Core competencies for international mobility for teachers and students in higher education

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F62156489%3A43210%2F23%3A43924093" target="_blank" >RIV/62156489:43210/23:43924093 - isvavai.cz</a>

Nalezeny alternativní kódy

RIV/62156489:43310/23:43924093

Výsledek na webu

<a href="https://doi.org/10.18332/popmed/168398" target="_blank" >https://doi.org/10.18332/popmed/168398</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.18332/popmed/168398" target="_blank" >10.18332/popmed/168398</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Core competencies for international mobility for teachers and students in higher education

Popis výsledku v původním jazyce

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, cross-cultural 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.

Název v anglickém jazyce

Core competencies for international mobility for teachers and students in higher education

Popis výsledku anglicky

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, cross-cultural 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.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2023

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Population Medicine

ISSN

2654-1459

e-ISSN

2654-1459

Svazek periodika

5

Číslo periodika v rámci svazku

August

Stát vydavatele periodika

GR - Řecká republika

Počet stran výsledku

4

Strana od-do

20

Kód UT WoS článku

—

EID výsledku v databázi Scopus

2-s2.0-85171580856