Formation Continue du Supérieur

Recent changes in Cuba could result in a shift in student mobility patterns related to the island, and today on ICEF Monitor we’ll look at some of the new regulations, take a snapshot of the country’s education system, and try to determine what the future holds.
More mobility to and from Cuba
Perhaps the most important change, one impacting the mobility of all Cubans, has been the rescinding of the permiso de salida stating that citizens could not freely leave the country. Previously, Cubans had to go through a long, expensive process to obtain permission to travel, but as of mid January 2013 most will need only a Cuban passport and a visa from the destination country.
Cubans may now remain abroad for up to 24 months without having to renew their papers. But while movement off the island will involve jumping through fewer bureaucratic hoops, this does not mean explosive growth for Cuba’s sending market, as travel remains economically impossible for the vast majority of the population.
As an example of how thin the trickle of students from Cuba is nowadays, consider what has happened with Russia. Before the breakup of the Soviet Union, tens of thousands of Cubans studied in Soviet universities, but in 2012-13 only four Cubans studied in Russia due to the high cost of air travel. Read more...

Where do students go to study? Where do they come from? UIS data on the mobility of students shed light on the shifting demand for higher education, particularly in the developing world.
To explore the data select a country from the menu, or click on the map.
More students pursuing higher education abroad
According to the latest UIS data, at least 3.6 million students in 2010 were enrolled in tertiary education abroad, up from 2 million in 2000.  The surge in internationally mobile students* reflects the rapid expansion of enrolment in higher education globally, which has grown by 78% in a decade.
East Asia and the Pacific is the largest source of international students, representing 28% of the global total. Students from China make up one-half of this figure, or 17% of the total. The United States, Australia, and Japan are their main destinations for study.
North America and Western Europe follows, accounting for 15% of those going abroad.
In relative terms, students from Central Asia and sub-Saharan Africa are the most mobile in the world. About 6 out of 100 tertiary students from Central Asia, and 5 out of 100 from sub-Saharan Africa go away to study.
Education hubs are developing in the regions and attracting growing concentrations of mobile students. South Africa, for example, received 17% of mobile students from sub-Saharan Africa in 2010. Nonetheless, France remains the region's top destination, receiving 19% of students.
The Arab States has also seen a steady rise in outbound students over the past ten years, accounting for 7% of the global total. France, the United States and the United Kingdom absorb most of these students; however, Egypt and the United Arab Emirates (Dubai) are also popular destinations for high-level studies.
Several countries have more students studying abroad than at home. In São Tomé and Principe, for example, fewer than 1,000 students were enrolled in domestic higher education institutions, representing 4% of its tertiary-age population; whereas approximately 2,500 students studied abroad, or 14% of tertiary-age population. In  other words, 18% of the population of university age were enrolled in higher education programmes. 
For more statistics on students flows into and out of more than 100 countries, please visit the UIS Centre de données.
* The term “internationally mobile students” refers to students who have crossed a national border to study, or are enrolled in a distance learning programme abroad. These students are not residents or citizens of the country where they study. Internationally mobile students are a sub-group of “foreign students,” a category that includes those who have permanent residency in the host country.  For this reason, the number of foreign students, globally, tends to be higher.
Additional resources:

• Learn more about student mobility in sub-Saharan Africa.
• The UIS produces a range of indicators to track trends in higher education.
• Chiao-Ling Chien, a UIS data analyst, outlines the major trends in women’s pursuit of higher education.

La Asociación Mexicana para la Educación Internacional, AMPEI y los organizadores del CAEI México 2013 estamos muy complacidos en invitarlos a la hermosa ciudad de Monterrey para intercambiar información acerca del papel que tienen los actores clave en el desarrollo de la internacionalización y su contribución a la sociedad, tales como los gobiernos, gestores universitarios, académicos, estudiantes y el sector privado y filantrópico.
Igualmente, se discutirá la importancia de los recursos tecnológicos, humanos y financieros necesarios para este fin, y el rol que juegan las alianzas estratégicas como respuesta a los desafíos presentados en el sector.
Las 20 asociaciones universitarias que desarrollan el CAEI México 2013 trabajan conjuntamente para ofrecerle a la comunidad universitaria una programación enriquecedora y diversificada, a través de 70 actividades de carácter académico. Este evento le brindará a todos los delegados la oportunidad de involucrarse con los avances en la internacionalización de la Educación Superior, compartir las mejores prácticas y enterarse sobre los desafíos actuales, los nuevos paradigmas y las tendencias futuras en este sector. El CAEI busca crear un espacio común para el diálogo y el intercambio de información.
Nos encontramos muy complacidos de poder contar con su participación en este importante evento y esperamos realizar un intercambio enriquecedor con usted, en Monterrey, Nuevo León, México, del 16 al 18 de Octubre.
Información, Costos y Registro: http://www.caie-caei.org/es/.
Convocatoria para presentación de artículos e informes de investigación Educación Global 2013.

“Competências Intercurturais: A importancia emergente na Educação Superior”
As habilidades interculturais são consideradas como o pilar da educação superior internacional. Que são habilidades interculturais? Como podem ser manejadas? Que repercussões ou implicações têm sobre os educadores e professores?
Este webinário tratará os resultados da primeira pesquisa centrada nas habilidades interculturais. Igualmente, serão discutidas as experiências, melhores práticas e aprendizagens na melhoria destas competências e explorados os desafios e implicações que os educadores devem considerar ao desenvolver suas habilidades interculturais, num contexto institucional.
Darla K. Deardorff é secretária geral da Associação dos Administradores de Educação Internacional (AIEA), baseada na Universidade de Duke, EUA. Ela é também pesquisadora no Programa em Educação da Universidade de Duke e ocupou cargos de liderança em nível nacional na NAFSA e no Fórum sobre Educação no estrangeiro. Editora do The Sage Handbook of Intercultural Competence (Sage, 2009), ela conta com numerosas publicações sobre as questões interculturalais e de educação internacional. Ela também foi editora principal do  Sage Handbook of International Higher Education, (Sage, 2012) com os coeditores Hans de Wit, John Heyl e Tony Adams. Building Cultural Competence (Stylus, 2012) é outro de seus livros recém-publicados. Após perto de 20 anos de experiência no campo da educação intercultural, ela dá corsos de educação internacional e de comunicação intercultural e ensina na Harvard University’s Future of Learning Institute, o Summer Institute of Intercultural Communication em Portland, Oregon, na Leeds Metropolitan University no Reino Unido e no Monterey Institute for International Studies. Ela também oferece conferências, formações e workshops no mundo inteiro sobre competência intercultural, avaliação em educação internacional e liderança global e atua como consultora e formadora nestas questões. Os modelos de competência intercultural desenvolvidos a partir de suas pesquisas estão sendo utilizados em muitos países e ela recebeu vários prêmios relacionados com seu trabalho. Fundadora de ICC Global, seus campos de especialidade incluem a formação intercultural, o diagnóstico e a avaliação, a formação/desenvolvimento do corpo docente, currículo em internacionalização, liderança global e acompanhamento intercultural. Ela obteve seu Mestrado e Doutorado da North Carolina State University, EUA.

“Mobilidade do Conhecimento: Responsabilidades e Recursos” 16 al 18 de outubro de 2013 - Monterrey, México
A chamada de propostas está aberta até o próximo dia 10 de junho. Aproveite esta oportunidade para divulgar seus pontos de vista, iniciativas, novidades e mais informação sobre as tendências e problemáticas entre os dirigentes-chave da internacionalização do ensino superior. As sessões visam envolver conferencistas de vários meios acadêmicos, profissionais ou geográficos para fornecer aos 600+ delegados um programa diversificado e rico. As subtemáticas e o formulário são disponíveis no site web clicando aqui.

Questioning Leadership in Higher Education - Thursday 6th June 2013, 14.00 – 16.30, Room 1.21, Graduate School of Education, 35 Berkeley Square, University of Bristol. Booking: To book a place or for further information, please contact: Richard Budd Richard.Budd@bristol.ac.uk. Places are limited so booking is essential. This event is sponsored by the Centre for East Asian Studies (CEAS) VC Initiative, University of Bristol and involves collaboration with The Community for Research in Higher Education (CHER), Hong Kong (led by Professor Bruce Macfarlane) and The SRHE SouthWest Higher Education Network (SWHE), UK (led by Dr Lisa Lucas).
What is Academic Leadership? Reflections on identity, influence and change in UK higher education    
Abstract: Recent trends in higher education, such as increasing participation rates, internationalisation, funding, policy and market competition, have challenged traditional assumptions on the nature and purpose of HE and its place in society.  Throughout this period, it has been argued, there has been a general shift away from ‘collegial’ towards more ‘corporate’, ‘entrepreneurial’ or ‘managerial’ approaches to leadership and management informed by private sector practices. Whilst a ‘business like’ approach to running universities may be understandable given the size and budgets of these organisations and the competitive environment in which they operate, the utilitarian ethos that underpins such an approach may be experienced as conflicting with the normative values traditionally associated with academic work. To this extent emerging forms of leadership and management practice may be experienced as conflicting with ideals of collegiality, academic freedom, education and scholarship, ultimately distancing and disengaging the very people that universities seek to influence and involve in institutional governance, strategy and change. Read more...

The National Coordinating Centre for Public Engagement and the SRHE, Postgraduate Issues Network are hosting a joint seminar to explore the impact of public engagement on Postgraduate Researchers and their institutions. 
19th June 2013, 13:00 – 16:00  12.30: Lunch and Registration:  SRHE, 73 Collier Street, London N1 9BE 
Public Engagement – what’s in it for PGRs and HEIs?
Few would disagree with the widely held view in the Higher Education sector that engaging with the public is good for research as well as the ‘public’, but what is in it for Postgraduate Researchers (PGRs), their supervisors and Higher Education Institutions (HEIs)?
Through presentations and group discussion, this seminar will explore and provide insights into public engagement - the challenges and opportunities – from both the postgraduate and the HEI perspective.
Key questions include:
    * How does public engagement activity benefit PGRs?
    * Should they get involved or does it interfere with their research?
    *  If HEIs and funders want to encourage more of this activity, what kind of support do they need to provide?
    * What do supervisors and institutions get out of this, via their PGRs, and do we need more evidence to support the case for public engagement activity?
Speakers
Dr Andy Jackson, Head of Business Development, the UK Higher Education Academy
Paul Manners, Director of the National Coordinating Centre for Public Engagement
Dr Kath Woods-Townsend, Research Fellow and LifeLab Programme Manager, Southampton Education School, University of Southampton
Julie Worrall, Postgraduate Researcher and Community University Engagement Manager, the University of East Anglia
To be confirmed - Jennifer Chubb, Postgraduate Researcher and Research Innovation Officer, University of York. Read more...

The 'Missing Women' in HE Leadership Conference: Lancaster University

Professor Simon Haslett will present the next event in the HEA’s research and policy seminar series.
Professor Haslett, Associate Pro Vice-Chancellor at the University of Wales, will be Exploring Links between Research and Teaching in Higher Education at the seminar on Tuesday 11 June.
His seminar will discuss the relationships between scholarship, research and curriculum as well as look at the current challenges to forging and maintaining research-teaching links.
Professor Haslett was previously the Director of the Centre for Excellence in Learning and Teaching at the University of Wales, Newport and throughout his career he has taught on undergraduate and postgraduate programmes for Geography, Earth and Environmental Sciences. He has published more than 130 academic books and articles and has been involved in television documentaries including the BBC2 series Coast. The free event starts at 12:45 with a buffet lunch from 12:00. It is also available to watch online. Please click here to book a place on the seminar, either online or in person.