Internacionalización del currículo: una respuesta democratizadora a las desigualdades resultantes de la movilidad académica elitista

Abstract

La internacionalización del currículo cobra relieve con la pandemia como una alternativa a la movilidad, la cual brindaba solo a una elite la posibilidad de ser atravesados por una experiencia internacional. El debate sobre internacionalización del currículo tiene 20 años, pero la coyuntura lo puso en el centro de la agenda universitaria de internacionalización. Este artículo recorre su evolución conceptual y presenta tres dimensiones de análisis que se requieren para poder avanzar en su comprensión e implementación. La dimensión disciplinar y la individual son las fuerzas motoras de la internacionalización del currículo al interior de las universidades. Ambas dimensiones no suelen ser exploradas con tanta profundidad en los estudios de internacionalización del currículo, los cuales priorizan la dimensión institucional, Aquí se describen las tres dimensiones en detalle y se enfatiza la necesidad de lograr una articulación entre todas, para ir más allá de la enunciación de acciones exitosas de internacionalización del currículo, que por su fragmentación, quedan imposibilitadas de réplica y/o de supervivencia a lo largo del tiempo.

How to Analyse the Level of Internationalisation of Curriculum at Argentine Universities: A Model for Reflection and Implementation

“…In the Latin American context, the most recent surveys carried out in universities, prior to the pandemic, showed an increase in activities related to IoC (Gacel-Ávila & Rodríguez-Rodríguez, 2018). Within this broader regional context, in the Argentine higher education system there are very focused experiences of IoC: these however are much more linked to specific experiences of certain subject areas, and particularly to personal initiatives, rather than to a solid and sustained institutional policy or strategy (Beneitone, 2022). In Argentina, only 0,29% of Argentinean students participate in international mobility exchanges (UNESCO-UIS, 2021).…”

“…The conceptual model presented here is inspired by two different research and scientific works that propose a multidimensional approach to analysing curriculum internationalisation (Leask, 2015; Beneitone, 2022). It was also tested in research 1 carried out with 160 academics from the Argentine higher education system who contributed with their experience to the application of different dimensions of the model in their institutions, and the reflections which arose improved the initial proposal (SPU, 2021).…”

“…In addition to the above, excessive centralisation prevails at the level of decision-making, design and planning of policies and strategies, as well as in the coordination and management structures of the process, with a very low percentage of institutions involving academic units in the planning, management and evaluation process of internationalisation (Gacel-Avila & Rodriguez-Rodriguez, 2018). Overcoming this tension between centralisation of policies and scarce participation of academic units is a very relevant element for advancing in a process of IoC in Argentine universities (Beneitone, 2022) (Table 1).…”

“…In relation to indicator 9, it is relevant to note that joint and double degrees have been growing in Argentina in the last 20 years, and are particularly concentrated at the postgraduate level (Beneitone, 2022). Since 2015 there has been a national norm (at the level of Argentinean Ministry of Education) that has allowed universities to design and implement double and joint degrees.…”

“…Both the structuring of the programme in competencies and the inclusion of academic credits in the curricular components are under development in the Argentine higher education system, which still has some very traditional characteristics and is now engaging in a process of modernisation and curricular innovation. Since 2016, there has been a national regulation that promotes the use of credits in curriculum design, but few Argentine universities have implemented it until now (Beneitone, 2022) (Table 4).…”