International internships are gaining greater importance in the international higher education arena. Traditional international internships, where the learner travels to a company abroad, are not always feasible for all students due to financial, geographical, social or other reasons. Virtual mobility, or ICT-supported international collaboration in a learning context, offers an alternative, but how can you ensure the student is getting the most out of the experience?
As higher education has become a globalised industry, it should be easier to embrace more creative partnerships with businesses that must compete in a global economy. Finding the right points of intersection for students requires institutions to do a better job of assisting students to interpret and articulate the value of their international experiences to employers. Institutions need to take a much more pro-active and purposeful approach to how they advise students who participate in education abroad.
The recently approved Erasmus+ programme is expected to offer the opportunity of a period of international mobility to over four million Europeans in the seven years between 2014 and 2020. Studying or gaining a traineeship experience abroad are conceived as essential for young people to develop the personal, academic, professional and intercultural skills and competences required in a knowledge-based global economy. However, does immersion in diversity really open up opportunities for intercultural learning?
Whether your institution has been providing comprehensive mobility opportunities for students/staff for many years, is an active player in collaboration projects with other institutions/businesses, or is just starting out on the ‘internationalisation path’, the emergence of a new EU programme such as Erasmus+ calls for a period of reflection. Are you truly getting the most out of the opportunities provided by the EU?
The long and successful history of the EU Tempus programme (1990–2013) was recognised during the development of the new generation of EU education cooperation programmes: Erasmus+. Since 1994, more than 87 projects have been funded for a total of over €32 million under the Tempus programme. The programme has had considerable impact on the internationalisation of higher education, enabling long-term intensive inter-university cooperation and demonstrating sustainable achievements.
The spring issue of EAIE Forum magazine explored the implications of the new EU umbrella programme for higher education: Erasmus+. This upcoming series of four blog posts extends the discussion online, looking at where Erasmus+ has come from, what all institutions can and should do as a result of the new changes, and – going one step further – how institutions can ensure their Erasmus students are gaining useful, marketable skills while abroad.
The Science without Borders (SwB) mobility programme has certainly put Brazilian higher education on the map. It was one of the main topics of debate during the FAUBAI conference recently held in Joinville, Brazil, where almost 400 people gathered to discuss policies for international education, facilitate contact between Brazilian and foreign institutions and share good practices, with the central theme ‘Brazilian Higher Education: Building Strategic Partnerships’.
As Europe struggles with unemployment and economic downturn, the focus of the higher education sector should be on creating new knowledge to support innovation and growth. Why, then, is there so much emphasis being put on developing and implementing time- and resource-consuming joint academic programmes? Could it be that academic added value and student learning outcomes can be reached through a joint international curriculum with integrated mobility, ie, through joint study programmes?
Is transnational education the new buzz word? Is it more than the newest form of student recruitment? Or will it change internationalisation as we know it and drive our internationalisation strategy? Simply defined as education from one country offered in another, transnational education (TNE) is a hot topic. A one-day conference on TNE recently took place in London. Find out what was discussed and what effect TNE could potentially have on higher education as we know it.
At the Conference of the Americas on International Education (CAIE), the audience listening to the plenary moderated by Francisco Marmolejo, Coordinator of Higher Education at the World Bank, was intrigued when Jamil Salmi, specialist in higher education, began his answer to the question of why Latin American universities are not well represented in rankings by talking about football. Continue Reading »