Authors
Abstract
Scholarship programs play a strategic role in expanding educational access, strengthening social mobility, developing human capital, and supporting international cooperation. However, scholarship systems are often fragmented across institutions, countries, funding schemes, eligibility criteria, selection mechanisms, monitoring processes, and impact evaluation models. This conceptual article proposes the GHALIH Framework as an integrated analytical model for scholarship studies, educational funding governance, student mobility, and global talent development. GHALIH stands for Governance, Human Capital, Access, Learning Mobility, Impact, and Harmony. The framework is designed to help researchers, policymakers, universities, foundations, governments, and international organizations examine scholarship systems beyond administrative funding distribution by connecting governance quality, equity of access, learner mobility, capacity development, measurable impact, and long-term social harmony. Drawing on literature from higher education finance, grant aid, international student mobility, educational equity, and ethical internationalization, this article develops a multidimensional model that positions scholarships as policy instruments, development mechanisms, and mobility pathways. The proposed framework contributes to scholarship studies by offering a structured lens for evaluating how scholarship programs can be designed, implemented, monitored, and improved to generate sustainable educational and societal outcomes. The article concludes that the GHALIH Framework can serve as a foundation for future empirical studies using qualitative, quantitative, mixed-methods, or multi-criteria decision-making approaches.