International collaboration between Latin American universities towards educational innovation in engineering: Case study

Ruiz-Cantisani, M. Ileana; Lara-Prieto, Vianney; Mourgues, Claudio; Lima-Sagui, Fabiola del Carmen; Pinzon-Salcedo, Luis Arturo

doi:10.1145/3488466.3488478

Cited by 2 publications

(3 citation statements)

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“…Thus, distributed experiences should be flexible enough to adequately host international students. Indeed, language difference has been extensively seen as an obstacle to distributed learning success in the literature [57].…”

Section: Curriculum Flexibilitymentioning

confidence: 99%

“…Indeed, during their experimentation, researchers at FUB experienced a 'slight overlap in lecture times between the FUB and other Una Europa universities, especially in the summer semester, (which) also made it difficult to hold joint courses' (ID3). The literature points out that inter-university collaborations from different countries require an extra effort for educational teams, as they challenge them to step out of their comfort zone, and work against the barriers that hinder this collaboration [57].…”

Section: Time and Calendarsmentioning

confidence: 99%

“…Understanding the complexity of this type of learning, teachers can address potential difficulties and obstacles, in discussion with partners (ID5). The literature points out that inter-university collaborations from different countries require an extra effort for educational teams, as they challenge them to step out of their comfort zone, and work against the barriers that hinder this collaboration [57]. These barriers include political, logistical, and cultural factors, such as restrictions on sharing materials and data, differences in academic standards, language differences, academic calendars, and time zone differences [57].…”

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confidence: 99%

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Managing Inter-University Digital Collaboration from a Bottom-Up Approach: Lessons from Organizational, Pedagogical, and Technological Dimensions

Pina Stranger,

Varas,

Mobuchon

2023

Sustainability

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Driven by education policies, digitally enhanced partnerships between higher education institutions (HEIs) have become increasingly important in the pursuit of sustainability in European education. This article emphasizes the necessity of evidence-based policy implementation to prevent tensions between the decision-making layer (the upper level) and the institutional layer adopting the new norms (the bottom level) in the context of digital inter-university collaboration. To address this need, we conducted a comprehensive three-year (2020–2022) research project within the framework of Erasmus+. Our consortium comprises seven renowned European universities. The project’s primary objective was to investigate how digitalization impacts HEI cooperation and joint learning activities both at the intra- and inter-institutional levels. We conducted experiments that accounted for specific challenges or lessons emerging from three perspectives: organization, pedagogy, and technology. In the organizational domain, we identified challenges related to HEI alliance aspects, such as trust, teacher incentives, legal frameworks, operational requirements, external policies, and mobility needs; and information flow, specifically in terms of disseminating local projects, and clarifying local institutional jargon. The pedagogical perspective revealed challenges in pedagogical support, especially in developing teachers’ digital skills; learning assessment, involving agreement among teachers and externals participants; and course design, including a wide variety of aspects, such as course flexibility, different calendars, async/sync balance, mandatory and optional regimes, content creation, and learning validation. Lastly, in the technology dimension, we found challenges related to the relevance of software choices, and centralized digital structures. This research aims to highlight the importance of evidence-based data in shaping education policies. By drawing on real-world experiences from a consortium of universities, we shed light on the intricate dynamics of digital inter-university collaboration.

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Section: Curriculum Flexibilitymentioning

confidence: 99%

Section: Time and Calendarsmentioning

confidence: 99%

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confidence: 99%

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