Purpose - The aim of this research is to examine higher education (HE) internationalization in terms of international recruitment and academic collaboration with the focus on a single institution case study. The research investigates how the case study university conducts HE internationalization, identifies key implementation issues of HE internationalization, and develops an education-specific market entry dynamic framework. The discussion of the difference in the process of internationalization across faculties is also included. Design/methodology/approach - This research adopts the interpretivist philosophy and inductive approach, with focus of a single institution. Based on the positions and job responsibilities, the total of 20 interviewees from three key departments (Corporate, Department 2 and Faculty) were selected and 22 semi-structured interviews were conducted. The total of 329 pages of interview transcripts were analyzed. Other types of data collection include observation and secondary documentary data. The answers from each group were used in a comparative analysis, resulting in an overlap pattern structure that indicates the level of the university's internal integration. Data analysis strategies include content analysis, critical discourse analysis (CDA), colour coding, and categorization of meaning. Findings and contributions - The market entry dynamic framework is the main outcome of this research. This framework provides a number of education-specific modes of entry and programme delivery methods to guide institutions' internationalization. The implementation issues raised in this research indicate that the university's internal integration has a major impact on HE internationalization. These issues highlight the areas where the university needs to improve. Faculty-specific factors explain the difference in the process of internationalization across the four faculties at the case study university, and explain the reasons why the levels of internationalization are different among these faculties.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2015-12-14T10:58:33Z No. of bitstreams: 1 diovanapauladejesus.pdf: 921445 bytes, checksum: 6fe8e551bbc44cafae07b76763a6cd1d (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2015-12-14T15:49:07Z (GMT) No. of bitstreams: 1 diovanapauladejesus.pdf: 921445 bytes, checksum: 6fe8e551bbc44cafae07b76763a6cd1d (MD5) / Made available in DSpace on 2015-12-14T15:49:08Z (GMT). No. of bitstreams: 1 diovanapauladejesus.pdf: 921445 bytes, checksum: 6fe8e551bbc44cafae07b76763a6cd1d (MD5) Previous issue date: 2015-04-08 / A presente dissertação propõe uma análise sobre o contexto contemporâneo de internacionalização da educação superior por meio de um Programa de Cooperação Internacional, na área de Educação, entre Brasil e Moçambique. Em uma situação de globalização que influi decisivamente em todos os setores da vida social dos indivíduos, o seu impacto nos processos educativos de formação superior constitui a motivação das reflexões aqui apresentadas. Com a intenção de fazer uma conexão entre a crescente demanda por formação profissional e acadêmica e o acelerado desenvolvimento de cursos na modalidade a distância, estuda-se a capacidade de conjugar tais características em um projeto de Cooperação Internacional que possa atender, efetivamente, as necessidades de determinada área ou público. O objeto do trabalho é o processo de implementação dos cursos do Programa de Apoio à Expansão da Educação Superior a Distância da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Universidade Aberta do Brasil (UAB) na República de Moçambique, a partir de análise documental e realização de entrevistas semiestruturadas. Questionando, especificamente, qual a potencialidade dessas iniciativas de cooperação do governo brasileiro, agora agente ativo na cooperação internacional, o objetivo da pesquisa é, justamente, o de analisar o processo de implementação do Programa, partindo de um enfoque ligado à internacionalização da educação para entender o contexto dessa implementação por meio do conceito de práticas de Cooperação subjacente às relações entre os parceiros. A partir de apontamentos iniciais dos dados levantados, o trabalho tende a se orientar para as dificuldades de pensar efetivamente em uma proposta de colaboração que, como orienta Boaventura de Souza Santos, leve à construção de um conhecimento pluriuniversitário. / This thesis proposes an analysis of the contemporary context of internationalization of higher education through an International Cooperation Program in the area of Education, between Brazil and Mozambique. In a context of globalization that has a decisive influence in all sectors of social life of individuals, their impact on the educational process of higher education is the motivation of the comments submitted here. Meant to make a connection between the growing demand for professional and academic formation and the accelerated development of courses in distance mode, we study the ability to conjugate these characteristics in an International Cooperation Program that can attend effectively the needs of specific area or public. The object of this work is the implementation process of the courses to Support Expansion of Higher Distance Education Program from the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / UniversidadeAberta do Brasil (UAB) in Republic of Mozambique, from documental analysis and semi-structured interviews. Questioning specifically what the potential of these Brazilian government cooperation initiatives, now active agent in international cooperation, the research objective is precisely to analyze the implementation process of the program, from a focus connected to the internationalization of education, to understand the context this implementation through the concept and subjacent cooperation practices to relations between the partners. From initial notes of the data collected, the work tends to be a guide to the difficulties of effectively thinking of a collaborative proposal, as guides Boaventura de Souza Santos, take the construction of a multi university knowledge.

Made available in DSpace on 2016-04-28T20:56:48Z (GMT). No. of bitstreams: 1 Herbert Souza da Silva.pdf: 647001 bytes, checksum: cd3a4f857d84f004158dcf83243d2ecb (MD5) Previous issue date: 2014-09-12 / This work, developed through a qualitative research, with an exploratory approach, discusses the affective dimension in the insertion of foreign students in the university environment from the perspective of Wallon s theory, aiming to identify which feelings and emotions are manifested by foreign students and what extent the role of the environment and of the other influence on the integration process of these students into the university. The work is structured beginning with a discussion on the issue of globalization, noting that the internationalization of education is a necessity to keep up with the global issues and forming individuals capable of acting in this context. Subsequently, we present the extension course of PUC-SP Brazilian Portuguese: Language and Culture, locus of the human subject of the research. Then we discuss the affective dimension in the integration process of foreign student from the theory of Henri Wallon, considering the concepts of the role of the environment and of the other, and the integration of functional sets. The methodology consists of three techniques for data collection: observation conducted with a group of 47 international students at the beginning of the course in 2013, survey applied to 55 foreign students in 2014 and semi-structured interviews conducted with two foreign students. Based on the results presented, it was possible to identify, in this particular context, a diversity of feelings experienced by students, both nice shades as negative shades. It was clear, too, that the role of the environment and of the other influence on the insertion process of foreign student and may offer possibilities for their development as also limitations. The interaction with the environment and with other shows as essential to the transformation of the student, providing their inclusion and the learning process / O presente trabalho, desenvolvido por meio de pesquisa qualitativa, de cunho exploratório, discute a dimensão afetiva na inserção do estudante estrangeiro no ambiente universitário sob o olhar da teoria walloniana, com o objetivo de identificar quais sentimentos e emoções são manifestados pelos estudantes estrangeiros e em que medida o papel do meio e do outro influenciam no processo de inserção desses estudantes na universidade. O caminho traçado para o estudo das teorias iniciou-se com a discussão da questão da globalização, ressaltando que a internacionalização do ensino é uma necessidade para acompanhar as questões globais e formar sujeitos capazes de atuar nesse contexto. Posteriormente, é apresentado o curso de extensão da PUC-SP Português Brasileiro: Língua e Cultura, locus dos sujeitos da pesquisa. Em seguida discute-se a dimensão afetiva no processo de inserção do estudante estrangeiro a partir da teoria de Henri Wallon, considerando os conceitos do papel do meio, do outro e da integração dos conjuntos funcionais. A metodologia adotada consiste em três técnicas de coleta de dados: observação, realizada com uma turma de 47 estudantes estrangeiros no início do curso em 2013; questionário aplicado a 55 estudantes estrangeiros em 2014 e entrevista semiestruturada realizada com duas estudantes estrangeiras. Com base nos resultados apresentados, foi possível identificar, neste contexto específico, uma diversidade de sentimentos vivenciados pelos estudantes, tanto de tonalidades agradáveis como de tonalidades desagradáveis. Ficou claro, também, que o papel do meio e do outro influenciam no processo de inserção do estudante estrangeiro, podendo oferecer possibilidades para o seu desenvolvimento como, também, limitações. A interação com o meio e com outro se revela como essencial para a transformação do estudante, favorecendo sua inserção e o processo de aprendizagem

Работа посвящена анализу особенностей реализации «мягкой силы» Италии на современном этапе. На основании большого числа источников и литературы по данной теме были выделены основные ресурсы «мягкой силы» страны и механизмы реализации данного концепта. В число основных ресурсов «мягкой силы» были отнесены культура и национальный язык, интернационализация образования и научно-исследовательская деятельность. Были проанализированы основные проекты и мероприятия, направленные на осуществление итальянской «мягкой силы» и использования ее ресурсов. В ходе работы были выделены проблемы, которые препятствуют более эффективной реализации данной внешнеполитической стратегии. К ним, в первую очередь, относится недостаточное финансирование культурного, образовательного и научного сектора, которое вызвано нестабильностью итальянской экономики, а также отсутствие единой стратегии продвижения ресурсов «мягкой силы» Италии, которая бы консолидировала деятельность всех ответственных за продвижение органов и институтов. / This work is devoted to the analysis of the peculiarities of Italian soft power at the present stage. The main Italian soft power recourses and implementation mechanism of this concept were defined based on large number of official documents and literature on this topic. The main resources of Italian soft power are culture and the national language, the internationalization of education and research activities. Were analyzed the main projects and activities aimed at the implementation of the Italian soft power. Also, this work identifies problems that prevent the more effective and successful implementation of this foreign policy strategy. Primarily, it is an inadequate financing of the cultural, educational and scientific sector which is caused by the instability of the Italian economy, as well as lack of unified strategy to promote Italian soft power resources which would consolidate the activities of all authorities and institutes responsible for promotion.

The International Baccalaureate (IB), a private curriculum associated largely with exclusive education for transnationally mobile upper classes, has recently began to quietly enter public, national education systems, offering its alternative, elite schooling in tuition-free state institutions. This paper explores the nuanced case of Poland, where IB diploma program is offered as one of the tracks within state schools, existing side-by-side and competing with the national curriculum. Poland, with its particular post-soviet socio-political conditions, where public schooling continuously enjoys an elite status over the failed project of private education, presents an interesting case in regards to the phenomenon. This study employs Pierre Bourdieou’s theories of capital, dispositions and social field to examine the makeup of IB classrooms in public schools in Poland, and answer how the curriculum is experienced and made sense of by the graduates. Qualitative interviews with 17 graduates present an insight into the experience of IB in 6 state schools. The study has found that IB diploma program is primarily employed in well-established, elite institutions, which follow a meritocratic logic of technical selection of only the most talented candidates. IB becomes the academic elite club within an elite club, therefore access to it is limited twofold. Accounts across the case study schools showed that IB students are characterized by access to higher volumes of different resources, allowing them to get admitted, survive the academic rigor, and continue their education abroad. Graduates from all types and locations of IB schools follow, almost exclusively, the same three trajectories according to which an IB student considers either a) going abroad to the United Kingdom, b) going abroad to the Netherlands, or c) studying medicine in Poland at the Warsaw Medical University (WUM). Finally, the study has found that students use IB strategically, to access prestigious national or international higher education. However, the conversion of the assets gained through the diploma into advantage in higher education is interrupted by the pedagogical disparity with the ‘mindless memorizing’ at national universities, as well as with the automatic downward social mobility when becoming an immigrant. The findings contribute to the debate over the democratization of international education, its accessibility and the strategic use of it on a national versus international arena.

<p>  </p> <p>The highly diverse character of US universities provides an opportunity for writing programs to (re)examine the extent to which their current administrative, curricular, and pedagogical practices support a growing student population with unique linguistic, cultural, and educational backgrounds, resources, and needs. This dissertation research aimed to explores the ways in which writing programs address the increasing diversity in writing pedagogy education, as a key component of writing program administration work. The main goal of this research was to investigate how writing program administrators and teacher educators in my study context represent our current reality regarding engagement with the increased linguistic and cultural diversity in the activity of teaching to the newest members of the writing program, i.e., graduate teaching assistants. Analyses of data collected through semi-structured interviews and educational materials suggest that while issues surrounding diversity and multilingual students have been addressed in writing pedagogy education, there is still room for more work, especially integrative, (trans)disciplinary diversity work that will help turn the graduate composition practicum, as the main context for writing pedagogy education in writing programs, into a space where new writing teachers can navigate diversity in order to learn how to actively engage with and pedagogically respond to it in their writing instruction in the era of superdiversity. </p>

Submitted by Angelita Menezes (angelitamenezes@hotmail.com) on 2015-03-14T14:14:53Z No. of bitstreams: 1 Tese - Repositório.pdf: 3823628 bytes, checksum: f34c24ae259b83786658dad6dbec7004 (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2015-03-18T19:50:34Z (GMT) No. of bitstreams: 1 Tese - Repositório.pdf: 3823628 bytes, checksum: f34c24ae259b83786658dad6dbec7004 (MD5) / Made available in DSpace on 2015-03-18T19:50:34Z (GMT). No. of bitstreams: 1 Tese - Repositório.pdf: 3823628 bytes, checksum: f34c24ae259b83786658dad6dbec7004 (MD5) / Esta tese de doutorado objetiva compreender as mudanças no cenário do trabalho docente do ensino superior privado em uma unidade de ensino na cidade de Salvador, em um contexto de internacionalização da educação e precarização do trabalho docente, com recorte entre os períodos de 2000 a 2010, preocupando-se em verificar os impactos nas condições de trabalho e no próprio sentido da profissão docente e o sofrimento que surge em decorrência da nova realidade. O problema central da investigação foi verificar como os professores lidaram com as mudanças qualitativas e quantitativas no contexto da educação em uma Instituição de Ensino Superior Privada, quais os impactos sofridos no desenvolvimento de suas atividades e que ferramentas usaram para viver o luto e a luta em busca do sentido da atividade laboral. Para este fim, foram apresentadas as categorias trabalho, educação e saúde, norteando os conteúdos históricos, econômicos e sociais que provocaram as transformações no mundo do trabalho e que trouxeram para a educação a mercantilização e internacionalização do ensino, assim como a precarização do trabalho e a vivência de sofrimento para o professor. Campos de saberes diversificados serviram de aporte teórico para o desenvolvimento deste trabalho e foram de fundamental importância para o caminho percorrido. Desta forma, buscou-se referências nos campos da filosofia, sociologia do trabalho, psicologia, história, economia e saúde mental relacionada ao trabalho. O método adotado foi o Materialismo Histórico Dialético pela necessidade em lançar um olhar crítico sobre as formas de dominação do trabalho docente no contexto neoliberal que por ora se apresenta. O método do Materialismo Histórico apresentou-se como a melhor possibilidade para uma análise aprofundada das relações de trabalho que se estabeleceram no contexto do tema proposto. Para relacionar teoria e prática e verificar o engendramento das condições objetivas e subjetivas que envolvessem o objeto deste estudo, foi realizado um Estudo de Caso e o resultado está apresentado na estrutura do trabalho que contém cinco capítulos estruturados da seguinte forma: No capítulo I foi apresentada as origens gregas da idealização do trabalho docente e da educação como instrumento de emancipação por meio de um breve histórico da Paideia grega; no Capítulo II discute-se a lógica do capital e a educação como ferramenta de adaptação ao sistema vigente, apontando a inter-relação entre a educação e os meios de produção na sociedade capitalista; o Capitulo III demonstra alguns dos indicadores da precarização e do sofrimento psíquico e sua relação com a reforma e internacionalização da educação; o Capitulo IV apresenta o estudo de caso com as grandes transformações qualitativas e quantitativas ocorridas na instituição de ensino superior privada de Salvador entre os anos de 2000 a 2010; o Capítulo V traz as análises das entrevistas com a percepção dos docentes acerca da precarização e do sofrimento, assim como das estratégias de defesa utilizadas para a vivência do luto e da luta. As considerações finais recapitulam alguns pontos importantes, reforçam alguns dos resultados encontrados e possibilitam a reflexão sobre a necessidade de estudos futuros sobre a temática. / ABSTRACT This dissertation aims at the understanding of changes in the scenario of the teaching work of private higher education at a faculty located in the city of Salvador, Bahia, Brazil, in a context of internationalization of education and teaching work insecurity between 2000 and 2010. We were concerned about ascertaining the impacts on working conditions and in the very meaning of the teaching profession and the suffering that arises due to the new reality. The central issue of the research was to investigate how professors dealt with the qualitative and quantitative changes in the context of education at a private institution of higher education and impacts incurred in the development of their activities as well as which tools they used to mourn and struggle while searching for the meaning of their professional activity. For this purpose, the categories work, education and health were presented, guiding the historical, economic and social contents that caused the changes in the world of employment and brought about the commodification and internationalization of education, as well as job insecurity and the professors' suffering. Diverse fields of knowledge served as the theoretical basis for the development of this work and were fundamental for the path taken. We sought references in the fields of philosophy, labour sociology, psychology, history, economics and mental health related to work. The method adopted was the dialectical historical materialism due to the need of taking a critical look at the forms of domination of the teaching work in the neoliberal context presented here. The method of historical materialism proved to be the best choice for na in-depth analysis of labor relations established under the proposed theme. We carried out a case study in order to link theory to practice and ascertain the formation of objective and subjective conditions involving the object of this study, and the result is presented throughout this work, which contains five chapters structured as follows: In chapter 1 the Greek origins of the idealization of teaching and education as an instrument of emancipation is presented by means of a brief historical account of the Greek Paideia; Chapter II discusses the logic of capital, as well as education as a tool of adjustment to the current system, pointing out the interrelation between education and the means of production in the capitalist society. Chapter III shows some of the indicators of insecurity and psychological distress and their relationship with the reform and internationalization of education. Chapter IV presents the case study along with major qualitative and quantitative changes occurred at the afore mentioned higher education institution in Salvador between the years 2000 and 2010. Chapter V brings the analysis of interviews with the professors' perspective on the insecurity and suffering as well as the defense strategies used for the experience of grief and struggle. The final consideration recapitulates some important points, reinforces some of the results and allows reflection on the need for future studies on the subject. / RÉSUMÉ Cette thèse vise à comprendre les changements dans le scénario de l'enseignement supérieur privé dans une unité d'enseignement dans la ville de Salvador, dans le contexte de l'internationalisation de l'éducation et de la précarité de l’enseignement, avec la découpe entre les périodes de 2000 à 2010, en se concentrant sur la vérification de l'impact sur les conditions de travail et sur le sens même de la profession enseignante ainsi que la souffrance qui découle de la nouvelle réalité. Le problème central de la recherche était de vérifier comment les enseignants ont pris les changements qualitatifs et quantitatifs dans le contexte de l’éducation dans un établissement privé d'enseignement supérieur, les impacts subis dans le développement de leurs activités et quels outils ils ont utilisés pour vivre le deuil et la lutte dans la recherche du sens de l'activité de travail. À cette fin, les catégories de travail, de l’éducation et de santé ont été présentées en orientant les contenus historiques, économiques et sociaux qui ont provoqué les transformations dans le monde du travail et qui ont apporté à l’éducation la marchandisatio et l'internationalisation de l'enseignement, ainsi que la précarité de l'emploi et de l'expérience de la souffrance pour l'enseignant. Les divers champs de connaissance ont servis de support théorique pour le développement de ce travail et ont été d'une importance fondamentale pour le chemin pris. De cette façon, on a cherché des références dans les domaines de la philosophie, la sociologie du travail, psychologie, histoire, économie et santé mentale liée au travail. La méthode adoptée était le matérialisme historique dialectique, surtout par la nécessité de jeter un regard critique sur les formes de domination de l’enseignement dans le contexte néolibéral que se présente. La méthode du matérialisme historique se présente comme la meilleure option pour une analyse en profondeur des relations de travail qui ont été établis dans le cadre du thème proposé. Pour relier la théorie et la pratique et vérifier l'engendrement des conditions objectives et subjectives liés à l'objet de cette étude, une étude de cas a été réalisé et le résultat est présenté dans le corps de l'ouvrage qui contient cinq chapitres structurés comme suit : dans le Chapitre I on a présenté les origines grecques de l'idéalisation du travail de l'enseignement et de l'éducation comme un instrument d'émancipation à travers l'histoire brève de la Paideía grecque ; le Chapitre II traite de la logique du capital et l'éducation comme un outil de l'adaptation au système existant, en soulignant l'interaction entre l'enseignement et les moyens de production dans la société capitaliste; le Chapitre III illustre certains des indicateurs de la précarité et souffrance psychique et leur relation avec la réforme et l'internationalisation de l'enseignement ; le Chapitre IV présente l'étude de cas avec les grandes transformations qualitatives et quantitatives arrivées dans IESP Salvador entre 2000 et 2010 ; Chapitre V apporte l'analyse des entrevues avec la perception des enseignants sur l'insécurité et la souffrance ainsi que des stratégies de défense utilisés pour l'expérience de deuil et de la lutte. L'examen final récapitule quelques points importants, il renforce les résultats et permet la réflexion sur la nécessité de futures études sur le sujet.