Core competencies for international mobility for teachers and students in higher education
Introduction Consensus on the international mobility (IM) competencies for students and teachers has not yet been achieved in the European context. We aimed to establish a set of core IM competencies essential for effective internationalization and mobility, and make suggestions for their implementa...
Saved in:
| Main Authors: | , , , , , , , , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
European Publishing
2023-08-01
|
| Series: | Population Medicine |
| Subjects: | |
| Online Access: | https://www.populationmedicine.eu/Core-competencies-for-international-mobility-for-teachers-and-students-in-higher,168398,0,2.html |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | Introduction
Consensus on the international mobility (IM)
competencies for students and teachers has not yet been
achieved in the European context. We aimed to establish
a set of core IM competencies essential for effective
internationalization and mobility, and make suggestions for
their implementation among higher education institutions
in European countries.
Methods
The study employed an expert consensus design
approach, including a narrative literature review, expert
scoring, and a Delphi survey. The review identified 28
relevant research articles published between 2010 and 2021.
Based on content analysis, an initial set of 40 competencies
was developed, which was then scored by external experts.
The competencies were prioritized and refined through
the Delphi technique, resulting in a final set of core IM
competencies for both teachers and students.
Results
The results highlighted essential competencies
such as communication skills, intercultural skills, teamwork,
cross-cultural awareness, social networking, flexibility,
language competence, motivation, and tolerance. These
competencies provide the foundation for successful IM
placements in European higher education institutions. The
study discusses key areas for cultivating IM competencies,
including training in intercultural communication, crosscultural
instructional design, research on barriers and
motivators of intercultural communication, and the
implementation of effective interventions and strategies.
Establishing early contact with peers and coworkers in
home countries is also highlighted as a proactive approach
to support students before they arrive on campus.
Conclusions
The set of IM competencies can guide
educators, academics, and stakeholders in the development
of content that incorporates specific competencies and
skills into educational programs. Prioritizing the IM
competencies and learning outcomes that are most necessary
and adapting them to every context will provide higher
education institutions with guidelines for strengthening
internationalization and mobility among students and
teachers. |
|---|---|
| ISSN: | 2654-1459 |