Quality of Education Distinctive Multi-Dimensional Trends: The Real and Viable Transnational Prospects for Brazil and United States’ Higher Education

Antonio José Müller¹ and Cesar Augusto Rossatto^2,

¹Departament of Education, Universidade Regional de Blumenau, Blumenau, Brazil

²Department of Teacher Education, University of Texas at El Paso, El Paso, USA

Cite this paper:
Antonio José Müller and Cesar Augusto Rossatto. Quality of Education Distinctive Multi-Dimensional Trends: The Real and Viable Transnational Prospects for Brazil and United States’ Higher Education. American Journal of Educational Research. 2016; 4(17):1231-1237. doi: 10.12691/education-4-17-7

Abstract

Knowledge studied in academia is mostly inherited from the northern hemisphere and little is said of the southern contribution. Without a doubt, United States has left a remarkable legacy in higher education, once Brazil currently manifest restlessness, longings, and recent remarkable growth. Brazil built several new public universities and invested in financial incentive programs to enhance educational outcomes. Brazil takes refuge in international support instead of seeking to foster and strengthen internal talent or even attract talent from abroad, which United States has done for years. Thus, this article presents important characteristics of American higher education system and compare it to Brazilian’s. Based on an international comparative study, this article uses distinctive analysis of higher education development and its potential to advance quality of education in general. It also examines and discusses the real and viable possibility for Brazilian higher education improvement opportunities based on North American academic experiences.

Keywords:
Brazilian and American Higher Education quality of education comparative international study critical transnational analysis

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]	Times Higher Education. World University Rankings. Available: https://www.timeshighereducation.com/world-university-rankings/2016/world-ranking#!/page/0/length/25/sort_by/rank_label/sort_order/asc/cols/rank_only. Retrieved Aug. 30, 2016.
[2]	Hantrais, L. (1996). Comparative research methods. Social Research Update, 13. Retrieved May 07, 2016, from http://www.soc.survey.ac.uk/sru/SRU13.html.
[3]	Lor, P. International and Comparative Librarianship, Chapter 4 draft 2011 -04 -20. Retrieved Nov 1, 2016, from https://pjlor.files.wordpress.com/2010/06/chapter-4-draft-2011-04-20.pdf.
[4]	Malamud, O. The Structure of European Higher Education in the Wake of the Bologna Reforms. In.: American Universities in a Global Market. Charles T. Clotfelter, editor. Publisher: University of Chicago Press. May 2010. Retrieved Oct 12, 2016, from http://www.nber.org/chapters/c11597.
[5]	Lang, E, M. Distinctively American: The Liberal Arts College. American Academy of Arts & Sciences. Retrieved Oct, 12, 2016, from http://www.projectpericles.org/projectpericles/about/history/attachment.pdf.
[6]	Higheredjobs. Tenured/Tenure-Track Faculty Salaries. Available: http://www.higheredjobs.com/salary/salaryDisplay.cfm?SurveyID=28. Retrieved Jan. 10, 2016.
[7]	Cantu, M. P. Three Effective Strategies of Internationalization in American Universities. Journal of International Education and Leadership Volume 3. Issue 3. Fall 2013.
[8]	Rivas, R. & Mullet, S. Countervailing institutional forces that shape Internationalization of science: an analysis of Brazil’s Science Without Borders program. Revista de Administração e Inovação, São Paulo, v . 13 , n .1, p . 23-46, jan ./mar . 2016.
[9]	Sousa Santos, Boaventura de. Epistemologies of the South: Justice against Epistemicide. Boulder, CO: Paradigm Publishers, 2014,
[10]	College Board. Average Estimated Undergraduate Budgets, 2014-15. Available: http://trends.collegeboard.org/college-pricing/figures-tables/published-prices-national#Published%20Charges,%202014-15. Retrieved Dec. 19, 2014.
[11]	Rossatto, C.A, Engaging Paulo Freire Pedagogy of Possibility: From Blind to Transformative Optimism. Lanham, Maryland: Rowman & Little Field Publishers, Inc. 2005.
[12]	Anyon, J, “Social Class and the Hidden Curriculum of Work”. The Journal of Education. 162 (1). 1980.
[13]	Apple, M, Official knowledge: Democratic education in a conservative age. New York: NY: Routledge-Taylor & Francis. 2014.
[14]	Oakes, J, “Untracking Advocates Make Incredible Claims”. Educational Leadership, 51 (2). 79-83. Oct. 1993.