Papers by Elizabeth Balbachevsky
Journal of Comparative & International Higher Education, 2013
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Springer eBooks, 2023
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Springer eBooks, 2023
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International higher education, Mar 25, 2015
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Revista Brasileira de Avaliação, 2022
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Opinião Pública, Dec 1, 2016
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BRILL eBooks, 2008
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Routledge eBooks, Jun 9, 2022
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USP: Novos tempos, Novos olhares
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Governança, qualidade da democracia e políticas públicas, 2018
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Report of the Hiroshima International Seminar on Higher Education, Sep 1, 2009
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Tampere University Press, 2018
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O Estado de S.Paulo. Metrópole, 2016
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Anais, 2013
Desde a década de 1990, a inovação foi colocada no centro do paradigma de políticas que orientam ... more Desde a década de 1990, a inovação foi colocada no centro do paradigma de políticas que orientam a relação entre sociedade, ciência e universidade: Assistimos á uma crescente interdependência do desenvolvimento tecnológico, um aprofundamento constante de seu papel estratégico e uma volatilidade das novas famílias tecnológicas nunca antes vista. No Brasil, as políticas de inovação foram reforçadas e aprofundadas a partir dos anos 2000. Como citado por Dagnino (2011), tivemos entre outros eventos: A adição de “Inovação” ao nome do antigo MCT; o Plano “Brasil Maior” ter como slogan em PCT “Inovar para competir e competir para crescer” e o aumento de subsídios do MCTI às empresas. Neste sentido, nosso trabalho busca compreender os processos que estão subsumidos na mudança de paradigma apontada acima no país. Para isso, faremos um levantamento das mudanças experimentadas pela Lei de Inovação (Lei 10.973/04) durante sua tramitação no congresso nos Governos Cardoso e Lula. Discutiremos os padrões de descontinuidade e continuidade do debate nacional sobre a questão da inovação entre esses dois governos que representam dois momentos opostos de articulação do projeto político brasileiro. Palavras-chave: Brasil. Políticas de Inovação. Comunidade de Pesquisa. Paradigmas de políticas pública
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Com Ciência, 2015
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Report of the Hiroshima International Seminar on Higher Education, 2008
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Papers by Elizabeth Balbachevsky
century, from a total enrollment of 2.7 million students at the undergraduate level in 2000
to 8 million in 2015 (INEP 2000, 2015). Despite the efforts by the federal government
and some state governments, this expansion didn’t introduce significant diversification
on the Brazilian higher education landscape. Brazilian higher education is, traditionally,
recognized in different institutional formats. However all institutions, both universities
and non-universities, have the same right to award bachelors degrees and offering this
training is the main focus of all institutions.
While the regulatory framework recognized new degree formats following the 1990s, diversification
was resisted both by the institutions, especially the public universities, and by
the society as a whole. Families and enterprises continue to devalue diplomas in favor of
the traditional bachelor degree. The following text will explore in depth the institutional
dynamics that sustained this pattern of conservative expansion experienced by the Brazilian
higher education during the last two decades
The internationalisation of higher education receives support from different sides of society. Depending on the perspectives of participants or stakeholders, internationalisation of higher education may mean different things. In fact, one can argue that a successful initiative for university internationalisation answers the expectations of both the university’s internal and external stakeholders. However, it is not unusual that efforts to build a successful international partnership go into disarray. One of the challenges to effective internationalisation is the lack of real understanding of the partners’ perspective. Awareness of the differences in the rules shaping higher education around the world and of the diversity of goals and expectations each partner brings to the cooperation are the central issues that must be considered when building successful cooperation in higher education. Partners should be aware that higher education is a key factor, historically linked with the state building process and thus an integral part of any country’s identity. The complexity of the higher education system in any country should not be underestimated. By systematically studying the policies for the internationalisation of higher education in both the EU and some of its major partners in other continents and reviewing some concrete experiences, this book will further the understanding of the many challenges that stand in the way of building successful international cooperation in the higher education field.