Internationalization of Higher Education in the Global South: A Case Study of Karatina University, Kenya

• In Event: Higher education internationalization: policy and practice case studies

Proposal

Within the Global South, there has been some suspicion about the internationalization of higher education (IoHE) given the history of colonialism and over-emphasis on Western knowledge. Despite this skepticism, the IoHE in the Global South continues to gather momentum (Thondhlana et al., 2021). As in the Global North, many universities in the South have viewed internationalization strategically to enhance world-class status and generate revenues. However, there are also innovative ways in which Global South higher education institutions (HEIs) are embracing internationalization to best fit the needs of their institutions, local and regional contexts.

These new ways of doing internationalization challenge dominant, Western conceptualizations of internationalization. These include more flexible and culturally responsive initiatives where the IoHE aligns with and reflects local contexts and meets local needs. For example, in some Asian countries, internationalization is “conceptualised as a way of promoting the context to the international community and inculcating a sense of nationalism” (Trahar et al, 2015, p. 31).

This applied research paper analyzes a cross-border project to develop an internationalization strategic plan (ISP) at Karatina University (KU) a small, regional university in Karatina, Kenya. The project involved a collaboration between KU staff and Academics Without Borders (AWB) volunteers from Canada. The ISP developed through this cross-border approach in 2023 was officially approved in 2024 and is now being implemented.

This paper consists of 3 sections. First, we provide a broad overview of the global, regional and national contexts within which this project unfolded, outlining the opportunities and challenges facing a university such as KU, in its efforts to internationalize. Second, we outline the collaborative process undertaken to develop the ISP identifying successes, opportunities and challenges. Third, we reflect upon and analyze the opportunities and impact this plan provides KU, how the impact is being assessed, lessons learned as KU moves forward implementing its ISP.

Relevance of the topic to CIES 2025 - In line with the conference theme, our paper focuses on how virtual technologies enabled the planning team to work collaboratively to develop the groundwork for the ISP through online meetings and other digital tools (e.g. online surveys); and how the ISP envisions digital technologies as an instrumental part of internationalization to enhance global learning for all and virtual student mobility. The ISP provides opportunities for virtual approaches to learning and mobility such as online learning for students from conflict-affected African nations near to Kenya and a new Virtual Cultural Exchange Program for students to interact with global peers.

Needs/issues the project aimed to address - This project was based on a need identified by KU to bring in a volunteer team to provide external expertise on the development of its ISP. KU reached out to AWB, a global organization that supports low and middle-income countries to improve their HEIs through collaboration with external partners. The aims of the project included undertaking a situational analysis, designing a process to develop an ISP, developing a results and resources framework; and drafting the strategy and implementation plan.

Methodologies and Guiding Frameworks - We adopt a decolonial theoretical lens to analyze the challenges and opportunities that a university such a KU faces in internationalizing. Viewing the IoHE through the lens of decolonization illustrates the importance of developing more ‘home-grown’ approaches to internationalization that align with local needs in a post-colonial context.

Methodologically, the paper is based on summary meeting notes, partners’ journals and notes, emails, documents and ISP drafts stored on a shared google drive. In terms of the methodology guiding the project, we followed standard procedures associated with strategic planning, including a situational scan of the landscape; documentary analysis of the university vision, mission and other official documents; stakeholder input into the draft ISP; and a validation process with key leadership stakeholders.

Lessons Learned- Throughout the development of this ISP, attention was paid to creating a plan that was context dependent and recognized the challenges a university such as KU faced. The plan was approved because of the realization that it was custom-made for KU and not a copy-cat of ISPs found in many Global North universities. Specifically, the plan sets out 3 strategic priorities for internationalization, which are to enhance Global Learning for All; International Mobility Experiences; and International Partnerships and Collaboration.

a) Successes
So far there have been many successes implementing the ISP. The first was introducing a common university course on Global Citizenship, mandatory for all students and designed to help learners acquire skills to navigate the globalized world. The second is the establishment of co-teaching arrangements with international scholars giving faculty opportunities to collaborate with distinguished global academics to create exceptional learning moments for students. The third is the establishment of a KU global footprints website to showcase KU staff global engagements. A Virtual Cultural Exchange Program for students to interact with peers and share experiences to foster an appreciation of diversity has also been implemented. And fifth, the ISP has led to successful joint proposals with international partners leading to securing research grants to enhance knowledge production. Collaborating with international researchers has initiated a trajectory to high impact research projects. Finally, all the Academic Staff have integrated ISP key action points as part of their annual work plans.

b) Challenges - The implementation has had some challenges. First the financial allocation is not sufficient as KU is a public university and relies on government funding. Additionally, there has been resistance to change from staff calling for continuous sensitization and application of persuasive styles. Faculty capacity building is needed and requires resources.

Impact -The project has increased the international visibility of KU as students and academic staff are able to gain attention beyond Kenya and increase their knowledge about the world beyond. The impact has been analyzed through quality of international media mentions, invitations to global conferences, and inclusion in global publications and website traffic flow to the KU website. There has been increased attraction of international partners to collaborations, agreements and joint involvement in projects. As a result, KU’s reputation has been elevated as a university of global excellence.

Authors

• Marianne A. Larsen, Western University, Faculty of Education

• Kellen Kiambati, Karatina University