Entrenching Internationalisation in African Higher Education Institutions

Autor/inn/en	Oparinde, Kunle M.; Govender, Vaneshree; Moyo, Sibusiso
Titel	Entrenching Internationalisation in African Higher Education Institutions
Quelle	In: Perspectives in Education, 40 (2022) 4, S.104-116 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Oparinde, Kunle M.) ORCID (Govender, Vaneshree) ORCID (Moyo, Sibusiso)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0258-2236
DOI	10.38140/pie.v40i4.6849
Schlagwörter	International Education; Higher Education; Diversity; Inclusion; Global Approach; Futures (of Society); Sustainability; Social Change; Economic Change; Entrepreneurship; Innovation; Skill Development; Job Training; Gender Differences; Racial Differences; Cultural Differences; Educational Practices; Educational Change; Foreign Countries; Models; College Curriculum; College Administration; Educational Policy; Institutional Cooperation; Africa; South Africa + Suchen Sie Ihr Suchwort? Internationale Erziehung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Inklusion; Globales Denken; Future; Society; Zukunft; Nachhaltigkeit; Sozialer Wandel; Ökonomischer Wandel; Unternehmungsgeist; Kompetenzentwicklung; Qualifikationsentwicklung; Berufsqualifizierender Bildungsgang; Geschlechterkonflikt; Rassenunterschied; Kultureller Unterschied; Bildungspraxis; Bildungsreform; Ausland; Analogiemodell; College administrators; Hochschulverwaltung; Politics of education; Bildungspolitik; Institute; Co-operation; Cooperation; Institut; Kooperation; Afrika; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	In this paper, an attempt was made to locate the role of internationalisation in African Higher Education Institutions (HEIs). It is argued that comprehensive international, intercultural, and global dimensions in the affairs of African tertiary institutions provide for a more nuanced and diversified higher education landscape. Through a desk study approach, dwelling mainly on existing literature, the paper examines the issues of internationalisation from the perspectives of diversity and inclusion, as well as the roles of the relevant key players within those institutions to practically deliver internationalisation strategies that will put the institution on a global pedestal while remaining locally and regionally relevant. More importantly, strategies for achieving comprehensive internationalisation are discussed drawing inferences from literature and documentary sources. The interrogation of these sources in relation to the expectations of the current and future HEIs to remain socially relevant and sustainable is carried out. HEIs in Africa must contribute to socio-economic change and engage with their quad-helix and eco-system partners to ensure that high end skills training, knowledge production, entrepreneurship and innovation are accelerated. In so doing, African HEIs must embrace diversity in its fullness including welcoming differences in gender, race, culture, nationality and providing platforms of engagement that allow for inclusion, and breaking silos to allow for a nuanced agenda of internationalisation. (As Provided).
Anmerkungen	University of the Free State Faculty of Education. P.O. Box 339, Bioemfontein 9300, South Africa. Tel: +27-51-401-2368; e-mail: PiE@ufs.ac.za; Web site: https://journals.ufs.ac.za/index.php/pie/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01