We are preparing the new ERASMUS + project (2017 - 2020) aiming at CLIL application into lectures, seminars at universities, colleges to support internationalization of Higher Education. We are looking for partners from EU universities with diverse level of internationalization of education. The experienced ones who can provide some experience and essential competences required at the pre-phase, implementation phase and running phase of providing content courses in non-mother tongue. We would like to invite to cooperate also those ones without having any experience of CLIL application into education on Tertiary level of education. If you are interested in such project work, let me know in your reply to this question. Thank you.
Yes, I think. You can find ideas about it in the reference texts of my project Mobility of european teachers...
Mrs/Miss Hurajova,
But explicitly highlighting 'Internationalization' in terms diversity of High Educational Systems, not 'Globalization' meaning unification of the educational curriculum (You have written as idea exactly globalization, not internationalization, however). This excluds common educational curriculum, rather academics participation in a common macro-programme/s with own educational courses to given topic/s. For example a general topic 'Instrumental analysis' with sub-topics (i) Methods in the environmental research; (ii) Methods for structural analysis of organics; (iii) Methods in radionuclide research; and so on, in this context. There are large examples of Summer Schools worldwide.
For example:
1. http://www.summerschoolsineurope.eu/.
2. https://www.daad.de/medien/hochschulen/regional/osteuropa/daad_nl_10.05.engl.pdf
3. http://www.chem.uni-sofia.bg/news/ISS-Sofia-2011.pdf
Yes, I do think that internationalization of Higher Education can enhance sharing ideas, knowledge, experience and competences. However, when the authors who share such ideas are not from international countries but the host country, you may have some bias as how the international ideas are shared. I can share my experience as an international student through the following articles:
Article Integrating Cross-Cultural Elements Into Workforce Education...
Data Curriculum Inclusiveness Challenge: Responding to Multicultu...
Data Generation I: International and invisible in a workforce edu...
Article Workforce Education and Development (WED): Graduate Students...
The present custom of Higher education confined to class rooms/regions/domestic universities is a drawback of the system. Higher education has to open up to global sphere and cultural needs. As a social scientist over 3 decades of sustained research work, am confident to support your initiative. https://www.linkedin.com/pulse/karma-chakra-cognitive-work-culture-innovative-science-nair
You are welcome to call on me at [email protected]. Please visit www.scosaq.org, www.iasehrd.org.
As I have written there are many examples of schemes for external funding worldwide.
In general, any “discussion” associated with the topic to this posting is thoughtless by the following:
I. Problem of general character
Each University in the EU is Juridically independent and registered by Law as an Institution, part of an economy to a given Country. If this Country is EU member State, then the EU Laws are valid as well. But, the registration is in front of the local Justice System (or the Institution is domestic/home). On the other hand, each University has virtually full autonomy because of the administration depends on complex political-economic-social factors. In the EU, 96% of universities are public, meaning that they are dotated by public budgets. This fact determins the ‘autonomy’ as virtual. These institutions are public property of a Society as a whole, not to academic staff, in particular. It is property of EU citizens in context ‘resourse’.
The scientific staff at each University is chosen by self-selection and any University acts as autonomous selective Institution towards both academics and students, of course based on combination of criteria. The schemes for external funding are intra-institutional politics.
About 90 % of the market value of the final goods and corresponding services produced by each EU-Countries is domestic (home), too. This is the second reason determining any University in EU as domestic Institution.
So, the public universities are domestic/home/local by reasons of juridical and economic characters. The operation with these public ‘resourses’, which in parallel are juridically independent Institutions is determined within the framework of the ‘local Justice’. It is according to of set of local and EU Laws associated with any concrete activity/task, like for example, employment, discharge, administration, self-selection (icluding crietria for criteria for selection), budget distribution schemes, external funding schemes and ect.
I hope that these few sentences on Laws and Legal Systems in the EU clarify why each University is ‘domestic’ Institution and in parallel is public ‘property’ in the context ‘resourse’; Which are the legal mechanisms of operation with these Institutions; And why the Universities are not ‘intenational’, not 'national, not ‘global’, not ‘private’ and so on. In addition, the written above shows why in EU are Higher Education Systems, in plural form.
II. Problem of particular character
ERASMUS+ in EU (http://ec.europa.eu/programmes/erasmus-plus/node_en) shows, only 3 key activityes:
....
„KA 1: (Lern-)Mobilitaet von Einzelpersonen (Learning Mobility)
(i) Studierenden- und Personalmobilitaet im Hochschulbereich
(ii) Mobilitaet auf der Grundlage von gemeinsamen Abschluessen (Doppel- oder Mehrfachabschlueјsse)
(iii) Studiendarlehen/Kreditfinanzierte Mobilitaet fuer ein MA-Studium in Europa
KA 2: Kooperationen und Partnerschaften (Cooperation Projects)
(i) Strategische Partnerschaften zur Entwicklung und Durchfueјhrung gemeinsamer Initiativen sowie zur Foerderung von Erfahrungsaustausch
(ii) Wissensallianzen insbesondere zwischen Hochschuleinrichtungen und Arbeitswelt
(iii) Sector Skills Alliances zwischen Bildungsanbietern und der Arbeitswelt
(iv) Internationale Partnerschaften zwischen Hochschuleinrichtungen aus der EU und Drittlaendern (Capacity Building)
KA 3: Politikunterstuetzung (Policy Support)
(i) Anwendung der Transparenz- und Anerkennungsinstrumente
(ii) Unterstueјtzung des politischen Dialogs, auch mit Drittlaendern und internationalen Organisationen
(iii) Nationale Zentren/Unterstuetzungsdienste
(iv) Nationale Informationsstellen in Nachbarschafts-, Beitritts- und Kandidatenlaendern.“
....
However, there is no any information about concrete KAs shown above in the posting of Mrs/Miss Hurajova, which reduces the individualized criteria to make decision about participation from the side of potential candidates. Thus, there is unabe to account for variey and diversity of educational planes/research areas; ‘Resource’ potential; Academic staff potential; Competence of the participants and many more. The currently project/programme (?!) initiative/s (?!) is/are rather lack of information and transparency. But this is general policy in KA3 in the ERASMUS+ programme (above).
Yes I think so. Knowledge is a property of all humanity.
However, participation of economically poor people is also essential.
Any type of discrimination to provide education to a deserving candidate - is wrong.
Hello Ľ. Hurajová,
I do believe that by internationalization the Higher Education can enhance sharing ideas, knowledge, experience and competences. There are many approaches that a lecturer/tutor can take to support this "CoP", Connective knowledge or even Community centre approaches. These are just a few.
The Community of Practice “CoP” theory, focuses on building a community-based learning system that promotes knowledge for individuals within a collective intelligence environment. CoP can be seen as a way of conducting learning while the primary focus is on teach-learn process in which knowledge and skills are passed from one community/group to another.
Connective Knowledge offers the learner, the opportunity to explore and investigate connections within knowledge while utilising best practices within the educational life cycle. This approach engages in sharing knowledge, the use of interactive tasks, while taking on an ad hoc network process to facilitate extrinsic motivation and external knowledge gaining.
Community centre approaches (CCA) focus on bringing people together by analysing the dynamics of communities based upon, geographical stories, communities’ regeneration, material culture, urban studies/design, social policy and learning programmes.
There are plenty of approaches that would enable learners/professors/stakeholders using technology to share ideas and this would enable the international of HE.
This is just an thought and contribution to the discussion.
Rob.
Hello to all of you.
Yes and this is my last recent experience regarding this issue.
I am just back to the Office from ICERI2016 (Sevilla)
The 9th annual International Conference of Education, Research and Innovation was held in Seville (Spain) during the 14th, 15th and 16th of November, 2016.
ICERI is one of the largest international education conferences for We are back to the Office from ICERI2016 (Sevilla)
The 9th annual International Conference of Education, Research and Innovation was held in Seville (Spain) during the 14th, 15th and 16th of November, 2016.
ICERI is one of the largest international education conferences for lecturers, researchers, technologists and professionals from the educational sector. After 9 years, it has become a reference event where more than 700 experts from 80 countries will get together to present their projects and share their knowledge on teaching and learning methodologies and educational innovations. The 2016 edition of ICERI is sure to be among the most successful education conferences in Europe.
ICERI is more than a conference. It is an ideal platform for strategic international networking, the best place to present your innovations and projects about education and technology.
We were thereas one of the main references in the innovation arena, presenting our projects and real experiences in the educational sector. Meetings with experts all over the world and new opportunities to discover in the Virtual Reality Education World.
We made case studies demos, presentations to international experts and TV interviewes.
If you want additional information about this, please drop us an email or call.
Looking forward to see you soon.
Carlos
https://www.facebook.com/ONEDigitalConsulting/
Consideramos una pregunta interesante, no obstante, creo que la internacionalizacion se convierte en una estrategia para Universidades que inician programas de postgrado de calidad. donde se pretende crecer con alizanzas estrategicas de tal forma que se mejora la calidad de los programas de postrado y de maestria a traves, de la contratacion de Doctores que mejoren la calidad e los progrmas y que mejoren las competencias investigativoas de los docentes realizando proyectos de investigacion conjuntamente con universidadaes de prestigio. de tal forma que se reuqiere un programa agresivo de convenios con universides rankin mundiales.
considero una oportunidad ya que no concozco Universidad que no quiera realizar alianzas estrategicas ya sea para porponer o praa recibir especilaistas de diferentes disciplinas del comprotamiento huamano. la nuev aforma de hacer ciencia.
saludos.
Dear Debra S. Ferdinand, is absolutely right to bring the idea of the benefit of cross-cultural exchanges as the best example of the positive influence in students that benefit from internationalisation.
In Europe we have been benefiting from the Erasmus interchange programs that enhance open-mindness in our university students. These mobility programs across Europe have shown many positive results in higher education, with profit from both sides.
I must admit that the whole notion of internationalization of higher education causes me some unease. Living and working as I do in the southern hemisphere, I find it somewhat difficult to accept a notion of internationalization that was largely conceptualized and operationalized in a European context. Given the continued imbalance in the world order, there is little scope for a real meeting of the minds and the robust negotiation from which can emerge a truly world-wide shared understanding of the concept.
I also have concerns about higher education institutions in my part of the world seeking to establish themselves as 'world-class universities' . One wonders to what extent this stance is intended to benefit the areas in which they are located.
But enough of that. I have attached 2 chapters from the text named below. I think both of them offer some useful insights into the topic:
The European Higher Education Area: between critical reflections and future policies.
Adrian Curaj, Liviu Matei, Remus Pricopie, Jamil Salmi, Peter Scott (Eds.)
Springer, October, 2015.
It is an Open Access publication
Dear Ľ. Hurajová,
Thank you for raising such an important question. As an English for Academic Purposes teacher myself, I have found that the question of language learning and the often different, but equally valid cultures of learning and teaching are often forgotten when new international/transnational partnerships are set up. This is likely to cause a multitude of problems, resentment (as several commentators pointed out), and as such, could contribute to the failure of these ventures.
However, my view is still that internationalisation of HE can present a great opportunity for everybody involved. The problems we experience or fear are not inherent in internationalisation itself, but rather in the way many transnational partnerships are negotiated/dictated and managed at present - which could, and should improve with enough evidence-based research.
If we want the benefits to go beyond the often one-sided financial ones (which, let's be honest, are usually the driving forces behind many new initiatives), we need to take negotiations and collaboration to a whole new and open level. This should mean involving educators and researchers of both countries as equally valuable and valued partners - and, most importantly: holistically considering, and talking to the students themselves in this challenging but exciting international study environment.
I am looking for options to establish best practice in this field myself in my masters dissertation at the moment, so I will be following your comments on this post with much interest.
Real internationalization of higher education is really a very limited occurrence. People are excited about the idea but do not really understand what is happening in reality. Students and faculty members from prestigious universities in one country are readily accepted at other prestigious universities in other countries. However, students and faculty members from universities that are not considered prestigious will find it most difficult to participate in exchange programs at prestigious universities elsewhere. Prestigious universities are willing to collaborate with universities that maintain similar prestigious standards. They certainly will not collaborate with universities not recognized as being prestigious. So when we talk about internationalization of higher education we must accept the fact that it is confined to collaborations and student and faculty exchanges between universities in different countries that have similarly high prestige levels, leaving out about 90% of universities worldwide. So the answer to the question whether internationalization of higher education can enhance sharing ideas, knowledge, experience and competences, is yes, but needs to be qualified by saying that real internationalization takes place only between really top level universities and bypasses 90% of the universities in the world. One should be aware of the basic fact that being a faculty member or student on an exchange program at a university that is not recognized as prestigious would not really contribute much to those involved in the exchange or collaboration.
Of cause Internationalization of higher education is very necessary and a welcome idea. It will pave way for cross cultural sharing of ideas and links throughout the world. Moreover, it will ensure better quality of research accross the globe. Thanks.
Global learning through difference: Considerations for teaching, learning, and the internationalization of higher education
Hilary E Kahn, Melanie Agnew
Journal of Studies in International Education 21 (1), 52-64, 2017
http://journals.sagepub.com/doi/abs/10.1177/1028315315622022
internationalization of Higher Education Of the outcomes of globalization and can not be ignored
Yes Mr Mohammed www.iasehrd.org is coming out shortly with research programs. You may mail me at [email protected] I can include in the research council for role playing actively
New alliances of European universities could soon be allowed to take on partners far outside the European Union, potentially including countries with dubious records on academic freedom, such as Russia and Belarus...!!!
https://www.timeshighereducation.com/news/cross-border-universities-initiative-could-extend-far-beyond-eu?utm_source=newsletter&utm_medium=email&utm_campaign=editorial-daily
Yes, Prof. Ľ. Hurajová
Now more than ever, due to the CoV issue. eLearning & Internationalization in higher education can also help the most disadvantaged countries in the world.
Best Regards.
I concur with Pedro L. Contreras E. 's opinion that internationalisation has not only made educational aid more accessible to disadvantaged countries but also slightly narrowing the gap in educational level with attempts of consolidating educational ties with European educational institutions!
Internationalization is the higher education-the sports of creativity working together for improved productivity and social peace. Peace means equity in harmony. We welcome Universities to be part of the research Platform of SCOSAQ-the NGO. [email protected] www.cseonline.org
International student mobility is affected by “deep biases” and is at the mercy of geopolitical tensions, it has been warned...
https://www.timeshighereducation.com/news/student-exchange-mercy-geopolitical-tensions?utm_source=newsletter&utm_medium=email&utm_campaign=editorial-daily&spMailingID=24713039&spUserID=MTAxNzcwNzE4MTk2NAS2&spJobID=2191493018&spReportId=MjE5MTQ5MzAxOAS2
Internationalisation of higher education is a critical and comparative process of the study of the world and its complexities, past and present inequality and injustice, and possibilities for a more equitable and just future for all. “Through teaching, learning, research and engagement, internationalisation fosters epistemic plurality and integrates critical, anti-racist and anti-hegemonic learning about the world from diverse global perspectives to enhance the quality and relevance of education.”
https://www.universityworldnews.com/post.php?story=20230525135429889&utm_source=newsletter&utm_medium=email&utm_campaign=GLNL0741
International higher education is driving a new regional order
Internationalisation of higher education has been an important precursor of this second stage of disintegration and that it will continue to be an important factor in the formation of the new geopolitical order...
In some ways, internationalisation of higher education during the first three decades of the countries’ independence has created a platform for the formation of diverse national ideologies and economic systems in the region, which, in turn, has created the conditions for the second stage of disintegration of the Soviet Union...
To summarise, internationalisation of higher education in post-Soviet Eurasia will continue to reshape the region and, due to the increasing geopolitical importance of the area, the rest of the world. Moreover, there is a hope that the diversifying ties of the region’s educational authorities, universities and individual scholars with the rest of the world will also strengthen the ability of the post-Soviet states to resist new forms of colonisation and to support their own sovereignty and cultural and intellectual autonomy for years to come...
https://www.universityworldnews.com/post.php?story=20230919115903984
Faculty must be at the heart of internationalisation efforts
The future of higher education internationalisation will depend on the robust and expanded participation of faculty. An essential starting point is an institution-wide dialogue that reaches down to encompass the cultures of academic departments and is relevant to all institutional missions...
https://www.universityworldnews.com/post.php?story=20240123115445986
Is a new EU higher education paradigm around the corner?
"There are 50 European Universities Alliances already established across the European continent involving over 1,700 partners across the union and beyond and 35 countries in total. By the end of the year that number should rise to 60, involving around 500 higher education institutions. The latest call closed a few weeks ago. The alliances are built on foundations that were laid over a decade ago. The launch of the European Higher Education Area (EHEA) in 2010 had already demonstrated a willingness for greater cooperation and coordination in the continent’s education sector, as was also evident in the European Cooperation in Education and Training strategic framework...
Universities are seen by the European Commission as central to society, as pioneers of the development of a new people-centred economy and as hubs for education and research, innovation and technological transfer between the public and the private sector as well as between local, national and international actors..."
https://www.universityworldnews.com/post.php?story=2024032213363061
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