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Educational policy borrowing is almost the norm in today's policy making, partly because of globalisation, the rise in information and communication technology, and the involvement of external stakeholders in higher education governance. However, the reasons, applications, and results obtained from the adoption and implementation of borrowed policies may result in debates among educational stakeholders because of varying perspectives across contexts, and across individuals. This articledoi:10.32865/fire2018436 fatcat:2fscv2ygwjatbmfbiucfzrn53i