EMI vs. Non-EMI: Preliminary Analysis of the Academic Output within the INTE-R-LICA Project1

The internationalisation process at universities fostered by the European Area for Higher Education has launched measures such as the adoption of comparable degrees, the creation of a compatible credit system and the establishment of mobility synergies for both students and lecturers (Bologna Declaration, 1999). In this context, many universities have increased their use of English as a lingua franca and offer degrees and post-graduate degrees in which English is the language of teaching, communication and assessment. In this research the authors have taken a sample of students who belong to the English as medium of instruction strand in the Business Administration Degree from the Faculty of Economics and Business (UCM) and have compared their academic performance with the students from the same Faculty who receive their lectures in their mother tongue.