Abstract

The objective of this study was to promote narrative and self-evaluation as integrative ways to assess the experiences of students who participated in an International Mobility Initiative offered by the master’s Program of the National School of Nursing and Obstetrics (ENEO) of the National Autonomous University of Mexico (UNAM). The historical-cultural theory provides a global conceptual framework of the educational process in alternative educational scenarios alludes to culture, although international mobility occurs in the context of a formal curriculum. The study was developed from July to November 2019 and followed a qualitative, descriptive and exploratory design with a hermeneutic phenomenological approach. The findings suggest that the International Mobility Initiative contributes to enhancing the students' transforming intercultural practice in terms of two dimensions, one personal, and the other related to their researching potential because of their social experiences. Without necessarily implying institutional agreements, this International Mobility Initiative includes diverse presentations in academic events, as well as short international stays.

Keywords: Education Evaluation; Institutional Evaluation; Programs Evaluations; Qualitative Evaluations; Students’ Evaluations

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