Page 5 - Microsoft Word - de Wit-EH final2.doc

two international students in the lecture room? How can the integration of

international students be realized in such distorted proportions?

NO NEED TO TEST INTERCULTURAL AND INTERNATIONAL COMPETENCIES

A sixth misconception assumes that students normally acquire intercultural and

international competencies if they study or serve their internship abroad or take

part in an international class. This misconception is closely related to the previous

ones about mobility, education in English, and the presence of international

students. If these kinds of activities and instruments are considered synonymous

with internationalization, then it is obvious to assume that intercultural and

international competences will therefore also be acquired. Once again, reality is

more complicated. It is not guaranteed from the outset that these activities will

actually lead to that result. After all, students can completely seclude themselves

from sharing experiences with other students and other sections of the population

in the countries they visit.

THE MORE PARTNERSHIPS, THE MORE INTERNATIONAL

A seventh misconception on internationalization is the focus on partnerships: the

more partnerships, the more success of internationalization. Globalization,

competition, and market processes have reinforced the development toward

strategic partnerships. This tendency toward strategic partnerships often

implicates intentions, however. The majority of partnerships remain bilateral, and

in several institutions and schools the number far exceeds the number of students

and teachers being exchanged.

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