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[spa] Ante los retos a los que se enfrentan los bibliotecarios de colecciones patrimoniales universitarias, y dentro de un contexto de formación continua, conocer la realidad de fondos análogos en otros países de Europa, a través del programa Erasmus+, representa una valiosa oportunidad. Durante los años 2018 y 2019 el CRAI Biblioteca de Fondo Antiguo de la Universidad de Barcelona acogió a 13 profesionales de 8 países distintos, con un balance altamente positivo, fruto, en buena parte, de un modelo de acogida donde se da voz al participante y se favorece un espacio de diálogo enriquecedor para ambas partes., [eng] Faced with the challenges university rare book librarians have to deal with, and within a context of informal education, getting to know similar European collections through the Erasmus+ programme is a valuable opportunity. In 2018 and 2019 the University of Barcelona Rare Book and Manuscript CRAI Library invited 13 professionals from 8 different countries, with a very positive outcome, largely due to scheduled activities promoting visitors’ involvement and sharing of experiences, which turned out to be enriching for all parts.

Fotografías Cinco estudiantes de la UAO recibieron apoyo económico y acompañamiento de tutores mientras pasaban seis meses realizando una pasantía de investigación en Estados Unidos. Entre los requisitos que debieron cumplir estaban pertene cer a un semillero, haber tenido un promedio acumulado mí nimo de 3,8 en escala máxima de 5, contar con certificado de inglés (mínimo B2), entre otros

El reciente Máster Universitario en Diagnosis y Técnicas de Intervención en la Edificación MUDIATEC (Máster Oficial), que se imparte en la Escuela Politécnica Superior de Edificación de Barcelona (EPSEB-UPC), ofrece una formación complementaria a los grados de Arquitectura, Arquitectura Técnica e Ingeniería Civil. El Programa docente incorpora aspectos fundamentales de la rehabilitación y la restauración, sin olvidar las competencias necesarias para entender los procesos constructivos y ahondar en ellos. Presentamos el Máster MUDIATEC en el 1 Congreso de Escuelas de Edificación y Arquitectura Técnica de España con los siguientes objetivos: - Favorecer la colaboración y el intercambio de experiencias exitosas, en el ámbito de la diagnosis y la rehabilitación en edificación, entre el profesorado de las distintas escuelas, incorporando sesiones invitadas en formato on line y la participación en actividades docentes como la co-tutoría de Trabajos Finales de Máster - Fomentar la investigación en un ámbito tan estratégico como la rehabilitación, con la identificación de las líneas que demanda la situación económica, social y ambiental relacionada con el sector de la edificación - Compartir el campo de acción de los másters propios de las escuelas de edificación para identificar el mapa de fortalezas y generar sinergias de intercambio y consolidación. The recent Master's degree in Diagnosis and Intervention Techniques in Building Construction (MUDIATEC), which is offered at the Barcelona School of Building Construction (EPSEB-UPC), provides complementary training to the degrees of Architecture, Technical Architecture and Civil Engineering. The teaching program incorporates fundamental aspects of rehabilitation and restoration, without forgetting the necessary skills to understand and delve into construction processes. We are presenting the Master MUDIATEC at the 1st Congress of Schools of Building and Technical Architecture of Spain with the following objectives: - Encourage collaboration and the exchange of successful experiences in the field of diagnosis and rehabilitation in building among the faculty of the different schools, incorporating invited sessions in online format and participation in teaching activities such as the co-tutoring of Master's Final Projects. - To promote research in such a strategic area as rehabilitation, identifying the lines demanded by the economic, social, and environmental situation related to the building sector. - Share the field of action of the Building Construction Schools' own master's degrees in order to identify the map of strengths and generate synergies for exchange and consolidation. Escuela Técnica Superior de Ingeniería de Edificación CODATIE–Conferencia de Directores de Arquitectura Técnica e Ingeniería de Edificación Consejo General de la Arquitectura Técnica de España Universitat Politècnica de Valéncia

This paper introduces the ERASMUS+ project LS4VET, which aims to develop a Lesson Study model for the VET sector with the goal to encourage innovation and change in vocational education by creating an open-online course to support collaborative professionalism for VET educators. The status quo of Lesson Study in the four partner countries Austria, Hungary, Malta, and the Netherlands is described and an outlook on the development of a Lesson Study model for VET is given., peer-reviewed

Acompanha: Estrutura de Referência para Intercâmbio Colaborativo On-line (ERICOL) A internacionalização das Instituições de Ensino Superior (IES) é impulsionada com constantes mudanças no mundo, no entanto tais mudanças impactam em toda estrutura, áreas e toda complexidade que envolve o cenário acadêmico. O comprometimento na formação internacional de futuros profissionais e a busca de alternativas para o desenvolvimento de Competência Global dos estudantes se tornam imprescindíveis e prioritárias nas IES. A Internacionalização em Casa (IeC) e o Intercâmbio Virtual visam aperfeiçoar e contribuir com o processo de aprendizagem e de desenvolvimento dos profissionais do futuro. O objetivo dessa dissertação é avaliar o Collaborative On-line International Learning – COIL, como uma proposta de intercâmbio virtual que possibilita a Internacionalização em Casa, proporcionando o desenvolvimento de competência global aos estudantes das IES. Os procedimentos metodológicos de apoio tiveram duas principais vertentes: revisão bibliográfica e estudo de caso prático do projeto de cooperação entre a Universidade Tecnológica Federal do Paraná (UTFPR) e o Instituto Politécnico de Bragança (IPB). Identificou-se que as IES desempenham papel fundamental na promoção do desenvolvimento local e mundial e precisam estar alinhadas com as necessidades e novas características impulsionadas por novas tecnologias, ações e estratégias de internacionalização. Esta dissertação apresenta os conceitos, definições de internacionalização das IES e resultado do estudo de caso prático do COIL. Verificou-se que o modelo COIL estimula a implementação de currículos abrangentes e internacionais nas IES e promove ações de Internacionalização em Casa de modo efetivo para formação acadêmica de profissionais. Um dos principais resultados da pesquisa define o COIL como modelo de internacionalização integrado ao processo do ensino superior, que inclui práticas colaborativas utilizando Tecnologia de Informação e Comunicação (TICs) para conectar virtualmente discentes, docentes e IES de diferentes países em projetos de colaboração, visando à solução de problemas mútuos por meio de aprendizagens ativa. Como produto da pesquisa, elaborou-se uma estrutura de referência para implantação do modelo COIL em IES. The internationalization of Higher Education Institutions (HEIs) is driven by constant changes in the world, however such changes impact every structure, areas and every complexity that involves the academic scenario. Commitment to the international training of future professionals and the search for alternatives for the development of Global Competence of students become essential and priorities in HEIs. Internationalization at Home (IaH) and Virtual Exchange aim to improve and contribute to the learning and development process of the professionals of the future. The objective of this dissertation is to evaluate the Collaborative On-line International Learning – COIL, as a proposal for virtual exchange that enables Internationalization at Home, providing the development of global competence to the students of HEIs. The methodological support procedures had two main strands: literature review and practical case study of the cooperation project between the Federal University of Technology – Paraná (UTFPR) and the Polytechnic Institute of Bragança (IPB). It was identified that HEIs play a fundamental role in promoting local and global development and need to be aligned with the needs and new characteristics driven by new technologies, actions and internationalization strategies. This dissertation presents the concepts, definitions of internationalization of HEIs and results of the practical case study of COIL. It was found that the COIL model encourages the implementation of comprehensive and international curricula in HEIs and promotes actions of Internationalization at Home effectively for the academic training of professionals. One of the main results of the research defines COIL as a model of internationalization integrated into the higher education process, which includes collaborative practices using Information and communication technologies (ICTs) to virtually connect students, teachers and HEIs from different countries in collaborative projects, aiming at solving mutual problems through active learning. As a product of the research, a reference structure for the implementation of the COIL model in HEIs was drafted.

Academic virtual exchanges provide opportunities to meet with increasing demands on higher education establishments to internationalize (O’Dowd, 2016; Helm, 2016). The present study considers an example of internationalization for home students at Bordeaux University, France, who participated in the Erasmus + Virtual Exchange programme from 2019-21. Erasmus virtual exchange enables students to participate in study mobility programmes without having to physically travel abroad to engage in intercultural communicative situations. The Erasmus Virtual Exchange programme (EVE), which focused on the theme of Cultural Encounters, marks the new ‘critical’ turn in intercultural exchange (O’Dowd, 2016; Helm, 2016). In this context, French speaking Chemistry Masters students interacted in English on this topic via weekly 2-hour webinars with other non-native English-speaking students from other participating universities in Europe and the Mediterranean region. Virtual exchange therefore offered the students the opportunity to go beyond English for Specific Purposes (ESP) in relation to Chemistry, and to use the transversal skills that EVE can offer for the workplace, including ‘soft skills’ and intercultural competence (Nye, 2004; Martin & Nakayama, 2015). Consequently, the study addresses how virtual exchanges incite wider language and pedagogical perspectives for students at Bordeaux University. The methods used to address the research question were the qualitative analysis of the students’ reflective journals, questionnaire feedback on the programme and focus groups with both students and staff involved. The study reveals new challenges for educators preparing future graduates for a complex multi-lingual and multi-cultural learning environment where English is the current lingua franca. The study also shows that students described virtual exchange as more authentic than the interactions they had previously experienced within the ESP classroom because they were not able to revert to their L1 and because of the transformative features of the EVE course (Nolet, 2015).

When virtual exchange projects pair up L1 English speakers and ELF speakers, the first can be implicitly positioned as language experts, the second as learners. But ELF speakers are often more experienced in negotiating spoken and written communication. Are speakers of native English equally prepared to accommodate ELF speakers? This consideration inspired a project that connected students in the US with students in Italy. These students recorded spoken interactions that we analyzed to explore how the students used specific communication strategies (CS). Results show that ELF speakers efficiently used CSs, especially self-rephrasing, a key self-repair strategy based on pre-empting problems of understanding in ELF. Compared to L1 English speakers, ELF speakers proved to be more resourceful and more adept at transforming spoken communication into an act of mediation. Training in ELF did help the L1 English speakers adjust their speech, but these students need more extensive and systematic training to develop their communication skills in ELF interactions.

International collaboration in education has resulted in an increasing number of participants in educational exchanges at various stages of education. Taking part in a foreign intercultural exchange is an important experience, associated with a half a year or a year-long immersion in another culture and with the return home. Changing the residence country for a certain period, learners consciously undertake the tasks aimed at familiarization with the new culture, language, customs or behaviours. Few of them think about the difficulties associated with the comeback. The presented research results show that, during the exchange, learners were able to build their strategy of functioning in the host family and country. As a result, this helped them to handle the difficulties of the reverse culture shock, which is manifested by the optimistic-active strategy applied by most of the learners after returning home.

Considerando a expansão e a valorização do processo de internacionalização das instituições de ensino superior, observa-se a difusão dos programas de mobilidade acadêmica alinhados com o cenário fortemente marcado pela globalização, pela era da informação e por aceleradas e constantes transformações. Tendo em conta esse contexto, o presente trabalho tem como objeto de estudo a identificação de sinalizadores da dinâmica de acolhimento que se instala entre estudantes intercambistas estrangeiros e acolhedores institucionais, sendo considerada a voz dos sujeitos acolhidos. Almeja-se analisar como a Instituição, na qualidade de um Corpo Coletivo Acolhedor, se organiza sistemicamente para e na relação de acolhimento de intercambistas acadêmicos estrangeiros, considerando o potencial de ambos para a aprendizagem e o desenvolvimento. A pesquisa, na modalidade estudo de caso, define-se como predominantemente qualitativa, com abordagem hermenêutica. O processo analítico-interpretativo dos dados coletados pautou-se pela análise discursiva enunciativa associada à análise de conteúdo. Foram realizadas entrevistas semiestruturadas com 30 estudantes graduandos estrangeiros da Universidade de Caxias do Sul participantes de programas temporários de mobilidade acadêmica, decorrentes de acordos bilaterais e/ou redes de cooperação interinstitucionais. Os intercambistas são provenientes de países da América Latina, da América do Norte, da África e da Europa. As entrevistas giraram em torno de cinco eixos, focalizando razões para realizar intercâmbio, marcas da chegada à UCS e das primeiras experiências, destaques de aspectos positivos e a melhorar transcorrido um tempo de estada no local de destino, marcas da experiência como intercambista especificamente com relação ao acolhimento e destaques a um interessado em vir à UCS como intercambista. De acordo com a voz dos sujeitos entrevistados, evidencia-se, de modo geral, uma valência positiva na menção às experiências vividas no intercâmbio. As referências prevalentes nas verbalizações voltam-se à estrutura física, organizacional e funcional da Universidade, à qualificação institucional científicopedagógica, mas, principalmente às relações sócio-humanas aí estabelecidas, com destaque às ações empreendidas pela Assessoria de Assuntos Internacionais no momento da chegada e às interações com professores ao longo do período de intercâmbio. Diferindo disso, são mencionadas dificuldades de integração particularmente com colegas de convívio dos intercambistas, depreendendo-se que o aluno regular não parece desfrutar, como esperado, dessa experiência e oportunidade de relação com o Outro, que o intercâmbio lhe possibilita. São apresentados testemunhos de que o acolhimento qualifica o “encontro acadêmico”, no sentido da potencialização de aprendizagens decorrentes da troca cultural, científica, tecnológica, pedagógica, mas, especialmente, daquelas derivadas das relações humano-sociais. Os resultados vêm corroborar a positividade das relações de acolhimento do estudante intercambista estrangeiro pela instituição analisada como um Corpo Coletivo Acolhedor, na medida em que ambos podem desenvolver aprendizagens cognitivas, afetivas e relacionais. Considering the expansion and valorization of the internationalization process of higher education institutions, there is the diffusion of academic mobility programs aligned with the strongly globalized scenario, the information age and the accelerated constant transformations. Seeing this context, the present study has as its object of study the identification of signals of the welcoming dynamics that are installed between foreign exchange students and institutional hosts, being considered the voice of the welcomed students. The aim is to analyze how the institution, as a Collective welcoming body, is systematically organized for the welcoming relationship with its foreign academic exchange students, considering their potential for learning and development. The research, in the case study modality, is defined as predominantly qualitative, with hermeneutic approach. The analytical-interpretative process of the collected data was guided by the enunciative discursive analysis associated with the content analysis. Semistructured interviews were conducted with 30 foreign undergraduate students from the University of Caxias do Sul participating in temporary academic mobility programs, resulting from bilateral agreements and / or interinstitutional cooperation networks. The exchange students come from countries in Latin America, North America, Africa and Europe. Interviews revolved around five axes, focusing on reasons for traveling abroad, marks of arrival at UCS and early experiences, highlights of positive aspects and aspects to be improved at destination, marks of welcoming in the experience as an exchange student and highlights to anyone interested in coming to UCS as an exchange student. According to the voice of the interviewed subjects, it is generally evidenced a positive valence in mentioning the experiences lived abroad. The prevalent references in the verbalizations refer to the physical, organizational and functional structure of the University, to the scientific-pedagogical institutional qualification, but mainly to the social-human relations established there, especially the actions taken by the International Affairs Office upon arrival and interactions with teachers throughout the exchange period. Still, integration difficulties are mentioned, particularly regarding to the class colleagues, figuring out that the regular student does not seem to enjoy, as expected, this experience and opportunity to join the Other (the international fellows), allowed due to the exchange program. Testimonies present that the reception qualifies the “academic meeting”, in the sense of enhancing learning resulting from the cultural, scientific, technological, pedagogical exchange, but especially those derived from human-social relations. The results corroborate the positivity of the host exchange relations of foreign exchange students by the institution analyzed as a Collective welcoming body, as both can develop cognitive, affective and relational learning.

Doctoral studies at Columbia University Teachers College, 1920; initial meetings with Carnegie Corporation in South Africa, 1927; CARNEGIE COMMISSION OF INVESTIGATION ON THE POOR WHITE PROBLEM IN SOUTH AFRICA; recruiting experts on Afrikaners and working with the Dutch Reformed Church; traveling the country to survey rural communities; publication of five-volume report, thoughts on Carnegie funding of Jeanes School in Rhodesia, 1928-1932; becoming Director of National Bureau of Education and Social Research; publication of EDUCATIONAL AND SOCIAL RESEARCH IN SOUTH AFRICA; articles in TEACHERS COLLEGE INTERNATIONAL EDUCATION YEARBOOK; commissioning grants from Carnegie; investigating education in the Southern United States and CULTURE IN THE SOUTH; starting South Africa’s national film library; developing children’s art center in Pretoria; Carnegie British Dominions and Colonies travel grant program; working and traveling with educators from Australia, New Zealand, and Canada; EDUCATIONAL ADAPTATIONS IN A CHANGING SOCIETY; dissolution of the Bureau of Education during WWII, 1932-1943; becoming Principal of the University of Natal; founding University of Natal Institute for Social Research with support from Carnegie; interest in interdisciplinary research; Carnegie doctoral fellowship scholars at Natal, 1943-1955; Carnegie party at Harvard Club for heads of Commonwealth Nation universities and subsequent touring of American universities, impressions of U.S. colleges, 1958; EDUCATION AND OUR EXPANDING HORIZONS: PROCEEDINGS OF THE NATIONAL CONFERENCE ON EDUCATION, 1960-1962; President of South African Institute on Race Relations, 1967; thoughts on Carnegie Libraries in South Africa; Carnegie initiatives in South Africa as a whole. Impressions of Frederick P. Keppel, Whitney H. Shepardson, Arthur Lismer, J.F.W. Grosskopf.

Bu çalışmanın amacı Türkiye'deki üniversitelerin uluslararasılaşma politika ve stratejilerine ilişkin uygulamaların incelenmesidir. Bu çerçevede, çalışmada nitel verilerin elde edilmesinden sonra, bu verilerin nicel verilerle desteklendiği (NİTEL> nicel), karma yöntem (mixed methods research) kullanılmıştır.Karma yöntem desenlerinden keşfedici sıralı desenin kullanıldığı bu çalışmada, nitel araştırma yöntemi olarak; 'fenomenoloji, çoklu örnek olay yöntemi' ve 'çoklu karşılaştırmalı örnek olay yöntemi' kullanılıştır. Böylece çoklu örnek olay karşılaştırma yöntemi ile benzerlikler ve farklılıklar ortaya konulması amaçlanmıştır. Çoklu karşılaştırmalı örnek olay yöntemi kullanılması aşamasında, Amerikan üniversitelerini gözlemleme deneyimi (Bu çalışma TUBİTAK/2214A tarafından desteklenmiştir) ve çoklu karşılaştırmalı örnek olay yöntemi ile ilgili seminerlere katılma bu araştırmanın alt yapısını güçlendirmiştir. Araştırmanın ikinci aşamasında ise nicel yöntem olarak 'tarama' modeli kullanılmıştır. Bu çalışmanın modeli keşfedici sıralı karma araştırma modeli olduğundan nitel ve nicel bölümler için ayrı ayrı evren ve çalışma grubu belirlenmiştir. Araştırmanın nitel boyutunda yükseköğretimde uluslararasılaşma politikalarını ve stratejilerinin şekillenmesinde Türkiye'deki yükseköğretim yapılanması göz önüne alınarak 'maksimum çeşitlilik örneklemesi' kullanılmıştır. Bu bağlamda araştırmanın evrenini makro düzeyde Türkiye'deki YÖK Başkanları ve Üyeleri oluştururken, çalışma grubunu ise görüşmeyi kabul eden ve ulaşılabilir olan 3 YÖK Başkanları ve Üyeleri (1981-2016 yılları arasında görev yapan ya da yapmış olan) oluşturmuştur. Mikro düzeyde ise araştırmanın nitel boyutundaki hedef evreni, İstanbul ve Ankara illerinde bulunan devlet ve vakıf üniversiteleri iken, çalışma grubunu ise ODTÜ, Koç ve Marmara Üniversitesi'nin 30 paydaşı (yönetici, öğretim üyesi, öğrenci, uluslararası ofis çalışanları) oluşturmuştur. Araştırmanın nicel boyutundaki hedef evrenini, İstanbul ve Ankara illerinde bulunan ODTÜ, Koç ve Marmara Üniversitesi'nde görev yapan öğretim üyeleri oluştururken, nicel basamağın örneklem grubunu ise ODTÜ, Koç ve Marmara Üniversitesi'nde görev yapan 425 öğretim üyesi oluşturmuştur.Bu araştırmada, veri toplama aracı olarak veri çeşitlemesine başvurularak; doküman analizi, yarı-yapılandırılmış görüşme formu, doküman inceleme formu, alan/gözlem formu ve `Uluslararasılaşmaya İlişkin Akademisyen Görüşleri` ölçeği kullanılmıştır. Nitel araştırma aşmasında elde edilen bulgular makro ve mikro analiz olarak iki kategoriye ayrılmıştır ve içerik analizi ile analiz edilmiştir. Çalışmanın ikinci aşaması olan nicel kısımda ise nitel bulguların sonucunda geliştirilen `Uluslararasılaşmaya İlişkin Akademisyen Görüşleri Ölçeği` uygulanmıştır. Geliştirilen ölçeğin geçerlik ve güvenirliklerinin sağlamaları (AFA, DFA, vb.) yapıldıktan sonra ölçek 425 öğretim üyesine uygulanmıştır. Nicel veriler SPSS analiz programında analiz edilmiştir. Nitel yöntem ve nicel yöntem aşamalarından elde edilen verilerin analizi sonucunda şu sonuçlara ulaşılmıştır;Makro düzeyde nitel sonuçlar; katılımcılar ile yapılan görüşmeler uluslararasılaşmaya ilişkin farkındalığın yüksek olduğu, uluslararasılaşmanın gerekçelerini hem akademik, ekonomik hem de politik gerekçe ile ilişkilendirerek çok boyutlu ele aldıkları, yükseköğretimde uluslararasılaşma stratejilerini ve politikalarını daha bilinçli ve sistemli yapılmaya başlandığı, karşılaşılan zorlukların; tanıtım sıkıntısı, kalite, öğretim üyeleri, gelen öğrenci memnuniyeti, Türkiye'ye öğrenci çekme sıkıntısı, öğrenme heyecanı eksikliği, devlet üniversiteleri, yayın, kütüphane yetersizliği, pazar sıkıntısı, burs sistemi, finansman modeli eksikliği, gelen öğrencilerin sıkıntıları/barınma bunun gibi sıkıntıları, koordinasyon sıkıntısı, coğrafi stratejinin iyi kullanılmaması açısından sıkıntılar yaşandığını ifade etmişlerdir. Mikro düzeyde nitel sonuçlar; paydaşlar ile yapılan görüşmeler ve elde edilen belgeler analizi sonucunda üç üniversitede de uluslararasılaşmaya ilişkin farkındalığın olduğu; akademik gerekçenin ortak nokta olduğu, uluslararasılaşmada destek boyutu açısından bakıldığında, desteğin üç üniversiteye göre farklılaştığı ve çift taraflı, tek taraflı destek olarak ve iç/dış motivasyon olarak ortaya çıktığı görülmüştür. Üç üniversitenin uluslararasılaşmada karşılaştıkları yaygınk zorlukların fon eksikliği, kalite, bürokratik/politik engeller, kültürlerarası öğrenme olduğu sonucuna ulaşılmıştır. Üç üniversiteye göre zorlukların ise akademik, ekonomik, sosyo-kültürel, politik ve donanım açısından farklılaştığı sonucuna ulaşılmıştır. Benzer şekilde, üç üniversite uluslararasılaşmanın katkılarının akademik, ekonomik, sosyo-kültürel açıdan farklılaştığı sonucuna ulaşılmıştır. Uluslararasılaşmaya yönelik strateji ve politikaların ise üç üniversiteye göre farklılaştığı ve farklı perspektiflerle program ve kurumsal stratejiyi uyguladıkları sonucuna ulaşılmıştır.Nicel yöntem aşamasında elde edilen verilerin analizi sonucunda, üniversite türü, bilim dalı alanı ve yabancı dil seviyesi ile ilgili boyutlarda anlamlı farklılık olduğu sonucuna ulaşılmıştır. Bu sonuca göre iyi düzeyde yabancı dil bilen akademisyenler, üniversitelerin uluslararasılaşması hususunda orta düzeyde İngilizce bilen akademisyenlerden motivasyon ve destek alt boyutunda, politika alt boyutunda ve katılım alt boyutunda daha pozitif bir görüşe sahip olduğu görülmüştür. Elde edilen sonuçlara göre vakıf üniversitelerinde çalışan akademisyenler, üniversitelerin uluslararasılaşması hususunda devlet üniversitelerinde çalışan akademisyenlerden daha olumlu bir fikre sahiptir denilebilir. Bir diğer sonuca göre akademisyenlerin çalıştığı bilim dalı alanı, politika alt boyutunda sadece Fen Edebiyat Bilimleri alanında çalışan akademisyenler ile İktisadi ve İdari Bilimler farklılık oluşturan bir unsurdur denilebilir. Son olarak, nicel boyutta çıkan sonuçlardan yabancı dil boyutu ile ilgili sonuçların nitel araştırmada yapılan görüşmelerde de paralel sonuçlar olduğu sonucuna ulaşılmıştır. Sonuç olarak araştırmadan elde edilen sonuçlar doğrultusunda hem politika yapıcılar ve hem de üniversite yöneticilerine hem de gelecekte araştırma yapacak olan kişilere için önerilerde bulunulmuştur. The purpose of this study was to examine the practices of universities in Turkey on internationalization policies and strategies. In this study, after qualitative data were obtained, mixed methods research, which supports quantitative data (Qualitative> quantitative), was used. In this study, where the exploratory sequential pattern was used from mixed method patterns, 'multiple case', 'phenomenology' and 'multiple comparative case method' was used as the qualitative research method. In the process of using multiple comparative case study methods, participating in seminars related to multiple comparative case study method and the experience of observing American universities (I wish to acknowledge the generous support of TUBITAK/2214A) strengthened the background of this study. In the second phase of the study, the 'scanning' model was used as a quantitative method. Since the model of this study was the exploratory sequential mixed research model, the universe and study group were determined separately for qualitative and quantitative sections. In the formulation of the international policies and strategies of higher education in the qualitative dimension of the research, `maximum diversity sampling` was used considering the higher education structure in Turkey. In this context, while the universe of the research is constituted by the heads and members of the Council of Higher Education (YÖK) in Turkey at a macro level and the study group has been formed by 3 YÖK presidents and members (who have served or have been serving in the years 1981-2016) who have accepted the meeting and are attainable. At the micro level, the target universe of the research is the state and foundation universities in the provinces of Istanbul and Ankara and the study group was formed by 30 stakeholders (executives, faculty members, students and international office employees) of METU, Koç and Marmara University.The quantitative universe of the research was constituted by faculty members working at METU, Koç and Marmara universities in Istanbul and Ankara and the sample group of the quantitative step was formed by 425 faculty members working at METU, Koç and Marmara University. In this research, data triangulation was used as the data collection tool and document analysis, semi-structured interview form, document review form, field/observation form and `academic views on Internationalization` scales were used. The findings obtained in qualitative research study were divided into two categories as macro and micro analysis and analyzed with content analysis. In the second phase of the study, the `Scale of Academic Views on Internationalization` developed as a result of qualitative findings was applied in quantitative section. After providing validity and reliability of the developed scale (AFA, DFA, etc.), the scale was applied to 425 faculty members. Quantitative data were analyzed in SPSS analysis program. Analysis of the data obtained from the qualitative and quantitative method steps resulted in the following results; Qualitative results at the macro level indicate that there were difficulties with the awareness of internationalization during the interviews which participants discussed the reasons for internationalization in multidimensional ways by associating them with academic, economic and political reasons, that the strategies and policies of internationalization in higher education are being made more consciously and systematically, the faced challenges, the lack of promotion, problems with quality, faculty members, incoming student satisfaction, the problem of attracting students to turkey, the lack of learning enthusiasm, state universities, the lack of publications and libraries, the problem of scolding, scholarship system, lack of financial models problems such as accommodation of the incoming students, the problem of coordination, and the problems of inefficient use of geographic strategy. In the micro-level qualitative results, the interviews with stakeholders and the analysis of the documents have shown that there is awareness of internationalization in all three universities; and when we look at the dimension of support in internationalization, it is seen that support differs from three universities and emerged as bilateral, unilateral support and internal/external motivation. It has been concluded that the common difficulties faced by the three universities in internationalization are quality, bureaucratic/political barriers, intercultural learning and lack of funding. According to three universities, it has been concluded that the difficulties differ in academic, economic, socio-cultural, political and hardware aspects. Similarly, it has been concluded that the contributions of the internationalization of the three universities differ from the academic, economic, socio-cultural aspects. It has been observed that the strategies and policies for internationalization differ according to three universities and it has been concluded that they apply the program and institutional strategy with different perspectives. As a result of the analysis of the data obtained during the quantitative method phase, it was concluded that there was a significant difference in the dimensions of the university type, the field of science and the level of foreign language. According to this, it can be stated that academics who are fluent in foreign languages can say that they have a more positive view on the motivation and support subscales, policy subscales and participation subscales from academics who are fluent in English at a moderate level in the field of internationalization of universities. According to the results obtained, academics working in the foundation universities have a more positive idea about the internationalization of universities than academics working in the state universities. According to another result, it can be stated that in the dimension of the field of science and politics sub-dimension, only the academics who work in the field of science and letters, and economics are the factors that make a difference. Finally, parallel results were obtained from the quantitative results obtained in qualitative research with the results of the foreign language dimension. In conclusion, in line with the results obtained from the survey, recommendations have been made to both policy makers and university executives as well as to future researchers. 346

The mobility of students to foreign countries is a very important phenomenon in the context of globalization and the internationalization of higher education and the factors such as: the image of the institution, the country, the city, the curriculum evaluation, the cost, the difficulty For admission and even personal reasons can determine the choice of the country of destination. Spain is an option of choice for many foreign students and the flow of Brazilian students to this country is significant. The authors consider that these flows may be even larger in the future. So, this article seeks to identify the factors taken into account by university students when choosing to study Spanish universities. The methodology used to answer the research problem is through an exploratory study, qualitative approach with in-depth interviews with twenty-three Brazilian students of official master's and doctoral programs.

Treballs Finals del Màster de Planificació Territorial i Gestió Ambiental, Facultat de Geografia i Història, Universitat de Barcelona, Curs: 2016-2017, Tutor: Carles Carreras i Verdaguer i Sergi Martínez i Rigol, Entenem com a mobilitat internacional d’estudiants el procés pel qual aquests es desplacen a un altre país diferent al d’origen per realitzar, o bé per continuar els seus estudis superiors. Per la seua banda, el programa de mobilitat institucionalitzada Erasmus ha permés la realització d’un període d’estudis limitat temporalment en un altre país de l’Espai Europeu d’Educació Superior. Barcelona es posiciona com a segona ciutat espanyola en recepció d’estudiants internacionals, sols per darrere de Madrid. Malgrat l’aparent homogeneïtat del grup d’estudiants internacionals, s’observen disparitats en els comportaments de mobilitat entre els estudiants “estrangers” i els estudiants Erasmus enquestats a la ciutat de Barcelona. Els estudiants del primer grup tenen una edat compresa entre els 24 i els 31 anys i vénen pel prestigi de les seues universitats. Els del segon grup, en canvi, tenen una edat compresa entre els 21 i els 25 anys i vénen per la reputació de la ciutat i les seues característiques.

В статье собран и систематизирован материал о развитии международного образования в КНР с середины XX в. и до настоящего момента. Изучены процессы международного сотрудничества на примере связей с США, Австралией, Россией и Японией в сфере высшего образования в конце XX — начале XХI в. Выявлены наиболее развитые области образовательного сотрудничества КНР и сферы, которые нуждаются в разработке. The article collected materials on the development of international education in China since the mid-20th century to the present day. The processes of international cooperation of the People’s Republic of China on the example of relations with the United States, Australia, Russia and Japan in the field of higher education at the end of XX — beginning of XXI century were studied.

This paper aims to consolidate a sample of existing academic literature on the modes, trends, risks and challenges of the internationalization of higher education in Latin America published over the last 15 years -- Following a systematic literature review methodology, it was seeking to analyze and synthesize a sample of 25 published academic articles on the specifically chosen topic -- As a consequence of this review, it was found that progress has been made on the subject and there is an awareness of the impact it has on quality, international indicators still lag far behind those of more developed regions -- The creation and implementation of accreditation and evaluations processes, the commodification of higher education and the presence of new providers and regionalization efforts were perceived as trending topics in the publications -- Risks and challenges such as lack of governmental support and brain drain, are respectively perceived by researchers as the most concerning -- Finally, an emphasis is made on the comprehensiveness that must characterize this process in order to be successful, meaning that it should “embrace all the educational processes” (Gacel-Ávila, 2007, 406)

Colombian universities´ interest in increasing their internationalization activities grows every day -- However, many institutions lack clarity regarding the factors that explain the emergence and evolution of this phenomenon, which impacts their abilities to define properly the set of actions needed to undertake this endeavor -- In order to help overcome this situation, this article proposes the existence of three different ways to understand the phenomena and the types of internationalization activities to implement in each case -- It also presents the internationalization in house model as a useful tool to achieve this goal in light of the reading universities make of this ongoing process

With more than 30 million articles in 287 languages, Wikipedia allows volunteers from around the world make contributions towards the creation of the most complete encyclopedia ever written by humanity. By collecting 10-second contributions from over 100 million web users a day, project reCAPTCHA has digitized more than 13 million articles of The New York Times, dating from 1851 to the present. 12.5 million active users learn new languages every day using the collaborative platform Duolingo, and while doing so, they are helping to translate online content from one language to another in a costless manner. These are just some of the examples reflecting how we can harness the power of human collaboration to solve some of the most challenging problems in a sustainable manner. In this paper, we present the Dootrip system, a collaborative social-network based technology implementing a CO2-neutral global transportation system. By focusing on technology, information sharing, excess capacity and global collaboration, the Dootrip system effectively enables the transport of goods without incurring any economic cost and without altering the planet's ecological footprint. We have implemented the Dootrip system as part of the Labdoo humanitarian social network to help deliver unused laptops sanitized and loaded with education software to schools in need around the globe. Having planted the first seed in Southern California, in three years the Labdoo/Dootrip system has organically grown and spread across more than 90 countries, providing laptops to a growing number of more than 270 schools and servicing more than 65,000 children.

El auge por la internacionalización de la educación primero en las Instituciones de Educación Superior y posteriormente en las instituciones de educación básica y media, son el resultado de las exigencias que la sociedad le hace a la educación al jugar esta un papel fundamental en el desarrollo científico y tecnológico que impulsa el progreso de las naciones, la EDUCACIÓN es una ventaja competitiva y también es un instrumento para la comprensión intercultural -- Cardoso (s.f.) afirma: “Desde este punto de vista, la educación no puede quedar al margen del proceso de internacionalización, más aun cuando se trata del mejor y más legítimo medio para obtener cualidades competitivas” (p.1) -- En la actualidad a la EDUCACIÓN se le plantean innumerables desafíos para poder determinar si posee la capacidad para afrontar los retos de la globalización -- Algunos de estos desafíos ponen como lo plantea Roig (2006) de manifiesto la necesidad de definir cuestiones tales como: el tipo de reformas que requiere el sistema educativo para impulsar el desarrollo social, la mejor manera de implementar estas reformas, el modelo educativo más acorde para afrontar las demandas sociales, que se debe y como se debe enseñar bajo los lineamientos del nuevo orden mundial, cuáles deben ser las competencias que se enseñan y la mejor forma para hacerlo, cuál sería el diseño curricular, cuáles serían las titulaciones más adecuadas para asumir los retos en el saber-hacer determinados por las transformaciones científicas y tecnológicas, cuáles son los criterios de calidad y cómo se evaluaría la calidad educativa -- En Colombia el reto es aún mayor ya que es necesario construir un proceso de internacionalización de la EDUCACIÓN desde los niveles básicos y medios de las entidades territoriales certificadas que incluya el diseño de un proceso que asegure la internacionalización curricular y la movilidad académica de estudiantes y docentes

Durant els últims anys s'ha donat un important moviment de col-laboració entre els països de la Unió Europea (UE) i els països d'Europa Central i de l'Est (ECE), arran de la revolució política que es va produir a partir de l'any 1989, després de la caiguda del mur de Berlín. La UE, en el seu afany d'atreure aquests paisos cap a la seva órbita política i económica, va comengar a ajudar en la transformació de les seves estructures polítiques en democracies liberals i a convertir els seus sistemes planificats en economies de mercat. Per aixó, va finangar, des del moment del canvi, un programa de col-laboració socioeconómica anomenat PHARE. El programa TEMPUS (Programa Transeuropeu de Mobilitat d'Estudis Universitaris) és un subprograma d'aquest (Decisió del Consell, 1990), que es desenvolupa des de fa 10 anys (actualment es troba en fase d'extinció), propugnant com a objectiu fonamental ajudar la modernització de les seves estructures i la integració del sistema universitari en la xarxa d'universitats europees.

Made available in DSpace on 2014-06-11T19:31:42Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-12-13Bitstream added on 2014-06-13T19:25:50Z : No. of bitstreams: 1 trivizoli_lm_dr_rcla.pdf: 2133545 bytes, checksum: a9e357b75fe07dc5c3fd1a7eeccde5cb (MD5) Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) Esta pesquisa de doutorado propôs-se a identificar os matemáticos brasileiros que fizeram parte da fase inicial do intercâmbio acadêmico entre Brasil e Estados Unidos por meio de bolsas de estudos concedidas por fundações privadas, iniciando, assim, as reflexões acerca das influências estadunidenses na Matemática no Brasil, situando-se dentro de uma área de investigação que trata da história do desenvolvimento da Matemática no Brasil. A identificação desses matemáticos se deu por meio de consulta e análise de documentação e listagens de bolsistas fornecidas pelas instituições abordadas: a Fundação Rockefeller, Fundação Guggenheim e Comissão Fulbright. Parte da documentação foi obtida por meio da consulta aos arquivos no Rockefeller Archive Center, em New York, pela listagem fornecida pelo Escritório da Comissão Fulbright no Brasil, pela listagem encontrada no site oficial da Comissão Fulbright e no site oficial da Fundação Guggenheim. Com esse objetivo, empreenderam-se estudos sobre a história do desenvolvimento da Ciência no Brasil, em uma visão geral e em particular da Matemática, focalizando ocasiões nas quais a participação de instituições estadunidenses foi decisiva para a formação da elite intelectual brasileira, no período de 1945 a 1980. Além disso, apresentamos uma síntese do referencial teórico que foi utilizado na pesquisa, discutindo o conceito de globalização da Ciência e da Matemática, para estabelecer um entendimento da ideia dos intercâmbios científicos a partir da dinâmica dos encontros culturais e sob uma perspectiva da história social, considerando que a atividade científica é uma das vias para a compreensão das relações sociais e culturais. A partir desse panorama de estudo, destacamos indícios que nos ajudam a responder uma série de perguntas históricas acerca do... This PhD research is aimed at identifying Brazilian mathematicians who were part of early academic exchanges between Brazil and the United States by means of scholarships awarded by private foundations and reflecting on the on the American influences in mathematics in Brazil, within an area of research that deals with the history of the development of mathematics in Brazil. The identification of these mathematicians was done through consultation and analysis of documents and lists of scholarships provided by the addressed institutions: the Rockefeller Foundation, the Guggenheim Foundation and Fulbright Commission. Some of the documentation was obtained by consulting the files found in the Rockefeller Archive Center in New York, the list supplied by the Office of the Fulbright Commission in Brazil, and the lists found on the official websites of the Fulbright Commission and Guggenheim Foundation. With this objective, studies were undertaken on the history of the development of science in Brazil, and an overview of mathematics in particular, focusing on occasions in which the participation of American institutions was decisive for the formation of the Brazilian intellectual elite in the period 1945 to 1980. In addition, we present the theoretical synthesis that was used in the research, which describes the concept of globalization of science and mathematics to establish an understanding of the idea of scientific exchange from the dynamics of cultural encounters and from a perspective of social history, considering that the scientific activity is one of the ways to understand the social and cultural relations. From this overview study, we highlight clues that help us to answer a series of questions about the historical development of mathematics in Brazil and point to a close relationship between science... (Complete abstract click electronic access below)

Thesis (DBusinessAdministration)--University of South Australia, 2008. This study examines the franchising relationships between an institution of higher education in Malaysia (the franchisor) and its overseas/offshore partner institutions (the franchisees) as the latter deliver academic programmes that carry the franchisor's ownership and name.

El artículo presenta una reflexión sobre el papel de la Educación para el Desarrollo Sostenible (EDS) en la formación de ingeniería, con especial referencia a la situación de la UPC. El actual proceso de cambio que está caracterizando la universidad española y europea, debido a la creación del nuevo Espacio Europeo de Educación Superior (EEES), pone de relieve la necesidad de una redefinición del concepto de sostenibilidad, de EDS y de sus relaciones con la enseñanza de ingeniería. El debate presente en la literatura y entre los actores educativos todavía deja abiertas las cuestiones relativas al carácter de la EDS. Se puede en todo caso subrayar la presencia de dos tradiciones principales que van a definir la EDS: por un lado, la influencia de la Educación para el Desarrollo y por otro lado, el aporte de la Educación Ambiental. Desde de esta relación-tensión se van definiendo las estructuras formativas en el EEES. En el caso de la UPC, la propuesta de un nuevo Master oficial en Sostenibilidad en el que participan diversos centros docentes, entre ellos la escuela de Ingeniería de Caminos, es un claro ejemplo de cómo las disciplinas inherentes la cooperación, el desarrollo y la sostenibilidad se pueden articular conjuntamente como propuesta de formación especializada a nivel de postgrado. La articulación de propuestas para los nuevos grados en ingeniería está aun pendiente de discusión.

In this paper we present some experiences of Development Education (DE) introduced in the three main Spanish Universities with Technical Studies: Technical University of Valencia, Catalunya and Madrid. The concept of DE we are following in this paper is the next one: DE as a strategy of international cooperation aimed at the citizens/people of the North. Its main goal is the empowerment of people through a teaching and learning process, which develops knowledge, skills and values in learners, thus enabling them to become members of a global community of equals [1]. First of all, in this paper we present a tipology of different instruments that the University owe in order to develop development education activities. This proposal is based on the conclusion of the Committee of University Development Aid (CEURI) and was reelaborated by the authors of this paper and collaborators [2,3]. Secondly, we discuss about the main characteristic of four strategies we have developed in the three Universities referred above: 1) Ethical codes such the Ethical Code of the School of Industrial Engineers of Technical University of Valencia. 2) Teaching innovation groups such the GREVOL group of Technical University of Valencia, the Interest Group of Collaborative Learning of the Technical University of Catalunya and the Development Education Group of Information and Communication Technologies of the Technical University of Madrid. 3) Free elective courses in bachelor studies dedicated to international development aid in the three universities and posgraduate studies which link development education and technology for human development. 4) Mobility programs in coordination with NGDOs developed in the Technical University of Catalunya. The description of these initiatives would like to illustrate the great potential of the DE activities developed in the three Spanish Universities. We will introduce some considerations about the impact of the European Higher Education Area (EHEA) in those strategies.

Nuestro mundo, globalizado e interrelacionado, pero con profundas desigualdades económicas, sociales y tecnológicas, necesita de una comunidad universitaria responsable y formada en áreas temáticas como la situación internacional actual, las desigualdades entre el Norte y el Sur y su evolución histórica, los agentes implicados en el desarrollo y el papel que juega la técnica en estos procesos. Para ello, es fundamental que las pro fesoras y los profesores universitarios adquieran unos estilos de aprendizaje que posibiliten la integración de los valores de la Educación para el Desarrollo en el ámbito de la formación en carreras técnicas. En este contexto, se presenta la experiencia del curso semipresencial “Educando en Tecnología para el Desarrollo”, realizad o en el año 2003 y dirigido a 61 profesores universitarios del Estado español. El promotor del curso ha sido la Federación Española de Ingeniería Sin Fronteras y se ha impartido desde la plataforma de la Universitat Oberta de Catalunya (UOC). Los objetivos de este curso han sido aportar a los formadores participantes elementos teóricos y prácticos para el diseño e implementación de acciones educativas coherentes con los principios de solidaridad y cooperación , que se han concretado en distintas propuestas formativas (asignaturas de libre elección, incorporación de objetivos de la educación para el desarrollo de manera transversal, etc.) basadas en la propuesta pedagógica de la educ ación para el desarrollo , para impulsar la educación en valores en la universidad

Dos recientes informes anuales de organismos intern acionales ponen de m a- nifiesto la relevancia de las distintas ingenierías en el análisis de la situación mundial desde la per s pec tiva del desarrollo (PNUD 2001 y Banco Mundial 2004). Este hecho es reflejo de un movimiento profundo que está redefiniendo el á mbito de la tecnología en el plano internacional y del que es una muestra la reciente publicación “Inventando un futuro mejor” del InterAcademy Council (2004) . Estos elementos generales, junto con las propuestas vinculadas a sistemas de aprendizaje que pot encien la sostenibilidad y el desarrollo humano, son elementos clave para afrontar la reforma de la educación sup e- rior en las escuelas de ingeniería desde una perspectiva de apoyo a la cooperación a l d e sarrollo Dentro de esta corriente se sitúa una línea de trabajo que podríamos titular “ p romoción del aprendizaje ético en las titulaciones universitarias de ingeniería”. Las primeras exp e- riencias en España datan de inicios de los años 90, en torno a diversas escuelas de ing e- niería. En este contexto se prese nta la experiencia desarrollada en la Universidad Pol i- técnica de Cataluña (UPC) , donde se ha ido tejiendo una amplia gama de servicios y posibilidades de apoyo a la creación de capital social sensible a la implicación en activ i- dades de solidar i dad y cooper ación internacional. Concretamente , l a presentación se ce ntra en la experiencia de la E. T. S. de Ingenieros de Caminos, Canales y Puertos de la UPC durante el período 1999 – 2002, y se organiza en dos partes: en la primera se e x- pone un a vi sión general de la intervención y la segunda se centra en los contenidos de s arrollados específicamente para dos de las asignaturas impartidas

Studijos užsienyje – dar prieš keletą metų buvusios sunkiai išpildoma svajone – šiandien yra lengviau pasiekiamos daugeliui. Kasmet pagal ERASMUS/SOCRATES mainų programas į užsienį išvažiuoja vis daugiau studentų. Šios studijos, be abejonės, labai naudingos, tai byloja mano pačios patirtis, kadangi 2003 metais rudens semestrą teko studijuoti politikos mokslus Freie universitete Berlyne. Tačiau ką iš tiesų tenka patirti, išmokti ar suvokti išvažiavus studijoms į užsienį?

Technology is gaining ever - more attention in international development strategies, together with networking and local capacity building. The concept of Technology for Human Development (THD), deeply grounded in the Human Development perspective, is emerging as an approach that captures the great contributions of technology in a sustainable manner, and is gradually taking over the Appropriate Technology concept. The promotion of THD is exemplified by presenting two interconnected cases: the Education for Development (ED) program of Engineering without Borders Spain (ISF - Spain) and the Promoting ED program of the Civil Engineering School of the Technical University of Catalonia (UPC). The two cases, applied at national and local levels, respectively, illustrate how THD may be furthered in practice and how two different actors, a Development Nongovernmental Organisation (DNGO) and a Civil Engineering School, can partner up and cr eate synergies to implement THD programs

Se presenta una propuesta educativa para una es cuela de ingeniería civil inspirada en la educación para el desarrollo. La propuesta n ace de las experiencias docentes previas impulsadas por Ingeniería Sin Fronteras, Organi zación No Gubernamental para el Desarrollo, que impulsa, desde mediados de los años nove nta, este tipo de activ idades en diversas universidades españolas. La propuesta consiste en la oferta coordinada de diversas tipologías de actividades desde un marco educativo común. La presentación de un espectro amplio de actividades permite despertar el interés de un número elevado de alumnos y otros miembros de la comunidad universitaria. A la vez, esta opción ofrece la posibilidad de profundización a las personas con un interés especial en las temáticas relaci onadas con el desarrollo y la cooperación internacional. Como ejemplos de aplicaciones de la propuesta, se presentan las iniciativas ya impulsadas en las escuelas de ingeniería de caminos de Bar celona y A Coruña. Se detallan los contextos en el que se desarrollan y se describen los resu ltados y las principales características de las mismas. Por último, destacar que esta propuesta nace de la reflexión sobre la importancia de integrar la formación en valores éticos y sociales en las en señanzas de ingeniería civil, partiendo de la relación de la profesión con la promoción del desarrollo humano de los países y comunidades más pobres.

En este artículo se presenta la experiencia de la Escuela Técnica Superior de Ingenieros de Caminos, Canales y Puertos, ETSECCPB, de la Universidad Politécnica de Cataluñ a, UPC, en el proceso de introducción de un Programa de Educación para el Desarrollo, EpD, dentro de su planificación estratégica para el período 2000 - 2002. Concretamente, se detalla el contexto en el que nace la iniciativa, se describen las principales ca racterísticas del Programa y se presentan las actuaciones realizadas durante su primer año de aplicación

La ponencia expone el marco en el que nace el plan de Educación Para el Desarrollo, EPD, en la Universitat Politècnica de Catalunya, UPC, que tiene el objetivo de plantear estrategias universitarias que apoyen la creación de una sociedad sin desigualdades, centradas en el cambio de mentalidad en la comunidad universitaria y en las empresas. Esto se lleva a cabo desde la docencia, proporcionando una formación integral a los futuros profesionales, políticos y empresarios, basada en valores como la solidaridad o la justicia, y promoviendo una definición del perfil de los titula dos que fomente el conocimiento y la valoración del impacto ambiental, social y ético de las decisiones y acciones que se desarrollan profesionalmente. Se quiere que la universidad lidere la investigación en las áreas del desarrollo humano, la cooperación internacional, las tecnologías apropiadas, la sostenibilidad y el medio ambiente que le son propias, favoreciendo el trabajo pluridisciplinar, de forma que se propicien análisis conjuntos de estas áreas. Se buscará una transferencia del conocimiento y valo res éticos, impulsando el trabajo conjunto de la universidad con las demás instituciones de su entorno vinculadas con el desarrollo humano. Finalmente, en la gestión, se incentivarán las acciones antes mencionadas de forma integrada con el conjunto de meca nismos de funcionamiento de la universidad.

For developing countries, industrialisation may be held be back by the shortage of managerial and technological knowledge which can only be acquired through a long process of education and training. In order to meet the demand, many developing countries - including many of the twenty countries bordering on the Mediterranean - have invested in international education by sending their students abroad to improve their technological capability by acquiring technological knowledge and technological expertise from already established institutions in industrialised countries. Major essays are written on the subject of international education in which recommendations are put forward to improve the practices of education in host institutions. However, few recommendations have been directed at the sending countries for appropriate actions to be taken. This paper seeks to address ways in which developing countries can participate in international education activity. It proposes a research and advisory centre for international education to be established in sending countries in order to benefit from their investment., peer-reviewed

Enginyeria Sense Fronteres (ESF) impulsa l’Educació i Investigació per al Desenvolupament (EIpD) a les universitats – especialment a les escoles d’enginyeria – per mitjà de la formació reglada, de l’educació a través de l’acció i el voluntariat, de la cogeneració de coneixement i del foment de la difusió i transferència de tecnologia apropiada. ESF pretén afavorir la implicació personal i professional d’alumnes i docents en la transformació de la realitat en un espai just i solidari. ESF persegueix fomentar el debat i la formació sobre cooperació internacional per al desenvolupament, a més de consolidar els coneixements sobre Tecnologia per al Desenvolupament Humà (TpDH), per tal de contribuir a la lluita contra la pobresa i la promoció dels drets humans i la justícia social.

Peer Reviewed Una versió d'aquest document va ser publicada com a material digital annex al llibre: Boni, A., Pérez-Foguet, A. Construir la ciudadanía global desde la universidad. Barcelona: Intermón Oxfam, 2006 Postprint (published version)

Engi n eering education must adapt to the emerging approache s put forwa rd by international development actors. In a globalised world, the work of f u ture engineers will be carried out i n many contexts. In t h e case of developing countries, the Technology for Human Development ( THD ) ap p roach is increasingly being integrat ed in the practice of engineering. On the other hand, in indust r ialised countries, th e lessons learned from d evelopment projects may contribute to a mor e sustainabl e engineering practice. The purpose of this pap e r is to sh o w the use of c ase studies from developing countries as a valuable metho d for teaching enginee r ing with a human and sustainabl e development perspective. It will illustrate case studies from the E ducation fo r Development ( ED) pro g ramme of Engineering W ithout Borders Spain (ISF-Spai n ) . Some of them have bee n successfully imp l emented in core an d elective courses of the Technical University of Catalonia. These exper i ence s highlight the feas i bility and the acquiesce n ce of many t eachers for incorporating case studies based on THD int o engineering courses. I n contrast, some challenges arise in the dissemination of t h i s methodology, especially in core courses

Ending nineties, UPC decided to push a Development Education program embedded in its usual education activities, jointly with campus-based co-operation for development groups. The proposal was initially included in a four-year university strategic plan, and it has been politically prioritized since then. The origin and main characteristics of the program 2000-2005 are presented here (see [1] and references therein for more details).

En el sector de las ingenierías, la difusión del concepto de desarrollo humano ha provocado el cuestionamiento de la concepción reduccionista del término Tecnol o- g í as Apropiadas (TA) que ha mediatizado durante mucho tiempo la aportación del se c- tor a la cooperación al desarrollo. En este contexto, el concepto de Tecnología para el Des a rrollo Humano (TpDH) aparece a inicios del siglo XXI como una nueva respuesta al reto de articular la rel a ción entre Ciencia, Tecn ología y Sociedad. La motivación central del planteamiento de la TpDH es el reconocimiento de la neces i- dad y factibilidad de orie n tar el progreso tecnológico hacia la promoción del desarrollo humano. En este trabajo , se presenta el concepto desde un enfo que constructivo, situá n- dolo como marco de referencia para las acciones de cooperación al desarr o llo en las que la dimensión tecnológica es significativa. A este respecto , es importante destacar que la TpDH constituye una parte sustantiva del enfoque de ed ucación y apoyo a la investig a- ción para el desarrollo impulsado por Ingeniería Sin Fronteras (ISF) en diversas unive r- sidades españolas. El enfoque , del que se exponen las grandes líne as, se ha concret a do en diferentes contextos gracias a tener en la TpDH u n punto de referencia común. Esto ha facilitado tender puentes entre sectores tecnológicos alejados, así como con otras l í- neas de educación en valores como la educación para la paz o la sostenibilidad, demo s- trándose como buena alternativa al concepto de TA para el objetivo general de aunar esfuerzos para que otra realidad sea pos i ble

Resumen tomado de la publicación. - El artículo forma parte del monográfico de la revista dedicado a: El patrimonio en la escuela Vivimos unos momentos en los que lo local y lo global se funden, haciendo que las fronteras cada vez sean más imperceptibles. Esta realidad geográfica se puede trasladar como metáfora a todos los campos del conocimiento. En este texto se pretende enfatizar la importancia de la colaboración internacional y la labor de algunas organizaciones que hace tiempo que están trabajando en este sentido. Cataluña Consejeria de Educación, Formación y Empleo. Servicio de Publicaciones y Estadística; Avda. de la Fama, 15, 1ª planta; 30006 Murcia; Tel. +34968279685; Fax +34968279835; mjesus.ruiz@carm.es ESP