About this paper

Appears in:
Page: 17 (abstract only)
Publication year: 2010
ISBN: 978-84-614-2439-9
ISSN: 2340-1095

Conference name: 3rd International Conference of Education, Research and Innovation
Dates: 15-17 November, 2010
Location: Madrid, Spain

INNOVATION, INTERNATIONALIZATION AND MOBILITY AT THE UNIVERSITY CARLOS III OF MADRID AFTER THE INTRODUCTION OF THE EEES

J. Sánchez-Barricarte, J. Redondo-Rodelas

Universidad Carlos III (SPAIN)
The EEES allows uniformity and the ability to standardize the various academic degrees of European Universities, which in turn, on the one hand, offers the possibility of completing studies abroad, and for another, accessing to an extended labour market. Spain will lead this academic year the adaptation process. The next academic year (2010/11) a total of 2.387 bachelor programs, 2.065 masters programs and 1.643 doctorates programs will be taught in this country in the new model. Most academic degrees are adaptations of old degrees. For its part, the University Carlos III of Madrid decided to be a pioneer in the introduction of the new model of higher education. It is leading the application of the new Bologna Plan since the academic year 2008-2009. After two years of experience, the University Carlos III, and in particular, the Department of Political Science and Sociology, can extract the first conclusions as regards the practical utility of its application.
This poster reflects schematically conclusions by setting the problems encountered in its application, the main failures and the possible ways of future solution. The EEES is a framework for innovation (e.g. access to knowledge and learning techniques) internationalization and the mobility of professors and students. Once the adaptation process has been consolidated, the priority objectives must be to find mechanisms to facilitate mobility and exchanges, through international stays, role-playing games, leagues of debates, etc.
In this sense, the future must consider partnerships between universities that allow students to complete their studies in two modules (for example, two courses in the country of origin and two courses in the host country). There are other ways that we propose, although all of them require a parallel plan of promoting mobility of professors and the establishment of networks.

@InProceedings{SANCHEZBARRICARTE2010INN,
author = {S{\'{a}}nchez-Barricarte, J. and Redondo-Rodelas, J.},
title = {INNOVATION, INTERNATIONALIZATION AND MOBILITY AT THE UNIVERSITY CARLOS III OF MADRID AFTER THE INTRODUCTION OF THE EEES},
series = {3rd International Conference of Education, Research and Innovation},
booktitle = {ICERI2010 Proceedings},
isbn = {978-84-614-2439-9},
issn = {2340-1095},
publisher = {IATED},
location = {Madrid, Spain},
month = {15-17 November, 2010},
year = {2010},
pages = {17}}
TY - CONF
AU - J. Sánchez-Barricarte AU - J. Redondo-Rodelas
TI - INNOVATION, INTERNATIONALIZATION AND MOBILITY AT THE UNIVERSITY CARLOS III OF MADRID AFTER THE INTRODUCTION OF THE EEES
SN - 978-84-614-2439-9/2340-1095
PY - 2010
Y1 - 15-17 November, 2010
CI - Madrid, Spain
JO - 3rd International Conference of Education, Research and Innovation
JA - ICERI2010 Proceedings
SP - 17
EP - 17
ER -
J. Sánchez-Barricarte, J. Redondo-Rodelas (2010) INNOVATION, INTERNATIONALIZATION AND MOBILITY AT THE UNIVERSITY CARLOS III OF MADRID AFTER THE INTRODUCTION OF THE EEES, ICERI2010 Proceedings, p. 17.
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