Internationalisation of Venezuelan Higher Education (2004–2014): An Attempt at Ideological Diffusion in Latin America

Abstract

IntroductionThe twenty-first century witnesses an increased interest in higher education (HE) internationalisation because the complexity of present issues and the level of global interdependence achieved make it necessary to incorporate more human and technological resources than those provided by national university systems. Internationalisation programs take many forms, and among them student mobility is important because of its impact on the personal and professional lives of students and the social and economic development of their societies. Student mobility can be informal or individual, promoted by international programs, bilateral agreements, or government policies (ALFA-Puentes, 2013, 29). Mobility programs are affected by political and theoretical controversy regarding the role of HE -is it a market product or a public good? should it provide credentials for work, critical thinking, or ideological support for change? -, and most literature looks at that aspect. But their outcomes must be evaluated to offer useful decision-making insights for other programs. This makes their implementation a key component of any attempt at assessing student mobility.