Abstract
In the wake of the Bologna Process, West Africa implemented the ‘Licence, Maîtrise, Doctorat’ (LMD) system. What views of LMD are held by West African scholars who studied the stakeholders of this process? This article analyses the relevant literature available on Google Scholar and Web of Science from a perspective of policy borrowing or appropriation. The analysis shows that all the authors report the transition to the formal LMD structure, but that not all expectations of this process (e.g., improvements in teaching or management) have been realised. Further research is suggested, including a longitudinal study involving different countries and universities to obtain a clearer picture of the level of adaptation/adoption and outcomes of LMD in West Africa.
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