our research rather thanmaking it an isolated aspiration. We have torecognise that ‘supporting teaching andresearch excellence’ should not be limited tosupporting those who are excellent; we needto help drive quality across the board,supporting in particular those who strive toimprove themselves but are blocked bysocioeconomic, geographical or culturalobstacles. Most of all, we must create forumsand platforms that give representatives of theglobal south a voice and a means to carve outtheir own agenda in the development of amore balanced and equitableinternationalisation agenda.
TEACHING &
LEARNING
The CASCADE FOUNDATION has beenformed because we have realised how difficultit is for individual institutions to do this,because their agenda is driven by so manycomplex interests that impede their drivetowards change. Like great oil tankers,institutions lack the agility to pursuepioneering approaches. However, we candevelop meaningful cooperation andcollaboration as individuals. We can helpeach other to unpick the tangled fabric thatundermines equitable internationalisation,we can challenge accepted orthodoxies andexplore alternative models. This also requiresthe humility to recognise that we do not havethe means at our disposal to really investigatethe problem without listening to others andforging a new type of relationship with ourcolleagues especially from low and middleincome countries.
By pooling our individualexpertise and listening to other voices, we canbegin to channel our collective knowledgetowards a fairer world and shift the discourseamongst our peers. We do not seek toundermine our institutions but hopefully,eventually, help them to find more effectivechannels to achieve their strategic goals.
We know we are not alone in this aspiration.Paeradigms (
) isan NGO and social enterprise focused onachieving transformational outcomes ineducation that lead to social change andeconomic impact. They recognise thatcapacity building needs to be comprehensive,working closely with stakeholders, facilitatingagreement among them on overall goals andthe way forward. They “openly listen toopinions and concerns, giving everyone avoice which creates a platform for meaningfulcontributions”. At a research level, theInstitute for Development Studies(
) is bringing togetherleading thinkers from Africa, South Asia andLatin America to create single internationalresearch teams to explore how researchevidence and diverse types of knowledge canpromote safer, healthier and more equitablelives for all. We
also share similar values andaspirations while regional networks such asthe Head Foundation(
)
which supportsprojects and programmes which directly orindirectly result in the most positive impacton the largest number of beneficiaries.
Visionary Voices As part of our initialexplorations of this problem, we are curatinga series of podcasts with leading thinkers inthe world of higher education and otherrelated fields, from different locations andbackgrounds, who can lend their thoughtsand insight to the debate and inspire theirpeers with their knowledge and experience.
We want to form a community of individualsfrom higher education institutions and otherorganisations across the world, representingdiverse backgrounds and geographies, tosupport and shape the idea of a moreequitable approach to internationalisationhelping institutions become more globallyconnected.
From the Community, we want to identifyindividuals who are willing and able to offertheir specialised support in delivering specificactions to work within their owncommunities, adjusting the relationshipbetween north and south, sharing knowledgeand co-creating strategies and programmes,designing projects and workshops, or offeringindividual coaching and mentoring support.We call this a community in action becausewe do not want members simply to reflect,we also want them to take action within theirown communities, effectively to ‘cascade’ theideas and approaches that have beendeveloped.
We will be holding three online labs(Concept-building, Programme developmentand Funding structure). The sessions will bespecially geared to designing theDreamweavers Festival, a model for offeringstudents from deprived backgrounds in lowand middle income countries the chance tocome together and derive an internationalexperience that would ordinarily not beavailable to them. Fundamental to this thatthere should be conceptual volte-face so theprogramme is not offered as some altruistictoken, but rather that the studentsthemselves are seen as leaders andambassadors whose mission is to apply theirunique knowledge and skills to help save theglobal north from its own complacency.
VISIONARYVOICES
COMMUNITYIN ACTION
CO-CREATIONSESSIONS
CASCADECHAMPIONS
So, what is it that the CascadeFoundation proposes? Above all,we are in listening mode. Wewant to create spaces fordialogue and a means to shiftour perspectives, and we wantto experiment with newapproaches.
Held in September 2024, the pilot will bringtogether ten doctoral students from low andmiddle income countries to spend a weekexploring a more equitable approach tointernationalisation and co-creating thecontent for the Dreamweavers Festival to beheld in September 2025.
Developed through the activities describedabove, the Festival will be a celebration ofequitable internationalisation and a showcasefor LMIC talent and priorities. It will bebased around a two-week mobility forstudents from low and middle incomecountries who are ordinarily challenged intheir ability to travel or study abroad,including first generation students with thosewith specialized learning needs, disabilities,care responsibilities, financial need etc.Located in Europe, the Festival will allow thestudents to work with local students toeducate them and hone their skills inintercultural intelligence, co-creation,design-thinking and social innovation andshowcase their talents and abilities to thewider world. All the time the emphasis willbe on subverting prevailing notions ofinternationalisation and highlighting theenormous potential of balance cooperation.
The imbalance between institutions across theworld has not been created intentionally buthas come about almost inevitably because ofthe negative dynamics of globalisation. But ifwe are serious in our intentions to restore thisbalance, we need to be rigorous and creative,working with each other to carve newchannels for cooperation. We hope thatCascade can make some inroads into makingthis happen.
DREAMWEAVERSFESTIVAL
DREAMWEAVERSSANDPIT
INCONCLUSION
FOOTNOTES
[
1] De Wit, H. (2020). Internationalisation in Higher Education: : A Western Paradigm or aGlobal, Intentional and Inclusive Concept?. International Journal of African Higher Education,7(2).
https://doi.org/10.6017/ijahe.v7i2.12891
[2]
[3]
https://www.ids.ac.uk/opinions/research-for-change-in-low-and-middle-income-countries/
[4]
[5]
[6]
https://www.sciencedirect.com/science/article/pii/S0263786320300569
[7] TEICHLER Ulrich, « Internationalisation Trends in Higher Education and the Changing Roleof International Student Mobility », Journal of international Mobility, 2017/1 (N° 5), p. 177-216.DOI : 10.3917/jim.005.0179. URL :
https://www.cairn.info/revue-journal-of-international-mobility-2017-1-page-177.htm