Page 20 - The-Academic-value-of-mobility-2018

Experiences from the pilot projects

In the University of Skövde’s model for its guidance process, they have added a
guidance element on the student’s return, where the students – in a group – and
the international coordinator present and reflect on the exchange.

The pilot at Linköping University has, in its work on systematising the guidance
process, developed a model for support throughout the entire “mobility process”,
which was a need identified by the students.

Coordinate guidance activities and
formulate a shared objective and clear
guidelines for guidance on exchanges,
based on the student’s programme and

qualification requirements
It is increasingly common to recom-
mend that internationalisation should
permeate the activities of the entire
HEI. 18
Internationalisation work is too com-
prehensive and multifaceted to be
solely conducted by an international
office. This also applies to mobility
guidance. Achieving increased mobil-
ity cannot only be a priority for the
HEI’s international office. Mobility
guidance is more effective if there is
coordination and cooperation
between the various staff categories at
the HEI. Many employees come into
contact with the students, but cooper-
ation between the various staff cate-
gories is not always well-developed.
Therefore, more of the staff categories
Figure 2. Coordinated guidance that meet students need to be involved
with the student in focus in guidance about student exchanges.
The way in which guidance is organ-
ised has an impact on its results.

An important prerequisite for effective guidance is that there is a shared objec-
tive for the various functions at the HEI (study and careers guidance counsel-
lors, international coordinators, lecturers, programme co-ordinators, etc.) and
clear guidelines. Therefore, formulate a shared objective and clear guidelines

18 SOU 2018:3, En strategisk agenda för internationalisering – Delbetänkande om ökad
internationalisering av universitet och högskolor, 2018.

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