22 SES 08 F JS, EMI and Beyond: Planning international curricula in higher education for multilingual and multicultural contexts Part 2
Joint Symposium NW 22 and NW 31 continued from 22 SES 07 F JS
In the current climate of concern about the immigrant crisis, and the need for ways of bringing the African peoples to develop their talents and their countries, the graduate business school ALTIS in Università Cattolica del Sacro Cuore has been implementing innovative forms of transnational education on social entrepreneurship in Africa since 2010. Although transnational education is a strategy of internationalisation, defined as “an ongoing process of change whose objective is to integrate the institution and its key stakeholders (its students and faculty) into the emerging global knowledge economy” (Hawawini, 2016: 5), transnational education is sometimes seen as a cash cow, enabling Western universities to raise the revenue that is lacking at home. The model of an MBA in Social Entrepreneurship, developed by ALTIS and its spinoff foundation E4Impact, continues to modulate in an inclusive perspective, conforming the cost of the education provided to local standards, and adapting to the different countries and contexts it enters, while maintaining the core quality content. The MBA is currently delivered in English or French in seven countries: Kenya, Ghana, Sierra Leone, Uganda, Senegal, Côte d’Ivoire and Ethiopia. Conceived as a partnership between an African university, whose faculty work together with the Italian professors for national accreditation and marketing, the model has had to adapt to diverse contexts, different universities requiring different models, such as a two-year degree or an intensive six-month certificate. The Italian university is thus not exporting a monolithic model, but is offering a collaborative educational proposal, which trains the future generation of international entrepreneurs together. This paper problematizes the philosophy, methodology and challenges of introducing such programs transnationally, where financial gain is necessary for the creation of a sustainable model, rather than being the primary goal, and through case studies, reports on the impact of the MBA in different countries. Keywords: Transnational education, Academic franchising, Intercultural adaptation, Africa.
Hawawini, Gabriel. The Internationalization of Higher Education and Business Schools, A Critical Review. New York: Springer, 2016. UNESCO/Council of Europe Code of Good Practice in the Provision of Transnational Education (Riga, 6 June 2001)
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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