Kelly Henao

The core mission of higher education is the production of graduates who can live, work and contribute as citizens in an increasingly borderless context. To this end, Universities establish strategies of internationalisation, which vary according to rationales, activities, and resources. Nevertheless, what seems to be a general statement, from literature and practice, is the limitation of those strategies in producing and evidence the expected global attributes in students.

That is why the discussion on Internationalisation has been increasingly focusing on student’s skills and how those are developed at home since international mobility is available for a minority of students. This issue becomes particularly relevant to Latin American ambitions in Internationalisation, which holds the lowest rates of students’ international mobility. 

This latter observation places the debate on teaching and learning processes, their contexts, and practicalities. It requires the involvement of teachers and students, voices that are rarely heard in the internationalisation’s discourse. The demands of delivering relevant education to the “thumb generation”, the speed of technological progress, the new skills required to solve social and global problems as well as the changing landscape of the labour market are putting high demands and creating new possibilities in the pedagogical environments. In Latin America for instance, technology is enabling on-line learning environments and creating opportunities for collaboration among students and teachers from different cultural and geographical locations to develop international perspectives in students (initiatives, such as COIL, OIL).

The lack of resources and regional programs to stimulate mobility flows, the absence of environments enriched by significant numbers of international students and scholars (which usually push Institutions to implement strategies for Internationalisation of the Curriculum, ensuring effective learning for all intercultural backgrounds) constitute a very different situation in Latin America, in comparison with other regions, such as USA, Europe, or Australia.

Latin American Higher Education Institutions are challenged to innovate and re-create environments that offer international opportunities to students and academics at home. Recent developments in teaching and learning seem to have that potentiality.  This research will contribute to fill the gap between theory and practice in Internationalisation at Home, by addressing the question: How emerging teaching practices enhance student’s international and intercultural learning in Latin America?

Kelly HENAO R, has relevant experience in the field of higher education, internationalisation and international cooperation, acting as the official representative of the Euro-Latin American universities network, the Columbus Association in Latin-America since 2010. She has carried out analysis for the European Parliament and UNESCO on the Colombian higher education policies for internationalisation. She has been guest expert of the NUFFIC and DAAD bilateral cooperation programs, and external evaluator of several Erasmus + Capacity Building projects in Latin America. Kelly is a PhD student in the Centre for Internationalisation of Education. She holds a Master degree in International Cooperation and Development from Université Montpellier I, France and a Bachelor in International Relations from the Universidad del Norte, Colombia.

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