Unequal partners? Networks, centrality, and aid to international education

Francine Menashy, Robin Shields

Research output: Contribution to journalArticle (Academic Journal)peer-review

11 Citations (Scopus)


Following the 2005 Paris Declaration on Aid Effectiveness, international development policy discourses have focused on partnership as an overarching principle. With a focus on participation and non-hierarchical relationships, new partnerships aim to reconstitute the aid relationship in a way that obviates power inequality and hegemony. However, empirical studies of these partnerships are scarce. This paper uses social network analysis to analyse relationships between organisations involved in prominent partnerships for education in international development. Our analysis of an original dataset demonstrates that bilateral donors, civil society organisations, and international organisations are most likely to occupy central positions in this network, meaning that they enjoy high levels of connectivity to many organisations. Literature on international networks suggests that these organisations would therefore shape the flow of information and ideas between organisations, influence the distribution of resources among members, and determine normative preferences of the partnerships. In contrast, recipient governments, private businesses, and universities occupy peripheral positions. We contextualise these findings with respect to literature on aid in international education and privatisation in the political economy of educational development.
Original languageEnglish
Pages (from-to)495-517
Number of pages23
JournalComparative Education
Issue number4
Publication statusPublished - 2017

Structured keywords

  • SoE Centre for Higher Education Transformations


  • aid
  • global governance
  • international education
  • partnership
  • Social network analysis


Dive into the research topics of 'Unequal partners? Networks, centrality, and aid to international education'. Together they form a unique fingerprint.

Cite this