Very diverse criteria of academic mobility have been opened in the university environment.
The most distinctive aspect of the subject is the clear polarization of the practices that, nowadays, mean interuniversity exchange at the global level.
On the one hand, there are institutions of higher education that, for various reasons, do not open, in any way, to international exchanges of teachers and students.
However, there are universities that make these practices a daily event.
It is known that the internationalization of the university has a very strong influence on its credibility and preponderance.
For that purpose I would like to ask:
At Bradley University, we have a study abroad program that provide opportunities for faculty and student to study and work in Egypt, Jordan, UK, France, Denmark, Germany, India and China. We hosted faculty in our civil engineering from the UK. We also employed international faculty to help us teach our courses offered in their own countries.
Reinaldo - I would argue that far more universities do encourage and practice internationalisation than do not. Those that do not, run the risk of being too 'insular and isolated' in an increasingly global and competitive market - that is increasingly being serviced by a business model rather than an academic model. Internationalisation is probably primarily conducted because it has the potential to bring in increased financial revenue to institutions - especially international students. Secondly and, to me more important, is about 'knowledge-exchange' i.e. pooling of ideas and resources. Thirdly, it is about promoting institutions, marketing and celebrating cultural exchange.
Interesting question Sir. I am not sure about the process involved but I do know that the program bring about diversity of knowledge into education system.
In most cases, projects are written and approved. Then memorandum of understanding is signed by parties ( universities).
At Bradley University, we have a study abroad program that provide opportunities for faculty and student to study and work in Egypt, Jordan, UK, France, Denmark, Germany, India and China. We hosted faculty in our civil engineering from the UK. We also employed international faculty to help us teach our courses offered in their own countries.
Dear colleagues
I agree that internationalization is a process of irreversible growth, however, its dynamism is conditioned by factors of an economic and political nature.
In a strictly personal way, I must point out that external restrictions prevail that limit the exchange, my country has been affected in this sense.
When commenting on the issues that have been mentioned by colleagues that have preceded me, I must add that the point made by Dr. Whitehead is very true, when he points out that there are more universities that assume academic exchanges than those that do not.
Nowadays, the production of knowledge is also occupied by research centers, companies and other organizations, which resort to a very active internationalization practice.
As noted by colleague Abegunde, internationalization tends to generate a variety of knowledge in educational systems.
However, the mobility of teachers and students requires resources, in other cases of economically sustainable alternatives.
Given their nature, many of the non-university organizations that internationalize their exchanges have, many times, financing and will to carry it forward.
Colleague Nyamweha rightly points out that in most cases there are approved projects. I think that even so, the universities, one to another, require to know each other better in order to complement each other and keep moving forward.
El colega Al-Khafaji nos da ejemplos que muestran cuál es el camino, por mi parte, creo que la atención a este tema debería ser una prioridad en la vida universitaria.
Although the idea is academically excellent, the educational system in my country has no provisions whatsoever for getting involved in an active exchange program such as the one you advocate.
Fulbright , a kind of funding scheme by the U. S.A government is one support mechanism used by many Americans to teach abroad.
University exchanges are essential to break the scientific endogamy, that is, the reproduction of the professional styles that have characterized an institution for years, in which case the new graduate and postgraduate professionals tend to behave in a similar way to their tutors. .
Scientific endogamy is a consequence of university immobility and can bring disastrous results for institutional growth, as new professionals become encyclical in a school that does not accept, at least with sufficient speed, changes in research and teaching.
It is mythical that digital technology allows breaking these barriers, the daily interaction of the tutor with his student and, in many cases, the strict regulatory regulations are more powerful.
If a candidate connects via Skype, with a colleague from a university in another country, even from another continent, he is doing an academic exchange, he is not doing academic mobility.
Connection times are limited and there are communication barriers that work in this case, nothing like having the direct presence of the academic guest in open exchanges and providing comments
Nothing like the internships of undergraduate and postgraduate fellows in other universities, where they can see and receive first-hand information.
Although this idea is very impressive and its effects are very positive in increasing the efficiency of education and in the exchange of experiences between countries and universities, unfortunately it is not currently applied in my university.
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