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Many institutions and programmes worry about how they can show how different they are from their competitors, which makes certain logical sense. If prospects are considering a number of options (as they do!), it feels right that you’d have to show them exactly why your programme stands out. Here’s the problem with that approach: higher education institutions and individual programmes often offer very similar benefits to students, particularly once you find the ‘right-fit’ students.
Joint programmes continue to be a hot topic in our field. So hot, in fact, that the EAIE has just launched its first ever Network on Joint Programmes. The European Commission recently released a new publication – Erasmus Mundus Joint Master Degrees: The story so far – featuring four policy papers that address the unique aspects of joint programmes. The EU-funded Erasmus Mundus joint programme began in 2004. After over a decade of development, it provides a timely case study to reflect on practice and challenges.
The EAIE is pleased to announce the creation of a brand new Network on joint programmes. Networks expand the scope of our current 15 Expert Communities, encouraging professionals to join together and start a dialogue on a topic of increasing importance in our field. This new Network Joint Programmes will provide all those involved in offering joint curricula a platform for knowledge exchange and support.
Work placements or traineeships abroad can be one of the most powerful instruments to enhance your students' employability and career prospects. But do you really know which transversal skills your students have actually improved during their placement abroad? Are your students aware of these new skills? Do students know how to demonstrate this skill gain to employers? Do you rely on evidence or are you just taking skill gain and the better employability prospects for granted?
With the most recent terror attacks in Turkey and France, some higher education institutions are perhaps rethinking their plans to send students to other countries to study or do internships. For others, it is business as usual. So what is the prudent decision for international educators? The author of today’s blog post has written for the EAIE previously on issues of crisis management. In this blog post, she offers some food for thought and confirms the importance of the work done by professionals in international education.
In just over a month, the Annual EAIE Conference will be kicking off. We’re sure you know by now that this year we are headed to the magical, musical city of Liverpool, UK. But did you also know that it has been named the ‘World Capital City of Pop’ by the Guinness Book of Records? Yes, there is such a title! The city is a hub for musicians and it’s keen to keep hold of its title – and why wouldn’t it be?
For the past weeks the debate in international education in Europe has been coloured by Brexit, the United Kingdom’s vote to leave the EU, and its implications for research cooperation and mobility. Despite prevalent anti-immigration sentiments in many parts of Europe and a bleaker view on the future of European integration, new streamlined EU regulations on entry and residency of third country students and researchers have been agreed on in May 2016. We take a closer look at what these new rules entail and why they matter.
The July issue of the Journal of Studies in International Education highlights academic staff experiences in international branch campuses, the impact of transnational education, and how higher education institutions can be a tool for public diplomacy. Furthermore, you will find articles that tackle subjects such as MOOCs and how they are perceived by academics and the distinct perceptions academic and administrative staff have with regard to internationalisation. We hope that this melange of interesting bits of internationalisation encourage you to explore these articles further.
Three years ago in 2013, more than 4800 international higher education professionals from all around the world gathered in Istanbul to celebrate the EAIE’s 25th Annual Conference. That time was marked by protests in Taksim Square and highlighted the need for international and intercultural collaborations in higher education. Leading up to the event we established strong relationships with Turkish universities and we continue to work closely with Turkey’s higher education community.
Following the Brexit vote, much uncertainty has been felt within the United Kingdom and beyond. As international educators, we have been watching closely to understand how our field, our students and our higher education institutions will be affected by this new – and in many ways unexpected – situation. In this blog post, Michael Woolf, Deputy Director of CAPA Global Education Network, provides a passionate personal testimony that takes readers on a historical journey to better understand the reasons behind this new chapter for both the UK and the rest of European Union.