intégration des personnes immigrantes et de régionalisation de l'immigration

'intensifier les actions de promotion à l'international, notamment en faisant mieux connaître la réalité des cégeps, le DEC et le Québec comme destination d'études, sera également mise de l'avant.

However, there is a strong sense in the international education field that whatever interactions may be occurring naturally are not enough, and that universities need to do a much better job of bringing domestic and international students together in an intentional way. The issue has taken on increasing salience as campuses have seen huge influxes of international undergraduate students from two main countries, China and Saudi Arabia, in recent years. A study published in the Journal of International and Intercultural Communication in 2012 found that nearly 40 percent of international students in the U.S. report having no close American friends. 

As an outcome of this Delphi Panel exercise, this study hasrevised Jane Knight’s commonlyaccepted working definition for internationalisation as'theintentionalprocess ofintegrating an international, intercultural or global dimension into the purpose, functionsand delivery of post-secondary education,in order to enhance the quality of educationand research for all students and staff, and to make a meaningful contribution tosociety'.This definition reflects the increased awareness that internationalisation has to becomemore inclusive and less elitistby not focusing predominantly on mobility but more on thecurriculum and learning outcomes. The ‘abroad’ component (mobility) needs to become anintegral part of the internationalised curriculum to ensure internationalisation for all, notonly the mobile minority. It re-emphasises that internationalisation is not a goal in itself,but a means to enhance quality, and that it should not focus solely on economic rationales.Most national strategies, including in Europe, are still predominantly focused on mobility,short-term and/or long-term economic gains, recruitment and/or training of talentedstudents and scholars, and international reputation and visibility. This implies that fargreater efforts are still needed to incorporate these approaches into more comprehensivestrategies, in which internationalisation of the curriculum and learning outcomes, as ameans to enhance the quality of education and research, receive more attention. Theinclusion of ‘internationalisation at home’ as a third pillar in the internationalisation strategyof the European Commission,European Higher Education in the World, as well as in severalnational strategies, is a good starting point, but it will require more concrete actions at theEuropean, national and,in particular, the institutional level for it to becomereality