International Educator - March/April 2016 - 29

Students from the Center for Higher Education and Technical Education
(CETYS) double-degree students with CityU in Prague, Czech Republic.

the program was expanded to include other regions of the world,"
says Marmolejo. "The same happened with the similar program established in Mexico."
The 100,000 Strong initiative has had a major effect on making
Latin American HEIs more desirable for partnerships, Lane says.
"The 100,000 effort drew a lot of attention to a lot of Latin American
institutions and led HEIs in many countries to see Latin American
institutions as viable partners."
Reductions in funding in both the Brazilian and Mexican programs,
however, are leading to questions as to the future of the programs
and about internationalization in general. "My main concern with
the Brazilian and Mexican programs is wwhat happens when the
champion behind the project leaves or funding is reduced-will they
be sustained or not," Marmolejo says. "My second concern is that
they reflect the idea that internationalization is just about movement
of people, when internationalization is about much more than that.
Given only a small percentage of Latin American students are likely
to study abroad, who will tend to be the wealthier students, there is
the need for a much broader set of actions that will provide university
and college students with relevant international perspectives they will
need once they graduate from higher education. We need to benefit a
broader segment of institutions, students, and society."

CETYS

Lofty Ambitions
The approach of Latin American HEIs toward partnerships depends
upon their nature and goals. For some Latin American institutions,
such relationships are nothing new. Some of the top research universities in Latin America have long had robust partnership programs
with other foreign institutions. An example is National Autonomous
University of Mexico (UNAM), among that country's top regional
universities, which recently established a new center at the University of Arizona, while the University of Arizona moved its office
in Mexico City to UNAM, says Sean Manley-Casimir, executive
director of the Consortium for North American Higher Education
Collaboration (CONAHEC) and director for Latin American Collaborations for the University of Arizona.
Another is Mexico's Instituto Tecnológico y de Estudios Superiores de Monterrey, also known as Tecnologico de Monterrey.

"In general, we started establishing relationships strongly with
other universities 20 to 25 years ago and now we practically have
relations with institutions all over the world, with more than 500
agreements in over 50 countries, though not all are fully active," says
Joaquín Guerra Achem, director of international affairs for Tecnologico de Monterrey. "As for regions, North America and Europe
are very important parts of our internationalization strategies. More
recently, in the last 10 years, we have strengthened our relationships
with universities in Asia, particularly in East Asia and Australia."
"To deploy our internationalization strategy, we have established
key liaison offices around the world, some located in universities
with which we have important relationships, such as University
of British Columbia in Vancouver, Yale University, Universitat Politecnica de Catalunya and University Pontificia Comillas in Spain,
University of Hull in the United Kingdom, and in Fudan University
in Shanghai," says Guerra.
A key example of an innovative partnership established by Tecnologico de Monterrey was a 2014 collaboration commenced with
MIT on nanotechnology research. "This is an international project
focused on research capacity," says Guerra. "We asked MIT to help
us with our research capacity, which benefits us. For MIT, this is
about partnering with one of the leading research universities in
Latin America, one with which they have had strong ties for many
years, and their ability to use us as a foothold in Latin America to
address many regional issues and establish relationships."
Many other Latin American institutions are at an earlier stage
in their development and are seeking to move beyond local and
national instruction to become research institutions or to integrate
more effectively into the regional economics of their countries,
which often involves interactions with multinational corporations.
Once they are more fully plugged into the international higher
education world, they swiftly become aware that partnerships are
key to moving up the international rankings and/or to increase capacity in program areas in which they are weak. The same dynamics
are leading many foreign higher education institutions to seek to
partner with all regions of the world, including Latin America. Given many already have relationships elsewhere, filling in the Latin
American holes is a logical evolution, many say.
A case in point is CETYS University (Center for Higher and
Technical Education), an HEI located in Baja California, Mexico,
with 7,200 high school, undergraduate, and graduate students.
"We have moved from understanding and pursuing internationalization as student mobility to an approach where the
emphasis is for the institution to become internationalized and
globally competitive," says Fernando Leon-Garcia, CETYS' president. "Accordingly, this has led to a diversification of strategies
and partnerships. This includes seeking greater and more diverse
geographical coverage, broadening the nature of activities to
also include faculty development and collaboration, and increasing program development. We have slowly but surely migrated
M A R + A P R .16 INTERNATIONAL EDUCATOR

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Table of Contents for the Digital Edition of International Educator - March/April 2016

Contents
International Educator - March/April 2016 - Cover1
International Educator - March/April 2016 - Cover2
International Educator - March/April 2016 - Contents
International Educator - March/April 2016 - 2
International Educator - March/April 2016 - 3
International Educator - March/April 2016 - 4
International Educator - March/April 2016 - 5
International Educator - March/April 2016 - 6
International Educator - March/April 2016 - 7
International Educator - March/April 2016 - 8
International Educator - March/April 2016 - 9
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International Educator - March/April 2016 - 16
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International Educator - March/April 2016 - 18
International Educator - March/April 2016 - 19
International Educator - March/April 2016 - 20
International Educator - March/April 2016 - 21
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International Educator - March/April 2016 - 55
International Educator - March/April 2016 - 56
International Educator - March/April 2016 - Cover3
International Educator - March/April 2016 - Cover4
International Educator - March/April 2016 - FCover1
International Educator - March/April 2016 - FCover2
International Educator - March/April 2016 - F1
International Educator - March/April 2016 - F2
International Educator - March/April 2016 - F3
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International Educator - March/April 2016 - F5
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International Educator - March/April 2016 - F17
International Educator - March/April 2016 - F18
International Educator - March/April 2016 - F19
International Educator - March/April 2016 - F20
International Educator - March/April 2016 - FCover3
International Educator - March/April 2016 - FCover4
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