The role of host institutions in advancing sustainable and inclusive higher education internationalisation in Africa: lessons from three South African universities

Abstract

Globalisation has increased the internationalisation of higher education across Africa; however, persistent inequalities in access, participation, and knowledge production continue to challenge the sustainability and inclusiveness of these processes. Although considerable attention has been given to internationalisation policies and cross-border collaborations, limited empirical evidence exists on how host institutions operationalise sustainable globalised higher education within African contexts. This study therefore examined the role of selected South African host institutions in advancing sustainable globalised higher education and explored how institutional practices promote inclusion, equity, and sustainability. A qualitative research approach, underpinned by a constructivist paradigm, was employed. Data were generated through one-on-one semi-structured interviews with 20 purposively selected participants representing university executive leadership, directors of international offices, academic staff, ICT specialists, and students across three public universities in South Africa. Thematic analysis was used to analyse the data. Rather than functioning as isolated initiatives, the findings revealed that host institutions advance sustainable globalised higher education through an interconnected system of institutional internationalisation strategies, curriculum innovation, digital learning and cross-border delivery, student and staff mobility support, and inclusive institutional practices. Together, these dimensions demonstrate a shift towards integrated, digitally enabled, and contextually responsive models of internationalisation that simultaneously strengthen global engagement and local relevance. The study contributes to knowledge by providing a holistic and contextually grounded understanding of how selected African universities actively shape sustainable globalisation, while extending Communities of Practice and institutional theory through evidence from African higher education. The study concludes that sustainable globalised higher education is most effectively achieved when internationalisation is embedded as an integrated institutional strategy that balances global competitiveness with inclusion, sustainability, and contextual responsiveness.