Abstract
The study sought to understand the implications of harmonization of higher education minimum bodies of knowledge (MBKs) in the southern African development community (SADC) region with specific reference to Zimbabwe and South Africa. The study relied on qualitative methodology while data was collected using key informant interviews and documentary search. The study participants were drawn from institutions of higher education (IHE), councils of higher education (CHE), and members of the academia from both South Africa and Zimbabwe. The findings of the study indicated that there is a negligible role played by MBKs in harmonizing higher education systems between Zimbabwe and South Africa. The study concludes that diplomacy is relevant to the internationalization of higher education. The absence of a coordinated approach exposes international students to challenges from which they cannot extricate themselves in foreign countries without the intervention of their diplomatic missions.
TopIntroduction
The internationalization of higher education, which has evolved into a soft tool for diplomacy calls for both intra- and inter-regional academic collaboration (Adamu, 2012). The Organisation for the Economic Cooperation and Development (OECD) (2015) suggested that by 2025 there will be around 8 million international students studying outside their home countries. A wide variety of Quality Assurance Agencies (QAA) worldwide have demonstrated little uniformity among QAA in developing MBKs as a soft tool of diplomacy (Friend-Pereira, Lutz, & Heerens, 2003).
The Higher education sector has long been seen as a driver for development. It is an incubator for research, knowledge generation as well as capacity development. The internationalization of higher education has come with the need for a diplomatic offensive among regional blocs such as the SADC (Hénard & Mitterle, 2008; Loukkola & Zhang, 2010). Africa as the least developed region in terms of Institutions of Higher Education finds itself on edge of knowledge generation (Adamu, 2012, Teferra, 2008). Mohamebhai (2013) argued that harmonization of the higher education sector refers to the coordination of educational programs using agreements based on MBKs to ensure equivalency and comparability of qualifications between and within countries. The scholar further indicated that this promotes the quality and mobility of both staff and students (Mohamebhai, 2013). This study argues that the harmonization of the higher education system in the SADC region will ensure that it becomes locally relevant and globally competitive.
The meaning of the term internationalization, too, has never been agreed upon by scholars due to the diversity and complexity of the concept, its dimensions, and stakeholders at the national and institutional levels. As a matter of fact, the terms transnational education, borderless education, offshore education, and cross-border education are used interchangeably with internationalization (Marginson & Wende 2009). However, this paper adopts the definition by Knight (2005) as it appears more comprehensive and encompassing. Knight (2005) views the internationalization of higher education as the process of integrating global, intercultural, or international features into the functions, purposes, or delivery of postsecondary education. This article, however, singles out university education in particular as the subject of its analysis.
Purpose of the Study
The study sought to understand the implications of harmonization of higher education MBKs in the SADC region with a focus on Zimbabwe and South Africa.
Research Objectives
- i.
To assess the role of MBKs in the harmonization of higher education systems in Zimbabwe and South Africa.
- ii.
To establish the relevance of diplomacy in the regionalization of the higher education sector.
- iii.
To explore the link between MBKs and diplomacy.
Literature Review And Theoretical Framework
This study relied on the theories of realism and pedagogic discourse which are discussed in detail below.
Key Terms in this Chapter
Soft Power: The ability ‘to influence others and achieve national self-interests through attraction and persuasion’ rather than through coercion, military force or economic sanctions.
Internationalisation of Higher Education: A process of integrating an international and cultural dimension into the teaching, research, and service functions of an institution.
Knowledge Diplomacy: The building and management of international relations characterised by new actors, new issues, new functions and an increasing preoccupation with soft power.
Power:-: cControl over various actors, resources and the events and outcomes.