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IMPROVING ACADEMIC MOBILITY MANAGEMENT. Case study of ZNU. Most of the research available on academic mobility and international education seems to be occasional, coincidental, sporadic and episodic. Ulrich Techler, 1996.
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IMPROVING ACADEMIC MOBILITY MANAGEMENT Case study of ZNU
Most of the research available on academic mobility and international education seems to be occasional, coincidental, sporadic and episodic. Ulrich Techler, 1996
Percentage of HEIs Attributing High Level of Importance to Top Five Aspects (Knight, 2003)
ZNU Constant Mobility Channels since 2000 Three European Master Programs Bilateral Agreements with partner HEIs (Poland, Germany, France, Bulgaria) Mobility Flows per year Incoming 120 Internship program with German and Turkish Enterprises Outgoing 75
PERFORMANCE GAPS IN ORGANIZING ACADEMIC MOBILITY • Lack of curricular integration and appropriate academic recognition • Lack of quality assurance in estimating mobility channels • Lack of awareness and motivation for participation • Lack of financial support for those willing to participate • Lack of moral support from faculty and staff
STUDY ABROAD PROGRAMS International Organizations and Agencies (ISEP, ERASMUS MUNDUS) Bilateral Agreements
Study Abroad Program Academic Department are responsible for:
3 Key Principles Academic Mobility in Europe is based upon: • Equal opportunities to study abroad • Overall campus and community internationalization • High level of curricular integration
Applying TEMPUS QUATMI experience to ZNU • Arranging billboards • Reconsidering structure of IRO • Introducing the position of Vice-Dean in International Affairs • Involvement of foreign professors • Implementing returnee’s experience • Organizing Joint Summer School • Designing of 5-years program aimed at revising curricula and raising the number of subjects in English