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Internationalization Legacies and Collaboration Challenges: Post-Imperial Hybrids and Political Fallouts in Russian Higher Education
Anatoly OLEKSIYENKO
Front. Educ. China. 2015, 10 (1): 23-45.
https://doi.org/10. 3868/s110-004-015-0003-7
This study conceptualizes the internationalization of higher education as a legacy-bound response driven by geopolitical, cultural and economic dependencies. It examines the Russian case, and considers how Russian academics deal with complex sets of dependencies and rivalries, while sorting European, Asian and Soviet drivers in university positioning and partnership-building. The paper re-evaluates the path dependence perspective in the higher education literature by arguing that, notwithstanding the constructs and conveniences they are predisposed to select, academics have a choice to either comply with, or defy the governmental and institutional legacies imposed on them. The prevalence of one choice over the other, as well as an inconsistency of choices, shapes a complicated trajectory that can be referred to as “hybrid” development. This paper illustrates the progression of “hybrid” development by reflecting on the Russian legacy of imperial ambitions affecting the fragility of the global architecture of knowledge, policy development, cooperation and rule of law.
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Internationalization of Higher Education: A South African Perspective
Ihron RENSBURG,Shireen MOTALA,Solomon Arulraj DAVID
Front. Educ. China. 2015, 10 (1): 91-109.
https://doi.org/10. 3868/s110-004-015-0006-8
The evolution of South African universities continues to be shaped by both apartheid and more recent post-apartheid policies. Yet the South African university system is mainly an elite, low participation and high attrition system, offering a medium quality education. Moreover, there is uneven attention to the opportunities that internationalization might bring to South Africa. The paper explores South Africa’s position in a global, African and regional perspective, and looks at post-apartheid trends in the internationalization of higher education. Finally, it provides an analysis, looking forward, of the essential conditions for more beneficial internationalization. This will include addressing “brain drain” and “brain gain,” global dialogue and mutual learning, and collaborative partnerships, marked by a common commitment to sound academic values, scientific integrity, ethics and social responsibility.
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