INTRODUCING MYSELF AND UNIVALI UNIVALIS INTERNATIONALIZATION Start - - PowerPoint PPT Presentation

ENABLERS AND BLOCKERS AT IoC:

FOCUS ON THE TEACHING AND LEARNING PROCESSES

• Profa. Dra. Maria Elizabeth da Costa Gama

eg@univali.br

INTRODUCING MYSELF AND UNIVALI

UNIVALI’S INTERNATIONALIZATION PROCESS

• Start of the process:
• Creation of the

International Office

• Start of Student Mobility

Program – PIA (1st partner UMinho, Portugal)

• MOU signed with many

universities in countries in Europe and South America

• Programs for Faculty

Mobility

• Increase of cooperation

network

1 9 9 2

• 2

2 1

• 2

4

• Consolidation
• f cooperation

network

• Strategic

Partnerships

2 1 1

• 2

1 5

• Approval of the

Plan for the Development of the Intrnationalization Process (PDPI)

• Introduction of

strategic actions

• utlined in the

PDPI

• Approval of the

internationalization policy

UNIVALI’S PDPI

3 Dimensions

• Student Mobility
• Faculty Mobility
• Internationalization of curriculum

The CIGE Model for Comprehensive Internationalization

WHERE WE ARE TODAY

Student mobility (since 1992): Outbound: 745 Inbound: 383 Faculty mobility (last 3 years): Outbound: 76 Incoming: 124 Double Diploma:

• University of Alicante - Universitá Degli Studi di Perugia
• University of Coimbra -University of Minho
• University of Aveiro

UNIVALI IN THE WORLD

INTERNATIONAL STUDENTS

UNDERGRADUATE EXCHANGE STUDENTS

MOTIVATION

Every class (on campus or abroad) should prepare students to develop knowledge, abilities and attitudes which could enable them to live and work successful and harmoniously in the 21st century society.

IoC/IaH

• is an essential component of

internationalization of higher education of relevance to all staff and students;

IoC/IaH

• the incorporation of an international and

intercultural dimension into preparation, delivery and outcomes of a program of study ( Leask 2009);

• a dynamic, ongoing, interactive process aimed

transforming attitudes, skills and knowledge for effective communication across cultures and contexts (Freeman et al, 2008);

INTERNATIONALIZATION AT HOME- IaH

• Approaching linguitic competence, diversity,

multicultural education, inclusive curriculum and

• ther

activities that promote an international dimension at home.

• Thinking globally while living locally

International disciplines: Biopsychosocial Aspects of Pain: Comprehension and Treatment Brazilian and Regional Culinary Brazilian Architecture Brazilian Biodiversity: Plants, their Uses and Application in Foods, Cosmetics and Medicines Broadcasting Journalism Global Markets and Negotiation History and Cultural Patrimony Integracion Regional Culturas y Nuevos Mercados Intercultural Communication Major Brazilian Tropical Diseases Marketing Marketing Aspects in the Brazilian Consumer Behaviour Negociaciones Internacionales Principles of Environmental Sciences and Technology Society and Culture

COMPREHENSIVE INTERNATIONALIZATION ANSWERS Why are we doing this?

• Preparing students for global citizenship;
• Making students more competitive in the global

marketplace;

• Enhancing institutional reputation and competitive

position;

• Enhancing the research agenda;
• Strengthening engagement that promotes the application
• f knowledge;
• Making a better, more understanding world;

MAIN PROBLEM !

HOW TO SOLVE IT?

• By Listening to the voices of the

agents involved in the IoC pilot workshop( 201O) delivered at the course of Foreign Trade;

2010 PILOT IoC WORKSHOP

2010 PILOT IoC WORKSHOP

HOW DID I Do IT ?

• By carrying out a 3h- guided Interview

followed by open questions, with: FACULTY ( 6/ 12), COORDINATOR (1); TEACHING STAFF(0/3); VICE-RECTOR FOR TEACHING (1); ‘TEACHER TRAINER’ (1)

OPEN QUESTIONS

• Did your revise your course plan (syllabus) so

as to infuse the international and intercultural perspectives?

• Do you usually do it before the beginning of

every academic semester?

• What are the main blockers and enablers ?

ENABLERS

• “There is a very clear understanding

that internationalization is an interesting and necessary process [...] there is a desire to make it happen ...”

ENABLERS

• “Most professors in the course are

really motivated ... They know how important it is for our students ...” ;

ENABLERS

• ‘The idea of internationalization

was clearly understood ... We left the workshop very happy because we could certainly do that ... It was easy...’

ENABLERS

• “There is a lot of support from the

coordination of the course; After the workshop, Prof. Jorge helped us look

• ver our course plan... Objectives, pedagogical

strategies, references … Even now he is in another course, goes on doing it in an informal way.’’

ENABLERS

• “Institutional willingness to place

internationalization in its strategic planning is a reality…”

BLOCKERS

• “Professors seem to fear what is new

and unknown. So they resist the process…”

BLOCKERS

• IoC is misinterpreted as classes to be

taught in English, and that is not the case.

BLOCKERS

Professionals are increasingly seeking such training .. I missed workshops aimed at a better understanding of l the English language ... The internationalization is a process that we all seek to be engaged."

BLOCKERS

• “Professors are not willing to leave

their comfort zones; therefore, they must be guided and required (forced) to do things”.

BLOCKERS

• “Lack of preparation for teaching is the greatest

barrier to the internationalization of the curriculum ... the greatest difficulty in higher education in general ... a very great challenge for our teachers.

BLOCKERS

• “Mastering technical knowledge is not enough

… it is necessary know how to teach. ... the greatest difficulty is the lack of knowledge that teachers have about the very act of teaching."

BLOCKERS

• “it seems that there are two spaces:
• ne for the people responsible for

the IoC process, and another one for professors”;

BLOCKERS

• “I often miss the opportunity of providing

students with references and materials in a foreign language for lack of knowledge .. I speak for myself and also( what I know about) the experience of other colleagues…”

BLOCKERS

• “ How to present the student with references

in another language, if the teacher himself is not prepared for that ? So, the language may be both an enabler and a blocker”.

BLOCKERS

‘ The process of internationalization faces resistance within the institution itself ... It is relegated to the background; if there is another important the need, it will surely lose its place in the list of institutional priorities’

SOME PRELIMINARY RESULTS

SO NICE BEING WITH YOU IN CUIABÁ!