Internacjonalizacja studiów wyższych. Redakcja Waldemar Martyniuk

Transkrypt

1 Internacjonalizacja studiów wyższych Redakcja Waldemar Martyniuk

2 Internacjonalizacja studiów wyższych Redakcja Waldemar Martyniuk

3

4 Internacjonalizacja studiów wyższych Redakcja Waldemar Martyniuk Fundacja Rozwoju Systemu Edukacji Warszawa 2011

5 Redakcja merytoryczna dr Waldemar Martyniuk Współpraca przy realizacji projektu Hanna Cudna-Martyniuk, Magdalena Machcińska, Jan Andrzej Nicał Redakcja językowa i korekta dr Dariusz Skórczewski (język polski) dr John Fells (język angielski) Projekt okładki Michał Gołaś Skład i łamanie Piotr Konopka Wydawca Fundacja Rozwoju Systemu Edukacji Narodowa Agencja Programu Uczenie się przez całe życie ul. Mokotowska Warszawa Fundacja Rozwoju Systemu Edukacji Warszawa 2011 ISBN Publikacja sfinansowana z funduszy Komisji Europejskiej w ramach programu Uczenie się przez całe życie. Komisja Europejska nie ponosi odpowiedzialności za treść umieszczoną w publikacji. Publikacja bezpłatna

6 SPIS TREŚCI Od Redaktora... 7 Rozdział I: Kontekst europejski Internationalization of Higher Education: a Perspective of European Values...11 Sjur Bergan Multilingualism and Higher Education: the European Policy Perspective Waldemar Martyniuk Rozdział II: Przejawy internacjonalizacji w polskich szkołach wyższych Internacjonalizacja: mobilność studentów Tomasz Saryusz-Wolski, Dorota Piotrowska Internacjonalizacja po polsku tworzenie kultury ustawicznego doskonalenia Dariusz Jemielniak Program magisterski Master of Arts in Euroculture Zdzisław Mach Pojedynki z akredytacją i jakością czyli jak mieć poczucie satysfakcji w kształceniu inżynierów Bohdan Macukow Europejska polityka językowa i jej implikacje dla polskich szkół wyższych na przykładzie Uniwersytetu Warszawskiego Jolanta Urbanikowa

7 6 Spis treści Studiować za granicą czy studiować zagranicę? Uczenie się języka polskiego przez cudzoziemców uczestniczących w programie Erasmus w Uniwersytecie Jagiellońskim w latach Władysław T. Miodunka Nauczanie języków obcych w polskich szkołach wyższych Liliana Szczuka-Dorna Rozdział III: Projekty badawcze Uwarunkowania mobilności polskich doktorantów Katarzyna Martowska Sieci społeczne i wsparcie społeczne studentów programu Erasmus Monika Biłas-Henne Rozdział IV: Zmiana perspektywy Doświadczenia sąsiadów w zakresie internacjonalizacji szkolnictwa wyższego: Niemcy. Studium przypadku Bianka Siwińska Building Bridges for a Common Europe: the Viadrina Foreign Language Centre and German Polish Co-operation Thomas Vogel Internationalization: New Developments and Unintended Consequences Jane Knight Podsumowanie Andrzej Mania Streszczenia Noty o autorach

8 od redaktora Niniejsza publikacja powstała z inicjatywy Fundacji Rozwoju Systemu Edukacji. Jej celem jest przedstawienie głosów w dyskusji nad potrzebami i przejawami internacjonalizacji studiów wyższych w Polsce oraz umieszczenie tych wypowiedzi w szerszym, europejskim i światowym, kontekście. Do udziału w dyskusji zaproszeni zostali przedstawiciele polskich i zagranicznych ośrodków oraz stowarzyszeń uniwersyteckich, a także instytucji europejskich specjaliści zajmujący się tą tematyką zarówno od strony teoretycznej/badawczej, jak i organizacyjnej/praktycznej. Część tekstów, które tu publikujemy, prezentowana jest w wersji oryginalnej, tj. w języku angielskim, co harmonizuje z zasadą internacjonalizacji dyskusji na interesujący nas temat. Tom otwiera rozdział, na który składają się dwie wypowiedzi sytuujące dyskusję w kontekście europejskim. Sjur Bergan rozpatruje zagadnienia związane z internacjonalizacją studiów wyższych na tle działań Rady Europy, promujących określone wartości w europejskiej edukacji. Artykuł Waldemara Martyniuka przedstawia przegląd zasad i instrumentów tych aspektów polityki europejskiej, które odnoszą się do kwestii wielojęzyczności i kształcenia językowego jako składników internacjonalizacji. W rozdziale drugim zamieszczono teksty omawiające konkretne przejawy internacjonalizacji studiów wyższych w Polsce, takie jak mobilność studentów (Tomasz Saryusz-Wolski i Dorota Piotrowska), kształcenie językowe (Jolanta Urbanikowa, Władysław Miodunka, Liliana Szczuka-Dorna), akredytacja i kontrola jakości programów nauczania (Bohdan Macukow), akredytacja, doskonalenie kadr, kształcenie językowe i kwestie kulturowe (Dariusz Jemielniak) oraz przykład nowatorskiego programu studiów (Zdzisław Mach).

9 8 Od redaktora Rozdział trzeci prezentuje dwa przykłady projektów badawczych, których przedmiotem są istotne aspekty internacjonalizacji studiów wyższych: mobilność polskich doktorantów (Katarzyna Martowska) i funkcjonowanie studentów europejskiego programu Erasmus w sieciach społecznych w polskim środowisku akademickim (Monika Biłas-Henne). W rozdziale końcowym zaproponowano zmianę perspektywy. Zawiera on analizę związanych z internacjonalizacją doświadczeń kraju sąsiedniego, Niemiec (Bianka Siwińska) oraz omówienie współpracy niemiecko-polskiej na przykładzie Uniwersytetu Viadrina (Thomas Vogel), a także spojrzenie na kwestię internacjonalizacji krytycznym okiem zagranicznego eksperta (Jane Knight). W tekście podsumowującym publikację Andrzej Mania odnosi się do wybranych głosów w dyskusji i przedstawia własny punkt widzenia na internacjonalizację studiów wyższych w Polsce.

10 Rozdział I Kontekst europejski

11

12 Sjur Bergan Council of Europe Internationalization of Higher Education: a Perspective of European Values Introduction That internationalization of higher education has become a burning issue of policy and practice in the first decade of the 21 st century may seem like something of a paradox. After all, the international nature of higher education is nothing new. Rather, it has been an integral part of the European concept and tradition of higher education to such an extent that since the setting up of the first universities in the 11 th and 12 th centuries the international nature of universities has been taken for granted (Sanz and Bergan 2006). Nevertheless, the renewed focus on internationalization is real, and the publication of a handbook on internationalization by a prominent European educational publisher in cooperation with two leading NGOs in the area (Gaebel et al. 2008) is an example of this trend. Further examples are provided by the activities of the Academic Cooperation Association and the fact that the European Association for International Education (EAIE) 1, in addition to the obvious focus of its general activities as indicated by its name, has special groups for international relations managers and on internationalization at home. The adoption in 2007 of a strategy for the European Higher Education Area in a global setting (Bologna Process 2007) by the ministers responsible for the Bologna Process is yet another example. 1 <

13 12 Sjur Bergan What, then, is the rush to internationalize some eight or nine centuries after the setting up of the first universities, institutions that from the outset were international by definition? To start answering this question, it may be useful to observe that the question is not about the university being international per se, but rather about its internationalization. This indicates not a natural state of affairs but rather a process or a policy. Thus, internationalization is an issue of institutional policy as well as of public policy for the higher education sector as a whole. The actors in this policy process or maybe we should stick to the plural and refer to policy processes are legion and span from departments within higher education institutions through faculties and institutions to public authorities and even to actors at European and international level. Internationalization is not only for the larger classical universities: smaller and highly specialized higher education institutions also have internationalization policies. Internationalization policies should be based on a coherent view on the roles and functions of higher education in our societies as well as on the roles of the institution(s) concerned in fulfilling these roles. The context of internationalization This internationalization takes place in a specific context which is of course very different from that of the earliest universities, when higher education was for an elite an all-male one at that and, when it prepared students for a narrow range of employment (hence the fact that most early universities focused on the regulated professions of theology, medicine and the law in addition to philosophy and other artes liberales, which were generally seen as preparing for professional studies). Today s internationalization takes places in a context of mass higher education, with most European countries now even beyond the stage of mass higher education, defined as one in which the gross enrollment rate is between 16 and 50 per cent. With the exception of some 9 or 10 countries, all European countries now have universal higher education, defined as a gross enrollment rate of more than 50 per cent (Usher 2009:76 79). Higher education is mass also in the sense that it no longer prepares for just a few professions, mainly in public or Church service. Higher education is essential to all sectors of the economy, in preparing for employment, in developing and updating the competences of those already employed and

14 Internationalization of Higher Education: a Perspective of European Values 13 also, through research and development, in acquiring the new knowledge and understanding that drives economic development. While much research is conducted outside universities, whether in specialized research institutes or in commercial companies, what has come to be termed the knowledge economy could not have been developed without the key contribution of higher education. The economic role of higher education is further underlined by the EU s Lisbon Strategy, which calls on the European Union to become the most competitive and dynamic knowledge-based economy in the world, capable of sustained economic growth with more and better jobs and greater social cohesion (Lisbon European Council 2000). Even if many considered this an overly ambitious goal, and even if the skeptics seem likely to be proven right since we are now almost at the end of the decade for which the goals were set, it is clear that European economies cannot be competitive without being both knowledge-based and international. It may be another characteristic of our modern European societies that while legislation is mostly national, with the exception of EU legislation and certain international treaties, and political space is largely but not exclusively national, the economic space is, like research activity, overwhelmingly international. Higher education, therefore, cannot fulfill its economic role unless it internationalizes. At the same time, there is a discussion on whether the world is really flat (Friedman 2006) or whether the particularities, including different political and legal contexts as well as cultural traditions, constitute mountains, valleys and other possible barriers that may be more or less difficult to bypass. There is, however, little doubt that the world has rapidly become smaller and that for all except the most isolated communities in geographically inaccessible regions, interaction with the rest of the world is not optional but already a reality. Globalization is not necessarily a new phenomenon (Robertson 2003), but it is much more pervasive than ever before. Modern communication puts most of the world within easy reach for most inhabitants, whether through travel, the exchange of goods or the dissemination of information. This has negative aspects, such as the rapid dissemination of epidemic disease, as well as positive aspects, such as the possibility to experience other cultures and the relative inability of totalitarian regimes to entirely block the flow of information between their own citizens and the rest of the world. Some aspects of globalization can be positive and negative at the same time. The loss of traditions and languages is a loss to the diversity of humankind, but at the same time breaking out of

15 14 Sjur Bergan the isolation of small communities and receiving impulses from the broader world is of benefit to many individuals. The ideal would be to break out of isolation without losing one s original language and consciousness of one s ancestral traditions 2 but in practice this is often difficult. A number of big issues, such as climate change, arms control or corruption can only be addressed through international cooperation. The issue is not whether globalization is positive or negative, but how its negative aspects can be reduced and its positive aspects enhanced. A debate on stopping globalization is, in my view, both misguided and naïve, and it overlooks the positive potentials of increased global interaction at the expense of drawing attention only to the negative. On the other hand, allout globalists who downplay the real reasons for concern are hardly doing globalization a service. It is also worth emphasizing that while the strong economic role of higher education is not disputed, some, including the present author (Bergan 2005, 2006), question the almost exclusive emphasis on the economic function in the public discourse on higher education, at least in Europe, to the detriment of a consideration also of the other missions of higher education. While detailed definitions may differ, there seems to be broad agreement that the main missions of higher education include, in addition to preparation for employment, preparation for life as active citizens in democratic societies, personal development and the development and maintenance of a broad, advanced knowledge base (Bergan 2005; Council of Europe 2007). The question is not whether higher education has an important role to play in the economy, but to what extent public policies and public discourse should also emphasize its other missions. Internationalizing higher education This, then, is the context of internationalization of higher education. There is broad agreement on the key role of higher education in furthering economic development even if there may be considerable disagreement on 2 The term consciousness of one s ancestral traditions is used deliberately, as not all traditions are actually worth conserving. Think, for example, of the strongly patriarchal structure and customs of many traditional societies or rites of passage inflicting corporal harm on participants.

16 Internationalization of Higher Education: a Perspective of European Values 15 how well higher education performs on this score today and on what needs to be done to improve its performance. There is also broad agreement that economic development requires engagement in the international arena, and that higher education cannot fulfill its role unless it also internationalizes. There is also tacit agreement that higher education fulfills missions beyond those of economic developments, and this has been explicitly recognized in the two latest Communiqués of the ministerial meetings of the Bologna Process (Bologna Process 2007 a; Bologna Process 2009 a). At the same time, public discourse on higher education strongly emphasizes its economic function and is economical in its reference to the other missions. That internationalization is a question of policies and measures is demonstrated by institutional, national and European policies and programs. The best known are the large scale mobility programs, which have helped develop the profile of the typical international student from a free-mover taking all or at least a substantial part of his or her education in a foreign country to a student studying at a foreign institution for a part of his or her degree program (often a semester or a year) under a program established by national authorities or international bodies. Free-movers of the classical type are by no means an endangered species, but the proportion of free-movers diminishes as the overall number of international students increases. No other programs have reached the size of the Erasmus program of the European Union, which is now being supplemented by an Erasmus Mundus program aimed at improving mobility between the European Union and other parts of the world. The EU programs have been supplemented by regional programs such as NORDPLUS established by the Nordic Council of Ministers for the five Nordic countries, later extended to encompass also the Baltic countries, and the CEEPUS program for Austria and a number of countries in South East Europe. The European Commission has also put in place cooperation programs with specific parts of the world, such as the ALFA program for higher education cooperation with Latin America. In spite of the high number of students enrolled in organized mobility programs, however, Europe is far from having reached its often-stated goal of 10 per cent of students being mobile. To reach that goal and the even more ambitious goal of 20 per cent mobility by 2020 included in the Leuven/Louvain-la-Neuve Communiqué, mobility programs will need to diversify in order to offer better opportunities for those who for personal or professional reasons cannot spend a semester or a year abroad but who could go for a shorter time.

17 16 Sjur Bergan National governments have also established internationalization programs for higher education, as exemplified by programs like the United Kingdom s Prime Minister s Initiative, Germany s Study in Germany, France s CampusFrance or Poland s Study in Poland as well as organizations like Germany s DAAD, Austria s ÖAAD, Denmark s CIRIUS, Finland s CIMO or NUFFIC in the Netherlands (Bologna Process 2009). National policies have also been expressed in government papers like the Norwegian White Paper on the internationalization of education (Kunnskapsdepartementet 2009). Internationalization beyond economics All of the policies and initiatives outlined above emphasize the importance of internationalization in an economic context but also underline the benefit of internationalization in allowing participants to broaden their horizons as well as to learn foreign languages. Even if economic considerations dominate the public debate, this should not be understood to imply that other considerations are entirely absent, and the Norwegian White Paper makes explicit reference to the importance of intercultural dialogue. Nevertheless, given the tenor of the discussion, this article will explore other aspects of, and reasons for, internationalization. This is very much in line with the Council of Europe s overall political priorities: democracy, human rights and the rule of law. It should, however, not be taken to imply that economic considerations are not important. Rather, the present article is an attempt to complement the frequently discussed economic importance of higher education and its internationalization by a consideration of other aspects. Intercultural dialogue In addition to the three traditional pillars of the Council of Europe s raison d être, the past few years have seen increasing emphasis on a fourth element: intercultural dialogue. This has led to the adoption of a White Paper on Intercultural Dialogue by the Committee of Ministers in 2008 (Council of Europe 2008). It is significant that the title of the White Paper is Living Together as Equals in Dignity. This emphasis is a fitting starting point for a fuller consideration of the internationalization of higher education.

18 Internationalization of Higher Education: a Perspective of European Values 17 In a world in which international contacts, exchanges, cooperation and competition are a part of everyday life, societies cannot thrive without being able to conduct intercultural dialogue, which the Council of Europe White Paper (Council of Europe 2008, section 3.1) describes as follows: For the purpose of this White Paper, intercultural dialogue is understood as a process that comprises an open and respectful exchange of views between individuals and groups with different ethnic, cultural, religious and linguistic backgrounds and heritage, on the basis of mutual understanding and respect. It requires the freedom and ability to express oneself, as well as the willingness and capacity to listen to the views of others. Intercultural dialogue contributes to political, social, cultural and economic integration and the cohesion of culturally diverse societies. It fosters equality, human dignity and a sense of common purpose. It aims to develop a deeper understanding of diverse worldviews and practices, to increase co-operation and participation (or the freedom to make choices), to allow personal growth and transformation, and to promote tolerance and respect for the other. In a world in which international contacts, cooperation and competition are the norm rather than the exception, an understanding of other cultures and sensitivity to their concerns and values are essential. Our societies cannot survive if they are unaware of other cultures and are constantly surprised by the reactions of others to positions and values that we take as self-evident in the light of our own cultural background. The famous controversy over the Danish cartoons illustrated that the strength of feeling the cartoons awoke in the Muslim world came as a surprise. The cartoons crisis also illustrated, however, that sensitivity to perceptions is not a one-sided issue: those who professed the strongest outrage at the cartoons showed a similar lack of understanding of the strength of feelings about the liberty of expression in European societies. The point, therefore, is not that intercultural dialogue should require any society to give up its fundamental values but rather that these should, as far as possible, be asserted in ways that take account of the sensitivities of other cultures. The internationalization of higher education should help raise awareness among graduates of the main issues at stake and not least raise awareness of the need to assess possible impacts. In some cases, one may consider that a point is worth making also in the face of strong reactions, but there is a world of difference in making the decision to go ahead in spite of anticipated reactions and not giving thought to possible reactions in the first place. Higher education should help train its graduates to see the

19 18 Sjur Bergan difference. In criticizing the practices of another culture, one should stop to ask: How would I feel if someone criticized my culture in those same terms? Is there a different way of making my point? The impact of a statement is determined not only by what is said or written but also by the way in which it is conveyed. Multiperspectivity Regardless of whether the world is flat or not, contact with other countries and cultures is not optional. Even those who live in peripheral localities and whose work and frames of reference are mainly linked to their native culture will at some point in their lives interact with people of different cultural backgrounds, as will the communities and countries of which they are a part. Intercultural dialogue and democratic citizenship are not one and the same, but they have many elements in common. They both require a set of competences that include the ability to communicate with others, to listen as well as to speak, to accept that other points of view may be as valid as one s own, and that conflicts should be resolved through peaceful and democratic means. They also require the ability to analyze issues from different points of view, which the Council of Europe in its work on history teaching has described as multiperspectivity (Council of Europe 2001; Stradling 2001). In history teaching, the point that no country has developed in isolation from its neighbours and that others neighbours and those further away may legitimately hold dissenting views of the history of one s own country has been accepted in principle, even if accepting this in practice has sometimes proven difficult when the principle is applied to the more painful part of history of which no country is entirely devoid. It is much easier to flag one s heroes than one s villains. To take an example from this author s country of origin, it is much easier to refer to Fridtjof Nansen, who was not only a natural scientist and Arctic explorer but also a diplomat and prominent in the efforts by the League of Nations to help refugees in the aftermath of World War I than to Vidkun Quisling, who was one of Nansen s assistants in the League of Nations effort but who then went on to become the archetypical traitor during World War II by collaborating with the Nazi occupation, to the extent that his name has become a common

20 Internationalization of Higher Education: a Perspective of European Values 19 noun for traitor in several languages 3. That Norwegians are after all relatively open in discussing Quisling is possibly due to the fact that he is seen as a representative of an alien regime rather than as a home-grown phenomenon. Had he been a civil war leader in a divided nation, open discussion would have been much more painful. What is true for history is equally true for other areas of education and research. Literature, arts, social conditions and habits, values and religious views have benefited from external influences over centuries, and it is difficult to think of a single thriving culture that has not received strong impulses from outside. Democratic culture In addition to preparation for the labor market, which is in itself difficult to conceive of without exposure to international perspectives, preparation for active citizenship is a key function of higher education. There are strong historical precedents for exchange of democratic ideas across borders. The American Revolution, which is the slightly misleading but commonly used name for the movement leading to the Declaration of Independence and the US Constitution, was strongly influenced by European ideas, and in its turn the US Constitution exercised profound influence on many European and other constitutions. The Latin American independence movement also drew strong inspiration from both the United States and Europe. In the words of one of the key actors in the Latin American independence movements, Francisco de Miranda: We have before our eyes two great examples, the American and the French Revolutions. Let us prudently imitate the first and carefully shun the second (Eakin 2007:170) 4. No modern democracy can thrive on inbreeding, and education plays a key role in developing democratic culture. 3 One resistance joke during World War II had Quisling arriving to visit Hitler and announcing himself to the guards by saying I am Quisling, to which the guard replied: Yes, I know, but what is your name? 4 The statement can be explained by the more revolutionary character of the French Revolution, which brought great social upheaval, and the fact that the leading actors of the Latin American as of the US independence movements wanted political independence but essentially wished to preserve the social structure of their societies minus the colonial element.

21 20 Sjur Bergan The concept of democratic culture is relatively new: to this author s knowledge it was used in an authoritative text for the first time in the Action Plan adopted by the Council of Europe s Third Summit of Heads of State and Government in Warsaw (Council of Europe 2005). We have been used to thinking of democracy in terms of institutions and legislation, an extreme version of which is to consider that as long as elections are held, citizen engagement between elections is a lesser concern. The concept of democracy as an electoral exercise and little more was not uncommon until at least a generation ago. The concept of democratic culture takes a different approach: it emphasizes the importance of democratic elections but underlines that democratic institutions and democratic legislation can only function if they are rooted in a democratic culture that accepts the right of others to express their views, that accepts that views at variance with one s own may be equally valid and sometimes superior, that accepts that conflicts and disputes should be resolved peacefully through democratic means, and that accepts that debates should be resolved by the strength and validity of one s arguments. This view of democracy emphasizes participation and deliberation (Gutmann and Thompson 2004). In modern societies, democratic debate cannot stop at national borders, nor can the validity of an argument be based on its origin. An education aiming to develop democratic culture must perforce take an international perspective. Incidentally, high participation and open debate are not automatically linked: mid-19 th century USA was a society in which political debate was sophisticated and highly valued, with a frame of reference that went well beyond the US, but participation in both debate and elections was limited, even if it was possibly broader than in most European societies of the age (Kearns Goodwin 2006). Values and relativism At the same time, it is important to underscore that the respect for the views of others that comes with an international perspective is not a prescription of moral relativism. Saying that others may be right is not the same as saying all views are equally valid. There are such things as good and evil, and examples of both can be found in most countries. An international orientation requires that one has a reflected view of one s own

22 Internationalization of Higher Education: a Perspective of European Values 21 values, in the same way that it is easier to master a foreign language well if one has good mastery of one s native language(s). Some values are absolute, and the Council of Europe points in particular to those enshrined in the European Convention on Human Rights. Internationalization of higher education with a view to developing citizenship competences must therefore also include a thorough consideration of values. In this context, it may be useful to point out that while the forms and manifestations of democracy evolve, the basic value of democracy remains. As underlined by the Council of Europe s Steering Committee on Higher Education and Research (CDESR 2006): Intercultural dialogue must be founded on a firm and well reflected set of values as well as on a willingness to consider the values of others and to reassess one s own convictions in the light of new and convincing evidence. Dialogue presupposes openness of mind in all partners, including the capacity to look at their own values and frame of reference with critical distance. These are also essential values and characteristics of higher education. European higher education is based on the conviction that each human being has intrinsic value as an individual, and also that each human being is inherently responsible for the development and well being of other human beings, of human society as a whole and of the environment on which we depend for our survival. The CDESR is committed to the Council of Europe s key values human rights, democracy and the rule of law. In this context, the CDESR sees the main contribution of higher education as well as the main contribution of other areas of education as helping develop, maintain and transmit to new generations the democratic culture which is indispensable to making democratic institutions and democratic laws work and to make democratic societies sustainable. Language Multiperspectivity is helped by knowledge of languages and here, higher education is faced with a fundamentally difficult issue. Saying that we cannot all learn all languages is stating the obvious and English now has a position as an international lingua franca that is unrivaled in history 5. 5 Putting the position of Latin in medieval Europe on a par with the position of English today misses the points that the influence of Latin extended over a much smaller part of the world and that a working knowledge of Latin was, for the most part, confined to social

23 22 Sjur Bergan Offering higher education courses only in English has a number of practical advantages, including the fact that it is the language of instruction most likely to be understood by local and foreign students alike, and there is an increasing trend toward the use of English at the expense of almost all other foreign languages and sometimes also at the expense of local languages. The development toward broad use of English as not only a but the lingua franca does, however, also raise some problematic issues. They may perhaps best be described by the saying that whoever knows only his mother s tongue is limited to his mother s world. Without in any way wanting to diminish the importance of translations, knowing a number of foreign languages opens multiple perspectives that no translation can do. One of the thrills of learning a foreign language is to discover that the same concept can be expressed in different ways, and also to discover that certain concepts cannot be easily translated. Germanic languages use varieties of I am right or I have right, whereas Romance languages prefer to say that I have reason. Norwegian, which is overwhelmingly Lutheran, had a particular term for a bishop s wife (bispinne), which has now gone out of use, but which is of course inconceivable in a Roman Catholic or Orthodox context where bishops in the Roman Catholic Church also other clergy are celibate. Several Slavic languages have masculine and feminine forms not only of common nouns but also of proper names, including family names, and Lithuanian a Baltic language even distinguishes between separate forms denoting married or unmarried women 6. These forms arise from an age when divorce was unthinkable and linguistic convention is now challenged by modern society also for making the distinction between unmarried and married for feminine forms only. The importance of distinguishing gender in Indo-European languages contrasts with Turkic languages, where grammatical gender is unknown for nouns and adjectives and even for personal pronouns. For example, o in Turkish and ol in Kazakh can mean he, she or it as the case may be 7. Closing one s mind to the variety of linguistic expression would be a highly unfortunate consequence of the internationalization of a lingua franca, and certainly one that would be at variance with the role of and intellectual elites. English, even if it is far from universal, today has a much broader geographic as well as social scope. 6 -ienė and itė, respectively, with certain varieties for both forms. 7 In some cases, also the plural forms even if separate plural forms do exist.

24 Internationalization of Higher Education: a Perspective of European Values 23 education in broadening the minds of learners. An internationalization policy for higher education should therefore include a policy for a measure of linguistic diversity. The debate is not about whether to use English as a lingua franca but to what extent it should be used, what the place of local and national languages should be as languages of instruction, and what place there should be for foreign languages other than English (Bergan 2002). Should there be a foreign language requirement for higher education and, if yes, for English only or also for a second or third foreign language? The case for monolingualism is a difficult one to make in the modern world, but it is nevertheless a choice made consciously or unconsciously by many learners. Competences for dialogue Linguistic skills are of course essential for international dialogue but they are not sufficient. It may be worth underlining one further point connected to linguistic skills, however: intercultural dialogue and international cooperation more broadly require not only the ability to explain one s own views but also the ability to listen to the views of others. Speaking and listening are both essential generic competences. It is significant that the Common European Language Portfolio 8, developed by the Council of Europe as an instrument to allow learners to describe their linguistic skills, includes description for listening as well as speaking skills 9. Both subject specific and generic competences are needed for intercultural dialogue, and higher education must provide both at an advanced level. Subject specific competences will of course vary substantially from one discipline to another but it is important that the sum of higher education graduates between them possess a very broad range of subject specific competences, and also that they be able to move beyond the borders of their own discipline. Higher education graduates will require what the Council of Europe, in cooperation with the US Steering Committee of the International Consortium for Higher Education, Civic Responsibility and Democracy, 8 < 9 The full range of skills is: listening, reading, spoken interaction, spoken production and writing.

25 24 Sjur Bergan has termed converging competences (Bergan and Damian 2010) 10. Our societies need people with advanced subject-specific competences but they need to be able to put these competences and their own discipline in their proper context. Whether to build a bridge or a pipeline is not only a technical issue but one of economics and the environment, of political and social impact. It requires analytical ability as well as the ability to communicate the main issues in terms that non-specialists can understand. Not least, higher education graduates of tomorrow and even of today should develop an ability that our societies as a whole seem to be losing: the ability to weigh long term and short term consequences and to see beyond the immediate deadline and horizon. What is beneficial in the short term may have unacceptable long-term consequences, and what seems like a bad solution in the short term may be preferable in a longer time perspective. If higher education does not convey the competences needed to extend one s horizons in time and space, who will? Internationalization of higher education: developing understanding, dialogue and competences The US journalist and author Sandra Mackey (2008:255), who is intimately familiar with the Arab world, claims: Understanding is perhaps the most used and abused word in the realm of human relationships. Nevertheless, comprehending the experiences, values, psychological anchors, broken moorings, soaring pride, and debilitating fears of the other is where accommodation begins. The task of higher education in our modern societies is formidable, and no other actor can take its place. For higher education to fill its roles and functions, it must internationalize, and it must do so with due regard to all the major purposes of higher education. The internationalization of higher education must aim to develop the competences that will help make Earth and not only our own country the kind of place in which we would like our children and grandchildren to live. Neither our curiosity nor our 10 See < default_en.asp#topofpage> for the results of the conference on this topic held in October A publication on the topic is under preparation in the Council of Europe Higher Education Series.

26 Internationalization of Higher Education: a Perspective of European Values 25 responsibility stops at our national borders, and even if we were tempted to withdraw and leave the rest of the world to others, we would not live long in the illusion that what happens elsewhere is not important to us. Higher education must provide us neither with graduates who have only subject-specific competences, for whom the best term seems to come from Germanic languages the German Fachidiot 11 means subject idiot, i.e. someone whose horizon is limited by his or her academic discipline nor ones who have only generic competences, for which English may have the most frequently used term management consultant. Higher education must develop knowledge, understanding, the ability to act, and attitudes all at the same time. Higher education must educate the whole person and in our age and time, this cannot be done without opening the horizon of each individual to the world that lies beyond our immediate neighborhood. Higher education cannot fulfill its role unless it internationalizes and unless it opts for internationalization based on coherent values and policies. References Bergan, S. (ed.) (2002) Language Policies in Higher Education. Invitation to a Debate. Strasbourg: Council of Europe Publishing. Bergan, S. (2005) Higher Education as a Public Good and a Public Responsibility: What Does it Mean? In: L. Weber, and S. Bergan (eds.) The Public Responsibility for Higher Education and Research. Council of Europe Higher Education Series No. 2. Strasbourg: Council of Europe Publishing, Bergan, S. (2006) Promoting New Approaches to Learning. In: E. Froment, J. Kohler, S. Purser, & L. Wilson (eds.) EUA Bologna Handbook Making Bologna Work. Berlin: Raabe Academic Publishers, article B Bergan, S. and Damian, R. (eds.): Higher Education for Modern Societies: Competences and Values Strasbourg: Council of Europe Publishing. Council of Europe Higher Education Series No. 15. Bologna Process (2007 a): London Communiqué Towards the European Higher Education Area: responding to challenges in a globalised world [online] [accessed on December 3, 2010] < vlaanderen.be/hogeronderwijs/bologna/documents/mdc/london_ Communique18May2007.pdf>. terms. 11 Other Germanic languages, including this author s native language, have similar

27 26 Sjur Bergan Bologna Process (2007 b) European Higher Education in a Global Setting. A Strategy for the External Dimension of the Bologna Process [online] [accessed on August 14, 2009] < bologna/documents/wgr2007/strategy-for-ehea-in-global-setting.pdf>. Bologna Process (2007 a): Leuven/Louvain-la-Neuve Communiqué Communiqué The Bologna Process 2020 The European Higher Education Area in the new decade [online] [accessed on December 3, 2010] < vlaanderen.be/hogeronderwijs/bologna/conference/documents/leuven_ Louvain-la-Neuve_Communiqué_April_2009.pdf>. Bologna Process (2009 b) The European Higher Education Area in a Global Context. Report on overall developments at the European, national and institutional levels [online] [accessed on August 14, 2009] < ond.vlaanderen.be/hogeronderwijs/bologna/conference/documents/2009_ EHEA_in_global_context.pdf>. CDESR (Council of Europe s Steering Committee on Higher Education and Research) (2006) Statement on the Contribution of Higher Education to Intercultural Dialogue. Council of Europe (2001) Recommendation Rec (2001) 15 of the Committee of Ministers to member states on history teaching in twenty-first century Europe. Council of Europe (2005) Action Plan adopted by the Third Summit of Heads of State and Government of Council of Europe s Member States (Warszawa/ Strasbourg). Council of Europe (2007) Recommendation Rec (2007) 6 of the Committee of Ministers to member states on the Public Responsibility for Higher Education and Research. Council of Europe (2008) White Paper on Intercultural Dialogue Living together as Equals in Dignity [online] Strasbourg, Committee of Ministers [accessed on July 17, 2009] < White_Paper/White%20Paper_final_revised_EN.pdf>. Eakin, M. C. (2007) The History of Latin America. Collision of Cultures. New York: Palgrave & MacMillan. Friedman, T. L. (2006) The World is Flat. London: Penguin (first published 2005). Gaebel, M., Purser, L., Wächter, B., & Wilson, L. (2008) Internationalisation of Higher Education. An EUA/ACA Handbook. Berlin: Raabe. Gutmann, A., and Thompson, D. (2004) Why Deliberative Democracy? Princeton: Princeton University Press. Kearns Goodwin, D. (2006) Team of Rivals. The Political Genius of Abraham Lincoln. New York: Simon & Schuster.

28 Internationalization of Higher Education: a Perspective of European Values 27 Kunnskapsdepartementet (2009) St.meld. nr. 14 ( ) Internasjonalisering av utdanning [online] [accessed on July 16, 2009] < no/nb/dep/kd/dok/regpubl/stmeld/ /stmeld-nr html?id=545749>. Lisbon European Council (2000) Presidency Conclusions. Lisbon, March Mackey, S. (2008) Mirror of the Arab World. Lebanon in Conflict. New York: W. W. Norton. Robertson, R. (2003) The Three Waves of Globalization. A History of Developing Global Consciousness. London New York: Zed Books. Sanz, N., and Bergan, S. (2006) The Heritage of European Universities. Council of Europe Higher Education Series No. 7. Strasbourg: Council of Europe Publishing (2 nd edition). Stradling, R. (2001) Teaching 20 th -century European history. Strasbourg: Council of Europe Publishing. Usher, A. (2009) Ten Years back and Ten Years Forward: Developments and Trends in Higher Education in the Europe Region. In: J. Sadlak, K. Hüfner, R. Pricopie, & L. Grünberg (eds.) Topical Contributions and Outcomes. UNESCO Forum on Higher Education in the Europe Region: Access, Values, Quality and Competitiveness. Bucureşti: UNESCO/CEPES & Romanian Ministry of Education, Research and Innovation,

29

30 Waldemar Martyniuk Uniwersytet Jagielloński Kraków Multilingualism and Higher Education: the European policy perspective Introduction: monolingualism plurilingualism multilingualism Monolingualism is a term that refers to an individual person s ability to use one language only, or to a community, society, nation or state where only one language is used as the means of communication. In reality however, these two situations are rather rare. In practice, most if not really all people grow to be plurilingual, that is, they notice the need for and build up their natural ability to handle several communication codes or at least several regional or social variants of one code bearing the name of this or that language. In practice, then, most if not really all communities, societies, nations or states are to a different extent multilingual in the sense that their members use more than one language or language variant for communication purposes. The oldest and biggest European intergovernmental organisation the Council of Europe whose work in the area of languages and language education currently embraces 47 European states as permanent members and several other states, including the USA, Canada, Japan, and Mexico as observers is strongly promoting the notion of plurilingualism as an important human value, and is indicating the need to protect this ability. It considers to be a fundamental human right the right of every individual to receive adequate support within the state educational systems in order to develop this ability to the most appropriate level to ensure personal success and a proper contribution to the society.

31 30 Waldemar Martyniuk The other intergovernmental organisation in Europe the European Union with its 27 member states promotes multilingualism using the term in both its above-mentioned meanings: as an individual ability (plurilingualism above) and as a social phenomenon. In this article we give a brief account of European policies related to plurilingualism/multilingualism in Higher Education (HE). Multilingualism in Higher Education: promoting civilization and competitiveness The aim of higher education is to promote civilisation and competitiveness. Promoting civilisation involves the knowledge and attitudes of students as individual human beings. Promoting competitiveness involves the knowledge and skills of students as contributors to society. While preparing students for employment, it is equally important to both shape them as active participants in the life of their societies and support them in their personal development and the development and maintenance of a broad knowledge base (Bergan 2005). There seems to be a broad agreement that these two aspects need to be kept in balance and complement each other. The efficiency of educational systems, most specifically in higher education, relates to the degree to which they are able to identify and develop further the qualities and abilities brought in by the students and based upon those to offer access to new areas by presentation of new tools of exploration. Language competences play an important role in both of these processes. Multilingualism in Higher Education may be viewed both as a state of affairs and a policy. In both aspects it is related to processes of globalisation and internationalisation of HE. Globalisation and internationalisation of HE Globalisation of HE implies the widening, deepening and speeding up of worldwide interconnectedness subject to, and as a result of, free market development (OECD 2009:18). Internationalisation of HE indicates relationships across borders between nations, or between single institutions situated within different national systems subject to national culture and government while

32 Multilingualism and Higher Education: the European Policy Perspective 31 also being an instrument of competition in the global setting. Trends to internationalisation and to globalisation continually reinforce each other (OECD 2009:21 23). Higher education drives and is driven by globalisation. It trains highly skilled workers and contributes to the research base and capacity for innovation that determine competitiveness in the knowledge-based economy. It facilitates international collaboration and cross-cultural exchange. Even if not all universities are (particularly) international, all are subject to the same processes of globalisation partly as objects, victims even, of these processes, but partly as subjects, or key agents, of globalisation (OECD 2009:18). The OECD (2009) reports the following trends in Higher Education to 2030: cross-border higher education, implying mobility of students, faculty and institutions, will grow, academic research will become increasingly international and will continue to be affected by both collaborative and competitive forces, higher education systems in Asia and Europe will gradually increase their global influence, although North America will continue to hold a clear advantage especially with regard to research. Multilingualism in HE: European language policy and planning Multilingualism in HE the Council of Europe perspective: intercultural dialogue, democratic citizenship, multiperspectivity, and the role of English The work of the Council of Europe in the field of higher education and research focuses on issues related to the recognition of qualifications, public responsibility for higher education and research, higher education governance, citizenship and culture, and the social dimension of higher education (for more details, see: Higher Education and Research). The Council of Europe and the European Union share the aims of preserving linguistic and cultural diversity in Europe and promoting learning and use of languages as a means to support intercultural dialogue, social cohesion and democratic citizenship, and as an important economic asset in a modern knowledge-based society. The Council of Europe s efforts in this respect are best illustrated by the development of such policy instruments as the Common European Framework of Reference

33 32 Waldemar Martyniuk for Languages (Council of Europe 2001a) and the Rec (2008)7 on the use of the CEFR and the promotion of plurilingualism (Council of Europe 2008) and such accompanying tools as the European Language Portfolio (ELP). Recently, the Council of Europe has launched a Virtual Platform of Resources and References for plurilingual and intercultural education expanding the scope of consideration beyond the domain of foreign modern languages to include classical languages and languages of schooling, i.e. learning, teaching and assessment of languages taught as school subjects (German in Germany, Polish in Poland, English in Australia, etc.), and language competences required for other school subjects i.e. language across the curriculum (for details, see: Language Policy Division). It is the Council of Europe s position that in a world in which international contacts, cooperation and competition are the norm rather than the exception, an understanding of other cultures and sensitivity to their concerns and values are essential. The internationalisation of higher education should help raise awareness among graduates of the fact that the impact of a statement is determined not only by what is said or written but also by the way in which it is conveyed. Intercultural dialogue and democratic citizenship require both a set of competences to communicate with others, to listen as well as to speak, to accept that other points of view may be as valid as one s own, and the ability to analyse issues from different points of view multiperspectivity (Council of Europe 2001b). Higher education must educate the whole person and this cannot be done without opening the horizon of each individual to the world that lies beyond our immediate neighbourhood (CDESR 2006; see also: Bergan, in this volume): Intercultural dialogue must be founded on a firm and well reflected set of values as well as on a willingness to consider the values of others and to reassess one s own convictions in the light of new and convincing evidence. Dialogue presupposes openness of mind in all partners, including the capacity to look at their own values and frame of reference with critical distance. These are also essential values and characteristics of higher education. Higher education cannot fulfil its role unless it internationalises and unless it opts for internationalisation based on coherent values and policies (Council of Europe 2009). Higher education graduates will require what the Council of Europe, in cooperation with the US Steering Committee of the International Consortium for Higher Education, Civic Responsibility and Democracy, has termed converging competences (for details and forthcoming publication, see: Converging Competences).

34 Multilingualism and Higher Education: the European Policy Perspective 33 Multilingualism and the issue of English as lingua franca Bergan (in this volume) underlines that multiperspectivity is conditioned by knowledge of languages. At the same time, he admits that English now has a strong position as an international lingua franca: Offering higher education courses only in English has a number of practical advantages, including the fact that it is the language of instruction most likely to be understood both by local and foreign students, and there is an increasing trend toward the use of English at the expense of almost all other foreign languages and sometimes also at the expense of local languages. Bergan s point is that the dominant position of English obstructs the promotion of multiperspectivity: The development toward broad use of English as not only a but the lingua franca does, however, also raise some problematic issues. They may perhaps best be described by the saying that whoever knows only his mother s tongue is limited to his mother s world. Without in any way wanting to diminish the importance of translations, knowing a number of foreign languages opens multiple perspectives that no translation can do. So, as Bergan (2002) puts it elsewhere, the debate is not about whether to use English as a lingua franca but to what extent it should be used, what the place of local and national languages should be as languages of instruction and what place there should be for foreign languages other than English. Multilingualism policies of the European Union Promoting language learning and linguistic diversity There are good reasons why the European Union is concerned with multilingualism (European Commission 2008b): Today s European societies are facing rapid change due to globalisation, internationalisation, and technological advances. The increasing mobility of Europeans currently 10 million people in the EU work in other member states is an important sign of this change. The EU has now 500 million citizens, 27 member states, 3 alphabets and 23 EU official languages, some of them with a worldwide coverage. Some 60 other languages are also part of the EU heritage and are spoken in specific regions or by specific groups. Immigrants have brought a wide range of languages with them: it is estimated that at least 175 nationalities are now living within the EU s borders.

35 34 Waldemar Martyniuk In its initial action plan on promoting language learning and linguistic diversity (European Commission 2003), the European Commission stated that language skills play a key role in ensuring the social, cultural, and economic integration of Europe. Publishing the strategy for multilingualism (European Commission 2005), the Commission reaffirmed the value of linguistic diversity and revealed the need for a broader policy to promote multilingualism. Among the proposals put forward by a Group of Intellectuals for Intercultural Dialogue set up at the initiative of the EC, a suggestion was made that, beside their mother tongue, citizens can choose a language of communication and a personal adoptive language depending on their needs, interests and family background (European Commission 2007). The role played by languages in business was the subject of another report (European Commission 2008c). In the Council of the European Union Resolution on a European strategy for multilingualism (EU 2008), the member states have been requested to: promote multilingualism with a view to strengthening social cohesion, intercultural dialogue and European construction, strengthen lifelong language learning, better promote multilingualism as a factor in the European economy s competitiveness and people s mobility and employability, promote the linguistic diversity and intercultural dialogue by stepping up assistance for translation, promote EU languages across the world. In another document published in 2008 (European Commission 2008a) multilingualism is called an asset for Europe and a shared commitment. In a Green Paper (European Commission 2008c) presented that year, migration and mobility are discussed as challenges and opportunities for EU education systems. Multilingualism and the Bologna Process The Bologna Process was initiated in 1999 by the ministers in charge of higher education from 29 European countries who agreed to introduce a set of reforms in their national higher education systems with a view to setting up a European Higher Education Area (EHEA) (European Union 2010:3). Currently, the Process is driven by the 46 countries participating in it in cooperation with a number of international organizations, including the

36 Multilingualism and Higher Education: the European Policy Perspective 35 Council of Europe. It aims at reorganizing higher education systems in European countries in such a way that: it is easy to move from one country to the other (within the European Higher Education Area) for the purpose of further study or employment; the attractiveness of European higher education is increased so that many people from non-european countries also come to study and/or work in Europe; the European Higher Education Area provides Europe with a broad, high quality and advanced knowledge base, and ensures the further development of Europe as a stable, peaceful and tolerant community. Student and staff mobility constitutes an overarching goal of the Bologna Process with a target set at the level of 20% of graduates that should have experienced a study or training period abroad by The Erasmus mobility programme, launched in 1987, has grown from 3000 students in 1987 to over in Over 2 million students have studied abroad since 1987 and the objective is to achieve a cumulative total of 3 million by Erasmus supported staff mobility has grown from 7800 in 1997 to over in 2007 (EU 2010:12). These brief stays abroad of one or two weeks allow academics and other university staff to do short-term teaching assignments and maintain personal contact with colleagues at partner institutions (for more details, see: European Commission. Education and Training. The Bologna Process. Towards the European Higher Education Area). According to the Nancy Declaration, a document published by the ENLU network (European Network for the Promotion of Language Learning Among All Undergraduates) in 2006, the change in paradigm initiated by the Bologna Process can have positive effects on language studies for students of all disciplines, facilitating the promotion of independent and cooperative learning and thereby preparing students for lifelong language learning (European Language Council 2006:5). The flexibility afforded by modularisation and credit accumulation included in the Bologna Process offers the means for incorporating non-subject-specific offerings, such as language modules in HE programmes. The authors of the declaration underline the importance of language education for the Bologna Process: The issue of languages is of direct relevance to a number of core objectives of the Bologna Process. These include the promotion of mobility, of the European dimension of higher education, and of graduates employability on the European labour market, as well as enhancing the attractiveness of European higher education. These objectives can

37 36 Waldemar Martyniuk only be achieved if all students irrespective of their specialisation, especially students at undergraduate level, are given the opportunity to learn languages, and if mobile students receive adequate linguistic support. (European Language Council 2006:4) Multilingualism in HE programmes an overview In an article on education in foreign languages at British universities, Coleman (2004) offers the following conclusion: It is clear that the pattern of university language teaching is changing and will continue to change. Like other subjects, its fate will hang on student choices in an increasingly globalised higher education market. The recognition that language skills as an adjunct to a professional degree bring real employability advantages should ensure the continuing success of Language Centres in delivering language skills to both specialists and non-specialists, while the employment advantages of a good degree from a good university will ensure the survival of a few specialist Modern Language Departments, where top researchers continue to focus on literature while their students are taught a different and less demanding curriculum by teaching fellows and postgraduate students. Until fairly recently, language study in higher education was essentially the domain of language specialists, either in terms of philological and literary studies, or with respect to more practical tasks such as translation and interpretation. In recent years, a growing number of HE institutions have adopted policies designed to promote language learning. It is thus possible to speak of the emergence of the concept of HE education policy as a set of strategic decisions to equip students, researchers and both academic and administrative staff with communicative skills in one or more foreign languages (for a sample of language policy models, see: Tudor 2008). The rationale for integrating language learning fully into HE programmes is based on three pillars: 1. Employability: knowledge of languages plays an important role in the employability of graduates in the increasingly mobile and multilingual global workplace. 2. Mobility: language competences are needed to take advantage of the possibilities for mobility. 3. The demands of the knowledge-based economy: graduates preparing themselves for the global workplace need to develop multilingual communication skills in parallel with their mainstream academic and professional training.

38 Multilingualism and Higher Education: the European Policy Perspective 37 Globalisation is placing greater linguistic demands on higher education worldwide. In Europe today, there is a desire to improve language-learning opportunities for all people in order to enhance European cohesion and competitiveness. In Asia, interest in improving lingua franca languages such as Mandarin Chinese and English is on the rise. Globalisation has made the world interconnected in ways not seen before. In an integrated world, integrated learning is increasingly viewed as a modern form of educational delivery. Promising solutions are offered by the content and language integrated (CLIL) approaches that involve using a language that is not a student s native language as a medium of instruction and learning for academic subjects. This also calls on content teachers to become language teachers who support the learning of those parts of language competences that students need in order to master content (for an overview, see: Mehisto et al. 2008). Teachers play a central role in the implementation of the new concept of plurilingual education. It is therefore crucially important that those who teach languages receive education and training that will equip them to carry out this task (for innovative proposals, see: Kelly 2007; Newby et al. 2007). The issue of professionalization in relation to the development of institutional multilingualism and individual plurilingualism requires a change of perspective. During a conference organized recently at the University of Luxembourg by a network of about 30 bi- or multilingual institutions of higher education worldwide, a recommendation was made to replace the figure of a non-native speaker or learner, trying to bridge the gap to the native speaker, by the more complete figure of the learner as a social actor. Under this concept, the plurilingual social actor is not only learning languages in the classroom but also by using languages and different knowledge repertoires at his/her disposal in a variety of contexts (scientific, technical, administrative and so on) in which s/he is acting (Professionalising multilingualism in higher education). An important quality aspect in higher education language learning and teaching is the definition of entry requirements and of learning outcomes in terms of competences, and reflection on methods of learning, teaching and assessment related to set learning outcomes, as well as continuous updating of provision on the basis of dialogue with stakeholders. The Common European Framework of Reference for Languages (Council of Europe 2001) is particularly relevant to the definition of learning outcomes.

39 38 Waldemar Martyniuk The use of new learning environments for higher education language learning, including the use of Computer Assisted Language Learning (CALL) approaches may lead to an increase in the range of languages offered and of the number of students learning languages. It contributes to the promotion of learner autonomy and allows for greater flexibility of learning schedules. Conclusion The following list (Martyniuk 2008) offers a summary of actions recommended by European policies in relation to plurilingualism/ multilingualism in higher education: raising awareness of the value of being plurilingual in a multilingual European society, using strategic planning and adopting a global, coherent language policy, encouraging all students and staff to learn languages, encouraging students and staff to learn a variety of languages, promoting and supporting intercultural mobility of students and staff, attracting and integrating international students, providing good quality CLIL in a variety of languages, encouraging and educating both language teachers and language students to become plurilingual not just bi-lingual, ensuring good quality of language instruction, increasing the number of languages on offer, supporting independent language learning, supporting co-operative language learning, making wise use of technology and media, catering for individual needs of language learners, integrating out-of-school experience and proficiency of language learners, teaching how to learn languages, supporting learner autonomy, valuing all linguistic and intercultural competences, even at modest level, providing valid, reliable, fair and transparent assessment, ensuring comparability and compatibility of outcomes, using a common framework of reference in communication with stakeholders.

40 Multilingualism and Higher Education: the European Policy Perspective 39 References Bergan, S. (ed.) (2002) Language Policies in Higher Education. Invitation to a Debate. Strasbourg: Council of Europe Publishing. Bergan, S. (2005) Higher Education as a Public Good and a Public Responsibility: What Does it Mean? In: L. Weber & S. Bergan (eds.) The Public Responsibility for Higher Education and Research. Council of Europe Higher Education Series No. 2. Strasbourg: Council of Europe Publishing, European Commission. Education and Training. The Bologna Process. Towards the European Higher Education Area [online] [accessed March 31, 2010] < CDESR (Council of Europe s Steering Committee on Higher Education and Research) (2006) Statement on the Contribution of Higher Education to Intercultural Dialogue. Strasbourg: Council of Europe. Coleman, J. A. (2004) Modern Languages in British Universities. Arts & Humanities in Higher Education, vol. 3, no. 2, Converging Competences [online] Council of Europe. Higher Education and Research [accessed March 31, 2010] < highereducation/forum7_converging_competences>. Council of Europe (2001a) Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge: Cambridge University Press. Council of Europe (2001b) Recommendation Rec 15 of the Committee of Ministers to member states on history teaching in twenty-first century Europe. Strasbourg: Council of Europe. Council of Europe (2008) Recommendation Rec (2008)7 of the Committee of Ministers to member states on the use of the CEFR and the promotion of plurilingualism. Strasbourg: Council of Europe. Council of Europe (2009) Policies and practices for teaching sociocultural diversity. Concepts, principles and challenges in teacher education. Strasbourg: Council of Europe Publishing. European Commission (2003) Promoting Language Learning and Linguistic Diversity: An Action Plan COM 449. Brussels: European Commission. European Commission (2005) A New Framework Strategy for Multilingualism. COM(2005) 596 final. Brussels: European Commission. European Commission (2007) A Rewarding Challenge. How the Multiplicity of Languages Could Strengthen Europe. Proposals from the Group of Intellectuals for Intercultural Dialogue set up at the initiative of the European Commission. Brussels: European Commission. European Commission (2008a) Multilingualism: an asset for Europe and a shared commitment. COM(2008) 566 final. Brussels: European Commission.

41 40 Waldemar Martyniuk European Commission (2008b) Migration and mobility: Challenges and opportunities for EU education systems. COM(2008) 423 final. Brussels: European Commission. European Commission (2008c) Languages mean business. Companies work better with languages. Recommendations from the Business Forum for Multilingualism established by the European Commission. Brussels: European Commission. European Language Council (2006) Nancy Declaration. Multilingual Universities for a Multilingual Europe Open to the World. Berlin: European Language Council. European Union (2008) Council Resolution on a European strategy for multilingualism. Brussels: Council of the European Union. European Union (2010) The EU contribution to the European Higher Education Area. Luxembourg: Publication Office of the European Union. Higher Education and Research [online] Council of Europe [accessed March 31, 2010] < Kelly, M. (2008) Language teacher education in Europe. In: K. M. Lauridsen & D. Toudic (eds.) Languages at work in Europe. Festschrift in Honour of Professor Wolfgang Mackiewicz. Göttingen: V&R Unipress. Language Policy Division [online] Council of Europe. Education and Languages. Language Policy [accessed March 31, 2010] < linguistic>. Martyniuk, W. (2008) The impact of the Council of Europe Common European Framework of Reference for Languages on language education beyond levels? In: T. Vogel, R. Satchell & A. Moravcikova (eds.) Language Centres at Universities: Crossing Bridges, Integrating Cultures. Papers from the 9 th CercleS Conference. Frankfurt (Oder): CercleS, Mehisto, P., Marsh, D., & Frigols, M. J. (2008) Uncovering CLIL. Content and Language Integrated learning in Bilingual and Multilingual Education. Oxford: Macmillan Education. Newby, D., Allan, R., Fenner, A.-B., Jones, B., Komorowska, H., & Soghikyan, K. (eds.) (2007) European Portfolio for Student Teachers of Languages A reflection tool for language teacher education. Strasbourg Graz: Council of Europe & European Centre for Modern Languages. Professionalising multilingualism in higher education [online] International Conference, Luxembourg, 4 6 February 2010 [accessed March 31, 2010] < Tudor, I. (2008) Higher education language policy: Why & how? In: K. M. Lauridsen & D. Toudic (eds.) Languages at work in Europe. Göttingen: V&R Unipress. OECD (2009) Higher Education to Vol. 2: Globalisation. OECD: Centre for Education Research and Innovation.

42 Rozdział II Przejawy internacjonalizacji w polskich szkołach wyższych

43

44 Tomasz Saryusz-Wolski, Dorota Piotrowska Politechnika Łódzka Internacjonalizacja: Mobilność studentów Wstęp Uczelnie wyższe stanęły w ostatniej dekadzie przed zupełnie nowym wyzwaniem, jakim jest współuczestnictwo w budowie europejskiego społeczeństwa demokratycznego opartego na wiedzy. Uczelniom przypisuje się w tym zadaniu wyjątkowo trudną i ambitną rolę przemiany młodego studenta w obywatela Europy o szerokim doświadczeniu międzynarodowym oraz międzykulturowym. To właśnie uczelnia ma za zadanie wręczyć studentowi klucz do światowego rynku pracy oraz wyposażyć go w komplet narzędzi, które zagwarantują mu w dalszym życiu uzyskanie zatrudnienia, co jest niezwykle trudne w obliczu dynamicznych przemian zachodzących w otoczeniu, które wymaga zdobywania coraz to nowych kompetencji na polu współpracy i wymiany międzynarodowej. Jeśli jednak uczelnia chce być liczącym się ośrodkiem dydaktycznym i naukowym, musi bardzo wyraźnie wskazać swe miejsce na mapie Europejskiego Obszaru Szkolnictwa Wyższego. Istotnym wskaźnikiem wyrazistości tej identyfikacji jest stopień umiędzynarodowienia uczelni. Podstawowym zadaniem służącym skutecznej realizacji procesu internacjonalizacji jest przygotowanie przez każdą uczelnię zindywidualizowanej strategii mobilności akademickiej, która nie tylko wyznaczałaby efektywne procedury i schematy mobilności, lecz również, a może przede wszystkim, budowała wyrazisty obraz mobilności w świadomości całej społeczności akademickiej.

45 44 Tomasz Saryusz-Wolski, Dorota Piotrowska Budowa strategii mobilności akademickiej pociąga za sobą potrzebę zaangażowania wszystkich podmiotów funkcjonujących w ramach uczelni, zarówno od strony dydaktycznej, naukowej, jak i czysto administracyjnej. Strategia ta powinna opierać się na jasno zdefiniowanej wizji oraz misji, w której mobilność jest jednym z motorów rozwoju uczelni. Budowa takich mechanizmów jest przedsięwzięciem niezwykle złożonym. Nie wystarczy bowiem zdefiniować pewne priorytety i zadania. Należy rozpocząć od dogłębnej analizy obecnego stanu, z jasnym wskazaniem aktorów, którzy odgrywają kluczową rolę w rozwoju mobilności na poziomie uczelni. Pierwszym krokiem powinno być rozpoznanie barier oraz przedstawienie planu likwidacji ograniczeń hamujących efektywny rozwój mobilności akademickiej. Outgoing students kształcenie nie może napotykać granic Zgodnie z komunikatem z konferencji ministrów ds. szkolnictwa wyższego w Leuven (Komunikat z Leuven i Louvain-la-Neuve 2009), w 2020 r. 20% absolwentów szkół wyższych powinno mieć za sobą doświadczenie międzynarodowe. Tymczasem statystyki pokazują, że polskie uczelnie przodujące w wysyłaniu studentów szacują swój uczelniany współczynnik wymiany studenckiej na poziomie kilku procent. W obliczu aktualnych danych i po dokonaniu analizy dynamiki corocznego wzrostu wskaźnika wymiany akademickiej osiągnięcie powyższego wskaźnika wydaje się nierealne. Podstawowym czynnikiem hamującym rozwój mobilności jest szereg barier funkcjonujących w uczelniach, spośród których największy wpływ mają: 1. Brak odpowiedniej świadomości oraz motywacji ze strony kadry akademickiej Kadra akademicka, obcująca na co dzień ze studentami, dysponuje niezwykle mocnym narzędziem kształtującym postrzeganie przez nich potrzeby mobilności. Tymczasem z analiz wynika, że do dyskusji na temat mobilności włącza się nieznaczna część wykładowców. Niewielki odsetek, który zabiera głos w tej sprawie, często tłumaczy przyczyny słabego zainteresowania wyjazdami ich wysokimi kosztami, brakiem odpowiednich informacji bądź po prostu niechęcią do wyjazdu. Nauczyciele akademiccy

46 Internacjonalizacja: Mobilność studentów 45 zazwyczaj nie znajdują podczas prowadzonych przez siebie zajęć czasu na to, by poza kształceniem (często sprowadzanym, niestety, do nauczania) również wychowywać. Postawa taka wynika często z niedostrzegania korzyści, jakie niesie ze sobą na przyszłość zdobycie doświadczenia międzynarodowego i międzykulturowego. Wziąwszy pod uwagę fakt, iż nauczyciele akademiccy stanowią największy autorytet dla studentów, wyłączenie tego najważniejszego kanału promującego internacjonalizację oraz mobilność wśród studentów jest wysoce szkodliwe. W rozmowach ze studentami nauczyciel akademicki powinien starać się zmniejszać ich obawy, usuwać bariery i wskazywać zalety oraz możliwości, jakie stwarza wyjazd za granicę. Niestety, często dzieje się odwrotnie. Pomimo oficjalnego stanowiska pracowników biur współpracy z zagranicą i pełnomocników ECTS, statystyczny nauczyciel akademicki, mający na co dzień kontakt ze studentem, zwykle mówi mu jedynie o kłopotach wynikających z różnic programowych i możliwych problemach w kontynuacji studiów po powrocie. Konsekwencją takiego podejścia jest też słaby wskaźnik mobilności wśród kadry akademickiej, która również nie do końca rozumie, że mobilność jest kluczem otwierającym nowe możliwości rozwoju, zarówno w sensie dydaktycznym, jak i naukowym. 2. Brak informacji i schematów skutecznie obalających obawy studentów Najpoważniejszą przeszkodą w promowaniu mobilności wśród studentów jest brak świadomości, wiedzy i informacji, nie tylko na temat organizacji wyjazdu, lecz również zalet z posiadania doświadczenia międzynarodowego. Brak wiedzy dotyczy przede wszystkim zasad dostępności mobilności. Najważniejsze jest przełamanie panującego stereotypu, że wyjeżdżać winni jedynie najlepsi studenci. Mobilność powinna być dostępna dla wszystkich, nie można stawiać wymagań w postaci wysokiej średniej. Nie jest to nagroda dla studenta, a normalny, regularny element jego studiów. Doświadczenie pokazuje, że studenci przeciętnie lub słabo funkcjonujący w mechanizmach dydaktycznych macierzystej uczelni bardzo często świetnie sobie radzą w uczelni zagranicznej. Po powrocie z wyjazdu doświadczają swoistej przemiany, są inaczej nastawieni do procesu kształcenia w uczelni macierzystej i znacznie lepiej się w niej odnajdują. Doświadczenie odmiennych narzędzi dydaktycznych sprawia bowiem, że student odkrywa nową, bardziej efektywną ścieżkę uczenia się, zdobywania wiedzy i umie-

47 46 Tomasz Saryusz-Wolski, Dorota Piotrowska jętności, którą z powodzeniem przenosi do swego indywidualnego mechanizmu studiowania w uczelni macierzystej. Ażeby student chciał być mobilny, pojęcie mobilności musi żywo funkcjonować w jego codziennej rzeczywistości uczelnianej. Hasło mobilność winno pojawiać się w wielu sytuacjach życiowych studenta i stopniowo przekształcać się w jego świadomości w rzecz naturalną i oczywistą. Musi więc funkcjonować wielopłaszczyznowy mechanizm informowania, nie tylko przez wspomnianą wyżej kadrę akademicką, lecz także za pośrednictwem innych kanałów informacyjnych administracji uczelni, a przede wszystkim komórek odpowiedzialnych za szeroko pojętą wymianę międzynarodową. Niestety, działy współpracy z zagranicą często nie do końca wywiązują się ze swej roli, która polegać winna na pełnej obsłudze szeroko pojętej wymiany zagranicznej, a nie jedynie na samej organizacji wymiany. Komórki ds. współpracy i wymiany międzynarodowej powinny zapewniać wszechstronną obsługę zarówno studentów wyjeżdżających, jak i przyjeżdżających. Winny ponadto odważnie wychodzić do studenta. Nie chodzi jedynie o organizowanie spotkań informacyjnych. Potrzebna jest tutaj intensywna promocja i ukazywanie rzeczywistych walorów mobilności poprzez spotkania ze studentami zagranicznymi, ogólnouczelniane seminaria i dyskusje. Mobilność musi być w uczelni tak żywą kwestią, by student, który nie potrafi zabrać głosu w dyskusji na jej temat, czuł się z tym niedobrze. Tylko tak radykalne podejście do promowania mobilności może pozwolić na osiągnięcie, określonego w komunikacie z Leuven, wskaźnika wymiany studenckiej na poziomie 20%. Bardzo ważną lukę informacyjną stanowi brak jasno zdefiniowanych mechanizmów uznawalności okresu studiów i efektów uczenia się, uzyskanych w zagranicznej uczelni. Często studenci są niedoinformowani co do zasad, jakie obowiązują przy zaliczaniu semestrów odbytych za granicą. Obawiają się, że po powrocie będą musieli nadrabiać braki, utracą ważny składnik swojego programu studiów. Niestety, cześć tych obaw jest słuszna. Istnieje bowiem znaczny odsetek programów, które są nieelastyczne i skutecznie blokują możliwość wyjazdu zagranicznego. Nie można przecież oczekiwać, że student wyjedzie do zagranicznej uczelni, jeśli dziekan udzieli mu pozwolenia jedynie pod warunkiem, iż po powrocie zaliczy większość przedmiotów, na które nie uczęszczał z powodu wyjazdu. Uczelnia powinna stworzyć elastyczne formy uznawania efektów uczenia się uzyskanych poza uczelnią macierzystą. W przeciwnym razie studenci, z obawy przed niemożnością nadrobienia braków, będą woleli zostać w domu.

48 Internacjonalizacja: Mobilność studentów 47 Poza sprawną organizacją techniczną mobilności studentów ważne jest też budowanie ich międzynarodowej świadomości w sensie psychologicznym i emocjonalnym. Znaczącą barierą, widoczną w badaniach społeczności studenckiej, jest emocjonalne przywiązanie do domu rodzinnego. Oczywiście, uczelnia nie jest w stanie, a nawet nie powinna, zmieniać tego stanu. Może jednak wskazać na ogromne znaczenie takiego wyjazdu dla dalszego rozwoju studenta oraz pomóc mu uzmysłowić sobie istnienie rozmaitych form stałego kontaktu z rodziną w kraju. Związane z wyjazdem zagranicznym wydoroślenie studenta, poczucie własnej wartości i możliwości kierowania swoim życiem stanowi element dodany o ogromnym znaczeniu dla dalszego przebiegu studiów. Student staje się bardziej odpowiedzialny za własne poczynania i lepiej umotywowany do zdobywania kompetencji, a nie jedynie obligowany do zaliczania przedmiotów. Wielokrotnie przebywanie w innym środowisku podnosi poczucie własnej wartości i wiarę w możliwość realizacji nawet najtrudniejszych do osiągnięcia celów. Należy również zorganizować pomoc w przygotowaniu wyjazdu od strony finansowej. Student na rok przed wyjazdem powinien mieć pełną wizję tego, z z jakich źródeł będzie finansowany jego wyjazd, a także jakie będzie miał możliwości zdobycia dodatkowych środków pieniężnych przed i w trakcie pobytu za granicą. Kolejnym ważnym problemem, hamującym dynamiczny rozwój mobilności, jest fakt, iż studenci nie zdają sobie sprawy ze znaczenia studiów za granicą dla swej zatrudnialności (employability), własnego rozwoju i przyszłej kariery. Wynika stąd potrzeba nawiązania dialogu i udowodnienia olbrzymiej wartości doświadczeń międzynarodowych. 3. Brak odpowiedniego przygotowania studentów Ważną barierą, hamującą chęć do studiowania w uczelni zagranicznej, jest niewystarczająca znajomość języków obcych. Statystki pokazują, że nadal znaczący odsetek absolwentów szkół wyższych nie zna w stopniu zaawansowanym żadnego języka obcego. Odpowiada za tę sytuację wiele czynników. Przede wszystkim nauczanie języków obcych należy do przedmiotów niszowych, niewskazywanych studentom jako priorytetowe. Nie istnieją narzędzia ani techniki motywujące studentów do aktywnego uczenia się języków obcych. W wielu uczelniach widać brak zrozumienia znaczenia znajomości języków obcych dla zatrudnialności absolwentów. Z drugiej strony, z badań preferencji pracodawców jasno wynika, że znajomość języków jest jedną

49 48 Tomasz Saryusz-Wolski, Dorota Piotrowska z podstawowych, a niekiedy nawet najważniejszą kompetencją preferowaną u przyszłych pracowników 1. Można śmiało powiedzieć, że wypuszczanie absolwentów bez znajomości języków obcych jest zasilaniem zastępów przyszłych bezrobotnych. Mobility window otwórzmy studentom okno na świat Jak wynika z Komunikatu z Leuven (2009), wdrażanie mobility window powinno stawać się coraz powszechniejszą praktyką stosowaną w definiowaniu programów studiów wyższych. III YEAR V Semester ECTS History of Modern Architecture 2 Urban Design Studio II 3 Preservation and Conservation 3 Civil Engineering Structures 5 Experimental Methods in Civil Engineering 3 Computer Methods in Civil Engineering 3 Basis of Structural Design 3 Elective Course 6 Foreign Language 2 VI Semester Mobility Semester 30 Rys. 1. Mobility window w programie Studiów Centrum Kształcenia Międzynarodowego Źródło: < 1 Badanie Accenture 2008, ogólnopolska kampania społeczna Start w Karierę, prezentacja Znaczenie mobilności dla zdobywania kompetencji wymaganych przez pracodawców. Autor: Monika Domańska. Seminarium bolońskie Warszawa Miedzeszyn, maja 2009 r.

50 Internacjonalizacja: Mobilność studentów 49 Mobility window to specjalnie przygotowany okres studiów, zwykle jeden semestr, stwarzający ułatwienia w zorganizowaniu w tym czasie wyjazdu studenta do innej uczelni. W wersji minimum jest to semestr, w którym nie naucza się przedmiotów wynikających ze standardów kształcenia, dzięki czemu istnieje bardzo duża dowolność w doborze przedmiotów w uczelni zagranicznej. W wersji maksimum w programie studiów znajduje się zapis: semestr mobilności 30 punktów ECTS do indywidualnego doboru. Rozwiązanie to zastosowano w Centrum Kształcenia Międzynarodowego Politechniki Łódzkiej (rys. 1). Stworzenie takiego okna mobilności w programie studiów jest rozwiązaniem trudnym, jednakże na przestrzeni kolejnych lat powinno być sukcesywnie wdrażane do niemal wszystkich programów studiów. Incoming students and teachers Europa Środkowa atrakcyjnym miejscem studiów dzięki ciekawej kulturze i wysokiej jakości kształcenia Obecność w środowisku uczelnianym aktorów międzynarodowych (studentów, wykładowców) może stać się jednym z głównych motorów rozwoju nowej jakości uczenia się i studiowania. Chodzi bowiem o stworzenie harmonijnej (lecz nie monotonnej!), wielokulturowej atmosfery akademickiej, w której w naturalny sposób będzie dokonywało się porównywanie systemów edukacyjnych, a stale przepływające nowe idee i koncepcje kształcenia staną się źródłem dobrych praktyk dydaktycznych i naukowych. Za tak rozumianym procesem internacjonalizacji mogą pójść konkretne rozwiązania techniczne oparte na wymianie międzynarodowej, takie jak kampusy dziedzinowe, klastry doskonałości czy chociażby, niezwykle proste w realizacji, wspólne kursy prowadzone za pomocą technik e-learningowych. Aby stworzyć dobrze funkcjonujący mechanizm internacjonalizacji, potrzebne jest w pierwszej kolejności wykreowanie wizerunku uczelni jako miejsca atrakcyjnego do studiowania, a także (a może przede wszystkim!) przyjaznego obcokrajowcom. Jednym z głównych zadań służących realizacji powyższego celu jest stworzenie procedur zapewniających odpowiednią jakość obsługi obcokrajowców. Pierwszy, podstawowy warunek zwiększenia liczby przyjmowanych studentów stanowi przygotowanie szerokiej, wielodziedzinowej oferty przedmiotów prowadzonych w języku angielskim. Uczelnia, która chce być ważnym ośrodkiem kultywowania kształcenia

51 50 Tomasz Saryusz-Wolski, Dorota Piotrowska międzynarodowego, powinna mieć w swej ofercie szeroki wachlarz pełnych programów, jak również pojedynczych przedmiotów wykładanych w języku angielskim. Tutaj pojawia się zasadniczy problem efektywnego kształcenia w językach obcych. Z oczywistych powodów większość uczelni nie realizuje przedmiotów, a tym bardziej całych programów studiów w językach obcych. Konsekwencją tego jest brak szerszej oferty kształcenia w językach obcych, nawet w języku angielskim. Jest to problem złożony, gdyż z jednej strony należy unikać tworzenia wyobcowanych grup zagranicznych studentów, a zamiast tego skłaniać się do dołączania ich do grup polskich studentów, wówczas bowiem proces internacjonalizacji jest znacznie bardziej efektywny. Z drugiej strony jednak trudno jest zobowiązać studentów polskojęzycznych do tego, by uczęszczali na zajęcia w języku obym. W obliczu zaistniałych problemów większość uczelni wycofuje się z oferowania zajęć w języku obcym, czym w praktyce zamyka sobie drogę do włączania obcokrajowców w regularny tok zajęć. Instytucje te oferują jedynie indywidualne projekty, w przypadku których proces internacjonalizacji i wymiany międzykulturowej opiera się na profesorze i pojedynczym studencie. Tymczasem warto zastanowić się nad zmianą filozofii kształcenia wyższego. Absolwent studiów wyższych powinien być wyposażony w szereg kompetencji ogólnych, spośród których biegła znajomość przynajmniej jednego języka obcego wysuwa się zdecydowanie na pierwsze miejsce. Dominacja angielszczyzny w codziennej rzeczywistości nie pozostawia złudzeń co do tego, iż język ten przestaje być we współczesnym świecie językiem obcym. Jest to zjawisko, którego doświadczyło wiele krajów europejskich. Ich społeczeństwa funkcjonują już niemal jako populacje dwujęzyczne. Jest to wynik wieloletniego, etapowego wdrażania tego języka do wszystkich gałęzi życia codziennego. Szkolnictwo wyższe mogłoby być doskonałym inicjatorem stopniowego wprowadzania języka angielskiego jako drugiego, już nie obcego, lecz niemal urzędowego języka, którym na co dzień potrafiłoby się posługiwać polskie społeczeństwo. Młody człowiek, rozpoczynający studia wyższe, byłby poniekąd zobligowany do komunikowania się w tym języku. Po kilkunastu latach przymus ten zamieniłby się w naturalne podejście do nowoczesnego, międzynarodowego i wielokulturowego procesu kształcenia. Bez wątpienia beneficjentami takiej przemiany byliby również nauczyciele akademiccy, którzy musieliby znacznie podnieść swoje kompetencje w dziedzinie efektywnego komunikowania się w języku angielskim. Kiedy uda się stworzyć bazę przedmiotową programów prowadzonych w języku obcym, należy przejść do przygotowania przejrzystego obrazu

52 Internacjonalizacja: Mobilność studentów 51 oferty dydaktycznej uczelni. Chodzi o to, by potencjalny kandydat (student- -obcokrajowiec lub uczelnia-partner zagraniczny) w łatwy sposób zidentyfikował zarówno przedmioty prowadzone w języku angielskim, jak i efekty kształcenia dzięki nim uzyskane. Taka transparentność jest niezwykle pomocna w przygotowaniu mobilności. Ułatwia też znacznie obcokrajowcom uznanie rezultatów uczenia się, zdobytych poza uczelnią macierzystą. Jednym z narzędzi znacznie wspomagających mobilność jest system ECTS. Właściwe wdrożenie wszystkich jego elementów przyporządkowanie przedmiotom/cyklom zajęć punktów, opracowanie katalogu przedmiotów, stosowanie Porozumienia o programie zajęć (Learning Agreement) oraz Wykazu zaliczeń (Transcript of Records) gwarantuje powstanie efektywnej struktury kształcenia, umożliwiającej wielowymiarową wymianę. Doświadczenie pokazuje, że umieszczenie wspomnianego katalogu przedmiotów na stronie internetowej uczelni jest rozwiązaniem technicznym znakomicie ułatwiającym dostęp do oferty dydaktycznej instytucji. Jest to pakiet informacyjny, zawierający praktyczne informacje dotyczące studiów w uczelni oraz dokładny opis wszystkich programów i przedmiotów (rys. 2). Rys. 2. Katalog ECTS Politechniki Łódzkiej Źródło: <

53 52 Tomasz Saryusz-Wolski, Dorota Piotrowska Uczelnie zaawansowane we wdrożeniu systemu ECTS mogą ubiegać się o certyfikat ECTS Label przyznawany przez Komisję Europejską. Uzyskanie takiego certyfikatu świadczy o dużej transparentności systemu kształcenia i stanowi ważne narzędzie promocyjne uczelni. Bardzo ważnym aspektem realizacji mobilności jest odpowiednia obsługa studentów zagranicznych. Studenci ci od początku swego pobytu winni żywić przekonanie, że nie pozostawiono ich samym sobie i zapewniono im nie tylko wysoką jakość zajęć dydaktycznych, lecz także odpowiednią obsługę administracyjną, medyczną i socjalną. W opiekę nad studentami zagranicznymi powinni włączać się studenci uczelni, ponieważ umożliwia to lepszą interakcję międzykulturową pomiędzy placówkami akademickimi. Uczelnia może szczycić się swoim międzynarodowym charakterem dopiero wówczas, gdy na jej korytarzach w zwykłych rozmowach studenckich znacząco przebija się dźwięk języka obcego. Ten kanał internacjonalizacji ma z pewnością największą siłę sprawczą, jeśli chodzi o szeroko pojętą wymianę międzykulturową. Ciekawym i zarazem skutecznym rozwiązaniem, wprowadzonym przez wiele uczelni, jest wdrożenie programu mentorskiego Zaopiekuj się studentem zagranicznym. Pomoc w rozwiązywaniu codziennych problemów, takich jak znalezienie zakwaterowania, załatwianie formalności urzędowych i innych spraw, odbywa się stosunkowo niewielkim nakładem sił w stosunku do pożytku, jaki przynosi zarówno studentowi, jak i przyjmującej go uczelni. Jest to jedno z narzędzi, które pomagają stworzyć pozytywny wizerunek uczelni i wydatnie promują ją na zewnątrz. Jeden zadowolony student zagraniczny jest lepszą i skuteczniejszą reklamą niż stos ulotek promujących uczelnię. Często ważnym problemem jest brak zaplecza administracyjnego. Personel dziekanatów i domów studenckich powinien choćby w elementarnym stopniu porozumiewać się w języku angielskim. To także jeden z elementów przyjaznego wizerunku uczelni. Równie ważnym problemem, wymagającym rozwiązania, jest zapewnienie w kampusie akademickim obsługi medycznej posługującej się językiem angielskim. Badania wykazują, że podstawowe problemy życiowe i skuteczność ich rozwiązywania wpływają w znacznym stopniu na opinię studenta na temat pobytu w uczelni zagranicznej. Dlatego należy dołożyć wszelkich starań, by problemy, z jakimi spotykają się obcokrajowcy, były możliwie szybko i skutecznie rozwiązywane. Sytuacje wynikające z nieznajomości języka obcego przez rejestratorkę w poradni lekarskiej bądź poli-

54 Internacjonalizacja: Mobilność studentów 53 cjanta urzędującego na posterunku czy patrolującego ulicę przy kampusie budzą śmiech, gdy oglądamy je w telewizji. Nie są jednak śmieszne z punktu widzenia studenta zagranicznego, który znalazł się w tarapatach. European Project Semester interdyscyplinarne projekty realizowane przez zespoły międzynarodowe Często z oczywistych powodów niemożliwe jest przygotowanie oferty dydaktycznej, która zaspokajałaby potrzeby wszystkich studentów zagranicznych. Nie oznacza to, że studenci tacy nie mogą zostać włączeni w regularny proces kształcenia. Należy bowiem stworzyć takie narzędzia, które umożliwią im realizację pewnej części programu studiów. Przykładem takiego narzędzia może być forma European Project Semester (EPS) (rys. 3). Rys. 3. European Project Semester Źródło: < EPS jest formą projektu interdyscyplinarnego realizowanego przez międzynarodową grupę studentów. Poza projektem studenci odbywają w semestrze takie zajęcia, jak np. Team Building, Communication Skills albo Project Management, które maja ponadto wspomóc zdobywanie kompetencji ogólnych: umiejętność pracy w grupie, umiejętność efektywnego komunikowania się, efektywną realizację projektu czy też umiejętność skutecznego rozwiązywania problemów. EPS pozwala na przyjmowanie studentów zagranicznych niezależnie od kierunku studiów, ponieważ tematyka projektów jest zawsze zróżnicowana i interdyscyplinarna.