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INTERNATIONAL JOURNAL OF THEORETICAL AND PRACTICAL RESEARCH
International journal of theoretical and practical research
Scientific Journal
Volume: 2 30.04.2022
Year: 2022 Issue: 4 Published: http://alferganus.uz
Citation:
Panjikidze, Z. (2022). Academic mobility in the educational process. SJ International journal of theoretical and practical research, 2 (4), 122-125.
Panjikidze, Z. (2022). Academic mobility in the educational process. SJ Nazariy va amaliy tadqiqotlar xalqaro jurnali, 2 (4),122-125.
Doi:
https://dx.doi.org/10.5281/zenodo.6656749
DOI 10.5281/zenodo .66 56749
ISSN 2181-2357
T. 2. №4. 2022
SJIF 2022:5.962 QR-Article
Zurab, Panjikidze
PhD
Batumi Shota Rustaveli State University, Batumi, Georgia
UDC 338.1
ACADEMIC MOBILITY IN THE EDUCATIONAL PROCESS
Abstract: This article discusses the role of academic mobility in the educational sphere, namely, its causes. The advantages of this phenomenon and its consequences are revealed. The chronology of academic mobility, as well as statistics of students among different countries are studied.
Keywords: academic mobility, higher educational institution, quality of education, training program.
Зураб Панджикидзе
PhD
Батумский государственный университет имени Шота Руставели,
г. Батуми, Грузия
АКАДЕМИЧЕСКАЯ МОБИЛЬНОСТЬ В ОБРАЗОВАТЕЛЬНОМ
ПРОЦЕССЕ
Аннотация: В статье рассмотрена роль академической мобильности в образовательной сфере, а именно, ее причины. Выявлены преимущества данного явления и ее последствия. Изучена хронология академической мобильности, а также статистика студентов среди различных стран.
Ключевые слова: академическая мобильность, высшее образовательное учреждение, качество образования, программа обучения.
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Introduction
The relevance of the research topic is due to a number of factors. The development of academic mobility of students in modern conditions acts as a strategic goal not only at the university level, but also nationwide. For a Georgian student, participation in mobility programs acts as a motivation for learning foreign languages, replenishing cultural and professional experience. It is important that after receiving this experience, students return back to their home university. On the one hand, it stimulates the process of international integration in higher education. On the other hand, it promotes the popularization of domestic values among students abroad.
Analysis and results
Under the influence of globalization, changes in the field of higher education in Georgia at the beginning of the XXI century acquire a systemic character, reflecting the direction and content of the process of internationalization of education as a whole. As a macro-educational parameter, internationally is now one of the key criteria for the quality of higher education in the country. The dynamics of the global scientific and educational space is characterized by a change in the positions of the leading subjects of science and higher education as a result of the development of the system of international academic mobility. In the process of exporting and importing educational services, the influence of different countries, including Georgia, on changes in the content and forms of organization of educational activities in the training of highly qualified specialists who are able to actively participate in the creation and use of the achievements of modern science for the benefit of all mankind is revealed
The formation of conditions for the integration of education with science and industry, the creation of innovative infrastructure at the university and the region, the introduction of new standards in education, the development of forms of transnational education, the harmonization and unification of education systems and their integration into the global scientific and educational space require profound transformations in the field of higher education in Georgia. Consistent achievement of new strategic goals will contribute to the improvement of institutional mechanisms for the development of national education. The internationalization of higher education in Georgia at the turn of the XX-XXI centuries has created a solid foundation for the introduction of new principles for the formation and implementation of international academic mobility as a social process.
Global transformational changes in modern society have strengthened the main trends in the development of domestic universities:
1) development of mechanisms to enhance international academic mobility through the development of networking;
2) increasing the importance of intercultural communication in the scientific and educational space;
3) strengthening the differentiation of universities depending on the level of development and support of the region in which it is located;
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4) the need to apply a network geographically differentiated approach in monitoring the effectiveness of domestic universities. These trends require rethinking the main models of higher school development and adjusting the priority directions in the strategy of Georgia's entry into the world scientific and educational space, which meets modern challenges.
The Bologna Process is a vivid example of an attempt by countries to unite in solving issues of international cooperation, recognition and equivalence of knowledge. Academic mobility of students in this context is one of the main goals of the Bologna Agreements. Moreover, in modern conditions, higher education institutions are in fierce competition with each other. Quantitative indicators of academic mobility (the number of foreign students, the number of participants in exchange programs or mobility programs, partnership agreements with foreign universities) not only allow the university to claim a worthy place in the world educational rankings, but also promote the image of the university on the world stage.
The term "academic mobility" is known to many students by various concepts (change of school, university, college or vocational training). And, especially, this topic is close to those students who have graduated from a university in another country and are studying today, as well as within one country. The relevance of academic mobility is primarily associated with an increase in scientific horizons or a change in the direction of training and obtaining new professional skills and abilities, as well as in-depth study according to the chosen training program.
Considering academic mobility in chronology, we can say that it was before. And the priority direction was European countries both then and today.
The important role of academic mobility is connected, first of all, in the in-depth study of the program in which the student studies, regardless of the level of education. Another important role of academic mobility is familiarization with new knowledge in a particular field of science. It can include new knowledge on the training program, which would not be taught in any other educational institution. The third role of academic mobility is the study of science from the point of view of the country in which the educational institution is located. And an equally important role of academic mobility is getting to know new people and familiarizing with the culture that exists in the country. This is an acquaintance with new people who may be friends in the future, as well as with new teachers who will open the doors to a completely new field of science for a student.
Despite such a number of advantages, academic mobility has negative sides.
Firstly, it is a possible outflow of "minds" from one country to another. The main reasons for this phenomenon are the advantages of studying science in another country (high achievement in science among countries) and high wages.
Secondly, it is the possibility of dissatisfaction in the chosen country or the chosen training program. However, this is unlikely, since students make choices based on what is closer to their specialization.
And thirdly, there is dissatisfaction in the culture of the chosen country. There are many examples of such a phenomenon, for example: I didn't like this country (although studying in this country was worth it); I didn't like the relationship in the country; it's unusual in a new foreign country.
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If we consider the statistics of various countries that accept foreign students to study under various programs, and the countries from which those students leave, the statistics look like this. Top 6 countries that are popular with students: the United States of America, Great Britain, Germany, France, Australia and Canada. In addition to the leading countries, this list may include countries with a rapidly developing academic system in the future, which include: Japan, Spain, China, Italy, Austria, New Zealand, Switzerland, South Korea and the Netherlands. The top countries from which a large number of students leave are, first of all, China, India and South Korea (according to the report of the International Institute of Economics and Finance - ICEF - for 2021). According to UNESCO, these countries also include Germany, France, Saudi Arabia, the United States of America, Malaysia and Vietnam.
Conclusion
Thus, the role of academic mobility in the student's educational process is very important, because where and at what level the material on the discipline will be given, as well as what scientific basis the educational institution has, is of the utmost importance.
References:
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