Thesis advisor: Philip G. Altbach / This case study examines the experiences of the government and academic personnel in the United States-Brazil Higher Education Consortia Program. It addresses the overall question, "What factors influence the successful implementation of international higher education collaborations?" The participants include representatives from the two government sponsoring agencies and one four-institution consortium project. The findings reveal that there were certain conditions that facilitated the successful implementation of the consortium project. These conditions are categorized into six themes: partner equality and mutuality, partner characteristics, partner relationship, finances, strategies, and staffing. The findings also reveal that the participants did not consider national culture to be a significant factor in the implementation and collaboration experience. This research is particularly relevant to the international higher education community because it focuses on the project director rather than the student perspective, addresses implementation factors rather than discipline-specific matters or student outcomes, and directly impacts an institution's ability to conceptualize and implement international collaborative initiatives. / Thesis (PhD) — Boston College, 2009. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Administration and Higher Education.

Made available in DSpace on 2018-06-18T13:27:05Z (GMT). No. of bitstreams: 0 Previous issue date: 2017 / Introdução: A internacionalização do ensino tem sido vista como prioridade para muitas Instituições de Ensino Superior (IES) no cenário mundial. Significa uma série de atividades internacionais, tais como: mobilidade acadêmica de estudantes e docentes, parcerias para o desenvolvimento de projetos, criação de novos programas acadêmicos de pesquisas conjuntas. Entre as iniciativas de internacionalização encontra-se o Programa Ciência sem Fronteiras – CsF, regulamentado pelo Decreto n.º 7.642, de 13 de dezembro de 2011. Na UNIFESP este Programa apresenta um fluxo contínuo aos alunos de graduação, e dentro de suas áreas prioritárias, destacam-se as áreas das Ciências da Saúde e Biomédica, Farmacêutica, Biotecnologia e Biodiversidade que contemplam os Campi de São Paulo, Baixada Santista e Diadema. Objetivos: Investigar o processo de internacionalização dos estudantes de graduação da área da saúde no âmbito do Programa CsF. Analisar, especificamente, as razões que impulsionam os estudantes à realização de um intercâmbio internacional, identificar os principais obstáculos que o aluno da área da saúde encontra no processo de vivência proporcionado pelo intercâmbio, conhecer as contribuições e benefícios na visão desse aluno e mapear as sugestões dos estudantes participantes visando o aprimoramento do processo de internacionalização. Método: Com abordagem quantitativa e qualitativa de caráter exploratório, o estudo foi realizado na UNIFESP com a participação de 94 estudantes da área da saúde dos Campi São Paulo, Diadema e Baixada Santista, que foram bolsistas do Programa entre 2011 a 2015, respeitando todos os preceitos éticos da pesquisa. O instrumento de coleta de dados utilizado na pesquisa foi composto de três partes: um formulário de informações sociodemográficas da população de estudo, uma escala atitudinal tipo Likert e duas questões abertas. As assertivas foram analisadas estatisticamente e as questões abertas foram submetidas à uma análise de conteúdo modalidade temática. Resultados: Os estudantes da UNIFESP que participam do Programa CSF já se apresentam proficientes na língua do país escolhido para o intercâmbio, mostram-se com ótimas expectativas frente à possibilidade de um intercâmbio internacional, idealizam várias possibilidades com a realização do intercâmbio (como, por exemplo, pensar em seu futuro profissional), a vivência em outro país, o tempo longe da família, entre outros fatores. A família é considerada muito importante na decisão de participar de um intercâmbio, bem como o fator financeiro. Os estudantes apontam dificuldades de comunicação com a SRI e com as informações divulgadas nos editais de seleção, alegando um alto custo de preparação com documentos para o intercâmbio. Enfatizam que as matérias cursadas no exterior necessitam ser incorporadas no histórico escolar dos estudantes. Ressaltam que o Programa proporciona um diferencial na sua vida profissional e sugerem o aprimoramento do processo de seleção de candidatos, por meio do estabelecimento de regras mais claras e com transparência de informações, melhorando o apoio antes do intercâmbio, durante a seleção, com o trâmite após seleção e para o seu retorno à UNIFESP. Conclusões: Os estudantes da área da saúde da UNIFESP apresentaram uma excelente expectativa em participar de um intercâmbio internacional pelo Programa CsF. Os obstáculos encontrados diante do processo de intercâmbio foi possível concluir que, 94% dos estudantes tiveram alguma dificuldade em localizar as informações do Programa disponíveis pela UNIFESP. E que mais de 95% dos estudantes os resultados do intercâmbio foi satisfatórios. Concluímos que algumas ações devam ser providenciadas para o bom desenvolvimento do processo como a redução da burocracia. Esta investigação não teve como pretensão esgotar esta temática tão relevante para o aprimoramento da formação dos estudantes brasileiros. Entendemos que a internacionalização e, especialmente, o Programa CsF necessitam de mais estudos com os quais esperamos contribuir com esta análise de internacionalização na Universidade Federal de São Paulo. / Introduction: The internationalization of education has been seen as a priority for many Higher Education Institutions (HEIs) in the world scenario. It means a series of international activities, such as academic mobility of students and teachers, partnerships for project development, creation of new academic joint research programs. Among the internationalization initiatives is the Science without Borders Program (CsF), regulated by Decree No. 7642, of December 13, 2011. At UNIFESP, this Program presents a continuous flow to undergraduate students and within their areas Priority areas, the areas of Health Sciences and Biomedical, Pharmaceutical, Biotechnology and Biodiversity that include Campi de São Paulo, Baixada Santista and Diadema stand out. Objectives: To investigate the internationalization process of undergraduate health students under the CsF Program. Analyze specifically, the reasons that motivate the students to carry out an international exchange, to identify the main obstacles that the student of the health area finds in the process of experience provided by the exchange, to know the contributions and benefits in the vision of that student and to map the suggestions of the students. Students to improve the internationalization process. Method: With a quantitative and qualitative exploratory approach, the study was conducted at UNIFESP with the participation of 94 students from the health area of Campi São Paulo, Diadema and Baixada Santista, who were scholarship holders of the Program between 2011 and 2015, respecting all the Ethical precepts of research. The data collection instrument used in the research was composed of three parts: a sociodemographic information form of the study population, a Likert-type attitudinal scale and two open questions. The assertions were analyzed statistically and the open questions were submitted to an analysis of content thematic modality. Results: UNIFESP students participating in the CSF Program are already proficient in the language of the country chosen for the exchange, they show great expectations regarding the possibility of an international exchange, idealizes several possibilities with the exchange (such as thinking about their professional future), the experience, in another country, time away from family, among other factors. The family is considered very important in the decision to participate in an exchange as well as the financial factor. The students report difficulties in communicating with SRI and the information disclosed in the selection bids, alleging a high cost of preparation with documents for the exchange. Emphasize that the subjects taken abroad need to be incorporated into the students' academic records. They emphasize that the program provides a differential in their professional life and suggests the improvement of the process of candidate selection, establishing clearer and more transparent rules of information, improving support before the exchange, during selection, after-selection and for His return to UNIFESP. Conclusions: The UNIFESP health students had an excellent expectation of participating in an international exchange through the CsF Program. The obstacles encountered in the exchange process allowed us to conclude that, 94% of the students had some difficulty in locating the information of the Program available by UNIFESP. And that more than 95% of the students the results of the exchange was satisfactory. We conclude that some actions should be provided for the good development of the process as the reduction of bureaucracy. This research did not pretend to exhaust this theme so relevant to the improvement of the Brazilian students' education. We understand that internationalization and especially the CsF Program require more studies with which we hope to contribute with this internationalization analysis at the Federal University of São Paulo.

Uno de los aspectos valorados más positivamente en la actualidad es el conocimiento de idiomas y de otras culturas, algo a lo que contribuye sin duda una estancia académica en el extranjero (es decir, la experiencia de Study Abroad). En Estados Unidos, el español es la lengua extranjera más estudiada en todos los niveles de la enseñanza, y la gran mayoría de este alumnado elige España como destino preferido de Study Abroad. La veterana organización CIEE (Council on International Educational Exchange) atrae a muchos alumnos estadounidenses a sus programas semestrales en España. Aproximadamente el 20% de ellos opta por programas que incluyen la modalidad de matrícula directa (Direct Enroll) a través de la que cursan asignaturas en una universidad de acogida en el extranjero impartidas por profesores nativos. A partir de tal contexto, el objetivo de la presente tesis doctoral es de triple envergadura y consiste en (1) conocer el choque académico que puede experimentar este colectivo de alumnado estadounidense a la hora de integrarse en el sistema universitario español, (2) averiguar las percepciones de los coordinadores de CIEE acerca de la incorporación académica de dicho colectivo, así como la medida en que les ofrecen apoyo, y (3) proponer sugerencias para los centros de CIEE (a través de las cuales también puede beneficiarse el alumnado participante) con el fin de disminuir el choque pragmático y posibilitar que la estancia de este colectivo en España sea más provechosa en cuanto a su rendimiento académico. Mediante una metodología cualitativa, hemos encuestado a 95 alumnos de Direct Enroll de CIEE y entrevistado a cinco coordinadores correspondientes a cada una de sus cinco sedes en España. Los resultados obtenidos muestran que el choque de cultura académica entre EE. UU. y España es una realidad experimentada por los participantes, pero también un aspecto en el que la preparación proporcionada por CIEE no suele incidir lo suficiente. Demostramos finalmente que conceder mayor atención a las cuestiones concretas que en nuestro trabajo especificamos, tanto dentro de las propias sedes de CIEE como a través de la colaboración con las otras entidades implicadas (las universidades de destino y origen, respectivamente), permitiría un claro beneficio tanto del aumento en el rendimiento académico del alumnado como de la proliferación de esta modalidad dentro del programa de Study Abroad.

This study explores potential implications of the Personal Leadership method for study abroad instructors and their students as emerging global leaders. This research documents and analyzes the experience of one cohort of Council of International Educational Exchange (CIEE) international educators as they gained a preliminary understanding of the Personal Leadership method across a five-month virtual blended learning course. Additionally, this research looks at CIEE's decision to incorporate Personal Leadership into their intercultural competency training program. Finally, this research examines the predicted global leadership development benefits Personal Leadership could provide students learning abroad, according to this cohort of international educators. This study employs qualitative methods in the case study of one CIEE instructor cohort. The researcher limited data collection to unstructured expert interviews, instructors' written discussion and polling data reported during the recorded course sessions, and a Likert-type scale exit survey. The findings from this study suggest that Personal Leadership offers a useful, process-based method for self-inquiry that significantly helps individuals develop affective qualities essential to be effective global leaders.

This study asks, “How can international educational exchange contribute to more peacefulsocieties?” To test the first two steps in a proposed causal pathway, this paper hypothesizes thatstudents from non-democratic countries who study in a democratic country will 1) have more favorable views toward human rights than students who have not studied in a democratic country; and 2) be more likely to advocate for human rights protections in their home country than students who have not studied in a democratic country. Utilizing a natural experiment design, this study did not find support for either hypothesis when comparing international students who had studied in the United States with those who were unable to due to Covid-19. There were, however, statistically significant differences in political activism levels for the variables of socio-economic status and previous experience in a democratic country before university. This suggests that students from lower socio-economic backgrounds who study in a democratic country may ultimately secure more politically influential careers in their home country due to the theory of cultural capital. As these students are more likely to support political activism, they may use their influence to advocate for improved human rights protections, contributing to more peaceful societies.