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The goals of the International Academic Mobility (IAM) Initiative are to advance the development of international skills, knowledge and understanding among students and promote academic co-operation and institutional linkages among colleges and universities.

The IAM Initiative includes the administration of two programs created by Human Resources Development Canada (HRDC) in 1995: the Canada-European Community Program for Co-operation in Higher Education and Training, and the Program for North American Mobility in Higher Education. These programs support consortium-based initiatives that are developed and carried out by Canadian universities and colleges in collaboration with institutions in other countries.

A formative evaluation was initiated in 2000 to assess the relevance, design and delivery, and short-term impacts of the two IAM programs. The formative evaluation also considered methodological issues, with particular emphasis on suggesting a design for the summative evaluations of the IAM programs.

The formative evaluation focused on projects accepted for funding between 1995 and 1998. During these years, IAM funded 30 projects under the Program for North American Mobility in Higher Education and 25 projects under the Canada-European Community Program for Co-operation in Higher Education and Training. To date, approximately 2,800 students have participated in the IAM programs, and about 1,500 of those students are estimated to have participated between 1995 and 1998.

The methodology used to conduct the formative evaluation included a literature review, a survey of project directors and educational partners, a survey of unsuccessful Canadian applicants, and a survey of participating Canadian students.

1.1 Overview of the IAM Programs

Various consortia of Canadian universities and colleges, in collaboration with institutions in other countries, can apply for funding under the IAM programs to support their collaborative projects. A project typically consists of activities such as curriculum development and the exchange process where Canadian students would study abroad. In some cases, students do not travel abroad (non-mobile students) but participate in other ways, such as through courses intended to increase their exposure to other cultures. A project director, usually a faculty member at a university or college, leads the project as part of the team of educational partners (faculty at other universities and colleges) that are included in the consortium for the project.

The Program for North American Mobility in Higher Education

HRDC and the Department of Foreign Affairs and International Trade announced the Program for North American Mobility in Higher Education (referred to in this report as Canada-NA Program) in June 1995. The Program is a partnership among the member governments of the North American Free Trade Agreement (NAFTA). It is a direct response to the commitment made in NAFTA to "strengthen the special bonds of friendship and co-operation" between Canada, Mexico, and the United States.

Since its inception, the Canada-NA Program has funded 50 projects (30 of which are part of this evaluation), in which approximately 1066 students have participated from 48 Canadian post-secondary institutions (this figure includes 33 universities, 11 community colleges, and 4 university colleges).² Five non-academic partners have also participated.

The Canada-European Community Program for Co-operation in Higher Education and Training

Announced at the end of 1995, the Canada-European Community Program for Co-operation in Higher Education and Training (referred to in this report as Canada-EC Program) also implements the objectives of a larger international agreement. In 1990, the Government of Canada and the member state governments of the European Community, now European Union (EU), adopted the Transatlantic Declaration. The Declaration was a response to the world events of 1989 and recognition that "transatlantic solidarity has played a historic role in preserving peace and freedom." Among its many commitments, the Declaration included the strengthening of exchanges and joint projects, "including academic and youth exchanges." The Canada-EC Program is a direct result of that commitment.

To date, the Canada-EC Program has funded 45 projects (25 are part of this evaluation) with approximately 1,725 students from over 56 Canadian academic institutions (this figure includes 42 universities, 11 community colleges, and 3 university colleges).³ Twenty-eight non-academic partners have also participated.

1.2 Evaluation Issues

The formative evaluation of the two IAM programs was guided by the following eight evaluation issues.

1. Is there a continuing need to encourage exchange and co-operation among higher education institutions internationally? Is there still a need to prepare students for working in a global economy?
2. What are the role and the nature of involvement of the IAM Initiative in encouraging exchanges and co-operation among higher education institutions from various countries?
3. Would the participating institutions have been able to make progress in internationalizing their institution and/or strengthening student mobility if they had not had access to IAM funding?
4. Has IAM encouraged international exchange and co-operation among Canadian higher education institutions (universities and colleges)? Specifically, in regard to:
   • setting up new multilateral partnerships between educational institutions and enhancing existing ones;
   • skills development and international academic work credit;
   • the development of common and/or shared curricula; and
   • the exchange of expertise and knowledge in new developments in higher education and training, including distance learning?
5. Has IAM improved the quality of human resource development among mobile and non-mobile students at participating institutions? Specifically, in regard to:
   • increasing students' knowledge of languages, cultures, and institutions;
   • providing affordable access to an "internationalized" curricula;
   • providing work placements/internships in a "foreign" milieu; and
   • partnerships beyond the educational field to include businesses, professional associations, public authorities, etc.?
6. Are the partnerships created through the IAM program continuing beyond the program funding? What mechanisms are being used to promote sustainability?
7. Has IAM reached targeted institutions' faculties and students?
8. Are there design elements that constitute obstacles to effective implementation? If so, can and how could they be changed?

1.3 Overview of the Report

This report presents the main findings of the formative evaluation and includes the following:

• An overview of the methodology used to conduct the formative evaluation;
• A profile of the respondents to the surveys and their IAM projects;
• A summary of the findings for each evaluation issue;
• Recommendations for the summative evaluation of the IAM Initiative, based upon the experiences of this evaluation; and
• A brief overview of the main conclusions.

Footnotes

1	The report refers to the "surveyed students," the "surveyed faculty members," or the "surveyed unsuccessful applicants" to highlight the fact that these findings are based on very small samples, and the results describe only the survey respondents.
2	The number of students is based on the number of students who will travel abroad as projected in the project proposals. Non-mobile students who remain at home but will participate through such activities as joint curricula development are not included. All numbers are for 1995 to the present.
3	Please see footnote 2, above.