International Educator - March/April 2016 - 34

ternationalization of Higher Education, which involves
the principal higher education institutions in the Guadalajara region along with the Jalisco state government.
These institutions now realize that their shared geography
and regional development strategies are unique strengths
they can leverage in attracting international partners and
that many synergies can be created by highlighting and
sharing each of their areas of academic and programmatic
strength." The strengths of the various institutions were
highlighted during a CONAHEC Mobility Incubator Program visit which took place early in 2015 and provided U.S.
and Canadian HEI representatives the opportunity to get
to know the institutions firsthand, producing numerous
subsequent and ongoing initiatives, says Manley-Casimir.
A similar regional effort is underway in Puebla, Mexico.
Already a higher education hub, a number of the region's
strongest HEIs are now working together to increase interest in partnerships, says Manley-Casimir. In March
2015 seven Pueblan HEIs along with the state government joined forces to host the Very Interested in Puebla
(VIP) visit in collaboration with CONAHEC's Mobility
Incubator Program. A strong group of representatives
of U.S. HEIs participated in visits to each institution that
highlighted many collaboration opportunities. The same
group of Pueblan HEIs also offered the International Academic Summer (VIA by its Spanish acronym) program
in the summer of 2015, which permits English-speaking
students to attend a 3-week summer course (for credit).
Similar opportunities will be available again in both Guadalajara and Puebla, and possibly other regions of the
country such as Merida and Monterrey.
From March 16-18, 2016, CONAHEC will hold its
17th North American Higher Education Conference
in San Luis Potosi, Mexico, examining the potential of
higher education internationalization and international
collaboration in coordination with governments, the
private sector, and civil society, to strengthen higher education's coordinated contribution to addressing global
grand challenges.
Despite such efforts, some say U.S. HEIs may have
considerable challenges in fending off international competitors for partnerships, some say. "At the same time
countries in Latin America saw problems about not being
welcome in the U.S. and having difficulties obtaining visas and solving financial imbalances, other countries were
offering easier, more affordable pathways and students began to look at those other opportunities," says Marmolejo.
"Historically, some U.S. institutions had a perspective
on Latin American international students that, 'O.K., they
will come-we don't have to worry too much about them,"
34  

INTERNATIONAL EDUCATOR M A R + A P R .16

says Marmolejo. "But it's a much more complex, diversified, and competitive landscape now. U.S. institutions
cannot take for granted that Latin American students will
come. Those that don't put forth an effort into more and
better outreach will be out of the game."

Canadian Partnerships
While learning English as the international academic lingua franca retains its appeal, the global English language
competitors of the United States have become capable
competitors to the United States in their own rights. The
United States' neighbor to the north is one of them.
Canadian institutions have been major players in intracontinental internationalization efforts, says Manley-Casimir.
An example is the Inter-American Organization for Higher
Education (IOHE), which is based in Canada and currently
is headed up by the president of Royal Roads University of
Canada, Allan Cahoon. The IOHE brokers relationships between member universities and promotes student, faculty, and
research exchanges via three divisions: (1) CAMPUS, which
promotes university social responsibility roles and encouraging doctoral collaboration to help more Latin American
schools set up doctoral programs; (2) COLAM, a division that
promotes technological innovation, fosters diversity such as
groups of women leaders in postsecondary education, and
supports indigenous education; and (3) IGLU, which promotes
university leadership across the Americas.
Many say that Canada has established a more proactive approach toward interhemispheric partnerships that
has resulted in an increased presence in Latin American
higher education. A recent IOHE-sponsored conference
on international education in Quito, Ecuador, had only
20 U.S. HEI participants compared with 40 Canadian
HEIs, Cahoon notes.
Cahoon says his university has worked with others
in Canada to provide joint education programs for Latin
American HEIs. "We did a delegation in June from Canada
to Chile on areas that were identified as common thematic interests, such as aboriginal education," says Cahoon.
"They've been invited to come to workshops we are doing
on this. Other collaborative areas include researching oceans
and mining. We are hosting an IGLU in spring [2016] where
15-20 Latin American universities will spend time with us
and then go on to spend time meeting with other Canadian
universities. We are also engaging in an interdisciplinary
doctoral program, a new English language pathways program, organizational operational practices and technologies,
and student mobility and research collaborations.
Cahoon says there are some typically different needs
that are addressed through Canadian and Latin American



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
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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
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International Educator - March/April 2016 - FCover3
International Educator - March/April 2016 - FCover4
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