Erasmus Mundus as academic mobility program for students
Why this work is in the frame
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Bibliographic record
Abstract
Internationalization of higher education is one of the consequences of globalization in today's world.Internationalization of education is commonly understood as a process in which the objectives, functions and organization of educational services acquire an international significance.The concept of internationalization in higher education in the international practice traditionally includes two aspects: the "internal" internationalization and "external" internationalization, or it can be called as the education abroad [2].This issue has received much attention mainly because foreign universities are the most attractive for students, teachers and researchers from other countries.In recent years there is a tendency of the international university activity around the world.It is indicated by the increase in the number of students studying abroad as well as student and teacher exchanges.In addition, the practice of attracting foreign teachers to work is greatly extended.The international activity is used by many universities to expand their research and educational opportunities and improve the quality of teaching, competitiveness, university' s prestige, establish useful contacts and develop cooperation.The student mobility, i.e. an increase in the number of students studying abroad, can be referred to one of the known forms of the internationalization of higher education [2].It should be noted that the student studying in other country is not a new and unknown phenomenon.The process of student mobility in a number of countries has been ongoing for a long time.However, according to UNESCO the level of international student mobility has increased over the last 25 years by 300%.The phenomenon of mobility is rather young but not new to our country.It has quite firmly consolidated its position among the students due to the wide prospects [1].The student mobility is stimulated by various state and regional programs (such as "Erasmus", "Komet", "Lingua").M any countries enter into bilateral and multilateral agreements in this field.National differences in the education access, quantitative restrictions in the recruitment of students to certain specialties make students look for opportunities to study abroad.Language and cultural concerns attract students to educational programs of Great Britain, France, and the USA.The dominance of the English language as the main language of modern science, and as the most frequently studied second language, led to the fact that, along with the US and Britain, hosting the largest number of international students, Canada and Australia entered into the list of countries hosting foreign students [4].Gradually foreign students' flows have been perceived by the majority of host countries more as trade rather than aid, since in many cases foreign students pay full tuition fees.In many educational institutions hosting students, especially in English-speaking countries, the income received from foreign students' full payment is a significant increase to the annual declining university budget.Without this additional income, many universities could not simply exist [3].One of the most famous academic mobility programs is Erasmus M undus.This program was established by the European Union in 2004 as the extension of Erasmus program existed previously.The Erasmus program has been intended to support the inner European students' exchange, and also aims to support the development of economic, political and university cooperation between the EU and Russia.In the framework of program the scholarship is
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.002 | 0.000 |
| Research integrity | 0.001 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it