Universities in Exile: A Conceptual Framework

• In Event: Higher education in times of crisis and conflict

Proposal

Introduction
The reemergence of authoritarianism in the 21st century has created an environment conducive to forced displacement. The suppression of political freedoms, violation of human rights, and the exacerbation of conflicts by authoritarian regimes have driven individuals and communities to flee their homes in search of safety, freedom, and a better future. Notably, this phenomenon extends to higher education institutions as well. In recent years, political conditions in certain countries have chased several universities from their homelands. But instead of ceasing operations, these institutions have continued teaching, research, and service in new locations abroad.

This paper develops for the first time a conceptual framework for understanding the forcible displacement of entire higher education institutions. We consider five cases to explore the conditions that lead to displacement, the circumstances that enable a university to persist abroad, and what it means to operate as a “university in exile.” We also review the history and significance of universities in exile for scholars, institutional leaders, and policymakers, emphasizing the rising numbers of displaced institutions and the need for a framework to support them. The paper establishes a connection between the displacement of universities and their values of academic freedom and equal access to education as well as their connections to Western democracies.

Notably, our paper illuminates the conference’s theme of the power of protest in education. We regard the persistence of these refugee higher education institutions as an act of protest against authoritarianism. By relocating and continuing their educational activities in a new environment, universities send a powerful message that knowledge, critical thinking, and academic freedom cannot be silenced. Operating as universities in exile challenges the repressive regimes that forced their displacement, and it asserts the commitment of the academic community to uphold principles of openness, intellectual independence, and the pursuit of truth.

Theoretical Framework
The paper develops a definition and taxonomy for universities in exile informed by insights from refugee theory, education in emergencies, and policy borrowing and lending theory.

Refugee Theory
Refugee theory highlights that individuals become refugees when they are forced to flee their countries due to a well-founded fear of persecution based on factors such as their race, religion, nationality, political opinion, or membership in a particular social group (Kunz, 1981). Scholars emphasize that refugees are distinct from migrants who move voluntarily for economic or other reasons (Hein, 1993; Kunz, 1973). Literature on refugees also examines the causes of forced displacement, recognizing that conflicts, political instability, human rights abuses, environmental disasters, and other crises can uproot individuals and communities (Cohen and Deng, 2012; House, 2007). It underscores the complex interplay of political, social, economic, and environmental factors that contribute to displacement. We contribute to this body of knowledge by extending these insights to higher education institutions.

Education in Emergencies
To fully appreciate the displacement of universities, it is crucial to recognize the significance of higher education in emergencies and the role of collaborative partnerships. While initially focused on basic education, the literature on education in emergencies has acknowledged the significance of continuing higher education in emergency situations (Burde et al., 2017). Higher education institutions in exile not only provide a haven for scholars, students, and staff who have been uprooted but also contribute to the preservation of academic freedom, equal access to education, and the values associated with democratic societies. By continuing their mission in exile, these universities serve as a beacon of resilience, asserting the importance of education and knowledge in the face of authoritarian repression.

Research has highlighted the importance of partnerships in emergency response (Menashy and Zakharia, 2022). Collaborative partnerships play a pivotal role in supporting universities in exile, too. These partnerships can involve a range of stakeholders, including host countries, governments, international organizations, and other higher education institutions. Collaborations provide critical resources, expertise, and support that enable universities in exile to sustain their operations and uphold their educational mission. By working together, these partnerships foster the exchange of knowledge, sharing of best practices, and the cultivation of a supportive environment for institutions in exile.

Policy Borrowing and Lending
Our paper leverages insights from policy borrowing and lending to understand the motivations of hosts to support universities in exile. While the primary focus is often on educational reform, efficiency, and effectiveness, there is recognition in this tradition of the humanitarian motivations that shape borrowing decisions, especially in aid contexts (Verger et al., 2012). Research shows that borrowers are sometimes driven by a commitment to ensuring educational rights and social justice, seeking policies that promote equity, inclusion, and access to education for marginalized and disadvantaged groups affected by humanitarian crises (Novelli et al., 2017). This finding helps to explain why countries would offer refuge to a displaced higher education institution. Additionally, policy transfer scholarship has shown that borrowing can serve as a means for governments to enhance their political legitimacy (Steiner-Khamsi, 2004). When a country takes in another nation’s university, it can demonstrate a commitment to reform, responsiveness to global trends, and alignment with international best practices.

Methodology
We use publicly available information–news articles and institution websites– to develop case studies of five universities that have experienced displacement: the European Humanities University, Donetsk National University, Ukrainian Free University, Central European University, and the American University of Afghanistan. By examining these cases, the chapter aims to extract valuable insights and lessons on the challenges, strategies, and outcomes of universities in exile.

Conclusion
This paper provides a comprehensive framework for understanding and studying universities in exile. By outlining models and approaches that institutions can adopt when their ability to provide quality education within their current locality is threatened, we offer practical guidance for institutions and their supporters facing similar circumstances in the future. Ultimately, this paper fills a critical gap in our knowledge and understanding of universities in exile. The paper’s contribution lies in its potential to guide exiled institutions and their supporters. We also aim to stimulate further research on this institutional expression of protest.

Authors

• Kyle Long, The George Washington University

• Carly O'Connell, Institute of International Education Scholar Rescue Fund