International Higher Education Experiences and Social Change in the MENA Region

• In Event: Reforms, sustainable development, and social change in higher education (II)

Proposal

International student mobility is often conceptualised as an imperative to contribute to personal and professional growth, economic development, and knowledge production (Ackers, 2000; Richardson, 2009). It is via mobility that new relations and forms of cooperation and collaboration are made (Kim, 2010). Moreover, individuals with mobility experiences may import new political values, knowledge of the day-to-day functioning of institutions, and expectations of how governments and citizens operate in the contexts of a different political culture (Chankseliani, 2018). Foreign-educated intellectuals contribute to the revitalization of civil society (O’Donnell & Schmitter, 1986; Spilimbergo, 2009) that precedes a democratic transition and with improving human rights records in the home countries of those involved in international higher education experiences (Atkinson, 2010).

However, given the structural complexities and socio-political constraints, it becomes important to explore how such individuals can effectively contribute to bringing about meaningful change. This is particularly relevant in the Middle East and North Africa (MENA) region, where many Arab countries have experienced a complex political climate, marked by authoritarian rule, political instability, and conflicts over the past few decades. The 2011 'Arab Spring' protests and uprisings sought to demand greater social, political, and economic freedoms (World Bank, 2017) but resulted in political instability, dysfunctional institutions, violent social relations, and external actors exploiting the situation for various strategic reasons (Furness & Trautner, 2020).

This paper examines the potential role of international higher education experiences of individuals in their contributions to system-level changes in the MENA region. The paper explores the ways international higher education could shape higher education professionals’ potential for enacting change in their home countries. By focusing on the role of these individuals in effecting change and contributing to the development of their home country at a societal level, this study sheds light on the key contribution of international higher education experiences.

The theoretical foundations of this study are to be sought in Critical Realism (CR). The CR framework recognises the existence of transformational events in societies (which are independent of individual perceptions); it also recognises the validity of experiences of actors. This study follows the CR line of thinking as it is preoccupied with the transformative model of social action. The paper seeks to explain the underlying structures that generate observable events and experiences. Distinguishing between the roles of structure and agency in bringing about social change, CR allows to zoom into the explanations of how actors work towards being agentially effective to contribute to societal transformations under specific structural conditions (Bhaskar, 1998; Archer, 2000; Donati & Archer, 2015; Donati, 2021).

The paper is part of a larger ongoing research project on international mobility and world development. The study draws on qualitative data collected on individuals with international higher education experiences from 11 Arab countries in the MENA region: Iraq, Jordan, Libya, Morocco, Tunisia, Saudi Arabia, United Arab Emirates, Qatar, Lebanon, Palestine, and Yemen. Data collection has been conducted in three phases: i) a systematic historical review of the Arab countries since the 1960s, to explore major events that have shaped development at different levels in the 11 Arab countries, ii) identifying potential individuals with international higher education experiences who have contributed to making a change in their home countries in different fields through projects, knowledge and skills transfer, policy and governance, and innovation or entrepreneurship, and iii) in-depth interviews with about 120 prominent changemakers in the MENA region. The paper employs a theoretically informed thematic analysis through the lens of CR to understand the perceived impact of international higher education experiences on the ways individuals navigate structural complexities in enacting change in their home countries in the MENA region. It explores the influence of international higher education experiences not only at an individual level (e.g., development of skills or knowledge, networks, civic values, psychological characteristics, intercultural awareness), but in terms of wider and systemic societal contributions by these individuals.

The findings of this study will enhance our understanding of how international experiences impact the agency of individuals from the MENA region in navigating socio-political relations, and their subsequent contributions to societal and educational development. The study contributes to research on the potential role of higher education professionals with international higher education in promoting social change and development (O’Donnell & Schmitter, 1986; Spilimbergo, 2009; Chankseliani, 2018), particularly in challenging contexts and societies impacted by socio-political events and conflicts. The study findings hold significant implications for policymakers, educators, and higher education professionals themselves, as it highlights the importance of international exposure in fostering positive change and catalyzing development at both local and regional levels. Ultimately, the study aims to inspire and inform efforts to harness the potential of individuals' international experiences to drive progress and shape a brighter future for the MENA region.

Authors

• Ahmad Akkad, Department of Education, University of Oxford

• Maia Chankseliani, University of Oxford