A nemzetközi együttműködésben megvalósuló közös képzési programok a határokon átnyúló együttműködések jó gyakorlatai, így a tanulási-tanítási célú mobilitás kiemelt serkentői is egyben, melyek nem csupán az intézményi stratégiákban, de a nemzeti és regionális szakpolitikákban is fontos szerepet kapnak. Erre építve kutatásunkban a joint degree programok megvalósítását ösztönző regionális, nemzeti és intézményi szakpolitikai dokumentumok, stratégiák, koncepciók összehasonlító jellegű megismerésére vállalkoztunk. Jelen kutatási összefoglaló a közös képzéseket érintő európai uniós és latin-amerikai regionális szintű célkitűzések, illetve támogatási programok vizsgálatának eredményeit tartalmazza. 1 Kulcsszavak: nemzetköziesítés, közös képzés, regionális együttműködés Th e international joint degree programs can be defi ned as good practices of cross-border cooperation, therefore they serve as key incentives for learning and teaching mobility, which are important not only in institutional strategies but also in national and regional policies. Based on the aforementioned approach, our research aims to compare the regional, national and institutional policy documents, strategies and concepts that encourage and support the implementation of joint degree programs. Th e following research report summerizes the results of EU and Latin American regional objectives and implementation programs related to joint degree programs.
Virtual exchange practices have been developed at universities for several years; however, the academic importance of VE has grown during the COVID-19 pandemic (Garcés & O'Dowd, 2020; Oswal, Palmer & Koris, 2021). As a result of the restrictions concerning physical mobility, VE has become a ‘first aid kit’ (Reiffenrath, de Louw & Haug, 2020) to continue students' international cooperation. However, at present, there is little research about the nature of students' VE practices during the pandemic COVID-19, particularly in relation to the functions of VE. Thus, the purpose of this study is to understand the characteristics of the special VE actions undertaken during the COVID-19 pandemic and to map out the educational functions and their prevalence through focus group interviews involving students who study at five different universities in Europe.The article introduces the term ‘emergency-mode’ VE programmes that combine activities of traditional VEs with tailor-made solutions to accommodate the challenges posed by the pandemic. The analysis shows new directions of VE in terms of its educational functions, identifying 1) developmental, 2) social, 3) instrumental, 4) emancipatory, 5) self-reflectional, 6) motivational, as well as 7) occupational functions. The article also presents the prevalence of these functions in the specific learning environments created due to the COVID-19 pandemic.
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