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Internationalizing Engineering Education With Phased Study Programs: India-European Experience

Publication Type : Conference Paper

Thematic Areas : Learning-Technologies, Wireless Network and Application

Publisher : 44th ASEE/IEEE Frontiers in Education Conference (IEEE Xplore)

Source : 44th ASEE/IEEE Frontiers in Education Conference (IEEE Xplore), 2015

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Keywords : Distance Education; Global Engineers, International Engineering Education; Erasmus Mundus

Campus : Amritapuri, Coimbatore

School : Centre for Cybersecurity Systems and Networks, School of Business

Center : Amrita Center For Research in Analytics, Amrita Center for Wireless Networks and Applications (AmritaWNA), Cyber Security, Technologies & Education (AmritaCREATE)

Department : cyber Security, Wireless Networks and Applications (AWNA)

Year : 2015

Abstract : Most of the critical challenges seen in the past decades have impacted citizens in a global way. Given shrinking resources, educationists find preparing students for the global market place a formidable challenge. Hence exposing students to multi-lateral educational initiatives are critical to their growth, understanding and future contributions. This paper focuses on European Union’s Erasmus Mundus programs, involving academic cooperation amongst international universities in engineering programs. A phased undergraduate engineering program with multiple specializations is analyzed within this context. Based on their performance at the end of first phase, selected students were provided opportunities using scholarship to pursue completion of their degree requirements at various European universities. This paper will elaborate the impact of differing pedagogical interventions, language and cultural differences amongst these countries on students in diverse engineering disciplines. The data presented is based on on the feedback analysis from Eramus Mundus students (N=121) that underwent the mobility programs. The findings have given important insights into the structure of the initiative and implications for academia and education policy makers for internationalizing engineering education. These included considering digital interventions such as MOOCs (Massive Open Online Courses) and Virtual Laboratory (VL) initiatives for systemic reorganization of engineering education.

Cite this Research Publication : Dr. Krishnashree Achuthan, Raghu Raman, Dr. Maneesha V. Ramesh, and P, S., “Internationalizing Engineering Education With Phased Study Programs: India-European Experience”, in 44th ASEE/IEEE Frontiers in Education Conference (IEEE Xplore), 2015

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