Beyond Grants: How to Build Sustainable International Cooperation at Universities and Colleges

“Building international cooperation at universities based on grants is like planting a garden based on the weather. It may grow well when the conditions are favorable, but it won’t survive when the seasons change if there is no proper care, maintenance, and adaptation.”

International cooperation is a key component of higher education in the 21st century. It enables universities to exchange knowledge, resources, and perspectives with partners from different regions and cultures. It also fosters global citizenship, intercultural competence, and social responsibility among students and faculty. However, not all forms of international cooperation are equally effective and lasting. In this blog post, I will argue that building international cooperation solely by following available grants fulfills the goals of the grant agency, rather than the goal of the university, and often, once the funding runs out, the cooperation dissipates, partnerships dissolve and no value stays at the university. I will also suggest some alternative or complementary approaches to international cooperation that are more sustainable and mutually beneficial.

One of the main challenges of international cooperation at universities is finding adequate and stable funding. Grants are a common source of funding for many collaborative projects, especially between universities from developed and developing countries. Grants can provide valuable opportunities for research, teaching, and learning across borders and disciplines. However, grants also have some limitations and drawbacks that can undermine the sustainability and quality of international cooperation.

First, grants are usually competitive and selective. They are often awarded based on predefined criteria and priorities that may not align with the needs and interests of the universities involved. For example, some grants may favor certain regions, topics, or methods over others, or may require specific outcomes or deliverables that are not relevant or feasible for the local context. This can create a mismatch between the goals of the grant agency and the goals of the university and may limit the scope and diversity of international cooperation.

Second, grants are usually short-term, and project based. They are often designed to support specific activities or outputs for a limited period of time, usually between one to five years. This can create a dependency on external funding that can jeopardize the continuity and stability of international cooperation. Once the grant ends, the cooperation may also end, unless there are other sources of funding or incentives to sustain it. Moreover, short-term projects may not allow enough time for building trust, understanding, and capacity among the partners, which are essential for effective and meaningful cooperation.

Third, grants are usually one-sided and unequal. They are often given by donors from developed countries to recipients from developing countries, with little or no reciprocity or co-investment from both sides. This can create a power imbalance and a sense of obligation or charity that can undermine the autonomy and dignity of the partners. It can also reduce the ownership and commitment of the partners to cooperation, as they may feel that they are merely following someone else's agenda or fulfilling someone else's expectations.

Therefore, while grants can be useful and beneficial for initiating and supporting international cooperation at universities, they are not sufficient or optimal for ensuring its sustainability and quality. A more balanced and inclusive approach to international cooperation would require not only financial support, but also mutual trust, respect, dialogue, and learning among the partners.

One possible alternative or complementary approach is to select partners with similar interests for multi-disciplinary, multi-level reciprocal partnerships covering student exchanges but growing into joint research and continuous search for synergies helping participating partners to build a strong program overtime with longevity and joint growth as a goal. Such partnerships would be based on shared values, visions, and objectives that transcend the boundaries of grants or projects. They would also involve co-creation, co-funding, and co-evaluation of activities and outcomes that reflect the needs and aspirations of both sides. They would also foster long-term relationships and networks that can generate mutual benefits and impacts for the partners and their communities.

Most universities can showcase an example of such short-term international cooperation solely driven by the grant. While these programs provide multiple benefits to participants, they tend to be short lived and therefore do not fit as a main building stone of a long-term international strategy.

These examples show that international cooperation at universities can be more sustainable and mutually beneficial when it is based on more than just grants. It requires a strategic vision, a long-term commitment, a reciprocal relationship, and a collaborative culture among the partners. It also requires a recognition of the value and potential of higher education as a force for positive change in the world. By adopting such an approach, universities can contribute to the realization of the universal right to education and the achievement of sustainable development goals.