In the era of Sustainable Development Goals, multinational non-governmental organizations (NGOs), grand challenges, and record numbers of students seeking educational opportunities abroad, university global health partnerships are quickly becoming a mainstay (Merson 2014). These partnerships can bring together researchers, students, and community members in ways that address education, research, and community health needs. There are compelling advantages to having institutional partnerships so that individuals can collaborate to have a sustainable impact compared to working individually within institutions (Dockrell 2010). A collective base of expertise may also leverage scarce resources and help to develop creative solutions to intractable issues (Binagwaho et al. 2013). Frequently though, universities working together on these issues can reinforce existing disparities and unequal relationships that prioritize the flow of information, bodies, and agendas from higher to lower resourced parts of the globe (Crane 2010; Sewankambo et al. 2015; Syed et al. 2013). We take as a starting point that partnerships, if built, maintained, and managed in an equitable fashion have the potential to generate a lasting positive impact on global health (Chu et al. 2014; Morse 2014; Pratt and Hyder 2016, 2017). The concept of reverse and global innovation flow is central to this equity, and prioritizes the knowledge and expertise from what is frequently referred to as the Global South (Syed et al. 2013; Crisp 2014). Reverse and global innovation flows create possibilities for relevant community-based research, open access dialogue, and