Cette étude porte sur la vitalité des institutions collégiales situées dans trois régions administratives : Abitibi-Témiscamingue, Côte-Nord et Gaspésie –Îles de-la-Madeleine. Ces régions sont et seront aux prises avec une conjoncture démographique défavorable qui risque fort de miner leurs effectifs étudiants déjà bien faibles. Parmi celles-ci, nous cherchons à connaître les régions administratives ainsi que les institutions collégiales les plus à risque de subir des compressions ou de faire appel à des subventions gouvernementales spéciales afin de demeurer viables. Ce questionnement est dédoublé d’une considération méthodologique : comment pouvons-nous quantifier ce rapport de force entre les institutions? Afin de répondre aux exigences de cette question de recherche, un indicateur composite a été construit à l'aide de la sommation de nombreux indices regroupant cinq dimensions jugées essentielles à une telle étude : la vitalité démographique des institutions, la force de rétention du bassin étudiant interne, la force d’attraction exercée sur le bassin étudiant externe, la vulnérabilité financière ainsi que la vitalité de l'offre de formation. En vertu des résultats de l’indicateur composite, les régions se classent selon l’ordre suivants : l’Abitibi Témiscamingue, la Côte-Nord, la Gaspésie – Îles de la Madeleine. Pour les institutions collégiales, on distingue trois sous-groupes, le premier composé du Cégep de Sept-Îles et des campus de Gaspé et de Rouyn-Noranda, le deuxième, du Cégep de Baie- Comeau et du campus de Val-d’Or et le troisième, des Centres d’études collégiales des Îles et de Baie-des-Chaleurs ainsi que du campus d'Amos. / This study concerns the vitality of the college institutions situated in three administrative regions: Abitibi-Témiscamingue, Côte-Nord and Gaspésie –Îles de la Madeleine. These regions are and will be battling against an unfavourable demographic situation which risks to undermine their already very low student level. Among these, we are trying to know the administrative regions as well as the college institutions that are the most at risk of undergoing compressions or of appealing to special governmental subsidies to remain viable. This questioning added a methodological consideration: how can we quantify this balance of power between institutions? To answer the requirements of this question of research, a composite indicator was built by means of the summation of numerous indicators grouping together five dimensions considered essential in such a study: the demographic vitality of institutions, the strength of retention of the internal student basin, the strength of attraction exercised on the external basin studying, the financial vulnerability as well as the vitality of the offer of formation. By virtue of the results of the composite indicator, regions are classified in the following order: Abitibi-Témiscamingue, Côte-Nord, Gaspésie – Îles de la Madeleine. For the college institutions, we distinguish three subgroups, the first one consist of the Cégep of Sept-Îles and the campus of Gaspé and Rouyn Noranda, the second, of the Cégep de Baie Comeau and the campus of Val-d'Or and the third, of the Centres d’études collégiales des Îles et de Baie-des-Chaleurs as well as Amos's campus.

Cette étude porte sur la vitalité des institutions collégiales situées dans trois régions administratives : Abitibi-Témiscamingue, Côte-Nord et Gaspésie –Îles de-la-Madeleine. Ces régions sont et seront aux prises avec une conjoncture démographique défavorable qui risque fort de miner leurs effectifs étudiants déjà bien faibles. Parmi celles-ci, nous cherchons à connaître les régions administratives ainsi que les institutions collégiales les plus à risque de subir des compressions ou de faire appel à des subventions gouvernementales spéciales afin de demeurer viables. Ce questionnement est dédoublé d’une considération méthodologique : comment pouvons-nous quantifier ce rapport de force entre les institutions? Afin de répondre aux exigences de cette question de recherche, un indicateur composite a été construit à l'aide de la sommation de nombreux indices regroupant cinq dimensions jugées essentielles à une telle étude : la vitalité démographique des institutions, la force de rétention du bassin étudiant interne, la force d’attraction exercée sur le bassin étudiant externe, la vulnérabilité financière ainsi que la vitalité de l'offre de formation. En vertu des résultats de l’indicateur composite, les régions se classent selon l’ordre suivants : l’Abitibi Témiscamingue, la Côte-Nord, la Gaspésie – Îles de la Madeleine. Pour les institutions collégiales, on distingue trois sous-groupes, le premier composé du Cégep de Sept-Îles et des campus de Gaspé et de Rouyn-Noranda, le deuxième, du Cégep de Baie- Comeau et du campus de Val-d’Or et le troisième, des Centres d’études collégiales des Îles et de Baie-des-Chaleurs ainsi que du campus d'Amos. / This study concerns the vitality of the college institutions situated in three administrative regions: Abitibi-Témiscamingue, Côte-Nord and Gaspésie –Îles de la Madeleine. These regions are and will be battling against an unfavourable demographic situation which risks to undermine their already very low student level. Among these, we are trying to know the administrative regions as well as the college institutions that are the most at risk of undergoing compressions or of appealing to special governmental subsidies to remain viable. This questioning added a methodological consideration: how can we quantify this balance of power between institutions? To answer the requirements of this question of research, a composite indicator was built by means of the summation of numerous indicators grouping together five dimensions considered essential in such a study: the demographic vitality of institutions, the strength of retention of the internal student basin, the strength of attraction exercised on the external basin studying, the financial vulnerability as well as the vitality of the offer of formation. By virtue of the results of the composite indicator, regions are classified in the following order: Abitibi-Témiscamingue, Côte-Nord, Gaspésie – Îles de la Madeleine. For the college institutions, we distinguish three subgroups, the first one consist of the Cégep of Sept-Îles and the campus of Gaspé and Rouyn Noranda, the second, of the Cégep de Baie Comeau and the campus of Val-d'Or and the third, of the Centres d’études collégiales des Îles et de Baie-des-Chaleurs as well as Amos's campus.

Made available in DSpace on 2016-04-27T14:31:02Z (GMT). No. of bitstreams: 1 Luis Antonio Vilalta.pdf: 1525738 bytes, checksum: 65b9294f3bb8e19d3ecfc9bec5ecdba5 (MD5) Previous issue date: 2012-12-11 / The objective of the present thesis is to answer the following research question: What are the concepts and characteristics that identify the internationalization process in Brazilian Universities? To obtain the desired data, an exploratory, qualitative research was developed using a multiple case study approach, conducted with four Brazilian Privately Owned College Institutions. It was employed investigation techniques in document analysis and focused interviews. The results reveal a new internationalization concept and the identification of some characteristic of this process at the researched universities. Results indicate that all studied institutions have in their strategies the creation and structuring of an international office as a basic condition to start an internationalization process to cope with market demands. Regarding teaching and research, the predominant characteristic is the student formation for his or her professionalization, notwithstanding the reduced focus on research. Mobility is the main theme in the internationalization process; therefore, it characterizes a growing tendency of the periodic half year or annual student international exchange. The researched college institutions diverge in relation to payment and credit validation formats. Another common characteristic is that the four researched universities are still in an initial internationalization process / Esta pesquisa tem por objetivo responder ao seguinte problema de pesquisa: Quais os conceitos e características que identificam o processo de internacionalização em Universidades Brasileiras? Para obtenção dos dados desejados foi realizada uma pesquisa exploratória e qualitativa que adotou como estratégia o estudo de caso múltiplo com quatro IES privadas brasileiras. Foram empregadas as técnicas de investigação de análise documental e entrevistas focadas. Os resultados obtidos foram um novo conceito de internacionalização e a identificação de algumas características deste processo nas universidades pesquisadas. As pesquisas indicam que todas as instituições pesquisadas tiveram em sua estratégia a característica de criação e estruturação de um escritório internacional como condição básica para iniciar um processo de internacionalização e adaptação às demandas de mercado. Em relação ao ensino e pesquisa a característica é de preponderância na formação do aluno para atuação profissional e menor foco na pesquisa. A mobilidade é o principal tema nos processos de internacionalização e caracterizam-se por mobilidade discente de periodicidade semestral ou anual, com tendência de crescimento. As IES pesquisadas divergem em relação a forma de validação de créditos e pagamentos. Outra característica comum é que as 04 universidades pesquisadas ainda estão em processo inicial de internacionalização