MOTIVATIONS AND BARRIERS FOR ACADEMIC INTERNATIONALIZATION: A COMPARATIVE ANALYSIS BY FIELD OF STUDY AT A PUBLIC UNIVERSITY IN ECUADOR
Keywords:
Student mobility, higher education, academic cooperation, institutional policies, professional developmentAbstract
DOI: https://doi.org/10.46296/yc.v9i17.0727
Abstract
This study analyzes motivations and barriers for university internationalization from a comparative perspective across fields of study at an Ecuadorian public university. Using a descriptive-comparative design based on a survey adapted from the IAU 6th Global Survey, data were collected from 515 undergraduate and graduate students distributed among Health Sciences (49.9%), Economic Sciences (33.6%), and other disciplines. Results reveal an extraordinary consensus on the importance of internationalization (82.6% agree or strongly agree), contrasting with limited actual international experience (57.5% without prior experience). Professional motivations predominate, with "improving employment opportunities" (67.6%) as the main driver, followed by "improving curriculum vitae" (53.0%). Economic barriers constitute the primary obstacle, with "lack of economic resources" identified by 78.8% of participants, specifically visa expenses (58.3%), living costs (57.9%), and transportation (56.3%). Institutional barriers include "lack of information about opportunities" (51.7%) and "insufficient scholarships or financial support" (45.4%). Comparative analysis reveals significant disciplinary differences: Technical Sciences shows greater polarization in valuation (50.0% strongly agree vs. 19.0% strongly disagree), while Health Sciences presents consistently high valuation and Economic Sciences evidences more pragmatic perspectives. These findings suggest the need for differentiated institutional strategies that address the particular motivational aspects and specific barriers of each academic discipline.
Keywords: Student mobility, higher education, academic cooperation, institutional policies, professional development.
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