Guide to Cooperation between Latin American
and European Universities
METHODOLOGY
To gather the information which constitutes this study we have
carried out a 35 question multiple-choice survey centred around
ten specific categories which describe the characteristics of
existing cooperation activities between the higher education
institutions (HEI) in Latin America and the European Union:
- Institutional relations;
- Type of activities;
- International Agreement of cooperation;
- Independent student mobility;
- Research cooperation; language;
- Double or joint degree programmes;
- Educational quality and political impact and context.
w w w. p i h e n e t w o r k . o r g
The population involved in the study was composed of higher
education institutions from 4 Latin American countries (Argentina,
Brazil, Colombia and Mexico) and 3 from the European Union
(Germany, Spain and Holland). These are considered
representative nations of internationalisation dynamism and
existing cooperation relations between the two HEI regions.
The main objective of the project is to identify the rationale behind the
internationalisation of Latin American and European higher education
institutions, the impact on their institutional strategies and the funding
models that they use.
This guide summarises the analysis carried out by the network regarding
trends in the internationalisation of Latin American and European
Higher Education institutions and the key topics which lead to
cooperation between these two regions.
The complete report can be downloaded from the following website:
www.pihenetwork.org
SUCCESSFUL CASE STUDIES
Design: Laura Prieto
Translation: Jorge Maciá
The analysis carried out by the PIHE Network has shown cases
of successful international cooperation between Latin American
and European institutions. The success stories of these two cases
(available in the complete report on the project website) may help
European and Latin American Institutions currently undertaking
or planning on carrying out cooperation activities in the future to
find the key elements to assume these projects successfully.
PIHE Network (Contract number AML/19.0902/04/16909/ii-0479-a) is a project financed by the European
Commission within the ALFA Programme Framework with the aim of stimulating cooperation between Latin
American and European higher education institutions.
This document reflects the findings and views of the PIHE Network project which do not necessarily represent the
opinion of the European Commission.
SOME CONCLUSIONS OF THE COOPERATION ANALYSIS BETWEEN LATIN AMERICAN AND EUROPEAN HIGHER EDUCATION INSTITUTIONS
STRENGTHS AND OPPORTUNITIES
W E A K N E S S E S A N D T H R E AT S
The cooperation priorities of both regions do not match; to Europe, Latin America is considered to be third in line
to cooperate (behind Western and Eastern Europe) whilst, in the case of Latin America, Europe is the first priority
(followed by the USA and Canada).
Unlike in Europe, the insufficiency of intra-regional programmes of university cooperation in Latin America hinders
collaboration and prevents the strategic positioning of higher education institutions.
Other sources highlight that Latin American students are amongst those experiencing the lowest degree of mobility
worldwide.
The student mobility partnerships between European and Latin American institutions are unbalanced, as the European
institutions host more students than their Latin American counterparts.
The emigration of Latin American scientists and engineers represents a serious problem that prevents the region
from developing. Emigrating population tends to be from the most qualified sector of society.
The main root causes of failing partnerships between Latin American and European universities are: lack of a precise
proposal and there are funding difficulties as well as inefficient management. Even in the case that a proposal does
exist, there would be no prior identification process of the actors involved.
The main reasons for the lack of joint and double degree programmes are the lack of funding resources, the validation
of studies and the lack of curriculum flexibility.
To higher education institutions in Europe, Latin America is not particularly regarded today as a priority when it comes
to establishing research activities and projects. The higher education institutions within the European Union usually
take into account only the Latin American countries that traditionally participate in collaboration exercises.
The lack of funding in Latin American institutions is regarded as one of principle reasons making cooperation activities
with European universities so restricted or limited in terms of importance.
Inter-regional
Cooperation
The EU shows an increasing interest in strengthening academic and cultural relations with Latin America. The
Bologna Process plays an important role in most university cooperation programmes financed by the European
Union (ALFA, TEMPUS, ASIA-LINK, etc.). Latin American institutions try to make the most of this opportunity to
increase institutional relations with European establishments and take advantage of the new funding programmes
of the European Commission or national agencies of European countries.
Intra-regional
Cooperation
There are some successful experiences of Intra-regional cooperation that should help create new networks and
promote collaboration between those that already exist. We should highlight, among others, the cooperation
programmes of the Association of Universities “Montevideo Group” (AUGM), Network of Macrouniversities, Council
of Vice-Chancellors for the Integration of Central East Subregion of South America (CRISCOS), Central American
University Superior Council (CSUCA) or the Amazonian Universities Association (UNAMAZ).
Cooperación
Intra-regional
Student
Mobility
Movilidad
Estudiantil
Emigration of
Qualified People
Institutional
Agreements
Joint degree
Programmes
The presence of Latin American students in European universities may increase, firstly, as a result of the Bologna
process, that may hold appeal for a higher number of non-European students and, secondly, as a consequence of
the introduction of educational offerings in the English language in European HEIs.
All European and Latin American universities should strengthen their image by marketing more effectively the
exchange possibilities between their students and the validation policies of study programmes and internship
organisation with partner institutions.
There are successful programmes developed by national authorities or Latin American institutions to stop the
emigration of qualified people. For instance, Argentina, Brazil and Mexico carry out programmes to repatriate
researchers who have recently finished their PhD overseas. These programmes include payment incentives in
research areas, high wages and fully covered repatriation expenses.
Successful agreements come about through: institutional resource allocation; the establishment of institutional plans
in the international cooperation area; academic mobility seen as a factor and a benefit; promoting activities of
agreements developed through offices of international cooperation; appointment of project coordinators that activate
and stimulate the agreement; and establishment of an action plan for the development of the agreement based on
identification of common interest.
Both European and Latin American universities are interested in postgraduate programmes; some because they
have them and some because they need them. The diversification of (international, public, private) funding, some
flexibility (on both sides) to set up a curriculum and validation achievement in every institution and/or country is
therefore suggested.
Research
Programmes
Cooperation between Latin American and European institutions in the research scope is often financed by the
European Commission, through different funding programmes and, in the main, through the Framework Programmes.
The 7PM is a great opportunity for Latin American countries, as it gradually increases funding for international
research programmes. It is also important to highlight the fervent interest of Latin American universities and
government to improve in science, technology and innovation.
Funding
University internationalisation may also lead to an increase in funds for the institutions. Many Latin American
universities embarked on the venture by giving courses in Spanish to foreigners or language courses for a nonuniversity based public too. These experiences have shown that there are other ways to raise funds that afterwards
may help promote cooperation with overseas universities.