In recognition of the aspirations of disadvantaged college students for international mobility, many institutions strive to organise field schools, offering an opportunity to engage with foreign cultures and communities. The Caldwell Community College and Technical Institute created an opportunity for 11 students to travel to Honduras. For some, it was their first time leaving home; for all of them it was a transformative experience. The tips offered in this article may help you create similar opportunities.
Study abroad can be marketed as a means for students to gain valuable skills that they may not otherwise acquire. These skills raise their profile among potential future employers, just as study abroad opportunities make a university more appealing in the eyes of the student market. But what exactly are the competences that employers identify as valuable, and do students know how to articulate what they have learnt in specific terms?
There is much we can do to improve our efforts in mobilising socio-economically challenged students, so that they too may reap the benefits of study abroad. Texas Christian University invests millions of dollars in scholarships for Community Scholars; underprivileged high school students from a range of underrepresented populations. The aid TCU provides goes beyond finances; logistical support and mentoring are part of the package.
Securing a chance to study abroad is a big step for students, but if they don’t have anywhere to live, it may end up a missed opportunity. Should student accommodation be regarded as the institution’s responsibility, or are students expected to locate an affordable solution, in a learning-conducive environment? Uniplaces, the world’s first crowd-funded scholarship for mobile students, may just have a solution.
Have you encountered obstacles while setting up a joint programme? The practitioners’ guide Joint programmes from A to Z – filled with good practices, practical suggestions and references – aims to facilitate the process as the increase in the number of joint programmes is listed on the Bologna agenda.
Every year Canada welcomes its doors to hundreds of new international students. What compels people to go abroad to study? When I came to Canada from the United States as an international student myself in 2005, I felt drawn to this community of diverse individuals. I felt compelled throughout my university degree and now in my career to find what draws us together and then, in turn, why we all came to Canada.
Imagine moving to a new country. Maybe you have escaped from your home country in fear of what could happen to you. In your home country you were an engineer, philologist or maybe a geologist. You are knowledgeable and eager to contribute to the economy and society in your new country. Yet the chaotic situation in the country you are coming from makes it very difficult to get the proper documentation for what you are actually qualified to do.
As international mobility has evolved from the pre-Erasmus era right up until present day Erasmus+, different exchange formats have emerged, not only within the European Union, but also with higher education institutions on other continents. One of the most interesting set-ups is where students obtain a common degree provided by several institutions – Joint Masters Degrees (formerly known as Erasmus Mundus Masters), or two degrees given by two institutions – Double Degrees.
One-third of all African scientists live and work in developed countries, according to a statement released by NASAC, entitled ‘Brain Drain in Africa’. This figure represents a significant loss of economic potential for the continent, especially in today’s global society where scientific and technological knowledge drive development. Higher education throughout Africa must be revitalised as universities affected by decades of brain drain now find themselves severely disadvantaged.
Smaller countries have a special place in the international higher education system, with a great capacity to defy the expectations of most experts and many dominant theories of international higher education. Despite being small, the countries with populations of less than 10 million make up a remarkable part of Europe and they contribute much to the internationalisation of European higher education.