scholarly journals O desempenho do programa Ciência Sem Fronteiras na Austrália sob o ponto de vista de especialistas australianos e latino-americanos

2016 ◽  
Vol 5 (2) ◽  
Author(s):  
Dileine Amaral da Cunha ◽  
Ivan Rocha Neto
Keyword(s):  
Higher Education ◽  
Latin American ◽  
Educational Experiences ◽  
Knowledge Networks ◽  
Exploratory Research ◽  
Internationalization Process ◽  
Structured Interviews ◽  
Brazilian Students ◽  
Higher Education Internationalization ◽  
Academic Lives

Resumo: O presente texto teve o objetivo de analisar o desempenho do Programa Ciência sem Fronteiras na Austrália, de forma a testar a hipótese de que o programa foi importante para a formação de estudantes brasileiros de graduação egressos, no sentido de ter proporcionado experiências educacionais relevantes, tanto no plano acadêmico, quanto em termos de perspectivas para o futuro. A Austrália foi o terceiro maior receptor de estudantes brasileiros contemplados com bolsas de estudo na modalidade graduação sanduíche. Para tanto, foram entrevistados onze especialistas australianos e latino-americanos, com diferentes experiências profissionais sobre o processo de internacionalização da educação superior. A metodologia adotada envolveu pesquisa de natureza qualitativa, exploratória, com entrevistas semiestruturadas para a coleta de dados. A interpretação dos dados foi realizada, sobretudo, com base na análise de conteúdo proposta por Lawrence Bardin. Os resultados mostraram que o programa possibilitou mudanças importantes na vida pessoal e acadêmica dos egressos, tendo viabilizado o contato com a pesquisa e as redes de conhecimento. Entretanto, diante dos resultados e das discussões em torno de sua continuidade, torna-se necessário fazer mudanças que permitam o avanço continuado do processo de internacionalização da educação superior já iniciado. Palavras-chave: Educação Superior. Internacionalização. Programa Ciência sem Fronteiras.   THE CIÊNCIA SEM FRONTEIRAS PERFORMANCE IN AUSTRALIA IN THE LIGHT OF AUSTRALIAN AND LATIN-AMERICAN EXPERTS Abstract: This paper aims to analyze the Ciência sem Fronteiras Program performance in Australia to test the hypothesis according to which the program was important to the nurturing of the Brazilian graduated university students, because it provided relevant educational experiences both in the academic arena and in terms of perspectives of future. Australia was ranked third in the list of countries receiving Brazilian students holding scholarships in the sandwich undergraduate modality. To that, eleven Australian and Latin American experts of different professional backgrounds were interviewed about the higher education internationalization process. The methodology adopted involved qualitative and exploratory research with semi-structured interviews to collect data. Data were construed mainly based on the content analysis proposed by Lawrence Bardin. Results showed that the program confered important changes on personal and academic lives of graduated students, allowing contact with research and knowledge networks. However, in face of the results and discussions about the continuity of the program, changes are required to allow advancing the existing process of higher education internationalization. Keywords: Higher Education. Internationalization. Ciência sem Fronteiras Program. 

scholarly journals A internacionalização das instituições de ensino superior sob a luz da teoria de Uppsala: estudo de casos em escolas de negócios

2021 ◽  
Vol 20 (1) ◽  
pp. e18153
Author(s):  
Patricia Mara Simões Andrade ◽  
Marcello Romani-Dias ◽  
Caio Sousa
Keyword(s):  
Higher Education ◽  
Content Analysis ◽  
Qualitative Method ◽  
Higher Education Institutions ◽  
Internationalization Process ◽  
Structured Interviews ◽  
Uppsala Model ◽  
Classic Approach ◽  
Initial Categorization ◽  
Current Reality

Objective: Propose an unprecedented initial categorization structure on the internationalization process of Brazilian HEIs, according to the Uppsala model Methodology: With the qualitative method, semi-structured interviews were conducted with representatives of the HEIs, reviewing and articulating the literature with content analysis on all data obtained.Originality: The study links a classic approach to internationalization with the current reality of higher education institutions. Thus, it is expected that there will be a new conception on how HEIs can optimize their strategies for international insertion.Main results: The internationalization of HEI can be analyzed by three main categorized elements, they are: i) the drivers; ii) enablers and, iii) obstacles to the internationalization of HEIs, each with their own specific characteristics. Theoretical Contributions: The research presents a conceptual categorization for the essential factors of the internationalization of HEI's, this articulation allows advancing in the literature on internationalization and also on the management models of higher education institutions.

scholarly journals Tendencias metodológicas universitarias en los siglos XX y XXI. Estudio comparativo / │ 125 │ 125 Tendencias metodológicas universitarias en los siglos XX y XXI. Estudio comparativo University methodological trends in the twenty and twenty-first centuries. A comparative study

Ciencia Unemi ◽  
2016 ◽  
Vol 9 (17) ◽  
pp. 125
Author(s):  
Gonzalo Morales Gomez ◽  
Mary Arteaga Rolando ◽  
Ana Gallegos Samaniego ◽  
Nelly Yanchapaxy Sanchez ◽  
Javier Stay Zuñiga
Keyword(s):  
Higher Education ◽  
Latin American ◽  
Exploratory Research ◽  
State University ◽  
Panoramic View ◽  
University Professors ◽  
American University ◽  
Self Evaluation ◽  
Pedagogic Practices ◽  
Preliminary Classification

En el presente ensayo se aborda el tema de las metodologías universitarias de los siglos XX y XXI como tendencias pedagógicas en la educación superior occidental, el cual constituye el marco teórico referencial de una investigación exploratoria sobre tendencias metodológicas entre los docentes de una muestra seleccionada en las Universidades de Guayaquil y Estatal de Milagro, en Ecuador, en el año 2014. Se ofrece en primer lugar una mirada panorámica a las características pedagógicas de los siglos XX y XXI; luego se exponen los modelos curriculares y metodológicos más empleados en las prácticas pedagógicas de numerosos docentes universitarios en los países occidentales, y finalmente se intenta, con fines autoevaluativos, una clasificación preliminar de algunas metodologías de los siglos XX y XXI que han logrado un mayor posicionamiento en las experiencias pedagógicas de los docentes universitarios latinoamericanos. AbstractThis essay reviews the topic about university methodologies of the XX and XXI centuries as pedagogic trends in Western higher Education, which is the theoretical framework of an exploratory research on methodological trends among teachers in a selected sample in the State University of Guayaquil and State University of Milagro, Ecuador, in 2014. It is offered, first of all a panoramic view to the pedagogic characteristics of the XX and XXI centuries; it is further presented the most used curricular and methodological patterns in pedagogic practices of many university professors in Western countries; and, with self-evaluation purposes, a preliminary classification is attempted about some methodologies of the XX and XXI centuries which have achieved greater positioning of pedagogic experiences in the Latin American university professors.

scholarly journals Provision of education for sustainability development and sustainability literacy in business programs in three higher education institutions in Brazil, Colombia and Peru

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Melissa Franchini Cavalcanti-Bandos ◽  
Silvia Quispe-Prieto ◽  
Alberto Paucar-Caceres ◽  
Toni Burrowes-Cromwel ◽  
Héctor Heraldo Rojas-Jiménez
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Latin American ◽  
Higher Education Institutions ◽  
Education For Sustainability ◽  
Structured Interviews ◽  
Content Type ◽  
Business Programs ◽  
Sustainability Literacy ◽  
The Usa

Purpose This paper aims to report on the status and the development of education for sustainable development (ESD) and sustainability literacy (SL) in three Latin American (LA) higher education institutions (HEIs) business programs in Peru, Brazil and Colombia. The paper examines institutional efforts to both introduce and implement ESD curricula and provide SL. Design/methodology/approach The methods used in this paper included reviews of university Web pages and course materials. Structured interviews were also conducted with program leaders, to examine the level of ESD, as input affecting the business programs curricula of the universities concerned. Findings Initial findings suggest that, in the three HEIs surveyed, there is still a tendency to talk about issues related to ESD but actions that confirm this interest are not sufficiently advanced. The authors surveys a sample of business programs curricula and interviewed its leaders and a mixed and dated picture emerged. When compared to other regions particularly the USA and Europe, the findings show that the HEIs surveyed still have not developed enough work to distinguish conceptually between sustainable development, ESD and SL making the embedment of these concepts in the curriculum not fully developed. Originality/value In LA HEIs, the ESD message seems to be slowly taking ground, equipping HEIs to respond to SL concerns. Implementation and practice in some HEIs are still at an embryonic and conceptually confused stage with regard to LA HEIs SL. This paper sheds light to help ESD delivery. It offers some strategies for moving on from this inception phase to a more structured SL provision and ESD outlook.

scholarly journals English Medium Instruction and the Internationalization of Higher Education in Latin America: A Case Study from a Colombian University

2021 ◽  
Vol 13 (2) ◽  
pp. 339-367 ◽  
Author(s):  
Isabel Tejada-Sanchez ◽  
Mario Molina-Naar
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
English Language ◽  
Internationalization Of Higher Education ◽  
Learning Support ◽  
Internationalization Process ◽  
Structured Interviews ◽  
English Medium Instruction ◽  
Contextual Awareness

This study discusses the implementation of English medium instruction (EMI) at a Colombian university. First, the paper reviews the rise of EMI in the internationalization of higher education. Second, it illustrates how one university incorporated EMI as part of an internationalization process. Third, it identifies the perceptions that a group of administrators, faculty, and students have regarding the EMI initiative. Questionnaires, semi-structured interviews, and document analysis were conducted. Findings suggest that EMI is tied to the structuring of an internationalization office, curricular reforms, and English language learning support. Participants’ perceptions are associated with their imaginaries, identities, experiences, and obligations in relation to the English language. The study concludes that the implementation of EMI within the internationalization of universities is inevitable, yet a sustainable EMI strategy requires contextual awareness and articulation amongst its participants.

scholarly journals Quality assurance systems of higher education - The case of european institutions: origin, evolution and trends

2014 ◽  
pp. 61-76
Author(s):  
Ángela Corengia ◽  
Juan Carlos Del Bello ◽  
María Pita Carranza ◽  
Cecilia Adrogué
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Latin American ◽  
Education Quality ◽  
Internal Quality ◽  
Structured Interviews ◽  
The Public ◽  
Strong Trend ◽  
Higher Education Quality ◽  
Internal Quality Assurance

The purpose of this research is to analyze the origin, evolution, performance and trends of higher education quality assurance systems in the following European countries: Denmark, Norway, Sweden, Finland, Austria, Italy, Switzerland, Germany, Netherlands, United Kingdom and France. It also studies the performance and impact of the organizations that join the European Quality Assurance Agencies together. The main sources of data collection were in situ semi-structured interviews to members of these agencies. It was found that in higher education institutions there is a strong trend towards the development of ‘internal quality assurance systems' in response to the public policies known as 'quality audits'. This overview about what is taking place in Europe may provide innovative instruments that could be considered for higher education quality evaluation and accreditation in Latin-American countries: quality audits, disciplinary agencies, evaluation of the quality assurance agencies, among others.

scholarly journals QUALITATIVE ASPECT OF INTERNATIONALIZATION IN UKRAINIAN HIGHER EDUCATION

2019 ◽  
Vol 6 (1) ◽  
pp. 113-120
Author(s):  
IRYNA MYHOVYCH
Keyword(s):  
Higher Education ◽  
International Education ◽  
Education System ◽  
Educational Outcomes ◽  
Internationalization Process ◽  
Qualitative Aspect ◽  
Higher Education System ◽  
Quality In Higher Education ◽  
Higher Education Internationalization ◽  
Transformation Processes

The article represents an attempt to investigate qualitative aspect of internationalization process within the context of Ukrainian system of higher education. Internationalization has been viewed as a reaction to the global transformation processes, as well as a unique possibility for Ukrainian higher education to ensure its integrated transformation according to European and world trends. Based on the research on the theory of internationalization, international education, overseas recruitment and mobility, issues of quality in higher education have been discussed, as well as a number of practical rationales for internationalization of higher education applicable within the context of Ukrainian higher education system have been outlined. Based on the rationales educational outcomes of internationalization in Ukrainian higher education have been substantiated.

Investigating work-integrated learning and its relevance to skills development in degree apprenticeships

2020 ◽  
Vol 10 (5) ◽  
pp. 767-781
Author(s):  
Iro Konstantinou ◽  
Elizabeth Miller
Keyword(s):  
Higher Education ◽  
Professional Identity ◽  
Exploratory Research ◽  
Integrated Learning ◽  
Structured Interviews ◽  
Content Type ◽  
The Government ◽  
Work Integrated Learning ◽  
Public And Private Sector ◽  
The Uk

PurposePrevious research suggests that higher education provision, the government's knowledge-based economic agenda and the attributes employers look for in graduates are not always aligned, leading to a skill shortage and the production of graduates who are not “work ready”. Degree apprenticeships (DAs) are well placed to address this gap because employers are involved in both the design and delivery of higher education and work with higher education institutions (HEIs) to develop the skills both parties believe graduates need through work-integrated learning (WIL). This paper will address how DAs can be utilised to that purpose.Design/methodology/approachThis paper draws on data collected from students, ranging from their first to final years, enrolled in the Chartered Manager Degree Apprenticeship (CMDA) programme at a higher education provider in London, UK. The national context of the UK is crucial both because of how DAs have been introduced by the government; how the pedagogical implications defer from other national contexts and work based provision and also because there are clear contrasts in how the private and public sector in the UK are “using” degree apprentices. The authors adopted an exploratory research design using semi-structured interviews and focus groups.FindingsThe authors argue that a reflective approach in assessed coursework, in conjunction with an explicit focus on the skill development of students, can enhance the experience of degree apprentices completing WIL modules. The authors highlight the potential of WIL modules in advancing the ability of degree apprentices to reflect on their practice while they are working and studying, a process which can have long- term benefits to their professional identity. The authors draw attention to the affordances given to apprentices to develop their professional identity drawing comparisons between the public and private sector in the UK.Originality/valueThis paper adds to the work on DAs and WIL currently being undertaken in the UK. By exploring the case study of a cohort of DAs engaging in productive reflection with regards to the skills they develop at the workplace and in the classroom, the authors point to a way in which module development can integrate such reflective elements.

scholarly journals Mobility, Knowledge Transfer, and Innovation: An Empirical Study on Returned Chinese Academics at Two Research Universities

2019 ◽  
Vol 11 (22) ◽  
pp. 6454 ◽  
Author(s):  
Qiongqiong Chen ◽  
Yuan Li
Keyword(s):  
Higher Education ◽  
Empirical Study ◽  
Research Universities ◽  
Institutional Environment ◽  
Working Environment ◽  
Structured Interviews ◽  
Depth Analysis ◽  
Education Innovation ◽  
Institutional Contexts ◽  
Academic Lives

This study provides an in-depth analysis of the effects of academic mobility on higher education innovation through an empirical study on returned Chinese academics at two research universities in China. Based on data obtained through document analysis and semi-structured interviews with 15 academic returnees, this paper aims to examine the everyday interactions between individual returnees and their environment, with a focus on exploring how different institutional contexts affect returnees’ capacity for integration and innovation. It finds that returned academics play an important role in promoting higher education innovation in China through mobilizing their transnational capital and resources. However, their capacity to innovate is largely subject to their working environment. Evidence from the study suggests that differing institutional contexts make a substantial difference to the reintegration experiences of returnees and to their contributions to institutional changes. This paper provides a window into the changing institutional environment in China and the academic lives of returnees there. It also provides important implications for talent policy decisions.

scholarly journals IMPACT EVALUATION OF TWO MASTER COURSES ATTENDED BY TEACHERS: AN EXPLORATORY RESEARCH IN ANGOLA

2016 ◽  
Vol 74 (1) ◽  
pp. 49-60
Author(s):  
Betina Silva Lopes ◽  
Nilza Costa ◽  
Bernardo Filipe Matias
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Personal Growth ◽  
Impact Evaluation ◽  
Education Institution ◽  
Exploratory Research ◽  
Structured Interviews ◽  
Post Conflict ◽  
The Republic ◽  
The Impact

The present research aims to evaluate the impact of two master courses offered by one public higher education institution in Angola on the professional development of Angolan teachers and also on the broader educational community. The two courses were attended by 393 teachers. The data of 45 answered questionnaires and six verbatim transcripts of individual semi-structured interviews were analysed. According to the teachers perspective the courses contributed to teachers’ personal growth and changes of practices, as well as improved students’ learning (micro context of impact). Although to a lesser extent, impact on broader contexts was also identified, indicating that changes occurred also within other teachers and elements of the surrounding school community (meso context of impact) as well as the community of educational research (macro context of impact). The results in discussion are of relevance for further investment on post graduation courses (master level) for teachers offered by higher education institutions. Outlined recommendations could potentially contribute to impact enhancement (and understanding) of academic post-graduation courses’ attended by in-service teachers, particularly those integrated in recent higher education systems of post conflict countries, such as the Republic of Angola. Key words: teachers’ professional development, teacher education, post-graduation, master courses, impact evaluation, Angola.

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