Search

Academic mobility is a process that has acquired increasing visibility in recent decades, favored by the articulation of global logics, links and networks that operate at various scales. The dissemination of academic offers offered by various programs and agreements, agreed between Higher Education Institutions, has been one of the main factors that explain this type of mobility, framed within skilled migration. The configuration of mobility spaces depends on institutional agreements, scholarships, quality standards, institutional prestige and competitiveness in the scientific domain. The objective of this study is to analyze the current trends in skilled migration in the context of the Internationalization of Higher Education, taking as a case study the Universidad Nacional del Sur (UNS) for the period 2007-2019. A mixed quali-quantitative methodology was adopted through semi-structured interviews and the processing of official data available at the UNS Internationalization Undersecretary. Although academic mobility in Argentina is a representative phenomenon within Latin American migratory movements, this dynamism is still not very significant in comparison with other regions, such as the European Union, where academic exchanges are more consolidated. [ABSTRACT FROM AUTHOR]

In an attempt to understand the variable migration process in the context of globalization, we turn to one of its components as a trigger: the educational system of migrant populations in situations of exclusion, social vulnerability or inclusion. These categories are useful both for the interpretation of the phenomenon and for undertaking strategies leading to the resolution of different unsettling situations. The incorporation of immigrant students is a generalized issue in the education systems of most countries, and it is the responsibility of the institutions to achieve sociocultural integration and reach intercultural coexistence. This paper aims to analyze the mechanisms of social and cultural integration of the Bolivian people in schools of Hilario Ascasubi, a town in the South West of the Province of Buenos Aires, as part of their strategies for insertion into the host space, trying to understand, from the case study, the role that education plays in the social dynamics of the group. This work used data from interviews and surveys carried out with different actors in school settings: principals, teachers, students and parents. Results were achieved from the application of quantitative and qualitative techniques. The results of this work gave rise to a series of research topics about the role of education with regard to the transmission of values for the construction of more equitable and less vulnerable societies for immigrants. [ABSTRACT FROM AUTHOR]