Submitted by Tatiana Lima (tatianasl@ufba.br) on 2017-02-07T19:09:26Z No. of bitstreams: 1 Aquino, Saulo Brandão de.pdf: 1750583 bytes, checksum: da7801133d640b33499fc9dabd4b7d37 (MD5) / Approved for entry into archive by Tatiana Lima (tatianasl@ufba.br) on 2017-02-15T19:10:25Z (GMT) No. of bitstreams: 1 Aquino, Saulo Brandão de.pdf: 1750583 bytes, checksum: da7801133d640b33499fc9dabd4b7d37 (MD5) / Made available in DSpace on 2017-02-15T19:10:25Z (GMT). No. of bitstreams: 1 Aquino, Saulo Brandão de.pdf: 1750583 bytes, checksum: da7801133d640b33499fc9dabd4b7d37 (MD5) / Esta dissertação trata da investigação da internacionalização em um ambiente universitário brasileiro, baseada em três dimensões: aspectos institucionais, mobilidade acadêmica e cenário externo. Para tanto, foi feito um estudo de caso da Universidade Federal da Bahia a fim de se obter dados que pudessem ajudar a explicar o panorama atual da internacionalização. Ao longo da pesquisa foram explorados temas como benefícios, características, críticas e desafios para a internacionalização em universidades brasileiras. Para auxiliar a pesquisa deste estudo de caso, foram definidos 25 indicadores a serem investigados direta ou indiretamente durante o estudo. Devido à complexidade deste estudo, diversos tipos de dados foram coletados para entender o nível de internacionalização da UFBA, tais como processos, documentos oficiais, organogramas, indicadores de mobilidade acadêmica e rankings internacionais. Esta pesquisa não se limitou a fazer uma análise interna, mas procurou realizar comparativos com outras universidades do mesmo estado, do Brasil e do mundo. Para os comparativos internacionais, foi adotado o Times Higher Education (THE) como ranking de referência. Para complementar o entendimento do panorama desta universidade, foram realizadas entrevistas com setores fundamentais para a viabilização da internacionalização. / This research is aimed to investigate the internationalization in a typical Brazilian university environment based on three dimensions: institutional aspects, academic mobility and external scenario. The Federal University of Bahia was chosen to be analyzed in a case of study in order to obtain data that could help explain the current situation of internationalization of this university. During this research some topics were explored such as benefits,characteristics, reviews and challenges for internationalization in Brazilian universities. To assist research of this case study, 25 indicators were defined to be investigated directly or indirectly during this study. Due to the investigation’s complexity, various types of data were collected to understand the level of internationalization of UFBA, such as processes, organization charts, academic mobility indicators and international rankings. This research was not limited to make an internal analysis, but also sought to make comparative to other universities in Brazil and worldwide. For international comparisons, it was adopted the Times Higher Education (THE) as the reference ranking. In addition to the understanding of this university’s overview, some interviews were conducted with key sectors for the viability of internationalization.

Since the beginning of the century, the European Union wants to catch up its lateness in the field of the Higher Education and in the research area. Through diverse programmes and new institutions it is trying to remedy to the problem. The establishment of the Bologna Process and the Erasmus mobility programme helped the Member States to find a solution. Concerning the mobility, most of the studies have a tendency to focus on the student mobility and its impact on the career of the young generation but very few are focused the teaching and research one. This case study aims at focusing on this type of mobility, the one of the academics, and see what are the motivations and the outcomes for the academics of the Faculty of Social Sciences of Prague and Brno. Finally this study based on the respondents' answers and on the previous studies shows us that there was not a big evolution made on the side of the academic institutions. Keywords Academic mobility, Erasmus teaching mobility, Czech Republic, Faculty of Social Sciences, Motivations, Outcomes Title Academic Mobility: Motivations and Outcomes, Case study of the Faculties of Social Sciences of Prague and Brno

Made available in DSpace on 2016-10-13T14:10:01Z (GMT). No. of bitstreams: 1 Cintia Nunes Bragato.pdf: 1327394 bytes, checksum: 8e5c35c15774f8205d5c6b0bff9eb248 (MD5) Previous issue date: 2015-06-30 / In an increasingly globalized world, the internationalization of the higher education obtains a great and big importance. The international academic mobility, as part of this process, has moved more and more students beyond their home countries and in this context, as in migration processes, we observe significant differences between the regions that "export" and "import" more students. United Kingdom appears as one of the world leaders in receiving international students; however has low mobility of students beyond its borders. Trying to understand better this phenomenon, the research focused on the reasons why British students of colleges have low interest in academic mobility programs. The approach chosen for this research was empirical quantitative and the method used was the survey that is intended to produce descriptions and quantitative analysis on aspects of a specific population. As a result, it was observed that the lack of the financial resources, lack of knowledge of a second language, family issues and the absence of having the life experience in another culture are factors that directly affect the decision of the British students not to invest in international academic mobility programs. / Em um mundo cada vez mais globalizado, a internacionalização da educação superior adquire grande importância. A mobilidade acadêmica internacional, como parte deste processo, tem movimentado cada vez mais estudantes para além de seus países de origem e, neste contexto, como nos processos migratórios, observam-se grandes diferenças entre as regiões que mais exportam e as que mais importam estudantes. O Reino Unido aparece como um dos grandes protagonistas mundiais no recebimento de estudantes internacionais, porém possui baixa mobilidade de estudantes para além de suas fronteiras. Buscando compreender este fenômeno, a pesquisa se concentrou nas razões pelas quais os estudantes britânicos de colleges têm baixo interesse em programas de mobilidade acadêmica. A abordagem escolhida para esta investigação foi a empírica quantitativa e o método utilizado foi o survey, que se destina a produzir descrições e análises quantitativas sobre aspectos de determinada população. Como resultado, observou-se que a carência de recursos financeiros, a falta de conhecimento de um segundo idioma, questões familiares e a falta de vontade de vivenciar outra cultura são fatores que impactam diretamente na decisão dos estudantes britânicos em não investirem em programas de mobilidade acadêmica internacionais.

Through a qualitative investigation, this study explored what motivated Indian faculty to seek academic positions at universities in Canada, the U.S. and the U.K. instead of returning to India after completing their doctorates in one of these countries. Twenty-four in-depth, semi-structured interviews were conducted over a two-year period with STEM Indian faculty who received their undergraduate degrees in India but their doctorates abroad and who were currently teaching at universities in one of the three aforementioned countries. While there have been several studies investigating trends in international student mobility, few studies have investigated mobility trends amongst faculty, especially those faculty who leave developing nations, such as India, for jobs in first world countries. Theories on globalization, internationalization and brain drain/migration studies guided this study and several theoretical lenses, such as Self Determination Theory, Transnationalism and Social Network Theory, were used to analyze the data. While push-pull literature argues that individuals might be pushed from their home countries because of poor salaries, lacking infrastructure, and lack of access to resources, this study revealed that it was poor communication on behalf of the Indian universities, departmental politics and rigid academic systems that demotivated these participants from returning. This study provides a framework for future research on the complicated process involved in faculty decision-making with regards to career trajectory and possibly how to approach future studies on the complicated job process for international faculty seeking employment outside their native countries.

in English The diploma Thesis "Trends and Significance of the Migration of Foreign Students mainly from non-EU Countries in the Czech Republic and Europe." discusses the phenomenon of migration for study purposes from non-EU countries (mainly Russia, Ukraine and Bosnia and Herzegovina) in the Czech Republic. The percentage of immigrants coming to study in Czech Republic has been growing and it constitutes an important tool for a positive development of the international cooperation. The aim of this work is to describe and analyze, based on the questionnaire method and specialized texts, the reasons for the choice of this type of migration, underling the administrative, economic and social issues that might be involved. Furthermore the objective is to evaluate the participation of qualified foreigners in the Czech labor market as well as to determine, presenting specific cases collected by a qualitative method, the human, cultural and social added value that they might gain by being awarded with an European diploma. Finally, in order to study the phenomenon from an anthropological perspective, the study attempts a comparative analysis of the academic mobility as a mean of temporary circular migration, enabling an optmized prediction of the current trends and tendencies while considering the issues of...

O mundo está ganhando novos contornos a partir da crescente globalização, do avanço dos meios de comunicação, da mobilidade dos meios de produção e da redução das barreiras nacionais em todas as áreas. A economia globalizada da atualidade, e que ganhou notoriedade no século XX, impacta diretamente no sistema acadêmico internacional, pressionando as universidades a se adaptarem frente a essas novas circunstâncias, no entanto, segundo Miura (2006, p.2) somente nas últimas décadas, a internacionalização do ensino superior tem ganhado força nas discussões acadêmicas, tendo em vista os impactos da globalização na educação. De Witt (1998), destaca que a internacionalização é um processo e ao mesmo tempo uma resposta à globalização, mas não deve ser confundida com a globalização por ela mesma. Internacionalização inclui tanto aspectos locais como internacionais, ou seja, elementos interculturais e por isso, a formulação de estratégias e de políticas de internacionalização para nortear o planejamento da estruturação organizacional e apoio às ações como reforma curricular, pesquisas conjuntas, acordos internacionais, intercâmbio de estudantes e professores são pontos cruciais que definirão um processo sustentável de internacionalização da instituição. A pesquisa realizada para esse trabalho foi do tipo qualitativa, de natureza exploratória, utilizando como estratégia o estudo de caso e baseandose nos roteiros de entrevistas propostos por Miura (2006). A análise dos resultados apresentados nesse estudo de caso da Universidade Federal de Uberlândia revelou que o processo de internacionalização da UFU iniciou-se por ações isoladas em unidades da faculdade de engenharia no início da década de 1980 e que, apesar do processo de internacionalização nessa IES ser bastante recente muitas ações já foram realizadas, especialmente nos últimos anos com a criação da Assessoria de Relações Internacionais e Interinstitucionais ASDRI, o que levou a um aumento expressivo no número de acordos internacionais assinados e por conseqüência o aumento da mobilidade acadêmica, especialmente de alunos da graduação. A análise também sugere pontos importantes sobre as fragilidades e conseqüente ameaça para um processo sustentável de acordo com o círculo para a internacionalização proposto por Knight (1994). Na análise do modelo, foram percebidos pontos fortes (consciência e comprometimento); pontos em fase de desenvolvimento (análise do contexto, planejamento e operacionalização) e pontos frágeis (implementação, revisão, reforço e efeito da integração). Acredita-se que a definição de uma política formal explicitando o que é a internacionalização na sua missão e quais são as diretrizes para todas as unidades acadêmicas da UFU, possa direcionar esforços para que a internacionalização seja um processo auto-sustentável, contínuo e enraizado na cultura da instituição, fomentando o que Knight (1994) define com sendo a cultura que encoraja a internacionalização. / The world is winning new outlines starting from to growing globalization, the advancement of media, the mobility of the means of production and the reduction of national barriers in all areas. The global economy of the present time, and which won notoriety in the twentieth century, impacts directly on international academic system, universities are pressing ahead to adapt to these new circumstances, however, according to Miura (2006, p.2) \"only in recent decades, the internationalization of higher education has gained strength in academic discussions in view of the impacts of globalization in education. De Witt (1998), emphasizes that the internationalization is a process and at the same time an answer to globalization, but it should not be confused with globalization by itself. Internationalization includes as much local as international aspects, in other words, intercultural elements, and therefore, the formulation of strategies and policies to guide the planning for internationalization of the organizational structure and support for actions such as curriculum reform, joint research, international agreements, exchange of students and teachers are crucial points that define a sustainable process of internationalization of the institution. The research accomplished for that work was of the qualitative type, of exploratory nature, using as strategy the case study and basing on the itineraries of interviews proposed by Miura (2006). The analysis of the results presented in this case study of the Federal University of Uberlandia showed that the process of internationalization of UFU has been initiated by isolated actions in units of the college of engineering the beginning of the 1980s and that despite the process of internationalization that EIS be very many recent actions have been undertaken, especially in recent years with the creation of the International Consultantship Relationships - ASDRI, which led to a significant increase in the number of international agreements signed and therefore the increased academic mobility, especially of graduate students. The analysis also suggests important points about the weaknesses and the consequent threat to a sustainable process in accordance with the circle for the internationalization proposed by Knight (1994). In analyzing the model, were perceived strengths (conscience and commitment); points in development (analysis of the context, planning and operation) and weak points (implementation, review, and strengthening effect of integration). It is believed that the definition of a formal policy detailing what is to internationalization in their mission and what are the guidelines for all academic units of the UFU, can guide efforts for the internationalization process is a self-sustainable, continuous and embedded in culture of the institution, promoting what Knight (1994) defines as being the \"culture that encourages the internationalization.\"

It is possible watch the international evolutionary process of education policies that has manifested in different levels and intensities according to the countries and regions (Akkari, 2011). Such educational changes have resulted in large school restructuring that affect and are affected worldwide (Akkari, 2011). In this context, this study aimed to analyze the internationalization practices promoted by the Federal University of Santa Maria, identifying the reasons that stimulate this process, as well as the organizational and programmatic actions and strategies used to internationalization, based on the theoretical model of Knight (2004). Therefore, a qualitative/descriptive research was carried out, which has as analysis unit, the Graduate Programs with concepts 6 and 7, evaluated by CAPES, which already have significant international performance. The first stage of data collection was a desk study of information available on the institution website. In the second phase, interviews were conducted with (6) six professionals who participated directly or indirectly of the university's internationalization process, using as a basis for the interviews the Miura s screenplay (2006). The analysis of results presented in this study revealed that the UFSM, although develop the internationalization with a growing number of students and teachers in academic mobility and a significant number of agreements with foreign institutions and associations with foreign groups, still has weaknesses in its organizational and program strategies, requiring institutionalize internationalization policies in the culture of the institution. / É possível observar o processo evolutivo internacional das políticas educacionais que vem se manifestando em diferentes níveis e intensidades de acordo com os países e as regiões (AKKARI, 2011). Tais mudanças educacionais têm resultado em grandes reestruturações escolares que afetam e são afetadas mundialmente (AKKARI, 2011). Diante desse contexto, este estudo teve como objetivo analisar as práticas de internacionalização promovidas pela Universidade Federal de Santa Maria, identificando as razões que estimulam esse processo, assim como as ações e estratégias organizacionais e programáticas utilizadas para internacionalização, com base no modelo teórico de Knight (2004). Para tanto, realizou-se uma pesquisa qualitativa, de natureza descritiva, tendo como unidade de análise os Programas de Pós-Graduação com conceitos 6 e 7, avaliados pela Capes, os quais já apresentam significativo desempenho internacional. A primeira etapa da coleta de dados constituiu um estudo documental de informações disponíveis no site da instituição. Na segunda etapa, foram efetuadas entrevistas com 6 (seis) profissionais que participaram, direta ou indiretamente, do processo de internacionalização da universidade, utilizando como base para as entrevistas o roteiro de Miura (2006). A análise dos resultados apresentados neste estudo revelou que a UFSM, embora desenvolva a internacionalização com um crescente número de estudantes e professores em mobilidade acadêmica e um significativo número de convênios com instituições estrangeiras e associações com grupos estrangeiros, ainda apresenta fragilidades em suas estratégias organizacionais e programáticas, necessitando institucionalizar políticas de internacionalização na cultura da instituição.

O mundo está ganhando novos contornos a partir da crescente globalização, do avanço dos meios de comunicação, da mobilidade dos meios de produção e da redução das barreiras nacionais em todas as áreas. A economia globalizada da atualidade, e que ganhou notoriedade no século XX, impacta diretamente no sistema acadêmico internacional, pressionando as universidades a se adaptarem frente a essas novas circunstâncias, no entanto, segundo Miura (2006, p.2) somente nas últimas décadas, a internacionalização do ensino superior tem ganhado força nas discussões acadêmicas, tendo em vista os impactos da globalização na educação. De Witt (1998), destaca que a internacionalização é um processo e ao mesmo tempo uma resposta à globalização, mas não deve ser confundida com a globalização por ela mesma. Internacionalização inclui tanto aspectos locais como internacionais, ou seja, elementos interculturais e por isso, a formulação de estratégias e de políticas de internacionalização para nortear o planejamento da estruturação organizacional e apoio às ações como reforma curricular, pesquisas conjuntas, acordos internacionais, intercâmbio de estudantes e professores são pontos cruciais que definirão um processo sustentável de internacionalização da instituição. A pesquisa realizada para esse trabalho foi do tipo qualitativa, de natureza exploratória, utilizando como estratégia o estudo de caso e baseandose nos roteiros de entrevistas propostos por Miura (2006). A análise dos resultados apresentados nesse estudo de caso da Universidade Federal de Uberlândia revelou que o processo de internacionalização da UFU iniciou-se por ações isoladas em unidades da faculdade de engenharia no início da década de 1980 e que, apesar do processo de internacionalização nessa IES ser bastante recente muitas ações já foram realizadas, especialmente nos últimos anos com a criação da Assessoria de Relações Internacionais e Interinstitucionais ASDRI, o que levou a um aumento expressivo no número de acordos internacionais assinados e por conseqüência o aumento da mobilidade acadêmica, especialmente de alunos da graduação. A análise também sugere pontos importantes sobre as fragilidades e conseqüente ameaça para um processo sustentável de acordo com o círculo para a internacionalização proposto por Knight (1994). Na análise do modelo, foram percebidos pontos fortes (consciência e comprometimento); pontos em fase de desenvolvimento (análise do contexto, planejamento e operacionalização) e pontos frágeis (implementação, revisão, reforço e efeito da integração). Acredita-se que a definição de uma política formal explicitando o que é a internacionalização na sua missão e quais são as diretrizes para todas as unidades acadêmicas da UFU, possa direcionar esforços para que a internacionalização seja um processo auto-sustentável, contínuo e enraizado na cultura da instituição, fomentando o que Knight (1994) define com sendo a cultura que encoraja a internacionalização. / The world is winning new outlines starting from to growing globalization, the advancement of media, the mobility of the means of production and the reduction of national barriers in all areas. The global economy of the present time, and which won notoriety in the twentieth century, impacts directly on international academic system, universities are pressing ahead to adapt to these new circumstances, however, according to Miura (2006, p.2) \"only in recent decades, the internationalization of higher education has gained strength in academic discussions in view of the impacts of globalization in education. De Witt (1998), emphasizes that the internationalization is a process and at the same time an answer to globalization, but it should not be confused with globalization by itself. Internationalization includes as much local as international aspects, in other words, intercultural elements, and therefore, the formulation of strategies and policies to guide the planning for internationalization of the organizational structure and support for actions such as curriculum reform, joint research, international agreements, exchange of students and teachers are crucial points that define a sustainable process of internationalization of the institution. The research accomplished for that work was of the qualitative type, of exploratory nature, using as strategy the case study and basing on the itineraries of interviews proposed by Miura (2006). The analysis of the results presented in this case study of the Federal University of Uberlandia showed that the process of internationalization of UFU has been initiated by isolated actions in units of the college of engineering the beginning of the 1980s and that despite the process of internationalization that EIS be very many recent actions have been undertaken, especially in recent years with the creation of the International Consultantship Relationships - ASDRI, which led to a significant increase in the number of international agreements signed and therefore the increased academic mobility, especially of graduate students. The analysis also suggests important points about the weaknesses and the consequent threat to a sustainable process in accordance with the circle for the internationalization proposed by Knight (1994). In analyzing the model, were perceived strengths (conscience and commitment); points in development (analysis of the context, planning and operation) and weak points (implementation, review, and strengthening effect of integration). It is believed that the definition of a formal policy detailing what is to internationalization in their mission and what are the guidelines for all academic units of the UFU, can guide efforts for the internationalization process is a self-sustainable, continuous and embedded in culture of the institution, promoting what Knight (1994) defines as being the \"culture that encourages the internationalization.\"

High-quality hospitality education is important to bring to international locations because it is a foundation for business and tourism. An international network of hospitality schools (HS) has a problem of convincing faculty to relocate to international locations, which limits expansion efforts and the quality of faculty available at less desirable locales. The purpose of this correlation study was to investigate the relationship between varies workplace factors that faculty expect to be of the highest quality, allowing senior management to ensure relocations. The theoretical foundation that grounded this study was Authors' expectancy theory, which stipulates that what people expect to occur drives their behavior; in this study, the behavior in question was the decision to relocate or not. The research questions concerned the correlations between faculty ratings of current workplace factors and faculty ratings indicating the quality they expected each workplace factor to show at a relocation site. Approximately 180 faculty members of HS answered an anonymous online survey. The survey was rated using 2 scales indicating how true each workplace item was in the current location and how high quality each workplace item was expected to be. Correlation analysis was conducted for each of the survey items to determine if there was a relationship between the faculty's ratings of their current position and what they expected in a relocation. The study found that feedback on work results was highly valued by participants wherever their workplace was located. The study may promote positive social change by supporting the school's capability to provide a workplace environment in compromise locations that attract and retain hospitality faculty, ultimately benefiting students in the globalizing world of education.

In master's thesis analyzed the impact of academic mobility on the formation and development of intellectual capital of University lecturers. The aim of the research is to study the features and results of the impact Program support academic mobility of Ural Federal University on development of the main components of the intellectual capital of its lecturers. The author has developed recommendations for improving the programs of academic mobility, optimization of the organizational work of the Centre academic mobility of the Ural Federal University. / В магистерской диссертации проанализировано влияние процесса академической мобильности на формирование и развитие интеллектуального капитала преподавателей университета. Цель исследования – изучение характера и результатов влияния Программы поддержки академической мобильности Уральского федерального университета на развитие основных компонентов интеллектуального капитала его сотрудников. Автор разработал рекомендации по совершенствованию программы академической мобильности, оптимизации организационной работы Центра академической мобильности Уральского федерального университета.