Indicadores de internacionalização: o que os Rankings Acadêmicos medem?

Leal, Fernanda Geremias; Stallivieri, Luciane; Moraes, Mário César Barreto

doi:10.22348/riesup.v4i1.8650638

Cited by 15 publications

(10 citation statements)

References 19 publications

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“…Considering that the modern internationalization agenda goes back at least two decades (beginning of SwB) in Brazil and that, more recently, it has been driven by government-funded programs such as the Languages without Borders (LwB) and Capes PrInt, we aim to dig deeper into the why HEI should invest in such a process and how they should go about it in a post pandemic scenario. Some researchers (Zanchet, Selbach, & Vighi, 2017;Ramos, 2018;Villela, 2018) claim that the process of IHE in Brazil is still biased in relation to international rankings (Leal, Stallivieri, & Moraes, 2018), and it is peripheral (Morosini, 2011), passive (Lima & Maranhão, 2009) and competitive, despite individual collaborative attempts/initiatives (Leal, 2020a). What do Brazilian HEI seek?…”

Section: Why Should Brazilian Higher Education Institutions Seek To I...mentioning

confidence: 99%

The road(s) not taken and internationalization in Brazil: journey or destination?

Amorim

Finardi

2022

Acta Sci. Educ.

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The purpose of this article is to discuss the possible directions that the process of internationalization of higher education in Brazil can take in a post-pandemic scenario of COVID-19 based on institutional self-assessment as proposed in the Amorim (2020) matrix. Inspired by Robert Frost's poem and the bifurcation metaphor on the way, we approach two guidelines for the internationalization of higher education, namely: cooperation and competition. The literature review in the area points to a possible paradigm shift (from competition to cooperation) and the discussion proposed here concludes that this change can be amplified/accelerated in the post-pandemic context. The study is reflective and uses the GPS metaphor to assist the self-assessment of Brazilian higher education institutions (HEIs) on the two roads of the poem, in the context of internationalization, in order to guide HEIs on roads that have not yet been traced in the face of the unprecedented context imposed by the pandemic. We conclude that the change of route/paradigm can be done more safely with the use of a(n) GPS/institutional self-analysis of the internationalization process.

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Section: Why Should Brazilian Higher Education Institutions Seek To I...mentioning

confidence: 99%

The road(s) not taken and internationalization in Brazil: journey or destination?

Amorim

Finardi

2022

Acta Sci. Educ.

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“…O autor afirma que, embora esses indicadores sejam relevantes, acabam estreitando a definição de internacionalização, pois não representam a riqueza que outros indicadores possuem para a internacionalização de uma universidade. Nesse contexto, os programas de intercâmbio que serão pesquisados desempenham um papel nos indicadores (a) e (b), mas não se limitam a estes, podendo também apresentar outras características que ajudam na internacionalização e interculturalidade da universidade anfitriã (LEAL et al, 2017).…”

Section: Creditunclassified

Internationalization and Higher Education

Carvalho

Moraes²

2022

Rev. Inter. Educ. Sup.

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Introduction: In times of global intensification of the internationalization in higher education and its importance for educational institutions worldwide, this research addresses this complex theme, exposed to multiple interpretations and perceptions, through an investigation carried out over the convergences and divergences on students’ perceptions on the reality of Brazilian higher education institutions. Methodology: The research was conducted in four large Brazilian higher education institutions (HEIs) and its domestic and international undergraduate students. This analysis was carried out through the understanding and perception of the local students and international students. The analysis was executed using exploratory, descriptive, analytic, interpretive, and qualitative research. The strategy used for data consolidation and presentation was a comparative study between these two groups. Results: The findings were that there is a strong link between internationalization and globalization, as well as mobility, the presence of a foreign language in the activities of IES and partnerships. Although it is maturing, the multiple interpretations for the internationalization of higher education persists. There is an identification of a different perspectives on themes and realities in relation to Brazil and the United States. Foreign students give more importance on Brazil after living in the country. Conclusion: The research showed that Brazilians have the perception that Brazil is behind the global context in higher education, while for North Americans, Brazil is aligned, the most positive perception of North Americans stands out. There is no consensus on the common "end" for university internationalization. The research also demonstrated a perception of a glamourization regarding internationalization of HEIs.

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“…A avaliação das atividades de internacionalização vem sendo realizada prioritariamente por meio de programas de mobilidade discente e docente, da quantidade de convênios de cooperação acadêmica e pelo número de trabalhos publicados em periódicos internacionais. Todos esses dados permitem verificar quantitativamente o alcance da difusão da produção científica e do intercâmbio de pessoas entre diferentes instituições, porém, são insuficientes para qualquer tipo de avaliação qualitativa mais aprofundada dessas trocas (Marrara, 2007;Morosini M. C., 2014;Leal, Stallivieri, & Moraes, 2018).…”

Section: Metodologia Do S-intexunclassified

Internacionalizando a Extensão Universitária: O Projeto S-Intex na UFPB | Internationalizing Universitary Extension: S-Intex Project at the Universidade Federal da Paraíba (Brazil)

Silva¹,

Vargas²,

Neto³

2019

RMI

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Este artigo tem como objetivo apresentar os resultados iniciais do S-Intex, projeto de avaliação da internacionalização do campo da extensão universitária, implantado na Universidade Federal da Paraíba (UFPB) a partir do curso de Relações Internacionais da instituição. Trata-se de uma iniciativa de diagnóstico e avaliação dos projetos de extensão ativos na universidade, com a finalidade de desenvolver os diferentes potenciais de abrangência internacional nessa área na instituição, com a identificação e difusão de “boas-práticas” e tecnologias que permitam promover a extensão universitária ao mesmo patamar de internacionalização presentes nos campos do ensino e da pesquisa.Palavras-chave: Extensão universitária; Internacionalização da Extensão; Ferramentas de Avaliação.ABSTRACTThis article aims to present the initial results of S-Intex, a project to evaluate the internationalization on the field of university extension, implemented at the Federal University of Paraíba (UFPB) from the institution's International Relations course. It is an initiative to diagnose and evaluate the extension projects that are active at the university, to develop the different potential of international coverage in this area in the institution, with the identification and dissemination of "good practices" and technologies to promote the university extension to the same level of internationalization present in the fields of education and research.Keywords: University extension; Extension Internationalization; Assessment Tools.Recebido em: 10 dez. 2018 | Aceito em: 15 mai. 2019

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Indicadores de internacionalização: o que os Rankings Acadêmicos medem?

Cited by 15 publications

References 19 publications

The road(s) not taken and internationalization in Brazil: journey or destination?

The road(s) not taken and internationalization in Brazil: journey or destination?

Internationalization and Higher Education

Internacionalizando a Extensão Universitária: O Projeto S-Intex na UFPB | Internationalizing Universitary Extension: S-Intex Project at the Universidade Federal da Paraíba (Brazil)

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