In an era of sustained interconnectivity between nations and higher educational institutions around the world, and heightened interest in knowledge generation and application, there have been calls for the need of universities in Africa to emphasise African indigenous knowledge systems (IKS). Drawing on postcolonial theories, the paper analyses respondents’ perceptions of Africanisation and indigenous knowledge systems in Ghanaian universities. The findings indicated that ‘Africanisation’ is not a terminology widely used in Ghanaian universities. Instead, respondents more often use the term ‘indigenous knowledge systems’. Whilst all the universities attested to the importance of indigenous knowledge, there were contestations among respondents as to the extent to which it should be integrated in the curriculum. The universities are also constrained by many factors including colonial legacies, limited funding, and demands of the market to emphasise these knowledge systems. I conclude this paper by arguing for the importance of IKS to be emphasised as the universities strive to position themselves internationally. In the 21st century, African knowledge, values and perspectives, I argue, have wider important significance not only for universities in Africa but for other contexts beyond Africa. There is the need for Government and donor agencies to pay much attention to these knowledge systems. I also argue that in spite of the challenges, the universities should play a greater role in an unlearning process of negative mis/representations of Africa and its indigenous knowledge systems.