fostering cross-border learning and engagement through study abroad scholarships

149 Pages·2015·1.66 MB·English

FOSTERING CROSS-BORDER LEARNING AND
ENGAGEMENT THROUGH STUDY ABROAD
SCHOLARSHIPS:
LESSONS FROM BRAZIL’S SCIENCE WITHOUT
BORDERS PROGRAM

By

Julieta A. Grieco

A thesis submitted in conformity with the requirements for the degree of
Master of Arts
Graduate Department of Leadership, Higher and Adult Education
Ontario Institute for Studies in Education
University of Toronto

© Copyright by Julieta Antonela Grieco 2015
Fostering Cross-border Learning and Engagement through
Study Abroad Scholarships:
Lessons from Brazil’s Science without Borders Program

Julieta Antonela Grieco

Master of Arts

Graduate Department of Leadership, Higher and Adult Education
Ontario Institute for Studies in Education,
University of Toronto

2015

Abstract

This study examines the potential benefits of participating in the Science without
Borders (Ciência sem Fronteiras - CsF) program, a study abroad scholarship program
created in 2011 by the Brazilian government. Like other scholarship programs, CsF seeks
to foster human capital development and the internationalization of science and
technology in the country. Differently from other programs, however, CsF targets
undergraduate students in the sciences. While Brazil has received positive feedback for
this initiative, critics have argued that insufficient planning may hinder this program’s
ability to deliver desired outcomes. Thus, through a literature review and 20 interviews
with CsF scholarship recipients at the University of Toronto, this qualitative study
evaluates the program’s ability to promote important benefits. Although the study
identified various student benefits, the research also found structural issues that prevented
all participants from benefitting equally, demonstrating the importance of collaborative
planning and implementation of study abroad scholarship programs.

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Acknowledgements

This thesis marks the end of my Master of Arts at the Ontario Institute of Studies
in Education. Though I am happy of this accomplishment, it is a bittersweet feeling, as I
have learned and enjoyed school more in this year and a half than ever before. Yet, none
of this would have been possible without the support and encouragement of many
individuals along the way.
First, I would like to thank my thesis supervisor, Dr. Creso Sá, for his continuous
support and mentoring. My experience working with you has changed the way I perceive
research and has allowed me to gain the confidence I need to continue growing and
moving towards my goals. Thank you for giving me this opportunity and for encouraging
me to pursue different projects and attend conferences that I would have overlooked
otherwise. Thank you also for giving me a chance to work on projects outside my
comfort zone. This experience has been invaluable.
I would also like to thank all my professors and instructors from the Higher
Education program and from the Comparative, International and Development Education
collaborative program. I took something from every class and was able to explore themes
relevant to my thesis in all my courses. Special thanks go to Dr. Ruth Hayhoe and Dr.
Linda Muzzin for providing a learning environment where I was able to work to the best
of my potential. Your courses in comparative education and qualitative research
respectively were paramount in my development as an MA student and it was your
passion for these subjects that kept me motivated along the way.
Aside from the academic support and guidance, OISE also provided an
environment that fostered my desire to learn and exchange ideas with colleagues. I have
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learned so much from my peers, who are equipped with such amazing work and life
experiences as well as knowledge of education. Thank you.
Last but not least, I want to thank my family and friends. My biggest thanks go to
my fiancé, Peter. Without you I would not have been able to endure through many of the
challenges this experience brought along. You have truly been the column supporting this
whole project. Together with our dearest dog Winston, you were able to help me live in
the moment and enjoy the process of completing this program and writing this thesis.
Huge thanks also go to my parents for trusting me with my decision to choose an
alternative path and for giving me the opportunity to live in different parts of the world,
while always providing me with the best education. I don't think I would have developed
my interest in education if it hadn’t been for those experiences. I am truly fortunate to
have you as my parents. Finally, I also want to thank my brother, the rest of my family
and my friends—far and near. Thank you for listening to me and for spending time with
me even when all I could talk about was school.

Thank you all,
Julieta

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Table of Contents

Abstract ............................................................................................................................. II
Acknowledgements ......................................................................................................... III
List of Abbreviations ...................................................................................................... IX
Chapter 1: Introduction ....................................................................................................1
The Context of the Problem .............................................................................................1
The Research Question ....................................................................................................7
Organization of the Thesis .............................................................................................10
Chapter 2: Literature Review .........................................................................................11
Internationalization of Higher Education .......................................................................11
Flows of International Students .....................................................................................13
Rationales for International Student Mobility ...............................................................14
The Implications of International Student Mobility on Sending Countries ..................18
Study Abroad Program Design ......................................................................................24
Chapter 3: Methodology, Methods and Case Study .....................................................32
Methodology ..................................................................................................................32
Document Analysis ........................................................................................................33
Interviews .......................................................................................................................34
The Science without Borders Program ..........................................................................37
Brazil and the Science without Borders Program ..................................................37
Science without Borders in Canada .......................................................................44
Science without Borders at the University of Toronto ..........................................45
Chapter 4: Findings .........................................................................................................51
1. Motivations and Rationales ........................................................................................51
1.1!Motivations to join the program ........................................................................51
1.2!Rationales for choosing the University of Toronto ...........................................54
2. The Transition into the CsF program .........................................................................57
2.1!Benefits ..............................................................................................................58
2.1.1! Intercultural learning .............................................................................58
2.1.2! Intercultural academic learning through language learning .................60
2.2!Challenges .........................................................................................................62
2.2.1! Insufficient pre-departure orientation and academic orientation ..........62
3. The Course Component .............................................................................................67
3.1!Benefits ..............................................................................................................67
3.1.1! Intercultural learning .............................................................................67
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3.1.2! Knowledge gain ...................................................................................68
3.1.3! Formation of networks ........................................................................71
3.2!Challenges .........................................................................................................74
3.2.1! Compatibility issues between systems of HE ......................................74
4. The Placement Component ........................................................................................77
4.1!Benefits ..............................................................................................................78
4.1.1! Intercultural learning ...........................................................................78
4.1.2! Knowledge gain ...................................................................................79
4.1.3! Strengthening of networks & future opportunities ..............................81
4.2!Challenges .........................................................................................................83
4.2.1! Structural issues with the process of acquiring a placement ...............83
Chapter 5: Discussion ......................................................................................................92
Analysis..........................................................................................................................92
Conclusions and Recommendations ............................................................................106
References .......................................................................................................................116
Appendices ......................................................................................................................131
Appendix A: List of Documents ..................................................................................131
Appendix B: Ethics Approval ......................................................................................133
Appendix C: Recruitment E-mail ................................................................................134
Appendix D: Ethics Amendment Approval .................................................................135
Appendix E: Amended Recruitment E-mail ................................................................136
Appendix F: Interview Protocol ...................................................................................137
Appendix G: Informed Consent Form .........................................................................138
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Tables

Table 1. Critical considerations of program structure .................................................30
Table 2. 2014 CsF student distribution and sample distribution .................................36
Table 3. Program term-structure at the University of Toronto ...................................48

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Figures

Figure 1. No. of CsF students per category ...................................................................40
Figure 2. No. of undergraduate CsF scholarships per country ...................................43
Figure 3. No. of undergraduate CsF scholarships per institution ...............................46
Figure 4. Benefits of the CsF experience at the different stages of the program .......57

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List of Abbreviations

ACCC Association of Canadian Community Colleges
CALDO Calgary, Alberta, Laval, Dalhousie & Ottawa Consortium
CAPES Coordenação de Aperfeiçoamento de Pessoal de Nível Superior –
Brazilian Federal Agency for the Evaluation of Graduate Education
CBIE Canadian Bureau for International Education
CIE Centre for International Experience
CNPq Conselho Nacional de Desenvolvimento Científico e Tecnológico –
National Council for Scientific and Technological Development
CONACYT Consejo Nacional de Ciencia y Tecnologia – National Council on
Science and Technology
CsF Ciência sem Fronteiras - Science without Borders
ELP English Language Program
STEM Science, technology, engineering & math

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Chapter 1: Introduction

The Context of the Problem

International student mobility is not a new phenomenon. Already in the 7th century
students, scholars and clergymen would travel distances to reach universities in other
regions and countries (Rizvi, 2011). In the 12th century, after the creation of Europe’s
medieval universities, students began to flock to specialized centers such as the
University of Bologna, known for its faculty of law, and the University of Salerno for
medicine (Perkin, 2006). The university of Oxford was actually established by English
students who had studied at universities like Bologna and Paris. In this context, then,
students and scholars would travel to study in a different city or country either to
specialize or to interact with scholars in their field of interest. Today this phenomenon
continues to be embraced but arguably to a greater extent. In fact, international student
mobility has grown exponentially in recent decades, encompassing over 4 million
students who study outside of their home country (Perkin, 2006; Rebolledo-Gomez &
Ranchin, 2013; UNESCO, 2014).
There are various forces that have encouraged growth in international student
mobility; yet, the process of internationalization, along with the discourse of globalization
and the global knowledge economy, has been a major driving force (Gürüz, 2011; Banks
& Bhandari, 2012; Bhandari & Blumenthal, 2011; Altbach & Knight, 2007; Rumbley,
Altbach, & Reisberg, 2012). In fact, international student mobility is recognized as the
most popular of all internationalization initiatives. Essentially, those who promote
international student mobility suggest that it has the potential to open minds, to teach
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