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This document is both an advancement and a cohesive overview of ESU’s existing positions on internationalisation and mobility in higher education. This paper offers both definitions and elaborations on relevant policy areas, and should function as a framework and a guide for both students and other actors in higher education across Europe.  \nINTERNATIONALISATION  \nDefinition and values  \nInternationalisation can be defined as, “the process of integrating an international, intercultural, or global dimension into the purpose, functions or delivery of post-secondary education.1”  \nInternationalisation can be a tool for achieving higher quality education, personal development and intercultural competences of students, social cohesion and peaceful coexistence of people, as well as national and global sustainable development. It is important to keep in mind that internationalisation is a tool for increased added value of education, not an end in itself. Internationalisation defines the self-determined process of strengthening the cultural and social diversity to establish cohesion as well as respectful and peaceful coexistence and collaboration, and to contribute to global sustainable development. The demand for free education is bringing the direct need for education to open up and reflect on how knowledge is gathered, to widen and reflect the western-centric knowledge production with internationalisation.  \nA mobile student or educator can be defined as an individual who participates in an organised exchange for a specific amount of time, usually as part of an exchange programme. An international student or educator can be defined as an individual who goes abroad for learning or teaching purposes, regardless of whether it is as part of an exchange programme or not.  \nIntercultural competence and understanding, as well as democratic values and skills and language competences, are needed in the globalised world and the key for development of a society where everyone can live together peacefully. In order to assure the international character of studies for everyone, as well as the general quality of teaching learning and research, each HEIs should pay  \n1 Knight, J (2004) . \"Internationalization Remodeled: Definition, Approaches, and Rationales\" . Journal of Studies in International Education.  \nthorough attention to creating an international environment at their institution; and governments and the EU must offer measures and funding to help the HEIs to achieve this. Every student must have the chance to benefit from a diverse, cross-continental and cross-cultural internationalisation. This international environment shall fight against racism and xenophobia in all institutional levels. To ensure the sustainability and quality of internationalisation, it must be seen as a crosscutting theme and included in the curricula and learning outcomes for students. Internationalisation must be seen as an integral part of education, not a standalone feature or source of profit. Moreover, the diversity of curr","cbCais0S2ck9Pejw","https://ap.wps.com/l/cbCais0S2ck9Pejw","pdf",266223,15,"English","# INTRODUCTION\n## INTERNATIONALISATION\n## Definition and values\n## On the institutional level\n## The global fight for education\n## LEARNING MOBILITY","[{\"question\":\"How does ESU define internationalisation in higher education?\",\"answer\":\"Internationalisation is defined as integrating an international, intercultural, or global dimension into the purpose, functions, or delivery of post-secondary education. ESU frames it as a tool to improve quality and development, not as an end in itself.\"},{\"question\":\"What does ESU say higher education institutions must do on the institutional level?\",\"answer\":\"ESU calls for hiring international teaching and research staff, promoting staff exchange, and ensuring adequate language, pedagogical, and multicultural skills for staff teaching in international programmes. It also emphasizes student participation and integrating knowledge acquired abroad upon return.\"},{\"question\":\"What aspects of learning mobility does the policy cover?\",\"answer\":\"The policy addresses quality and financing, information provision, recognition, language learning, visas and workers’ rights, and access, support, and equality. It also highlights the need for balanced mobility across participants.\"}]","Internationalisation and Mobility Policy Paper - INTRODUCTION - Fighting for students’ rights since 1982 | PDF",1792047525,38]