Science Without Borders’ Contributions to Internationalization of Brazilian Higher Education

2017 ◽  
Vol 22 (5) ◽  
pp. 371-392 ◽  
Author(s):  
Matheus Batalha Moreira Nery
Keyword(s):  
Higher Education ◽  
International Education ◽  
National Policy ◽  
International Programs ◽  
Education Policies ◽  
Implementation Phase ◽  
Brazilian Students ◽  
Internationalization At Home ◽  
Science Without Borders ◽  
Learning Points

The Science Without Borders (SWB) program is Brazil’s major international education initiative. Begun in 2011, the SWB program is a government-funded initiative that encourages Brazilian universities to structure international relations offices and make international education experiences accessible to Brazilian students. However, its initial stages were marked by problems. First, the author’s analysis focuses on the history of SWB’s implementation and pivotal moments in the program’s evolution with the objective of analyzing the available program data, balancing it with the author’s experience in managing international programs. In sequence, the author examines the key learning points from two international programs—European Union (EU) Erasmus Program and the U.S. 100,000 Strong initiative—with the objective of analyzing some of the best practices that could have assisted the SWB program in its initial implementation phase and in its future plans. Last, the author presents an analysis with key learning points on internationalization of higher education with the objective of analyzing the growing complexity in international education policies and the necessity of improvements in the current Brazilian strategy for internationalization. The author proposes that to ensure the SWB program’s efficacy, an independent evaluation and enhanced connection between Brazilian international education initiatives and the country’s foreign policy will be necessary. Sustainability of the program and Brazil’s international education policies will necessitate additional efforts including cross-border education, comprehensive internationalization, and internationalization at home strategies. In summary, the author presents recommendations to policymakers, scholars, and practitioners regarding transforming the SWB program into an international education national policy.

Globalization of Japanese Higher Education and the Case of Hokkaido University

2019 ◽  
pp. 9-21
Author(s):  
Toyoharu Nawa
Keyword(s):  
Higher Education ◽  
International Education ◽  
National Policy ◽  
Academic Programs ◽  
Fiscal Year ◽  
Japanese Higher Education ◽  
Global University ◽  
Education Market ◽  
Future Strategy ◽  
The University

Institutions of higher education all over the world are facing the pressure to internationalize their operations and academic programs, to enhance its competitiveness in an international education market. The first part of this chapter presents a review of national policy to incentivize the internationalization of higher education in Japan since 1980s. The second part introduces internalization initiatives of Hokkaido University in the last decade. Under the initiative of the president, university formulated its vision of “Hokkaido University, contributing to the resolution of global issues” in the “Future Strategy for the 150th Anniversary of Hokkaido University,” a blueprint for drastically reforming the university. In the 2014 fiscal year, a strategy to further internationalize education, “Hokkaido Universal Campus Initiative” was chosen by MEXT for the “Top Global University Project.” The author analyzes Hokkaido University's internationalization progress, focusing on the strengths and activities of major projects and the changes in the overall management.

scholarly journals Can the Use of English as a Medium of Instruction Promote a More Inclusive and Equitable Higher Education in Brazil?

2019 ◽  
Vol 12 (2) ◽  
pp. 87-105
Author(s):  
Laura Baumvol ◽  
Simone Sarmento
Keyword(s):  
Higher Education ◽  
Foreign Students ◽  
Medium Of Instruction ◽  
Academic English ◽  
Academic Mobility ◽  
The Status ◽  
Brazilian Students ◽  
Internationalization At Home ◽  
State Of Affairs ◽  
Education In Brazil

In this paper, we present the status quo and challenges regarding the use of additional languages as a medium of instruction in Brazilian higher education. We begin by contextualizing the importance of the process of internationalization at home (IaH) and additional languages in higher education. Next, the teaching of additional languages in Brazil, which has been until very recently relegated to the private sector and accessible only to an elite, is introduced. We then provide an overview of the present state of affairs of English as a Medium of Instruction (EMI) in the country, which is still in its infancy. We move on to describe different ways in which language and content can be integrated in higher education, as well as how EMI can be introduced in disciplinary courses. We finish concluding that EMI can maximize the learning of academic English by Brazilian students and content instructors, as well as encourage a more international higher education and balanced academic mobility by allowing foreign students to study in Brazil while preserving and even increasing the international interest in the Portuguese language. In a country located in the periphery of knowledge production and dissemination, we understand that the adoption of EMI can potentially foster the inclusion of more Brazilians in the global academic and research scenario. It gives them access to the knowledge produced internationally and, at the same time, enables the research produced in the country to be disseminated globally.

scholarly journals INTERNATIONALIZING HIGHER EDUCATION OF UKRAINE: NATIONAL POLICY

2021 ◽  
Author(s):  
Mariia Debych ◽  
Keyword(s):  
Higher Education ◽  
International Education ◽  
Foreign Students ◽  
National Policy ◽  
Legal Aspects ◽  
Educational Programs ◽  
Ministry Of Education ◽  
Lack Of Information ◽  
Internationalization Strategy ◽  
Higher Education Internationalization

Internationalization has become a subject of global interest and global geographical coverage. In order to develop a National Internationalization Strategy of Ukraine, it is necessary to take into account trends and patterns in the global market of international education services. The aim of this article is to examine national policy of Ukraine for higher education internationalization, consider issues of foreign students’ study in Ukraine and give recommendations for National Internationalization Strategy development. To achieve the above aim, several methods have been used, including internet search, analysis, systematization of evident information. The European vector for developing Ukraine has been confirmed by the accession to the Bologna Process (2005) and Association Agreement between the European Union (EU) and Ukraine (2014). Basis for higher education internationalization (Bologna instruments and legislative documents) have been analyzed. The goals and tasks of the Ukrainian State Center for International Education of the Ministry of Education and Science of Ukraine (the official state source of information on the education of foreign students in Ukraine) are presented. Statistical data from Development Strategy of the state enterprise “Ukrainian State Center for International Education for 2021–2025” prove the increase of foreign students in Ukraine. SWOT analysis of the higher education internationalization in Ukraine revealed strengths, weaknesses, opportunities and threats of higher education internationalization. The current state of higher education internationalization in Ukraine is also clarified by the results of PESTL analysis identifying Political, Economic, Social, Technological, and Legal aspects of the external environment that affect this process. It is stated that Ukraine faces the following challenges concerning academic mobility: insufficient / no funding; non-recognition of degrees / diplomas; unsatisfactory level of foreign language proficiency; inappropriate educational programs / training organization; legal issues; lack of information and encouragement; personal problems of students. The degree of involvement of scholars and academics in international cooperation is very low. The main aspects for the National Internationalization Strategy in Ukraine and their content components are highlighted as following: worldview and value aspect (mission, vision, values, principles); organizational and resource aspect (goals and objectives, approaches, methods, tools, forms, mechanisms, organizational structure and functions, resources); regulatory and legal aspect (legislative regulation: tools for recognition, implementation of mobility, introduction of joint educational programs, mechanisms for ensuring the quality of higher education). It is recommended to develop National Internationalization Strategy; to involve foreign experts for the accreditation of Ukrainian educational programs and participate in the accreditation of foreign educational programs; to develop the Ukrainian rating of universities taking into account indicators of internationalization: foreign students; foreign academics in the Ukrainian universities; publications in foreign scientific journals; joint educational programs / research.

scholarly journals O programa Ciência sem Fronteiras como ferramenta de acesso à mobilidade internacional

2014 ◽  
Vol 3 (2) ◽  
Author(s):  
Thais Mere Marques Aveiro
Keyword(s):  
Higher Education ◽  
Human Resources ◽  
Control Panel ◽  
Institutions Of Higher Education ◽  
International Mobility ◽  
Significant Growth ◽  
Recursos Humanos ◽  
Brazilian Students ◽  
Science Without Borders

O objetivo deste estudo é apresentar o papel do Programa Ciência sem Fronteiras como mecanismo para a promoção de mobilidade internacional de estudantes de graduação e pós-graduação do Brasil. Nesse artigo, foram analisados os dados de concessão disponíveis no Painel de Controle do Programa. Como resultado, é apresentada uma descrição do Programa, contemplando surgimento, governança, operacionalização, objetivos pretendidos, dificuldades encontradas para sua implementação e resultados já atingidos. O trabalho demonstra a singularidade do programa e o expressivo crescimento do intercâmbio de estudantes e pesquisadores que, além de complementar a formação de recursos humanos, podem impactar de forma positiva na internacionalização das Instituições de Ensino Superior brasileiras. Palavras-chave: Programa Ciência sem Fronteiras. Instituições de Ensino Superior. Mobilidade internacional. CAPES. CNPq. THE SCIENCE WITHOUT BORDERS PROGRAM AS A TOOL TO ACESS INTERNATIONAL MOBILITY Abstract: The objective of this study is to present the role of the Science without Borders Program as a mechanism for international mobility of undergraduate and graduate Brazilian students. In this article, data concession available in the Control Panel of the Program were analyzed. As a result, it is presented a description of the program, its conception, governance, operational system, intended goals, difficulties for its implementation and results already achieved. This paper shows the uniqueness of the program and the significant growth of the exchange of students and researchers that, besides complementing the training of human resources, can positively impact the internationalization of Brazilian Higher Education Institutions. Keywords: Science without Borders Program. Institutions of Higher Education. International mobility. CAPES. CNPq.

Network Analysis of the Integration Level of the Universities Participating in Project 5-100 in the International Higher Education Area

2019 ◽  
Vol 28 (11) ◽  
pp. 155-167
Author(s):  
P. A. Zhdanov ◽  
N. A. Polikhina ◽  
E. Yu. Sema ◽  
L. V. Kazimirchik ◽  
I. B. Trostyanskaya ◽  
...  
Keyword(s):  
Higher Education ◽  
Network Analysis ◽  
International Education ◽  
Russian Federation ◽  
Education System ◽  
Point Of View ◽  
International Higher Education ◽  
Scientometric Analysis ◽  
Higher Education System ◽  
The Russian Federation

The paper analyzes measures adopted by the Russian Federation on internationalization and globalization of the higher education system, its integration into the international scientific and education area. One of the initiatives of the authorities of the Russian Federation in this direction is Project 5-100, designed to increase the competitiveness of both a selected group of universities and the Russian higher education system as a whole. Among the successful practices of Project 5-100, one can identify the presentation of a single stand of participating universities at the international education exhibitions APAIE, EAIE, NAFSA. Within this study, we explore the cooperation of the universities participating in Project 5-100 with potential international partners at global educational exhibitions by means of network analysis with graphs. The effectiveness of such cooperation from the point of view of integration of the universities from this group into the international higher education area is determined through estimations of the usefulness of participation in such events made by the universities and through scientometric analysis. As a result of this study, it was revealed that active participation in international educational exhibitions including negotiating, establishing contacts with international partners, contributes significantly to the promotion of the universities participating in Project 5-100 in the international arena.

The Kothari Saga (1965–85)

2018 ◽  
Author(s):  
R.V. Vaidyanatha Ayyar
Keyword(s):  
Higher Education ◽  
Gross Domestic Product ◽  
Central Government ◽  
National Policy ◽  
Constitutional Amendment ◽  
Educational Discourse ◽  
Congress Party ◽  
World Class ◽  
World Class Universities ◽  
National Policy On Education

This chapter outlines the exceptional composition of the landmark Kothari Commission, and its blend of idealism and realism. It offers a succinct account of the recommendations of the Kothari Commission, and the ferocious opposition to its recommendations regarding elementary and higher education, language policy, and the establishment of world class universities. It presents a candid critique of its recommendation that has become a hardy perennial of Indian educational discourse, namely that Government allocate at least 6 per cent of Gross Domestic Product (GDP) to education. It gives a crisp account of Independent India’s first National Policy on Education (1968). It also outlines the Constitutional Amendment of 1978 which made education a ‘concurrent subject’, and the educational initiatives of the short lived Janata Government (1976–8), India’s first non-Congress Party Central Government. It also outlines the key role played by J.P Naik in the Kothari Commission and Janata Government and evolution of his thinking.

Overcoming the White Knight Complex: Social License and Internationalization for Society

2021 ◽  
pp. 102831532110162
Author(s):  
Svetlana Kostrykina
Keyword(s):  
Higher Education ◽  
New Zealand ◽  
International Education ◽  
Service Industries ◽  
Local Context ◽  
Social License To Operate ◽  
Education Industry ◽  
Social License ◽  
Common Purpose ◽  
Internationalization In Higher Education

The article investigates the concept of internationalization in higher education for society (IHES) and discusses the role of social license to internationalize, its contextual variations, and implications for internationalization practices in New Zealand and Indonesia. The notion of social license to operate is common in the extraction and some service industries; however, the concept of social license to internationalize constitutes an innovative direction for research concerned with IHES and the global international education industry. Social license to internationalize emerged as a pivotal feature of internationalization practices in New Zealand and Indonesia. It reflected the public recognition of IHES, manifested in the cultural and social value of internationalization. The construction of social license to internationalize presented itself as a strategic priority for the governments and higher education institutions (HEIs) in both research settings. The conceptual underpinnings of social license to internationalize, and hence the means of constructing the latter varied depending on the local context, but they served a common purpose of reification of internationalization practices. The study of social license to internationalize contributes to a broader discussion on IHES and sheds lights on the mechanisms of building meaningful and mutually beneficial connections between the stakeholders of the global international education industry and the wider public.

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