This document discusses a knowledge management approach used by consultants to assist a Brazilian university with internationalization. It describes the comprehensive internationalization model used, which involved four phases from August to November 2017 to understand the university's structure, improve processes and planning, systematize information, and deliver a final report. The knowledge management approach focused on lessons learned rather than auditing. It highlighted practical implications for universities beginning internationalization like supporting processes, providing resources, evaluating programs, and communicating. For consultants, it noted potential problems like resistance and the importance of clear communication.

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A consultant practical knowledge approach of the
higher education internationalization – a key value.
Cleverson Tabajara Vianna
Department of Knowledge Engineering and Management – EGC/UFSC
Universidade Federal de Santa Catarina – Brazil
www.egc.ufsc.br
tabajara@ifsc.edu.br
Luciane Stallivieri
Department of Knowledge Engineering and Management – EGC/UFSC
Universidade Federal de Santa Catarina – Brazil
www.egc.ufsc.br
luciane.stallivieri@ufsc.br
Fernando A Ostuni Gauthier
Department of Knowledge Engineering and Management – EGC/UFSC
Universidade Federal de Santa Catarina – Brazil
www.egc.ufsc.br
fernando.gauthier@ufsc.br
Structured Abstract - Practical Paper
PURPOSE
The primary purpose of this working paper is practitioners oriented, mainly for consulting,
and knowledge management area. We intend to describe and discuss some findings in a
consultant task for a Brazilian University using the knowledge management approach.
During this study, we’ll point some essential topics to help beginning an
internationalization process in Universities and at the same time, some recommendations
to the consultant task itself.
Studying real-world of higher education internationalization, is not simple because involves
several disciplines and even trans or interdisciplinarity. “Any research field or research Project
that addresses real-world problems is considered to essentially interdisciplinarity” (Frodeman &
Pacheco, 2017)
There is a significant amount of size, shapes, and colors when talking about a consultant
task fit. When auditing or consulting turned to knowledge in educational organizations, we
can see how deep the task can reach. But first of all, we need to know the organization’s
goals. There is no right or wrong if you don’t know what you want. Considering that, you
can evaluate results, methods, procedures and so on.
Altbach, Reisberg, and Rumbley (2009) states that “Change is as inevitable as the passage
of time, but line of movement in the modern world seems to be accelerating and presenting
higher education more complex challenges […]”

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For Stallivieri (2017, pages 86-88) there are several points in internationalization process
that you must pay attention: other languages proficiency, laws and regulations of each
country, low intercultural integration, resources and benefits not used, absence of formal
documentation generating unclear procedures, no monitoring or evaluation of actions,
unreal goals and decision, no commitment of professors, students, researchers and all staff.
Although technology is a great tool for education, “The internet had made the world
“smaller” but had not diminished the dominance of the West’s established university
systems” (Altbach, 2018).
Strategic Planning is valid for any organizations (Ansoff; 1965, 1968, 1994; Mintzberg,
1978). Actions and executive plans are needed. One of the top management strategies for
higher education is the internationalization or a path to a global university.
Higher education internationalization has some useful models. Rudzki, in his thesis in early
1995, pointed two models: The reactive and proactive (Figure 1).
Nowadays there is a significant model adopted by NAFSA called COMPREHENSIVE
INTERNATIONALIZATION (Hudzik. 2011), witch has six relevant groups of actions or
dimensions.
Figure 2 – The ACE/CIGE (2018) Model for Comprehensive Internationalization is comprised of six
interconnected target areas for institutional initiatives, policies, and programs. Proposed by American
Council in Education - ACE's. Center for Internationalization and Global Engagement –
Design/methodology/approach
During the consulting tasks we adopted Comprehensive Model – CIGE (figure 2) and
activities were developed from Aug/2017 to Nov/2017, using four in loco phases, during a
week each (figure 3).
1. The first action was designed to learn and understand about structure, people,
and plans of the target University. During this activity, we collected and examine all
documents, including website explanations and interviewed all levels of management
actors.
2. During second phase we pursued improvement of processes and planning. A
recommended methodology of internationalization was applied, and dimensional analysis
of the process was used.
3. During the third phase, we developed activities related to the systematization of
information, presentation of products and results. Partial delivery of the Final Report was
discussed with all groups, on purpose to verify weaknesses and strengths.
4. Lastly, we prepared the final activities and the final report. We delivered
workshops, selected supporting materials and readings, wrote an executive summary of all
relevant information included and presented to the leading group. Final actions were done,

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and Final Report and Executive Summary were delivered to the Higher Education
Institution studied.
We presented our knowledge management consulting methodology in a practical view.
It is based in internationalization cycle suggest by Knight and De Wit (2007) (figure 4).
We can reinforce all six steps, mainly (2)Commitment, (3)Planning and (4)
Operationalizing of Knight. As we can see, no strong efforts are dedicated to (1)Awareness,
since benefits and purpose of internationalization of university are clear; all the way, in
workshops we must remember them. Qualities and initiatives (3)Reviewed and also
strategic plans are reviewed in our third step Systematization of information – as shown in
figure 3). (6) Reinforcement should be done during all life of the university and top
management support is needed from the very beginning.
1. ORIGINALITY/VALUE
This practical study report uses knowledge management approach and puts in evidence the
dimensions of the models of internationalization. Intends to highlight common failures
when executing analytical procedures. Same way you can see the consultant acting.
During all study development, we kept in mind, that the whole approach is about knowledge
management, not the consulting or auditing. We’re not interested in auditing points,
consulting reports, but in what the knowledge generated during this task was useful and
lessons we´ve learned.
2. PRACTICAL IMPLICATIONS
With a knowledge management approach, this paper shows up not only the findings, but
the consultant’s work itself, and some difficulties in this process of internationalization
consulting.
Best practices repository must be created expliciting organization’s knowledge and they
must be up-to-date. Flows and documents established four or five years ago, has no
meaning today. “To convert tacit knowledge into explicit knowledge means finding a way
to express the inexpressible”. (Nonaka, 2007)
At one time it will be helpful for Higher Education Institutions, mainly during the first two
years of internationalization process.
Top leaders must support all processes from planning to follow-up and evaluation.
Financial resources must be provided and several institutions accept projects - this way you
must be trained for projects elaboration.
As states Sebastián, Jesús (2004, pages 149-151), higher education internationalization
level evaluation should have internal (auto-evaluation) and external. Sebastián enumerates
a lot of points to be considered like teacher and students mobility, publications, cooperation,
international projects, libraries, etc.
Not only theory, but practical discussion will be conducted in the final article, and "how to
do" and problems will be elicited and creating an organizational culture is relevant.
Such things as training not only professors or students but also the staff is required. The
first and daily contact of international students is usually with the staff. On the other side,
another practical implication is that it will be helpful for consultants, alerting some
everyday troubles they’ll find.
Communicate all to all. That means you should publish in a site, or by e-mail or a house-
organ, any news about the internationalization.

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Clear communication, integration, motivation and professional development are factors for
people commitment. The university is a good one place to do it, but academic productivity
is the main preoccupation and there’s no time left after this effort (Altbach; Knight; 2007).
Talking about consulting, que can find major problems like no involvement, and resistance.
This way we can suppose it will also happen during plan execution. Probably we’ll return
this year (2018) for a plan and actions follow-up.
A consultant must pay attention to all things: In our activities, a simple thing, like a not
clear message left with the principal’s secretary generated a long delay in our tasks. So,
remember in any communication: – “please, leave a message and be sure it was
understood.” No misunderstandings is a principle of management.
Keywords – knowledge approach; internationalization; consultant tasks, strengths and
weaknesses; beginning internationalization.
References
Altbach, Philip G.; Knight, Jane. (2007) The Internationalization of Higher Education:
Motivations and Realities. Journal of Studies in International Education Fall/Winter
2007
Altbach Philip G.; Reisberg, Liz; Rumbley, Laura E. Trends in Global Higher Education:
Tracking an Academic Revolution. UNESCO 2009 World Conference on Higher
Education. Published in 2009 by the United Nations Educational, Scientific and
Cultural Organization
Ansoff, J. Igor (1965). Corporate Strategy. New York: McGraw-Hill, 1965.
Ansoff, J. Igor.(1968), The innovative firm, Long Range Planning, Volume 1, Issue 2,
1968, Pages 26-27, ISSN 0024-6301, https://doi.org/10.1016/0024-6301(68)90009-5.
http://www.sciencedirect.com/science/article/pii/0024630168900095)
Ansoff, J. Igor (1994), Comment on Henry Mintzberg's rethinking strategic planning, Long
Range Planning, Volume 27, Issue 3, 1994, Pages 31-32, ISSN 0024-6301,
https://doi.org/10.1016/0024-6301(94)90187-2.
ACE/CIGE (2018) Model for Comprehensive Internationalization.
http://www.acenet.edu/news-room/Pages/CIGE-Model-for-Comprehensive-
Internationalization.aspx
Frodeman, Robert; Klein, Julie Thompson; Pacheco, Roberto Carlos Dos Santos. (2017)
The Oxford Handbook of Interdisciplinarity. Oxford University Press, 26 de jan de
2017.
Hudzik, John. (2011) Comprehensive internationalization: From concept to action.
Washington: NAFSA, 2011.
Knight, Jane; De Wit, Hans. (2007) Strategies for Internationalization of Higher Education:
Historical and Conceptual Perspectives. In: Strategies for internationalization of higher
education: a comparative study of Australia, Canada, Europa and the United States of
America. Amsterdam: European Association for International Education (EAIE) in
cooperation with the Programme on Institutional Management in Higher Education
(IMHE) of the Organization for Economic Cooperation and Development (OECD) and
the Association of International Education Administrators (AIEA). [S.l.]: [S.n.], 2007.
p. 532. Reprint Original 1995.
Mintzberg, Henry. (1978) Patterns in Strategy Formation. Management Science, Vol. 24,
No. 9 (May, 1978), pp. 934-948.

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Nonaka Ikujiro (2007) The Knowledge-Creating Company. Harvard Business Review
July–August 2007 REPRINT (1995)
Rudzki, Romuald E.J. (1995) The application of a strategic management model to the
internationalization of higher education. Higher Education 29:421-441, 1995. Kluwer
Academic Publishers. Printed in the Netherlands.
Sebastián, Jesús. (2004) Cooperación e internacionalización de las universidades. Buenos
Aires: Biblos.
Stallivieri, Luciane (2017). Internacionalização e Intercâmbio – dimensões e perspectivas.
Curitiba. Appris Editora
Vianna, Cleverson Tabajara, MsC
Business Management graduated in Fundação de Estudos Sociais do Paraná. Specialist in
Public Management. Master Degree in Business Administration at Universidade Federal
de Santa Catarina – UFSC. He is a Knowledge Engineering and Management doctorate
student at EGC-UFSC. He was a director and manager of several companies and has
experience in High Administration, focusing on System Administration, System Auditing
and Information and Communication Technology. Since 2010 has been also an Instituto
Federal of Santa Catarina States' teacher of several Management contents:
Entrepreneurship, ICT, Planning and Agile Tools for project follow-up. Is the leader of a
Research Group (CNPq) in Business, Innovation and Linked Open Data with several books
and papers published.
Stallivieri, Luciane, PhD
Graduated in Full Degree in Languages by the University of Caxias do Sul - UCS.
Master in International Cooperation from São Marcos University - São Paulo - SP. PhD in
Modern Languages, Universidad del Salvador - USal, Buenos Aires. Professor of the
Human Sciences Department of the University of Caxias do Sul. Advisor of International
Relations at the University of Caxias do Sul. President of the Forum of Brazilian
Universities Advisers for International Affairs - FAUBAI. Executive Secretary of the
Presidency of the Association of Portuguese Language Universities - AULP. Executive
Secretary of the Interamerican University Organization - IOHE - Brazil Region.
Coordinator of the University Management and Leadership Institute - IGLU Center -
Brazil. Member of the CAPES International Cooperation Advisory Group. Member of the
Internationalization Committee of the Council of Rectors of Brazilian Universities - CRUB.
Researcher on the theme: Internationalization of Higher Education, Cooperation and
International Academic Mobility. Professor of the Postgraduate Program - Master in
University Administration of the Federal University of Santa Catarina-UFSC, where she
teaches the discipline Internationalization of Higher Education and Management of
International Academic Cooperation. Researcher at the Institute for Research and Studies
in University Administration - INPEAU - UFSC. Post-doctoral fellow at the engineering
and knowledge management at UFSC.
Gauthier, Fernando A. Ostuni, PhD

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Production Engineering Doctorate at the Federal University of Santa Catarina in 1993. He
is currently an Associate Professor in the Department of Knowledge Engineering and at the
Federal University of Santa Catarina, working in the Bachelor's Degree in Information
Systems, the Graduate Program in Engineering and Knowledge Management and in the
Professional Master in Methods and Management in evaluation.
Was UFSC: Director of the Research Support Department, Council Member of the
Foundation for Research Support and University Extension? FAPEU, Coordinator of the
Graduate Program in Computer Science, Representative of the Stricto Sensu Postgraduate
Program Coordinators at the Postgraduate Chamber, representative of the Postgraduate
Chamber at the University Council, Technical Director of the School of New
Entrepreneurs, Academic Director of Campus de Ararangua, Head of the Department of
Knowledge Engineering and Sub-Coordinator of the Graduate Program in Methods and
Management in Evaluation. Ad hoc advisor to CNPq, Pernambuco State Science and
Technology Support Foundation - FACEPE, the State of Bahia Research Foundation -
FAPESB and the Foundation for Research and Innovation Support of the State of Santa
Catarina - FAPESC. Nowadays is de Director of EAD (distance learning department) in
the University.
Has experience in the areas of entrepreneurship and innovation, artificial intelligence,
evolutionary computing, distance learning via the web, knowledge engineering ontologies
and linked data.