University Internationalization

Internationalization of the curriculum in holding international classes is an important topic in efforts to internationalize universities. This research aims to investigate the concept of curriculum design, implementation, and review of international class curricula. A qualitative approach with a case study design is applied to examine the best practices of one of the universities in Indonesia and Malaysia included in the Quacquarelli Symonds World University Rankings (QS-WUR) ranking. Data collection is carried out using documentation techniques by searching the university website, observing, and interviewing informants such as: program managers, students, lecturers, and academic support staffs. The research results show that: i) The curriculum design adopts the national curriculum by adding an introduction to local culture and language, as well as developing an international experience program; ii) Curriculum implementation is carried out by opening special classes in Indonesia and regular classes in Malaysia, international experience is mandatory in Indonesia and optional in Malaysia; and iii) Curriculum reviews are carried out periodically by the study program with support from the internal quality assurance unit involving stakeholders, to be further assessed through national and international accreditation. The research results become an initial reference for universities in the context of campus internationalization by opening international classes through curriculum internationalization.

Presentation (ENG), Presentazione (ITA), Apresentação (POR), Presentación (ESP).
ENG - Is it possible to identify, decode, if any, specific characteristics and critical perspectives of a GloCal approach to International Service-Learning projects? The volume presents itself as a point of convergence for a multiplicity of contributions from a very varied group of authors, by geographical origin, cultural and methodological approach, field of research and experience, who participated in the 1st week of total immersion in GloCal Service-Learning. A scientific event promoted and implemented by the Mestrado (Master) in Education, Culture and Semi-arid Territories, PPGESA of the Department of Human Sciences DCH III, UNEB, in Juazeiro-BA, Brazil, through the Intereurisland research and exchange program. A chorus, a harmonious fusion capable of restoring that multifaceted and at the same time unitary polyhedron which is a common object of exploration, Service-Learning, opening a new path of reflection, investigation, action and training in a Glo-Cal approach, like a key to understanding and transformative intervention with respect to the challenges that globalization poses to education today. The edition and publication of the volume received financial support from the Support Program for Events in the Country (PAEP), developed by the Coordination for the Improvement of Higher Education Personnel (CAPES), Brazil, Call: 2022.6.
ITA - È possibile identificare, decodificare, se presenti, caratteristiche specifiche e prospettive critiche di un approccio GloCal a progetti di Service-Learning Internazionale? Il volume si presenta come punto di convergenza per una molteplicità di contributi di un gruppo molto vario di autori, per provenienza geografica, approccio culturale e metodologico, ambito di ricerca ed esperienza, che hanno partecipato alla 1a settimana di immersione totale nel GloCal Service-Learning. Un evento scientifico promosso e realizzato dal Mestrado (Master) in Educazione, Cultura e Territori Semi-aridi, PPGESA del Dipartimento di Scienze Umane DCH III, UNEB, a Juazeiro-BA, Brasile, attraverso il programma di ricerca e scambio Intereurisland. Un coro, una fusione armonica capace di restituire quel poliedro sfaccettato e allo stesso tempo unitario che è oggetto comune di esplorazione, il Service-Learning, aprendo un nuovo percorso di riflessione, indagine, azione e formazione in un approccio Glo-Cal, come una chiave di lettura e di intervento trasformativo rispetto alle sfide che la globalizzazione pone oggi all’educazione. L'edizione e la pubblicazione del volume hanno ricevuto il sostegno finanziario del Programma di sostegno agli eventi nel Paese (PAEP), sviluppato dal Coordinamento per il miglioramento del personale dell'istruzione superiore (CAPES), Brasile, Bando n. 2022.6.
POR - É possível identificar, decodificar, se existirem, características específicas e perspectivas críticas de uma abordagem GloCal para projetos de Aprendizagem – Solidária Internacional? O volume apresenta-se como ponto de convergência de uma multiplicidade de contributos de um conjunto muito variado de autoras e autores, por origem geográfica, abordagem cultural e metodológica, área de investigação e experiência, que participaram na 1ª semana de imersão total na Aprendizagem – Solidária GloCal. Um Evento científico promovido e implementado pelo Mestrado em Educação, Cultura e Territórios Semiáridos, PPGESA do Departamento de Ciências Humanas DCH III, UNEB, em Juazeiro-BA, Brasil, por meio do programa de pesquisa e intercâmbio Intereurisland. Um coro, uma fusão harmónica capaz de restaurar aquele poliedro multifacetado e ao mesmo tempo unitário que é o objeto comum de exploração, a Aprendizagem-Solidária, abrindo um novo caminho de reflexão, investigação, ação e formação numa abordagem Glo-Cal, como uma chave para a leitura e a intervenção transformadora no que diz respeito aos desafios que a globalização coloca à educação hoje. A edição e publicação do volume contou com o apoio financeiro do Programa de Apoio a Eventos no País (PAEP), desenvolvido pela Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES), Brasil, Edital: 2022.6.
ESP - ¿Es posible identificar, decodificar, si las hay, características específicas y perspectivas críticas de un enfoque GloCal para proyectos internacionales de Aprendizaje-Servicio? El volumen se presenta como un punto de convergencia para una multiplicidad de contribuciones de un grupo muy variado de autores, por origen geográfico, enfoque cultural y metodológico, campo de investigación y experiencia, que participaron en la 1ª semana de inmersión total en Aprendizaje-Servicio GloCal. Evento científico promovido e implementado por el Mestrado en Educación, Cultura y Territorios Semiáridos, PPGESA del Departamento de Ciencias Humanas DCH III, UNEB, en Juazeiro-BA, Brasil, a través del programa de investigación e intercambio Intereurisland. Un coro, una fusión armoniosa capaz de restaurar ese poliedro multifacético y al mismo tiempo unitario que es objeto común de exploración, el Aprendizaje-Servicio, abriendo un nuevo camino de reflexión, investigación, acción y formación en un enfoque Glo-Cal, como una clave para la comprensión y la intervención transformadora respecto de los desafíos que la globalización plantea a la educación hoy. La edición y publicación del volumen recibió apoyo financiero del Programa de Apoyo a Eventos País (PAEP), desarrollado por la Coordinación de Perfeccionamiento del Personal de Educación Superior (CAPES), Brasil, Convocatoria no. 2022.6.

In this article, 41 Service-Learning (SL) courses have been evaluated in 5 Spanish universities (4 public and 1 private), in order to determine whether they are SL initiatives or other type of educational practices. These experiences, which were implemented during the 2015/2016 academic year, covered degree programs from the five knowledge areas. Most of them involved Bachelor’s degree students and only one of them Master’s degree students. A qualitative methodology has been used, focused on content analysis and based on evaluations made by four experts. The analysis of the experiences points out an encouraging course of action for this methodology in the Spanish university system, showing a certain change in the teaching culture, as they all meet the basic requirements which, according to international literature, must be present in service-learning projects and are also considered as criteria for assessing quality in such projects. Finally, a three-way action is presented, to open...

In this article, 41 Service-Learning (SL) courses have been evaluated in 5 Spanish universities (4 public and 1 private), in order to determine whether they are SL initiatives or other type of educational practices. These experiences, which were implemented during the 2015/2016 academic year, covered degree programs from the five knowledge areas. Most of them involved Bachelor’s degree students and only one of them Master’s degree students. A qualitative methodology has been used, focused on content analysis and based on evaluations made by four experts. The analysis of the experiences points out an encouraging course of action for this methodology in the Spanish university system, showing a certain change in the teaching culture, as they all meet the basic requirements which, according to international literature, must be present in service-learning projects and are also considered as criteria for assessing quality in such projects. Finally, a three-way action is presented, to open...

ES Este artículo presenta la situación del Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE), por lo que respecta al Español como Segunda Lengua en la Educación Superior (ESLES). En el ámbito del español como lengua extranjera son cada vez más numerosos los estudiantes universitarios que asisten a clases en español sin ser esta su lengua materna y que aprenden así, simultáneamente, tanto los contenidos de la materia como la lengua vehicular en la que se imparten. Desde esta perspectiva, abordamos la cuestión en tres apartados. En el primero, se revisa la fundamentación teórica en la que se enmarcan los estudios sobre aprendizaje por contenidos y sobre Español Académico (EA), ofreciendo un estado de la cuestión. En el segundo, mostramos los proyectos que en esta área se están realizando desde el Grupo de investigación en Adquisición y enseñanza de segundas lenguas y lenguas extranjeras de la Universidad de Alicante (ACQUA). Las conclusiones constituyen el tercer y último apartado, en el que resumimos los resultados del trabajo realizado y proponemos futuras líneas de investigación.

As the whole world reels under the impact of an unprecedented health crisis brought about by the COVID-19 pandemic, there has been little attention paid to its effect on grassroots communities and marginalized sectors. This is particularly important given the haphazard and erratic manner of official measures that have been implemented to contain the contagion and amidst a situation where health systems face serious challenges to confront a crisis of these proportions. While national reports are extensively documented and macronumbers are often reported, there is a need to look more closely at underprivileged sectors and communities. This report documents what marginalized communities in Southeast Asia are engaging in, and how they have responded to the pandemic. Results are varied, conditioned by the location, existence of community and sectoral organizations, and levels of social solidarity and collective consciousness.

In this article, 41 Service-Learning (SL) courses have been evaluated in 5 Spanish universities (4 public and 1 private), in order to determine whether they are SL initiatives or other type of educational practices. These experiences, which were implemented during the 2015/2016 academic year, covered degree programs from the five knowledge areas. Most of them involved Bachelor’s degree students and only one of them Master’s degree students. A qualitative methodology has been used, focused on content analysis and based on evaluations made by four experts. The analysis of the experiences points out an encouraging course of action for this methodology in the Spanish university system, showing a certain change in the teaching culture, as they all meet the basic requirements which, according to international literature, must be present in service-learning projects and are also considered as criteria for assessing quality in such projects. Finally, a three-way action is presented, to open...

Since the era of the Millennium Development Goals (MDGs), the United Nations (UN) has viewed the importance of partnerships to facilitate the development of countries, particularly in the developing world. The introduction of Sustainable Development Goals (SDGs) in 2015 enabled the global body to revise its paradigm as partnerships are now viewed comprehensively in terms of participant actors and the scope of activities encompassing the local, national, regional, and global levels. The pluralization brought by the SDGs by acknowledging the important role of the private sector and civil society empowered non-state actors (NSAs) in a global system previously perceived as a realm dominated by nation-states. Building on reports about the increasing role of NSAs, the private sector, and civil society in delivering development outcomes, this chapter aims to contribute to the expanding discussion of university social responsibility (USR) through higher education internationalization (HEI). This chapter showcases the experience of a multisectoral partnership organization composed of universities, businesses, and secular and faith-based civil society organizations (CSOs) in Kaohsiung City, Taiwan. As the membership of the organization is primarily participated by universities, most of its social responsibility initiatives are spearheaded by universities based in Southern Taiwan cities. Inspired by its development philosophy of linking industries, cities, universities, and entrepreneurs (ICUE), this chapter discusses how the efforts of this Kaohsiung-based multisectoral organization contribute to the achievement of SDG 17 (Partnership for the Goals) through its social responsibility programs towards local government leaders of Kaohsiung and the public higher education sector in the Philippines.

Service-learning is conceived of as an active pedagogical approach that integrates community services into learning processes. Although this practice has a long history in the Americas, it is still emerging in some European countries. Since the Bologna Process, Spanish universities have faced challenges associated with introducing learner-centered pedagogies and fostering students’ social responsibility. However, service-learning fuses these two lines of intervention. This article aims to provide data about the degree to which service-learning has been established and institutionalized at Spanish universities. To obtain these data, an electronic questionnaire based on a self-assessment rubric for the institutionalization of service-learning in higher education was sent to selected informants at Spanish universities. The results showed that most Spanish universities are at a very early stage in the institutionalization of service-learning; in fact, only a few appear to have mechanism...

Over the last two decades, there has been a growing emphasis on the transformation of higher education within Europe. The promotion of active and democratic citizenship through formal higher education is a primary concern. Service-learning (SL) has proven to be a powerful didactic methodology for achieving these ideals. The objective of this paper is to highlight some reflections that permeate SL european experiences, published in the European Observatory of Service-Learning in Higher Education, between January 2020 and September 2021. The counting and percentages of the valued attitudes of SL experiences were collected to explore the guiding philosophy, historical roots, purposes, and underpinning features of SL, contextual factors affecting the practice of SL in the partner institutions and countries, and future challenges and opportunities. Conclusions focus on SL growth and mainstreaming; SL as a core strategic pillar for developing deeper community-higher education partnerships...

This research was supported by Universidad Autonoma de Madrid, in the framework of the Project FP-L2/1.13 “Service-Learning Virtualization. Digital Resources and Virtual Learning Communities on the Web 2.0” [Virtualizacion del Aprendizaje-Servicio. Recursos Digitales y Comunidades Virtuales de Aprendizaje en la Web 2.0]. This study was developed in the framework of the Research “Service-Learning experiences in teacher training. A Case Study”

Eixo temático: Internacionalização da Educação Superior Resumo: Em que medida as ações de internacionalização universitária em casa ("at home") (KNIGHT, 2004, 2008) contribuem para a formação de profissionais da área de negócios? Como incluir, nesse processo, metodologias ativas de aprendizagem? Estas são duas perguntas norteadoras desse artigo. O ambiente de negócios contemporâneo exige que os profissionais trabalhem proativamente, considerando diversas culturas e realidades. Nesse contexto, ainda que as ações tradicionais de internacionalização universitária-como por exemplo, a cooperação e intercâmbios (CHAN, 2004), continuem relevantes, um dos maiores desafios está relacionado às ações de internacionalização "em casa". Em que medida é possível aproveitar tais ações para contribuir com a formação dos profissionais, mesmo daqueles que não saem para atividades de intercâmbio? Ademais, é cada vez mais reconhecido que os métodos de aprendizagem ativa envolvem os alunos no processo de aprendizagem mais diretamente do que em outros métodos (BONWELL, EISON, 1991. DIESEL et al, 2017). Assim, o Laboratório de Ensino em negócios internacionais da UNIVALI-Trade Júnior Assessoria e Consultoria em Comércio Exteriorsomou ações de internacionalização em casa, com metodologias ativas e foi o palco para o desenvolvimento de uma forma inovadora de integrar os acadêmicos da graduação e acadêmicos intercambistas. A oferta da disciplina Global Business Intelligence (GBI), permite que os acadêmicos intercambistas trabalhem juntamente com os acadêmicos brasileiros em soluções reais para desafios de empresas locais. Além do trabalho no laboratório de ensino, com casos reais, a disciplina permite tanto que os acadêmicos brasileiros ensinem para os intercambistas como funciona o cenário do comércio exterior brasileiro, quanto que os intercambistas ensinem aspectos técnicos e culturais de seus países de origem. Este artigo tem abordagem qualitativa, apresenta o relato da experiência de Professoras que participaram das ofertas, no segundo semestre de 2017 e primeiro semestre de 2018. As fontes de coleta de dados foram primárias (observação participante, relatos e dados coletados com as atividades) e secundárias (livros, artigos e sites de internet consultados). A disciplina foi desenvolvida em idioma estrangeiro (Inglês), nas dependências da Trade Júnior. A experiência leva a concluir que, combinando as oportunidades geradas pelas políticas de internacionalização das instituições de ensino superior e as metodologias ativas, é possível contribuir para experiências motivadoras de ensino-aprendizagem, integrando alunos, fazendo-os avançar não apenas no conteúdo previsto, como também nos aspectos humanos.

What does an international Service-Learning experience in Brazil mean for university students of the University of Padua, Italy? How relevant is a proposal of this type from the point of view of internationalization and social responsibility of the University and from the educational point of view for the students involved? The research presented in this article stems from the desire to answer these questions and share some reflections related to the study and internship experience in Brazil of students of the University of Padua (UNIPD), Italy, in the period between 2017 and 2018. Research developed on the basis of a bilateral agreement and a joint PhD supervision agreement between UNIPD and the University of the State of Bahia (UNEB), Brazil. The research aimed to analyses and develop justifiably new possible strategies for the internationalization of experiences of social responsibility of the university, through the mobility of undergraduate students, with a mixed path of study and internship. 'abroad.
Among the strengths, the research highlights the significance of the intersection of the three themes of the conceptual framework. In fact, international mobility and intercultural dialogue between players from different countries, inter-sectoriality between universities and communities, the alternation between study and internship and service learning were the fertile ground for exchange and enrichment, from a lot of different points of view.

In 2016, the island-nation of Taiwan launched its New Southbound Policy (NSBP) to improve its cooperation efforts to Southeast Asian countries. However, even prior to the "look-south" attitude, a private organisation in Southern Taiwan has already initiated their own partnership efforts to Southeast Asian counterparts a decade before. Named as the Edu-Connect Southeast Asia Association, the organisation aims to create an integrated region by starting with the Philippines through the employment of city learning tours to Kaohsiung City to promote academic and business linkages. This commentary offers an appraisal about its activities by attempting to locate them in the extant literature. While regionalization attempts through education is no longer a novel approach, the Edu-Connect faces a number of challenges and opportunities in its engagement with the Philippines higher educational sector particularly in the following issues, namely, the unique status of its institutional partners in the Philippines, the potential of universities to emerge as game-changers in international affairs, the tendency of polarizing views dictated by the dichotomy of classifying countries as developed and developing, power asymmetries between Southern Taiwan and Philippine universities, and certain issues on its social entrepreneurship operations.

The learning process in a graduate program during the pandemic of Covid-19 has challenged professors and students. The very intensive tasks included online classes, Zoom or Google Meet platforms, e-mails, and webinars to keep students motivated and connected to the world. In this context, this is my second year mentoring relationship with Kabir Kareem, who is at the School of Social Sciences, University of KwaZulu-Natal, Durban, South Africa, as part of the ISTR Mentoring Program. Most relationships last for one program year but we requested to continue our relationship, as Kabir is doing a research on “Gender, Equality and Resistance: A Narrative of Nigeria Women Struggle for Liberation, 1914-1960”, that match with my specialty. He was invited to join our morning class on Tuesday, to interact with Brazilian graduate students of Political Science and International Relations at Universidade Federal da Paraiba, João Pessoa, Northeast of Brazil. The objective was to introduce Kabir, to listen to his experiences as a Nigerian citizen, describing his memories, and focusing on political, social and economic issues.