International academic relations and small nation states, a case study of selected British, American, and Canadian initiatives in Bahamian higher education

grantor: University of TorontoThe transformation of educational legacies from a colonial past and the adaptation of policies and practices from recently formed academic relationships abroad are discernible features of higher education development in The Bahamas since political independence was attained in 1973. An on-going exercise in Bahamian higher education therefore involves sustaining old and establishing new relationships with larger nations. Bahamian international academic relationships contribute to the development of a viable higher education system and a number of higher education opportunities. However, they can also challenge and impose limitations on the creation of indigenous educational policies and practices and weaken the identities of emerging local institutions. In this thesis these contributions and challenges are explored using qualitative and quantitative research approaches. A survey of local perceptions of external influences on the development of Bahamian higher education was conducted along with a multiple case study of initiatives that reflect British, American and Canadian influences during the 25 year period, 1973 to 1998. The initiatives include: transformation of bank training and education from British models of the 1970's to today's programs in banking at The College of The Bahamas; the evolution of a part-time extension program from America into a Bahamas-based university college; and, the selection of Canada as one foreign study destination, among many options, selected by Bahamian students seeking higher education. All initiatives were analyzed across typical higher education functions to assess the extent to which they offer opportunities for productive strategies of development including domestic relevance, linkages with regional and other higher education jurisdictions, and allow for counter-penetration into cultures of initiating countries. Literature reviews and a country study that includes an overview of higher education in The Bahamas, serve as contexts for research findings. Suggested ways of enhancing British, American, and Canadian academic relations with The Bahamas are offered based on prevailing issues, foundations and theoretical orientations. Survey findings reveal that participants perceive benefits from fostering international linkages but they also value the development of The Bahamas' own unique approach to higher education. From a Bahamian perspective, academic relations are based on individually asserted needs for and strong national obligations to provide locally and internationally recognized standards of achievement in higher education. Meanwhile, the Bahamas' larger partners in academic relations seek international linkages establishing offshore extension, exchange, and research programs, or facilities abroad and the recruitment of potential students to help increase enrollment and perceived levels of internationality at home. Findings suggest that the strategic value of international academic relations on either side is linked to both prestige and expedience. However, it is apparent that even though academic relationships between small and large nations appear to be potentially beneficial and interdependent, they are not always reciprocal or collaborative. This might be because multidimensional and interrelated, issues, foundations and theoretical orientations circumscribe these relationships. In addition, such relationships are rooted in the intellectual, cultural, political and economic traditions of the countries involved.Ph.D