This paper examines the approach Brazil has taken to promote the internationalization of higher education over the last decade. Three key areas are identified: human resources development, institution building, and international partnerships. Our analyses of initiatives in these areas demonstrate that Brazil does not follow global trends such as the creation of world-class universities or the pursuit of “excellence initiatives” to help universities reach higher positions in global rankings. Instead, recent strategies for international collaboration in higher education follow variegated domestic goals that encompass the logics of foreign policy and the internal priorities of federal research and education agencies. The nature and limitations of these strategies are discussed.
This chapter provides an overview of Brazil-EU cooperation in higher education, situating the discussion in the context of relevant actors, government agencies, and long-term patterns of engagement in internationalisation. Recent policy developments are discussed, as well as the challenges raised by the current political context for the near future of international academic cooperation.
The chapter situates the Brazil-EU cooperation in higher education in the context of Brazil’s efforts to promote internationalisation. Federal and state governments have developed programmes to promote international academic cooperation. Universities, in spite of administrative and policy infrastructures that do not prioritise internationalisation, respond to government initiatives and create programmes that respond to particular institutional interests. Academic careers, while rooted in a context of relatively limited internationalisation, are marked by institutional incentives to establish international engagement.
Entrepreneurship education is a growing field of studies internationally, as a range of curricular and co-curricular programs have emerged in higher education institutions. Considering the multiple goals and motivations of both those supporting and running entrepreneurship programs, how do entrepreneurship educators define “success”? This study explores this question focusing on the Canadian province of Ontario. Ontario is a critical case for investigating entrepreneurship education as programs in the field have proliferated over the past decade. Findings show multiple co-existing views on student success that are far from being reconciled, and speak to broader debates over the goals of entrepreneurship education in the university.