Proposta de um processo de implantação e gestão da internacionalização na graduação

Abstract

The internationalization of Higher Education has become a priority for many Higher Education Institutions (HEIs), being one of the goals of universities within the Sustainable Development Goals to train professionals with multiple skills. However, internationalization at undergraduate level deserves attention as postgraduate studies have more obvious incentives. In this context, it is essential to understand the internationalization processes in HEIs, identify their potential and address their weaknesses to achieve comprehensive undergraduate training. The objective of this study is to propose a process for implementing and managing internationalization in undergraduate courses. The methodology used was interdisciplinary research of an exploratory and qualitative nature, which included a systematic review of the literature to study publications on internationalization at undergraduate level, a case study in one of the FATEC units in the interior of the State of São Paulo to compare its situation with theory, and a documentary review of files available in the public domain of the institution in question, in search of examples of implementation and internationalization management practices. It was found that the main requirements for the success of the HEI internationalization process are strong public policies and adequate investments. These factors involve planning, international partnerships, adaptation of the pedagogical curriculum, general training with foreign language courses, investments in technologies, evaluation and control of results. Critical points in this process include the lack of internal and external political support, investment analysis, planning, teacher training and alignment of academic content and documentation. As an aid tool to address these issues, the Balanced ScoreCard is a considerable alternative in management, as it helps organizations translate their vision and strategy into operational objectives, aligning internationalization with objectives and indicators with comprehensive perspectives (financial; customer; internal processes; and learning and growth). This allows HEIs to adjust their strategies to their operations and measure their progress towards internationalization. It is concluded that the BSC is a tool that can be adapted for the internationalization process of HEIs. In this way, the PTT was structured from the perspectives of the BSC, adapting the specific demands of the HEIs, resulting in the guide with elements for implementing internationalization in undergraduate courses and the technical report with situational analysis and action plan for internationalization. Regarding the case study, there is reinforcement in planning and curricular adaptation due to the international relations consultancy created exclusively for this subject. The unit is still in the initial phase of investing in methodologies, structure and training to consolidate existing courses, with the potential to advance the internationalization process.