Page 66 - A Handbook for Academia, Industry and Policymakers: Reinforcing the Innovation-Employability Nexus in the Mediterranean

66 REINFORCING THE INNOVATION-EMPLOYABILITY NEXUS IN THE MEDITERRANEAN REINFORCING THE INNOVATION-EMPLOYABILITY NEXUS IN THE MEDITERRANEAN 67

The OECD defines student mobility as comprised of several types
of movement: individuals who pursue a foreign degree are called INTERSECTORAL MOBILITY
‘degree-mobile students’ to distinguish them from ‘credit-mobile
students’ on short exchange or study-abroad trips . Credit-mobile The physical mobility of researchers
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students are considered either ‘free-movers’ who travel on their from one sector (academia in
own initiative or ‘programme students’ who participate in an particular) to another (industry in
exchange programme such as Erasmus . the first place, but other sectors of
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employment as well).
Academic mobility includes institutionalised student mobility INTERNATIONAL MOBILE
International Mobility programmes – those that rely on a university-level partnership – STUDENT
as well as staff mobility. Staff mobility is a relatively new practice
and involves the movement of academic and administrative “An internationally mobile student
personnel in a structured exchange, supported by university or is an individual who has physically
regional funding. The institutional support for academic mobility crossed an international border
has enabled it to expand greatly from traditional movement that between two countries with the
objective to participate in educational
relied on individual projects and the wherewithal of faculty to activities in a destination country,
manage the logistics. Importantly, this expanded form of academic where the destination country is
nternationalisation is one of the most important factors in mobility has provided greater access to international experience different from his or her country of

determining quality of education and is therefore a priority for students and staff, which is considered an important factor in a origin.” (UNESCO, 2015)
I strategy for academia. A key driver in increasing the level of university’s quality of education.
internationalisation is academic mobility, an area that has grown International student mobility has risen 165% since 2000 with
significantly in numbers and diversified through approaches such 5.6 million international students worldwide in 2019 according

as intersectoral mobility – the movement of staff, researchers to UNESCO. Fewer students from Mediterranean countries study
and faculty as well as students. Innovations in mobility extend to abroad than their Northern European neighbours, yet mobility
figures have increased more than three-fold in the Southern and
programmes and institutions that use technology, including online Eastern Mediterranean from 2015 to 2019 at 40% compared to a
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courses and blended learning, which expands access to international relatively static 12% increase in Europe during the same period .
opportunities to a broader group. Mediterranean countries have More than half of these students are from Syria, Morocco and
Egypt, as seen in Figure 11, p. 68. Syria consistently has the largest
historically had lower participation rates in mobility, however in number of students leaving their home country to study abroad in
recent years, their participation rates are increasing faster than the region (UNESCO has data from 2015-2019), which could reflect
their Northern European neighbours. the initiatives available to support mobility such as RESCUE (see
Examples and Best Practices at the end of this chapter). Over the
years, student mobility in the Southern Mediterranean has not only
increased but the destinations have become more diverse. It is
important to note that the international mobility experience enables
Background and context participants to acquire another culture. In the case of mobility for
address barriers faced by universities in adopting an academic internship, this goes beyond the acquisition of the
Higher education institutional strategies internationalisation activities. corporate culture. Multiculturality is a major asset for students in
increasingly focus on internationalisation as it their search for employment but also for a better understanding of
is a key component of global university rankings Terminology around mobility can be confusing the Mediterranean reality.
which have a direct impact on their ability to as it includes movement of non-students as
attract students, researchers and faculty. well as students, and the definitions overlap Recently, the UfM Secretariat has launched a study aiming to
Traditionally, student mobility and research somewhat. Academic mobility refers to students provide a clear picture of the resources and opportunities available
partnerships have been the main contributors and academic staff in higher education moving in the Euro-Mediterranean region regarding academic mobility and
to a university’s level of internationalisation, to another institution inside or outside of their the portability of academic qualifications across borders. The study
however mobility is expanding into to innovative own country to study, research, or teach for a makes tangible and feasible recommendations to policymakers
forms of international activity, providing limited time. ‘Intersectoral mobility’ refers to and relevant stakeholders. The results of the study, which has been
inclusive approaches and strengthening cross- the movement of students and academic staff entrusted to UNIMED, the Mediterranean Universities Union, should
institutional partnerships. This is particularly between the academic, industry, public and be available during the first quarter of 2021. Details about UNIMED
relevant for universities in Southern and Eastern third sectors (see Chapter 5: Collaborative can be found at the end of Chapter 2: Methodology: Triple Helix.
Mediterranean countries as these new forms can Doctorates).