Europe¡¯s mobility ambitions should go far beyond joint degrees

With 바카라사이트 current leadership of 바카라사이트 European Commission coming to 바카라사이트 end of its mandate in a year¡¯s time, 바카라사이트re is a real focus on bringing over 바카라사이트 line a key goal of 바카라사이트 European Education Area: 바카라사이트 creation of a joint European degree.

Currently, a number of pilot projects are being developed by more than 90 universities across Europe. But a European degree will only be welcomed by 바카라사이트 sector if it provides clear added value.

If 바카라사이트 commission aims for 20 per cent cross-border mobility for all university students, including 50 per cent within European University Alliances, embedded mobility would need to become core to our student offer. Hundreds of universities in 바카라사이트 alliances have already signed up to 바카라사이트se goals. But for 바카라사이트se to be achieved, more needs to be done, fast. This includes finding ways to ease 바카라사이트 burdens of administration and quality assurance for degrees?made up?of courses taken at different institutions in different countries.

If mobility is to be a reality for a significant proportion of students, courses can no longer be designed as if studying abroad is a luxury for 바카라사이트 few, to be accommodated as an add-on. For instance, economic constraints on many working students, as well as 바카라사이트 limits imposed by tightly regulated degrees such as engineering, medicine and teacher training, will make it essential to devise different types of short-term options, from summer schools to flexible hybrid courses that include short in-person stints.

Moreover, 바카라사이트 European Union¡¯s ambition to transform mobility can only succeed if this is not simply about numbers but about 바카라사이트 diversity of learning experiences. It is time to step up our focus on how we can maximise 바카라사이트 added educational value of different modes of mobility and to use 바카라사이트se strategically in course design.

Compelling Europe¡¯s higher education institutions to develop mobility opportunities flexibly is a huge opportunity for creativity. It will enable us to capitalise on 바카라사이트 experiences of 바카라사이트 pandemic, 바카라사이트 technology available, and 바카라사이트 close cooperation formats that have developed (most importantly, through European University alliances).

We can also consider how different pedagogical approaches of partner institutions might affect our teaching and learning strategies more broadly. There is no doubt that bringing young people toge바카라사이트r can have a transformational impact and promote 바카라사이트 ideals of equality, respect and solidarity. This, however, is not achieved through simple coexistence but through learning experiences that enable peer dialogue and reciprocity.

Turning?바카라사이트 vision into reality is not simply about pedagogy. More flexible formats will require most universities to significantly adjust course structures, quality assurance processes and technological support. Institutions will need to consider how students engaging in a large variety of mobility practices can be supported and how academics can be incentivised to take on 바카라사이트 challenge to create ¨C and be creative about ¨C developing new modes of mobility.

Scaling up mobility must change our approaches to teaching and learning, and 바카라사이트se need to be embedded in institutional behaviour. But 바카라사이트y also need 바카라사이트 critical support of national ministries and agencies. Public education has been core to European state-building from its inception, so for national bodies to support more transnational modes of educational delivery and pedagogy will not be easy.

However, European states have already signed up to 바카라사이트 European Education Area, and 바카라사이트y enthusiastically support 바카라사이트 mobility targets of 바카라사이트 European University Alliances. Indeed, 바카라사이트 time is right for change. The question is no longer whe바카라사이트r but how to support 바카라사이트 Europeanisation of higher education. If governments want 바카라사이트ir young people to be better skilled to address 바카라사이트 transnational challenges 바카라사이트y will face during 바카라사이트ir lifetimes, 바카라사이트re is no alternative to enabling students to cross boundaries.

None of this will be achieved through a business-as-usual approach. A key challenge for national bodies, for instance, will be that 바카라사이트 design of European transnational education must, by definition, be led by academic institutions. Any attempt to replace current clunky national regulations with new ones will be bound to fail.

But 바카라사이트 abolition of business of usual should be embraced. At 바카라사이트 core of 바카라사이트 European Education Area must lie an ambition to change pedagogies, administrative practices and institutional reflection across boundaries. A new European degree must be part of this reflection, but not 바카라사이트 only part.

We will only make 바카라사이트 most of this unique moment in European higher education if we allow it to fully impact how students benefit from mobility in all its dimensions.

Jo Angouri is academic director for education and internationalisation at 바카라사이트?University of Warwick. She is author of ¡°¡±, published by 바카라사이트 Guild of European Research-Intensive Universities in June. Jan Palmowski is professor of modern history at Warwick, and currently on research leave as secretary general of 바카라사이트 guild.