AMPEI is the leading association for international education professionals in Mexico. It was founded in 1992 with support from international educators, the Mexican Ministry of Education, and universities. AMPEI aims to promote international education in Mexico so graduates can thrive in today's global society. It has over 150 members from universities and independent providers. AMPEI offers professional development, networks, and an annual conference to support international education in Mexico.

1. AMPEI
ASOCIACIÓN MEXICANA PARA LA
EDUCACIÓN INTERNACIONAL

2. Asociación Mexicana para la Educación Internacional
Origins
AMPEI is the most important association of professionals in
international education and cooperation in Mexico. It was founded in
1992 due to the initiative and support of:
International educators from various Mexican universities.
Officials from the Mexican Ministry of Education (SEP).
The Mexican Rectors’ Conference (ANUIES: Asociación Nacional
de Universidades e Instituciones de Educación Superior).
Institute of International Education (IIE).

3. Asociación Mexicana para la Educación Internacional
Mission
AMPEI aims to promote the inclusion of an
international dimension in Mexican educational
institutions so that they may educate and graduate
persons and professionals who are able to live
fulfilling lives and perform effectively in today’s
multicultural global society and contribute to
understanding, respect, and tolerance among
nations and cultures.

4. Asociación Mexicana para la Educación Internacional
Members
AMPEI has currently over 150
members, mainly international
educators employed at Mexican
institutions of higher education,
but also independent service
providers, among others.

5. Asociación Mexicana para la Educación Internacional
Regional Chapters

6. Asociación Mexicana para la Educación Internacional
Leadership
Board of Directors (13):
President, Vice-President, Secretary, Treasurer, two
members-at-large and the seven regional chairs.
International Advisory Board (13):
Seven internationally recognized experts in
international education and the six former presidents
of AMPEI.

7. Asociación Mexicana para la Educación Internacional
Activities
Publication of the journal Educación Global.
Participation in conferences and boards of other international education
associations, such as AIEA, AIEC, APAIE, CONAHEC, EAIE, NAFSA,
among others.
Organization of workshops and other professional development activities.
Surveys and opinion polls related to international education in Mexico.
Diffusion of information through listserve and website (www.ampei.org.mx)
Promotion of Mexican higher education.
Organization of annual conference.

8. Activities of members who work in
international offices at universities.
Student & faculty mobility Personnel training
Organization of courses and
Internships abroad
events
Foreign language courses Budgeting
Communication and diffusion Immigration regulations
Special events Strategic planning
International protocol Grant proposals
Participation in conferences Course development

9. Asociación Mexicana para la Educación Internacional
Benefits of membership
Professional development opportunities.
Financial support and scholarships.
Regional, national, and international networks.
Access to engaged colleagues.
Participation in reserach projects.
Journal Educación Global.
Participation in staff exchanges.
National and international calls for proposals.
Participation and representation in conferences and fairs.
Annual conference.
Participation in Eduméxico.
Opportunity to serve the cause of international education in
Mexico.

10. Asociación Mexicana para la Educación Internacional
Challenges
Opening of members to other cultures and languages.
Comprehension of different academic and administrative
models.
Professionalization of the field of international
education in Mexico.
Keeping up to date with technological developments and
innovations.
Establishment of regional and national networks.
Assuring resources and financing the association.
Promotion of research and publication of findings.
Moving beyond mobility: internationalization at home and other
internationalization activities
Defining and measuring learning outcomes.

11. AMPEI
THANK YOU!
THANK YOU!
¡MUCHAS GRACIAS!

12. International Student Mobility
to and from
Latin America
Thomas Buntru
Director of International Programs
Universidad de Monterrey

13. International Student Mobility
to and from Latin America
1. Low Mobility
2. Uneven Mobility
3. Limiting Factors
4. Motivating Factors
5. The Future
6. Sources

14. 1. Low Mobility
No Latin American country figures among the world’s top 20 sending or
receiving countries
Less than 1% of students enrolled at Latin American universities are of
foreign nationality
Latin America:
- Student outflow: 0.87%
- Student inflow: 0.17%
Mexico:
- Less than 1% of Mexican students participate in international exchange programs
- Only about 0.1% of students enrolled in Mexican universities are international
students
Low interest in intraregional mobility

15. 2. Uneven Mobility
Student mobility is mainly to and from North America and Europe
86% of all incoming international students are from Canada and
the USA (65%) and from Europe (21%); 8% come from Asia, 3% from
Oceania, and 3% from Africa.
The most popular countries for outgoing students are the United
States and Spain.
There is a marked difference in study abroad participation rates
among students from private and public universities; private
universities with high tuition levels have the highest mobility.

16. 2. Uneven Mobility
• Mapa de Fischer p. 31
21%
65%
8%
3%
3%

17. 3. Limiting Factors
Financial constraints
Limited foreign-language proficiency of Latin American students
Lack of encouragement and support by home universities
Low self-directed motivation of students
Low country reputation (infrastructure, security, political instability, corruption)
Lack of adequate services by host universities (housing, academic advising)
Low academic reputation (international rankings, lack of accreditations)
Insufficient offer of courses in foreign languages, especially English
Lack of organized and directed international student recruitment
Health concerns (health systems, food hygiene, water quality)
Low intraregional interest

18. 4.Motivating Factors
Interest in Spanish language and
regional culture
Friendliness and warmth of the
people
Specific research interests (esp.
archeology, anthropology,
linguistics, literature, history,
geography, art)

19. 5. The Future: Cautious Optimism
Growing awareness of the importance of
internationalization in general and student
mobility programs in particular
Growing concern with quality assurance in
higher education
Growing importance of Spanish as an
international language
Affordable tuition fees and low cost of living
Professionalization of the field
Lobbying by international education
associations (AMPEI, FAUBAI)
Regional integration (NAFTA , Mercosur)

20. 6. Sources
o Asociación Nacional de Universidades e Instituciones de Educación Superior. (2006).
Consolidación y avance de la educación superior en México: Elementos de diagnóstico
y propuesta. Mexico City, Mexico. ANUIES.
o Center for World-Class Universities. (2009). Academic Ranking of World Class
Universities. Shanghai, China. Shanghai Jiao Tong University. Internet:
http://www.arwu.org/ARWU2009
o Fischer, T. (2007). Not Far Away: A barrier analysis on the international dimension of
higher education in Latin America from an institutional perspective” Unpublished
master’s thesis.
o Institute of International Education. (2010). Atlas of Student Mobility. New York City,
USA. Institute of International Education. Internet: http://atlas.iienetwork.org
o Instituto de Estadística de la UNESCO (2006). Compendio Mundial de la Educación
2006: Comparación de las estadísticas de educación en el mundo. Montreal, Canada.
UNESCO.
o Organisation for Economic Cooperation and Development. 2006. Education at a
Glance: OECD Indicators 2006. Paris, France. OECD Publishing.

21. Thank you!
¡Gracias!