International Educator - March/April 2016 - 30

Carlos González
Gutiérrez, Consul
General of
Mexico in Austin,
Janet Ellzey,
Vice Provost of
International
Programs, and
program staff
stand outside
the International
Office at The
University of
Texas at Austin
with four Mexican
undergraduate
engineering
students on a
special research
and internship
program made
possible by
the US-Mexico
Commission for
Educational and
Cultural Exchange
(COMEXUS) and
the 100,000
Strong in the
Americas
initiative.

30  

INTERNATIONAL EDUCATOR M A R + A P R .16

Patterns and Trends:
Europe-Latin American Partnerships
In addition to the United States, many Latin American
HEIs have long had robust partnership programs with
institutions in Spain and Portugal. Linked by language,
culture, and a colonial past, Spain and Portugal and their
higher education institutions have invested heavily to support such relationships.
An example is banking conglomerate The Santander
Group, the 10th largest bank in the world and one of the
largest spenders in world educational spending. Santander
sponsors "Universia," a network of 1,345 universities in 23
countries in the Ibero-American region, representing 18.3
million students and faculty members. Universia is a major effort by Banco Santander to promote collaboration
among universities within Latin America, and increasingly
between Latin America and the rest of the world. As part
of its commitment, Santander supported with 350 million
euros through Universia activities of the network during
the 2010-2014 period. For 2014-2018 there is an additional pledge of 800 million euros to support this initiative.
Many Spanish and Portuguese HEIs have deep roots
in Latin America. Universidad de Murcia, an HEI located
in Murcia, Spain, with 33,343 students, has collaboration
agreements with 139 institutions of higher education in
Latin America, says Ramon Minguez, a professor at the
university. Minguez notes that the University of Murcia
leads the international mobility program "Cruz del Sur"
(Southern Cross) with other HEIs of Latin America and

PUT AUSTIN

from [memoranda of understanding] covering general
collaboration and student mobility to more focused
agreements that include more dynamic and strategic
initiatives. These include value added mobility such as
dual- and double-degree programs and certificate programs, as well as group-based, short-term programs."
A good internationalization strategy requires a good
sense of situational awareness of the university and of
what the university is trying to become, says Leon-Garcia.
"We are located in a dynamic binational region with many
multinational corporations, so we are mindful of the economic blocks that are relevant to the region," Leon-Garcia
says. "Most of our mobility five years ago was to Spain
and the rest of Europe and we reflected and realized that
most of what we deal with in this region is most relevant
to Canada and the United States. Now about 50 percent of
our internationalization efforts relate to the United States.
We are also trying to increase our relationships with the
Asia Pacific region, given the growth of that region and
our location," Leon-Garcia says.
In CETYS' case this strategy also reflects a long-term
plan to move beyond instruction into research and more
academic pursuits, says Leon-Garcia. That has led it to
[obtain] international accreditations with the Western
Association of Schools and Colleges (WASC) and the Accreditation Council for Business Schools and Programs
(ACBSP), and to increase the percentage of faculty with
PhDs from 17 percent five years ago to 50 percent currently and toward a goal of 70 percent by 2020.



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 - 11
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International Educator - March/April 2016 - 16
International Educator - March/April 2016 - 17
International Educator - March/April 2016 - 18
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International Educator - March/April 2016 - 20
International Educator - March/April 2016 - 21
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International Educator - March/April 2016 - 25
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International Educator - March/April 2016 - 28
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International Educator - March/April 2016 - 30
International Educator - March/April 2016 - 31
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International Educator - March/April 2016 - 35
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International Educator - March/April 2016 - 37
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International Educator - March/April 2016 - 40
International Educator - March/April 2016 - 41
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International Educator - March/April 2016 - 54
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
International Educator - March/April 2016 - F4
International Educator - March/April 2016 - F5
International Educator - March/April 2016 - F6
International Educator - March/April 2016 - F7
International Educator - March/April 2016 - F8
International Educator - March/April 2016 - F9
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International Educator - March/April 2016 - F14
International Educator - March/April 2016 - F15
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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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