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8 ¡Error! Marcador no definido.Author name / Procedia Computer Science 00 (2019) 000–000

1. Culture
5
15. Accreditation guidelines 2. Normative
4,5
4
14. Knowledge management policy 3,5 3. Educational model
3
2,5
2
13. Teacher management 1,5 4. Strategic plan
1
0,5
0
12. Internationalization networks policy 5. Internacionalization policy
11. Mobility Policy 6. Curriculum policy
10. Virtuality policy 7. Teaching regulations
9. Foreign language policy 8. Student regulations

Figure 2- Cartography of the structure of the internationalization of the curriculum: institutional dimension

For the diagnosis of academic programs, it is convenient to compare the cartographies of several of them, and
even of the School or College, as shown in the following pattern chart of 4 programs or careers:

Engineering program
5
Indoor activities 4,5 Global profile
4
3,5
Multidisciplinarity 3 Study plan
2,5
2
1,5
1
Research 0,5 Teacher plan
0
Communities of practice Learning communities

Nodes and networks. Learning scenarios
Relationship with graduates Educational Technologies

PROGRAM A PROGRAM B PROGRAM C PROGRAM D

Figure 3- Cartography of the structure and process of several programs

Having the qualifications of each criterion, the same methodology is applied as at the level of learning
environments where faculty and students interact. It is also possible for diagnostic purposes to compare the
behaviors of various learning environments, to identify which faculty is being more international, and derive a
pattern.

4. Reflections

The current digital and interconnected world requires addressing the training of students from a global perspective,
aspiring to train them as global professionals, with skills for lifelong learning and for their global employability. All
must be recognized that learning today is acquired by doing connections and transiting through international
networks of learning, research and practice, to interact, associate and collaborate in the possibility of generating new
content, knowledge and innovation.