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This thesis examines the rationale underlying the recent changes concerned with the expansion, organisation, social commitment and public sponsorship of non-research-intensive Brazilian universities, which represent the biggest (though not much investigated) segment of the Brazilian higher education system. Unlike the approach adopted by a significant part of the Brazilian research conducted in this area — which is based on the assumption that the changes are largely the outcome of the national educational policies of the mid 1990s — this study focuses on the role played by the academics themselves. A qualitative research strategy was employed that drew on the findings of semi-structured interviews with 40 lecturers from different departments of a non-research-intensive Brazilian university. The findings revealed that the complex situation partially resulting from the new educational policies had led to two distinct reactions within the university. The first was characterized by a movement of resistance against such policies, which were regarded as harmful to the university's practices and the academic work. The other attitude was characterised by a willingness to engage in commercial practices and establish closer links with private companies, mainly through the provision of services in outreach programmes. The significance of this entrepreneurial involvement was shown in its effect on the concept of outreach — traditionally a form of social service provided by the universities. The research also obtained evidence that the financial resources derived from these commercial practices have allowed the university to improve its facilities and the quality of its activities. This contradicts the assertions of several Brazilian authors who claim that these practices have had an adverse effect on the university's autonomy and social role. However, further research is needed to understand the full implications of the benefits and drawbacks of these commercial practices.

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Internationalisation of Higher Education has emerged as a response from institutions to increasing challenges posed by Globalisation and fast advances in Information and Communication Technologies - ICTs. MBA students, particularly those in the BRICS countries (Brazil, Russia, India, China and South Africa), are now presented with a growing offer of Programmes with some level of Internationalisation. This research investigates and assesses the extent to which different levels of Internationalisation in Higher Education MBA Programmes influence Brazilian students’ and HR Professionals’ Perceived Value of such programmes and institutions and thus, their Level of Trustworthiness towards said programmes and institutions. To investigate the relationship between the Level of Internationalisation and Perceived Value, a Trustworthiness Index was developed for the Higher Education sector. Developed from a tested Trustworthiness Index originally designed by Ennew and Sekhon (2007) for the Financial Sector, this study used an adapted Delphi technique to reach consensus between 3 Higher Education Senior Executives and 3 Marketing Scholars. The new Questionnaire had 363 responses from MBA students who were presented with different levels of Programme and Institution Internationalisation divided into 4 Bundles - from no (zero) Internationalisation to 100% Internationalisation. The findings indicate that the proposed Index is a reliable and valid instrument to measure MBA Students’ Level of Trustworthiness towards MBA Programmes and Institutions, with an excellent Cronbach’s Alpha coefficient for reliability (above .9). The variables were then grouped into four Factors using Exploratory Factor Analysis. Thus, the underlying dimensions of Trustworthiness in Higher Education that emerged are Student Support and Quality; Values and Respect; Excellence and Academic Rigour; Diversity and Long-Term Commitment. A Trustworthiness Equation for Higher Education was developed using Structural Equation Modelling and applied to the four different Bundles. Each Bundle’s Level of Trustworthiness was then compared and the results, using ANOVA, show a positive relation between the Level of Internationalisation and the Level of Programme and Institution Trustworthiness. The findings of the quantitative stage with the MBA students were then discussed in semi-structured interviews with 13 Human Resources Professionals. MBA students and HR Professionals agree that Internationalisation in Higher Education increases the perceived value of both programmes and institutions. In the students’ opinion the best model would be a Programme with 100% Internationalisation, while HR Professionals believe the local experience equally matters, and therefore, the best choice would be a programme that offered an Intermediate Level of Internationalisation. This thesis also explores the valuable input that this research provides to Higher Education managers in what concerns students’ perceived value of several course components such as curriculum and syllabus design, instructional materials and resources, face-to-face and distance learning modes, teacher and staff qualification and preparation, amongst others.