Development Cooperation and Internationalization of Universities (original) (raw)

2014, Junco Journal of Universities and International Development Cooperation

This panel arises from the need to share experiences of integrating international development cooperation in the strategic process of internationalization of universities in all their functions: their teaching, learning and research policies and in the organization of services and administration. The internationalization process, which most universities are embarking on as no longer avoidable, provide them with the opportunity to acquire the tools and the attitudes essential to ward off an otherwise inevitable loss of relevance in contemporary societies. Internationalizing the university through both "cross-border" mobility of students and faculty, and changes to curricula, means integrating the international, intercultural and global dimensions in their central functions (research, training and services) in order to transform society. To gain a broad perspective, an uncommon sensitivity and a high capacity of inter-cultural and transnational communication is needed not only for teachers but also for the culture of the institution. The end product of such an approach should be the development of a "global perspective" that will lead to the emergence of professionals / citizens of the world. The "global citizen" is one who sees the world and its inhabitants as interdependent and works to promote both his own interests and those of the most disadvantaged populations, anywhere on the planet. Equipped with the appropriate tools, those who leave the university can contribute to the best achievements in their professional role within the community, at home as well as abroad. Cooperation with low-and middle-income countries provides a fundamental contribution to universities looking for a global perspective and gives new perspectives on issues related to local development and innovation. The exposure of teachers and students to development cooperation, both for reasons of ethical and of personal and professional growth, is very conducive to the acquisition of new skills and generates particular understanding to appreciate diversities and combat prejudices, to manage change and the dynamics that shape society. The ultimate impact of the beneficial dialogue between development cooperation and internationalization of the university is mutual: it is no longer knowledge transfer and "developing the other" but innovating through knowledge exchange and growing together. This panel intended to gather evidence from the field in the form of proposals or theoretical elaborations, with the view to facilitate the integration and mutual enrichment between the experience of international cooperation and the process of university internationalization in all the different actors of the exchange. Focussing on the important, global issue of sustainability, Alessandra Bonoli and Francesca Cappellaro's paper [1] discusses how current international programmes in this field aim at supporting "universities to commit themselves to principles of sustainability and give the impulse to start with implementing sustainability into every day processes." After reporting on the numerous and extremely variegated international experiences, the distinctive example of the University of Bologna is presented as a case in point with its geographically decentralised approach and complex organization; its diverse initiatives are described in their social and environmental sustainability impact. According to the authors, the University of Bologna's experience of implementing sustainable practices into the university structure can act as a model "to demonstrate the theory and practice of sustainability" and thus become a "living laboratory of sustainability" leading to real changes. In his paper [2], Angelo Stefanini argues that, in strengthening their approach to development cooperation, universities should be guided by a process of internationalization aimed at social transformation. From their privileged position and power status, higher education institutions are well equipped to address "the difficulties and contradictions related to poverty-alleviation policies and development paths" through the production, the reproduction and the application of knowledge in fields related to human development, such as environmental sustainability, peace, health, gender equality and quality of life, within a common framework of human rights and social justice. "In short," the author contends, "universities should emphasize the identity and importance of IDC [international development cooperation] activities through their recognition as a statutory objective of university work, their inclusion in strategic plans, the creation of institutional bodies to promote and manage them, and the existence of tools and dedicated funds for their implementation." This goal can be promoted by a process of internationalization leading to the development of a "global perspective" within the university organisational culture, which means for staff and students becoming aware of the ties that exist between their lives and that of others in the global context, and "developing the skills, attitudes and values that enable [them] to work together with other people from different countries and cultures in search of a more just and sustainable world." The experience of the Centre for International Health of the University of Bologna is described as a telling example of an educational action-research in deconstructing current development cooperation's mainstream narrative with the view tore-construct it with different type of knowledge. As the author concludes,