In a keynote address earlier this week at Imperial Global Ghana – Imperial College London’s overseas branch campus in Accra – Sadiq Khan warned that proposals for a new levy on international university fees would hit the UK’s finances hard, describing the policy as “an act of immense economic self-harm”.
The UK government is currently considering a new levy on income that English universities generate from international students as part of its immigration whitepaper, which could not only put students off coming from overseas but also create a substantial extra financial burden for already stretched universities.
International students contribute about £12.5 billion to London, and another £55bn to the national economy every year, Khan pointed out. For this reason, the government should not make it difficult for these students to study in the UK, Khan said at the event – which formed part of his trade mission to Ghana.
With 5% of students in London’s higher education institutions coming from Africa, Khan stressed the need to ensure that international students are not frustrated.
“Closing our economy to global talent would be an act of immense economic self-harm. One that would slow down growth and leave working people in Britain worse off than before. At a time when President Trump is attacking international students, we should be welcoming them,” he added.
Khan said the international students also bring a longer-term labour market value, as many stay after their studies to work in key economic sectors from tech and AI to finance and creative industries. For this reason, he disagreed with the view that, “we should pull up the drawbridge to international students or punish universities that choose to welcome people from around the world”.
On Imperial College opening up a hub in Ghana, he said London is ready to contribute to the development effort of Ghana, “not as a patron, but as a partner. In a genuinely reciprocal relationship that brings benefits to us both”.
President Trump is attacking international students, we should be welcoming them Sadiq Khan, Mayor of London
The vice-chancellor of the University of Ghana, Nana Aba Appiah Amfo, said the university is committed to providing to its students with a transformative experience that goes beyond the classroom to nurture innovation, leadership and practical problem solving, adding that “this commitment is rooted in our strategic plan, which prioritises student success, impactful research and strategic partners”.
“One such partnership, rich in promise and results, is with Imperial College London. What began as a collaboration between two researchers has evolved into a university-wide alliance, advancing work in climate change, diagnostics, and entrepreneurship. It is a powerful model of what mutual trust and shared purpose can achieve,” Amfo added.
She said the Student Venture Support Programme has become the flagship agenda of the partnership which was launched in 2022 with the Imperial College and is equipping students with skills, mentoring and funding to turn ideas into viable ventures.
To date, it has supported over 400 students and more than 115 startups, spanning four universities across Ghana.
Despite Khan’s strong opposition to the levy, it looks likely to go ahead.
At last week’s BUILA conference, skills minister Jacqui Smith doubled down on the need for the levy, saying it would reinforce public confidence in the UK’s international education sector.
The idea of institutional autonomy in higher education institutions (HEIs) naturally comes up when discussing academic freedom. These two ideas are connected, and the simplest way to define how they relate to one another is that they are intertwined through several procedures and agreements that link people, institutions, the state, and civil society. Academic freedom and institutional autonomy cannot be compared, but they also cannot be separated and the loss of one diminishes the other. Protecting academic freedom and institutional autonomy is viewed by academics as a crucial requirement for a successful HEI. For instance, institutional autonomy and academic freedom are widely acknowledged as essential for the optimization of university operations in most African nations.
How does institutional autonomy influence academic freedom in higher education institutions in Ghana?
In some countries, universities have been subject to government control, with appointments and administrative positions influenced by political interests, leading to violations of academic autonomy and freedom. Autonomy is a crucial element in safeguarding academic freedom, which requires universities to uphold the academic freedom of their community and for the state to respect the right to science of the broader community. Universities offer the necessary space for the exercise of academic freedom, and thus, institutional autonomy is necessary for its preservation. The violation of institutional autonomy undermines not only academic freedom but also the pillars of self-governance, tenure, and individual rights and freedoms of academics and students. Universities should be self-governed by an academic community to uphold academic freedom, which allows for unrestricted advancement of scientific knowledge through critical thinking, without external limitations.
How does corporate governance affect the relationship between institutional autonomy and academic freedom?
Corporate governance mechanisms, such as board diversity, board independence, transparency, and accountability, can ensure that the interests of various stakeholders, including students, faculty, and the government, are represented and balanced. The incorporation of corporate governance into academia introduces a set of values and priorities that can restrict the traditional autonomy and academic freedom that define a self-governing profession. This growing tension has led to concerns about the erosion of academia’s self-governance, with calls for policies that safeguard academic independence and uphold the values of intellectual freedom and collaboration that are foundational to higher education institutions. Nonetheless, promoting efficient corporate governance, higher education institutions can help safeguard academic freedom and institutional autonomy, despite external pressures.
Is there a significant difference between the perceptions of males and females regarding institutional autonomy, academic freedom, and their relationship?
The appointment process for university staff varies across countries, but it is essential that non-academic factors such as gender, ethnicity, or interests do not influence the selection of qualified individuals who are necessary for the institution’s quality. Unfortunately, studies indicate that women are often underrepresented in leadership positions and decision-making processes related to academic freedom and institutional autonomy. This underrepresentation can perpetuate biases and lead to a lack of diversity in decision-making. One solution to address these disparities is to examine gender as a factor of difference to identify areas for improvement and promote gender equality in decision-making processes. By promoting diversity and inclusivity, academic institutions can create a more equitable environment that protects institutional autonomy and promotes academic freedom for everyone, regardless of their gender.
Methodology and Conceptual framework
The quantitative and predictive nature of the investigation necessitated the use of an explanatory research design. Because it enabled the us to establish a clear causal relationship between the exogenous and endogenous latent variables, the explanatory study design was chosen. The simple random sample technique was utilised to collect data from an online survey administered to 128 academicians from chosen Ghanaian universities.
The conceptual framework, explaining the interrelationships among the constructs in the context of the study is presented. The formulation of the conceptual model was influenced by the nature of proposed research questions backed by the supporting theories purported in the context of the study.
Conclusions and Implications
Institutional autonomy significantly predicts academic freedom at a strong level within higher education institutions in Ghana. Corporate governance can restrict academic freedom when its directed to yield immediate financial or marketable benefits but in this study it plays a key role in transmitting the effect of institutional autonomy. Additionally, there is a significant difference in perception between females and males concerning the institutional autonomy – academic freedom predictive relationship. Practically, higher education institutions, particularly in Ghana, should strive to maintain a level of autonomy while also ensuring that academic freedom is respected and protected. This can be achieved through decentralized governance structures that allow for greater participation of academics in decision-making processes. Institutions should actively engage stakeholders, including academics, in discussions and decisions related to institutional autonomy and academic freedom. This will ensure that diverse perspectives are considered in policy development.
Bashiru Mohammed is a final year PhD student at the faculty of Education, Beijing Normal University. He also holds Masters in Higher education and students’ affairs from the same university. His research interest includes School management and administration, TVET education and skills development.
Professor Cai Yonghong is a professor at Faculty of Education, Beijing Normal University. She has published many articles and presided over several domestic and international educational projects and written several government consultant reports. Her research interest includes teacher innovation, teacher expertise, teacher’s salary, and school management.
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