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 article
discusses, from a general perspective, the perspectives of higher education stakeholders in Cameroon
towards policy borrowing; and analyses a specific case of policy borrowing via the adoption and
implementation of Bologna Process ideas in this context. The findings discussed in this paper, both
from the general standpoint and in terms of this specific case, indicate that policy borrowing is a
controversial phenomenon in Cameroon’s higher education system. Although our contribution in this
article is to the analytical strand of policy borrowing as a phenomenon, this article nonetheless has
implications for the normative approach, considering that policy borrowing as a practice is part and
parcel of today’s policy making.