In this paper, I want to examine one component of international cooperation in higher education; the risk to faculty members teaching particular kinds of subject matter in institutions located within authoritarian regimes—and consider how higher education institutions might address this issue.
{"title":"International Collaboration and the Problem of Teaching in Authoritarian Countries","authors":"R. Kool","doi":"10.25071/10315/38628_03","DOIUrl":"https://doi.org/10.25071/10315/38628_03","url":null,"abstract":"In this paper, I want to examine one component of international cooperation in higher education; the risk to faculty members teaching particular kinds of subject matter in institutions located within authoritarian regimes—and consider how higher education institutions might address this issue.","PeriodicalId":322561,"journal":{"name":"Sustainable and Inclusive Internationalization: Reimagining Approaches in Higher Education in an Era of Global Uncertainties","volume":"94 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126235855","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
With the development of exchange mechanisms, periods of mobility abroad have become frequent, sometimes unavoidable, in the school curriculum of a student. Taking the form of semesters of study in a foreign university or work placements for higher education students, the skills acquired during these immersion phases, both linguistically and technically, and in terms of know-how, are undeniable and valued by numerous research works. In this paper, we will review the impact of international exchanges on the professional integration of students. We are interested in the academic and professional gain linked to the international mobility that organizations, such as Regional Centre of Expertise (RCE) locations, can offer to college students. We propose, in our research, to examine the construction and contribution of the opportunities that these RCE locations can offer to students, in terms of academic, professional and social development. This study will highlight RCE Salisbury, of which is hosted by the organization the Bosserman Center of Conflict Resolution, as a case study.
{"title":"Academic and Professional Mobility and its Transformative Potential","authors":"Brittany Foutz, B. Polkinghorn","doi":"10.25071/10315/38628_02","DOIUrl":"https://doi.org/10.25071/10315/38628_02","url":null,"abstract":"With the development of exchange mechanisms, periods of mobility abroad have become frequent, sometimes unavoidable, in the school curriculum of a student. Taking the form of semesters of study in a foreign university or work placements for higher education students, the skills acquired during these immersion phases, both linguistically and technically, and in terms of know-how, are undeniable and valued by numerous research works. In this paper, we will review the impact of international exchanges on the professional integration of students. We are interested in the academic and professional gain linked to the international mobility that organizations, such as Regional Centre of Expertise (RCE) locations, can offer to college students. We propose, in our research, to examine the construction and contribution of the opportunities that these RCE locations can offer to students, in terms of academic, professional and social development. This study will highlight RCE Salisbury, of which is hosted by the organization the Bosserman Center of Conflict Resolution, as a case study.","PeriodicalId":322561,"journal":{"name":"Sustainable and Inclusive Internationalization: Reimagining Approaches in Higher Education in an Era of Global Uncertainties","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124685254","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
James Simeon, Hugo Cahueñas Muñoz, Itzel Barrera De Diego, Vania Ramírez Camacho
This Globally Networking Learning (GNL) experience was brought together in August 2020 per the initiative of the York International’s GNL Initiative at York University and involved York University (Canada), Universidad San Francisco de Quito (Ecuador) and Tecnológico de Monterrey (Mexico). The courses of the three institutions were very different but did share the main axis of talking about diverse international people having to adapt to an unknown international context. This GNL course came together several months after the worldwide COVID-19 pandemic “lockdown” of higher educational institutions across the globe. Students enjoyed the opportunity to work with students from other countries and cultures on the subject matter cited above, that is international by its very nature.
这项全球网络学习(GNL)经验是根据约克大学的约克国际GNL倡议于2020年8月汇集在一起的，参与人员包括约克大学(加拿大)、旧金山基多大学(厄瓜多尔)和Tecnológico de Monterrey(墨西哥)。这三个机构的课程非常不同，但都有一个共同的主轴，那就是谈论不同的国际人民必须适应未知的国际环境。这门GNL课程是在全球COVID-19大流行“封锁”全球高等教育机构几个月后开设的。学生们很高兴有机会与来自其他国家和文化的学生就上述主题进行合作，这是国际性的。
{"title":"Globally Networking Learning (GNL) on Refugees and Forced Migration Through Innovative Collaborative Pedagogy in Mexico, Ecuador, and Canada","authors":"James Simeon, Hugo Cahueñas Muñoz, Itzel Barrera De Diego, Vania Ramírez Camacho","doi":"10.25071/10315/38628_01","DOIUrl":"https://doi.org/10.25071/10315/38628_01","url":null,"abstract":"This Globally Networking Learning (GNL) experience was brought together in August 2020 per the initiative of the York International’s GNL Initiative at York University and involved York University (Canada), Universidad San Francisco de Quito (Ecuador) and Tecnológico de Monterrey (Mexico). The courses of the three institutions were very different but did share the main axis of talking about diverse international people having to adapt to an unknown international context. This GNL course came together several months after the worldwide COVID-19 pandemic “lockdown” of higher educational institutions across the globe. Students enjoyed the opportunity to work with students from other countries and cultures on the subject matter cited above, that is international by its very nature.","PeriodicalId":322561,"journal":{"name":"Sustainable and Inclusive Internationalization: Reimagining Approaches in Higher Education in an Era of Global Uncertainties","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128975013","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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