Charnaldo Jaime Ndaipa

2 Publications in AERD

Author Publications

North–South Partnerships as a Strategy for Internationalisation of Higher Education Institutions: Experiences in Sweden and Mozambique

By Charnaldo Jaime Ndaipa

Partnerships are understood to be one of the strategies for internationalisation of higher education institutions. In recent years, there has been a slight shift in trends, with diversifying partnerships among African universities and with countries that do not have colonial ties. These include the USA, Canada and Scandinavian countries, among others, labelled as North–South partnerships. With the scarcity of empirical research on the subject matter, the impetus of this study was to explore the rationales, benefits and success factors for North–South partnerships across higher education institutions as perceived by administrators and academics from one Northern country, Sweden, and one Southern country, Mozambique. The study applied a mixed methods approach eliciting the experiences of 77 people in the two countries who are engaged in some form of North–South partnerships. The results showed that North–South partnerships are motivated by four rationales: academic, economic, social-cultural and political, enhanced by the success factors, among which are communication, trust, participation in decision-making, mutual respect, and attainment of goals and resources. Collaborative advantages across these partnerships were noted but some practices could be more decolonised. © International Association of Universities 2023.

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Internationalisation of the curriculum in higher education: A case from a Mozambican university

By Charnaldo Jaime Ndaipa

Internationalisation of the curriculum has been the subject of various debates in recent years in higher education institutions. In particular, the need to incorporate local knowledge systems when internationalising the curriculum continues to be a major challenge in African universities. This study explores faculty members’ experiences inherent in the internationalisation of the curriculum at one Mozambican university. On the basis of semi-structured interviews with eleven faculty members, two research questions were investigated: (1) How do faculty members understand the internationalisation of the curriculum in their university? (2) How are local knowledge systems embedded in the internationalisation of the university curriculum? The findings revealed that the internationalisation of the curriculum is mainly understood in terms of developing intercultural knowledge, skills and values; mobility of students, teachers and academic programmes; and teaching international students and languages. Some practices suggest opportunities for a more decolonised approach in the internationalisation of the university curriculum, such as the integration of local languages and the practice of ethnoscience, with the main focus on ethnomathematics. © 2023 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license.

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