Dependency and neocolonialism in international research collaboration: evidence from a Ghanaian elite university

Abstract Scientific collaboration between the Global North and South has expanded significantly over the last three decades. However, this expansion has yet to bring about equal international research collaborations (IRC) for all collaborating sides. Through a case study of a Ghanaian elite university, this study examines how these inequalities manifest in the IRC of Ghanaian higher education researchers, building on the theoretical lenses of neocolonialism and academic dependency. It collected data from the university’s researchers and administrators and national policymakers through in-depth interviews. Ghanaian higher education system is uniquely located in West Africa as one of the few English-speaking colonised countries. Its growing involvement in global research makes it an interesting case to explore the manifestations of neocolonialism and dependency in IRC. The findings suggest how colonial structures continue to play out in the IRC dynamics. Findings also reveal how academic dependency resulting from external and internal factors impacts IRC in the context of Ghana and how such dependency has reflected and moved beyond colonial legacies. We propose that collaborative and targeted policies should aim for a gradual road towards breaking the dependency, where the Global North is positioned to have the upper hand. A more equally grounded research collaboration is important for Ghanaian and overall African higher education.