O nível de internacionalização das Instituições de Ensino Superior Brasileiras.

Abstract

Over the past decades, the internationalization of higher education has become a fundamental practice in most institutions all over the world (TAMTIK and KIRSS; 2016), and as the internationalization gains strength in the educational context, it identifies the increase of research involving the development of methods to measure it (GAO, 2015). De Wit (2011) emphasizes that the internationalization has become an indicator of quality in higher education, and measuring the results helps to clarify and focus the academic benefits of internationalization (Knight, 2015). Therefore, the present study aims to measure the level of internationalization of Higher Education Institutions (HEI) in Brazil. To achieve this goal, we carried out a survey with qualitative and quantitative analysis, through interviews with five managers who coordinate the sector of international relations in different educational institutions, in addition to the application of a questionnaire. Was analyzed instruments and studies carried out in other countries, and from the crossing these data with the information obtained from the interviews, which were conducted from a semi-structured script, was elaborated a questionnaire. The sending of the questionnaire occurred through digital media, being routed to 1,147 HEI, obtaining a return rate of 6.70%. For the treatment of data were employed techniques for univariate analysis (descriptive analysis and frequency) and multivariate (exploratory factor analysis). Among the results in this study, it can be inferred that in literature there isn’t a standard instrument that can be used to measure the internationalization of education, being that each instrument uses a structure adapted to their reality. It is evident that in Brazil were not identified quantitative studies linked to the theme of this study. After validating the adequacy, consistency and reliability of the questionnaire, it was identified an instrument composed of 6 dimensions and 66 variables. In the end, from a scale from 1 to 5, it was identified that the HEI have an average level of internationalization (3.14), being that international partnership was the dimension with the highest level of internationalization (3.87) and the curriculum (2.43) and the research (2.61) was the areas with the lowest level of internationalization. These results are discussed in the last chapter of this study, in which are presented the academic implications and managerial, limitations and suggestions for future studies.