First of all, we want to say how very encouraged we have been by the response to the first issue of e-MAGINED, and to thank readers for their very helpful comments. We have had a few technical challenges along the way to publishing this second edition -- fortunately most of these have now been solved. A listserv has now been created, and directions for subscribing may be found under “About e-MAGINED.” difficulty understanding the way the system works.
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Canada is in some respects the “unknown partner” for other North American colleagues. A substantial amount of collaborative activities are already taking place between U.S. and Mexican institutions. While a great deal of interest in Canadian institutions exists in both of the other North American countries, there are important differences between the higher education systems in the three countries. Knowledge of the Canadian system outside of Canada remains quite limited. Some Canadian colleagues half jokingly express that they also have difficulty understanding the way the system works.
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Background to the internship program
The Students for Development Program is the successor to the Canada Corps University Partnership Program that was introduced by former Canadian Prime Minister Paul Martin as an avenue to engage young Canadians in development issues. Students for Development builds on Canada’s policy of emphasizing the core role of good governance in this country’s engagement with lower-income parts of the world through the programming provided by the Canadian International Development Agency (CIDA). Designed and administered by the Association of Universities and Colleges of Canada (AUCC), its member institutions send up to five students every year into placements with developing country partners identified by the education institutions. The students spend three months working in a wide range of sectors related to governance issues. At the end of their placement, they are supposed to participate in at least one public engagement activity and thus communicate their experiences, knowledge, and insights into development issues with the wider Canadian public. Students’ expenses associated with the placement are fully covered: they receive remuneration for their airfare, accommodation, per diem, and other incidentals.
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International education is becoming an increasingly competitive sector within the field of postsecondary education. Tomorrow’s leaders will be expected to speak multiple languages, work in foreign countries, and bridge cultural differences to achieve social, economic and political objectives. Governments around the world are responding to this trend by intensifying the internationalization of their higher education systems — both attracting a greater number of international students and ensuring their citizens are able to pursue studies beyond national boundaries. In our globalized world, the demand for international education and experience continues to grow rapidly.
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I realized how absolutely lucky I was to have taught Full Circle, my first academic course at York University, at the Center for Support of Teaching’s new faculty workshop. Here, we discussed the challenges faced by faculty in the classroom. How does one engage and motivate students in the subject material? How can one link subject material to their lived experience? Student motivation, engagement in the material, and connection with their lived experience were the least of my challenges when teaching Full Circle. Students were delighted that such a course was offered at York and they at once understood its relevance and importance; the link between experiential education and internationalization was made real.
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Foreign Students
While the government has not taken significant measures in this area, the number of foreign students tripled between 2000 and 2003. Three forms of recruiting foreign students exist in Mongolia: establishing a memorandum of understanding or agreement of exchange; setting up a branch or twin program; and offering special programs for foreign students.