The Workshop took place at "Tropentag" the annual interdisciplinary conference on research in tropical and subtropical agriculture, natural resource management and rural development at BOKU university on 10 September 2024.
Many academic and research projects that receive funding today incorporate several elements of higher education. From participatory curriculum development to gender-transformative teaching methods, these innovative approaches help advance higher education globally. However, external political and social factors, along with internal structural challenges, often shape the direction and success of these initiatives.
Milena Klimek, the organiser of the workshop from the Institute of Development Research (IDR) at BOKU University, outlined the workshop's main goal, which was to provide a platform for dialogue on international projects, while addressing the challenges encountered and showcasing effective strategies used in these projects. The workshop began with a presentation by Elke Stinnig, from the Austria’s Agency for Education and Internationalisation (OeAD), who shared perspectives of the funding agency and experiences of the APPEAR programme. Based on this input, the participants had the opportunity to discuss their experiences in an informal setting using the world café approach.
Within her presentation, Elke Stinnig emphasized that it is always good to look at the historical development of such programmes in order to understand the conditions of the funding schemes. She further explained the paradigm shift in international development witnessed in the early 2000s, when the focus shifted from individual scholarships to institutional capacity building. This shift was also reflected in the policies of the Austrian Development Cooperation (ADC), which later launched the APPEAR programme in 2009, based on the "Higher Education Strategy”. Since then, the Austrian Development Agency (ADA) has commissioned the OeAD to manage APPEAR. Grounded in practical implementation experiences and external evaluations, the orientation of the programme has evolved up to the current third phase (2020-2027) which has a total budget of €18.7 million.
Generally, the objective of APPEAR is twofold. First, to contribute to the Sustainable Development Goals (SDGs) by funding higher education cooperation projects between Austrian institutions and those in the partner countries of the Austrian Development Cooperation (ADC). Second, to enhance the commitment of Austrian higher education institutions in development cooperation while increasing the visibility of development research in Austria through dissemination of project results to a broader international audience.
To achieve these objectives, Elke Stinnig stated that APPEAR has seven guiding principles. Most importantly, it follows a participatory approach, reinforcing the concept of equal partnerships between concerned institutions in the North and the South. It is not interested in a one-sided knowledge transfer but calls for an interest in and respect for different approaches and knowledge systems, enabling learning experiences for all involved. It also advocates for a demand-driven approach that promotes ownership and responsibility among Southern partners.
From the onset, the programme's guiding principles are embedded in the application process and are supported by comprehensive resources for applicants including guidelines, proposal checklists, webinars and advisory services. Strategies for gender mainstreaming, diversity and involvement of marginalised groups are emphasized, with independent external evaluators required to assess the adherence of the proposals to these principles. The implementation of these principles is monitored through regular reporting and external evaluation. Added values of the programme are South-South cooperation to enable utilization of local and regional expertise and that the project can be coordinated by an institution in the partner country. This approach aims to enhance cooperation and ensure effective results in development efforts.
The following strategies reflect the APPEAR Office's flexible approach to managing programme implementation and project monitoring, allowing projects to adapt to changing needs and challenges:
- The programme design allows for the strengthening of scientific and institutional capacities in higher education, research and management, ensuring that the project can evolve in line with academic and operational priorities.
- Ongoing communication with project partners promotes a collaborative working relationship fostering trust. This regular dialogue also allows for quick responses to emerging issues or conflict mediation, if required. Adaptability to unforeseen changes, whether in the project team, activities or even budget reallocation, allows the project to continue regardless of internal or external shifts.
- Working with the ADA and its regional offices provides a strong support network for effective risk management and detailed risk analysis, particularly in the challenging environments in which many projects are implemented.
- Managing delays in financial reporting and providing cost-neutral extensions after project completion demonstrates a flexible approach to project timelines, ensuring that administrative or logistical setbacks don't jeopardise the overall success of the project.
- Finally, understanding the complex contexts in which projects operate allows for a more nuanced and sensitive approach to project monitoring, ensuring that implementation can continue despite the often challenging environment.
However, in spite of all these efforts, Elke Stinnig pointed out that the OeAD, as the implementing organization of APPEAR, has faced several challenges in the implementation of the APPEAR programme. For example, following the COVID-19 pandemic, the global security landscape was quickly altered and overshadowed by the Russian war against Ukraine, with unforeseen and unpredictable consequences. Consequently, the post-Soviet countries like Armenia, Georgia, and Moldova have become vulnerable considering their geographical and economic proximity to Russia. Rising energy prices as a results of the war have led to high inflation, increasing the cost of transport, production and goods, and making living and working conditions more difficult, particularly in these partner countries. In other cases, ongoing political instability or conflicts in partner regions such as Palestine, Burkina Faso, and Ethiopia, as well as the occurrence of natural disasters such as flooding in Mozambique, have further exacerbated the implementation of APPEAR projects. Considering these numerous conflicts in the partner countries and adding them to the challenges their universities face, a small programme like APPEAR may be limited in its ability to make a significant impact in such regions. In some cases, the continuing unequal power relations between Austria and partner countries may also hinder effective project cooperation and implementation. Persistent western norms, and a focus on scientific excellence, still remain entrenched in most academic institutions in Austria, thereby creating additional barriers to equal cooperation in international projects.
Despite all of this, it was noted that several success stories and many examples of achievements within projects exist and have been witnessed over the last years within APPEAR. The continuity of the programme - now in its third phase – has been noted to be crucial in fostering long-term partnerships. Such partnerships help build trust while strengthening cooperation between Austrian institutions and their partners in the South. The programme is also well anchored in the Austrian academic landscape and in many partner institutions, facilitating smoother communication, sharing of resources and the alignment of objectives, which are essential for successful project implementation. The programme also provides various funding instruments and options - from preparatory actions to advanced academic partnerships, which enable project partners to work together effectively over a longer period of time.
An additional success of the programme is that the scholars involved, along with the alumni, serve as crucial multipliers and intercultural brokers, facilitating exchange of knowledge, skills, and experiences in various contexts. This promotes mutual understanding while fostering collaborative future initiatives. Overall, these strengths of the programme contribute to the effectiveness and sustainability of the APPEAR programme, ensuring that it continues to advance higher education cooperation and capacity building in partner countries.
Elke Stinnig concluded her presentation by pointing out that many funding agencies in the field of higher education cooperation have developed useful tools, such as the Equitable Research Partnerships Toolkit, which is a collection of practical resources to support analysis and actions to address equity in research partnerships. This toolkit that was developed by the Association of Commonwealth Universities and is available online:
The second part of the workshop focused on informal discussions. One world café session explored process-related factors, addressing various issues that can complicate project execution. Several challenges were highlighted:
- Funding requirements that often dictate the parameters within which projects must operate, potentially limiting flexibility and innovation.
- Project management structures that are often misaligned with the organizational frameworks of partner universities. This mismatch can create inefficiencies and slow down progress.
- The lack of clear task or role definitions within these projects can lead to confusion, overlapping responsibilities, and delays.
- The time-consuming nature of the proposal writing process was a major point of discussion. Even if a proposal is successful, the administrative procedures and extensive reporting requirements that follow can be burdensome, diverting attention and resources away from achieving the actual project objectives.
The second world café discussed impact-related factors significantly influence the effectiveness of these projects:
- Required project outcomes may be affected by external crises, such as wars or violent conflicts, which can destabilize regions and disrupt project communication, and activities.
- Extreme weather conditions and climate change also pose a risk, as they can affect both the environment and the communities involved in the projects.
- Additionally, global or local pandemics, such as COVID-19, have introduced unprecedented challenges, resulting in delays and necessitating adaptations in project implementation.
During the workshop, participants were able to learn from each other and gain some useful insights into practical project work. The workshop also encouraged the participation of a wide range of actors, such as senior researchers or early career researchers just starting a project, and related stakeholders or practitioners within such projects.
Finally, there was a short plenary session to address the challenges in the large group of nearly 20 participants. This concluding session was to brainstorm and find or share creative solutions among the diverse group. The fact that participants were keen to continue discussing points, and that not every point got addressed is a sure sign that this prescient topic could be continued in the future.
