Bridging Borders: Toward Equity in International Research Collaborations

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November/December 2024

By Miri Yemini

In examining the broader landscape of higher education, we can identify significant changes that are driven by global crises—such as the COVID-19 pandemic, climate change, and wars—and that pose questions concerning the relevance and value of higher education for the future of young people in the contemporary world. Many higher education institutions are dealing with the potential decrease in their relevance by focusing on institutional policies in order to increase their positioning in international rankings and on developing programs to equip students with the tools for success in the workforce. Global citizenship education (GCE) has been viewed as a framework capable of achieving some of these objectives. GCE is often linked to the development of skills and dispositions that position learners to collaborate, solve global problems, and challenge systemic injustices. This approach is wrapped in promises of peace, empathy, intercultural understanding, and solutions to climate change. It also offers students opportunities to compete in job markets (Yemini 2023).

The integration of GCE into academic curricula aims to prepare students to navigate and potentially address the complex global issues they will face in their careers and personal lives. Having a GCE formation can encourage students to be proactive in seeking sustainable solutions, understanding the socioeconomic and cultural dimensions of global challenges, and acting as responsible global citizens. Additionally, the GCE approach emphasizes the development of critical thinking, problem-solving skills, and the ability to communicate effectively across cultural boundaries. It seeks to foster a learning environment that values diversity, inclusivity, and collaboration, which are essential in today’s interconnected world.

Institutions that embrace GCE often engage in partnerships with universities and organizations worldwide, enabling students and faculty to participate in exchange programs, joint research initiatives, and international conferences. These partnerships serve as a platform for exchanging knowledge, conducting joint research projects, and fostering an environment where diverse cultures and perspectives are shared and respected. International collaborations thus have the potential to promote GCE in the realm of research at higher education institutions. While the discourse around GCE and educational activities has been developed, the connection between GCE and international research collaboration has not been explored in depth. Additionally, there are certain practices related to international research collaboration that can make inclusivity and diversity difficult to achieve and that need to be overcome in order for GCE objectives to be achieved in this area.

International Research Collaborations

International research collaborations have become essential tools in advancing knowledge, offering benefits to researchers, practitioners, higher education institutions, nation-states, international organizations, and funding agencies. By working with international collaborators, academics access expanded resources and intellectual diversity and earn enhanced recognition through joint publications. Publications from international collaborations often garner more citations than those limited to a single country's efforts (Velez-Estevez et al. 2022), thereby boosting the academic standing of everyone involved.

Citations play an essential role in measuring the impact and success of academic work. They influence numerous aspects of a researcher's career, including success in gaining funding, achieving promotions, and attracting collaborators. When research is widely cited, it indicates its relevance and importance to the field, reflecting favorably on the authors and their institutions (Chankseliani et al. 2021). Consequently, being part of international collaborations can serve as a crucial factor in elevating a researcher's career trajectory and their institution’s reputation.

Finding Resources and Growing Capacity

In addition to boosting citations, international collaborations often open doors to additional funding unavailable at the national level. Global or multinational funding bodies, such as the European Union’s Horizon programs or various United Nations initiatives, prioritize projects that bring together expertise from different countries (Kwiek 2021). These funding bodies often recognize the value of cross-border collaboration in tackling complex global problems that no nation can address alone, such as climate change and pandemics.

For researchers, access to these international funding sources means the potential for larger grants and a broader range of resources than those typically offered by national agencies. This financial support not only sustains individual projects but also helps build long-term research infrastructure and capability within the institutions involved (Weinreb and Yemini 2023). It can lead to the establishment of cutting-edge research labs, recruitment of additional skilled personnel, and investment in new technologies, all of which contribute to sustained progress in researchers’ fields and institutional prestige.

These experiences are valuable not only for their immediate contribution to specific projects but also for the professional growth of the researchers involved. By gaining a deeper understanding of how research is conducted in various cultural and institutional environments, for example, researchers become more adaptable and innovative in their approach to scientific inquiry. Such collaborations also stimulate creativity by introducing new ways of thinking and solving problems, which can lead to breakthroughs and innovations that might not occur in a more homogenous academic setting.

The personal benefits of participating in international collaborations should also not be overlooked. Researchers who collaborate internationally have the chance to exchange ideas and methodologies with experts globally. Attending international conferences, working in new laboratories, and meeting with peers from around the world provide exposure to diverse academic cultures and practices, enhancing expertise and broadening global perspectives.

Determining Value

Despite their many advantages, not all international research collaborations seem to hold equal value. The desire to partner with colleagues from more prestigious institutions often overrides other considerations, primarily driven by the tangible and intangible benefits such collaborations confer (Kwiek 2021). Partnering with high-ranking institutions offers increased visibility, enhanced resources, and a greater chance of receiving significant funding—a reality that incentivizes researchers and institutions to align themselves with these entities.

This preference for high-ranking partnerships leads to a skewed distribution of opportunities within the higher education landscape. Institutions and researchers with lower rankings, especially those from countries in the Global South, may find themselves sidelined, unable to access the same resources or participate in high-profile collaborations (Gomez et al. 2022). Such an imbalance substantially limits the potential for individual growth and achievement and narrows the diversity of the international academic community, which thrives on varied perspectives and approaches.

The hierarchical nature of international research collaborations often leads to the creation of exclusive clusters, a situation described as the “Matthew Principle” (Nielsen and Andersen 2021), where success begets more success. This principle is evident in academia, as already well-regarded institutions continue to attract more collaborations and resources, further solidifying their leading positions and widening the gap between them and less-prominent institutions.

Additionally, government bodies and funding agencies are increasingly tying allocations to the perceived “internationality” of scholars, institutions, and nation-states. Accordingly, in another example of the Matthew Principle, researchers who work at institutions that already enjoy a high number of international collaborations and have a high degree of “internationality” will thus be more likely to receive funding. In turn, this could stifle the potential for broader, more inclusive international cooperation and narrow the scope of what qualifies as truly global research.

This limited concentration of partnerships risks undermining a key goal of international collaboration: fostering a truly diverse and inclusive higher education community. When collaborations are restricted to a limited group of high-status institutions, the lack of diversity can create echo chambers where only certain ideas are explored, leading participants to miss out on innovative solutions that a wider range of contributors could provide. As individuals and institutions decide with whom to work, how to define the scope of collaboration, and what causes to champion, these are important points to consider.

Collaboration for the Future

Addressing these challenges requires a shift in how the greater higher education community defines and rewards successful international collaborations at the individual and institutional levels. Success must not be solely measured by metrics such as rankings and citation counts but should also consider qualitative factors, such as diversity, inclusivity, and the practical impact of research. Funding agencies broadening the criteria they use to evaluate collaborations could encourage a wider range of joint efforts, allowing different voices and perspectives to contribute to the academic and professional discourse.

Policy measures could also play a crucial role in making international collaborations more equitable and inclusive. Governments and institutions can implement strategies that promote diverse partnerships, ensuring that opportunities are available across a broader spectrum of institutions regardless of their current standing. This could involve creating funding mechanisms specifically designed to encourage collaborations with less-renowned institutions or supporting initiatives that connect researchers from underrepresented regions with global networks.

Within the higher education community, there is also a need for a cultural shift toward appreciating and rewarding diverse contributions to welcome more people to the proverbial table—goals that directly tie to GCE. Valuing interdisciplinary collaborations and recognizing the importance of community engagement and practical research outcomes can help break down some of the hierarchical barriers present in academia today. We can educate the next generation of professionals to value diversity through GCE initiatives and enable institutional practices that champion diverse contributions. Encouraging a culture that celebrates diverse forms of excellence will not only foster greater inclusivity but also enhance the potential for innovative research achievements.

Conclusion

While international research collaborations can deliver substantial benefits, navigating the challenges that currently surround them is essential to achieving a truly global and inclusive academic environment, which can benefit students, staff, and faculty and improve the value of research outcomes. By broadening the scope of what is valued and rewarded in these collaborations, the higher education community can ensure that more institutions and researchers have equitable opportunities to participate in and benefit from global research advancements. Furthermore, the focus on GCE in higher education aligns with its increasing emphasis on sustainability and social responsibility. Universities are encouraged to adopt sustainable practices and contribute to the well-being of their local and global communities,  which is often tied to international research collaboration agreements and exchanges. When GCE is strategically incorporated into teaching and research, it will help cultivate a higher education community that values diversity, encourages broader participation, and enhances the overall quality and impact of research worldwide, ultimately addressing the key objectives of GCE.

References

Chankseliani, Maia, Andrey Lovakov, and Vladimir Pislyakov. 2021. “A Big Picture: Bibliometric Study of Academic Publications From Post-Soviet Countries.” Scientometrics 126 (10): 8,701–30.

Gomez, Charles J., Andrew C. Herman, and Paolo Parigi. 2022. “Leading Countries in Global Science Increasingly Receive More Citations Than Other Countries Doing Similar Research.” Nature Human Behaviour 6 (7): 919–29.

Kwiek, Marek. 2021. “What Large-Scale Publication and Citation Data Tell Us About International Research Collaboration in Europe: Changing National Patterns in Global Contexts.” Studies in Higher Education 46 (12): 2,629–49.

Nielsen, Mathias Wullum, and Jens Peter Andersen. 2021. “Global Citation Inequality is On the Rise.” Proceedings of the National Academy of Sciences 118 (7).

Velez-Estevez, Antonio, Pablo García-Sánchez, Jose A. Moral-Muñoz, and Manuel Jesús Cobo. 2022. “Why Do Papers from International Collaborations Get More Citations? A Bibliometric Analysis of Library and Information Science Papers.” Scientometrics 127 (12): 7,517–55.

Weinreb, Yaniv, and Miri Yemini. 2023. “Navigating Academic Habitus in a Higher Education System That Prioritises External Funding—The Case of Israel.” Studies in Higher Education 48 (7): 995–1,006.

Yemini, Miri. 2023. “Rethinking the Sacred Truths of Global Citizenship Education: A Theoretical Exploration.” Prospects 53 (3): 173–9.

Miri Yemini, PhD, is a professor of education in the Faculty of Education for Science and Technology at Technion, Israel Institute of Technology. She leads the European Research Council’s funded research on youth agency in global environments. Her research interests include internationalization, global citizenship education, and inequality in education.