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This article considers how the decisions of the UK government, following the Brexit referendum, may impact on higher education in Africa. Ghana and South Africa are the two countries chosen to exemplify the claim that academic staff in African higher education will lose opportunities to acquire experience in British universities. Academic mobility between Africa and the UK is expected to fall significantly following Brexit.

This article examines the differentiation and diversification processes in African higher education and their implications for further research and policy. These processes are perhaps among the most well established concepts to help understand social and organizational change in African higher education systems and institutions. Founded in social theory, they shed light onto mostly tacit, rather than institutional, social and policy practices by different African higher education stakeholders, while guiding change toward increased democratic governance. [ABSTRACT FROM AUTHOR]