Public universities score low on internationalisation

Libyan public universities have to introduce several measures to equip them to internationalise and to be more internationally oriented.

A recent study titled ‘The availability degree of internationalisation requirements in public Libyan universities in light of the experiences of developed countries’, published in the Jordanian Educational Journal found that institutions perform low on internationalisation requirements, say the authors, Rateb Salameh Al-Soud and Laila Muftah Faraj Al-Azaibi.

The study reports on a survey that was developed to determine to what extent Libyan public universities meet these requirements for internationalisation. These requirements include the strategic plan and vision of the university, the funding of internationalisation activities, the international mobility of university staff and students, as well as the internationalisation of academic programmes, scientific research and community service, along with the international marketing efforts of the university.

The survey was distributed to 262 university staff working at three universities located in the three regions of Libya, namely, the University of Tripoli from the Tripoli region, the University of Benghazi from the Cyrenaica region, and the University of Sebha from the Fezzan province.

What did the survey find?

The results of the survey showed that the degree to which internationalisation aligned with these requirements were low, according to faculty members.

This is in line with a 2021 Union for the Mediterranean (UfM) report, The Internationalisation of Higher Education in the Mediterranean, Current and Prospective Trends, which stated that, in Libya, “there are still universities that have very little international exposure”.

UfM is an inter-governmental organisation that promotes cooperation and dialogue in the Euro-Mediterranean region.

The study attributed this to the fact that Libyan universities’ have adopted similar regulations, procedures, and practices, which meant institutions lost their independence, administrative and financial flexibility, and their ability to confront challenges and crises.

“The result was the tyranny of one thought, one practice, and similar academic programmes” which is reflected throughout the entire university environment, the study indicated.

The study also pointed out that the current political instability, armed conflicts and war-like situations deeply affected the internationalisation performance of universities – and society at large.

Libya has been split in two since 2014, with two opposing governments located in the eastern and western parts of the nation. The Government of National Unity is based in Tripoli in the west, and its rival, known as the House of Representatives, is based in the east, in Tobruk.

Libya has been plagued by divisions fuelled by the proliferation of armed groups, with shifting allegiances since 2011, when long-time dictator Muammar Gaddafi was overthrown.

According to the study, the faculties of natural sciences are more interested in internationalisation than the faculties of humanities.

This is because the curricula at faculties of natural sciences are largely in English which facilitates dealing with international universities in contrast to faculties of humanities which teach in the Arabic language, the study explained.

According to the report, there are other factors affecting the international attractiveness of the Libyan higher education system, including the lack of a systematic plan to cooperate, the lack of English-language skills and the related cultural resistance by universities, the limited autonomy within the higher education system, the low quality of research performances along with the isolation which Libyan Institutions are suffering due to the perceived lack of safety and instability of the country.

Recommendations

The study put forward several recommendations for improving the internationalisation capacity of Libyan universities.

These recommendations include establishing a special deanship at each university, which is responsible for internationalisation and global leadership. Such a dean could also be tasked to oversee administrative and organisational units which have to design appropriate internationalisation strategies, review them, as well as implement and evaluate the activities.

In addition, the study called for the restructuring of Libyan universities to make them more susceptible to adding international dimensions to their goals, strategies and action plans as well as scientific and educational approaches.

Furthermore, the study called for establishing partnerships with universities to advance scientific, academic and research efforts globally.

A 2020 report, Why Libya Restart?, added that strengthening universities’ exposure and performance at international level could be done by enhancing knowledge transfer, skills improvements, exchange of best practices and human resources development (both for academics and administrative staff) which may have an impact on research activities, as well as on graduates’ employability and enhancing the capacity of universities to produce a change in society.

Will the recommendations be adopted?

Higher education expert Professor Ahmed Atia, the head of faculty affairs in the faculty of medical technology at the University of Tripoli in Libya, welcomed the findings and recommendations of the study.

“It remains to be seen how these recommendations will be adopted and translated into an action plan to be implanted on the ground for the benefit of the university community and society at large,” Atia told University World News.

A 2022 study titled ‘Students’ benefits of higher education internationalisation in Libya case study of Omar Al-Mukhtar University’, also indicated the need for a strategic plan to develop the higher education internationalisation system for producing globally competent graduates.