The Complex Interplay Between International Accreditation and the Decolonisation of Business Schools in South Africa: A Delphi Analysis
Nazmira Sayed
University of South Africa, South Africa
Volume 20: 2025, pp. 171-184; ABSTRACT
This study investigates the interplay between international accreditation and the
decolonisation of business schools in South Africa. Using a Delphi methodology, the research
explores the perspectives of 15 experts to understand the tensions between accreditation standards,
often rooted in Eurocentric epistemologies, and the push to centre African knowledge systems.
Findings reveal a significant tension between the reputational benefits of international accreditation
and the imperative to decolonise. However, experts expressed moderate optimism that a dynamic
equilibrium is achievable. The study identifies six key principles for balancing these demands, such
as re-centring African epistemologies while maintaining global relevance. For international
business education, this highlights the need for a glocalised approach, adapting global standards to
local contexts. The paper concludes with practical implications for curriculum designers and
administrators and specifically outlines teaching strategies for integrating these findings into
international business courses.
Keywords: African epistemologies, Delphi study, South Africa, teaching implications.
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