Kurukshetra as a Global University Region

An international academic partnership should create opportunities that the participating institutions can sustain together. Its value becomes visible when teachers share a course, researchers complete a project or students undertake work recognised within their education. My proposal for engagement with Africa and the Indian diaspora places these substantive activities at the centre of cooperation.

Partnerships with African institutions could develop around questions identified by the partners themselves. Teacher education, agriculture, water, cultural studies and digital learning are among the fields proposed in my wider vision. The starting point would be to understand the expertise and priorities on each side, then select work for which there is a clear academic purpose.

Relationships with diaspora institutions could create further opportunities in Sanskrit, Hindi, music, the Bhagavad Gita and other fields. Cultural organisations and alumni may help identify interests and introduce potential partners. Universities would remain responsible for the academic design and quality of recognised programmes. The nature of each relationship should be clear to students before they participate.

I propose dedicated coordination for Africa and diaspora engagement within a university office of global partnerships. Faculty should receive practical support in developing agreements and arranging exchanges. Coordination would also help ensure that an initiative survives changes in personnel and that promises made to students can be fulfilled.

An early partnership might begin with a jointly taught seminar or a small research group. Scholars could compare methods, prepare shared teaching resources or supervise a defined student project. Experience from this work would provide a basis for considering more extensive exchanges or degree pathways, subject to the necessary approvals and academic arrangements.

Reciprocity should guide decisions about resources and recognition. Each institution should have a role in shaping the programme and acknowledging the work produced. Students need transparent selection procedures and clear information about funding, credits and support. Scholars need agreement on authorship, access to material and responsibilities for ongoing work.

I would like these relationships to develop a continuing intellectual life. Repeated cooperation around a shared subject can allow participants to ask more ambitious questions and understand one another’s contexts in greater depth. Success should therefore be measured through the quality of teaching and research completed together, the opportunities available to students and the willingness of partners to continue the work. That provides a practical basis for an international network with educational substance.