The document discusses higher education in European countries. It provides an overview of the structure of higher education systems in Europe, including quality assurance measures. It notes that while each country has its own higher education system, they are all part of the European Higher Education Area (EHEA) to help ensure compatibility and mobility across countries. It also discusses higher education institutions, expenditures, international student mobility, and employability outcomes.
International students and libraries, maximising potentialnmjb
This document discusses international students and libraries. It provides statistics on the rising numbers of international students globally and in countries like the UK. The top source countries for international students in the UK are China, India, USA, Nigeria and Malaysia. Most international students study at the undergraduate level. The top subject areas and universities attracting international students are also outlined. The document also examines libraries' approaches to serving international students, finding that few have specific staff or web pages for international students. It provides recommendations for libraries to better manage expectations, provide staff training, adapt resources and information literacy instruction, and enhance communication and strategies to serve international students.
TNE partnerships: the challenges of managing partnerships across borders and ...University of Limerick
This lecture is part of the MA in International Higher Education Management at the University of Bath. It covers TNE partnerships: the challenges of managing partnerships across borders and culture:
1. The dimensions of the management challenges
2. The limitations of home universities in managing TNE
3. The stakeholders in TNE revisited
4. What do stakeholders want from TNE?
5. The importance of alignment
6. Case studies of successful and failed TNE partnerships
The internationalisation of higher education: trends, motivations and modelsUniversity of Limerick
These two lectures provide an introduction to the internationalisation of higher education, covering:
1. The enablers of the internationalisation of higher education
2. The special features of international higher education
3. National government policies and the internationalisation of higher education: examples from around the world
4. Motivations for internationalisation
5. Example of pedagogical approach: Nottingham Trent University
6. A practitioner’s guide to the landscape of international higher education
7. A stages approach to the internationalisation of higher education
8. Example: the UK data for the different stages
9. The financial risk versus reputational risk trade-offs of the different stages
10. Understanding export education
11. Licensing higher education
12. Foreign direct investment in higher education
13. The implications of the internationalisation of higher education for higher education management
This lecture is part of the MA in International Higher Education Management at the University of Bath. It covers TNE partnerships: scalability, profitability and sustainability:
1. What is TNE?
2. TNE in the landscape of internationalisation of higher education
3. Why the interest in TNE?
4. What are the main forms of TNE?
5. How important is TNE?
6. Characteristics of TNE partnerships
7. The scalability of TNE partnerships
8. How profitable is TNE?
9. Sustainability of TNE partnerships over time
10. Case studies of TNE partnerships
This document discusses questions institutions should consider regarding mobility and cooperation outside of the European Union based on lessons from higher education. It suggests asking what is in it for students, institutions, and countries. For students, mobility can provide relevant skills, generic skills, and recognition of learning outcomes. Institutions benefit from added reputation, international networks, and long-term gains. Countries and the EU gain a better skilled workforce, relevant skills for workers, and international degree holders who act as ambassadors. Cooperation works in both directions between institutions.
- Turkey has a population of over 75 million, with 30% of the population being teenagers, which is twice the EU average. Each year over 1.5 million Turkish students take a national exam to enter university, but only 30% are placed, so many look to study abroad.
- The document provides statistics on the numbers of Turkish students studying in various countries like the US, UK, Australia, and Canada, with numbers increasing annually. It also shares information on education fairs held in Turkey that are attended by thousands of Turkish students interested in study abroad opportunities.
Beyond “export education”: putting students at the heart of a university’s in...University of Limerick
For many universities around the world, internationalization means the recruitment of fee-paying international students (so-called “export education”) for primarily commercial reasons. For many UK and Australian universities, the market leaders in export education, international students account for over 25% of their annual revenues, making them highly dependent on international student recruitment. This presentation sets out an attempt by one UK university, Nottingham Trent University, to change direction and develop a new approach to internationalization which puts an international learning experience for all students at the heart of its new strategic plan. It discusses the obstacles to changing direction in this way and shares some of the lessons learned about how and how not to roll out a radically new university-wide internationalization strategy.
The document discusses higher education in European countries. It provides an overview of the structure of higher education systems in Europe, including quality assurance measures. It notes that while each country has its own higher education system, they are all part of the European Higher Education Area (EHEA) to help ensure compatibility and mobility across countries. It also discusses higher education institutions, expenditures, international student mobility, and employability outcomes.
International students and libraries, maximising potentialnmjb
This document discusses international students and libraries. It provides statistics on the rising numbers of international students globally and in countries like the UK. The top source countries for international students in the UK are China, India, USA, Nigeria and Malaysia. Most international students study at the undergraduate level. The top subject areas and universities attracting international students are also outlined. The document also examines libraries' approaches to serving international students, finding that few have specific staff or web pages for international students. It provides recommendations for libraries to better manage expectations, provide staff training, adapt resources and information literacy instruction, and enhance communication and strategies to serve international students.
TNE partnerships: the challenges of managing partnerships across borders and ...University of Limerick
This lecture is part of the MA in International Higher Education Management at the University of Bath. It covers TNE partnerships: the challenges of managing partnerships across borders and culture:
1. The dimensions of the management challenges
2. The limitations of home universities in managing TNE
3. The stakeholders in TNE revisited
4. What do stakeholders want from TNE?
5. The importance of alignment
6. Case studies of successful and failed TNE partnerships
The internationalisation of higher education: trends, motivations and modelsUniversity of Limerick
These two lectures provide an introduction to the internationalisation of higher education, covering:
1. The enablers of the internationalisation of higher education
2. The special features of international higher education
3. National government policies and the internationalisation of higher education: examples from around the world
4. Motivations for internationalisation
5. Example of pedagogical approach: Nottingham Trent University
6. A practitioner’s guide to the landscape of international higher education
7. A stages approach to the internationalisation of higher education
8. Example: the UK data for the different stages
9. The financial risk versus reputational risk trade-offs of the different stages
10. Understanding export education
11. Licensing higher education
12. Foreign direct investment in higher education
13. The implications of the internationalisation of higher education for higher education management
This lecture is part of the MA in International Higher Education Management at the University of Bath. It covers TNE partnerships: scalability, profitability and sustainability:
1. What is TNE?
2. TNE in the landscape of internationalisation of higher education
3. Why the interest in TNE?
4. What are the main forms of TNE?
5. How important is TNE?
6. Characteristics of TNE partnerships
7. The scalability of TNE partnerships
8. How profitable is TNE?
9. Sustainability of TNE partnerships over time
10. Case studies of TNE partnerships
This document discusses questions institutions should consider regarding mobility and cooperation outside of the European Union based on lessons from higher education. It suggests asking what is in it for students, institutions, and countries. For students, mobility can provide relevant skills, generic skills, and recognition of learning outcomes. Institutions benefit from added reputation, international networks, and long-term gains. Countries and the EU gain a better skilled workforce, relevant skills for workers, and international degree holders who act as ambassadors. Cooperation works in both directions between institutions.
- Turkey has a population of over 75 million, with 30% of the population being teenagers, which is twice the EU average. Each year over 1.5 million Turkish students take a national exam to enter university, but only 30% are placed, so many look to study abroad.
- The document provides statistics on the numbers of Turkish students studying in various countries like the US, UK, Australia, and Canada, with numbers increasing annually. It also shares information on education fairs held in Turkey that are attended by thousands of Turkish students interested in study abroad opportunities.
Beyond “export education”: putting students at the heart of a university’s in...University of Limerick
For many universities around the world, internationalization means the recruitment of fee-paying international students (so-called “export education”) for primarily commercial reasons. For many UK and Australian universities, the market leaders in export education, international students account for over 25% of their annual revenues, making them highly dependent on international student recruitment. This presentation sets out an attempt by one UK university, Nottingham Trent University, to change direction and develop a new approach to internationalization which puts an international learning experience for all students at the heart of its new strategic plan. It discusses the obstacles to changing direction in this way and shares some of the lessons learned about how and how not to roll out a radically new university-wide internationalization strategy.
The document discusses Finland's success in education and the Future Learning Finland program. It summarizes that Finland invests heavily in education to build a strong society and economy. The Finnish education system is characterized by high-quality teacher training, innovative technology use, and regional equality. The Future Learning Finland program exports Finnish educational expertise through partnerships between universities, schools, and companies. It provides customized learning solutions to other countries to help spread Finland's knowledge.
Opening pathways for access, inclusion, flexibility and quality dublin irelan...Ebba Ossiannilsson
This document discusses open educational resources (OER) advocacy in different regions. It provides information on:
1) The current status of OER in China, including how OER was initiated in 2012 by the Ministry of Education to improve access and equity in education across regions.
2) The current status of OER in Europe, noting a lack of strategic policy support and awareness/concerns around copyright and quality. It then discusses specific initiatives and policies regarding OER in Germany, Slovenia, Sweden, and the UK.
3) The current status of OER in the United States, highlighting increased access through open textbooks and degree pathways without commercial content, as well as initiatives to increase inclusion and success through
Transnational education one of the great growth industries of the futureUniversity of Limerick
Higher education has become a major global industry. While the number of students studying at universities outside their own country continues to grow, the most dramatic development has been the increase in the number of students studying for a foreign degree without leaving their home country. So-called ‘transnational’ higher education, which embraces universities offering their degrees by distance-learning, through franchise partners and validated centres, as well as by setting up ‘international branch campuses’, is increasingly seen as one of the great growth industries of the future. This presentation, based on qualitative interviews with senior university administrators and higher education experts from a number of countries, provides an assessment of the growth prospects for this rapidly evolving, and largely unregulated, international market sector.
Open Dialogue: Towards Organizing Study Abroad Europe-WideCIEE
Many European countries are creating study abroad associations that represent and support their members, serve as a platform for shared information and staff training, and support those who impact the study abroad experience. Today, several of these country-specific organizations are working together to organize study abroad across the region. During this session, we’ll explore the benefits of a comprehensive organization of national associations, including how it can assist with promoting, facilitating, and reinventing study abroad in Europe.
Thirdwave overseas education is one of the best study abroad consultants in India helps students to get Top Ranking Universities in abroad with 100% Scholarship and Part time opportunities. Contact: +91 90726 36348 +91 90726 36316 +91 90726 36347 +91 93874 48353
International students and the internationalisation of UK universities University of Limerick
UK universities have a long history of educating students from around the world. But in an era of globalisation, it has become increasingly recognised that the role of universities is to prepare all its students to succeed in a world where goods, services, labour and capital move freely across borders. This presentation explores the ways that UK universities are increasingly placing internationalisation at the heart of their curriculum and the importance of having an internationally diverse student body to achieving this goal.
Hear Western Sydney University PVCI Linda Taylor, Sydney City Campus Director Heather Tinsley and Western Sydney University International College, Campus Director Ben McCully, discuss issues in the higher education sector.
Managing an international branch campus dispatches from the front lineUniversity of Limerick
There has been a rapid growth in the number of UK universities establishing ‘international branch campuses’ around the world. The University of Nottingham provides the best-known example, with successful satellite campuses in Semenyih (Malaysia) and Ningbo (China). Liverpool, Southampton, Reading, Newcastle, Middlesex and Heriot-Watt all boast growing offshore campuses.
Managing an international branch campus brings a raft of new challenges. For the senior staff seconded from the UK to set up and nurture branch campuses, they have to deal with the growing pains of any start-up venture, with small numbers of staff having to juggle multiple roles until critical mass is achieved. In most cases, the organisational structure exposes them to the difficulties of running a joint-venture, juggling the demands of the home campus and the local partner. In every case, they have to negotiate the conflicting legislative environments of their home and host countries, often working across language and cultural divides.
This presentation is based on a qualitative study of the challenges facing the managers of UK international branch campuses. Senior managers at a number of UK campuses in Malaysia, China and the United Arab Emirates were interviewed and the results analysed to identify the key issues and problems they face and the coping strategies that they have developed. It offers an insight into the world of the new breed of expatriate academic manager.
Ali Romdhani is a graduate student seeking a career in climate change and sustainability. He holds an MSc in International Development from the University of Edinburgh, focusing on sustainable development, energy governance, and city governance. He also holds an MSc in Sociology from the University of Montreal, with research interests including the politics of renewable energies, city governance, and climate change finance. He has work experience in teaching assistance, publications, administration, communication, volunteering, and IT skills.
Eportfolio Ireland – Snapshots of eportfolio in practice to support employabi...ePortfolios Australia
This presentation was part of the August 2020 webinar entitled: Employability, employers, and eportfolios and was presented by Lisa Donaldson, Karen Buckley, Orna Farrell and Tom Farrelly.
This document summarizes information about the Erasmus+ program, which provides funding opportunities for education, training, youth, and sport projects across Europe. The Erasmus+ program runs from 2014 to 2020 with a budget of €14.7 billion. It includes several Key Actions that fund mobility projects, strategic partnerships, and youth activities. The document outlines the application deadlines and eligibility requirements for various areas of the program.
Overcoming the challenge of outbound student mobility: lessons from the South...University of Limerick
There are many obstacles to outbound student mobility. These can be particularly significant for small island economies which are geographically remote from major population centres. This presentation discusses the experience of Fijian students taking part in outbound mobility funded by the European Union’s Erasmus+ programme. Fiji is an archipelago of 330 islands, of which 110 are permanently inhabited, in the South Pacific about 2,000km north-east of New Zealand. The presentation explores the challenges and difficulties reported by Fijian students undertaking outbound mobility to European universities and outlines some of the strategies that Fiji National University is developing to support students venturing abroad for the first time.
The internationalization of a higher education institution: The case of ISCAP...Anabela Mesquita
The internationalization of ISCAP/IPP began in 2004 with the creation of an International Office. Since then, student and teacher mobility has increased significantly. ISCAP/IPP has developed international joint programs and double degrees. They have also offered English language courses and some programs entirely in English. Participation in the European university network SPACE helped provide contacts and build ISCAP/IPP's international reputation. While internationalization requires resources, ISCAP/IPP has found that a strategic, inclusive approach supported by leadership can help higher education institutions integrate international activities and dimensions.
An European strategy in the Age of knowledge-based society: Building New knowledge network between Traditional and Distance Teaching Universities. New Content on Internet for the Global Job Market.
The challenges of leading an international branch campus: the ‘lived experien...University of Limerick
In recent years, an increasing number of major universities have set up international branch campuses (IBCs). There are now over 200 IBCs, with more under development. Little is known about the unique challenges that face IBC managers, who are normally seconded from the home university to set up and operate the satellite campus in a new and alien environment. At the same time, there are significant financial and reputational risks for the home university should an IBC fail. This presentation reports the results of a qualitative study into the ‘lived experiences’ of IBC managers working in the three largest host markets for IBCs – China, Malaysia and the United Arab Emirates. It finds that the fundamental challenge for managers is balancing the competing demands of a range of internal and external stakeholders and concludes that universities need to do more to prepare and support IBC managers.
Scientix 9th SPWatFCL Brussels 6-8 November 2015: TESBrussels, Belgium
Presentation of the project "TES" by Maïté Debry , held during the 9th Science Projects Workshop in the Future Classroom Lab, Brussels, 6-8 November 2015
This document summarizes an information day event about the international dimension of the Erasmus+ higher education program. The agenda outlines presentations on topics like the EU context of Erasmus+, international credit mobility, Erasmus Mundus joint master's degrees, capacity building in higher education, and Jean Monnet activities. It also provides facts about funding levels for international cooperation components under Erasmus+ and details about the Jean Monnet activities.
The document discusses Erasmus+, an EU program that provides scholarships and educational opportunities in Europe. It offers academic mobility programs for students and staff in higher education. Over 4 million people will benefit from €14.7 billion in funding over 2014-2020. The programs include studying or teaching abroad, international credit mobility, joint master's degrees (EMJMD), and academic cooperation. EMJMD programs are developed and delivered by university consortiums, offer full scholarships of around €50,000 for 2 years of study in 2+ countries, and lead to a joint degree. The timeline for EMJMD applications is to select a program by December, apply by the deadline in December/January, and find out results in March
The document provides information about higher education in India and the opportunities for Indian students to study abroad through programs like Erasmus Mundus. It notes that over 10 million students are enrolled in higher education in India. While most students pursue studies in the US, UK, Australia or Canada, only about 135,000 study abroad annually. It then discusses the establishment of the Erasmus Mundus Association of India (EMAI) to promote European higher education opportunities in India like the Erasmus Mundus program. EMAI aims to increase awareness of these opportunities by managing information booths at education fairs and conducting campus events across Northern India.
Mobility of doctoral students and post-doctoral researchers between the EU, C...Mantas Pupinis
The presentation discusses:
- Recent developments in the European policy that will have an impact on internationalisation of higher education
- Evidence on mobility of doctoral and post-doctoral researchers between Europe, Central Asia and Asia-Pacific
The document discusses the European Higher Education Area (EHEA) and Macedonia's prospects within it. It provides background on the EHEA, which aims to make higher education systems across Europe more comparable, compatible, and coherent. The EHEA now includes 49 countries and over 10,000 institutions. The document then examines Macedonia's participation in the EHEA through various programs and agreements. While progress has been made, challenges remain for Macedonia to meet goals like increasing student mobility abroad to 20% by 2020. The document concludes by recommending ways to strengthen Macedonia's involvement in the EHEA going forward.
The document discusses Finland's success in education and the Future Learning Finland program. It summarizes that Finland invests heavily in education to build a strong society and economy. The Finnish education system is characterized by high-quality teacher training, innovative technology use, and regional equality. The Future Learning Finland program exports Finnish educational expertise through partnerships between universities, schools, and companies. It provides customized learning solutions to other countries to help spread Finland's knowledge.
Opening pathways for access, inclusion, flexibility and quality dublin irelan...Ebba Ossiannilsson
This document discusses open educational resources (OER) advocacy in different regions. It provides information on:
1) The current status of OER in China, including how OER was initiated in 2012 by the Ministry of Education to improve access and equity in education across regions.
2) The current status of OER in Europe, noting a lack of strategic policy support and awareness/concerns around copyright and quality. It then discusses specific initiatives and policies regarding OER in Germany, Slovenia, Sweden, and the UK.
3) The current status of OER in the United States, highlighting increased access through open textbooks and degree pathways without commercial content, as well as initiatives to increase inclusion and success through
Transnational education one of the great growth industries of the futureUniversity of Limerick
Higher education has become a major global industry. While the number of students studying at universities outside their own country continues to grow, the most dramatic development has been the increase in the number of students studying for a foreign degree without leaving their home country. So-called ‘transnational’ higher education, which embraces universities offering their degrees by distance-learning, through franchise partners and validated centres, as well as by setting up ‘international branch campuses’, is increasingly seen as one of the great growth industries of the future. This presentation, based on qualitative interviews with senior university administrators and higher education experts from a number of countries, provides an assessment of the growth prospects for this rapidly evolving, and largely unregulated, international market sector.
Open Dialogue: Towards Organizing Study Abroad Europe-WideCIEE
Many European countries are creating study abroad associations that represent and support their members, serve as a platform for shared information and staff training, and support those who impact the study abroad experience. Today, several of these country-specific organizations are working together to organize study abroad across the region. During this session, we’ll explore the benefits of a comprehensive organization of national associations, including how it can assist with promoting, facilitating, and reinventing study abroad in Europe.
Thirdwave overseas education is one of the best study abroad consultants in India helps students to get Top Ranking Universities in abroad with 100% Scholarship and Part time opportunities. Contact: +91 90726 36348 +91 90726 36316 +91 90726 36347 +91 93874 48353
International students and the internationalisation of UK universities University of Limerick
UK universities have a long history of educating students from around the world. But in an era of globalisation, it has become increasingly recognised that the role of universities is to prepare all its students to succeed in a world where goods, services, labour and capital move freely across borders. This presentation explores the ways that UK universities are increasingly placing internationalisation at the heart of their curriculum and the importance of having an internationally diverse student body to achieving this goal.
Hear Western Sydney University PVCI Linda Taylor, Sydney City Campus Director Heather Tinsley and Western Sydney University International College, Campus Director Ben McCully, discuss issues in the higher education sector.
Managing an international branch campus dispatches from the front lineUniversity of Limerick
There has been a rapid growth in the number of UK universities establishing ‘international branch campuses’ around the world. The University of Nottingham provides the best-known example, with successful satellite campuses in Semenyih (Malaysia) and Ningbo (China). Liverpool, Southampton, Reading, Newcastle, Middlesex and Heriot-Watt all boast growing offshore campuses.
Managing an international branch campus brings a raft of new challenges. For the senior staff seconded from the UK to set up and nurture branch campuses, they have to deal with the growing pains of any start-up venture, with small numbers of staff having to juggle multiple roles until critical mass is achieved. In most cases, the organisational structure exposes them to the difficulties of running a joint-venture, juggling the demands of the home campus and the local partner. In every case, they have to negotiate the conflicting legislative environments of their home and host countries, often working across language and cultural divides.
This presentation is based on a qualitative study of the challenges facing the managers of UK international branch campuses. Senior managers at a number of UK campuses in Malaysia, China and the United Arab Emirates were interviewed and the results analysed to identify the key issues and problems they face and the coping strategies that they have developed. It offers an insight into the world of the new breed of expatriate academic manager.
Ali Romdhani is a graduate student seeking a career in climate change and sustainability. He holds an MSc in International Development from the University of Edinburgh, focusing on sustainable development, energy governance, and city governance. He also holds an MSc in Sociology from the University of Montreal, with research interests including the politics of renewable energies, city governance, and climate change finance. He has work experience in teaching assistance, publications, administration, communication, volunteering, and IT skills.
Eportfolio Ireland – Snapshots of eportfolio in practice to support employabi...ePortfolios Australia
This presentation was part of the August 2020 webinar entitled: Employability, employers, and eportfolios and was presented by Lisa Donaldson, Karen Buckley, Orna Farrell and Tom Farrelly.
This document summarizes information about the Erasmus+ program, which provides funding opportunities for education, training, youth, and sport projects across Europe. The Erasmus+ program runs from 2014 to 2020 with a budget of €14.7 billion. It includes several Key Actions that fund mobility projects, strategic partnerships, and youth activities. The document outlines the application deadlines and eligibility requirements for various areas of the program.
Overcoming the challenge of outbound student mobility: lessons from the South...University of Limerick
There are many obstacles to outbound student mobility. These can be particularly significant for small island economies which are geographically remote from major population centres. This presentation discusses the experience of Fijian students taking part in outbound mobility funded by the European Union’s Erasmus+ programme. Fiji is an archipelago of 330 islands, of which 110 are permanently inhabited, in the South Pacific about 2,000km north-east of New Zealand. The presentation explores the challenges and difficulties reported by Fijian students undertaking outbound mobility to European universities and outlines some of the strategies that Fiji National University is developing to support students venturing abroad for the first time.
The internationalization of a higher education institution: The case of ISCAP...Anabela Mesquita
The internationalization of ISCAP/IPP began in 2004 with the creation of an International Office. Since then, student and teacher mobility has increased significantly. ISCAP/IPP has developed international joint programs and double degrees. They have also offered English language courses and some programs entirely in English. Participation in the European university network SPACE helped provide contacts and build ISCAP/IPP's international reputation. While internationalization requires resources, ISCAP/IPP has found that a strategic, inclusive approach supported by leadership can help higher education institutions integrate international activities and dimensions.
An European strategy in the Age of knowledge-based society: Building New knowledge network between Traditional and Distance Teaching Universities. New Content on Internet for the Global Job Market.
The challenges of leading an international branch campus: the ‘lived experien...University of Limerick
In recent years, an increasing number of major universities have set up international branch campuses (IBCs). There are now over 200 IBCs, with more under development. Little is known about the unique challenges that face IBC managers, who are normally seconded from the home university to set up and operate the satellite campus in a new and alien environment. At the same time, there are significant financial and reputational risks for the home university should an IBC fail. This presentation reports the results of a qualitative study into the ‘lived experiences’ of IBC managers working in the three largest host markets for IBCs – China, Malaysia and the United Arab Emirates. It finds that the fundamental challenge for managers is balancing the competing demands of a range of internal and external stakeholders and concludes that universities need to do more to prepare and support IBC managers.
Scientix 9th SPWatFCL Brussels 6-8 November 2015: TESBrussels, Belgium
Presentation of the project "TES" by Maïté Debry , held during the 9th Science Projects Workshop in the Future Classroom Lab, Brussels, 6-8 November 2015
This document summarizes an information day event about the international dimension of the Erasmus+ higher education program. The agenda outlines presentations on topics like the EU context of Erasmus+, international credit mobility, Erasmus Mundus joint master's degrees, capacity building in higher education, and Jean Monnet activities. It also provides facts about funding levels for international cooperation components under Erasmus+ and details about the Jean Monnet activities.
The document discusses Erasmus+, an EU program that provides scholarships and educational opportunities in Europe. It offers academic mobility programs for students and staff in higher education. Over 4 million people will benefit from €14.7 billion in funding over 2014-2020. The programs include studying or teaching abroad, international credit mobility, joint master's degrees (EMJMD), and academic cooperation. EMJMD programs are developed and delivered by university consortiums, offer full scholarships of around €50,000 for 2 years of study in 2+ countries, and lead to a joint degree. The timeline for EMJMD applications is to select a program by December, apply by the deadline in December/January, and find out results in March
The document provides information about higher education in India and the opportunities for Indian students to study abroad through programs like Erasmus Mundus. It notes that over 10 million students are enrolled in higher education in India. While most students pursue studies in the US, UK, Australia or Canada, only about 135,000 study abroad annually. It then discusses the establishment of the Erasmus Mundus Association of India (EMAI) to promote European higher education opportunities in India like the Erasmus Mundus program. EMAI aims to increase awareness of these opportunities by managing information booths at education fairs and conducting campus events across Northern India.
Mobility of doctoral students and post-doctoral researchers between the EU, C...Mantas Pupinis
The presentation discusses:
- Recent developments in the European policy that will have an impact on internationalisation of higher education
- Evidence on mobility of doctoral and post-doctoral researchers between Europe, Central Asia and Asia-Pacific
The document discusses the European Higher Education Area (EHEA) and Macedonia's prospects within it. It provides background on the EHEA, which aims to make higher education systems across Europe more comparable, compatible, and coherent. The EHEA now includes 49 countries and over 10,000 institutions. The document then examines Macedonia's participation in the EHEA through various programs and agreements. While progress has been made, challenges remain for Macedonia to meet goals like increasing student mobility abroad to 20% by 2020. The document concludes by recommending ways to strengthen Macedonia's involvement in the EHEA going forward.
Higher Education in the Age of GlobalizationShigeharu Kato
Special Lecture at the 20th Tri-University International Joint Seminar and Symposium on October 29 at Mie University, Japan
- The Role of Asia for Innovative Globalization -
http://www.cc.mie-u.ac.jp/~lq20106/eg5005/Tri-U%202013/index.html
The document discusses the role of the European Association for International Education (EAIE) in shaping internationalization in higher education. The EAIE aims to professionalize its members and advance internationalization through its annual conference, professional development programs, publications, and alliances. Two key initiatives are the Leadership Study conducted with IEAA to understand leadership needs and an International Student Mobility Charter to protect student rights and welfare during mobility. The EAIE works to promote internationalization that focuses on input and outcomes rather than just income and outputs.
Elke proposal opa - booklet of cooperationAIESECGreece
The document outlines a proposed youth entrepreneurship and innovation project in Egypt called HOPE. It would be a partnership between AIESEC Athens and universities in Cairo to foster innovation among students. International and Egyptian students would collaborate on entrepreneurship projects addressing issues like unemployment and gender inequality. They would develop ideas and pitches over the course of training and workshop modules. The project aims to empower youth, promote civic engagement, and connect students to a global network. It would provide certificates and experience to participating students while benefiting partner universities through increased international engagement, social entrepreneurship promotion, and career opportunities for graduates.
Uni 5 higher education in developing countriesAsima shahzadi
The document discusses higher education in several developing countries. It provides information on higher education in India, Egypt, and Malaysia. In India, issues in higher education include low enrollment rates, inequities in access, and low quality. The government has launched initiatives like EQUIP to improve access and quality and position Indian universities globally. In Egypt, higher education is provided through public universities and specialized institutions. Challenges include outdated libraries and facilities. Malaysia's higher education system is overseen by the Ministry of Higher Education and includes public universities that students can attend at subsidized rates.
1. The relationship between international education and tourism has changed over time due to various economic and policy factors. Previously there was a stronger link, but students now have different priorities when coming to Australia such as permanent residency.
2. Tourism operators can try to capture the student market by forming closer partnerships with education institutions and agents to provide bundled service offerings. However, capturing the independent student traveler will be challenging.
3. International education enrollments in Australia have dropped significantly in recent years due to government policy changes and more competitive markets emerging. The future of linking education and tourism may depend on new source countries and program types that appeal to student travelers.
This document discusses international distance education and its role in education for development. It provides several examples of partnerships between the Open University UK and institutions in China, the Arab world, and Bangladesh. These examples illustrate the benefits of international collaboration, the blending of learning cultures, and the potential of distance education to reach large numbers of students in a sustainable, culturally-sensitive way. However, it also notes challenges around quality assurance and the diversity of private higher education providers, some of which may be fraudulent. Overall it questions which business models for cross-border education will and should prevail as demand grows.
Europe stands as a premier destination globally for higher education, boasting well-established universities that cater to the aspirations of international students.
The document provides information about Switzerland's education, research, and innovation (ERI) sector. It notes that Switzerland has a highly educated population, favorable conditions for businesses, and spends over 5% of its GDP on education and 3% on research and development. It describes key features of the Swiss ERI system including its federal structure, equal prestige given to academic and vocational education, research universities, and openness to international cooperation. Over 50% of students are enrolled in top global universities and Switzerland ranks highly in international scientific impact and collaboration. The document outlines Switzerland's international ERI strategy and cooperation programs with priority countries like Russia in research, innovation, and education.
Understanding the international education sector Karen Poh
Meld Community Planning Day presentation orienting committee members to the international education sector and issues relating to international student experience in Victoria.
This PowerPoint was presented at the AVA expert seminar to explain the context of the AVA analysis and list the European Commission's main priorities both on adult education and on validation.
International Network of Innovators in Education (INIE) Annual Report.
INIE was established in 2012 through a jointly-funded initiative named REALISE IT (https://www.facebook.com/RealiseIt) by the Erasmus Mundus Students and Alumni Association (EMA) and the Organisation for Cooperation, Exchange And Networking among Students (OCEANS) in order to unite their academic programmes’ researchers, practitioners and leaders of education.
INIE provides an opportunity for its members to engage in cross-disciplinary, international cooperation in order to develop new understandings and practices that focus on the advancement of education within the knowledge society, with the central pillar of the network being its orientation towards modern and innovative approaches, methods and practices.
For more information take a look at our website: http://inie.nationbuilder.com
The internationalisation of a higher education institution: the case of ISCAP...Anabela Mesquita
The document discusses the internationalization of ISCAP/IPP, a higher education institution in Portugal. It began internationalizing in 2004 with the creation of an International Office. Since then it has increased student and teacher mobility, launched programs taught in English, participated in international networks, and developed double degrees and joint programs with partners. Internationalization was a strategic priority that required leadership, resources, and involvement from across the institution over time. The case of ISCAP/IPP demonstrates that internationalization is a long-term process that builds on initial mobility programs to integrate international collaboration more deeply into teaching, research, and campus activities.
The document discusses creative entrepreneurship in schools in Europe. It summarizes a conference on creative entrepreneurship in schools that brought together experts to share best practices. The conference addressed four key messages: 1) The need to develop skills for the future creative economy; 2) Integrating creative learning across curriculums to improve students' prospects and innovation; 3) Promoting creative entrepreneurship across education and arts institutions; 4) Case studies of approaches in countries like Sweden and the UK.
Carl Holmberg, International Trends and Perspectivesicdeslides
This document summarizes international trends in open and distance education based on a report by Dr. Carl Holmberg of the International Council for Open and Distance Education (ICDE). It finds that open and distance education is growing rapidly due to increasing demand for access to education. While open universities have expanded opportunities, quality assurance and accountability are increasingly important. Information and communication technologies are also changing education but digital divides remain. The document outlines trends like massification, diversification of providers, and changing learner demographics. It discusses challenges and calls to action to better integrate technologies, widen access, and strengthen teacher education through open and distance learning.
Similar to Erasmus Mundus Association of India (20)
2. Capital City: New Delhi
Population: 1100 million (approx)
Percentage of population between 20-29: 200 million (approx)
Language(s): Official language(s): Hindi, English
Non-official language(s): over 30
Language(s) used in higher education: predominantly English
Number of HEI (Higher Education Institutes): Private: Numerous, mainly in the field of engineering and medicine
Public: 335 Universities with 16885 affiliated colleges
Number of students in higher education: 10 million (approx)
Number of students in higher education abroad: 135000 (approx)
Trend in the number of students abroad between 2000-06: Steadily increasing (Exact figures n/a)
Main destination countries: USA, UK, Australia, Canada
Level of studies of students abroad (estimate): Undergraduate (%) 20
Postgraduate (%) 70
Doctorate (%) 10
Main subject areas of students studying abroad: Engineering, MBA, Hospitality
Profile – New Delhi
Detail - India’s Higher Education
Introduction - Indian Higher Education System
Source: Census 2001; Institute of International Education (IIE);
3. Student migration from India – Top Destinations
• The USA is most preferred destination for Indian students, followed by United Kingdom.
– In the USA, approx. 73.7% enrols at the graduate level, while 16.6% are
undergraduate students and 9.6% are enrolled in such other programs as English-
language training.
• EU is trailing far behind the USA and Australia in attracting foreign students.
74.6
79.7 80.0
76.5
83.8
13.9
19.6
26.3
36.1
42.0
12.5 14.6
16.9 19.2
23.8
4.1 4.2 4.3 4.3 4.5
1.8 1.3 1.6 2.1
5.7
2002-03 2003-04 2004-05 2005-06 2006-07
Number of Indian Students in Different Countries, 2003-07
(Figures in ‘000)
Source: Institute of International Education (IIE); Eurodata Publications
USA
Australia
UK
Germany
Canada
4. European Higher Education Fair (EHEF) 2006
• The European Higher Education Fair took place in
New Delhi on Saturday 25th and Sunday 26th
November 2006 at the Habitat Centre and attracted
about 8500 visitors. The fair enabled students, their
parents and their study advisors and sponsors to find
out more about study opportunities in Europe.
• 89 Higher education institutions and 20 National
representations from 22 EU member states
participated at the Fair.
• A total number of 39 country presentations were also
made by the National structures on their higher
education system and study and scholarship
opportunities.
5. EHEF 2008 in India
• As a follow-up to the successful series of fairs
under the Asia Link Program, the EC (European
Commission) is funding a large 2 year project,
the EU-Asia Higher Education Platform.
• The new project sponsors a series of policy
dialogue events in Asia and Europe on higher
education development and cooperation
between Europe and Asia.
• It will also organize two EHEFs that will be
implemented by the DAAD and Nuffic and
organised by the same format as EHEFs 2006.
• The organization is planning to organize a fair
on November 12-14, 2008 in New Delhi, India.
European Commission will organize two EHEFs, including one fair in
New Delhi, India.
6. Erasmus Mundus Association of India (EMAI)
• Established in December 2007, EMAI is working for Erasmus
Mundus.
• EMAI aims to work in tandem within the overall goal of Erasmus
Mundus Association to enhance the visibility and attractiveness of
European higher education in India.
• The organization is registered as a non-profit
organization with. As of May 2008, EMAI has
more than 50 registered members.
• The main objectives of EMAI is to promote the
European Union as a centre of excellence in the
field of higher education in India.
7. How can EMAI contribute?
• According to British Council report, only 35% of visitors found out about the exhibitions
from local newspaper advertisements in November 2007, which has increased to 45% of
visitors in February 2008.
– Large number of exhibitors found out about the exhibitions through other sources.
EMAI can organize various event on behalf of Erasmus Mundus to increase the
awareness of the same in Delhi.
• EMAI also conducted a preliminary survey in two prestigious universities in Delhi.
– Initial results suggested that 80% of students surveyed are not aware about ‘Erasmus
Mundus Scholarship Programme’.
– 75% of students surveyed choose United States and United Kingdom as the preferred
destination for higher studies.
• EMAI, in association with Erasmus Mundus alumni can organize various meets to promote
Erasmus Mundus courses in India. EMAI will disseminate information on behalf of
Erasmus Mundus and will attract a large participation from students.
EMAI can disseminate information on behalf of Erasmus Mundus to
attract a large number of participation.
8. Handing Erasmus Mundus Stall at EHEF 2008
• EMAI will manage ‘Erasmus Mundus – Stall’
at EHEF 2008 in New Delhi and will conduct
various pre-event awareness campaign to
increase the participation.
• EMAI will distribute literatures and other
supporting materials to students and visitors
on behalf of Erasmus Mundus.
• It will also arrange for the necessary
manpower and other supporting staff to
manage the stall.
• EMAI will also maintain a database of
visitors, which can be provided to Erasmus
Mundus.
EMAI will manage the stall of Erasmus Mundus at EHEF 2008 and
offer counseling services to interested students.
9. Organizing Events in Northern India
• EMAI will deliver presentation and organize
awareness camp about Erasmus Mundus in
both metro cities, as well as, upcountry
towns in Northern India.
• EMAI will work as a ‘Locally employed
institutional representatives’ and will
distribute literature of Erasmus Mundus in
various institutes and universities in
Northern India.
• In upcountry town, there are lot of potential
students, but information is not readably
available.
• EMAI will try to promote ‘Erasmus Mundus’
as a brand among university students.
EMAI will conduct 10 interactive sessions at various universities
campus in both metro and upcountry towns in Northern India.
1. Delhi
2. Shimla
3. Chandigarh
4. Amritsar
5. Ludhiana
6. Jaipur
7. Kota
8. Lucknow
9. Kanpur
10. Agra