Internationalizing Higher Education in South Africa

Abstract

abroad. It is in China's interests to ensure that its national needs are kept in mind and that China, at least in the foreseeable future, has only a small export market for its educational programs and institutions. It is not at all clear that accredited but low-quality foreign colleges and universities are serving students or the Chinese academic system well. There should be a working system to evaluate foreign academic institutions seeking to enter China-including a thorough assessment of quality and an understanding of the position of the institution in its home environment. Such an arrangement, set up by Chinese researchers or with assistance from objective foreign experts, could help to evaluate potential foreign partners. Singapore, for example, has developed a list of overseas institutions considered appropriate for government-sponsored scholarships or other collaborative higher education programs. Consideration should be given to the institutional motivations as well as the terms and conditions of any agreements with foreign partners or schools desiring to work in China. Is a foreign institution offering its best quality programs and staff? Is there appropriate accountability for performance? Do the programs offer more than the prestige of an international linkage? Is staff and institutional development part of the agreement? What is the "business plan" of the foreign provider? Questions need to be asked to ensure that the best interests of the host institution and the students are well served. It is likely that in some cases local institutional or government authorities may fail to adequately examine overseas collaborations or may lack the expertise to make appropriate judgments. National or at least provincial agencies should have authority to review overseas programs. The review process should be as transparent as possible. Decisions concerning foreign academic relationships or granting permission to foreign institutions to operate in a country are important. They have significant implications for the local higher education community-a good partner can bring new ideas and good quality education. An ineffective link may be costly to host institutions. And perhaps most relevant, students may not be well served. China is not alone in facing difficult decisions concerning foreign academic relationships. India, Malaysia, South Africa, and other countries find themselves in similar circumstances in an increasingly globalized world of higher education. Despite an internationalized environment , higher education remains a key responsibility of nations to supervise to ensure that their national interests are served and both access and quality are preserved. A partheid clearly left a very unequal higher education system of privileged and disadvantaged institutions. However, in just over 10 years we find a changing scenario of newly formed inclusive public universities, universities of technology, and a growing number of private institutions responding to a new market.