Save the date! FAUBAI 2016 Annual Conference

by user








Save the date! FAUBAI 2016 Annual Conference
Four years after the launch of Science without Borders, today we can witness the improvement through
which the internationalization process of the Brazilian Higher Education has gone through. As an impact
of the program, there has been a significant increase in the search for partnerships and international
collaboration with Brazilian institutions. However, one challenge remains: to consolidate the image of
competence of the country’s educational institutions and to develop cooperation that is equitable and
The FAUBAI 2015 Annual Conference, with the main theme “Creating sustainable partnerships through
an equitable internationalization” aims to foster the discussion of possible ways to reach more balanced
relations between countries and institutions in the frame of Higher Education.
Furthermore, the conference offers a space to share good practices and international education policies
as well as to facilitate contacts between the attending institutions from several parts of the world.
The conference program includes 6 workshops, 6 plenary sessions, more than 40 parallel sessions with
114 presentations and 3 institutional matchmaking sessions.
I would like to welcome you to the FAUBAI 2015 Annual Conference and to encourage you to make the
most of these five days.
FAUBAI – Brazilian Association for International Education, founded in 1988, is a non-profit organization
with more than 200 institutional members. It is dedicated to improve the internationalization process
of Brazilian higher education; to promote the diversity and potential of the Brazilian higher education
system abroad and to enhance the professional development of its members.
Save the date!
FAUBAI 2016 Annual Conference
April 16-20, 2016 – Fortaleza, CE, Brazil
Join us for the FAUBAI 2016 Annual Conference in Fortaleza, the capital
city of the State of Ceará, located in Northeastern Brazil.
Check the FAUBAI website for more information: www.faubai.org.br
FAUBAI Conference 2015 Organizing Committee
José Celso Freire Jr, President
Vitor Alevato do Amaral, Vice-President
Renée Zicman, Executive Coordination
Rosangela Morares, Finances
Maria Carolina de Mello, Technical Support
Marcos Antunes, Informatics
Leandro Tessler, Program Chair
Jaime Okamura (J Y OKAMURA Consultoria), Logistics
Paulo Teixeira de Sousa Junior, Local Committee Coordination
Joíra Martins, Local Committee
Odilio Virgilio Costa, Local Committee
Claudio Marcelus Teixeira (SOMA), Graphic Design
Learn about the role of the United States Mission
in Brazil and EducationUSA inviting Partners of the
America, NAFSA (Association of International Educators) AASCU (American Association of State Colleges and Universities), IIE (Institute of International
Education), LASPAU (Latin American Scholarship Program), ETS (Educational Testing Service) to this exciting one-day workshop with hands-on case studies in
how to partner with colleges and universities in the
United States and how to apply for new opportunities that will foster these partnerships.
Workshop 2 - Room 11
Internationalization at Home (I)
David Shallenberger, SIT Graduate Institute, USA
Jos Beelen, Amsterdam University of Applied Sciences, School of Economics and Management
Our universities are called upon to comprehensively internationalize. For years, the focus of our
attention has been on mobility and exchange. But
those activities only directly reach a small percentage of our students. This workshop will address
particularly education for those students who do
not have the opportunity to travel. Yet, they also
Saturday, 25 April 2015
need to develop global competences to work and
live in an increasingly interconnected world. We
will focus on internationalization “at home,” and
will take participants from the larger issues of institutional policy and readiness to specific strategies,
8:00-12:00 - Workshops
approaches and plans. Central to the workshop
Workshop 1 - Pássaros Auditorium
Strategic Partnerships with Universities in the Uni- will be drafting an action plan that is built on the
particular strengths and challenges of each partited States (I)
cipant’s institution and each individual’s own proRita Moriconi, EducationUSA, Southern Cone Countries fessional trajectory.
Danna Van Brandt, U.S. Consulate Sao Paulo
Arlene Jackson, American Association of State Colle- Session 1: National and institutional policies
Session 2: Institutional readiness
ges and Universities (AASCU) and NAFSA
Rick Rosemberg, U.S. Consulate Sao Paulo
Other participants: IIE, Institute of International Edu- Workshop 3 - Room 14
cation, LASPAU, Latin America Scholarship Program, Por um programa multilateral de mobilidades: RoCNPq, U.S. Embassy Brasilia and U.S. Consulates in Brazil tas acadêmicas francófonas para estudantes brasileiros / Vers un programme multilatéral de mobiliPartnering with U.S. Higher Education Institutions tés: Parcours académiques francophones pour les
for student mobility to and from the U.S.: The role of étudiants brésiliens (in French; Portuguese interprePresident Obama’s 100,000 Strong Initiative.
tation provided)
O workshop será oferecido por alguns dos membros
da delegação da AUF na FAUBAI 2015, com apresentação de suas experiências de cooperação Sul-Sul em
abordagem bem concreta, enfatizando fatores facilitadores e dificultadores e valorizando a troca com os
participantes. O workshop ocorrerá em francês, com
tradução simultânea para o português.
Arlene Jackson, American Association of State Colleges and Universities (AASCU) and NAFSA
Rick Rosemberg, U.S. Consulate Sao Paulo
Other participants: IIE, Institute of International Education, LASPAU, Latin America Scholarship Program,
CNPq, U.S. Embassy Brasilia and U.S. Consulates in
Workshop 4 - Room 16
Enhancing recognition of degrees and credits between Brazil and Europe: Implications for collaboration, mobility and internationalization (I)
Partnering with U.S. Higher Education Institutions
for student mobility to and from the U.S. for student
mobility to and from the U.S.: The role of President
Obama’s 100,000 Strong Initiative.
Allan Bruun Pedersen, LRC Committee and Danish
Giovanna Filipini, University of Bologna
Pablo Javier Beneitone, University of Deusto
Learn about the role of the United States Mission
in Brazil and EducationUSA inviting Partners of the
America, NAFSA (Association of International Educators) AASCU (American Association of State Colleges and Universities), IIE (Institute of International
Third ALISIOS Project Workshop
Education), LASPAU (Latin American Scholarship ProThe ALISIOS project is an Erasmus Mundus project gram), ETS (Educational Testing Service) to this excithat is facilitating dialogue between Brazilian and ting one-day workshop with hands-on case studies in
European universities, agencies and governments re- how to partner with colleges and universities in the
garding higher education and research cooperation. United States and how to apply for new opportuniIt is examining in particular the important impacts ties that will foster these partnerships.
that the Brazilian Science Without Borders (SwB)
programme is having on Brazilian and European uni- Workshop 2 - Room 11
versity cooperation and internationalisation more Internationalization at Home (II)
generally. This workshop will tackle the topic of recognition, both of degrees and of credit mobility, David Shallenberger, SIT Graduate Institute, USA
as this complex theme is essential for ‘flexibilising’ Jos Beelen: Amsterdam University of Applied Scienand internationalising the higher education sector. ces, School of Economics and Management
As many problems still persist between Brazilian and
European universities, the workshop intends to pro- Our universities are called upon to comprehensively
vide a number of important case studies, tools and internationalize. For years, the focus of our attention
considerations for how universities and systems can has been on mobility and exchange. But those actiimprove recognition procedures and how govern- vities only directly reach a small percentage of our
ments, agencies and other networks can support this students. This workshop will address particularly
education for those students who do not have the
opportunity to travel, Yet, they also need to develop
12:00 - 14:00 - Lunch - Minerais Auditorium
global competences to work and live in an increasingly interconnected world. We will focus on internationalization “at home,” and will take participants from
14:00 - 16:30 - Workshops
the larger issues of institutional policy and readiness
Workshop 1 - Pássaros Auditorium
Strategic Partnerships with Universities in the Uni- to specific strategies, approaches and plans. Central
to the workshop will be drafting an action plan that
ted States (II)
is built on the particular strengths and challenges of
Rita Moriconi, EducationUSA, Southern Cone Countries each participant’s institution and each individual’s
own professional trajectory.
Danna Van Brandt, U.S. Consulate Sao Paulo
Session 3: Institutional strategies
Session 4: Professional development
garding higher education and research cooperation.
It is examining in particular the important impacts
that the Brazilian Science Without Borders (SwB)
Workshop 3 - Room 14
programme is having on Brazilian and European uniErasmus+ and Horizon 2020 (in Portuguese)
versity cooperation and internationalisation more
generally. This workshop will tackle the topic of reBárbara Costa, Director of the International Office of cognition, both of degrees and of credit mobility,
the University of Porto
as this complex theme is essential for ‘flexibilising’
and internationalising the higher education sector.
Neste workshop, os participantes serão apresenta- As many problems still persist between Brazilian and
dos aos recentes programas da Comissão Europeia: European universities, the workshop intends to proErasmus+ e Horizonte 2020. O objetivo é descrever vide a number of important case studies, tools and
suas principais características e potencialidades, considerations for how universities and systems can
além de oferecer aos participantes a oportunidade improve recognition procedures and how governde conhecer alguns aspectos práticos da elaboração ments, agencies and other networks can support this
de projetos no âmbito dos editais desses dois pro- endeavor.
16:30 - 17:00 - Coffee Break
Workshop 4 - Room 15
Boas práticas de gestão de um Escritório de Rela- 17:00 - 19:00 - FAUBAI General Assembly
ções Internacionais (in Portuguese)
(Pássaros Auditorium)
Rita Louback, Pontifícia Universidade Católica de Minas Gerais - PUC-Minas
Patrícia Gasparini Spadaro, Universidade Estadual
Paulista - UNESP
Raquel Santini Rade, Universidade Federal de Uberlândia - UFU
Serão apresentados exemplos de como administrar
um escritório de relações internacionais em uma universidade federal, uma estadual e uma privada comunitária. O workshop ocorrerá em português.
Workshop 5 - Room 16
Enhancing recognition of degrees and credits between Brazil and Europe: Implications for collaboration, mobility and internationalization (II)
Allan Bruun Pedersen, LRC Committee and Danish
Giovanna Filipini, University of Bologna
Pablo Javier Beneitone, University of Deusto
Third ALISIOS Project Workshop
The ALISIOS project is an Erasmus Mundus project
that is facilitating dialogue between Brazilian and
European universities, agencies and governments re9
26 April 2015
8:00 - 16:00 - Networking Activity at Chapada dos Guimarães
17:00 - 21:00 - Registration
19:00 - 21:00 - Keynote Address - Borboletas Auditorium
Keynote Address
Improving the Performance of Brazilian Universities: The role
of internationalization
Jamil Salmi, tertiaryeducation.com
Chair: Leandro R. Tessler, Universidade Estadual de Campinas (Unicamp)
The presentation will look at the achievements of Brazilian higher education over the past decades in the Latin American and international
contexts. It will then analyze the main challenges faced by Brazilian universities and explore ways of improving their performance. Finally, it will
examine the possible contribution of internationalization in accelerating
progress for the nation’s universities, making reference to the success of
universities in other parts of the world, especially South-East Asia.
21:00 - 23:00 - Opening Reception offered by Education in Ireland - Minerais Auditorium
27 April 2015
8:30 - 9:30 Opening Session - Borboletas Auditorium
José Celso Freire Jr, President of FAUBAI - Brazilian Association
for International Education
Maria Lúcia Cavalli Neder, Rector of Universidade Federal do
Mato Grosso (UFMT)
Steven Joyce, Tertiary Education, Skills and Employment, and
Economic Development Minister of New Zealand
Pedro Taques, Governor of the State of Mato Grosso
9:30 - 11:00 - Plenary - Borboletas Auditorium
Plenary 1
The Impact Brazilian students are making on International Higher Education (sponsored by Latino Australia)
Michelle Florance, University of New South Wales, Australia
Grant Guilford, Victoria University, Wellington, New Zealand
Mandy Hadsen, Northern Arizona University, USA
Chair: Paulo Teixeira de Sousa, Universidade Federal do Mato
Grosso (UFMT)
Since its establishment, the Science without Borders (SwB) program has placed Brazil as a country of primary focus for higher
education institutions around the world. This session will explore the multiple ways in which the successful implementation of
SWB, in both Australia and the United Kingdom, is driving positive
collaboration within and between universities. SWB encourages
collaboration on many levels: within individual universities (for
example, between Faculties, English Language centres. International Offices and other services); between universities in a single
country (for example, to manage annual SwB cohorts); and between universities located in Brazil and targeted destination countries around the world. Over the long term, this active collaboration has the potential to grow into effective partnerships that
will deliver benefits into the future. This presentation will provide
perspectives and case studies from two leading universities: The
University of New South Wales (UNSW), Australia, and the University of
Birmingham. We will discuss the ways that SwB has created a profile for
Brazilian universities in Australia and the United Kingdom as well as the
positive impact on the teaching and learning experience for all students,
both local and international, on our campuses. The success of pre-English
programs will also be discussed in terms of how they prepare students for
academic study and practice, in addition to English-language training.
11:00 - 11:30 - Coffee Break
11:30 - 13:00 - Parallel Sessions - Pássaros Auditorium
Parallel Sessions 1 - Pássaros Auditorium
Science without Borders (I)
Chair: Márcio Venício Barbosa, Universidade federal do Rio
Grande do Norte (UFRN)
Lessons from Science without Borders
Denise Neddermeyer, Capes, Brazilian Ministry of Education
After having reached the Science without Borders Program’s initial goals for the number of scholarships conceded to university
students for them to study abroad, it is time to evaluate the
objectives achieved, lessons learned, and improvements to be
made. Thus, it is now essential to engage in dialogue and shared reflection with key actors who enabled the success of the
program so that its continuity becomes increasingly solid and
Enhancing Module Delivery and Assessment to Support the
Development of Problem-solving Skills in Science without Borders Students
Slobodan B. Mickovski, Glasgow Caledonian University
Olavo Santos Jr, Universidade Federal do Rio Grande do Norte
The focus of engineering education in the UK is on providing
students with understanding and generic skills that can be
applied in different employment environments, which coincides
with one of the major principles of the Science Without Borders (SwB) programme. In order to apply the skills and understanding learned at the university in the professional practice,
a link between the learning environment at the university and
the ‘real world’ has to be established during the years in higher
education. We have studied the inclusion of SwB students into
an engineering programme at Glasgow Caledonian University
and the development of their problem-solving skills through
enhancement in their experiential learning. Studying under the
Managed Project Learning (MPL) module and working on a real-life problem enabled the students to consolidate the knowledge gained through their studies in Brazil, learn soft skills and
techniques and develop knowledge in areas and subjects not
covered in their regular studies.
“Rede CsF”: The Science without Borders Alumni Network
Luciano Telesca Mota, Universidade Federal de Pelotas
Deborah de Moura Celestrini, Universidade Federal do Rio de Janeiro
Elias Rolim Junior, Universidade Federal da Paraíba
João Paulo de Almeida Barbosa, Universidade Federal de Itajubá
Guilherme Rosso. Universidade de São Paulo
Monique Gasparoto, Rede CsF
Natalí Batista de Menezes de Araújo, Universidade Federal Rural do Rio de Janeiro
The current outlook is evermore globalized, demanding strategies for effective growth and development. Brazil, in this context, is sending thousands of students abroad to international
academic mobility, as the Science without Borders (SwB) program. The students committed with the investment that have
received from society to study abroad, after returning to Brazil
with a more critical, transformative spirit. Motivated and instigated by the contrasts between Brazil and host countries; by
the scarce integration among scholars; and also by the lack of a
robust proposal for continuing to pursue program objectives after the exchange period, they start joining together to contribute to Brazil through an alumni network: the Rede CsF. Currently,
after one year of effort, the network has almost 2000 members,
9000 followers on social media and important partners, more
than 50 volunteers working in 4 projects producing material
for virtual media, and students working in other 14 Rede CsF’s
centers of academic internationalization, distributed in Brazilian universities. Finally this present work is to instigate actions
between society, academia, business and government to boost
the achievement of the objectives of the SwB Program and the
expectations post-exchange period.
Parallel Sessions 2 - Room 11
Sustainable Cooperation (I)
Chair: Tito Lívio Cruz Romão, Universidade Federal do Ceará (UFC)
Cooperações Sul-Sul: Perspectivas com o Espaço Francófono /
Collaborations Sud-Sud: Perspectives Francophones (in French; Portuguese interpretation provided)
Gérard Lachiver, Agence Universitaire de la Francophonie
Cristina Robalo, Agence Universitaire de la Francophonie
Nicolas Moreau, Université de la Réunion
Lassad El Asmi, Université de Carthage
A partir de experiências locais e regionais, os participantes enfatizarão os fatores dinâmicos das cooperações Sul-Sul. Também
mostrarão o potencial sustentável de estratégias de mobilidades multilaterais entre América Latina (Brasil em particular) e o
espaço francófono.
Parallel Sessions 3 - Room 14
MOOCs and Online Learning
Chair: Claudia Forte, Universidade Presbiteriana Mackenzie
A Mooc’s Internationalization: Finding one’s place within globalization while representing it
Marie-Françoise Durand, Sciences Po Paris
Carlos Milani, Sciences Po Paris e Universidade do Estado do Rio
de Janeiro (UERJ)
Catarina Laranjeira, Sciences Po Paris
This presentation aims to share with FAUBAI’s participants the
development of a new form of institutional and academic cooperation with digital tools through the production of multilingual academic contents massively accessible to a diverse audience. The Massive Open Online Courses (MOOC) represent a
new way to transmit knowledge to a greater student audience
outside the doors of universities. Each institution that commits
to the production of a MOOC aims to stimulate curiosity and interest, promoting the quality of its teachings and increasing its
visibility. However, a MOOC is usually restricted to one university -- or even one teacher/researcher. This parallel session aims
to present a creative cooperation experiment of an original, and
probably unique, way to produce academic content and stimulate a debate among participants on internationalization challenges, in terms of both content and form.
Creating Global Partnerships through Collaborative Online International Learning
John E. Fowler, State University of New York, COIL Center
Sally Crimmins Villela, State University of New York
This session will discuss how faculty and student collaborations
through an emerging cost-effective curricular internationalization strategy commonly known as Collaborative Online International Learning (COIL) can be used as a new vector to create international partnerships. The COIL Center’s model involves the
fostering of cross-cultural student competence through development of multicultural learning environments that link university or college classes in different countries. In such environments
students from different cultures participate in shared modules
with faculty members from each country co-teaching and managing coursework. Examples of such courses from a range of
campus perspectives will be demonstrated, with a focus on the
COIL Center’s work in Latin America. We will also highlight the
COIL Center’s resources for developing these partnerships, including our Nodal Network of SUNY universities and colleges, as
well as our growing parallel Global Partner Network of institutions from around the world.
Critical Framework of Learning Principles Based on Social Network due Learners’ Exchanging Experiences
Mohammed Alhojailan, King Saud University
This session aims to present a theoretical framework of learning outcome based on experiment integration of social network (SN) in higher education (HE) systems in Saudi Arabia.
It has been directed by exchanging experience principles in
Bouds model, it considers that one feature of constructive learning arises because learners’ reflections are integrated with
prior-experiences, which are subsequently extracted to develop
new experiences and concepts. The radical development of the
eLearning through this innovation allows for the effective of use
of learning principles. Mostly, exchanging experiences as principle between the participants via SN integrated allows acquiring
better utilization of web 2.0 as asynchronous in classroom. Learner’s interactions in this study with SN showed involve their
own contributions and over numerous sessions these contributions overlap with the experience and knowledge gained from
others and website content.
Parallel Sessions 4 - Room 15
Chair: Nico Jooster, Nelson Mandela Metropolitan University
Deepening Engagement with Australia
Sheila Lunter, Australian Trade Commission, Australian Consulate in Sao Paulo
The Australian Government continues to pursue strategies to
deepen the engagement between Australian and Brazilian hi11
gher education institutions with the objective to leverage the
linkages built between our two countries following Australia’s
successful participation in the Science without Borders Program. One example that will be highlighted is the Executive Leadership Shadowing Program, a pilot program funded by the
Council of Australia and Latin American Relations (COALAR),
which enabled senior staff from four Brazilian universities to
travel to Australia to shadow their counterpart at an Australian
university in March 2015, as well as attend two major national
higher education conferences. The pilot program was modelled
on existing programs between Australian and Chinese universities. The program offers an opportunity to deepen engagement
between institutions in areas of policy, research and partnerships for mobility. Other examples include new research collaborations in the area of water management and tropical aquaculture linking Australian and Brazilian institutions.
Engaging Industry Internationally through Research and Student Integration
Renee Hindmarsh, Australian Technology Network of Universities
Arun Sharma, Queensland University of Technology
The Australian Technology Network of Universities (ATN) represents five Australian Universities: Curtin University, Queensland
University of Technology, RMIT University, University of South
Australia and University of Technology Sydney. All of our members are in the QS Top 50 Under 50 universities. The ATN has had
great success as a destination for students in the Science Without
Borders program. We would like to illustrate some of our most
successful examples, particularly partnering students with industry, and highlight the innovative approaches taken with student
placements. ATN institutions all have very strong ties to industry;
70 per cent of our research income over the last five years has
come from industry. In this context we propose to demonstrate
how we engage with industry on solutions for the world through
applied and impactful research.
ATN: Australian Technology Network of Universities and its
Opportunities for Brazilian Students
Daniella Faber, Australian Technology Network of Universities, ATN
Vinicius Barreto, Australian Technology Network of Universities, ATN
Some topics to be addressed are: opportunities for Brazilian
students at the ATN universities; success cases, testimonials
from Brazilian students; and collaboration opportunities between Brazilian universities and ATN universities.
Parallel Sessions 5 - Room 16
Russian Excellence Project 5-100
Chair: Nicolas Maillard, Universidade Federal do Rio Grande do Sul
Russian Excellence Project 5-100: Cooperation with Brazilian
Elena Chernyshkova, Project 5-100, Russian Federation
In the year of 2013 Russia had launched its Excellence initiative in higher education - the Project 5-100, which is directly
managed by the Russian Ministry of Education and Science.
The Project 5-100 is to maximize the competitive position of a
group of leading Russian universities in the global research and
education market. As a result of the Project 5-100 there will be
a group of the Russian research universities of the world class
with strong international academic reputation meeting global
development trends. The BRICS countries are the major priority for Russian higher education and Brazilian universities are
among the most prospective partners for Russian universities.
At the session we will share Russian and Brazilian experience
on internationalization of higher education, announce the strategy of Brazilian-Russian collaboration, agreed formats as well
as possible risks and challenges. We also will announce a memorandum of understanding which is to be sighed between
FAUBAI and Project 5-100.
Cooperation With Russia and Eastern Europe: Challenges or
Bogdan Voronovskiy: Eastern European University Association, EEUA
Gain the overview and perspectives of Russia and Eastern Europe in the world HE market. Discuss existing relations with Russian and Eastern European HEIs, consider obstacles and main
challenges of cooperation, and share best practices and “know
-how”. Anyone interested in developing partnership relations
with Eastern European counties should attend. The session
aims to give an overview of up-to-date situation in HE sphere on
the territory of Russia and Eastern Europe and bring to light the
cooperation perspectives with local HEIs. It also will fetch out
the experience of communication establishing and partnership
developing among session attendees. The session will encourage participants to share their previous experience and help to
find out main areas of concerns in cooperation with abovementioned countries.
13:00 - 14:30 - Lunch offered by Agence Universitaire de la
Francophonie (AUF) - Minerais Auditorium
14:30 - 16:00 - Plenary 2 - Borboletas Auditorium
Plenary 2
The Commoditization of Higher Education: Trends and Their
Global Implications (sponsored by ETS)
Yvette Donado, Senior Vice President and Chief Administrative
Officer of ETS
Chair: Maria Leonor Alves Maia, Universidade Federal de Pernambuco (UFPE)
“Commoditization” refers to the recognition that higher education
is now a commodity, a good, something that can be bought and
sold, marketed, developed, refined and used as an article of commerce. Growing competition for academic and technological talent
worldwide means that institutions and countries are competing for
talent as never before. Can such competition be equitable, given
inequities in the varying capacity from country to country to pay for
talent? International student flows are changing the educational and
employment landscape. The session will also discuss the phenomenon of “talent surplus” countries, those that are producing college
graduates and professionals who can compete for jobs globally,
and “talent deficit” countries such as the United States that need
to import talent. Brazil, with its Brazil Scientific Mobility Program
(formerly Science without Borders) initiative and Mexico, with its
Foro Bilateral sobre Educación Superior, Innovación e Investigación
(FOBESII) program, are among the many countries with policies that
seek to increase the number of two-way flows of university students.
Closely related to the above are her views about evolving attitudes
and policies in the United States with respect to dual language learning. Although the United States is a “language deficit” country,
there is growing recognition that fluency in other languages is a
valuable asset in increasing productivity and global competitiveness.
Other countries see English as a tool not only for educational attainment but also to boost trade. Drawing on research at Educational
Testing Service, she will speak to the increasing interest in identifying
and measuring noncognitive attributes of students and employees.
Donado will present data from the Programme for International
Student Assessment of Achievement (PISA), the research initiative
of the Organization for Economic Cooperation and Development
(OECD). It is a comparative study of educational outcomes of high
school students in OECD countries and countries worldwide, and ETS
is a lead coordinator of the research.
16:00 - 17:30 - Matchmaking 1 - Flores Auditorium
Foreign institutions meet Brazilian counterparts by appointment.
16:00 - 17:30 - Parallel Sessions 2
Parallel Sessions 2.1 - Pássaros Auditorium
Languages without Borders
Chair: Simone Sarmento, English Without Borders Program,
SESu/MEC Brazilian Ministry of Education
Languages without Borders Program: The New Directions in
Denise Abreu e Lima, Languages without Borders Program,
SESu/MEC Brazilian Ministry of Education
The Language without Borders Program (LwB) has been created
to address the linguistic preparation of university students who
wish to study abroad through Science without Borders Program.
The LwB involves 8 different languages: English, French, Spanish,
Italian, German, Japanese, Mandarin and Brazilian Portuguese
for foreigners. Even though the main idea was originally to help
students to be successful in their foreign experience, the LwB
also sets up a new environment to the Brazilian language specialists involved. With the need to create and establish a new
paradigm in teachers’ education and language policy for the
country, the Central Management Group, along with the local
coordinators of the Program, has organized a management and
communicating system that integrates all Program´s actions. In
this lecture, the design and development of the Program in relation to its 3 primary actions (placement and proficiency tests,
self-instructional online courses and face-to-face courses) will
be addressed. These actions have been organized with partners
from many different countries and initiatives, composing a new
perspective of partnership between public and private sectors.
The outcomes of the Program have shown the importance of
relying on language teaching specialists from different institutions and regions to strengthen and empower solutions for the
linguistics challenges that Brazilian universities face in their internationalization process.
the Outgoing Student Mobility and the teaching of Portuguese as a
foreign language in the Incoming Student Mobility must be reviewed
so as to foster internationalization in that country. A discussion of terms usually linked to the status of the English language is provided in
the study and includes, but is not limited to: English as an additional
language, English as a second language, English as a foreign language,
English as an international language, English as a global language, English as lingua franca and English as medium of instruction. The offer of
“Portuguese as a Foreign Language” courses is also addressed in relation to the Brazilian internationalization agenda. The analysis of the roles of English as an additional language in Brazil suggests that the gap
between these two roles can be taken as a possible explanation for the
low uptake of scholarships of the Science Without Borders internationalization program and a caveat for the Brazilian internationalization
agenda, especially in relation to the Outgoing Student Mobility.
Challenges Related to the “French Without Borders” Program
Jean-Paul Rébaud, Embassy of France in Brazil
Within the context of the great Brazilian mobility program “Science without Borders”, the MEC decided to promote the study of
foreign languages from partner countries and created the program “Languages without Borders”, coordinated by SESu, in order
to develop the teaching of foreign languages in Brazilian universities and support internationalization. The learning of English was
the first program to be implemented. The “French without Borders” was decided in December 2013 (bilateral agreement) and
released on March 20, 2014. The program provides for the development of a language assessment system, the offer of a distance learning course (prepared by Alliance Française) and the opening
The Role(s) of English as an Additional Language and Portuguese as a Foreign Language in Brazil: Insights from the Analysis of
Language Policies and Internationalization Programs
Kyria Finardi, Universidade Federal do Espírito Santo (UFES)
Felipe Guimarães, Universidade Federal do Espírito Santo (UFES)
This paper reviews language policies and internationalization programs
in Brazil to suggest that the role of English as an additional language in
of French courses in IES where they do not exist. The workshop aims
to analyze, between Brazilian and French partners (and francophone
partners too), the challenges of the program implementation in Brazilian universities and the essential conditions for its success.
Parallel Sessions 2.2 - Room 11
France (in Portuguese)
Chair: Thierry Valentin, Conference of University Presidents, France
Perspectivas da Mobilidade Universitária entre a França e o Brasil
Jean-Paul Rébaud, Embassy of France in Brazil
Denise Neddermeyer, CAPES, Brazilian Ministry of Education
Bertrand Monthubert, University of Toulouse III Paul Sabatier
and French Committee for the Evaluation of University Cooperation with Brazil (Cofecub)
As universidades francesas são parceiras tradicionais das universidades
brasileiras, tanto no desenvolvimento de projetos de pesquisa conjunta,
quanto na formação acadêmica de mestrandos e doutorandos. Além
dos convênios diretos assinados entre as instituições de ensino superior
dos dois países, programas bilaterais de cooperação estruturam também
este intercâmbio: o convênio Capes/Cofecub para projetos científicos e
formação de doutores, os programas Brafitec e Brafagri nas aéreas de
engenharia e agronomia, entre outros. A França se tornou também um
dos primeiros parceiros do Brasil no âmbito do programa « Ciência sem
Fronteiras ». A sessão tem por objetivo analisar, entre parceiros brasileiros e franceses, as várias modalidades e instrumentos desta cooperação
tão intensa e estratégica (cursos de graduação com dupla diplomação,
co-orientação de teses de doutorado, cátedras etc), e suas perspectivas
para o futuro: instalação de representações permanentes de universidades, reciprocidade nos programas de mobilidade, participação conjunta
em projetos multilaterais e em projetos com países africanos.
International Internships: How a partner organization can help
John Monahan, The Intern Group Chile
Aurora Pulido, The Intern Group Spain
Research shows that employers worldwide value graduates with global
competencies and international cultural awareness (see Diamond et al.,
“Global Graduates into Global Leaders”, 2011). In this presentation, The
Intern Group will explain the benefits of a comprehensive international
internship program for the student and the university, and how it can
help to realize the goal of “creating sustainable partnerships through an
equitable internationalization.” We will explore some relevant topics including the involvement of students in international projects; immersion
in foreign languages; occasions for south-south cooperation; impact on
university rankings; and most importantly the cultivation of networks
which can enhance opportunities for students and universities alike. The
presentation may include some graphical or video content highlighting
student experiences in international internship programs.
Parallel Sessions 2.3 - Room 12
Study Abroad
Chair: Cristina Miguens, WIND
Parallel Sessions 2.4 - Room 14
Science without Borders (II)
Chair: Slobodan B. Mickovski, Glasgow Caledonian University
Faculty-led Study Abroad Programs: Practical aspects of collaborative partnerships
Tatiana Visnevski, CEPA EUROPE Germany
Jon W. Stauff, The College of New Jersey (TCNJ), Center for Global Engagement
How did the Swb Program affect Internationalization in Hungary: Achievements and future plans
Zoltán Dubéczi, Hungarian Rectors’ Conference
Balázs Vince Nagy, Hungarian Rectors’ Conference
For the past decades, short-term faculty-led programs have been a growing
study abroad modality in the USA and Worldwide. In fact, more and more
students decide to study abroad at some point in their academic career.
Such programs are an alternative to those who cannot leave their home
country for longer periods because of personal, professional or financial
reasons. Also, strict course requirements in specific fields of study can be
considered as a barrier.
Facing this irreversible trend, Educators and Higher
Education Institutions must make sure that these short experiences are
meaningful to students. Collaborative partnerships with high quality study
abroad organisations will allow faculty to worry less about logistics and to
focus on student learning and on their intercultural experience.
This presentation will deal with practical aspects collaborative partnerships to create faculty-led study abroad programs using real examples in
the USA and Brazil. The main topics will be: HEI in-house capacities, Curriculum Integration, selecting faculty, designing a faculty-led study abroad
course, working with a study abroad organization, recruiting students. Summer Program: The trend of short term programs
Claudia Forte, Universidade Presbiteriana Mackenzie
Daniel Amgarten, Campus Brasil
Many American universities face some issues when offering study
opportunities for its students in Brazil, mainly because of the language barrier and because of the lack of affordable accommodation
options in the largest cities in Brazil. Since 2013, the Presbiterian University Mackenzie, located in São Paulo, offers a Summer Program
for approx. 12 students from SUNY - State University of New York
at Albany. During a 4-week program in July, the students have the
chance to learn Portuguese and also have classes about Business,
Economics, Communication, Law and Sustainability in English. The
program is more than having classes on campus, there are also company and cultural visits. The program ends with an academic trip to
Rio de Janeiro. This way, we made the program very atractive for the
Americans, which is a hard nationality to bring to our campus, as
most of our exchange students came from Europe or Latin America.
Hungary has achieved important results in the SWB program. The presentation introduces the role of the Hungarian Rectors’ Conference
in the management of the program. We highlight how the SWB program, along with other projects, is contributing to the internationalization of the higher education in the country, which is well in agreement
with the European internationalization directives. The Hungarian SWB
actvities and recent outcomes are presented, together with the feedback of the different stakeholders, that may serve as a strategic and
also practical basis for future relations to Brazilian partners.
“Melhoria CsF”: An analysis of the Science without Borders
Program from the perspective of students
Thaysa Leite Tagliaferri. Universidade Federal de Minas Gerais
Monique Gasparoto Moreira Teixeira de Freitas, Universidade de São Paulo
Rafael Tadeu de Matos Ribeiro, Universidade Federal de São João del-Rei
Edmar Arantes Moreira, Universidade Federal de São João del-Rei
Guilherme de Sousa Lobo, Universidade Federal de São Carlos
Cláudia Sitó Alves, Universidade Federal de Santa Maria
Lucas Conelian de Oliveira, Instituto Federal de Educação, Ciência
e Tecnologia de São Paulo
Luciano Telesca Mota, Universidade Federal de Pelotas
The Science without Borders Program aims to promote consolidation,
expansion and internationalization of Science and Technology of Brazil,
and the development of education in the country. In this context arises
Rede CsF, a civil non-profit association formed by fellows and alumni of
the Science without Borders (SwB). There are several ongoing projects in
“Rede CsF”, among them is “Melhoria CsF”. The project goals is to get the
point of view of scholars and alumni in order to identify the strengths of
the program, facilitate the detection of adversity and suggest improvements to the SwB. More than a thousand fellows and alumni of the program SwB who performed the international mobility program between
the years 2010 to 2015 answered our survey. Among the results, the study
highlights the weakness of Brazilian HEIs in monitoring students during the
exchange period; the difficulty of students in courses abroad regarding to
the difference in teaching methods; incredibility of the students to pursue
the objectives of the SwB program after returning to Brazil, and adjustment problems due to lack of physical infrastructure and support from
professors. After analysis, we intend through Rede CsF to invest in joint
actions between society, academia, business and government in order to
enhance the achievement of the objectives of the Science without Borders program, as well as our post program expectations.
Parallel Session 2.5 - Room 15
PEC-G 50 anos (in Portuguese)
Hilton Sales Batista, Brazilian Ministry of Education
Rafael Pinto Duarte, Organization of Ibero-American States (OEI)
Chair: Rita Louback, Pontifícia Universidade Católica de Minas Gerais
Reflexões sobre o Programa Estudante-Convênio - Graduação
O Programa Estudante-Convênio - Graduação (PEC-G) constitui um
dos instrumentos de cooperação educacional que o Governo brasileiro oferece a outros países em vias de desenvolvimento, especialmente
da África e da América Latina. Em 2014, o PEC-G completou 50 anos
de existência, num momento singular na história brasileira de intensificação do processo de internacionalização das IES do país. Só na última
década mais de 6.000 estudantes estrangeiros foram selecionados por
meio do programa, e anualmente cerca de 500 novos alunos iniciam
seus estudos em mais de 90 instituições. Entretanto, o rápido desenvolvimento das iniciativas de internacionalização das IES brasileiras e o
crescente interesse dos estudantes estrangeiros pelo PEC-G requerem
uma reflexão sobre todo o caminho percorrido desde 1964 e quais
rumos devem pautar os próximos anos do programa. A apresentação
tem como objetivo permitir um balanço e estudar caminhos para o
desenvolvimento desse Programa, analisando sua importância para a
internacionalização do ensino superior brasileiro.
Parallel Sessions 2.6 - Room 16
Sustainable Cooperation (II)
Chair: Aderson Nascimento, Universidade Federal do Rio Grande do Norte (UFRN)
Sustainable Partnerships: A Brazilian View
Nicolas Maillard: Universidade Federal do Rio Grande do Sul (UFRGS)
In an attempt to reach concrete conclusions, this article will focus on
the specific context of Brazilian Higher Education Institutions (HEIs)
and how they may engage in sustainable partnerships, understood as
“long term” partnerships. We will start with a description of four case
studies of such partnerships, to try to identify some patterns that seem
to characterize sustainability in this context. The cases have been chosen
so that they could reflect the reality of a reasonable number of Brazilian
HEIs, and are: the Brazilian initiative called PEC-G; the bilateral partner-
ships Brazil/France and Brazil/Germany; the Brazilian experience in Erasmus Mundus projects; and finally the Mercosul network called AUGM.
We will aldo provide a synthesis and considerations on sustainable
partnership: in our opinion, middle-term objectives like funding or language should not be the main issue of sustainable partnerships, but
pre-requisite for it. What most matters in our view is an appropriate
combination of mobility (of students, but also of staff - academic and
administrative) and joint research actions, that should complement
each other, and be supported by the proper mix of central, administrative management and of individual involvement of the academics.
These actions must be supported by a national political will, but need
to be defined by strong, university-based policies that seek in selected
partners some competence that is not present a priori.
Enhanced Reciprocity Through Joint Research And Funding
Opportunities: Canada-Brazil Cooperation beyond Ciência Sem
Margaux Béland: Canadian Bureau for International Education (CBIE)
Building on the higher education collaboration between Canada and
Brazil (including the Ciência sem Fronteiras [CsF] scholarship program),
the Canadian Bureau for International Education (CBIE) in partnership
with the Social Sciences and Humanities Research Council of Canada
(SSHRC) are working to deepen Canada-Brazil collaboration in the research sphere. Towards this end, CBIE and SSHRC are developing a map of
Canada-Brazil research initiatives and funding opportunities for stakeholders in both countries. Moreover, CBIE and its partners have signed
Memoranda of Understanding with Brazilian state research funding foundations FAPESP and FACEPE and secured a critical mass of Canadian
universities, colleges and polytechnics ready to commit resources and
participate in joint research projects. For this session, CBIE will present
an overview of the Canada-Brazil research map initiative, as well as a
broader perspective of the opportunities for and challenges to further
research collaboration between our two countries.
“Oi, tudo bem?”: Getting into Negotiation Culture with Brazilian Universities
Cesar Ferragi, Escola Superior de Propaganda e Marketing (ESPM)
The session has a phenomenological approach to negotiation contexts with Brazilian higher education
institutions: due to the exponential proliferation of information, content is not simply transmitted, but generated and healed by the participants. My proposal is to transmit a general overview of Brazil, it’s
higher education system, and focus on Cultural Determinants that
make Brazilians the way we are. People new to Brazil would benefit
the most from this session, but it is also open to Brazilians and foreigners used to Brazil, as their contribution will enrich the debate.
17:30 - 19:30 - Cocktail offered by Embassy of Canada, AUCC,
28 April 2015
9:00 - 10:30 - Plenary 3 - Borboletas Auditorium
Plenary 3
EMI: a Growing Global Phenomenon (sponsored by The British
Chair: Vitor Amaral, Universidade Federal do Rio de Janeiro
Julie Dearden, Department of Education, University of Oxford
The lecture will depict an academic research about English as a
Medium of Instruction (EMI) conducted by the Oxford University Department of Education with the support of the British
Council. The study covers 55 countries in an attempt to map
the size and shape of EMI in the world today. English is increasingly being used to teach other academic subjects such as
science, mathematics, history and medicine at both university
and secondary school levels, but yet there is very little research
into the topic. This talk gives a bird’s eye view of EMI and raises
some of the issues involved when teaching an academic subject
though English.
10:30 - 11:00 - Coffee Break
11:00 - 12:30 - Parallel Sessions 3
Parallel Sessions 3.1 - Pássaros Auditorium
English without Borders
Chair: Denise Abreu e Lima, Languages without Borders Program, SESu/MEC Brazilian Ministry of Education
English without Borders Program
Simone Sarmento, English Without Borders Program, SESu/MEC
Brazilian Ministry of Education
The English without Borders (EwB) program was launched in
December 2012 with the goal of developing Brazilian university students’ proficiency in the English language so as to foster
participation in international academic mobility programs. The
Program has three main fronts: proficiency/placement tests,
online courses and face-to-face courses (NucLi). The objectives
of this talk are threefold: (1) to present the main objectives of
the program, including its relation to the internationalization of
the universities and to English teachers’ development; (2) to publicize the main outcomes the Program has achieved so far; and
(3) to unveil details of the actions being undertaken at the EwB
NucLi at UFRGS, as it is one of the universities which has shown
the greatest participation in the country.
English without Borders: Lessons learned from Science without
Borders Program
Jacqueline White, The University of Sydney, Centre for English
Daniel Bruce, The University of Sydney, Centre for English Teaching
This very practical focused session analyses student and teacher
experiences in the language preparation stage of the Science
Without Borders (SwB) program in an Australian university setting and examines how lessons learned from this cohort could
be implemented as key elements of English language curriculum and policy - like the English Without Borders program in
Brazilian institutions.
One of the stated aims of the Brazilian ‘English Without Borders’
(EwB) program is to provide candidates for the SwB scholarship
an opportunity to improve their English language proficiency
more quickly and efficiently and improve their chances of participating fully in these exchange opportunities. In response, an
Australian university conducted a reflective survey on the teachers and student cohort of SwB undertaking intensive English
language preparation in-country, prior to a semester of sciencefocused study abroad. Based on qualitative questionnaires and
interviews, the survey investigates and identifies the challenges
students and teachers have faced, including whether there is a
knowledge gap related to critical literacy and learner autonomy
in English language preparation, as perceived by Brazilian undergraduate university students studying abroad and their oncourse teachers..
Internationalizing Higher Education through Blended Language Learning and Curricular Partnerships
Cath D’Amico, Trent University
Initiatives toward internationalization in higher education have
evolved since the days of study abroad and faculty exchange in
the 1980’s and 1990’s to institutional exchange of course materials and complete curricula (Waterval, Frambach, Driessen,
and Scherpbier, 2015). Curricular exchange has the potential to
leverage strong partnerships between universities when well
implemented. Online delivery platforms that employ a blended
learning approach offer an innovative and engaging solution
for sharing curriculum. This presentation will focus on language education, and how curricular partnerships based on online content sharing serve as a vehicle for internationalization.
An outline and discussion of the criteria essential to successful
partnerships will provide a segue to the importance of integrating language instruction with academic skills instruction, or
foundational programs, for student success. Blended language
learning: the integration of technology and face-to-face classroom instruction is presented as a starting point in a broad internationalization strategy.
Parallel Sessions 3.2 - Room 11
Sustainable Cooperation (III)
Chair: Rodrigo Ulhoa Cintra de Araujo, Escola de Propaganda e
Marketing (ESPM)
Partnerships with U.S. Universities and 100,000 Strong Presidential Initiative: How can U.S. university associations and the
U.S. mission in Brazil help you
Rita Moriconi, EducationUSA
Arlene Jackson, American Association of State Colleges and Universities (AASCU)
This session will discuss the various opportunities that the presidential initiative to send 100,000 U.S. students abroad and receive 100,000 international students in the United States have created to foster university cooperation. Presenters will discuss the
participation of U.S. universitiy associations such as NAFSA and
AASCU (American Association of State Colleges and Universities),
Partners of the America and the U.S. Mission in Brazil in fostering
partnerships between Brazilian and U.S. universities targeting innovation, research and student exchange.
Parallel Sessions 3.3 - Room 12
Science without Borders (III) (in Portuguese)
Chair: Vanessa Panico, Universidade de Ribeirão Preto (Unaerp)
O Programa Ciência Sem Fronteiras e as Relações Internacionais
Carlos Enrique Ruiz Ferreira, Universidade Estadual da Paraíba (UEPB)
A sessão objetiva discutir o Programa Ciência Sem Fronteiras
(CsF) dentro dos marcos das Relações Internacionais contemporâneas. Serão usadas referências como “Poder”, “Estratégia”,
“Política Externa” para compreender, dentro desta área científica, o CsF dentro da arena global. Serão analisados dados e
documentos dos EUA e da China, em especial do Departamento
de Estado e do China Scholarship Council, para compreender
como estas duas potências se inserem na internacionalização
do Ensino Superior e como a compreendem como uma Política
Externa e Política de Estado.
A Contribuição do Ciência sem Fronteiras para a Melhoria das
Universidades Brasileiras: Um Estudo de Caso
Peirol Gomes, Universidade Federal do ABC (UFABC)
Carlos Kamienski, Universidade Federal do ABC (UFABC)
O Programa Ciência sem Fronteiras (CsF) representa o maior
projeto de internacionalização do ensino superior brasileiro e
também um maciço investimento na formação dos futuros profissionais do país.
Entretanto, no momento atual o maior beneficiário do programa vem sendo o próprio aluno e não o país como um todo.
Hoje, temos um enorme número de bolsistas que já voltaram
ao país e pouco deles é aproveitado. Na busca por esse objetivo, a iniciativa “My CSF”, junto com a Universidade Federal do
ABC (UFABC), realizou uma pesquisa com os egressos do programa dessa instituição onde o principal questionamento era
“Quais as diferenças entre a sua universidade no Brasil e a universidade que você estou durante o Ciência sem Fronteiras?”.
Avaliação Preliminar do Programa Ciência sem Fronteiras por
Indicadores de Aprimoramento de Competência Linguística
José Marcelo Freitas de Luna, Universidade do Vale do Itajaí
Motivado pela ausência de avaliação de programas de mobili-
dade estudantil internacional, o Grupo de Pesquisa de Estudos
Linguísticos e Ensino do PPGE da Universidade do Vale do Itajaí
(Univali) desenvolve, com recursos do CNPq, o projeto “Avaliação do Programa Ciência sem Fronteiras por Indicadores de
Aprimoramento de Competência Linguística”. A sessão apresentará os resultados dos primeiros sujeitos testados, quais sejam,
os participantes da Universidade Federal de Santa Catarina, da
Universidade do Vale do Itajaí e da Universidade Presbiteriana
Mackenzie. A base para a formulação e a correção do pós-teste, por cujos resultados se fará a aferição do aprimoramento
da competência linguística, sociolinguística e pragmática dos
participantes dos programas, é o Quadro Europeu Comum de
Referência. Os resultados preliminares podem ser considerados
subsídios para a revisão de programas educacionais, para o processo de ensino de língua inglesa, para a gestão universitária e
para o processo de recrutamento de pessoal no mundo corporativo internacionalizado.
Parallel Sessions 3.4 - Room 14
Institutos Federais Brasileiros (I)
Chair: Wioletta Wegorowska, SGroup European Universities Network
Internationalization of Vocational and Professional Education:
The Brazilian Federal Institute
David Shallenberger, SIT Graduate Institute
Marcelo Camilo, Instituto Federal do Rio Grande do Norte (IFRN)
The “federal institute of education, science and technology” is
a uniquely Brazilian approach to meeting pressing social needs
-- including the development of intercultural and global competencies, a necessity of the 21st century. Federally funded, with
programs beginning at secondary school and continuing on to
tertiary and post-graduate levels, these institutions offer opportunities to an unparalleled range of students, yet there are also
challenges. This presentation explores both the opportunities
and the challenges, and is based in large part on a study currently under way looking at approaches to internationalization
of the curriculum in federal institutes across the entire country.
Sharing an Experience of Internationalization at Home (IAH)
Verônica Barreto, Instituto Federal do Espírito Santo (IFES)
A key initiative of Instituto Federal do Espírito Santo (IFES) is the
organization and/or participation in events of technical interest, technological, scientific, social, sporting, artistic and cultural, favoring
the dissemination and promotion of institutional Programs & Projects and participation of internal and/or external communities. In
today’s world, one must learn in and by different ways, with different participants and continuously. Whereas the main focus of foreign languages learning in IFES is directly related to the concept of
interculturality and the partnership proposal made by the Brazilian
Association of Inventors and Innovators Researchers (ABIPIR) for IFES
to support INNOVAWORLD foreign exhibitors at the Fair, I decided
to conduct a selection process involving all students on Vila Velha
campus to boost motivation of new learning experiences by providing interaction with people from different cultures and different
areas of knowledge. This means opportunity to innovate, to learn
foreign languages in a non-formal education environment, in direct
contact with foreign exhibitors. Therefore, the performance of the
students was proposed in order to put into practice some guidelines
for internationalization of IFES by combining knowledge of foreign
languages, intercultural relations, exchange of ideas and experiences
and cooperation.
Regional Partnerships
Lia Pachalski, Instituto Federal de Educação, Ciência e Tecnologia Sul-rio-grandense
Carol Fimmen, Alamo Colleges
In 2008, the North American and Brazilian government proposed to the former CEFETs (Federal Institutes) to form regional
partnerships with 5 US Colleges, selected through a call organized by the US Embassy in Brazil and the Department of Education in Washington DC. Alamo Colleges and the South region of
Brazil were partnered and began a project intended to reach all
the institutions in the region in specific areas defined after two
local visits, and seminars promoted by the governments.
Since then, projects in the fields of Robotics, Welding, Higher
Administration training, Student Success, Regional Development, student and faculty ESL and entrepreneurship programs,
among others, have been developed. We intend to present the
strategies used to reach a sustainable and committed partnership based on specific regional interests between the institutions involved.
Parallel Sessions 3.5 - Room 15
Research (I)
Chair: Antonio Chalfun Junior, Universidade Federal de Lavras (UFLA)
From International Research Internships to Joint Projects for
Research Staff Mobility
Carlos Ramos, Instituto Politécnico do Porto
Julio Cezar Bragaglia, Instituto Federal de Santa Catarina (IFSC)
Golberi Salvador Ferreira, Instituto Federal de Santa Catarina (IFSC)
Zita Vale, Instituto Politécnico do Porto
Since 2009 the Federal Institute of Santa Catarina (IF-SC) has
developed PROPICIE, a program oriented for internships of their
students in R&D groups in Europe. The Polytechnic Institute of
Porto (IPP) has been the Higher Education Institution that received more internships from PROPICIE Program. This close contact between students, teaching and research staff from IF-SC
with some of the most active R&D groups of IPP has been one
of the main reasons for the involvement of IF-SC in an application coordinated by IPP for a Research Project for the Mobility
of Research Staff between Europe and Brazil. This application
resulted in the selection of the project ELECON – “Electricity
Consumption Analysis to Promote Energy Efficiency Considering
Demand Response and Non-technical Losses (www.elecon.ipp.
pt)” to be funded by the European Union’s Seventh Framework
Programme in the aims of the People Programme (Marie Curie
Actions). The consortium coordinated by IPP involves two other
European Institutions (the Polytechnic of Grenoble INPG in
France, and the Otto von Guericke University of Magdeburg
OVGU in Germany) and four Brazilian Institutions (IFSC; USP,
UNESP and UFSC). We will describe more in detail this experience between the Federal Institute of Santa Catarina and the
Polytechnic of Porto in PROPICIE program and ELECON project.
Case Studies in Success: How a study abroad program became
the engine to drive deep research collaboration
Sara Duffy, University of Western Australia
Harold “Butch” Wright, Universidade do Estado do Amazonas (UEA)
By drawing on perspectives from both a Brazilian and an Australian university, this session will explore how The University
of Western Australia (UWA) is leveraging the Science Without
Borders Program to develop deep research collaboration between the two nations. UWA has only recently become involved
in a coordinated way with Brazil but in a short time has made
significant progress. Since welcoming our first SWB students in
2012, we have leveraged the program to increase our research
engagement with leading Brazilian institutions. In August 2014
a delegation of senior leaders and academic experts travelled to
Brazil to engage with EMBRAPA, UFRJ, UFPR, UFRGS, UniCamp,
ESALQ-USP and UNESP. UWA also hosted a visit from UEA in November where (amongst other things) collaboration in telehealth was explored and is now being followed up. In addition, in
November 2015 UWA will be hosting a food security conference
bringing together experts from Brazil and Australia in Perth to
explore a topic of great importance to both nations.
Cooperation Agreement between the Technical University
Vienna and the UFRGS Architecture / Smart City
Markus Tomaselli, Technical University Vienna
Since more than 10 years there is a regular contact between the Universidade Federal do Rio Grande do Sul (UFRGS) in
Porto Alegre and the TU Vienna. And since 2005 we hold an
agreement between the universities as well as the faculties of
Architecture. Regular visits in Austria and Brazil by Students and
Professors followed, joint workshops have been hold in both
universities, publications have been exchanged. The following
years we are planning to focus on urban infrastructure, smart
city topics and multi modal mobility. The presentation would
include a review of the last projects as well as a preview to the
planned cooperations.
Parallel Sessions 3.6 - Room 16
Internationalization Process (I)
Chair: Luciane Stallivieri, Universidade Federal de Santa Catarina (UFSC)
Ireland: The Internationalization of Higher Education
Gerry O’Sullivan, Higher Education Authority, Science without
Borders Coordination
The internationalization of higher education in Ireland has become a key priority of education policy in the last decade or more.
Ireland is a relatively small country but as a member of the largest
trading bloc in world - the European Union - it is part of a major
international force. This relationship with the EU has played a pivotal role in expanding and complementing the international activity of Irish higher education. As part of this process, Ireland has
developed a range of tools that greatly assist with international
short-term student mobility similar to Science without Borders tools that if employed in this area could be of much useful benefit. Of equal importance is the crucial role that higher education
provision is playing and will continue to play in economic, social
and cultural planning. A more process of reform in ongoing and
internationalization is one of the key pillars. The Irish international education strategy (currently being reviewed) has identified
Brazil as a key partner.
Ulster University: International partnerships, regional impact
Timothy Brundle, Ulster University
dels, besides international mobility, the university expects students to improve their responsibility and their communication
abilities, gaining greater intercultural tolerance, more empathy,
new skills, flexibility, innovation and motivation for long-life learning. To ensure the quality of the internationalization process
at Botucatu Medical School (UNESP/FMB), pre and post-exchange questionnaires were designed to assess the goals of students
and their familiarity with cultural and social aspects of the visiting
country; they were applied to exchange students from 2011 to
2014. Short-term clerkships do not necessarily need to include
performance of their learned abilities, but for long-term exchange programs (e.g. Science-without-Boarders) this is fundamental
and must be taken into account. The development of exchange
programs should consider the preparation and evaluation of students during and after the exchange process.
12:30 - 14:00 - Lunch offered by ExportAR Argentina
Minerais Auditorium
14:00-15:30: Parallel Sessions 4
Parallel Sessions 4.1 - Pássaros Auditorium
EMI - English as a Medium of Instruction (I)
Chair: Julie Dearden, University of Oxford, Department of Education
Implementation of Undergraduate Classes in English, in a Brazilian Federal University
Vladimir Di Iorio, Universidade Federal de Viçosa
Based in the region of Northern Ireland within the United Kingdon, Ulster University is the largest academic institution on the
island of Ireland. Ulster is a university with a national and international reputation for excellence, innovation and regional
engagement. We make a major contribution to the economic,
social and cultural development of Northern Ireland and play a
key role in attracting inward investment. Our core business activities are teaching and learning, widening access to education,
research and innovation and technology and knowledge transfer. Through our international partnerships, we have made a
substantive impact on our regional economic environment, developing courses for foreign direct investment companies, building technologies on which new enterprises are based, and as a
collaborator to embed innovation and research into indigenous
businesses. As a result, Northern Ireland has become one of the
fastest growing economic regions in Europe, a top investment
location for international business and has established itself as
a cultural hub for the creative industries.
Ulster University’s Director of Research and Innovation will provide a talk on the strategy and tactics that have ensured this
success, highlighting the University’s role and the opportunities
for international cooperation.
The Universidade Federal de Viçosa (UFV) is a multi-campuses
Brazilian federal university with approximately 20,000 students.
The university is well known for its excellence in Agricultural
Sciences, but has become a comprehensive university in the
last decades. In 2013, UFV decided that one its priorities regarding internationalization was the implementation of classes in
English, especially at the undergraduate level. The goals of this
initiative are twofold: allow our students to have an experience
with classes in English at home, preparing them for future experiences abroad; and to attract more international students.
A key action to achieve these goals was an intensive training
offered to UFV faculty members to increase their abilities to teach in English. We will discuss how we prepared the training
for UFV faculty; how we got funds for this training; what was
our strategies to choose the courses that would be taught in
English; what were the difficulties and the outcomes during the
first year of this initiative.
Student’s Perception of the Importance of Internationalization
This presentation will describe the internal procedures to
officially offer for the first time a course in English for undergraduate students at the Institute of Physics (IFGW) of
Unicamp, a Brazilian research university. In this first experiment the main objective is to offer the students an opportunity to improve their English language skills while taking
an elective. Because Unicamp does not have regulations
concerning teaching in foreign languages relevant rules and
procedures were decided locally. Teaching in English is part
of a bold plan to make IFGW an international reference in
Latin American,
Silke Weber, Universidade Estadual Paulista (UNESP), Botucatu
Medical School
Karina Chamma, Universidade Estadual Paulista (UNESP), Botucatu Medical School
Silvana Schellini, Universidade Estadual Paulista (UNESP), Botucatu Medical School
Since globalization is a characteristic of the new teaching and learning model, universities should facilitate internationalization
and ensure the quality of activities. As results of these new mo-
Teaching in English at the Undergraduate Level in a Brazilian
Public University
Leandro R. Tessler, Universidade Estadual de Campinas IFGW,
English a Medium of Instruction into Practice
Simone Sarmento, English Without Borders Program, SESu/MEC
Brazilian Ministry of Education
Laura Knijnik Baumvol, Universidade do Vale do Rio dos Sinos
Leandro R. Tessler, Universidade Estadual de Campinas (Unicamp)
In this presentation we aim at addressing the expectations from
students of an EMI undegratuate/graduate Physics class have at
the beginning of the semester concerning: their improvement (or
not) in the English language; possible gains or losses in content
comparing to classes in Portuguese; the professor’s English proficiency; and the actions the professor may take regarding language correction, use of Portuguese and assessment.
Parallel Sessions 4.2 - Room 11
Networks (I)
Chair: Takalani Mashau, University of Venda
Role of University Networks in Building Sustainable Partnerships for Enhanced EU-LA Collaboration
Wioletta Wegorowska, SGroup European Universities’ Network
Barbara Costa, University of Porto
The session will feature the importance of providing sustainability plans to programmes funded by the European Commission to enhance relations of higher education institutions from
the European Union and third country partners, more specifically with Latin America. A special emphasis has been placed
on the role of university network in the process of identifying
good practices and mechanisms of the transfer of knowledge.
SGroup European Universities’ Network whose links with Latin
America have been built over the past 10 years through the EUfunded mobility programmes presents sustainability measures
designed to capitalise on the invested human and financial resources to provide continuity to EU-LA relations. The session
will exemplify the role of university network in shaping policies
and trends in higher education to strengthen the academic and
research collaboration between the regions.
International Learning Experiences: On-the-road Programs / Experiências Internacionais De Aprendizagem: Programas On-the-road
Cristina Miguens, WIND
Both academic research and individual testimonials hold the fact
that the process of learning is more efficient when bringing together a solid theoretical knowledge and life experiences. Lectures
plus books plus International Learning Experiences: this is the key
equation for a successful individual development in a variety of
fields such as Management and Engineering. As an independent
firm, WIND assembled the parts, in the Portuguese territory, to
mold On-The-Road Programs - private companies that pitch their
names into the international scene, prize-winning organizations,
some of the most reputable Universities and a historic culture. As
a result, unique International Learning Experiences are provided to
graduate and undergraduate students.
Parallel Sessions 4.3 - Room 12
Internationalization Process (I) (in Portuguese)
Chair: Suzana Monteiro, Universidade Federal de Pernambuco (UFPE)
Percepção dos Stakeholders sobre a Internacionalização: O caso ESPM
Alexandre Gracioso, Escola de Propaganda e Marketing (ESPM)
Michele Leal, Escola de Propaganda e Marketing (ESPM)
Rodrigo Cintra, Escola de Propaganda e Marketing (ESPM)
Em 2014, ao conceber o plano de ações internacionais da Escola
de Propaganda e Marketing (ESPM), a VPA (Vice-Presidência Acadêmica) designou um Comitê de Internacionalização, composto
por membros de todas as unidades ESPM, representando os 3
campi. O Comitê organizou-se e realizou entrevistas individuais
com os principais acadêmicos (Graduação e Pós-Graduação: lato
e Stricto Sensu), para compreender o que se entendia por internacionalização na escola e a perspectiva deles sobre a área. Esta
sessão apresentará como foram identificados os principais aspectos em cada discurso dos stakeholders e como os resultados da
pesquisa contribuem para o desenvolvimento de um plano estratégico que represente de fato uma escola institucionalmente,
por meio do envolvimento do Acadêmico Gestor no processo de
internacionalização. Percebe-se que a implantação de um plano
de internacionalização só é aplicável se esses principais stakeholders se notarem presentes no discurso.
Probral e Unibral: Parcerias entre Alemanha e Brasil
Ursula Dannemann, Serviço Alemão de Intercâmbio Acadêmico
O Serviço Alemão de Intercâmbio Acadêmico (DAAD) e Coordenação de Aperfeiçoamento de Pessoal de Nivel Superior (CAPES) mantêm há vinte anos o programa de cooperação científica PROBRAL, com o fomento a mais de quatrocentos projetos
bilaterais entre universidades alemãs e brasileiras nas diversas
áreas das ciências. A sessão pretende apresentar alguns dados
resultantes de uma avaliação realizada em 2014, que atesta
uma história de êxito da parceria acadêmica entre os dois países.
UNIBRAL é um programa de cooperação para mobilidade acadêmica, que abre um leque de alternativas para a internacionalização do ensino de graduação, a respeito do qual apresentaremos orientações e critérios de participação.
A Importância de Projetos Internacionais em Universidades Novas
Orlanda Mabel Cordini de Rosa, Universidade Federal dos Vales
do Jequitinhonha e Mucuri (UFVJM)
Apresentação de dados estatísticos que fundamentam o processo de internacionalização das Universidades que têm dez
anos de existência e o papel dos projetos internacionais (Brafitec, Erasmus, Branetec, PMM, PAEC, Comissão Fulbright, AECID,
Universia). A sessão discutirá os benefícios para a comunidade
acadêmica da instituição de ensino, os aspectos culturais que
envolvem a mobilidade, e a evolução inercial de pesquisadores, docentes e discentes no acréscimo da qualidade do ensino-aprendizagem, novas práticas e inovação tecnológica e a
motivação e incentivo à introdução de línguas estrangeiras na
vida acadêmica. Abordará também a importância das agências
nacionais e internacionais em promover esses laços entre as
IES nacionais e internacionais (MEC, FAUBAI, ANDIFES, GCUBCampus France, DAAD, NUFFIC-Neso, US-Connection, AECID,
Universia, Latino Australia, British Council, EAIE, OUI, AMPEI,
Parallel Sessions 4.4 - Room 14
Internationalization at Home (I)
Chair: Jocelyne Gacel-Ávila, Universidad de Guadalajara
Can Experiential Internationalisation be Comprehensive without
Substantial Cultural Adjustments for all University Stakeholde
Jean-Bernard Adrey, Coventry University
Internationalising the Campus
James Kennedy, University of Warwick
Emily Lin, University of Warwick
In September 2014, Coventry University (CU) received the European Association for International Education (EAIE)’s Award
for Innovation in Internationalisation for its achievement in
experiential internationalisation to date and its 2020 Strategy
to offer all students differentiated, complementary opportunities to gain international experience and acquire Inter-Cultural
Competences (ICC). The catalogue of ICC-acquisition platforms
developed to that effect includes international mobility schemes, more systematically internationalised curricula, and various forms of extra-curricular offers.
Examining concrete catalysts of internationalisation policy
change, from agenda-setting to implementation, evaluation
and acceptance, this paper critically retraces the journey
that has led CU to raise international mobility outputs from
300 up to almost 4,000 in 6 years, outlining the key lessons
learnt as we pave the way to generate mobility opportunities for 10,000 students and ICC for all by 2020. It proposes
that such achievements and ambitions require much more
than substantial, financial investments. Specifically, surmounting obstacles and rising to the 2020 challenges also
require cultural adjustments in professional values, attitudes and practices for key university actors – faculty, managers and professional services – both at home and partner
institutions abroad. This paper offers one UK example and
tentatively concludes on its exportability to other UK and
non-UK HEI contexts.
At the University of Warwick over one third of students come
from outside the UK. Recognising that the cosmopolitan campus
is a huge learning resource for all students, the University has embarked upon an ambitious programme of activities to ensure that
every student has an international experience. For each student
this may include spending some or all of their period of study in
a country other than their own; studying, researching, and taking
part in structured social, cultural and sporting activities with students from other countries; learning other languages, or a combination of some or all of these activities. All students will be able
to acquire intercultural skills, and have the ability to reflect on
these experiences in ways that contribute to their personal learning and development. Warwick graduates will be distinguished
by their capacity to act as global citizens, with the personal and
professional competence to be successful in an inter-connected
world. The aim of this presentation is to share the Warwick experience, and open up a discussion with colleagues from Brazil
and elsewhere on how to optimise the international experience
of students.
Enablers and Blockers at IoC: Focus on the teaching and learning processes
Maria Gama, Universidade do Vale do Itajaí (Univali)
Very few Univali students have the opportunity to study abroad
despite the increasing number of mobility programs they are
offered every year. For that reason, since 2011 Univali has been
carrying out some actions that make up a plan of internationalization at home (IaH). This plan is grounded on the premise
that every class syllabus should prepare students to develop
knowledge, abilities and attitudes which would enable them
to live and work successful and harmoniously in the 21st century society. The objectives of this work are threefold: firstly, it
aims at briefly reviewing main theoretical and methodological
approaches which support the preparation of the workshops on
internationalization themselves; secondly, it is planned to provide the audience with the voices of the people who supported,
organized and attended the seminars in this 4-year period; thirdly, it aims at discussing enablers and blockers throughout the
Parallel Sessions 4.5 - Room 15
Institutos Federais Brasileiros II (in Portuguese)
Chair: Eliane Segati Rios Registro, Universidade Estadual do
Norte do Paraná (UENP)
Caminhos para a Internacionalização do Instituto Federal de
Educação, Ciência e Tecnologia de Goiás: Projetos Colaborativos em Parceria com a Universidade de Ciências Aplicadas de
Worms, na Alemanha, e com a Northern Virginia Community
Mabel Pettersen Prudente, Instituto Federal de Educação, Ciência e Tecnologia de Goiás (IFG)
Suelene Vaz da Silva, Instituto Federal de Educação, Ciência e
Tecnologia de Goiás (IFG)
O Instituto Federal de Educação, Ciência e Tecnologia de Goiás (IFG) tem buscado parceria de instituições estrangeiras para
colaborativamente desenvolverem projetos em diferentes áreas do conhecimento. No Projeto “Interfaces do conhecimento: sustentabilidade e aprendizagem de línguas”, por meio de
discussões acerca de temáticas ambientais, alunos brasileiros
e estrangeiros sociabilizam seus conhecimentos sobre sustentabilidade ambiental, compartilhando suas culturas, especialmente seus idiomas. Durante um semestre letivo, alunos do
IFG e da Universidade de Worms interagiram via o aplicativo de
videoconferência Openmeetings, discutindo temáticas ambientais. Alunos de Worms visitaram o Brasil, para desenvolver em
parceria com os alunos brasileiros um estudo sobre meio ambiente. O IFG desenvolveu o mesmo projeto em parceria com
a Northern Virginia Community College. A língua portuguesa e
as línguas estrangeiras são utilizadas pelos alunos durante as
interações virtuais, na troca de uso das línguas conhecida como
“Teletandem”, um contexto de aprendizagem de línguas mediado por uma ferramenta computacional de videoconferência
que oportuniza a pares de aprendizes, falantes de línguas diferentes, aprenderem, a distância, a língua um do outro por meio
de interações reais e significativas.
A Língua como Fator de Promoção da Internacionalização Institucional
Maria Inês Gariglio, Centro Federal de Educação Tecnológica de
Minas Gerais (CEFET-MG)
Tânia Inácio de Oliveira, Centro Federal de Educação Tecnológica de Minas Gerais (CEFET-MG)
Marlúcia Dias Lopes Alves, Centro Federal de Educação Tecnológica de Minas Gerais (CEFET-MG)
O processo de internacionalização por que passam as Universidades Brasileiras trouxe consigo duas possíveis vertentes de
ação internacional: a que busca os parceiros (estudantes e staff)
para sua inserção na vida interna da Instituição (“internacionalização in”), e a que privilegia o envio dos atores da internacionalização (staff e estudantes) às instituições estrangeiras (“internacionalização out”).
A política de internacionalização Centro Federal de Educação
Tecnológica de Minas Gerais (CEFET-MG) contempla ambas as
vertentes. Em razão disso, a língua tem sido considerada como
fator de considerável importância em todas as ações de internacionalização e o ensino do Português como Língua Estrangeira
- PLE foi apoiado. Esse projeto deu origem a grupo de pesquisa
ligado ao Programa de Pós-Graduação em Estudos de Linguagens. Serão relatadas ações relativas ao Projeto PLE/CEFET-MG
realizadas junto à República Dominicana.
Internacionalização e Pós-Graduação: A match made in
Maria Inês Gariglio, Centro Federal de Educação Tecnológica de
Minas Gerais (CEFET-MG)
A busca por parcerias internacionais de longa duração deságua,
inexoravelmente, no desenho e construção de projetos de pesquisa em que participem professores/pesquisadores e alunos
dos programas de pós-graduação das instituições envolvidas. O
presente trabalho relata as ações praticadas pelo Centro Federal de Educação Tecnológica de Minas Gerais para por em prática a política institucional de internacionalização, que contempla
sua necessária relação com os programas de pós-graduação da
Parallel Sessions 4.6 - Room 16
Science without Borders (IV)
Chair: Daniela Barbosa, INSPER
Best Practices: Science mobility students at Northern Arizona
University case study
Mandy Hansen, Northern Arizona University
Aline Robinson, Northern Arizona University
The Science without Borders (SwB) Program has expanded the
number of Brazilian students at U.S. Institutions of Higher Learning. This session will take a case study approach and explore
lessons learned and best practices in hosting SwB Students at
Northern Arizona University. Administration, programming and
ideas will be shared in effort to promote learning and generate best practices that can be implemented at other institutions
hosting these students.
Learning Experiences in Science without Borders Program:
What do students tell us?
Climene F. Brito Arruda, Universidade FUMEC
This presentation aims to report the processes experienced by
students, from FUMEC University, located in Belo Horizonte, Minas Gerais, Brazil, who have participated in the Science Without
Borders Program. Data were collected by means of students’
written narratives in order to understand their learning process in
experiencing the mobility program. A qualitative approach to the
analysis and presentation of the results was adopted. The narratives revealed that students benefited from experiencing the mo-
bility program far more than just scientific learning but fostered
their autonomy to learn and broadened their horizons about the
world which might help them make more informed decisions on
their personal, academic and professional areas.
Expanderede: How “Rede CsF” is acting in Brazilian universities to
improve Science without Borders results
Ana Rosa Rabelo de Lima, Universidade Federal do Sul e Sudeste
do Pará (Unifesspa)
Laís Souza, Universidade Estadual Paulista (UNESP), Rio Claro
Leonardo Rodrigues Lima de Souza Pinto, Centro Federal de
Educação Tecnológica de Minas Gerais (CEFET-MG)
Luciano Telesca Mota, Universidade Federal de Pelotas (UFPel)
Pedro Vinicius Machado Borges, Universidade Federal de Itajubá (Unifei)
The Science without Borders (SwB) Program aims to promote the
consolidation, expansion and internationalization of Science and
Technology in Brazil and the development of Education in the country. In this context “Rede CsF” arises, a civil non-profit association
formed by fellows and alumni of the SwB program. The ExpandeRede is a program from Rede CsF, which the purpose is to create
and to keep active an internationalization environment in Brazilians Universities. This presentation will detail the plan and steps
to build up these centers, to present the main basics events design
to use the potential of SwB scholars for improving our home academia. As case of success, it will show the UNESP center as a case
model, as it has been developing actions of support international
students and advising future scholars of international mobility
programs. Finally, the present work also instigates the replication
of these centers by students in Brazilians Universities, improve
actions between society, academia and government to boost the
achievement of the goals of the SwB program and the post-exchange period expectations.
15:30 - 17:00 - Parallel Sessions 5
Parallel Sessions 5.1 - Pássaros Auditorium
Sessão Conjunta CRUB-FAUBAI: Internacionalização das Universidades Brasileiras (in Portuguese)
Chair: Rita Moriconi, EducationUSA
O Papel do Conselho de Reitores das Universidades Brasileiras
frente aos Desafios da Internacionalização da Educação Superior no Brasil
Fernanda Povoa, Conselho de Reitores das Universidades Brasileiras (CRUB)
Cláudia Forte, Universidade Presbiteriana Mackenzie (UPM)
José Alberto Antunes de Miranda, Unilasalle Canoas
Luciane Stallivieri, Universidade Federal de Santa Catarina (UFSC)
Leandro Tessler, Universidade Estadual de Campinas (Unicamp)
José Celso Freire Junior, Universidade Estadual Paulista (UNESP)
O Conselho de Reitores das Universidades Brasileiras (CRUB),
criado em 1966, tem por missão promover a integração das
Universidades e Centros Universitários brasileiros, fortalecendo
sua autonomia e buscando, permanentemente, o aperfeiçoamento da Educação Superior.
Um dos grandes patrimônios do CRUB é a sua diversidade, sendo o único Colegiado de Reitores a congregar todos os segmentos universitários. Sob esta égide integradora e plural, o CRUB
tem realizado diversas discussões sobre o papel e importância
da internacionalização da Educação Superior brasileira, contan-
do com uma específica comissão de trabalho para essa temática. Entendendo que o processo de internacionalização abriu
possibilidades de mudanças profundas nas universidades e na
dinâmica educacional, esta sessão visa aproximar os reitores
da realidade vivida pelos gestores internacionais e apresentar
o trabalho da Comissão de Internacionalização do CRUB, tendo
como pontos-chave a discussão sobre a Diretriz Nacional para
a Internacionalização da Educação Superior Brasileira, a questão da revalidação de diplomas e títulos estrangeiros, as boas
práticas de internacionalização nas IES do Brasil e os desafios
a serem superados para a melhoria dos processos de internacionalização. Serão apresentadas as diretrizes da Comissão de
Internacionalização do CRUB e os pontos de vista de uma universidade pública e de uma privada.
Parallel Sessions 5.2 - Room 11
Credit Recognition (in Portuguese)
Chair: Margie Rauen, Universidade Estadual do Centro-Oeste
Por um Sistema de Reconhecimento de Créditos centrado no
Aprendizado do Aluno
Sérgio Franco, Universidade Federal do Rio Grande do Sul (UFRGS)
O incremento da mobilidade acadêmica tem colocado em cheque
nossa forma de medir a qualidade da formação. Várias regiões do
mundo adotaram créditos de transferência como forma de medida.
No Brasil, o aproveitamento de estudos entre universidades brasileiras é caótico, quanto mais entre alguma universidade estrangeira e uma brasileira. A principal barreira é o conceito brasileiro de
carga horária. As Diretrizes Curriculares Nacionais não superaram
o conceito de carga horária: as oportunidades de aprendizagem ficam reduzidas ao tempo que o aluno passa em sala de aula.
É preciso pensar diferente: o tempo do estudante; o volume de
trabalho requerido para alcançar determinadas competências; a
distribuição ponderada e realista das atividades de aprendizagem
no currículo; basear-se em estimativas; pensar em uma forma de
reconhecimento comum dos resultados de aprendizagem alcançados; favorecer a transferência de estudantes entre distintos programas ou instituições, dentro e fora dos contextos nacionais.
Isso passa por uma profunda rediscussão curricular e pela produção de normativas pelo Conselho Nacional de Educação, que
contemplem a realidade da educação superior brasileira, marcada
pelas diferenças entre instituições públicas e privadas e pela forte
presença de alunos trabalhadores.
Reconhecimento de Créditos: A Experiência da UNESP
José Celso Freire Jr, Universidade Estadual Paulista (UNESP)
Student Exchange programs are components present in all processes of internationalisation of universities in the world. For
most of them this activity constitutes the first action of internationalisation developed. In this context, the question of recognition of the activities developed during the period of the
exchange is a matter very badly resolved. It generates noise and
problems in effective development policies of internationalisation of the institutions. This issue has been largely resolved in
Europe with the Bologna protocol that defined the model of the
European Credit Transfer and Accumulation System (ECTS), but
in Brazil sets still a major problem to effective internationalisation of higher education institutions. The solution to this problem passes by the definition of clear rules that could ensure
to students in exchange, the effective recognition of activities
undertaken with success abroad. This issue will be developed
in this section.
Reconhecimento de Créditos: A Experiência da UFMG
Fabio Alves, Universidade Federal de Minas Gerais (UFMG)
O lançamento do programa Ciência sem Fronteiras viabilizou a
mobilidade em larga escala de estudantes brasileiros para experiências de intercâmbio no exterior. Como decorrência dessa
mobilidade, surgiu inevitavelmente a expectativa dos estudantes, ao retornarem às suas instituições de origem, de terem reconhecidos os créditos cursados durante o período passado
nas universidades estrangeiras. A falta de regras claras para
o reconhecimento das atividades desenvolvidas no exterior
gera problemas e frustra expectativas. Há vários anos, a Universidade Federal de Minas Gerais (UFMG) desenvolve e fomenta mobilidade de estudantes de graduação no exterior
através do seu próprio programa de intercâmbio: o Minas
Mundi. Como decorrência dessa experiência, a UFMG consolidou uma série de boas práticas adequadas para o reconhecimento dos créditos obtidos no exterior. Esta apresentação apresenta uma reflexão crítica sobre o processo de
reconhecimento de créditos no âmbito do programa Minas
Mundi e procura estender a discussão para o reconhecimento de créditos decorrentes da participação de estudantes de
graduação em outros programas de mobilidade no exterior,
destacando, sobretudo, a experiência da UFMG no reconhecimento de créditos de estudantes egressos do programa Ciência sem Fronteiras.
Parallel Sessions 5.3 - Room 12
Interculturality (Multilanguage)
Chair: Livia Reis, Universidade Federal Fluminense (UFF)
Language Policies and Internationalization: Portuguese as a chance
Gilvan Müller de Oliveira, Universidade Federal de Santa Catarina (UFSC)
The text discusses the issue of internationalization of Portuguese caused by the international repositioning of the CPLP
countries in the beginning of the XXI century, the strategy and
the internationalization efforts of its management in the wake
of the Orthographic Agreement of 1990 and, finally, the place
Portuguese may have in more international institutions. Special attention is given to the Brazilian case in the context of a
functional multilingualism. The article concludes that it is still
underexplored the potential of Portuguese as an instrument for
El Programa de Español y Cultura Latinoamericana de la Universidad
Nacional de Córdoba: Desarrollo y Fortalecimiento de la Internacionalización Académica
Sonia Bierbrauer, Universidad Nacional de Córdoba
En el marco de los desarrollos de internacionalización de las propuestas
académicas de la Universidad Nacional de Córdoba, en el año 2007 se
formalizó la creación del Programa de Español y Cultura Latinoamericana (PECLA www.pecla.unc.edu.ar) a partir de nuevas políticas de difusión y promoción de las universidades argentinas en el extranjero. Estas
acciones de gestión institucional promovieron la revisión de las reglamentaciones de admisión de estudiantes internacionales no hispanohablantes que demandaban otras necesidades y se reformuló la oferta de
cursos, especialmente en considerar nuevos contenidos adecuados y
acordes con estándares internacionales.
El PECLA se presenta hoy como una alternativa sustentable que
posibilita la acreditación de los estudios en las universidades de
origen a quienes en la búsqueda de una oferta académica de E/
LE en el ámbito universitario, además tienen la posibilidad de
certificar el dominio de E/LE a través de un examen internacional como lo es el Certificado de Español, Lengua y Uso (CELU
www.celu.edu.ar). La presentación intentará dar cuenta de los
procesos institucionales y académicos llevados a cabo.
“Ganhe o Mundo”: Uma Inovação na Educação Pública
Aurélio Molina da Costa, Universidade de Pernambuco (UPE)
José Guido Corrêa de Araújo, Universidade de Pernambuco (UPE)
Chair: Livia Reis, Universidade Federal Fluminense (UFF)
Esta sessão visa descrever e difundir no meio acadêmico uma
experiência inovadora de ensino de uma segunda língua em larga escala a estudantes do ensino médio de escolas da rede pública do Estado de Pernambuco, denominado Programa de Intercâmbio Internacional “Ganhe o Mundo” (PGM), criado pela
Lei Estadual nº 14.512, de 7 de dezembro de 2011, totalmente
custeado com recursos estaduais.
O PGM foi desenhado para oferecer anualmente, num segundo
turno escolar, ensino de uma língua estrangeira (inglês ou espanhol) a 25.000 estudantes do ensino médio estadual de todas
as regiões do Estado de Pernambuco. Os estudantes são selecionados pelo coeficiente acadêmico, considerando-se a média
aritmética anual das notas de português e matemática e de uma
prova de habilidades linguísticas. Aos 1100 estudantes com melhor desempenho entre estes, é oferecida a oportunidade de
viajar a um país de língua inglesa ou espanhola para cursar um
semestre letivo em escolas do tipo High School (EUA, Canadá,
Nova Zelândia, Austrália) ou Escuelas Secundarias (Espanha,
Chile, Argentina). O programa foi desenhado para ter múltiplos
impactos no complexo processo ensino-aprendizagem. A logística do programa é coordenada pelo Estado de Pernambuco e
cada estudante recebe as passagens aéreas, hospeda-se em família hospedeira e tem direito a uma bolsa mensal em torno de
300 dólares americanos.
Parallel Sessions 5.4 - Room 14
Research (II)
Chair: Evanilde Benedito, Universidade Estadual de Maringá (UEM)
A Tripatite Idea: International Graduate Program in Cell and
Molecular Biology of Plants
Raul Machado Neto, Universidade de São Paulo (USP)
Three major research institutions - Rutgers University (USA),
University of São Paulo (Brazil) and Ohio State University (USA)
- agreed in September 2004 to develop a Tripartite International Graduate Program in Cell and Molecular Biology of Plants,
IGP-CMBP. The program builds on a long-term collaboration that
includes undergraduate scholars, graduate students, and faculty
research programs.
The qualifications of these institutions and the expertise that the
researchers already shared was the motivation to do something
more, and by taking advantage of this international synergism,
to create an outstanding program of human resource training at
the Ph. D. level in a truly international academic environment.
This unique program seeks to award Doctoral degrees (PhDs) in
Plant Sciences with international scope through the active participation of the professors from these institutions. In addition, it
is intended to become a model to integrate both professors and
students in international programs.
Graduate students participating in the program would have the
opportunity to qualify for a Ph.D. degree from two or three of
the partner institutions. Students enrolled in the program would
be expected to demonstrate language proficiency in both English
and Portuguese. The program will be composed of a national and
an international module. Both modules will embrace the campuses of USP, Rutgers and OSU. All students enrolled in this Graduate Program must develop part of their thesis work in another
International Education Institution (IEI), guided by a co-adviser
from the host institution. Brazilian scientific agencies will sponsor Brazilian students participating in this module, who will be
allowed to stay from six months to one year in any of the IEI, characterizing the students’ international mobility. The international
modules will be accomplished collaboratively, as agreed by the
three participating institutions according to their needs, countersigned by both the institutions involved and the supporting agencies. The program is in place at Escola Superior de Agricultura Luiz
de Queiroz (USP), approved by CAPES as International Molecular
Biology of Plants Researchers.
Will the Internationalization of Research Lead to the Extinction of International Relations Offices?
Sylvain St-Amand, Université du Québec à Montréal (UQAM)
Catherine Rodriguez, Université du Québec à Montréal (UQAM)
Characterized by the growth, the acceleration and the intensification of economic, political, social and cultural interactions,
globalization inevitably impacted the world of higher education. In response to an increasingly complex context, universities have had to sharpen their expertise and, in the last 20
years, offer the internationalization of higher education in a
wide range of colors. Originally created to manage North-South
development projects, the activities of International Relations
Offices have gradually moved towards the expansion of student
mobility. Only recently have universities started to rely more
and more on International Relations Offices’ teams to internationalize research. Dealing with this change brings multiple
challenges. Among them: operationalize the collaboration with
the institution’s research office; gain expertise and detailed
knowledge of international aspirations and goals of research
groups; and build new networks among international donors.
Will the International Relations Offices, as we know them, be
able to survive in this new ecosystem? Through considerations
on the experience of UQAM International Relations Office while
facing the new role it’s being asked to play, this presentation
aims to foster an exchange on participants’ experiences and
good practices.
University Research: Local solutions to global problems or vice-versa? Three case studies
Guillermo Badenes, Universidad Nacional de Córdoba
Andrea Marín, Universidad Nacional de Córdoba
Unlike what happens in research centers, foundations or companies (be they state-run or private), research guidelines at
universities respond to academic, political, institutional and
social matters. Universities possess superstructures that
should ensure that the direction the research it carries out
takes conforms to the directives that spring from the upper
management levels alone. It is true that national, provincial or
municipal governments may set the research agenda of a uni-
versity through grants and subsidies, but the autonomy that
state-run universities tend to enjoy ensures that, because of
their mission, they often respond to the societal needs of the
region where the university is immersed and to the questions
on which researchers ponder. Over the past few decades, a
new player has come to Latin America to set (or try to set) new
research agendas: European Union development cooperation
programs. Through the most varied strategies such as inviting
PhD candidates, offering research grants, subsidizing the visits
of academic in Latin America and the like, over the course of
the recent past, Europe has generously invited Latin America
to answer its questions. Different cooperation programs foster
the creation of networks, research teams and even whole laboratories in our continent.
This presentation will first revise the main sources of financing by the European Union and how they may set the agenda
of Latin American universities. It will then present three case
studies to discuss how research agendas are set on both sides
of the Atlantic and on the North and South of Latin America.
Parallel Sessions 5.5 - Room 15
International Office (I)
Chair: Maria Inês Gariglio, Centro Federal de Educação Tecnológica de Minas Gerais (CEFET-MG)
O Perfil Institucional da Assessoria de Relações Internacionais da Universidade Federal do Paraná
Klarissa Valero Ribeiro Saes, Universidade Federal do Paraná
Maria Terezinha Hanel Antoniazzi Gardolinski, Instituto Federal
do Paraná (IFPR)
Na crescente demanda por internacionalização do ensino superior e a clara necessidade de institucionalizar essas ações, surge o
papel do setor de Relações Internacionais das IES.
Considerando as atividades desenvolvidas como parte de uma
política pública, o presente artigo visa analisar a Assessoria de
Relações Internacionais da Universidade Federal do Paraná (ARI
-UFPR) de acordo com critérios apresentados por Suzina (2013).
Após coleta de documentos da instituição relevantes à pesquisa,
levantamento de dados da ARI-UFPR e entrevista com o gestor do
setor, verificou-se que as metas definidas pela instituição no que
concerne sua internacionalização foram alcançadas parcialmente
e, a partir dos resultados, torna-se possível traçar novos objetivos, fomentando projetos para o futuro.
Semana de Recepção do Estudante Estrangeiro: Experiência
da Universidade Federal de Lavras
Juliana Moreira Magalhães, Universidade Federal de Lavras (UFLA)
Antonio Chalfun Junior, Universidade Federal de Lavras (UFLA)
Lidiane da Silva Dias, Universidade Federal de Lavras (UFLA)
Como um dos pilares do Programa de Internacionalização da Universidade Federal de Lavras, lançado em 2014, a recepção de estudantes e visitantes estrangeiros é um aspecto importante a ser considerado quando se trata da obtenção do sucesso dos programas de
internacionalização nas Universidades Federais. O Objetivo deste
projeto é criar um período no calendário acadêmico específico para
a recepção de estudantes estrangeiros, de preferência na primeira
semana do começo do semestre, com atividades informativas e
culturais, aonde eles possam esclarecer as suas dúvidas e socializar
com os outros estudantes da UFLA, além de conhecer o ambiente
acadêmico e quais são os seus direitos e deveres como estudantes.
CCCI PUC-Rio: Relato de uma Experiência Exitosa
Angela Paiva, Pontifícia Universidade Católica do Rio de Janeiro
Ricardo Alencar, Pontifícia Universidade Católica do Rio de Janeiro (PUC-Rio)
O objetivo dessa apresentação é relatar as boas práticas conseguidas com a experiência ao longo dos anos. Serão abordadas
práticas de mobilidade estudantil, projetos bem sucedidos de
cooperação acadêmica e os vários tipos de cursos oferecidos
para a comunidade universitária internacional.
Parallel Sessions 5.6 - Room 16
Chair: Giancarlo Spinelli, Politecnico di Milano
Internacionalização do Ensino Superior: Cooperação versus
Carlos Kamienski, Universidade Federal do ABC (UFABC)
Atualmente, existe uma crítica ao modelo de internacionalização
demasiadamente focado competição, incentivada pelos rankings
internacionais, que instigam o desejo de competir entre as universidades. Acredita-se que o modelo tradicional baseado na cooperação seja mais saudável para os relacionamentos entre elas. No
entanto, deve-se analisar mais a fundo as causas e a origem da cooperação e da competição de acordo com os objetivos das universidades. O fundo do debate, que envolve cooperação vs. competição na internacionalização das universidades, está na sua própria
missão. Em geral, atualmente concorda-se que universidade deve
realizar ensino, pesquisa e extensão. Universidades intensivas em
pesquisa têm seus resultados mais facilmente mensuráveis e continuamente obtêm incentivos para continuar competindo umas
com as outras na geração do conhecimento. Universidades com
foco em ensino formam profissionais para atuar em vários setores
e o reconhecimento da sua excelência vem da sociedade. Elas têm
mais afinidade com a colaboração porque a disseminação do conhecimento pode ser repetida inúmeras vezes. A sociedade pode
ser beneficiada com ambos os modelos de relacionamentos entre
The University in a Globalizing World: Ranking operation or
massive cooperation?
Robert Proulx, Université du Québec à Montréal (UQAM)
The Shanghai Jiaotong Ranking of World Universities (and its
other variations like QS and Time) has been extensively discussed since its launching in 2003. Many have criticized its
methodology, its bias towards anglo-saxon institutions, and
for ignoring qualitative factors. Yet, its influence on universities’ strategies, government policies and private funding has
remained important, and has created a climate of fierce competition among universities. This presentation aims at contributing to the discussion on rankings in two ways. On the one
hand, by reminding ourselves that when making institutional
development decisions, universities should first and foremost
take into account the nature of their public mandate, their
own values and their communities’ aspirations, and not submit themselves to external alien pressures. On the other hand,
this presentation will propose some ideas on the building of
a new South-North consensus among universities on cooperation aiming at sustainable and true internationalization of
higher education.
Brazil: Its “real” position in the Global Academic Rankings
Rosilene Vieira, Escola Superior de Propaganda e Marketing (ESPM)
Manolita Lima, Escola Superior de Propaganda e Marketing (ESPM)
Bearing in mind the issue of inclusion in the educational system
and the fact of owning a National Assessment System of graduate studies program – Sistema Nacional de Pós-Graduação
(SNPG) – well renowned worldwide (focus on quality) we ask:
what is Brazil´s “real” position in the global academic rankings? In this qualitative study, we opted for bibliographic, documentary and empirical research. The findings reveal that Brazil’s “real” position in the Global Academic Rankings validates
previous studies on this subject in terms of the lack of a look at
different realities.
17:00-18:30 - Matchmaking 2
Flores Auditorium
Foreign institutions meet Brazilian counterparts by appointment.
17:00-18:30 - Parallel Sessions 6
Parallel Session - 6.1 - Pássaros Auditorium
EMI - English as a Medium of Instruction (II) (in Portuguese)
Chair: Vladimir Di Iorio, Universidade Federal de Viçosa (UFV)
Novas Propostas Pedagógicas para o Desenvolvimento de Disciplinas Ministradas em Línguas Estrangeiras em Salas de Aula
Luciane Stallivieri, Universidade Federal de Santa Catarina (UFSC)
Roberto Birch Gonçalves, Universidade de Caxias do Sul (UCS)
O presente estudo discorre sobre a atual tendência da oferta de
disciplinas regulares ou optativas nos curso de graduação, ministradas em línguas estrangeiras, como parte importante para
a formação dos novos profissionais globais, que necessitam de
competências diferenciadas para atuação em mercados multiculturais. Fez-se uma reflexão sobre os conceitos de internacionalização, de mobilidade acadêmica e de internacionalização
curricular que situam o cenário da educação mundial onde o
fenômeno está ocorrendo. Realizou-se um estudo de caso longitudinal, descrevendo a trajetória de uma disciplina de graduação, ministrada em língua inglesa numa sala de aula multicultural num período de três anos (2010-2013), em uma Instituição
de Ensino Superior. Os resultados mostram um elevado grau de
satisfação por parte dos estudantes que cursaram a disciplina
e colocam em relevo as competências e responsabilidades dos
profissionais que ministram aulas em línguas estrangeiras em
que a habilidade com a língua é fundamental, no entanto o domínio do conteúdo e a aplicação de metodologias adequadas
não são menos importantes.
Enseñanza de Cultura Latinoamericana e Idioma (ECLI) en la
Universidad Nacional de San Juan, Argentina (in Spanish)
Guzmán María Belén, Universidad Nacional de San Juan
Laura René Villavicencio, Universidad Nacional de San Juan
Argentina se ha convertido en un destino turístico y académico
para el mundo. Una de sus causas es que el español es la segunda lengua después del inglés y que es lengua oficial hablada en
veinte países.
En San Juan, el desarrollo del turismo como industria promocionada por medio de la política de gobierno y otras actividades
comerciales e industriales han originado una solicitud concreta
por un programa de enseñanza del español como lengua extranjera: el proyecto para la enseñanza de cultura latinoamericana e idioma ECLI en la Universidad Nacional de San Juan,
a través de la Secretaría Posgrado y Relaciones Internacionales. El objetivo del proyecto es que los cursos de idiomas se
acompañen con cursos o talleres sobre cultura general sobre
Arqueología, Arquitectura, Historia y Literatura Argentina, Música, Cine, Teatro, Talleres de Bailes Folclóricos y Tango, visitas
a Museos y lugares de interés cultural. En lugar de prácticas en
aulas, se pueda optar por prácticas intensivas visitando lugares
de interés cultural y científico de San Juan. También se les da la
posibilidad a los estudiantes de validar su capacidad de usar el
español como segunda lengua a través del examen CELU - Certificado de Español: Lengua y Uso, Certificación de Español de
validez internacional.
abroad through different Programs. As a result of new cooperation agreements there was a significant increase of actions
that generated new mobility of students, teachers and researchers and foreign students’ orientation, conducting courses
among partner institutions, publication of articles, books, new
research and a greater external interest in our research and
their respective peers. And also, the efforts to build the house
of the foreign visitor at each public institution of Paraná State and the expansion of the financial assistance to provide the
international mobility for undergraduates, graduate, university
teachers and staff have been made as well. After seventeen years of the inclusion work of internationalization at UEM there is
a bigger challenge: to consolidate the role of cooperation as an
institutionalized office and be able to meet external demands of
partners, guests, international visitors completely fulfilling the
needs that arise.
Parallel Session - 6.2- Room 11
Internationalization at Home (II)
Chair: Arlene Jackson, Association of State Colleges and Universities (ASSCU)
Overcoming Learner Diversity: A teacher education perspective in South Africa
How to Develop the International Dimension of an Institution of
Higher Education when one is a Young, Small Sized University in
a Peripheral Region?
Sandra Vessier, Université de Bretagne Sud
The session will present the context of the University of South
Brittany , established in 1995, far from major French academic
centers, but knew very early develop its international relations.
It will be through this testimony to highlight some thoughts, demonstrate that small universities in the periphery, have strengths
and can unashamedly exist on the international scene.
Today this major issue is a key to the development of the institution, including contributing to its attractiveness at national and
international level.
Internationalization at the State University of Maringa: Achievements and challenges
Evanilde Benedito, Universidade Estadual de Maringá (UEM)
Silvana Marques de Araújo, Universidade Estadual de Maringá
Katia Regina Machado, Universidade Estadual de Maringá
Brazilian universities face challenges every year to follow the
social, economic and cultural development of the XXI century
and have been carried out its mission in a joint work. The appreciation of internationalization reached a plateau that drives the
universities and their members to constantly look for opportunities to enhance knowledge and optimize results to make
competitive their peers in national and international context,
contributing to build global science. There is already excellence
in scientific research and the exchange of knowledge between
researchers, scientists, although the interinstitutional relations
need more support with regard to the study of international
law, which is different from the Brazilian legislation and also, it
lacks dynamic and less bureaucracy. The State University of Maringa showed significant and essential results to the advance of
internationalization, what drives to new projects for the coming
years. In a period of less than five years, the UEM effectively
ruled the international student mobility process providing to
Brazilian and foreign undergraduate students, the experience
Takalani Mashau, University of Venda
Nancy Mutshaeni, University of Venda
Cosmas Maphosa, University of Fort Hare
Apartheid laws of 1949-1953 divided the South African society
into racial ethnic groups. These racial ethnic groups were separated from one another in order for rulers to rule a divided
society. These laws isolated different races and ethnic groups.
In terms of the education sector, the Bantu Education Act did
serious damage to Black societies. Laws of segregation divided
South African population or societies according to race, religion,
culture and ethnic background. After 1994, the democratic government, in its power, unified the divided society through
pieces of legislation. The divided society was unified by pieces
of legislation which were passed in parliament. Indeed, these
pieces of legislation were passed to unify South African society,
though in reality, South Africa, as a country, is still divided. Learners/students and teachers come from different cultural backgrounds and meet in schools. The question arises how teachers
cope with learners who come from diverse cultural backgrounds. This concept paper discusses how teachers can cope in a
multicultural class. Parallel Session - 6.3 - Room 14
Networks (II)
Chair: Barbara Costa, University of Porto
The G3: A Strategic and Innovative Academic Alliance in the
Francophone World
Guy Lefebvre, Université de Montréal
Stéphanie Dion, Université de Montréal
All world-class universities now have an international dimension which they wish to further develop and/or consolidate in
various ways. No matter the extent of their international activities, the scope of their projects, the characteristics or the speed
at which those projects are progressing, universities are driven
by a willingness to develop internationally. It is in this context
that the Université de Genève (UNIGE), Université de Montréal
(UdeM) and Université libre de Bruxelles (ULB) decided to create in 2012 the “G3”, an innovative alliance that would offer
faculty, researchers and students a unique space from which
they can share their expertise, carry out inventive projects and
shed light on higher education in the Francophonie. Within the
framework of the FAUBAI conference, the G3 members wish to
encourage dialogue with their Brazilian as well as foreign counterparts on the strategies aimed at equitable internationalisation and to discuss the conditions which underpin the sustainability of partnerships. To do so, they propose to highlight the
G3’s experience in regards to the main pillars of academic cooperation: Strategic multilateral partnerships; Innovative training
programmes; Research; Institutional Support; Francophonie;
and University governance.
Parallel Session - 6.4 - Room 15
Student Mobility
Chair: Laura Ancona Lopez Freire, Universidade Paulista (UNIP)
Perspectives of King Saud University (KSU) Faculty Members
toward Accommodations for College Students with Attention
Deficit/Hyperactivity Disorder (ADHD)
Abdulkarim Alhossein, King Saud University
The purpose of the current study was to examine the perspectives of King Saud University (KSU) faculty members toward the
provision of accommodations for college students with ADHD
and to identify differences among participants based on gender,
nationality, having previous teaching experience of students with
ADHD, having a relative or family member with ADHD, and academic rank and discipline. In addition, the researcher measured
the relationship between participants’ perspectives toward accommodations and their assumptions about students with ADHD
as well as their perception of professional development provided
at KSU. The results indicated that the perspectives of participants
toward accommodations did not relate to their gender, having a
relative or family member with ADHD, or academic rank and discipline. The results suggested that the Saudi participants and the
participants without previous teaching experience were more
positive toward accommodations than were non-Saudi participants and those with no previous teaching experience. There was
also a weak positive correlation between the participants’ perspectives toward accommodations and their assumptions about
students with ADHD.
Integrating Brazilian and American Students
Daniel Amgarten, Campus Brasil
Wilton Oliveira, Universidade de São Paulo (USP), FEA-USP
Since 2010 the College of Business and Economics at the
University of Sao Paulo (FEA-USP) and the College of Business at the University of Illinois at Urbana-Champaign have
been collaborating on an annual 10-day program in Brazil.
The program brings 18 visiting American undergraduate students together with 18 Brazilian undergraduate students for
a cross-cultural collaborative case competition. The experience integrates constructive knowledge transfer among participants by facilitating customized lessons on Brazilian business
and economics, visits to Brazilian and multinational businesses, and exposure to Brazilian culture through the lenses of
the Brazilian students. The program requires a great deal of
coordination and logistics, which is why the universities have
partnered with a coordinating organization for all the 5 editions. The organization, Campus Brasil, is a Brazilian higher
education specialty provider that assists universities in organizing and arranging everything from accommodations to company visits arrangements.
Integrated Planning of International Medical Clerkships: The role
of the university
Silke Weber, Universidade Estadual Paulista (UNESP), Botucatu
Medical School
Karina Chamma, Universidade Estadual Paulista (UNESP), Botucatu Medical School
Silvana Schellini, Universidade Estadual Paulista (UNESP), Botucatu Medical School
Internationalization is used as a tool to improve the quality of education, research, visibility of the university and to prepare students for
a global and intercultural health environment. In medicine, there is a
continuing shift to short-term and faculty-led clerkships, as students
show greater interest in international internships with possibilities
of learning abroad. However, to guarantee the success of these activities, it is essential that both institutions enrolled in these exchange programs fulfill several crucial items. Botucatu Medical School,
UNESP-Univ Estadual Paulista (UNESP/FMB), made sure that the
aims of each clerkship were be previously set; professors/tutors of
both institutions elaborated short-term programs in partner universities, with the guarantee of ethic commitment, quality of hospital
infra-structure and teaching support. Clinical rotations were distributed over the whole academic year in partner institutions in Europe,
USA and China. The students were evaluated for language skills and
received cultural and social information about the visited country.
Alumni were frequently involved in these activities. Based on these
efforts, UNESP/FMB increased the academic exchange rate to 42%
of the undergraduates in the last five years. The continuum of the
clerkships strengthened the integration of the curricula,
Parallel Session - 6.5 - Room 16
Emerging Countries (I) (in Spanish)
Chair: Orlanda Mabel Cordini de Rosa, Universidade Federal dos
Vales do Jequitinhonha e Mucuri
Internacionalización en Universidades Argentinas: El Caso de
las Nuevas Universidades Públicas
Marcelo Monzón, Universidad Nacional de Moreno
Felix Sabaté, Universidad Nacional Arturo Jauretche
Juan Luis Mérega, Universidad Nacional de Quilmes
Guillermo Tangelson, Universidad Nacional de Lanús
Fiorella Wernicke, Universidad Nacional de Avellaneda
Valeria Pattacini, Universidad Nacional de San Martín
Lionel Korsunsky, Universidad Nacional del Comahue
“Desde el sur: miradas sobre la internacionalización”, fue construido a través del trabajo colectivo en la comisión de Relaciones Internacional de la Red de Universidades del Conurbano Bonaerense
(RUNCOB) a partir de proyectos, que contaron con el financiamiento del Ministerio de Educación de la Nación Argentina a través del
Programa de Promoción de la Universidad Argentina (PPUA), de la
Secretaría de Políticas Universitarias (SPU).
Los ejes centrales del trabajo se relacionan con el análisis de :“Conceptos, prácticas y ejes de acción para la Red de Universidades Nacionales del Conurbano Bonaerense (RUNCOB)” y “Red de estudio
para la construcción de indicadores de internacionalización desde
la experiencia latinoamericana al contexto de las universidades de
la RUNCOB”. Propone encontrar un punto de partida para la conceptualización y construcción de indicadores de internacionalización desde un pensamiento situado, considerando a nuestra región
como foco para la formación de metodologías, y la elaboración y
re-significación de conceptos que impliquen considerar nuestras
características y circunstancias propias.
20:30 - 23:30 - Conference Dinner (Buffet Lila Malouf)
29 April 2015
9:00 - 10:30 - Plenary 4
Plenary 4 - Borboletas Auditorium
A national strategy for French Higher Education: preparing for
the future in an international context (sponsored by the French
Bertrand Monthubert, University of Toulouse III Paul Sabatier
and French Committee for the Evaluation of University Cooperation with Brazil (Cofecub)
Chair: Renée Zicman, Pontifícia Universidade Católica de São
Paulo (PUC-SP)
Due to reforms successively made by several governments, the
landscape of French Higher Education and research has changed rapidly over the last decade. This general trend was based,
and still is, on the necessary adaptation of Higher Education and
research institutions to the new realities of French society in a
global context.
Facing this process of rapid changes, and understanding the risk
of accumulative measures unrelated to each other, a perspective and prospective work was defined by a new law in July 2013,
defining a National Strategy for Higher Education (StraNES),
that should be developed and revised every 5 years.
In consonance with a National Strategy for Research, under the
responsibility of the ministerial services, StraNES was developed by an independent committee, representative of the diversity of the French academic community. Bertrand Monthubert
was then appointed its General Rapporteur, in partnership with
the Committee Chairperson Sophie Béjean, President of Campus France.
This paper will present the main lines of work of the StraNES
committee and its first diagnostics and proposals, particularly in
terms of internationalization of French Higher Education.
The issues of competition - but also of cooperation - between
countries, of the relation between internationalization and economic and technological development, and, more generally, of
the dynamics of political and cultural influences through academic relations have a central place in the preliminary report.
The questions that then arise concern the introduction of new
policies and concrete actions to assert our position on the international academic stage.
This also raises a fundamental issue both for the reception of
international students in France and the access of the lowerclass French students to mobility: the question of the model of
internationalization that France should enforce, respecting the
humanist and universalist values it claims, not only nationally
but also at an European and global scale.
10:30 - 11:00 - Coffee Break
11:00 - 12:30 - Parallel Sessions 7
Parallel Sessions 7.1 - Pássaros Auditorium
Emerging Countries (II) (in Portuguese)
Chair: Ricardo Alencar, Pontifícia Universidade Católica do Rio
de Janeiro (PUC-Rio)
Limites e Possibilidades da Cooperação Acadêmica no Contexto Ibero-americano
Dilvo Ristoff, Secretary of Higher Education (SESu), Brazilian Ministry of Education
À luz da última Conferência Mundial de Educação Superior (2009),
em especial em referência ao seu chamamento à ação, serão discutidos alguns avanços já obtidos nestes últimos anos em iniciativas
tomadas no âmbito dos países ibero-americanos. Serão discutidos
também os grandes desafios que se apresentam para levar a cabo
ações preconizadas pelos países signatários da Conferência, mostrando os entraves que determinam os limites e as possibilidades
de cooperação acadêmico-científica regional. Neste sentido, serão
abordadas iniciativas de vários agentes internacionais na área de
avaliação, acreditação, organização e harmonização de dados e
indicadores, mobilidade acadêmica, programas conjuntos, reconhecimento de cursos e créditos e diplomas, internacionalização
da extensão, entre outros.
Programa de Acciones Académicas, de Investigación y Extensión
en el Marco del BRICS: Hacia la Construcción Colectiva de un Espacio de Cooperación entre Universidades en el Marco del BRICS
Coca Mónica, Universidad Nacional de San Juan
Nancy Ganz, Universidad Nacional de Avellaneda
Oscar Nasisi, Universidad Nacional de San Juan
En base al contexto de construcción del escenario paleolítico
mundial del 2025 y al nuevo paradigma de la multipolaridad
que lo sostiene, se propone desarrollar un “Programa de Acciones Académicas, de Investigación y de Extensión en el marco
del BRICS”, el cual ambicionamos se construya colectivamente
a través de un espacio de reflexión formado por las diversas
UUNN de nuestro sistema de educación superior. Es clara la
coincidencia de las posiciones planteadas desde el BRICS y las
propuestas regionales de Latinoamérica y el Caribe (ENLACES).
No solamente es posible, sino también necesaria la reflexión, investigación y transferencia de conocimientos desde las UUNN,
tomando como eje los escenarios geopolíticos en construcción.
En un primer momento se cumplirá una labor exploratoria, de
reconocimiento y diagnóstico que dará fundamentos para futuras acciones. El objetivo sustancial es generar un espacio de
preparación, actualización y reflexión para formar referentes locales en armonía con el nuevo orden mundial en construcción.
Esta iniciativa busca la integración regional, por lo que se hace
extensiva esta convocatoria a El Espacio de la Educación Superior en América Latina y el Caribe (ENLACES/ELACES)
Cursar una Carrera Completa en la UNSJ para Extranjeros :
Curso de Ingreso para Aspirantes Extranjeros que Garantice el
Ingreso, Elección de Carrera y Permanencia
Adela Cattapan, Universidad Nacional de San Juan
Miriam Augusto, Universidad Nacional de San Juan
En la UNSJ, a través del área de Relaciones Internacionales, en el
año 2013 se desarrolló el Programa de Cooperación Académica
entre la Universidad Nacional de San Juan,-Argentina y Guinea
Ecuatorial, África. A través de este programa, la UNSJ se comprometió a brindar asistencia académica, a través de un Programa de Ingreso para Aspirantes Guineanos (PIAG), para cursar
distintas carreras de grado que se imparten en las diferentes
Facultades que la integran. LA UNSJ sistematizó y coordinó cada
una de las etapas del proyecto: planificación, ejecución y control de las actividades académicas del proyecto; elección de docentes, ayudantes, tutores disciplinarios ; asesoría y apoyo a los
docentes en aspectos relacionados con la dinámica del proceso
enseñanza-aprendizaje; implementación de un programa sicológico y sicopedagógico vinculado con el “PIAG” “; organización
de cursos, seminarios, talleres y demás programas de capacitación y desarrollo.
Parallel Sessions 7.2 - Room 11
Sustainable Cooperation (IV)
Chair: Rachel Lindsey, Association of Universities and Colleges
of Canada (AUCC)
Sustainability of Brazilian & LSU’s Scientific Partnerships
Hector Zapata, Louisiana State University
Gary Byerly, Louisiana State University
Carlos Pinto, Louisiana State University
Guillermo Ferreyra, Louisiana State University
Harald Leder, Louisiana State University
Louisiana University (LSU) is the leading comprehensive public
research university in Louisiana and is one of only 25 universities
in the U.S. holding federal Lang-grant, Sea-grant, and Space-grant
status. LSU has been engaged in meaningful and sustainable international partnerships with Brazil in higher education. LSU is
also a partner institution in the “Science without Borders” program. This session proposes to present as cross-section of model
partnerships that LSU scientists have developed with Brazilian
partners over the past few decades and proposes that the sustainability of the partnership rests upon the similarity of resource
base, including human capital, and of problems that Brazil and
Louisiana possess. Such affinity of resources and problems, and
the commitment of science, government, and private sector
stakeholders have resulted in numerous collaborative efforts related, but not restricted, to scientific research and human capital
formation in engineering & computer science, earth & environmental sciences, agricultural & biological-biomedical sciences,
and veterinary and physical sciences. Similar collaborations have
emerged on the STEM-economic-Brazil partnership by LSU’s College of Business with the University of Sao Paulo and with the LSU
School of Music & Dramatic Arts and the School of Art & Design.
Video testimonials will be presented from current Brazilian students and faculty at LSU, and from faculty who have conducted
collaborative research with Brazilian colleagues over the past few
decades. Challenges in developing student exchange programs
with Brazilian partners will be addressed. LSU is actively exploring opportunities to establish long-term exchange programs
with Brazil.
Evaluation of Mobility Programs as a Tool for Sustainable Internationalization: Case Universidade Estadual de Feira de
Santana (UEFS)
Rita de Cassia Silva Castro, Universidade Estadual de Feira de
Santana (UEFS)
Eneida Soanne Matos Campos de Oliveira, Universidade Estadual de Feira de Santana (UEFS)
Washington de Jesus Sant´anna da Franca Rocha, Universidade
Estadual de Feira de Santana (UEFS)
Luciano Penelu Bitencourt Pacheco, Universidade Estadual de
Feira de Santana (UEFS)
Dioene Carneiro Nascimento, Universidade Estadual de Feira de
Santana (UEFS)
The evaluation of activities related to internationalization, especially
those concerning student mobility programs, plays a key role for the
universities. More than planning and implementing, it is essential
to evaluate the directions of internationalization for the institution,
their methodologies, strategies and justifications. This session will
present the results of the evaluations with exchange students, during which it was possible to gather for evaluation purposes, data
concerning the student mobility programs under development at
the Universidade Estadual de Feira de Santana (UEFS), in particular
the UEFS Scholarship Exchange Programs, the Santander Universities Ibero-American Scholarship Program and the Science without
Borders (CSF). These measurements have been developed through
cross-sectional analysis of the final reports of exchange, report card,
as well as records during bimonthly lectures and in the University
Internationalization Workshop, an annual event promoted by the
UEFS Special Advisory for Institutional Relations.
Parallel Sessions 7.3 - Room 14
International Office (II)
Running a Liaison Office Overseas: Models, goals and challenges
Christina Peters, Freie Universität Berlin / São Paulo Liaison Office
Britta Piel, Freie Universität Berlin
Thomas Trebat, Columbia University in the City of New York /
Columbia Global Centers
Bruna Santos, Columbia University in the City of New York / Columbia Global Centers
Sören Artur Metz, Technische Universität München / São Paulo
Liaison Office for Latin America
Universities worldwide have set up liaison offices overseas to strengthen research cooperation, promote their study programs, work
together with partner universities and institutions in different countries, or provide student services. In Brazil, several international
universities have representatives or liaison offices. This session tries
to explore the different types of liaison offices with a special focus
on Brazil, discuss the challenges these offices face, and develop
strategies for successfully running such offices. Questions concerning the benefits for local universities, the effects on joint research,
governance issues, and the sustainability of such endeavors will be
Parallel Sessions 7.4 - Room 15
Institutos Federais Brasileiros (III)
Chair: Carlos Ramos, Instituto Politécnico do Porto
The Internationalization Strategy of the Polytechnic Higher
Education Sector in Portugal
Armando Pires, Portuguese Polytechnics Coordinating Council
In this communication it is presented the internationalization strategy that is being implemented at the Polytechnic Higher Education Sector in Portugal, with the purpose of its disclosure, of sharing experiences and also of questioning before distinct realities
that exist in other countries. This strategy is framed by a national
internationalization strategy, recently made public through an official document entitled “A strategy for the internationalization of
the Portuguese higher education system – statement of reasons
and recommendations”, as well as in recent legislation in which
a growing importance of higher education internationalization in
Portugal is evident, particularly through the publication of the International Student Statute. A brief characterization of the Polytechnic Higher Education Sector in Portugal is also presented.
The Transfer of Knowledge through Social Networks: The case
of ctudents of Science without Borders of the Federal Institute
of Sergipe
Letícia Lima, Instituto Federal de Sergipe (IFS)
Since the Program Without Borders was implemented in
Brazil a lot of studends of Sergipe were studying in other
countries.with the global expansion of social networks the
Federal Institute of Sergipe rescued and created a connection network with 17 students who are in several countries in
Central America and Europe. These social networks contribute to transfer information in all areas of knowledge.
Parallel Sessions 7.5 - Room 16
Double Degrees
Chair: Angela Paiva, Pontifícia Universidade Católica do Rio de
janeiro, PUC-Rio
Discussing a Glossary for Double and Joint Degrees
Vitor Amaral, Universidade Federal do Rio de Janeiro, UFRJ
Giancarlo Spinelli, Politecnico di Milano
Nowadays, Double, Dual, and Joint Degrees are offered by almost
all Universities in the world. However, a great level of ambiguity
exists both in terminology and in the ways of implementing such
highly integrated degrees. On the one hand, this may create confusion in the mind of the potential candidates and, on the other,
employers do not understand well the value of those degrees. In
short, lack of understanding about Double, Dual, and Joint Degrees can greatly reduce their impact on the job market. We have
proposed a glossary that brings the definitions of the fundamental terms concerned with Double, Dual, and Joint Degrees as well
as the relevant criteria for awarding them. This glossary is one
of the outcomes of the Erasmus Mundus Action 3 project ADDE
SALEM (www.addesalem.com), that involved eight European and
eight South American Universities.
The book published in the framework of the project will be made
available to the audience. One of its chapters deals specifically
with the glossary.
12:30 - 14:00 - Lunch
Minerais Auditorium
14:00 - 15:30 - Matchmaking 3
Flores Auditorium
Foreign institutions meet Brazilian counterparts by appointment.
14:00 - 15:30 - Parallel Sessions 8
Parallel Session 8.1 - Pássaros Auditorium
Science without Borders (V) (in Portuguese)
Chair: Viviane Bischoff, Univates
Núcleo de Ações e Políticas Linguísticas (NAPLI) do CEFET-MG:
Línguas Estrangeiras e a Internacionalização das Instituições
de Ensino Brasileiras
Danilo Cristófaro, Centro Federal de Educação Tecnológica de
Minas Gerais (CEFET-MG)
Dentro do processo de internacionalização das instituições de
ensino brasileiras como política pública, cada instituição de ensino deve planejar um conjunto de ações e políticas que promo32
vam a efetiva internacionalização da instituição como um todo.
Dentro deste planejamento, as línguas estrangeiras têm papel
decisivo para o sucesso desta política. Baseado nesta perspectiva, a Secretaria de Relações Internacionais do CEFET-MG criou
o Núcleo de Ações e Políticas Linguísticas (NAPLI). Esta apresentação tem o objetivo de divulgar o que motivou a criação
do Núcleo e elencar as ações afirmativas e políticas previstas
no planejamento estratégico da Secretaria de Relações Internacionais no que toca as línguas estrangeiras como ferramentas
de operacionalização do processo de internacionalização do
‘Com Legenda’ - Rede de Comunicação com Intercambistas da
Vania Myrrha de Paula e Silva, Universidade do Estado de Minas
Gerais (UEMG)
Giselle Hissa Safar, Universidade do Estado de Minas Gerais
Danielly Tolentino, Universidade do Estado de Minas Gerais (UEMG)
O Projeto ‘Com Legenda’ é um instrumento didático constituído por uma interface web de comunicação (blog, youtube e
facebook) e tem como objetivo disseminar estudos, pesquisas
científicas, experiências e informações dos alunos da Escola
de Design (ED), da Universidade do Estado de Minas Gerais
(UEMG), que se encontram em instituições de ensino no exterior, assim como, a cultura e os costumes dos países que os recebem. Além de uma plataforma piloto, composta por blog e
redes sociais, onde qualquer aluno interessado poderia contribuir, com o desenvolvimento do projeto foi criada a disciplina
optativa “Mobilidade Acadêmica”, que permite ao estudante
prosseguir em seus estudos na escola de origem, ao mesmo
tempo em que estuda na instituição estrangeira. Seu principal
objetivo é o acompanhamento pedagógico do intercambista
por meio de ferramentas digitais, de modo a oferecer suporte
ao seu período de permanência no exterior e permitir o compartilhamento de seu desenvolvimento acadêmico e científico com a comunidade da ED. As atividades discentes estão
relacionadas à produção de conteúdo para postagem no blog
‘Com Legenda’, além da troca de informações nas redes sociais
(textos, fotografia, audiovisual, etc).
Práticas de Internacionalização
Maria Elisabete Mariano dos Santos, Universidade de Passo
Fundo (UPF)
A proposta é de compartilhar com os participantes desta sessão as
práticas, projetos de internacionalização que têm proporcionando
a boa acolhida aos intercambistas estrangeiros na Universidade de
Passo Fundo, gerando uma maior procura pela UPF.
Parallel Session 8.2 - Room 11
Internationalization at Home (III) (in Portuguese)
Chair: Luzia Jucá, Universidade do Estado do Pará (UEPA)
Estratégia de Internacionalização para Universidades Lusófonas: Um Estudo de caso na FEA-RP/USP
Luciana Romano Morilas, Universidade de São Paulo (USP), FEA-RP/USP
Caio Henrique Montanheiro Gonçalves, Universidade de São
No Brasil especialmente, mas nos países lusófonos em geral,
alguns desafios inibem o desenvolvimento da internacionalização, especialmente pela dificuldade com o idioma português e
por se tratar de um país distante e desconhecido, por vezes até
chamado exótico. Diante dessas dificuldades e visando o estabelecimento e fortalecimento das relações com Universidades
Internacionais Parceiras, foi estruturado um “curso de verão”
com duração de 3 semanas, centrado em Agribusiness, Cultura
e Economia Brasileira, com visitas técnicas a empresas e visitas
culturais às cidades de São Paulo e Brasília. O curso foi oferecido
às Universidades Parceiras Internacionais e aos alunos da própria
Universidade. As aulas foram ministradas em inglês e curso de
português para estrangeiros também foi incluído. A realização do
curso além de atingir o público esperado de universidades parceiras internacionais, proporcionou à própria Universidade uma
forma de Internacionalização em Casa.
Reflexões sobre a Internacionalização: Desafios e Oportunidades
no Processo de Internacionalização de um Curso de Administração
Thiago Henrique Almino Francisco, Universidade do Extremo Sul
Catarinense (UNESC)
Izabel Regina de Souza, Universidade do Extremo Sul Catarinense (UNESC)
Marina Keiko Nakayama, Universidade do Extremo Sul Catarinense (UNESC)
A dinâmica da internacionalização da educação superior ainda
requer um entendimento sistêmico de suas práticas, possibilidades, procedimentos, desafios e oportunidades. Especificamente no Brasil, em função do marco regulatório que determinam
as atividades procedurais na educação superior, a internacionalização torna-se ainda mais complexa em função da dificuldade
de convergir ações que atendam aos anseios da tríade regulação-instituição-parceiros internacionais. Essa sessão pretende
contextualizar os desafios e oportunidades inerentes ao processo de internacionalização de um curso de Administração, um
dos cursos com maiores demandas no segmento da educação
superior Brasileira: conceitos de internacionalização da educação superior, de regulação e avaliação da educação superior;
retrato atual do contexto educacional brasileiro, com ênfase no
segmento privado. Especialmente para o segmento privado, encontram-se possibilidades de flexibilização curricular, diversificação de receita e (re)construção da marca da instituição, tendo
em vista os diferenciais competitivos que surgem do processo
de internacionalização.
Programa de Mobilidade Nacional da ABRUEM
Adélia Maria Carvalho de Melo Pinheiro, Universidade Estadual
de Santa Cruz (UESC)
Haroldo Reimer, Universidade Estadual de Goiás (UEG)
Gilson Scharnik, Coordenador Geral de Relações Institucionais
e Internacionais
Nessa sessão, Grupo de Trabalho para Universidades que compõem o Programa de Mobilidade Nacional da ABRUEM (Associação Brasileira dos Reitores das Universidades Estaduais e
Municipais) pretende discutir as demandas do intercâmbio nacional, número de vagas para 2015/2 e troca de experiências
em suas diversas ações.
Parallel Session 8.3 - Room 14
Internationalization Process (II)
Chair: Sylvain St-Amand, Université du Québec à Montréal (UQAM)
Surveying Internationalization: The Canadian university experience
Rachel Lindsey, Association of Universities and Colleges of Canada (AUCC)
Internationalization encompasses all of a university’s international
activities including student mobility, international research collaboration, institutional partnerships and transnational education activities.
Reliable aggregate data on these activities enables institutions to benchmark their activities, strategically shape their programs and policies,
and advocate externally for policy priorities. This session will focus on an
analysis of data from the recent AUCC Internationalization Survey of Canada’s universities, presenting an authoritative picture of internationalization activities across Canadian universities amd key findings of how
internationalization activities are prioritized and carried out in university
administration, strategic partnerships, research, student mobility, and
teaching and learning. The report of the AUCC survey results – Canada’s
Universities in the World – is available on the AUCC website at: http://
Researcher Connect Professional Development and Engagement Programme
Eliane Segati Rios Registro, Universidade Estadual do Norte do
Paraná (UENP)
This presentation aims at presenting the results of a Programme developed by Universidade Estadual do Norte do Paraná in
partnership with the British Council as an activity to support the
Professional Development and Engagement of the researchers.
The key objectives are: improving communication skills of the
researchers as a way to develop both the individual researcher’s
performance and career; supporting the individual academic
researcher to publish research findings in peer-reviewed and
validated journals; supporting institutional goals to communicate research findings beyond the local academic community
in order to capture the benefit from research and to justify the
use of public funds to support research activity. To achieve our
goals, we analyze the data collected during the program, which
include the potential areas of research enrolled, their development, considering language and theoretical difficulties, and
results obtained.
Internationalisation: A case study from the UK and South Korea
Rob Carthy, Northumbria University
Northumbria University’s developed a partnership with Kyungpook National University (KNU) in South Korea in 2009, through a European Union-funded mechanism. The initial activity
was around student exchange and work placements. Prior to
this, Northumbria did not have any Korean mobility partners,
and had limited expectations of the demand to study in the
region. The project provided initially sport and then business
undergraduates the opportunity to undertake a semester’s
work and study placement, with internships provided in organisations including banks, sports agencies, and multi-nationals
such as Samsung and LG. At the conclusion of the project, the
positive experience and very strong feedback received by returning students encouraged the development of bilateral links
with KNU. The next step was to develop a double degree project
between the respective business schools. Student demand for
this opportunity has been very strong, leading to competitive
applications within Northumbria’s Faculty of Business and Law.
Since it began in 2012/13 more than 40 students have moved
in each direction. In addition to the student mobility between
the business schools, there are a range of other activities in the
multi-layered partnership
Parallel Session 8.4 - Room 15
International Office (III) (in Portuguese)
Escritórios de Representação Permanente de Universidades
Francesas no Brasil
Carla Ferro, Université de Lyon
Philip Miller, Université Sorbonne Paris-Cité
Pierre Fernandez, Université Fédérale Toulouse Midi-Pyrénées
Desde 2013, algumas universidades ou comunidades universitárias francesas e brasileiras iniciaram uma modalidade de
cooperação que consiste na troca de escritórios de representação com universidades parceiras. Os objetivos da iniciativa
são fortalecer a presença dessas universidades no país parceiro,
oferecer reciprocidade e planejar conjuntamente ações e programas inovadores na área da internacionalização, favorecendo
o desenvolvimento de novas modalidades de intercâmbio de
estudantes, docentes-pesquisadores e de projetos de pesquisa
em colaboração. As Universidades de Lyon, Sorbonne Paris-Cité
e Toulouse apresentarão seus projetos de instalação de escritórios de representação, assim como algumas das principais ações
em curso visando ao fortalecimento da cooperação com suas
universidades parceiras no Brasil.
Parallel Session 8.5 - Room 16
Sustainable Cooperation (V)
Chair: Fabio Alves, Universidade Federal de Minas Gerais (UFMG)
Innovative Approaches to International Collaboration: The
Birmingham-Nottingham Alliance, 2010-2015
Andrea Edwards, University of Birmingham
Neville Wylie, University of Nottingham
Carlos Eduardo Vergani, Universidade Estadual Paulista (UNESP)
Universities are increasingly turning to international partnerships as
a way to enhance their research impact and extend their global reach. At the heart of every partnership involving higher educational
institutions lies an implicit tension between the need to compete
with each other - for the best and brightest students, research funds
and access to industrial sponsorship - and the desire to collaborate for mutual benefit. This session looks at how the Universities of
Birmingham and Nottingham in the United Kingdom have sought
to develop partnerships with Brazil based on a form of ‘competitive
cooperation’; one that has brought added value to both institutions,
while leaving fully open the avenues for individual institutional partnership and research priorities. The session will outline the origins
and key features of the relationship. It will explore two specific areas
where the universities have sought to harmonise their interests and
develop a common strategy. A Brazilian perspective on the partnership and approach will be provided by UNESP, one of Birmingham
and Nottingham’s leading Brazilian partners.
15:30 - 16:00 - Coffee Break
16:00 - 17:30 - FAUBAI Plenary - Borboletas Auditorium
Global Dialogue: Creating Sustainable Partnerships Through An Equitable Internationalization
Arlene Jackson, Association of State Colleges and Universities (ASSCU and NAFSA)
Jaedong Lee, Korean Association of Foreign Student Administrators (KAFSA)
Jocelyne Gacel-Ávila, Mexican Association for International
Education (AMPEI)
José Celso Freire Jr, Brazilian Association for International
Education (FAUBAI)
Nico Jooste, International Education Association of South
Africa (IEASA)
Sultan AbuOrabi Al-Adwan, Association of Arab Universities (AARU)
Chair: Leandro R. Tessler, Universidade Estadual de Campinas (Unicamp)
The understanding of Internationalization of Higher Education varies according to the interests and needs of the different stakeholders involved. For some, it is nearly reduced
to providing educational services and being rewarded for it,
whereas for others it is, prior to anything, a way of optimizing resources and achieving more relevant research outcomes. In this armchair discussion we shall address the issue of
sustainable partnerships and try to find proposals that allow
us to go beyond immediate results. The key question is: can
we foresee a better future for academic links in Higher Education through a more balanced, equitable cooperation?
17:30-18:00 Closing Session - Borboletas Auditorium
Fly UP