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www.amazoniainvestiga.info ISSN 2322- 6307

DOI: https://doi.org/10.34069/AI/2021.45.09.0

How to Cite:

To date, the processes of globalization are in

many ways peculiar vectors of

internationalization of education. In Russian and

foreign literature the concept of

"internationalization" is considered as a

controversial and multidimensional concept.

Thus, in the works of S.L. Robertson

services" (Robertson, 2017). In his turn, R.

Shields writes that international flows of students

are "closely connected with global trade" (Stier,

2004). A.N. Grigoriev and G.V. Korshunov

focus their attention on the problem of building a

"policy of educational services export" to the

global educational market and training foreign

students in Russian universities (Grigoriev &

Korshunov, 2016).

with an active cooperation in education with the

countries of Central and Eastern Europe, Asia,

Africa and Latin America (Beregovaya &

Kudashov, 2019). At the same time, not all

Soviet universities and institutes were able to

actively attract students from abroad due to the

specifics of their activities. With the collapse of

the USSR, many educational institutions joined

the processes of international cooperation,

including internationalization among the

position of the Vice-rector for International

Affairs was introduced into the structure of the

Institute and the International Department was

established. The key goals of these

organizational activities were to start training

foreign students, trainees and postgraduate

students at MAI and to expand international

relations in the field of scientific and educational

contracts and agreements. As a part of the

organizational arrangements, a preparatory

Vietnam, Republic of Korea, People's Republic

of China and Kazakhstan.

At present, the university has 1 254 foreign

MAI joined the Bologna Club in order to

integrate more deeply into the global educational

space and to provide joint educational programs

within the framework of the Bologna process, as

well as to increase the number of international

students. Departments and faculties attract

foreign scientists to cooperate not only in joint

research projects, but also for lecturing courses.

International academic mobility allows students

to:

participate in the content of their own educational

trajectory in accordance with further

employment and their own areas of interest;

expand the acquired competencies (including the

practical application of knowledge);

expand the range of scientific, business and

personal contacts.

Beihang University.

University of Science and Technology Beijing.

Hindustan Institute of Technology and Science.

Vel Tech Rangarajan Dr. Sagunthala R&D

Institute of Science and Technology.

Bandung Institute of Technology.

Polytechnic University of Turin.

Sapienza University of Rome.

Polytechnic University of Milan.

Institut supérieur de l'aéronautique et de l'espace.

TU Wien.

MAI has been cooperating with the Ministry of

Education of China in the field of international

education since the middle of XX century. MAI

is on the list of partners of the most prestigious

universities of China, which allows the most

their home country (Korotaeva, 2020).

In 2017, MAI together with Shanghai Jiao Tong

University opened the Joint Institute. The

purpose of this project is to form a talent pool for

the Russian-Chinese project of a wide-body

long-range aircraft (CRAIC CR929) (Fatkhullina

& Guryanova, 2014). One of the fundamental

tasks of the Joint Institute is to develop global

thinking, learn foreign languages and acquire

Company, United Engine Corporation,

Commercial Aircraft Corporation of China and

Aero Engine Corporation of China, which

demonstrates that students obtain the

competences required by potential customers of

Russia and China.

The fundamental philosophy of MAI-Shanghai

Jiao Tong University Joint Institute project is the

two-way development of intercultural

country representatives on the labor market.

MAI-Shanghai Jiao Tong University Joint

Institute is a unique educational and scientific

environment in which students from both

countries study in joint groups for the entire

period of study, which allows achieving high

quality results in education and exchange of

experience. These programs are a direct example

of global education theory and have no analogues

in Russia and abroad.

because using the best practice and developing

competences and skills increases the possibility

to compete on the international educational

market, increases scientific and innovation

potential of the Institute. All this allows adapting

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www.amazoniainvestiga.info ISSN 2322- 6307

more quickly to the constantly changing

Bednyy, A. B. (2016). Internationalization of

Education: Conceptual Foundations and

Practical Experience of Lobachevsky

University. University Management: Practice

and Analysis, 6(106), 18-25.

Beregovaya, O. A., & Kudashov, V. I. (2019).

Internationalization of higher education in the

context of globalization. Prospects for

Science and Education, 3(39), 31-43.

Fatkhullina, L. Z., & Guryanova, T. N. (2014).

Grigoriev, A. N., & Korshunov, G. V. (2016).

education as a promising direction of

development of Russian universities.

Problems of modern pedagogical education,

66(2), 175-178.

Robertson, S. L. (2017). Colonising the future:

Mega-trade deals, education services and

global higher education markets. Futures, 94,

24-33.

Stier*, J. (2004). Taking a critical stance toward

internationalization ideologies in higher