Vol. 17 No. 36 (2022)

Artículos

Higher education internationalization for regional development. The Mexico-USA ‘Proyecta 100,000’ program

Published 2022-06-02

  • Mario M. Carrillo Huerta
    • ,
  • Irma Vilchis Polis

Mario M. Carrillo Huerta


Irma Vilchis Polis


Abstract

The internationalization of education helps in taking advantage of the labor and quality of life improvement opportunities derived from the increasing global economic interdependence, and although it is a practice traditionally associated with universities and other higher education institutions, some governments have recently considered its promotion as part of their regional economic development policies. Due to their recent appearance as such, public policies for the internationalization of education have not been sufficiently studied; however, some of the studies on the subject show that their operation and results are highly influenced by the way in which they are implemented and by the efficacy of the participating actors therein. This paper includes the results of a study of the implementation of Proyecta 100 000, which is a program of higher education students’ mobility between Mexico and the United States of America, established in 2013 with the sponsorship of the national governments of those countries, and which ended in 2018. With the help of regression analysis applied to data from a survey conducted in 2015 among the Mexican beneficiaries by its authorities, the Program is evaluated through the testing of a hypothesis which establishes that the participation of individuals from multiple official institutions makes it difficult for a program to be implemented successfully. The results from the study show that the Program comes out well evaluated by its beneficiaries, who consider it a good program, overall and also in terms of its operation and the impact and satisfaction derived from participating in it, and, although many of them faced problems with the Program, those were not associated directly to the authorities or to participating institutions as much as with other aspects of it, such as the insufficiency of the scholarships and the shortness of the length of the courses they took, and their orientation to only the learning of the English language. Thus, the suspension of the Program could not be attributed to a faulty implementation, and Program could overcome the difficulties and have stronger positive impacts on its assigned goals and objectives, without reservations of that kind, whenever it is restarted.

Keywords

public policies, program evaluation, nternationalization of education, international mobility, Mexico-USA relations

PDF (Spanish)

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