Andrew M. Robinson, Robert Kwame Ame, James S. Dzisah, Stacey Wilson-Forsberg

Lessons Learned from a Near-Symmetrical North‒South Student Exchange/ International Service-Learning University Partnership

Introduction

Lessons learned from a near-symmetrical north‒south student exchange/ international service-learning university partnership. Lessons from an 8-year North-South university partnership on near-symmetrical student exchange & international service-learning. Discover factors for balanced global partnerships and key recommendations.

Abstract

This article reports on an interview-based assessment of the eight-year experience of a North‒South university partnership between a Canadian university and three universities in a Sub-Saharan African country. The partnership concerned an asymmetrical student exchange program whereby southern graduate students traveled north to study while northern undergraduates traveled south to perform international service-learning internships. Unlike conventional partnerships that tend to be hierarchical and one-way, the article finds this partnership demonstrated characteristics of Koehn and Obamba’s (2014) “near symmetrical partnership” in which partners consider the relationship reasonably balanced despite acknowledging enduring power imbalances. The article identifies four factors that appear to have contributed to this near-symmetrical status: the asymmetrical nature of the student exchange program; reliance on thick ties between a small number of key actors, including a boundary spanner; deliberate efforts to counter the imbalance; and positive effects of funder regulations. The conclusion presents recommendations for funders and university partners.

Review

This article presents a timely and valuable assessment of an eight-year North-South university partnership, focusing on a unique near-symmetrical student exchange and international service-learning model. Utilizing an interview-based methodology, the authors explore a collaboration between a Canadian university and three Sub-Saharan African institutions. The central finding – that this partnership achieved a "near symmetrical status" despite inherent power imbalances – offers a crucial counter-narrative to the typically hierarchical structures observed in such international collaborations. This study promises significant insights for the field of international education and development partnerships. A key strength of this work lies in its identification of four distinct factors contributing to this delicate balance: the inherently asymmetrical design of the student exchange, the crucial role of "thick ties" and a boundary spanner, deliberate efforts to mitigate imbalances, and the positive influence of funder regulations. These factors provide a nuanced framework for understanding how perceived equity can be fostered in complex global partnerships. By detailing these mechanisms, the article offers actionable intelligence and tangible recommendations for both university partners and funding bodies seeking to cultivate more equitable and sustainable international collaborations. The longitudinal nature of the assessment, spanning eight years, also lends considerable weight to its findings, moving beyond short-term observations. While the abstract clearly outlines the core findings and contributions, a full review of the manuscript would undoubtedly scrutinize the depth and rigor of the interview-based assessment. Details regarding the number, scope, and diversity of interviewees (e.g., student perspectives from both North and South, faculty, administrative staff) will be critical to fully appreciate the "lessons learned" and the robustness of the "near symmetrical" claim. Furthermore, while the identified factors are compelling, the article will need to thoroughly discuss the generalizability of these findings beyond this specific partnership, given its unique context and duration. It would also be valuable to delve deeper into the *nature* of the "enduring power imbalances" and how they continue to manifest despite the achieved symmetry, potentially offering a more complex understanding of true equity in practice. These considerations, along with the specifics of the recommendations, will determine the article's ultimate impact and utility.

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