CHALLENGES

The Evaluating Student Knowledge Exchange project encountered several challenges throughout its implementation. The most significant challenge emerged with the onset of the global pandemic of Covid-19, which imposed restrictions on international travel. As a result, the project had to swiftly adapt its approach to a virtual format, leading to various hurdles that needed to be overcome. These challenges included:

1. Transition to a Virtual Approach:
   • The sudden shift from in-person to virtual interactions necessitated adjustments in methodologies and strategies.
   • Connectivity issues, varying time zones, and the difficulty of building personal connections virtually posed significant challenges.
2. Technological Constraints:
   • Ensuring reliable connectivity and access to technological equipment for UK and Zambia students became a crucial priority.
   • The project team went to great lengths to provide students with necessary resources like tablets to facilitate their engagement in virtual activities.
   • Equipment was purchased and sent to several students to ensure technological limitations did not hinder their participation.
3. Establishing Virtual Engagement:
   • The absence of face-to-face interactions posed a challenge in creating meaningful connections and fostering student engagement.
   • To address this, a WhatsApp group was established, facilitating rich and constant interactions despite the physical distance.

However, what initially appeared to be the most significant challenge turned out to be the manageable aspect of the project. Political issues surrounding global South-North relations presented unforeseen obstacles, particularly with regard to the participation of Copperbelt University (CBU) partners in the UK:

1. Visa Rejections:
   • Despite providing comprehensive documentation, including invitation letters, evidence of activity, and all necessary financial coverage, CBU students and staff visa applications were initially rejected.
   • The first rejection questioned the credibility of the evidence provided, suggesting insufficient ties to Zambia, disregarding employment, family, and academic commitments.
   • The second rejection cited the program dates as a reason, creating a catch-22 situation for the project team.
2. Diminished Trust:
   • The visa rejections and subsequent difficulties undermined trust in the UK government’s processes, hindering international research and knowledge exchanges between institutions in low- and middle-income countries (LMICs).

Nevertheless, despite these setbacks, the project team and participants have shown resilience and determination. They remain committed to finding solutions and seeking answers from professionals and public agents internally and externally. The team is dedicated to circumventing and addressing these challenges to ensure the successful continuation of the project and the realization of its goals.