University of Ciego de Ávila Máximo Gómez Báez
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This is an Open Access article under the license CC BY-NC-SA 4.0 (https://creativecommons.org/licenses/by-nc-sa/4.0/)
Estrategia y Gestión Universitaria EGU
Review article
How to cite this article:
Sánchez
Valdés, X.,
Pulido Díaz, A., & Roque Cala,
K. (2025). The management of
internationalization facing the demands of
university governance in Cuba.
Estrategia y
Gestión Universitaria
, 13(1), e8661.
https://doi.org/
10.5281/zenodo.14827729
Received: 29/09/2024
Accepted: 26/01/2025
Published: 14/02/2025
Corresponding author:
xiombi2018@gmail.com
Conflict of interest:
The authors declare
that they have no conflict of interest that
may have influenced the results obtained
or the proposed interpretations
.
The management of
internationalization facing the
demands of university governance in
Cuba
La gestión de la internacionalización
ante las exigencias de la gobernanza
universitaria en Cuba
A gestão da internacionalização diante
das demandas da governança
universitária em Cuba
Abstract
Introduction: internationalization is recognized as a
mechanism for managing university quality without
relinquishing national identity. Objective: to determine the
main strategic lines for managing internationalization at the
Center for Studies in Educational Sciences of the University of
Pinar del Río. Methodology: a bibliographic review was
conducted of articles published in digital journals over the last
five years using Google Scholar and ERIC. The search terms
included “internationalization,” “higher education,”
“university governance,” and “Cuba.” The theoretical variant
of content analysis was employed as the primary method.
Results: a systematization was developed to establish criteria
for managing internationalization based on the demands of
university governance. Ten strategic lines were identified that
impact university processes, thereby strengthening the
mission of the Center for Studies in Educational Sciences.
Conclusion: educational sciences face the challenge of
responding to societal demands and positioning themselves as
a reference for countries in the region or those sharing
common objectives. Internationalization constitutes a cross-
cutting process that must address the dual challenge of
defending social causes while fostering development in a
world of diverse interests.
Keywords: Higher Education, management, university
governance, internationalization, university
Resumen
Introducción: la internacionalización se reconoce como
mecanismo de la gestión de la calidad universitaria, sin
renunciar a la identidad nacional. Objetivo: determinar las
principales líneas estratégicas para la gestión de la
internacionalización en el Centro de Estudios de Ciencias de
la Educación de la Universidad de Pinar del Río.
Xiomara Sánchez Valdés
1
Universidad de Pinar del Río Hermanos Saiz
Montes de Oca
https://orcid.org/0000-0002-4518-2333
xiombi2018@gmail.com
Cuba
Arturo Pulido Díaz
2
Universidad de Pinar del Río Hermanos Saiz
Montes de Oca
https://orcid.org/0000-0002-8694-9836
arpudi60@gmail.com
Cuba
Kety Roque Cala
3
Universidad de Pinar del Río Hermanos Saiz
Montes de Oca
https://orcid.org/0009-0004-3865-7654
kety.roque@upr.edu.cu
Cuba
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Metodología: se realizó una revisión bibliográfica de artículos publicados en
revistas digitales en los últimos cinco años mediante el Google académico y
ERIC. Se utilizaron los términos “internacionalización”, “educación
superior”, “gobernanza universitaria”, “Cuba”. Se empleó el método análisis
de contenido en su variante teórica. Resultados: una sistematización para el
establecimiento de los criterios de gestión de la internacionalización a partir
de las exigencias de la gobernanza universitaria y se precisan 10 líneas
estratégicas que impactan los procesos universitarios consolidando la misión
del Centro de Estudios de las Ciencias de la Educación. Conclusión: las
ciencias de la educación enfrentan el desafío de responder a las demandas
sociales y posicionarse como referente en los países del área o de aquellos
que comparten objetivos comunes. La internacionalización constituye un
proceso transversal que enfrenta el doble desafío de defender las causas
sociales a la vez que dinamiza el desarrollo en un mundo de intereses
diversos.
Palabras clave: Educación Superior, gestión, gobernanza universitaria,
internacionalización, Universidad
Resumo
Introdução: a internacionalização é reconhecida como um mecanismo de gestão
da qualidade universitária, sem abrir mão da identidade nacional. Objetivo:
determinar as principais linhas estratégicas para a gestão da internacionalização
no Centro de Estudos de Ciências da Educação da Universidade de Pinar del Río.
Metodología: foi realizada uma revisão bibliográfica de artigos publicados em
revistas digitais nos últimos cinco anos, utilizando o Google Acadêmico e a base
de dados ERIC. Os termos de busca incluíram "internacionalização", "educação
superior", "governança universitária" e "Cuba". Utilizou-se o método de análise de
conteúdo em sua variante teórica. Resultados: foi desenvolvida uma
sistematização para estabelecer critérios de gestão da internacionalização com
base nas demandas da governança universitária. Foram identificadas dez linhas
estratégicas que impactam os processos universitários, consolidando assim a
missão do Centro de Estudos de Ciências da Educação. Conclusão: as ciências da
educação enfrentam o desafio de responder às demandas sociais e se posicionar
como referência para países da região ou daqueles que compartilham objetivos
comuns. A internacionalização constitui um processo transversal que enfrenta o
duplo desafio de defender causas sociais enquanto dinamiza o desenvolvimento
em um mundo de interesses diversos.
Palavras-chave:
Ensino superior, gestão, governança universitária,
internacionalização, universidade
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Introduction
Contemporary society faces challenges exacerbated by the COVID-19
pandemic and the geopolitical configuration of the planet. Higher education serves
as the driving force behind sustainable development, social transformation, and the
pursuit of solutions to economic, socio-political, environmental, and technological
challenges. In this context, Alpízar Santana and Villavicencio Plasencia (2023)
position internationalization as a mechanism for quality management, aiming for
“inclusive and equitable quality... in search of innovation” (Villavicencio Plasencia,
2023, p. 17).
Consistent with this analysis, the III Regional Conference on Higher Education
in Latin America and the Caribbean (CRES+5) calls to “promote an emancipatory
regional integration through inter-institutional agreements, mobility and exchange
of students, academic and technical-administrative staff, and scientists,
internationalization programs at home, and other strategies for intra-regional and
global internationalization” (UNESCO, 2024, p. 3). Achieving these goals requires an
integrated organizational culture and visionary leadership that guides the university
toward excellence in its processes (Lanner and Derenyi, 2021).
One of the fundamental pathways lies in the success of university
governance. Authors such as Bosmenier Cruz et al. (2020), Acosta-Silva et al. (2021),
Pérez Martínez and Rodríguez Fernández (2021), Véliz Burgos et al. (2021), and
Bayhantopcu and Aymerich Ojea (2024), among others, have explored the
Sustainable Development Goals and the role of university governance in achieving
them. They reveal various lessons from the COVID-19 pandemic that uncover new
interdisciplinary academic perspectives, grounded in research, communication,
innovation, and the essential social responsibility. Thus, governance and social
relevance are complementary and develop in parallel to fulfill these objectives
(Bazán Rezkalah and Sánchez Ortega, 2024).
However, the systemic approach to university governance—considering
micro, meso, and macro relationships—requires attention to immediate contexts and
their links with ascending subsystems, without losing sight of the university
structure, which includes student and academic guilds, support systems, and society
itself (Valdés-Montesinos et al., 2021). As a result of this analysis, theoretical studies
represent a crucial decision point for developing indicators that allow for the
monitoring and refinement of university management processes.
Processes such as academic efficiency, scientific output, and
internationalization constitute institutional offerings aimed primarily at raising the
quality and competitiveness of the institution (Acosta-Silva et al., 2021).
Internationalization becomes a transversal process, distinctive to each university,
but characterized by strategic analyses (Pazos and Puppo, 2021) and national trends
(Villavicencio Plasencia, 2023) that foster academic dialogue, which underpins
university processes.
Consequently, the management of internationalization in Cuba faces
geopolitical challenges in the region (Villavicencio Plasencia, 2019; Bosmenier Cruz
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et al., 2020), the need to enhance the quality of higher education in times of crisis
(Escribano Hervis et al., 2022; Villavicencio Plasencia, 2023), and the audacity to
maintain scientific leadership and the social commitment of the defending
institution (Pazos and Puppo, 2021). The value is redefined in light of the continuous
improvement of university training processes and educational phenomena
characterized by transdisciplinarity and the interests of contemporary individuals.
These objectives are encapsulated in the Project on Governance and
Management of University Processes for Sustainable Development at the University
of Pinar del Río “Hermanos Saiz Montes de Oca”. As a result, this review aims to
determine the main strategic lines for managing internationalization at the Center
for Studies in Educational Sciences of the University of Pinar del Río (CECEPRI), in
response to the demands of university governance in Cuba.
Methodology
A bibliographic review was conducted over a period of five months (March-
September 2024). The bibliographic analysis was carried out in three phases. The
first phase involved an initial review using Google Scholar and ERIC. The search terms
used were “internationalization,” “higher education,” “university governance,” and
“Cuba,” in both Spanish and English.
In the second phase, articles were selected based on the following
inclusion criteria:
1. Publication in indexed journals or books from 2019 to 2024.
2. Publication in Spanish or English.
3. Direct relevance to the internationalization of higher education and its
association with university governance or management.
The exclusion criteria were as follows:
1. Scientific studies published only as abstracts, without the full text.
2. Works in other languages.
3. Editorial articles.
In the third phase of the bibliographic review, content analysis was
employed in its theoretical variant, establishing the following indicators:
• Distinctive features of the processes of internationalization and university
governance.
• Innovations and contributions during COVID-19.
• Challenges facing internationalization as part of the university governance
process.
• Organization of the management of university internationalization.
Finally, the results were organized into two sections: analysis of
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internationalization and university governance, and criteria for management, along
with suggestions for strategic lines for managing internationalization at CECEPRI.
Results and Discussion
The university has a duty to maintain its leadership in science while
simultaneously reflecting the transformative nature of society, in pursuit of greater
equity, autonomy, and relevance. This argument positions university governance in
alignment with contemporary debates regarding the Córdoba Reform, a fundamental
milestone in the history of Latin American universities (Pérez Martínez & Rodríguez
Fernández, 2021).
The university reform becomes a permanent process that responds to social
development and each specific historical moment. It reflects the university’s
relevance in assuming its responsibility to society, of which it is a part (Sierra
Socorro, 2019). This requires a dynamic governance and management system,
emphasizing international integration, particularly in Latin America.
In this context, university governance is essential for establishing policies,
preserving institutional unity, and making pertinent decisions (Corahua Salcedo &
García González, 2023; Nino Jr., 2024), as well as for defining the roles and
responsibilities of the various stakeholders involved in university life. This challenge
necessitates dialogue between governance and management processes to address
unfavorable conditions while developing capacities to seize opportunities
(Bosmenier Cruz et al., 2020). Thus, the governance-management dynamic coexists.
University governance requires a stance regarding the relationships and
interactions among the diverse actors involved in decision-making (Valdés-
Montesinos & Ganga-Contreras, 2021), the manner in which decisions are made, and
the policies that guide this process. The performed analysis subordinates
management to processes of organizational and institutional execution, allocating
resources, supervising activities, and ensuring the balanced functioning of the
university (Corahua Salcedo & García González, 2023), all led by university
governance.
In agreement with the studies of Bosmenier Cruz et al. (2020), Valdés-
Montesinos & Ganga-Contreras (2021), and Acosta-Silva et al. (2021), strategic
management and quality impact motivation for innovation, transcendence, and
sustainability in higher education. Theoretically, there is a direct relationship
between governance and quality assurance in higher education, which is also
associated with university excellence (Sziegat, 2022).
Linked to the demands for quality, internationalization is identified as a
pillar of improvement. Authors such as Acosta-Silva et al. (2021) also connect it to
institutional competitiveness aimed at academic productivity, administrative
efficiency, improved learning outcomes, research, technological development, and
innovation in universities.
It is considered that the university can only achieve its maximum
development as an institution if the process of internationalization of higher
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education is developed efficiently, as per Villavicencio Plasencia (2019). This
requires conscious and contextualized planning, without losing sight of the
university’s mission-driven purposes.
Thus, the need for higher education institutions to establish positioning and
visibility at the international level, particularly in Latin America, is reaffirmed. This
visibility pertains to the scientific work being conducted, which is an integral part
of the internationalization process and should be viewed as a criterion for its
management. Additionally, it is essential to confront the homogenizing trend of
globalization, which not only fosters institutional strengthening but also
progressively improves substantive processes (Escribano Hervis et al., 2022).
In line with this analysis, the contradictory nature of internationalization
becomes evident. On one hand, internationalization contributes, through various
alternatives, to enhancing the quality of ongoing teacher training while equipping
educators to tackle complex tasks in different contexts. On the other hand, there is
a tendency to impose foreign cultural and academic paradigms derived from
hegemonic and homogenizing positions from global power centers (Villavicencio
Plasencia, 2023).
This highlights the need to pay attention to the social responsibility of
universities when managing internationalization. One way to illustrate this analysis
is through the neoliberal intrusion in educational fields and the multilateral trade
agreements governed by the World Trade Organization and others, which disregard
the different capacities of countries. Such acts favor commercial analyses, sidelining
the needs and legitimate interests of young people (Villavicencio Plasencia, 2019).
Moreover, the management of internationalization must consider how to
safeguard the culture and identity of the institution, the region, and the country.
This implies enhancing intercultural competencies (Ladino Marín and Salazar Acosta,
2022) based on respect, mutual enrichment, and the defense of the indigenous. The
goal is to achieve a knowledge society that contributes to the growth of local,
regional, and global contexts, in line with the works of Alpízar Santana and
Villavicencio Plasencia (2023) and Carabelli Mari (2023).
In this way, intercultural competencies serve as a key tool for fostering
internationalization. They contribute to building bridges between different cultures,
promoting dialogue, collaboration, and mutual understanding. Furthermore, they
serve as a starting point for understanding inclusive practices that address the
challenges faced by international students pursuing studies in another culture,
whether at the undergraduate or doctoral level (Pinto, 2021).
Here, the dialogue between cultural pluralism and the safeguarding of
identity emerges. The importance of diversity and coexistence is recognized, as well
as its influence on internationalization, which raises concerns about the preservation
of national identity (Delgado-Algarra et al., 2019). Nevertheless, the relationship
between cultural pluralism, identity, and internationalization should be a premise
for development rather than a discordant antagonistic force.
Therefore, cooperation and experiential learning are advocated to address
global challenges. Intercultural education and academic mobility are unveiled as key
elements for the development and sustainability of educational institutions in an
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interconnected world (Neria-Piña, 2022; Álvarez-Ruíz et al., 2024). This should be
analyzed through the lens of internationalization models.
Mentges and Costa (2023) discuss the Model of Internationalization of Higher
Education and subsequently the Comprehensive Internationalization Model.
According to Eriçok and Arastaman (2023), this includes student mobility,
internships, policies, collaboration, peer work, curriculum development, and inter-
institutional articulation, among other elements. The Curriculum
Internationalization Model is also subordinated within this framework. Though, in
practice, a contextual and well-founded analysis is recommended for the
implementation of a tailored model.
An internationalization model requires a defined intention that
acknowledges global aspects while responding to societal needs; it should aim to
enhance educational quality and research while improving coordination between
international and academic activities (Pazos and Puppo, 2021). This position
reaffirms the direct effect of the efficiency of the internationalization process on
the quality of university services (Hussein Amzat et al., 2023).
Hence, the management process must ensure connections with international
institutions, universities, networks, associations, among others, and identify best
practices for solving common problems, as well as establish inter-institutional links
for bilateral development. This foundation includes international best practices and
joint research aimed at addressing diverse issues, enriching curricula, and generating
connections both internally and externally without losing the essence of a country,
in line with Linch Aguilera (2023).
These bilateral links are strengthened through the participation and
management of networks, particularly collaborative networks (in education,
research, and services). These networks hold significant value by forming
communities that connect and create knowledge, share perceptions, evaluate, and
enhance scientific production processes (Mentges and Costa Morosini, 2023).
It is noteworthy that, in the face of the challenge of constructing knowledge,
universities and all stakeholders involved in the teaching and learning process must
avoid behaviorist lecture-style classes and place greater emphasis on practical
applications rather than theories. This shift aims to achieve a higher education
system that is more executive, less declarative, and more participatory, which aligns
with the work of Díaz-Guecha (2022). Nonetheless, in formative terms, it is also
essential to provide space not only to emphasize practice but also to incorporate
meaningful reflections on shared experiences, interests, and needs, which
encompasses popular education in dialogue with academia.
In direct relation, external internationalization requires the activation of
agreements and academic networks that facilitate the circulation of knowledge and
the parity of human resources for international collaborative work (Gómez, 2020;
Toledo Hidalgo et al., 2022). This analysis identifies two positions:
internationalization at home (internal) and internationalization across borders
(external).
Internationalization at home is linked to activities aimed at developing
intercultural competence within university settings (Gómez, 2020). In contrast,
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exogenous internationalization is associated with market competition and
educational aspects. In both cases, collaborative work from an internationalization
team with innovative ideas is essential (Hou, 2022).
In promoting the internationalization of the curriculum, key activities are
presented that reinforce values of inclusion, interculturality, and diversity. Closely
related are marketing, university management, and the monitoring of the entire
strategy (Ladino Marín & Salazar Acosta, 2022), as well as the competencies
developed.
Besides, internationalization demands the development of linguistic
competencies and bilingual education linked to multiculturalism (Abduh et al., 2022)
and the home curriculum. Flexible study programs are necessary for international
students, emphasizing the training of teachers, staff, and learners in a second
language. According to authors like Díaz-Guecha et al. (2020), English should be
prioritized due to its global significance (Carabelli Mari, 2023).
It is acknowledged that learning English also carries a linguistic heritage that
has political and cultural implications, requiring special care in its teaching
(Despagne, 2019). The responsibility of English teachers in the decolonization
process is evident, especially in light of social challenges and the advocacy of social
movements (Ehlers-Zavala, 2023). Other studies reveal the inevitable influence of
English in internationalization and the need for awareness regarding the preservation
of the mother tongue and the role of cultural heritage (Tejada-Sanchez & Molina-
Naar, 2020).
However, some positions differ slightly in prioritizing English, emphasizing
the need to advocate for multilingualism and eliminate the supremacy or
ethnocentrism of English over other languages. This goal can be achieved through a
coherent and systematic language policy (Pazos & Puppo, 2021).
This analysis creates a dichotomy between favoring the teaching of English
or diversifying proposals to broaden opportunities and advocate for diversity, which
may include the study of indigenous and minority languages (Carabelli Mari, 2023).
It is considered that the diversity of linguistic advancement opportunities constitutes
a pillar of the growth of internationalization and its impacts.
Linguistic competencies enable effective communication among people from
different cultures and nationalities, providing access to global job and academic
opportunities. This process extends beyond establishing individual or group
relationships to encompass the management of communication in a broad sense.
Another underexplored aspect is the identification of linguistic barriers as one of the
major challenges faced by international students, alongside pedagogical and
academic differences, as well as loneliness (Pinto, 2021).
Communication should constitute another criterion for managing
internationalization, as linguistic and intercultural competencies enhance the
understanding of different perspectives, enriching not only the portfolio of
international services but also the quality of university services based on best
practices and lessons learned. Therefore, the communication process encompasses
not only the management of human resources but also the use of information and
communication technologies (ICT), resulting in institutional communication as a
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creative and harmonious integration.
Véliz Burgos et al. (2021); Cardeño Portela et al. (2023); López González
(2023); and Jiménez-Pitre et al. (2023) recognize various dimensions of learning
during the COVID-19 pandemic. Among these, the importance of socio-emotional
skills and interpersonal relationships in organizational management by directors is
highlighted. The analysis emphasizes the need to care for the socio-emotional
climate to face challenges, one of which is the use of ICT under crisis conditions.
Both criteria are deemed essential in the management of internationalization.
During the pandemic caused by the SARS-CoV-2 coronavirus,
internationalization took a back seat to more urgent needs in universities, primarily
the response to the health crisis, with the subordinate goal of maintaining teaching
and learning processes. One immediate solution was the migration to digital teaching
environments and the experimentation with virtual mobility (Neria-Piña, 2022).
As a result, a wide range of online modalities emerged, including:
e-learning (electronic learning), be-learning (blended learning,
which combines e-learning with face-to-face activities), T-learning
(transformative learning, which focuses on continuous competency
development), and m-learning (mobile learning, which utilizes
mobile devices) (Valdés-Montesinos and Ganga Contreras, 2021, p.
443).
Additionally, MOOCs (Massive Open Online Courses) were adopted, and
technology emerged as a virtual resource to engage others in favor of
internationalization (Gómez, 2020). With varying degrees of effectiveness,
universities have systematized the practice of online meetings and other events.
ICTs have become vehicles for strengthening ties and facilitating exchanges during
virtual meetings, enhanced by platforms like Zoom (blocked in Cuba), Google
Hangouts, Google Meet, as well as academic and scientific social networks like
WhatsApp, Messenger, and ResearchGate (Macazana Fernández, 2021).
ICTs are recognized as an integral aspect of the internationalization process,
also referred to as virtual internationalization (López Bidone, 2024). This aligns with
Bruhn’s (2020) assertion of the hybrid future of internationalization and reflects the
need for a transformation of traditional governance in light of the hybrid university
model (Sziegat, 2022).
From this analysis, ICTs constitute an important indicator to consider in the
management of internationalization. In addition to training platforms, their impact
on institutional communication, collaborative work, data management, analysis, and
their role in administrative management must be emphasized. Attention should also
be given to simulation, virtual reality, and the ethical use of artificial intelligence,
facilitating simulated immersion experiences for students in global contexts.
Conversely, this digital potential to enhance the quality of international
services, based on appropriate university governance, is hindered in Cuba by
financial constraints, the U.S. blockade, and the global economic crisis, among other
factors (Villavicencio Plasencia, 2019). One way to address this situation is through
internationalization, which, with a strategic format, becomes a tool for increasing
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visibility, opening opportunities for external resources, and creating alliances
(Sisavath, 2024).
International congresses held in Cuba, particularly the various editions of the
University Congress, have constituted a potential resource, with the CECEPRI
coordinating the Higher Education Pedagogy Workshop for over 25 years. In this
regard, Toledo Hidalgo et al. (2022) recognize the importance of this opportunity
not only for knowledge acquisition but also for identifying niches and opportunities,
as well as for developing projects that can enhance research quality and the training
process.
In the pursuit of new niches and opportunities, current demands for quality
and institutional competitiveness must be taken into account. Evaluations of higher
education institutions have highlighted a competitive spirit, which places
universities in developing countries at a disadvantage; however, establishing
alliances and synergies among institutions can improve the standing of all involved,
both in service quality and international rankings. Alpízar Santana et al. (2023)
acknowledge the South’s disadvantage in various rankings but reaffirm their
importance for visibility, prestige, and quality enhancement.
Even though there are criteria that reflect advancements in the process of
internationalization at universities, in the case of Cuba, a greater quality of higher
education could be achieved by managing international opportunities more
efficiently (Toledo Hidalgo et al., 2022). The reality is that internationalization
enhances the reputation of the university and its members, attracts talent, prepares
young people for globalization, and becomes an attractive proposition for students
(Eriçok and Arastaman, 2023).
Another contrasting element is how intense competition in the
internationalization process is addressed, which requires substantial preparation;
simultaneously, there is a need to share knowledge and efforts with other
institutions that may be identified as more fragile (Mentges and Costa Morosini,
2023). Yet, the competitive use of knowledge and technological innovations can lose
its social essence and become mere commodities, subordinating itself to market laws
and privatization.
Consequently, it is essential to defend the essence of competitiveness
derived from the Bologna Declaration, which links the university’s relationships and
actions as a catalyst for attracting students and well-prepared, prestigious faculty,
while advocating for the continuous management of the quality of its substantive
functions (Escribano Hervis et al., 2022). This involves learning from best practices,
creating alliances, and developing networked science capable of defending the
university’s mission and strengthening its position, particularly in the region.
Authors such as Hussein Amzat et al. (2023) emphasize the importance of
the opinions of international students—not just the reasons for leaving their home
countries, but also the factors that lead them to choose their university. In Cuba,
given the socioeconomic conditions and the U.S. embargo, constant monitoring of
these criteria may serve as an effective gauge for improving service quality and as a
tool for international advocacy.
Nevertheless, evaluating quality through a rankings table does not always
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reflect the true hierarchy; thus, debates tend to advance more qualitatively toward
institutional quality (Seyedeh Golafrooz and Jani, 2024). In their publication, Voigt
and Smith (2021) highlight the “halo effect” and its influence on the existing gap
between universities. This underscores the need to reduce cognitive bias and the
necessity of accessing sufficient data to have a meaningful tool for evaluating
educational quality.
Likewise, Macazana Fernández et al. (2021), beyond the rankings table,
identify the importance of motivated environments in constructing excellence
frameworks. The authors highlight the competitive market of higher education, the
hierarchy derived from quality evaluation and accreditation systems, and
performance associated with a culture of continuous improvement in processes.
For Cuba, and particularly for the Ministry of Higher Education, a challenge
lies in increasing the number of journals indexed in Scopus, which is essential for
improving rankings in Latin America and gaining maximum visibility in publications.
Studies by Serra Toledo et al. (2021) indicate that only the University of Havana and
the Central University of Las Villas have been able to climb in the SIR World ranking,
given the requirement of having a minimum of 100 documents in journals indexed in
Scopus during the last year of the evaluation period.
To achieve these goals, important indicators of good internationalization
management include student mobility, the management of credential recognition
and credits, academic training programs, and joint research (Gómez, 2020;
Macazana Fernández et al., 2021; Escribano Hervis et al., 2022; Villavicencio
Plasencia, 2023). All of these can lead to quality publications.
In general terms, the quality of scientific production and its capacity for
dissemination hinge on several success criteria. This involves not only volume but
also international impact and visibility, necessitating the tracking of metrics by
researcher and area of knowledge. De Souza et al. (2021) identify collaboration,
production, visibility, and impact as indicators associated with this analysis. This
assessment holds significant importance in evaluating the position of universities.
However, Macazana Fernández et al. (2021), in discussing the creation of
rankings, clarify that citations received per publication or researcher are not the
sole pathway to prominence, as various dimensions of knowledge have evolved
beyond just research. Accordingly, internationalization requires constant updating
of indicators for its refinement and impact on the quality of university services, as
well as an analysis of different rankings (Alpízar Santana et al., 2023).
A strategic vision of the internationalization process is essential, enabling
self-improvement, fostering change, and enhancing academic quality by promoting
a globalized view of learning and decentralizing knowledge (Ladino Marín & Salazar
Acosta, 2022). Concurrently, a supportive process is suggested to avoid different
forms of exclusion that may lurk within a community that appears open and tolerant,
as indicated by studies conducted by Guo and Guo (2022) in Canada.
Nonetheless, strategies should not be copied; they must align with the
characteristics of each location and the endogenous processes in place (Sisavath,
2024). Villavicencio Plasencia (2019) warns of the threat posed by centers of power
proclaiming unified strategies and advocates for the contextualization of approaches
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tailored to each institution and country as a guiding principle.
The internal evaluation of the effectiveness of strategic internationalization
actions is also crucial. Experiences shared by Jantassova et al. (2021) propose
comparative evaluation studies to develop capacities for internationalization and
link this process to the accreditation of academic programs (Crocco Valdivia &
Fernández Cofré, 2024). In the case of Cuba, fulfilling strategic indicators in
conjunction with accreditation processes presents valuable alternatives, although
these can be enriched by results from theoretical updates and systematization.
Based on the analyses conducted, the following ten strategic lines are
identified to lead the internationalization process at CECEPRI:
Identification of features that define institutional and local culture to foster
the development of intercultural competencies.
Internationally comparative curricular analyses, emphasizing practical,
executive, and participatory approaches over merely declarative ones.
Improvement of institutional communication, work environment and social
climate, institutional image, management of networks, and linguistic
competencies.
Management of ICT use in accessible digital environments for both
communication and innovative curricular, cultural, and research proposals.
Development and promotion of the academic services portfolio.
Execution of agreements with higher education institutions, networks,
associations, NGOs, and others that facilitate the identification of niches
and opportunities to promote internationalization.
Coordination of academic networks and active participation in them,
establishing partnerships and collaborative work among professionals from
different higher education institutions and countries.
Determination of joint research initiatives and scientific production with
greater impact and visibility of results.
Promotion of student and faculty mobility, scholarships, and collaborative
professional training efforts.
Management of international projects, funding, and technological
equipment.
Therefore, the internationalization of CECEPRI constitutes a transversal axis.
Deriving from this analysis, it is considered an essential part of the Institutional
Strategic Plan, given its significant impact on the processes managed within the
center to enhance the quality of education sciences in general, with an emphasis on
higher education.
Conclusions
In line with the 2030 Agenda, the role of internationalization is defended as
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essential for achieving inclusive, equitable, and quality education. To accomplish
this goal, researchers in the field of Education face the challenge of responding to
social demands while simultaneously keeping up with scientific and technological
advancements that allow for a significant impact on the training of professionals
nurtured within the university.
This objective can only be achieved through a strategic design of the
internationalization process that addresses the specific characteristics of the higher
education institution, distinguishing between each area and center that comprises
it. The CECEPRI has the essential purpose of managing the training of competent
professionals at the University of Pinar del Río Hermanos Saiz Montes de Oca, with a
sustainable effort spanning just over 25 years.
Ten strategic lines were identified that integrate into university processes,
including the pursuit of improved institutional communication, curriculum
development, scientific production based on research and innovation, and the
diversification of international academic services, among others. These are
necessary for enhancing the internationalization strategy and, consequently, for a
greater contribution from CECEPRI to elevating the quality of Higher Education at
the University of Pinar del Río.
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About the main author
Xiomara Sánchez Valdés:
Doctor in Pedagogical Sciences, Master in Educational
Sciences, Special Education Mention, Bachelor of Education, Special Education
specialty and Full Professor category. Responsible for the
internationalization
process at the Educational Sciences Study Center of the University of Pinar del Río
Hermanos Saiz Montes de Oca (CECEPRI). University-
diversity project manager, in
the training of professionals for inclusive and sustainable development (UDDIS).
Declaration of author responsibility
Xiomara Sánchez Valdés
1:
Conceptualization, Data Curation, Formal Analysis,
Research, Methodology, Resources, Software, Supervision, Validation/Verification,
Visualization, Writing/original draft, and Writing, review and editing.
Arturo Pulido Díaz
2: Research, Methodology, Software, Supervision,
Validation/Verification, Writing/original draft and Writing, revie
w and editing.
Kety Roque Cala
3: Research, Methodology, Software, Supervision,
Validation/Verification, Writing/original draft and Writing, review and editing
.
Financing:
This research was carried out using our own resources.
