We are actually gathering results of our own experience in the process of internationalisation of a School of Architecture at Spain: opportunities, difficulties and tools used to deal with the process.
Basically, we work on two different approaches the internationalization “at home” and how to modify the curricular profile of the students, and the challenges related with the increasing number of international students from different countries, going from general to particular aspects related with architectural teaching.
We would be very thankful for any reflection, paper related or experience shared.
I'm not sure it is so difficult as long as you regard the course as a matter of education rather than training. We have many international students on our course and I have examined on every continent except Antarctica and found it relatively easy to work everywhere. The big differences are climate and culture. But since we want our students to respond to these, working on foreign countries is the way you come to understand your own.
I think you are off to a good start, but ensure that you also international your curriculum content to accommodate for the students diverse international backgrounds. I can share some of the challenges I have experienced and researched in response to your question.
Best regards,
Debra
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Dear Dr. Ricardo,
You have posted a thought provoking question. I think first you should consider the level of the qualification. If it is diploma, Bachelor, Master or PhD. The second step may be the study of the market locally, regionally, nationally and internationally. A careful analysis of the data will help you in formulating learning outcomes for that particular level. These PILOs and the competencies must reflect and meet the needs of the local and international employers. After finalising the PILOs, a meeting of senior subject specialist may be called to develop Course learning outcomes and the required courses keeping in view the National Qualification Framework of the focused countries. Please keep in mind that USA and Japan do not have NQF.
Once the Course ILOs are defined, courses are developed and ILOs are mapped, you should ensure validation and achievement of the CILOs and PILOs. I am sure the graduates produced in this way will find no problem in getting hired in the target markets.
Best Regards,
Shoaib
I think the challenge is to look for a useful methodology for students with so different academic backgrounds, and find out the common learning outcomes required in the target markets. Architecture and the legal rules which drives the architect's work is really diverse all around the world, so there isn't an homogeneous path as in Health Science or Veterinary.
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