Perspectives on south-north institutional collaboration/partnership research in higher education

Madela, Mbhekiseni Lawrence

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https://hdl.handle.net/2142/108147 Copy

Description

Title

Perspectives on south-north institutional collaboration/partnership research in higher education

Author(s)

Madela, Mbhekiseni Lawrence

Issue Date

2020-05-08

Director of Research (if dissertation) or Advisor (if thesis)

Greene, Jennifer C

Doctoral Committee Chair(s)

McCarthy, Cameron R

Committee Member(s)

• Huang, Wenhao David
• Hood, Denice W

Department of Study

Educ Policy, Orgzn & Leadrshp

Discipline

Educational Policy Studies

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ph.D.

Degree Level

Dissertation

Keyword(s)

keywords: globalization, South-North, collaboration/partnership, publication, funding, policy

Abstract

While globalization and internationalization of the goods, services, and knowledge economies have become basic drivers for cross-border interactions (including research collaboration/partnerships of various stripes), most of the granular aspects of these phenomena remain under-researched—for example, their impacts on student participation and achievement, inclusivity, influence of funding agencies, and powers behind the mostly published and cited articles. To fill this gap, this dissertation explored perspectives on institutional South-North research collaborations/partnerships (ISNRC) in higher education to make sense of the current views and how they may inform future research interactions, especially between unequal partners. From a literature review of bibliometrically identified published works from the late 1990s to the present (2019), three central ISNRC themes emerged: (1) issues around initiating projects and agenda setting, (2) problems of capacity utilization and capacity building, and (3) unequal, if not unethical, data utilization and publication. From this dissertations data analysis using two principle frameworks—(1) resources dependency & resource-based theories and (2) project-based learning theory; which included collaborative approaches embracing knowledge-based and demand-led frameworks—recommendations are provided addressing problems arising from the three themes, especially ways to “even” or “level” the otherwise often steep hierarchical relations that obtain between South-North collaborative partners.

Graduation Semester

2020-05

Type of Resource

Thesis

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http://hdl.handle.net/2142/108147

Copyright and License Information

DISSERTATION Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Educational Policy Studies in the Graduate College of the University of Illinois at Urbana-Champaign, 2020

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