Noel Drake Kufaine PhD University of Malawi

2. The Impact of Internationalisation on the Academic Integrity and Quality of Higher Education in Developing Countries Noel Drake Kufaine PhD University of Malawi

3. Introduction This discussion will focus on integrity attributes; accuracy, consistence and quality in internationalisation activities and its impact on higher education

4. Introduction • Having integrity means doing the right thing; • In academic, its upholding the academic honesty and policies set forth. • Quality would be described as ‘fit for purpose’.

5. Higher education context • Higher education is taken to be teaching, research, and outreach activities of universities (Bloom, Canning, and Chan, 2005). • Higher education on the continent is weak and struggling, and it will require a tremendous amount of intellectual and financial resources, political will and commitment in order for the majority of African higher education institutions to achieve competitive world standards. (SARUA 2008)

6. Higher education context Internationalisation has turned into a mainstream activity in higher education and has impacted higher education; stimulating individual higher-education institutions and leadership into maintaining equilibrium between responding to higher education national needs and meeting international demands. (Sehoole, 2008, Zeleza, 2012),

7. Internationalisation impact • Is the equilibrium balancing? Or we are meeting global needs at the expense of local needs. • Internationalisation in higher education cannot be divorced from the wider geopolitical forces that shape the world (Kotecha, 2012) • Imbalances affect the focus and design of collaborative work, the resources available for such work and the roles played by academic partners in different parts of the world. (Kotecha, 2012)

8. Internationalisation impact The impact of internationalisation of higher education is unprecedentedbecause the definitions, rationales, drivers, benefits and risks of internationalisation vary. (Sehooleand Knight 2010) This inconsistence is detrimental to academic integrity.

9. Internationalisation Definitions • The major inconsistence in higher education debates is lack of internationalisation definition. • Definitions have been updated, revised and upgraded. None has been universally accepted yet. • Which definition are we using during internationalisation in Africa? • Which definition should we protect for our academic integrity?

10. Internationalisation Definition South Africa internationalisation framework has the following definition: An intentional or steered process to integrate or infuse intercultural, international and global dimensions in higher education in order to advance the goals, functions and delivery of higher education and thus to enhance the quality of education and research.

11. Internationalisation Rationales • Cross et al. (2011) outlined that the rationales for internationalisation are presented in levels, prioritised differently by different nations. • The four original rationales (political, academic, economical and socio-cultural) Knight and de Wit, (1999)

12. Internationalisation Rationales • IAU 2012, warned that internationalisation has become a competition in which commercial/economic interests overshadow higher education’s fundamental academic mission and values. • I would also add to say it has become marketing. • Which rationale should we protect for the sake of academic integrity?

13. Internationalisation Activities • Study abroad programmes; • Foreign language instruction; • International franchising of programmes; • Provision of internationally relevant curricula and syllabuses; • Recruitment of foreign staff; • Employment of home-country staff with international experience; • Cross-border research collaborations; • Staff exchange programmes • Faculty participation in international conferences and networks; • Internationally orientated staff training and development; • Establishment of campuses in other countries • Bennet and Kane, (2011):

14. Implementation challenges Internationalisation is a highly top-down policy, with higher education leaders cited as the most important internal drivers. While most world regions have engaged with internationalisation and made it an explicit, coordinated and strategically focused activity, in Africa it is implemented without explicit policies (Kotecha, 2012)

15. Conclusion • Theory-building, conceptual frameworks and research methodologies are largely constructed through research undertaken in developed countries, and are informed by the values and world views in those societies • Its time we conceptualise and redefine internationalisation of higher education in the present time.

16. Conclusion • Activities and instruments of internationalisation are neither goals nor definitions for internationalisation. • Are we really doing internationalisation of higher education • or • International relation of higher education institutions.

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