Double Agendas in International Partnership Programs: A Case Study from an Ethiopian University

Autor/inn/en	Kassie, Kitaw; Angervall, Petra
Titel	Double Agendas in International Partnership Programs: A Case Study from an Ethiopian University
Quelle	In: Education Inquiry, 13 (2022) 4, S.447-464 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/20004508.2021.1923433
Schlagwörter	International Education; Partnerships in Education; Foreign Countries; Educational Cooperation; Educational Policy; Universities; Policy Analysis; Discourse Analysis; International Cooperation; Educational Development; Educational Resources; Institutional Autonomy; Ethiopia; Norway + Suchen Sie Ihr Suchwort? Internationale Erziehung; Hochschulpartnerschaft; Ausland; Education; cooperation; Kooperation; Politics of education; Bildungspolitik; University; Universität; Politikfeldanalyse; Diskursanalyse; Internationale Kooperation; Internationale Zusammenarbeit; Bildungsentwicklung; Bildungsmittel; Institutionelle Autonomie; Äthiopien; Norwegen
Abstract	This paper explores the policy discourses underpinning an international higher education partnership involving a large Ethiopian university. Particular attention is given to a partnership programme established between an Ethiopian (EU) and a Norwegian (NU) university, and the main ideas and practices expressed and negotiated from an Ethiopian perspective. This study employs a theoretical framework based on critical policy analysis and a qualitative case study design using interviews and document analysis. The results illustrate how a loosely defined policy for international partnership in higher education frames the conditions and possibilities for this programme. Partnership in EU is based on policies that emphasise flexibility in various possibilities, but also with ambitions, foremost, to partner with a Northern university. In the EU, this partnership is viewed, mainly, as a means of academic growth and development while also convoluted with concerns about resource dilemmas and dependency. This partnership programme, therefore, appears to be based on contradictions from which a double agenda emerges: striving for mutuality versus avoiding dependency, and local needs versus global achievements. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01