Editor
Dr. Elena de Prada Creo, Vice Dean for International Affairs,
University of Vigo, Spain
E-mail: edeprada@uvigo.es
This volume seeks to explore the global reach of these initiatives, including those facilitated by agreements like the International Student Exchange Programs (ISEP). Scholars, educators, and practitioners are invited to submit articles that provide comparative analyses, highlight best practices, identify challenges, and showcase innovations in international mobility. This issue offers insights into how short-term and credit mobility programs can foster global competence among students, faculty, and institutions.
Global Short-Term and Credit Mobility (also virtual) in Higher Education
This volume focuses on short-term and credit mobility programs, exploring their impact beyond Europe to encompass global initiatives facilitated by agreements like the International Student Exchange Programs. Articles will delve into comparative analyses, best practices, challenges, and innovations in international mobility, providing insights into fostering global competence among students, faculty, and institutions.
Areas of Focus:
- Comparative Analyses of Mobility Programs: Cross-regional studies comparing short-term and credit mobility programs in various global contexts, beyond Europe.
- Best Practices in Mobility: Identifying successful models and practices in implementing mobility programs that enhance learning and cultural exchange.
- Challenges in Short-Term and Credit Mobility: Exploring barriers, logistical challenges, and solutions in executing global mobility programs.
- Innovations in International Mobility: Highlighting innovative approaches to mobility that address the evolving needs of students and institutions.
- Impact on Global Competence: Analyzing how mobility experiences contribute to developing global competence among participants.
- Virtual Exchange and Mobility Programs: Highlighting the best practices of Virtual Exchange (VE) and Virtual Mobility (VM). This may include remote classes taught by the host university's lecturers. Both programs foster global, social, and digital competencies, enrich CVs, and help students transition from cultural ethnocentrism to cultural ethnorelativism.
