Rationales for Internationalisation of Higer Education

Internationalisation is high on the agendas of national governments, international bodies and institutions of higher education. European programmes like SOCRATES and international networks of universities, are just two examples of the way in which the international dimension has captured higher education in the past fifteen years. Are we at the beginning of a future in which we are, in the words of Clark Kerr (1994, 9), on our way again to the "universalism of learning: the universal-university world", the revival of the cosmopolitan university of the medieval times, but within the context of a new modern world and a new age, the information age, in which society, economy and knowledge are part of a global environment, a mix of local and global influences

Globalization and Internationalisation of Higher Education

La internacionalització és un fenomen cada cop més important i generalitzat en l'ensenyament superior en els àmbits institucional, nacional i internacional. La globalització de les nostres economies i societats ha tingut un impacte en l'ensenyament superior dels últims vint-i-cinc anys, i el mateix ensenyament superior s'ha convertit en un actor en l'economia de coneixement global, en la recerca i en altres àrees que impliquen aspectes com la captació d'estudiants, campus satèl·lit, operacions de franquícia, etc. Tant la cooperació com la competència són bases clau per a la dimensió internacional de l'ensenyament superior. Aquest desenvolupament crea mites i idees equivocades sobre el concepte de la internacionalització de l'ensenyament superior que cal reconèixer i abordar. A què ens referim amb internacionalització? De quina manera la globalització -i, a Europa, la regionalització, el procés de Bolonya i l'estratègia de Lisboa- han afectat la dimensió internacional de l'ensenyament superior? Quins mites i idees equivocades han aparegut? Aquestes són algunes de les preguntes de què tractarem.La internacionalización es algo cada vez más importante y generalizado en la enseñanza superior en los ámbitos institucional, nacional e internacional. La globalización de nuestras economías y sociedades ha tenido un impacto en la enseñanza superior de los últimos veinticinco años, y la misma enseñanza superior se ha convertido en un actor en la economía de conocimiento global, en la investigación y en otras áreas que implican aspectos como la captación de estudiantes, campus satélite, operaciones de franquicia, etc. Tanto la cooperación como la competencia son bases clave para la dimensión internacional de la enseñanza superior. Este desarrollo crea mitos e ideas equivocadas sobre el concepto de la internacionalización de la enseñanza superior que hay que reconocer y abordar. ¿A qué nos referimos con internacionalización? ¿De qué modo la globalización -y, en Europa, la regionalización, el proceso de Bolonia y la estrategia de Lisboa- han afectado a la dimensión internacional de la enseñanza superior? ¿Qué mitos e ideas equivocadas han aparecido? Estas son algunas de las preguntas que vamos a tratar.Internationalisation has become increasingly more important and mainstream in higher education at institutional, national and international levels. The globalisation of our economies and societies has had an impact on higher education in the past 25 years, and higher education itself has become an actor in the global knowledge economy, in research and in other areas involving such aspects as student recruitment, branch campuses, franchise operations and so on. Both cooperation and competition are key rationales for the international dimension of higher education. This development creates myths and misconceptions about the concept of the internationalisation of higher education that need to be recognised and tackled. What do we mean by internationalisation? How has globalisation - and, in Europe, regionalisation, the Bologna Process and the Lisbon Strategy - impacted on the international dimension of higher education? What myths and misconceptions have emerged? These are some of the questions that will be addressed

Bistable Gestalts reduce activity in the whole of V1, not just the retinotopically predicted parts

Activity in the primary visual cortex reduces when certain stimuli can be perceptually organized as a unified Gestalt. This reduction could offer important insights into the nature of feedback computations within the human visual system; however, the properties of this response reduction have not yet been investigated in detail. Here we replicate this reduced V1 response, but find that the modulation in V1 (and V2) to the perceived organization of the input is not specific to the retinotopic location at which the sensory input from that stimulus is represented. Instead, we find a response modulation that is equally evident across the primary visual cortex. Thus in contradiction to some models of hierarchical predictive coding, the perception of an organized Gestalt causes a broad feedback effect that does not act specifically on the part of the retinotopic map representing the sensory input

El proceso de Bolonia, la estrategia de Lisboa y el Espacio Europeo de Educación Superior e Investigación

El Proceso de Bolonia, cuyo objetivo es la creación de un Espacio Europeo de Educación Superior para el año 2010, requiere una reforma sustancial de la educación superior, más allá de las fronteras de los 25 países que conforman la Unión Europea. La Declaración de Bolonia fue firmada el día 19 de junio de 1999, en Bolonia, Italia, por los ministros de educación de 29 países europeos, que basaron su declaración en la siguiente premisa: «En la actualidad, la Europa del conocimiento está ampliamente reconocida como un factor irremplazable para el crecimiento social y humano y es un componente indispensable para consolidar y enriquecer a la ciudadanía europea, con capacidad para dar a sus ciudadanos las competencias necesarias para afrontar los retos del nuevo milenio, junto con una conciencia de valores compartidos y de pertenencia a un espacio social y cultural común» (Declaración de Bolonia, 19 de junio de 1999). Desde 1999, la cantidad de países signatarios ha aumentado hasta llegar a 45 en Bergen (Noruega) en el año 2005, entre los que se incluyen Rusia (2003), Armenia, Azerbaiyán, Georgia, Moldavia y Ucrania (2005). En 2010, todas las instituciones de educación superior de los países firmantes tendrán que haberse organizado de conformidad con la declaración, aunque ésta sea voluntaria y no vinculante para los países y sus instituciones. La declaración puede contemplarse en conexión con otro ambicioso proceso, la Estrategia de Lisboa, acordada por los miembros del Consejo Europeo en la ciudad de Lisboa en marzo del año 2000, «para convertirse en la economía del conocimiento más competitiva y dinámica del mundo, con capacidad para desarrollar un crecimiento sostenible, con más y mejores empleos y una mayor cohesión social» (Conclusiones de la Presidencia, Consejo Europeo de Lisboa, 23 y 24 de marzo de 2000). En conjunto, estos dos procesos, pero particularmente el de Bolonia, son la base de una serie de reformas que no sólo tiene que llevar a una mayor transparencia y a la eliminación de obstáculos de movilidad interna laboral y estudiantil, sino que además tiene que hacer que la educación y la investigación sean más competitivas en el contexto de la economía del conocimiento global. Las crisis en 2005 de la Constitución Europea y el futuro presupuestario de la Unión no detendrán el Proceso de Bolonia, aunque podrían afectar a la inversión de la Comisión en el proyecto de Lisboa con vistas a una Europa del conocimiento.Peer Reviewe

Determinants of Mobility of Students in Europe: a preliminary quantitative study

This paper studies the economic determinants of intra-european student mobility. We constructed a panel of 33 European countries for the period 1998-2009. The dependent variable is the inflow of students (ISCED 5-6) from EU-27, EEA and candidate countries. Results show that: a) The expenditure per student appears to be a crucial determinant. It is reasonable to maintain that students are likely to choose countries where the students are granted with adequately funded services and perhaps monetary incentives. Eventually, other significant determinants are: a) the actual level of safety; b) the degree of openness of host country; c) the GDP per capita of host country

Determinants of Mobility of Students in Europe: empirical evidence for the period 1998-2009.

This paper studies the economic determinants of intra-european student mobility. We constructed a panel of 33 European countries for the period 1998-2009. The dependent variable is the inflow of students (ISCED 5-6) from EU-27, EEA and candidate countries. Results show that: a) The expenditure per student appears to be a crucial determinant. It is reasonable to maintain that students are likely to choose countries where the students are granted with adequately funded services and perhaps monetary incentives. Eventually, other significant determinants are: a) the actual level of safety; b) the degree of openness of host country; c) the GDP per capita of host country

Determinants of Mobility of Students in Europe: empirical evidence for the period 1998-2009.

This paper studies the economic determinants of intra-european student mobility. We constructed a panel of 33 European countries for the period 1998-2009. The dependent variable is the inflow of students (ISCED 5-6) from EU-27, EEA and candidate countries. Results show that: a) The expenditure per student appears to be a crucial determinant. It is reasonable to maintain that students are likely to choose countries where the students are granted with adequately funded services and perhaps monetary incentives. Eventually, other significant determinants are: a) the actual level of safety; b) the degree of openness of host country; c) the GDP per capita of host country

Determinants of Mobility of Students in Europe: a preliminary quantitative study

This paper studies the economic determinants of intra-european student mobility. We constructed a panel of 33 European countries for the period 1998-2009. The dependent variable is the inflow of students (ISCED 5-6) from EU-27, EEA and candidate countries. Results show that: a) The expenditure per student appears to be a crucial determinant. It is reasonable to maintain that students are likely to choose countries where the students are granted with adequately funded services and perhaps monetary incentives. Eventually, other significant determinants are: a) the actual level of safety; b) the degree of openness of host country; c) the GDP per capita of host country

internationalization of higher education what can research add to the policy debate overview paper

This paper introduces the theme of internationalisation in the context of the Bologna Process. It addresses the development of the concept and context of internationalisation, its main trends and issues both in its two components abroad and at home. The paper also introduces and summarizes the eight following papers in the section on internationalisation. The paper ends with the key findings and recommendations of the discussions and papers on internationalisation of higher education from the Bologna Researchers Conference

The regionalisation, internationalisation, and globalisation of African higher education

The landscape of international higher education has been changing since the turn of the 21st century. The globalisation of our societies and economies implies a changing role of the higher education institutions. Accompanying the challenges associated with development, especially in developing countries, are initiatives championing regionalisation as a locus of development. This article positions the debate on the relationships among globalisation, regionalisation, and internationalisation in the context of Africa and its sub-continent, showing that, although these concepts have emerged at different times and contexts, they are still related. Using case studies of two regional political and economic organisations and their higher education counterparts, this article shows that regionalisation is not a new phenomenon but has been part of and has been used in the post-colonial era to serve new social, economic, political, and development purposes in the current period.http://ejournals.bc.edu/ojs/index.php/ijahe/index/hb2016Education Management and Policy Studie