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Inter-institutional agreements for academic international cooperation: a discursive investigation...2022-12-09T04:08:26Z18238Coleções Documentos Acadêmicos Autor Salm, Adriane Marie Idioma Inglês País Brasil Tipo Tese Palavras-chave Cooperação educacional
- Cooperação educacional https://ocid.ibict.br/omeka/s/ocid/item/18238 Inglês Documentos Acadêmicos Inter-institutional agreements for academic international cooperation: a discursive investigation of roles prescribed to higher education institutions Salm
- , Adriane Marie UNIVERSIDADE FEDERAL DE SANTA CATARINA PÓS GRADUAÇÃO EM LETRAS/INGLÊS E LITERATURA CORRESPONDENTE INTER-INSTITUTIONAL AGREEMENTS FOR ACADEMIC INTERNATIONAL COOPERATION: A DISCURSIVE INVESTIGATION OF ROLES PRESCRIBED TO HIGHER EDUCATION INSTITUTIONS
- . Tania Quintanilha, Prof. Arlene Rodrigues, Prof. Maria Alvaro, in special Prof. Nancy Miller, for having so endlessly supported and encouraged me since my undergraduate studies. iii Inter-institutional Agreements for Academic
- . However, there is little information about the relation between the language used in the academic agreements and the practices they represent. In order to contribute to this area of research, ten (10) STAICs between 5 Brazilian Higher education institutions and 7 foreign education
- exchange of teachers, students, researchers, research and academic materials. Such practice coincides with the actual 1 In this work the words ‘covenant’ and ‘agreement’ ‘inter-institutional agreements’ ‘scientific and
- these academic inter-institutional cooperation agreements. 2 objectives of the academe. Thus, STAICs between higher education institutions, and/or technical educational institutions, have long endured as a common practice within the academe, also motivated by the need
- of my knowledge, regarding the discourse of education, more specifically certain discursive practices such as the inter-institutional academic agreements, up to now, no literature has been found available which investigates the dialectic relation between the language used
- for long now contributed to unite people all over the world. Due to this process, it is important to investigate the bi-directionality between the language used in these texts and their related practices specifically in order to investigate how the academic roles of the
- little has been written on how the STAICs have been discursively represented, i.e., how balanced the relation between and among these institutions is in what concerns their participation in the academic roles for the exchange of science and technology. Moreover, little do we know
- about how practices such as the STAICs, as an academic institutional ritual, effectively contribute to the maintenance of cultural diversity and consequently for the scientific, technological, social and economic development of the participating countries, in special countries
- lecturer at Centro de Educação Superior – UNICATUPY and a Doctoral degree student at Universidade Federal de Santa Catarina, I am interested in developing an in-depth understanding of cooperation agreements in higher education due in this globalized world. The academic agreement is
- a common and well–known form of academic collaboration between national and foreign higher education institutions. Various universities establish cooperation with foreign universities involving various types of academic activities (Stallivieri, 2004, p.45). However
- writers to compose and organize their agreements. I concentrate in these items because it is through them that the institutions involved and their academic roles and interpersonal relations are represented. Furthermore, it is also through them that their ideological position and attitude
- , students and the staff members of the participating institutions in the different categories of academic activities proposed in the elements of the STAICs. Secondly, I draw on the analysis of modality, which encodes evaluative aspects of the interpersonal metafunction, in order to tackle
- the interpersonal meanings the participants construe in language to investigate how responsibility is attributed to participants in this social process, who participates more in the enactment of the academic roles prescribed, how, and why. Giddens’ (1979,1984) Structuration
- attributes and roles ascribed to the social participants of the agreements are discussed. Chapter 5 presents an analysis of modality and its implication for the positioning of discourse participants in relation to the roles ascribed to them in the proposed categories of academic practices
- . Questions related to power relation between discourse participants in the various categories of academic activities, as well as those pertaining to the promotional character and ideological implications of this discourse are discussed. Finally, Chapter 6 presents the final
- the enactment of these academic roles. Moreover, Fairclough (1992) further asserts that it is also through the analysis of transitivity that discourse analysts are able to interpret, describe and criticize the ideological insinuation of discursive events imbued in the linguistic
- mutual benefits to be gained through international scholarly cooperation. Material processes 18 Material processes refer to the doings of an entity. In relation to the STAICs, the proposals for academic activities may be represented by actions of doing
- undergraduate or postgraduate courses at either University, for a semester or year of academic study. (T3) Here ‘be’ is the relational process, which relates the carrier ‘the programs’ to its attribute ‘open’. There are three kinds of relational processes, the attributive mode
- certain academic practice may last. A time circumstance is ascribed to ‘the period of stay at the host institution’ through the relational process ‘be’. In this case it refers to the period of stay of the students and teachers at their host universities. Verbal Processes Verbal
- declare that the institutions are united by common interests and objectives in academic, scientific and cultural affairs. Here ‘both parties’ is the sayer, and ‘declare’ is the verbal process, and ‘that the institutions are united by common interests and objectives
- in academic, scientific and cultural affairs’ the verbiage. Besides the processes and the participants, transitivity also incorporates the circumstances, i.e., the time, place, reason, manner with or in which these actions 21 developed. These are made up of
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2022-12-09T04:14:11Z18451Coleções Documentos Acadêmicos Autor Kigozi, J. Biraro, S. Sewankambo, N. Ddamulira, J.B. Namagala, E. Farquhar, C. Mashalla, Y. Naikoba, S. Sempa, J. Semeere, A. Mais Nakanjako, D. Katamba, A. Idioma Inglês País Reino Unido Tipo Artigo Palavras-chave Ajuda ao desenvolvimento Uganda África subsaariana Saúde
- . Sewankambo, N. Ddamulira, J.B. África subsaariana Artigo Namagala, E. https://ocid.ibict.br/omeka/s/ocid/item/18451 Katamba, A. Namagala, E. Global health leadership training in resource-limited settings: A collaborative approach by academic institutions and local
- institutions. Lessons learned from the program, presented in this paper, may guide development of in-service training opportunities to enhance leadership skills of health workers in resource-limited settings. Methods: The Afya Bora Consortium, a consortium of four African and four U.S. academic institutions
- training was feasible, with ensured protected time for fellows to generate evidence-based solutions to challenges within their work environment. With structured mentorship, collaborative activities at academic institutions and local health care programs equipped health care providers with leadership skills
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2022-12-09T02:15:17Z17707Coleções Documentos Acadêmicos Autor Craveiro, Isabel Ferrinho, Paulo Carvalho, António Idioma Inglês País Estados Unidos Tipo Artigo Palavras-chave Moçambique Angola Europa Objetivos de Desenvolvimento Sustentável (ODS) Ensino superior Saúde Cooperação norte-sul
- Development and Innovation – Africa project (UDI-A) was designed to train lecturers and administrative staff of Angolan and Mozambican Universities through collaborations with European institutions, aiming at strengthening African academic and social landscapes through knowledge translation and dissemination
- . This paper examines potential outcomes of UDI-A on participants’ academic pathways, investigating the conflict between different imaginaries of capacity-building and partnerships, focusing on how Angolan and Mozambican health sciences researchers experience international collaborations. Methods Semi
- speaking African Universities and the health sector. The institutional mechanisms put in place to attain this goal, Centres for Academic Development and Innovation (“CADIs”), were considered potential research and development hubs and drivers of academic and societal transformation. Nevertheless
- lecturers and administrative staff of Angolan and Mozambican Universities through collaborations with European institutions, aiming at strengthening African academic and social landscapes through knowledge translation and dissemination. This paper examines potential outcomes of UDI-A on participants
- ’ academic pathways, investigating the conflict between different imaginaries of capacity-building and partnerships, focusing on how Angolan and Mozambican health sciences researchers experience international collaborations. Methods: Semi-structured interviews were conducted with seven health academics, as
- institutional mechanisms put in place to attain this goal, Centres for Academic Development and Innovation (“CADIs”), were considered potential research and development hubs and drivers of academic and societal transformation. Nevertheless, participants shared a sense of asymmetry (infrastructural, financial
- . Keywords: Research partnerships, capacity building, Angolan and Mozambican health academics, Academic development, North/south collaboration Background Sub-Saharan health care delivery systems share a num- ber of challenges related to context (poverty, urbanisa- tion, double disease burden), supply side
- institution “behaves” in partnerships [14]. Social science literature displays an ambivalent stance on research partnerships. On the one hand, it is recog- nized that partnerships may support technology transfer, capacity building and the improvement of academic and scientific systems in general. On the
- perceptions of potential impacts of UDI- A on academic and professional pathways, as well as po- tential social impacts; we also explore heterogeneous imaginaries of capacity building and partnerships. Settings UDI-A is coordinated by NOVA University of Lisbon (P1), involving partners in Angola and
- were considered relevant to updating and improving student education, fostering sustainable and inclusive development in their regions; two crucial non-academic competences were also identi- fied: student placement & entrepreneurship as well as international relations. According to their areas of
- better address local economic and social challenges, helping these insti- tutions to foster sustainable and inclusive development through their academic and non-academic staff trained during the project. UDI-A has four specific objectives: – To improve the quality of education, research and service of
- support from their HEI, motivated African aca- demic and non-academic staff (Champions) and students (Junior Champions) will – after updating technical and scientific skills through formal training, self-study and non-formal learning initiatives - connect with local cor- porations and relevant social
- development, and UDI-A will lead to the creation of Centres for Academic Develop- ment and Innovation (CADIs), focused on Academic Development and Innovation. UDI-A recognizes that capacity building involves not only individual training but also broader institutional changes; therefore, CADIs encompass
- project, when Champions travelled to Europe. Although this is a quali- tative study, it is still a relatively small number of inter- views, but they comprise all AMHA involved in the ICP. A flexible interview schedule was prepared, focusing on: expectations about UDI-A’s impact on academic and
- expectations included practical aspects: “I wanted to know how to manage a course. How to … increase academic performance and … carry out intervention projects. Social and community inter- vention ( …). … I also wanted to obtain experiences from other countries on these subjects, adapting them to our reality
- development will lead to new ideas and Craveiro et al. Globalization and Health (2020) 16:33 Page 6 of 10 innovation, at the institutional and academic levels. ( …) They expect changes when we return …” (C2) of our stay … we were expecting … … more time al- located to scientific research.” (C1
- – how to innovate, how to transform, and also partnerships with relevant in- stitutions or individuals … When we return they will ask us if we established partnerships …” (C5) The same academic reiterated that the main goal was “To create a CADI in each institution taking part in the project” (C5
- projects, attending our congresses, workshops … And there was the pos- sibility of organizing joint academic conferences …” (C1) A Champion from Mozambique was enthusiastic about UDI-A, dwelling into the personal and institu- tional significance of partnerships: “… those partnerships will make a
- clash between capacity building and research partnerships. Participants had strong expecta- tions regarding research partnerships: however, UDI-A focused on pedagogical aspects and social entrepreneur- these would ship. Although AMHA recognized that improve their academic performance, the focus on
- : Angolan and Mozambican Health Academics; CADI: Centre for Academic Development and Innovation; HEI: Higher Education Institution; HEPI: Health-worker Education Partnership Initiative; HRH: Human Resources for Health; ICP: International Capacitation Programme; NEPI: Nursing Education Partnership Initiative
- maternal health in Sudan. Glob Health. 2016;12(1):20. Fallah PN, Bernstein M. Unifying a fragmented effort: a qualitative framework for improving international surgical teaching collaborations. Glob Health. 2017;13(1):70. 25. 26. 27. UDI-Africa University Development and Innovation. Centres for Academic
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Internationalization of higher education: excellence or network building? What do BRICS countries...2022-12-09T04:32:21Z19726Coleções Documentos Acadêmicos Autor Dwyer, Tom Weller, Wivian Khomyakov, Maxim Idioma Inglês País Brasil Tipo Artigo Palavras-chave Países do BRICS Ensino superior Cooperação educacional
- The article is devoted to discussing international collaboration regarding higher education in the BRICS countries. It starts with the analysis of the radical changes occurred in the global academic world, described as a joint influence of global trends towards massification, globalization and
- processes that constitute radical changes in the academic environment today: massification, commercialization, globalization and internationalization (Altbach; Reisberg; Rumbley, 2009). These four processes, however, are only aspects of a single global transformation, of a general trend. They are
- ; Dill; Soo, 2005), and this has been intensified by the increasing importance given to academic rankings. The logic of the public good has been replaced with that of commercial brands, and the Humboldtian notion of individual development gave way to educational services provided by universities. The
- , combined with the gradual growth of the middle class, leads an increasing number of young people from these countries to seek paid education abroad. The academic neoliberal revolution further reinforces the gap between the Global South, considered a provider of students, and the Global North, the main
- ; Rumbley, 2009). This fact makes us wonder in what sense education in some developed countries can still be called “public”. In this understanding, internationalization and “academic radicalization” not only carry along openness and inclusion, either supposed or real, but Sociologias, Porto Alegre
- it impossible to compete with established centers of academic power and eventually also lose. Competition for reputation leads to the so-called Matthew Effect, in which the established reputation is not contested, but simply reinforced. Pusser and Marginson describe the project of worldwide
- academic rankings as “neo-imperial” and argue that “because the norms of ranking systems are mostly consistent with the world’s strongest higher education institutions located in the United States, this disciplinary effect is especially invidious in nation-states outside the United States” (Pusser
- representation in the global education market. This struggle, intensified by the obsession with academic rankings, can sometimes lead to the compromising of national goals and local traditions in higher education (Khomyakov, 2016). Those who decide to actively participate in the global academic race must be
- the World are generally the oldest, this places countries with a recent academic tradition, when viewed by itself, at a disadvantage and also demands that they make significant investments in research infrastructure and in human capital, in other words, in the recruitment of internationally
- qualifications of academic staff through having them spend 1 In this article we will not discuss the functioning and organization of higher education in the BRICS countries. On this subject, see Carnoy et al. (2013) and Schwartzman, Pinheiro and Pillay (2015). Sociologias, Porto Alegre, ano 22, n. 54, maio
- the quantity and the quality of the students who are trained in sciences and engineering (Carnoy et al., 2016). In spite of the investments made in courses of excellence, above all in China and Russia, the performance of the universities from the BRICS countries in the world academic rankings is
- projects4. The main objective of initiatives for excellence is to achieve better integration into the global academic domain, to the detriment of concentrating on more pressing national issues that end up being set aside. In the case of Russia, the 5-100 project is openly oriented towards improving the
- obsession with global rankings is given by academic networks of universities with similar position and status, which share general approaches based on similar problems within their societies. This helps to understand why horizontally Sociologias, Porto Alegre, ano 22, n. 54, maio-ago 2020, p. 120-143
- specific BRICS nation (Khomyakov, 2016). As far as academic mobility is concerned, only China has an intense exchange of international students. Double degree partnerships between universities from different BRICS countries are also extremely rare. Furthermore, educational systems, apart from China and
- world order, but rather trying to provide an alternative vision of development, devoid of the remnants of imperialism and colonialism7 The origin of the BRICS Network University The strengthening of South-South relations has also been encouraged in the academic sphere of the BRICS countries. It is
- worthwhile underlining that the universities in the BRICS countries originated in a range of distinct academic traditions with forms of organization and functioning which are quite different when compared one with another. Moreover, the forces that govern them are linked to the political systems of each
- country (Carnoy et al. 2015; Schwartzman et al. 2015). Despite the asymmetries originating in the different academic traditions of these institutions, of the positions they hold in the international rankings and their interests in the academic space, the BRICS have promoted the creation of cooperative
- academic networks. In this direction, the BRICS Network University represents one of the most well-developed projects up until the present time. Through being run in a network, it seeks to reduce the impacts of existing asymmetries between academic institutions, to permit the establishment of a
- Climate Change; Water Resources and Pollution Treatment; and Economy. The programs must be offered in English and propose distance learning activities, regular classes and intensive courses (e.g.: summer or winter schools). The BRICS NU marks the opening of a unique space for academic cooperation
- melting away as a result of misunderstandings, which may be interpreted as interpersonal disputes. Other times, the building of BRICS 10 In 2019 the BRICS NU meeting was not held as promised. However, there were some other meetings related to higher education: the BRICS Academic Forum, organized by
- are to foster academic collaboration between universities in the five countries through joint research and the mobility of students and scholars, we may say that significant advances have already been made, mainly in the scope of activities carried out within the International Thematic Groups
- of the degrees issued by these programs. As pointed out in the article, barriers raised by the public bodies that regulate higher education in Brazil have halted the progress of academic dialogue between Brazil and the other BRICS countries in the context of BRICS NU. As for the long-term goals
- to the highly pragmatic BRICS bloc. In this sense, it is reasonable for the BRICS countries to take part in several excellence projects which aim to better integrate them into the global academic world, while also taking part in horizontal South-South cooperation. The first strategy is organized
- according to the main lines of the current academic neoliberal revolution, while the second seeks to offer alternatives to the existing power system in international higher education. Active participation in horizontal projects is undoubtedly of great interest to BRICS’ higher education institutions
- .2014.77.5671 2. ALTBACH, Philip G.; REISBERG, Liz; RUMBLEY, Laura. Trends in global higher education: tracking an academic revolution. Executive summary. A report prepared for the UNESCO 2009 World Conference on Higher Education. Paris: UNESCO, 2009. 3. AMSLER, Sarah S.; BOLSMANN, Chris. University
-
2022-12-09T04:13:04Z18384Coleções Documentos Acadêmicos Autor Piatto, M. Vidic, N. Tomich, T.P. Garbach, K. Springer, N.P. Hedao, P. Musker, R. Huber, P.R. Langner, M. Sin, E. Mais Haden, V.R. Riggle, C. Lipari, G. Snider, S. Schweisguth, M. Mohammadi, Y. Quinn, J.F. White, A. Ingersoll, C. Hollander, A.D. Guillozet, K. Brodt, S. Idioma Inglês País Estados Unidos Tipo Artigo Palavras-chave Cooperação internacional Desenvolvimento agrícola Desenvolvimento sustentável
- conceptual frameworks of sustainable livelihoods from academic publications. These terms are integrated across perspectives using a common vocabulary, classified by their relevance to impacts and vulnerabilities, and categorized into groups by economic, environmental, physical, human, social, and political
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2022-12-09T04:13:40Z18433Coleções Documentos Acadêmicos Autor Cash-Gibson, L. Salgado-de-Snyder, V.N. Guerra, G. Idioma Inglês País Estados Unidos Tipo Artigo Palavras-chave Cooperação norte-sul Desenvolvimento sustentável Saúde
- strengthening SDH research capacities, under a successful S-N-S collaboration that included national mapping reports, a global open-access learning platform with tools and resources, ethical guidelines for research, policy recommendations, and academic contributions to the global SDH discourse. Conclusions: The
-
2022-12-09T02:15:34Z17711Coleções Documentos Acadêmicos Autor Činčera, Jan Cardoso, Alexandra Hedblom, Marcus Mikusiński, Grzegorz Koutsouris, Alex Vasconcelos, Clara Calheiros, Cristina Calafate, Luis Jones, Michael Iwińska, Katarzyna Mais Binka, Bohuslav Idioma Inglês País Suíça Tipo Artigo Palavras-chave Desenvolvimento sustentável Cooperação educacional
- successful implementation. Finally, we believe that results of this participatory study are useful in designing new projects aiming at further improvement of academic education in sustainability and sustainable development. Keywords: international cooperation; higher education institutions; European project
- ; educational resources; sustainability; diversity Sustainability 2019, 11, 5610; doi:10.3390/su11205610 www.mdpi.com/journal/sustainability sustainability# &!*-0+/ .Sustainability 2019, 11, 5610 1. Introduction 2 of 16 There is an emerging and accumulating knowledge on how to develop academic courses and
- because they are not aware of the research dimension that is valuable to their professional growth [21]. As a result, it calls for new and innovative forms of not only teaching but of all the processes of academic life, including student-teacher relations, university management, and curricula development
- is also considered essential to encourage universities to become more cross-disciplinary. This implies the rejection of individuality, elitism, the accumulation of benefit and academic territorialism relating to separation of disciplines and specialisations or, ‘epistemic sovereignty’ [66]. However
- , the competitive academic environment nowadays reinforces hostility to cross-disciplinary work [24]. Due to this situation, attaining cross-disciplinarity necessitates taking relevant initiatives that include the growth of enabling structures (both formal and informal possibilities for interaction
- [75,76]. Much of the current debate concerning the ESD in higher education institutions in Europe relates to the development of sustainability competencies among academic teachers. Capacity building that connects suitable pedagogical approaches with proper competences has been proposed to facilitate
- -disciplinarity and cultural differences among participants are particularly interesting. 2.3. This Study Among different mechanisms supporting the development of ESD in Europe is the economic support of international collaborative projects aiming at strengthening sustainability competencies among academic
- . We assumed that the results of our study could be useful in designing other international projects aiming at further improvement of academic education in sustainability and sustainable development. 3. Materials and Methods The WISE Project (Widening Interdisciplinary Sustainability Education), was
- aimed at promoting the process of sustainable development of the participating partners in the field of higher education, as aligned with the 17 goals of the 2030 Agenda for Sustainable Development [80]. The objective of the WISE Project was to improve the general ability of the academic teachers and
- additionally their own (internal) motivations towards achieving the project objectives. We believe that experiences from our project presented in this paper will be useful in designing new projects aiming at further improvement of academic education in sustainability and sustainable development with various
- . Sustain. Higher Ed. 2002, 3, 221–232. [CrossRef] 3. Wiek, A.; Withycombe, L.; Redman, C.L. Key competencies in sustainability: A reference framework for 4. academic program development. Sustain. Sci. 2011, 6, 203–218. [CrossRef] Pauw, J.B.; Gericke, N.; Olsson, D.; Berglund, T. The effectiveness of
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2022-12-09T02:16:25Z17733Coleções Documentos Acadêmicos Autor Amde, Woldekidan Kifle Sanders, David Lehmann, Uta Marchal, Bruno Idioma Inglês País Estados Unidos Tipo Artigo Palavras-chave Cooperação técnica África subsaariana Saúde
- their mandates of service provision and governance of their resources. Four academic institutions in Africa implemented a World Health Organisation-funded collaborative project encompassing training, curriculum development, and partnership to strengthen national leadership and training capacity for
- and governance of their resources. Four academic institutions in Africa implemented a World Health Organisation-funded collaborative project encompassing training, curriculum development, and partnership to strengthen national leadership and training capacity for health workforce development. This
- paper is part of a broader research project that fo- cuses on examining a collaboration among four academic institutions in Africa (year 2009–2015), to strengthen leader- ship and training capacity for health workforce development at both national and regional levels. The collaboration arose in response
- training programme. Additional criteria used in the selection of trainees include academic qualifica- tions, and local considerations of service duration and rep- resentation of sub-national groups [33]. Semi-structured in-depth interviews [37–39] were held with all the 18 training participants. We
- during or after the training. They were contract staff working in research projects affiliated with target departments in the universities. Two of them were later integrated into the departments as permanent academic staff with opportun- ities to teach HR-related courses. However, the other par- ticipant
- , teaches HR- related courses. Co ordinator of academic programmes, project manager Multiple opportunities to apply within the institution and represent institution in partnership with other institutions Stayed due to employer recognition, promotion, job security, advanced from project to permanent
- academic staff Amde et al. BMC Public Health (2019) 19:1557 Page 6 of 12 Table 1 Career progression and capacity application experiences of training participants (Continued) Code Background Opportunities to apply Reason for leaving/staying P55 Medical Science Institutional affiliation Local
- Stayed due to recognition; promotion, job security, transitioned from project to permanent academic staff Had multiple opportunities to practice in current role Stayed due to recognition, promotion, challenging assignments, job satisfaction Had multiple opportunities to apply capacity in former and
- [more] money … to take care of the family. It [consultancy] ends up [being a] big burden because I have to work, work, work. … I am still not thinking of leaving this public sector even though I am not satisfied with the salary because I still want to improve my academic career. [P35] The trainee
- spoke about the relevance of learning and the appropriateness of the curriculum and 17 partic- ipants found ways to apply the knowledge and skills ac- quired eight participants pursued new opportunities within their ministries, within and beyond HR directorates, three participants based in academic
- job satisfaction or opportunities to advance their career, despite being unhappy with their salary. In the case of academic institutions, the holding of multiple jobs ameliorated the tension around salaries. Retention represents one of the issues that accounts for the complexity of the link between
-
2022-12-09T02:08:35Z17594Coleções Documentos Acadêmicos Autor Silva-Lopes, B. Idioma Inglês País Portugal Tipo Artigo Palavras-chave Educação Ensino superior Cooperação internacional para o desenvolvimento (CID) Países lusófonos Portugal
- countries of the ACP region. Furthermore, the importance of invest- ing in academic staff training strategies, in the area of international cooperation for development (CID), emerged. Finally, in order to enhance quality and impact of future protocols it is also important to invest in broader
- importance of invest-ing in academic staff training strategies, in the area of international cooperation for development (CID), emerged. Finally, in order to enhance quality and impact of future protocols it is also important to invest in broader dissemination strategies of the work that has been developed
-
2022-12-09T04:26:57Z19657Coleções Documentos Acadêmicos Autor Freitas, Denise de Idioma Inglês País Brasil Tipo Artigo Palavras-chave Educação Ensino superior Saúde Cooperação internacional
- “International Association of Universities” (IAU), orga- nization affiliated to UNESCO considers that internationalization is a process that integrates different activities as academic mo- bility, collaborative research, international development projects, unified curricular aspects or disciplines
- postgraduate programs; 6) encourage the joint development of research institutions and/or foreign researchers, as well as the search for joint funding resources; 7) maximize the use of information and distance learning technolo- gies for the development of courses and other academic activities
- , with prospect of incorporation or international focus and consequent reduction of endogeny; 4) the possibility of raising the academic standards and quality of programs and curricula; 5) qualification of human resources (faculty and staff) and qualified labor provision for the labor
- market, academic or not, through differentiated training of students; 6) strengthening and promotion of institutional image; 7) diversifying the sources of revenue generation; 8) establishment of strategic partnerships to expand the academic horizon and knowledge production. CONCLUSION
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