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North–South Partnerships as a Strategy for Internationalisation of Higher Education Institutions: Experiences in Sweden and Mozambique
Abstract
Partnerships are understood to be one of the strategies for internationalisation of higher education institutions. In recent years, there has been a slight shift in trends, with diversifying partnerships among African universities and with countries that do not have colonial ties. These include the USA, Canada and Scandinavian countries, among others, labelled as North–South partnerships. With the scarcity of empirical research on the subject matter, the impetus of this study was to explore the rationales, benefits and success factors for North–South partnerships across higher education institutions as perceived by administrators and academics from one Northern country, Sweden, and one Southern country, Mozambique. The study applied a mixed methods approach eliciting the experiences of 77 people in the two countries who are engaged in some form of North–South partnerships. The results showed that North–South partnerships are motivated by four rationales: academic, economic, social-cultural and political, enhanced by the success factors, among which are communication, trust, participation in decision-making, mutual respect, and attainment of goals and resources. Collaborative advantages across these partnerships were noted but some practices could be more decolonised.
Decolonisation has recently captured the attention of those who inhabit South African universities, mainly sparked by student protests of 2015 and 2016. In this article writing is used as a mode of inquiry to explore what it means to decolonise the university in a contemporary world that is confronted with crises of all kinds; political, economic, environmental, health, education, and so forth. A third world university is pitted against a first world university (the neoliberal university that accumulates) and a second world university (the university that critiques), not as a new utopian idea but as a university that scavenges on the scrap material of the first and second world universities to retool them for decolonial purposes. In doing so the article changes the angle of vision on decolonising the university in South Africa and elsewhere. The author thinks with la paperson’s ideas including hir notion of scyborg, which refers to people who use their agency to retool material of the first and second world universities to garner decolonial desires. A third possibility for the university jettisons the idea of a totalizing, utopian, decolonised university. What is possible is that the university can operate like a decolonised university, without being disengaged from the first and second world universities, signifying new ways of thinking/doing research, teaching, learning and community engagement.
The impetus of this study is to explore the internationalisation of higher education policy in Mozambique at a national level. Internationalisation has been one of the major themes of discussion across countries but except for South Africa, it is rarely researched in sub-Saharan Africa from the perspective of the policy of higher education at a national level. This study is qualitative and applies the policy analysis method. Data derive from higher education policy documents and semi-structured interviews with policy-makers. Two research questions are asked. First, how do policy-makers understand and strategise the internationalisation of higher education in Mozambique? Second, what are the rationales and challenges for undertaking internationalisation of higher education? The findings reveal that internationalisation is understood as mobility of students and staff, establishment of agreements and cooperation and integration of higher education in the Southern African Development Community and worldwide. The findings further reveal that the rationales for undertaking internationalisation of higher education policy encompass quality, academic training, competitiveness, prestige, and knowledge production. An ideological mismatch in the strategies of the internationalisation between policy-makers and policy documents was noted, identifying opportunities for a more creative approach.
Internationalisation is transforming higher education institutions worldwide. However, the understanding of internationalisation, the rationales presented, the strategies applied and the challenges encountered differ between contexts. One challenge, especially for universities in the Global South, is how to consider internationalisation with a decolonised approach. This study explores internationalisation in two major universities in Mozambique through documentary analysis and semi-structured interviews with academics and managers. The study was guided by two questions: (1) How have Mozambican universities undertaken internationalisation in terms of understanding, rationales, strategies and challenges? (2) How are global ideas of internationalisation interpreted and translated into local practices? The results are interpreted with a theoretical lens combining neo-institutionalism and decolonisation theory, both providing arguments for translation and adaptation of ideas and practices to the local context. The findings suggest that the approaches to internationalisation emphasise the adoption of Western templates and values and can be more deliberately decolonised.
Universities engage in international collaboration for a number of reasons. In the global North, which is characterised by wealth and power, universities increasingly use international collaboration for competitiveness and marketisation. In contrast, the global South engages in collaboration to strengthen research and build knowledge capacity. Prior studies argue that trust, mutual benefits, and achieving shared understandings and ways of working are important for sustainable collaboration. However, the studies generally examine what makes a “good” collaboration well after collaboration has been initiated. The contribution of this study is therefore to exemplify the relationship-building process between academics from an Ethiopian and Swedish university. The study is based in “co-operative inquiry” and uses data collected in April 2019 from questions composed by each set of academics, which were deliberated during their initial meeting. Their experiences of enablement and constraint in research collaboration and their motivations for pursuing a new collaboration are in focus.
The Ethiopian educational system has made promising advancements since the turn of the century. Despite this progress, education continues to grapple with a myriad of challenges, including differences in educational access and quality, insecure living conditions, and gender inequalities. Research can offer knowledge for tackling these challenges, but often it is knowledge from the global North that dominates, despite its questionable relevance to the global South. Therefore, this study analyses the evolvement of a Center for Comparative Education and Policy Studies, situated in an Ethiopian higher education context and supported by the Swedish International Development Cooperation Agency (SIDA), and how the Center has contributed to developing knowledge that is relevant to local contexts. An important outcome of the Center was the development of a doctoral program in International and Comparative Education and the knowledge produced in the doctoral theses that emerged. Our inquiry concerns how Southern theory contributes to an increased understanding of the development of the Center and the relevance of the doctoral theses. The findings underscore the importance of expanding Southern knowledge in education and the need for further reflection on the geopolitics of knowledge in research capacity development cooperation.
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This paper explores the policy discourses underpinning an international higher education partnership involving a large Ethiopian university. Particular attention is given to a partnership programme established between an Ethiopian (EU) and a Norwegian (NU) university, and the main ideas and practices expressed and negotiated from an Ethiopian perspective. This study employs a theoretical framework based on critical policy analysis and a qualitative case study design using interviews and document analysis. The results illustrate how a loosely defined policy for international partnership in higher education frames the conditions and possibilities for this programme. Partnership in EU is based on policies that emphasise flexibility in various possibilities, but also with ambitions, foremost, to partner with a Northern university. In the EU, this partnership is viewed, mainly, as a means of academic growth and development while also con-voluted with concerns about resource dilemmas and dependency. This partnership programme, therefore, appears to be based on contradictions from which a double agenda emerges: striving for mutuality versus avoiding dependency, and local needs versus global achievements. ARTICLE HISTORY
With the realisation that institutions of higher learning may play a powerful role in transforming the world, research partnerships between institutions in the Global South and North have gained popularity. These partnerships are meant to empower and strengthen the contribution of higher learning institutions and bridge the North/South knowledge divide. Considering the limited access to research resources in the Global South, it is anticipated that these partnerships will create research opportunities for scholars. However, while it can be acknowledged that the research partnerships can be of benefit to African institutions and economy, there are practical challenges that limit the success of most research partnerships. Using the authors’s experience this article explores and describes issues that surround research collaborations between institutions of higher learning in the Global South and North.
This study is concerned with how North-South partnerships in public higher education are
managed in South Africa. It offers a global South perspective, with a particular focus on how the challenges inherent in such partnerships, which relate to imbalances in resources, knowledge and power, can be addressed. In doing so, the study highlights the need that Southern institutions have for more equal and balanced partnerships with their Northern counterparts.
Facilitated by a postcolonial framework, the study takes a critical look at North-South
partnerships in South Africa, recognising that such partnerships have to be understood with the country’s legacy of colonialism and apartheid in mind. In this context, a discussion of the concepts of coloniality and decoloniality is linked to transformation, decolonisation and Africanisation as some of the most pertinent issues affecting South African higher education institutions today. Furthermore, the critical discussion of North-South partnerships enables critical engagement with the global phenomenon of higher education internationalisation, which is dominated by Northern perspectives in terms of definitions, concepts and practices.
Methodologically, the study presents a qualitative, single case study, using the University of the Witwatersrand, Johannesburg, a public South African higher education institution, as the case. Careful consideration is given to questions of positionality, particularly as the researcher relies on her experiences in the sector to offer a unique practitioner-scholar perspective. Drawing on data generated from a variety of documents and interviews, the study provides a nuanced, in-depth picture that underscores the lived realities of North-South partnerships at the University. In doing so, it critically illustrates the complexities of the notion of ‘North-South’ in relation to a university like Wits in a country like South Africa. Besides some practical suggestions for the attention of institutional management, it also offers conceptual insights into what partnerships and internationalisation should look like from a South African perspective.
The study advocates for the increased agency of the global South, highlighting that Southern institutions should be less complicit and less accepting of inequalities and imbalances in their partnerships with Northern counterparts. Furthermore, it argues that changing the paradigm of North-South partnerships towards more balanced engagements contributes to moving the proverbial mountain, transforming our global society into one that is socially more just. It thus adds a small cornerstone note for the ongoing process of laying new foundations for a different and more equitable future for higher education partnerships and beyond.
Background
Research capacity building and its impact on policy and international research partnership is increasingly seen as important. High income and low- and middle-income countries frequently engage in research collaborations. These can have a positive impact on research capacity building, provided such partnerships are long-term collaborations with a unified aim, but they can also have challenges. What are these challenges, which often result in a short term/ non viable collaboration? Does such collaboration results in capacity building? What are the requirements to make any collaboration sustainable? This study aimed to answer these and other research questions through examining an international collaboration in one multi-country research capacity building project ARCADE RSDH (Asian Regional Capacity Development for Research on Social Determinants of Health). MethodA qualitative study was conducted that focused on the reasons for the collaboration, collaboration patterns involved, processes of exchanging information, barriers faced and perceived growth in research capacity. In-depth interviews were conducted with the principal investigators (n = 12), research assistants (n = 2) and a scientific coordinator (n = 1) of the collaborating institutes. Data were analysed using thematic framework analysis. ResultsThe initial contact between institutes was through previous collaborations. The collaboration was affected by the organisational structure of the partner institutes, political influences and the collaboration design. Communication was usually conducted online, which was affected by differences in time and language and inefficient infrastructure. Limited funding resulted in restricted engagement by some partners. Conclusion
This study explored work in a large, North-South collaboration project focusing on building research capacity in partner institutes. The project helped strengthen research capacity, though differences in organization types, existing research capacity, culture, time, and language acted as obstacles to the success of the project. Managing these differences requires preplanned strategies to develop functional communication channels among the partners, maintaining transparency, and sharing the rewards and benefits at all stages of collaboration.
Faced with limited resources, scientists from around the world enter into collaborations to join their resources to conduct research. Like everywhere else, international co-publishing in southern African countries is increasingly on the rise. The aim of this study was to document and analyse the level of scientific productivity, collaboration patterns, scientists’ experiences and attitudes towards South–South and South–North collaboration. We performed 105 interviews with scientists based at five southern African Universities, namely; University of Malawi—Chancellor College, National University of Science and Technology, the University of Botswana, the University of Zambia, and the University of Zimbabwe. We also traced 192 scientists from the various departments at these universities that had jointly published 623 scientific papers in the field of basic sciences in the period 1995–2014 in Web of Science journals. Our results show that in the majority of the cases funding from the North contributed substantially to increased scientific productivity, and international co-authorship. The results also show that collaboration with southern scientists is equally valued as that with northern scientists, but for different reasons. We conclude that supporting international and national collaboration which includes increased scientific mobility, strong scientific groups and networks, are key factors for capacity building of research in southern African Universities.
The purpose of research aid is to contribute to development in different ways through the use of research. Sarec (the Swedish Agency for Research Cooperation with Developing Countries) was one of the pioneers within state research aid, and existed between 1975 and 2008. This dissertation studies Sarec’s policy from a historical perspective with the help of official documents and interviews with former directors. Discourse theory together with concepts from Science and Technology Studies comprise the theoretical framework of the study. One of the central questions asked is how the view of the relationship between research and development has changed over time. One of the conclusions is that there are two main policy discourses that are established early on and that can be traced throughout the entire period studied. The two discourses share the starting point that modern science can contribute to development and that national research capacity is an important component in this. The localist discourse represents a more multifaceted view of how research can contribute to development, and what that development consist of. It is more explicitly anti-colonialist and to a greater degree prioritizes the local context as basis for decisions regarding support. The universalist discourse places less emphasis on where knowledge is produced since it can be used anywhere, as long as the right structures and priorities are in place. The discourses reflect different views of knowledge and development. Some decades one discourse dominates over the other, and other decades they are more equal.
p> There has been an increasing debate on higher education (HE) transformation in developing countries over the past decades. The main assumption underlying this focus often centers on the arguments contrary to the dominant narratives, which have been skeptical that HE plays a considerable role for economic and social transformation. The rise of certain Asian economies including Taiwan and South Korea, which were at the same level in terms of GDP with African nation states such as Nigeria, Tanzania and Ghana in the 1960s, has confirmed the theory that maximization of knowledge is key to achieve development. Furthermore, the successful stories from the newly industrialized countries especially the BRICS [1] have considerably increased the possibilities that Mozambique can learn from borrowed and contextualized policies from those states. In this article, I highlight the main changes that have recently shaped HE policy and governance including today challenges it faces. In so doing, I outline recommendations for both policy makers and higher education leaders on how they can make appropriation of the experiences that have worked in the global context to ensure the creation of local workforce capable of driving both economic and social development in the country based on knowledge investment.
[1] An acronym applied to refer to the newly emerging economies such as Brazil, Russia, India, China and South Africa
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In recent years, international partnerships have been viewed increasingly as having the potential to help African academic institutions develop the human capacity needed to contribute to African development. Although the rationales for establishing partnerships are often clear, a question that has been largely unaddressed in empirical research is: What benefits do African institutions and stakeholders derive from partnerships? The present study attempts to examine this question by analysing the perceptions of a random sample of 468 university administrators, academic staff, and postgraduate students at two large public universities in Sub-Saharan Africa. Results show that international partnerships resulted in three institutional benefits (institutional capacity, academic effectiveness, and internationalisation) and four personal benefits (academic, cultural, economic, and strategic). The study found both similarities and differences in the extent to which institutions benefitted from partnerships. Moreover, the characteristics of partnership activities were related, in some cases, to the 'personal' benefits that African stakeholders derived from participating in these activities.
Internationalisation has transformed the higher education landscape around the world and has dramatically changed itself. Some question whether the change is for better or worse given some of the unintended consequences of internationalisation such as commercialisation, diploma and accreditation mills, international rankings and the great brain race. The importance of internationalisation is recognised but are the benefits, risks and processes fully understood? This article takes a hard look at new developments and challenges related to the international dimension of higher education. It argues for focusing on the collaborative, mutual benefit, capacity building, and exchange aspects of internationalisation to optimise the benefit for individuals (students and staff), for higher education institutions (learning, research, service) and for the country and region as well.
Thematic analysis is a poorly demarcated, rarely acknowledged, yet widely used qualitative analytic method within psychology. In this paper, we argue that it offers an accessible and theoretically flexible approach to analysing qualitative data. We outline what thematic analysis is, locating it in relation to other qualitative analytic methods that search for themes or patterns, and in relation to different epistemological and ontological positions. We then provide clear guidelines to those wanting to start thematic analysis, or conduct it in a more deliberate and rigorous way, and consider potential pitfalls in conducting thematic analysis. Finally, we outline the disadvantages and advantages of thematic analysis. We conclude by advocating thematic analysis as a useful and flexible method for qualitative research in and beyond psychology.
The world of higher education is changing and the world in which higher education plays a significant role is changing. The international dimension of higher education is becoming increasingly important, complex, and confusing. It is therefore timely to reexamine and update the conceptual frameworks underpinning the notion of inter-nationalization in light of today’s changes and challenges. The purpose of this article is to study internationalization at both the institutional and national/sector level. Both levels are important. The national/sector level has an important influence on the international dimension through policy, funding, programs, and regulatory frameworks. Yet it is usually at the institutional level that the real process of internationalization is taking place. This article analyses the meaning, definition, rationales, and approaches of internationalization using a bottom-up (institutional) approach and a top-down (national/sector) approach and examines the dynamic relationship between these two levels. Key policy issues and questions for the future direction of internationalization are identified.
The Advocacy Coalition Framework (ACF), developed by Sabatier and Jenkins-Smith in the late 1980s, has proven to be a valuable
theory to explain policy change. At the same time, however, researchers have identified limitations in the ACF relating to
various dimensions such as definitions of key variables, their operationalization, and the universal applicability of the
framework to any context, be it Europe, the US, or countries outside the OECD. The key question addressed in this article
is whether the ACF, like most other established public policy theories or frameworks developed in a western industrialized
context, can be applied to very young (sub)systems in volatile contexts. We try to answer this question by applying the ACF
to the development of the Mozambican higher education subsystem, a subsystem that fits the conditions of volatility and nascence.
On the one hand this subsystem is characterized by a turbulent environment and a weak democracy. On the other hand, the higher
education subsystem is built practically from scratch. The findings of the study suggest that the ACF is built on basic assumptions
that do not apply to a country with a high degree of civil and political turbulence. Some revisions need to be made to improve
the ACF’s fit to such a context.
The higher education system in Africa is typically an amalgam of European and American higher education models. The system was built through the conception, direct intervention and support of the colonialists before other important players, such as private foundations, joined in. By design, African higher education was expected to become part of the global higher education system – albeit marginally – and without the consent of Africans. Nevertheless, the dynamics of development cooperation has been evolving with the emergence of new global players, the diminishing influence of the North, and sustained economic growth in Africa. This article (i) explores prospects and challenges based on recent developments and past experience; (ii) analyses current and emerging global trends; and (iii) concludes, with views, on what Africa ought to be doing by way of higher education partnerships.
In The End of the Cognitive Empire Boaventura de Sousa Santos further develops his concept of the "epistemologies of the South," in which he outlines a theoretical, methodological, and pedagogical framework for challenging the dominance of Eurocentric thought. As a collection of knowledges born of and anchored in the experiences of marginalized peoples who actively resist capitalism, colonialism, and patriarchy, epistemologies of the South represent those forms of knowledge that are generally discredited, erased, and ignored by dominant cultures of the global North. Noting the declining efficacy of established social and political solutions to combat inequality and discrimination, Santos suggests that global justice can only come about through an epistemological shift that guarantees cognitive justice. Such a shift would create new, alternative strategies for political mobilization and activism and give oppressed social groups the means through which to represent the world as their own and in their own terms.
In Scandinavian Colonialism and the Rise of Modernity: Small Time Agents in a Global Arena, archaeologists, anthropologists, and historians present case studies that focus on the scope and impact of Scandinavian colonial expansion in the North, Africa, Asia and America as well as within Scandinavia itsself. They discuss early modern thinking and theories made valid and developed in early modern Scandinavia that justified and propagated participation in colonial expansion. The volume demonstrates a broad and comprehensive spectrum of archaeological, anthropological and historical research, which engages with a variation of themes relevant for the understanding of Danish and Swedish colonial history from the early 17th century until today. The aim is to add to the on-going global debates on the context of the rise of the modern society and to revitalize the field of early modern studies in Scandinavia, where methodological nationalism still determines many archaeological and historical studies.
Through their theoretical commitment, critical outlook and application of postcolonial theories the contributors to this book shed a new light on the processes of establishing and maintaining colonial rule, hybridization and creolization in the sphere of material culture, politics of resistance, and responses to the colonial claims. This volume is a fantastic resource for graduate students and researchers in historical archaeology, Scandinavia, early modern history and anthropology of colonialism
In the context of globalisation, higher education institutions not only have to be global in their internal practices, but also have to appear as international hubs to their constituencies. International partnership has been an essential part of these strategies. Partnerships help institutions in creating practices that are costly, as well as enhancing reputation by partnering with prestigious schools. Moreover, different spectrums of partnerships require varying degrees of commitment. Noting that the motivation for and engagement in partnerships is particularly strong in business, and the region of Latin America as well as Asia and Oceania, this study attempts to depict how institutions engage internationalisation, revealed as the exchange network and dual degree network of the 20 best MBA programmes in the two regions. Employing social network analysis, we found that schools have different levels of engagement in building partnerships and the region and reputation of schools matter for partnerships. Top-ranked MBA programmes tend to have more exchange partners and have a higher level of popularity in the exchange network. The dual degree network was more restricted in terms of the number, country, and prestige. Asian and Oceanian MBA programmes tend to have more exchange partners but are less likely to engage in dual degree partnerships, compared to the Latin American MBA programmes. Some institutions focus their dual degree network on a particular region. As higher education institutions actively engage in various types of collaborations, the findings provide meaningful implications for understanding the patterns of international partnership among higher education institutions.
Decoloniality is not only a long-standing political and epistemological movement aimed at liberation of (ex-) colonized peoples from global coloniality but also a way of thinking, knowing, and doing. It is part of marginalized but persistent movements that merged from struggles against the slave trade, imperialism, colonialism, apartheid, neo-colonialism, and underdevelopment as constitutive negative elements of Euro-North American-centric modernity. As an epistemological movement, it has always been overshadowed by hegemonic Euro-North American-centric intellectual thought and social theories. As a political movement, it has consistently been subjected to surveillance of global imperial designs and colonial matrices of power. But today, decoloniality is remerging at a time when the erstwhile hegemonic Euro-North American-centric modernity and its dominant epistemology are experiencing an epistemological break. This epistemic break highlights how Euro-North American-centric modernity has created modern problems of which it has no modern solutions and how theories/knowledges generated from a Euro-North American-centric context have become exhausted if not obstacles to the understanding of contemporary human issues. This essay introduces, defines, and explains the necessity for decoloniality as a liberatory language of the future for Africa.
The globalization of the world is, in the first place, the culmination of a process that began with the constitution of America and world capitalism as a Euro-centered colonial/modern world power. One of the foundations of that pattern of power was the social classification of the world population upon the base of the idea of race, a mental construct that expresses colonial experience and that pervades the most important dimensions of world power, including its specific rationality: Eurocentrism. This article discusses some implications of that coloniality of power in Latin American history.
Sampling is one of the most difficult and contentious aspects of qualitative research design. There are few guidelines for sampling decisions or for understanding saturation in qualitative family research. The authors frame the problematic of data quality in the selection of units of analysis and observation and consider how to enhance sample richness. They outline considerations for data quantity and sample size as well as case- and variable-based approaches. With multiple examples from recent and classic studies to illustrate the consequences of sampling decisions, they explore links between saturation and validity. Finally, they encourage researchers to craft a coherent statement on qualitative integrity to demonstrate how their sampling decisions are rooted in epistemology, theory, and richness and quality of data.
One means of innovation is the adoption of new knowledge from external sources. This article describes theory building research to improve the transfer of knowledge between universities and businesses that are collaborating together. Using pilot studies and in-depth interviews based on real-life innovation projects, the research identified and confirmed two hypothetical constructs; that successful knowledge transfer comes from the transfer of tacit knowledge; and that tacit knowledge can best be transferred in this arena using rich media channels. This article describes the research and goes on to assess a range of channels for their media richness and their ability to transfer tacit knowledge. This article then positions this in the frame of collaborative or open innovation. It concludes that selection of the appropriate channel can improve the innovation through the transfer of knowledge between organisations and presents a model for successful application.
Research into the use of partnering in construction has become ubiquitous; however, a framework is needed that can be used to identify critical success factors (CSFs) that contribute to the successful use of partnering in projects. Based on a review of the partnering literature within the management discipline, a partnering framework has been developed to identify the CSFs for construction parties implementing partnering arrangements. The framework highlights the influence of contextual characteristics and management skills on partnering success. The CSFs identified and discussed in the framework are effective communication, conflict resolution, adequate resources, management support, mutual trust, long-term commitment, coordination, and creativity. The degree of success of partnering can be determined by subjective measures (e.g., perceived satisfaction of partners' expectations) and objective measures (e.g., cost variation and rejection of work). A case for initiating partnering is also presented, together with some general guidelines.
This paper addresses the question of what potential success factors are relevant when developing and managing higher education–business partnerships. To shed light on this question, the paper presents a review of research literature on the possible success factors in university–industry relations. To shed further light on the factors identified in the literature, this paper reports on an empirical study of cross‐sector collaboration between four regional universities and energy firms in Norway. The empirical study should be seen as a “relevance check” of the factors identified in the extant literature on university–industry collaboration, within the particular context of education‐related partnerships. Based on the review and case studies, implications for management and further research are discussed.
Collaboration between organizations on different continents can raise issues of economic development, health, the environment, risk sharing, supply chain efficiency and human resource management. It is an activity that can touch upon almost every aspect of business and social life. In this notable text, the authors combine rigorous theory with practical examples to create a useful, practical, one-stop resource covering topics such as: the principles of the theory of collaborative advantage managing aims membership structures and dynamics issues of identity using the theory. The key features of the book include rich theory, drawn directly from practice, explained in simple language, and a coherently developed understanding of the challenges of collaboration, based on careful research. This significant text will be an invaluable reference for all students, academics and managers studying or working in collaboration.
This article reports a Parse research study on the experience of trusting another with 10 participants living in community. The central finding of this study is the structure: The lived experience of trusting another is cherishing alliances arising with uplifting lightness in pressing on resolutely with potential adversity. The findings are discussed in relation to the humanbecoming school of thought and related literature.
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