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Partnerships in higher education

Below is an overview of the questions that should be considered when entering into international higher education cooperation.

Recently edited : 28. November 2023

What are some of the known challenges in international cooperation on higher education?

Where the global research community has largely developed a set of common rules, such as verifiability and peer review, higher education is to a greater extent characterised by national rules and different systems.

Higher education institutions are often hierarchical, bureaucratic and conservative systems which largely reflect the values and political ambitions of each country's system of governance. The status of students will also largely reflect this set of values, and can be expressed through educational approaches, student-teacher relationships, data protection, etc. (see also the resources on academic freedom, safeguarding students, data protection and information security).

In general, well-functioning international education cooperation requires good knowledge of the partners, a degree of autonomy and funding, and an understanding of the context in which they operate through adequate knowledge of the system and country. Strategic commitment is necessary to maintain a sufficiently long-term perspective. It is recommended that the agreement clearly sets out the goal of the cooperation and what value is added as regards cooperation in higher education.

Partner institution and country – what should be clarified?

  • To what extent is academic freedom safeguarded in the curriculum and teaching?
  • To what extent can students, employees and others involved in the cooperation be subjected to political pressure?
  • What kind of services is available through the cooperation to students and research fellows on exchange stays?
  • What are the possibilities of student involvement in research activities? Will such involvement require special security measures?
  • Can the plans be implemented without violating applicable legislation in any of the countries, e.g. related to data protection?
  • How is the academic year and the budget year organised, and how does the partner institution organise its system for receiving international students?
  • What arrangements are in place for helping students to prepare for stays in partner countries and at partner institutions?
  • What are the reasons for the choice of country/countries and partner(s); is it necessary to carry out a due diligence assessment?
  • Does the subject area, activities, countries and partners necessitate assessments that fall under the Export Control Regulations?
  • Are the partners in question accredited and degree-granting higher education institutions?
  • Is the teaching cooperation compatible with the Norwegian framework for recognising credits taken abroad?
  • What level of management does the agreement need support from in order to be implemented? Has the cooperation been approved at the correct level?
  • Is a residence permit or visa required? What type of permit or visa is required? For mobility to Norway, see udi.no.

Tools and resources for partnerships

Knowledge about countries:

Accountability in international cooperation agreements in education: