1. education

Conceptualizing a Model for the
Internationalization of the PhD
through the Lens of Brazilian and
U.S. Faculty in Different
Disciplines
International Conference on Doctoral Education
University of Central Florida
March 26, 2015
Carmen L. McCrink, Veronica Gesser, Heidi Whitford
Barry University
Research Question and
Conceptual Framework
 How
do Brazilian
and U.S. faculty,
from different
disciplines,
conceptualize a
model for the
internationalization
of the Ph.D.?

Socialization Theory (Bragg, 1976;
Tierney, 1997; Van Maanen &
Schein, 1979).

Interdisciplinary and global view
requires the development of
socialization skills;

Socialization is the “process
through which an individual learns
the knowledge, skills, values,
attitudes, habits of mind, and
modes of thinking that are
required to gain admission and
acceptance in a particular
organization or culture” (Gardner,
Jansujwicz, Hutchins, Cline &
Levesque, 2012, p. 378-379).
Method and Data Sources

Total of 12 doctoral faculty members
were interviewed:

6 from a private university in
Brazil

6 from a private university in the
U.S.

Disciplines included the following:

Computer Science

Counseling

Curriculum and Instruction

Exceptional Student Education

IRB Protocol guidelines

Human Resource Development

Pseudonyms assigned

Linguistics

Data collection process included:

Management

Face-to-face or Skype interviews

Pharmacy Administration

Semi-structured, open-ended
questions

Philosophy
Interview Protocol

How would you describe the commitment to higher education (in U.S. or Brazil)?

How would you describe the perceptions surrounding doctoral education (in the U.S. or
Brazil) vis-à-vis today’s global socioeconomic and political infrastructure?

What does the internationalization of higher education mean to you?

How do you perceive doctoral education within the context of internationalization?

Which factors do you believe need to be in place for the internationalization of
doctoral education?

How would you describe expectations and/or standards for doctoral study in your
specific discipline?

How is your specific discipline relevant to internationalization?

What are your thoughts as to how students in your discipline would benefit from the
internationalization of the PhD?

Which factors, or elements, do you believe are essential toward the development of an
international community of practice, for doctoral education, based on your experience
in teaching doctoral students?

What other thoughts do you have with reference to the future of the
internationalization of the PhD?
Data Analysis
•
•
•
Identification of analytic categories and
sub-categories;
Uploading of narratives into NVivo
software;
Coding of data for common themes guided
by principles of thematic and narrative
analysis (Merriam, 1998; Riessman, 2008).
Analytical Categories and
Emergent Themes
U. S. Faculty
Higher Education in the U.S.

Utilitarian function

Ph.D. as highly specialized, yet different models

Ph.D. in a state of fluctuation:

Change in perception based on the socioeconomic and political infrastructure—
from the pinnacle of academic achievement attained by only a few to flexibility in
admission requirements to accommodate international students.
[HED] “It’s becoming more of a business and we are aware of the issues
associated with that.”
“So I’ve seen it shift so much so that perhaps now students that traditionally use
to think about going to earn that bachelor’s degree feeling as if they have to
keep going and earn a graduate degree because the bachelor’s isn’t enough
anymore.”
“…so I think people look at it as a necessity in many ways.”
“I think that in the U.S. it’s more of a right…heavily supported by the
government through things like financial aid…”
Higher Education in the U.S.
(Cont.)
“…nobody needs a Ph.D. in business really.”
“People used to think of the doctorate as an elite type of degree that very few
people went for…I’m not really sure where we are right now with respect to
that.”
“I am seeing more and more international students applying for our doctoral
programs…we are really needing to look at what our application for admission
requirements are…the issue of the TOEFL is something that we’re constantly
struggling with.”
“Today Ph.D.s [are] easier to get, particularly in the United States compared to
other countries.”
“Whether it plays out in practice or whether it’s more rhetoric, I’ve had
experiences that make me think that there seems to be a commitment [to higher
education].”
Internationalization of the Ph.D.

Focus on global research

Partnering with institutions beyond boundaries

Bringing access to doctoral education to others around the globe
“So I think a global mindset is necessary…being able to get research from all over the
world.”
“It could mean that you bring a global perspective into education.”
“I look at it from the perspective of us having partnerships with international
institutions and by partnerships I mean us having faculty exchanges, having an
opportunity to go to another country and learn more about their educational process
and then having that partnership for them to be able to come here.”
“I guess it can be seen as one country promoting higher education and bringing higher
education to other countries that might not have it or it might be a common effort of
many countries that have the infrastructure and the resources to provide higher
education to those countries that cannot afford to provide it.”
“I think it’s important to have people that not just have traveled but have worked, or
at least done scholarship, whether it’s conferences or whether it’s collaborations, or
whether it’s even just going to listen to someone at a local conference that’s coming
from a different country.”
Discipline Relevance

Rigor in spite of discipline

Prescriptive process, yet dependent upon discipline

Global mindset should prevail
“Well, I think that one standard that has to be there regardless of the discipline
is rigor. You have to have people who know what they’re doing, good research,
good questions, solving problems…research that is current and cutting edge…”
“I think the expectation is to bridge that gap between reality and really what’s
happening and what we’re writing about and what we’re publishing. I don’t
know in other disciplines but in ours there is definitely a disconnect between the
business world and academia.”
“Yes, prescriptive is the word…We have aligned with what the expectations are
for a higher education faculty at any institution…”
“It’s important to me to provide and it’s always a challenge to make sure that I
can include voices from other places in meaningful and relevant ways in the
curriculum for the classes that I teach.”
Development of International
Community of Practice

Specific fields—HR and Counseling—consider themselves as such

Need for Resources

Need to promote disciplines overseas
“Well, this is pretty much, human resource development is an international
community of practice.”
“I think this is more meaningful at the Ph.D. level. That people can go to
conferences, conduct studies together such as cross-cultural in each area.”
“Well, I guess, thinking about my field an essential factor has to be a common
professional identity.”
“Once I took a tour in Australia and a person from Tasmania, she was a principal of a
school. She told me that now they are doing inclusion. They are doing all these
things because of the United States.”
“I think it’s important that people have experiences of their own; so going overseas
and teaching or learning whether it’s doing something like that. If you’re able to go
over and do coursework, for example, in another country or if you were able and do
some teaching.”
Analytical Categories and
Emergent Themes
Brazilian Faculty
Higher Education in the Brazil

Privatization of the higher Education;

Great expantion and great access;

Internationalization Policies;

Increase for Social Policies

Pressure to increase of scientific productivity;

Narrowing relations with the market;

Budget cuts;

Evaluation CAPES for quality;

Replacement of High qualified Professors by specialists;

Commodification of HED

Lack of Partnerships.
“Brazil has advanced in the last decade, considering that it started higher education later in
relation to our Latin American neighbors. Until recently so very few of us had access in higher
education compared to our neighboring countries and now I realize that this has improved
somewhat.” (B5).
Higher Education in the Brazil (Cont.)
“...there is a strong investment in social inclusion policies, expressed in the higher
education access policies, such as, Prouni, FIES and Open Universities in Brazil. It can
be said that these policies are of great impact, which seek to ensure access of the
poor or working class in higher education. ” (B1).
“From the perspective of internationalization there was a lot of investment in the
scholarship program for study abroad with the "Science without Borders" program.
This program has grown, especially in recent years int the government Rousseff which
will now probably go through evaluation. Brazil had a goal to send the largest possible
number of students to carry out part of the undergraduate or graduate (Masters and
PhD) or complete certain periods of their studies in foreign countries.” (B1)
“From the perspective of internationalization there was a lot of investment in the
scholarship program for study abroad with the "Science without Borders" program.
This program has grown, especially in recent years int the government Rousseff which
will now probably go through evaluation. Brazil had a goal to send the largest possible
number of students to carry out part of the undergraduate or graduate (Masters and
PhD) or complete certain periods of their studies in foreign countries.” (B2)
Higher Education in the Brazil (Cont.)
“. But it is a difficult time because it also reflects the quality education since it
can not be mainly in public universities hire Professors, it can not spend on extra
features, you can not even find partners for outdoor activities, then these
features are lacking in Brazilian higher education.” (B3)
“ the theme of quality I think CAPES has done important work in terms of taking
care of the quality of programs and hence the quality is also required of
programs that require, in turn, quality of students”. (B3).
“It is much more an expansion of higher education, a quantitative expansion
rather than qualitative. The expansion is too big already. It facilitates access to
higher education for workers, people who were excluded from education in
general, but the commitment is still very small. This expansion is happening in a
very fast way and the quality, although helpful, is still fragile. The assessment
procedures are more quantitative than qualitative, although there are some
initiatives to qualify that higher education with a process to internationalization
at undergraduate with the Science Without Borders program, but still I find it
very concerning. The quality is still left out because the quantity is much higher
than the quality.” (B4).
Higher Education in the Brazil (Cont.)
“higher education in Brazil has received government attention and society, but that falls short of
the need In terms of investment, in terms of greater participation of society in taking advantage
of research results in a greater dissemination of the results to society. I realize also lack of
stronger partnerships between the market and institutions, especially in technology”. (B6).
“Due to national and international policy, this commitment has just heading for privatization of
the higher Education. This idea of privatization has also embebeded the idea
of internationalization because of globalization which is based on the idea of eliminating
boundaries between countries”. (B1)
“The internationalization has become an important thing for international politics since the 1990s
and policies for higher education in Brazil are gaining strength, from the late 2000.” (B1).
“There has been pressure on the IES in order to align itself to these goals which induced through
rankings, reviews and qualifying performances. In this way we are induced, for example, to the
increase of scientific productivity, streamlining graduation, assessment of student performance,
the evaluation of the courses performance, streamlining graduate both broad sense, as strictly
speaking, the narrowing relations with the market’. (B1).
“Much recovery by quantitative productivity and therefore I believe that makes people do not
dare to design something more bold or innovative, then the groups did not risk so much.” (B5)
Internationalization of the Ph.D.











Great Expansion;
Increase of scholarships provision and polices;
Encompasses Broader perspectives;
Involves Global Approaches;
Discrepancies between what is done and society needs
Shrinking of time frame to complete a Ph.D.
Lack of critical thinking;
Professors are becoming practitioners rather than
thinkers;
Concerns about the brain drain phenomenon;
Curriculum Internationalization;
Change teaching and learning conceptions
Internationalization of the Ph.D.
“in Brazil and the results are a large and growing contingent of PHD’s.” (B2).
“The programas had in their origins, from CAPES, a great control in order to
release or not the opening of doctoral programs and they were more restricted to
public universities. If we compare what we had with what we have today, the
experiences are much larger and expanded. By 2010, we had few opportunities
to leave, for example, in order to perform doctorate abroad with scholarships.
There were, but they were very restricted opportunities. They were only
released if the researcher already presented a long history with another
university abroad. It was highly elitist. From this date on, these opportunities
have expanded significantly”. (B1)
Internationalization of the Ph.D.
“due to the Borderless Sciences policy that expanded the doctoral scholarship in
order to offer Doctoral sandwich programs, full doctorate and post-doctorate for
Professors who are working in doctoral programs. Compared to other moments
that we have lived, I believe we expanded a lot.” (B1)
“I understand that the internationalization of doctoral programs, especially in
education tends to allow a broader reflection, not just a region or a country, but
analyzing the problems in a more global approach. In this sense, I believe that
internationalization allows some demands that are very local problems or which
are linked to public policy of a country, or sometimes linked to low pay or
problems of poor teacher training, and are characteristics of a country, such
difficulties are investigated from other approaches, they are investigated in a
broader view. In this sense, I understand that internationalization can contribute
very strongly on the issue of bringing good examples, to bring another
perception, bring a focus or ideas that may work elsewhere and that can be
adapted to the reality of the country or not.” (B6)
Internationalization of the Ph.D.
“there is a distance between the training that our researches have and what
society needs. As well as undergraduate, doctoral courses was also very technical
and very restricted. Often these professionals can not have a different place in
society, in the market. There are many requirements for training. For example,
complete a doctorate in three years. This undermines the possibility of having a
fuller training in a doctoral course. The students already have to enter with a
project that can not go wrong, due to the short notice.” (B5)
“The real reason for the formation of a Researcher should be able to produce
solutions to that area which should be the priority to the scientific production.
How far this is contributing to science? We are becoming very pieceworkers, we
have no more time to reflect, to predict the future direction of each area and
the opportunities of interrelation. With this rate, even within my micro space, in
my area I do not have this future perspective. We are very operational on
schedule of what we do. Maybe 10% of our day we are doing something
pleasurable and reflective, the rest are operational demands.” (B5).
Internationalization of the Ph.D.
‘My concern when it comes PhD in Brazil is the brain drain which is an old
phenomenon, for a time had a certain interrumption, I say otherwise, have the people
who came to foreigner countries to get their PhD’s degrees, Their research exchanges
to return due to the number of appropriate competitions and working conditions
within the Brazilian sending organizations. What you see in recent years, is a setback
and therefore a very high risk of the brain drain phenomenon exacerbated, grow
back.” (B2).
“Internationalization means the elimination of language barriers. (…) for reading and
participating in events in which you can dialogue with other researchers. You can
receive foreigners in your institution, both researchers and doctoral students. (…)
Internationalization only happens if there is human interaction so not only through
articles and collaborations.” (B5).
“I understand as the construction of a broader research agenda. Even in a huge
country, sometimes we have few people researching the same thing. So, I believe that
would be the case of construction of new networks, building wider networks of
research becomes a more lively environment, and the internationalization would be
the reduction of barriers to languages with methodologies of research, greater
understanding between cultures and between different philosophical backgrounds
too.” (B6)
Internationalization of the Ph.D.
“The idea of internationalization is presented as the elimination of barriers to free
export talents.” (B1).
“internationalization as exchange of people, information, and even research. Of goods
that could be our research, our final products would our articles, etc.” (B3)
“The internationalization that we should pursue not only refers to the possibility of
sending doctoral students for exchanges in a given country and receive students from
other countries. The internationalization, at this level of training, should be related
to the curriculum of each program. What we teach the courses should always have an
international approach.” (B1).
“Internationalization is one of the main criteria for the distinction of excellence
programs. But this conception of CAPES of internationalization is not the concept of
internationalization that we discussed in here.” (B1)
“Internationalization in Brazil still depends on individual attitudes where Professors
through their networks get international partnerships. In a more international
program context internationalization has more to do with the program. The programs
internationalize by themselves and the people are part of this process. There are
people that hold this process for you, but internationalization of the program has
more to do with the programs initiatives.” (B3).
Internationalization of the Ph.D.
“Internationalization means, first, to expand research partnerships. It terms
possibility of expanding their partner networks to conduct research together. So
that researches are not only results of a particular culture, but for us to
understand certain objects of knowledge from various cultural perspectives. It
will generate the mobility of researchers to go other universities. This provides
expansion of horizons, other forms of knowledge which extends other
possibilities of knowledge to a researcher.” (B4).
“I consider the curriculum above any other dimension. I consider that the
curricular components need to be very detailed from the perspective of
transformative education, intercultural education. Since the choice of content,
from the choice of teaching strategies and learning, from evaluations and, of
course, the bibliographies.” (B2)
Discipline Relevance

Read text in different languages;

Global mindset must prevail;

Learning involves higher order thinking;

Take teaching approaches into consideration;

International literature.
“ (…) very close to a larger view of the world, their diversity, their different possibilities of doing
research and designing your subject.” (B1).
“An internationalized doctoral student would benefit changing your attitude to life and the
world. He/She would understand the object of study in an internationalized and comprehensive
perspective and put openly to other forms of "to be" in the world.” (B1).
“ (...) make doctoral students realize that science of which we speak in Brazil is a science also
studied and worked elsewhere. But this science can be worked and studied in different ways. I
try to do as much for doctoral students perceive science in this international perspective.” (B2)
Discipline Relevance
“My discipline is a differential in this sense, since the its issue is
internationalization strategy, which main objective is really to make the students
to have a whole vision of internationalization theory. It could develop them a
more global mindset that will lead the students to understand and promote this
process of internationalization not only linked companies, people, but also to
education.” (B3)
“It is essential. Because we need to know how other countries are working with
children. What are your policies? How such policies has affected the children
around the world. So overall, this is a worldwide concern. How to educate the
children to these new challenges, for that more technological society”. (B4)
“It is essential and also contributes to the international context and the
program's internationalization. Our area is extremely interdisciplinary, there is no
one working alone. The scientific production has almost always more than one
Professors. My area is internationalized, with much or little support, we must
work integrated. It is essential”. (B5).
“In my area, the internationalization is fundamental.” (B6)
Development of International Community
of Practice

Internationalized curriculum program.;

Overcome foreign languages barriers;

Increase of teaching and research exchanges and partnerships;

Increase of funding and Scholarships;

Federal and Institutional clear policies;

Increase of institutional infra-structure;

Partnerships for publication and research projects;

Set a global research agenda;

Multi-institutional Programs.
“ (…) stronger ties between researchers from different countries are essential in order
to get closer to this concept. An open minded set of all, and equal relations, so that
there is common tasks and common objects of study which would be necessary”. (B1)
Development of International Community
of Practice
“(…) a foreign language that the student will build and maintain pairs. In this way is
that the doctoral student will decipher aspects of another culture and also split on
their knowledge on your subject, their education, their profession and their culture.
In the process of internationalization which it is most in researches and exchanges of
Professors and talk about their profession, about his performance. How is the
profession for that area in other parts of the world? For the development of this
international community, I regard language knowledge as fundamental. In addition,
doctoral students need to experience in its origin the movement of an
internationalized program. Exchanges of students, Professors, projects, publications
in partnerships, etc. Finally, the PhD student must thus realize that the curriculum is
thus permeated.” (B2).
“I think the first thing is the communication process. Make reading and research
studies conducted elsewhere in the world. Publication in international journals. Read,
produce and publish internationally in partnership with others in the field, in another
language. Another thing may be the best use of the online network. For example,
create a website of the research group to socialize what the group has been doing. To
participate in international events. For all of this, we need institutional support.
Personal efforts we are already doing. We also need to expand our network and
countries.” (B4).
Development of International Community
of Practice
“First, having a proactive institutional policy for internationalization. Without it,
it is not going to happen. No matter if the programs want or need to
internationalize, but if the institutional policy is not focused on this element. I
consider a much more micro action because if we depend on Federal institutional
policies that we will not get it. From this micro policy having individual, joint
actions; that is, a set of Professors seeking internationalization as a key factor
for teaching quality in the doctoral program where They are linked. And this set
of individual actions, always thinking a whole, the program, not just themselves.
For example, I am an international Professor, but to what extent a Professor of
the whole program makes the difference? We need an international group to be
recognized as an international program. And therefore, I believe that individual
actions, thinking of the program as a whole is what we need to have more and
more internationalized doctoral programs.” (B3).
Development of International Community
of Practice
“we need support for mobility and for the funding of projects that, in our area, are
expensive. So, we must have financing for the implementation of the projects. So,
financing is necessary for personnel costing and project execution. We have a hard
time to bring these Professors because we have no resources. We also need support
for output of our Professors salary, scholarship, support for displacement, etc.
Internally, in our institution lacking support policies to assist these costs. In summary,
the meeting, the personal mobility of researchers and students is the key.” (B5)
“I understand that Researches' associations, academic organizations could propose an
agenda of research problems. I think this could be a starting point, especially in the
area that I act. It would be to identify common problems, perhaps UNESCO do it, but I
am not sure. So, having a common agenda made by the researchers.” (B6)
“I think of a doctoral modality to be multi- institutional. That is, a network of
institutions that legitimize the diploma of a doctoral Student and that the networks
would allow the student mobility within that very broad way of network. Then, we
could make a curriculum almost like a sequential, by choosing the skills that the
doctoral student wished to develop or finding where are the research niches that the
student has affinity. So I understand that internationalization could do this; that is,
work with multi- institutional programs.” (B6).
Future Outlook

Stronger Efforts for curricula internationalization;

Stronger and clear Federal and Institutional policies;

Intensive Professors and Students exchanges and partnerships;

Greater investments in infra-structured;

Clear support and funding from Federal, State and institutional agencies;

Improve quality of Basic Education (from early childhood to High School);

Trend to consolidation;

Knowledge of foreigner language increase.
“I think there is a strong trend of internationalization to expand and to
consolidate.” (B1)
“I believe that foreign language, English, for example, must be a requirement in
doctoral programs”. (B1)
Future Outlook
“An international curriculum is required.” (B2).
“That the institutions are absolutely organized when it comes to Professors’ leaving
for an exchange in order for the Professor to feel relaxed about their mobility. (…) I
think there is a misalignment between what the government announces to what the
institutions have in some of their advertising materials about the term
"internationalization”. (B2).
“I see that more advanced programs in the evaluation has no choice but to
internationalize. And in the medium and long term all programs should be
internationalized regardless of the assessment they have.” (B3)
“That we could have a foreign Professor every semester and also being able to have
our Professors goint to international programs every six months in other universities to
teach seminars. The doctoral Professor should have more time for his doctoral works
and not getting sliced in multiple institutional activities, in order to facilitate the
process of mobility. We live a thought still very outdated, that the good Professor is
one who teaches many classes throughout the semester. Otherwise, we will never
have internationalization because it requires mobility. Although everything is in the
begining, I am optimistic about it. People will have to change their vision around what
is to be a researcher and for that we need more support.” (B4)
Future Outlook
“I think we are on a path of no return. The internationalization will happen. It
needs to happen and we want it to happen. Despite the difficulties we have
achieved. But I think the timing is good, however we lack yet, support and
promotion policies, internally, I see this process with optimism, mainly because
we now have ease in sending students abroad and to approve projects with
development for these exchanges, when it begins, I think it will be a continuous
motion. Only if they cut all government funding sources, it would be a step
backwards. But in terms of government policies should continue and intensify.
You can not go back. We do not want to stop doing. But also the personal barriers
also need to be overcome. So we, Professors, have a lot of responsibility with
that.” (B5)
“I think that is connected to this context and I believe that internationalization
started with the idea of globalization, with the advancement of technology and
communications. This allowed the distances to be reduced, although this has
started more in trade and now it ended up influencing the academic activities as
well. So this is the result of a larger process of globalization. And therefore I
believe it is a trend that will happen. I believe that what is open is the question
of defining research agendas and how they will be effectively defined.” (B6)
References
Bragg, A. K. (1976). The socialization process in higher education. Washington, DC: The
George Washington University.
Gardner, S. K., Jansujwicz, J., Hutchins, K., Cline, B., & Levesque, V. (2012).
Interdisciplinary doctoral student socialization. International Journal of Doctoral
Studies, 7, 377-394.
Merriam, S. B. (1998). Qualitative research and case study applications in education. San
Francisco, CA: Jossey-Bass.
Riessman, C. K. (2008). Narrative methods for the human sciences. Thousand Oaks, CA:
Sage.
Tierney, W. G. (1997). Organizational socialization in higher education. The Journal of
Higher Education, 68, 1-16.
Van Maanen, J., & Schein, E. H. (1979). Toward a theory of organizational socialization.
Research in Organizational Behavior, 1, 209-264.
Major Themes
Higher Education in the U.S. and Brazil



Compared Results of Sub-Themes for Major Themes
Sub-Themes - (U.S.)
Sub-Themes - (BRAZIL)
Utilitarian function

Privatization of higher Education;
Ph.D. as highly specialized, yet different models

Great expansion and great access;
Ph.D. in a state of fluctuation:

Internationalization Policies;
⦁
Change in perception based on the socioeconomic and political

Increase for Social Policies;
infrastructure—from the pinnacle of academic achievement attained by

Pressure for increase in scientific productivity;
only a few to flexibility in admission requirements to accommodate

Narrowing relations with the market;
international students.

Budget cuts;

Evaluation CAPES for quality;

Replacement of Highly qualified Professors by specialists;

Commodification of HED

Lack of Partnerships.
Internationalization of the Ph.D.



Focus on global research
Partnering with institutions beyond boundaries
Bringing access to doctoral education to others around the globe











Great Expansion;
Increase of scholarships provision and polices;
Encompasses Broader perspectives;
Involves Global Approaches;
Discrepancies between what is done and society needs
Shrinking of time frame to complete a Ph.D.
Lack of critical thinking;
Professors are becoming practitioners rather than thinkers;
Concerns about the brain drain phenomenon;
Curriculum Internationalization;
Change teaching and learning conceptions
Discipline Relevance
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Rigor in spite of discipline
Prescriptive process, yet dependent upon discipline
Global mindset should prevail
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Read text in different languages;
Global mindset must prevail;
Learning involves higher order thinking;
Take teaching approaches into consideration;
International literature.
Specific fields—HR and Counseling—consider themselves as such
Need for Resources
Need to promote disciplines overseas
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Internationalized curriculum program.;
Overcome foreign languages barriers;
Increase of teaching and research exchanges and partnerships;
Increase of funding and Scholarships;
Federal and Institutional clear policies;
Increase of institutional infra-structure;
Partnerships for publication and research projects;
Set a global research agenda;
Multi-institutional Programs.
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Stronger Efforts for curricula internationalization;
Stronger and clear Federal and Institutional policies;
Intensive Professors and Students exchanges and partnerships;
Greater investments in infra-structured;
Clear support and funding from Federal, State and institutional agencies;
Improve quality of Basic Education (from early childhood to High School);
Trend to consolidation;
Increase knowledge of foreign language.
Development of International Community 
of Practice
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Future Outlook