INT B International Project-Based Learning 19241

B 1.2.
14 INSTITUTIONAL POLICIES AND STRATEGIES 45

Policies and Strategies
GUSTAVO P. OLIVEIRA, MARIA EDUARDA M. ROCHA, ANA BERENICE P.

MARTORELLI, SANDRO M. TORRES, AND ANA LUIZA M. BRAGA
International
project-based
learning
EXPERIENCING A MULTIFACETED APPROACH

FROM REFUGEES’ KNOWLEDGE
This case study reports the experience of engagement 1. Introduction 46
among Venezuelan refugees and food technology stu- 2. Context and setting 48
dents during an arepa-making workshop at a higher ed- 3. Institutional internationalization

policy 48
ucation institution in the Northeastern region of Brazil.
4. International project-based learning
Under co-execution with the university’s Internation- (IPjBL) 49
al Cooperation Office, we highlight how internationali- 5. Gastronomy outlook: arepa bread 50
zation inspired by n-tuple helix innovation models has 6. IPjBL in practice 50
converted into an “all-inclusive” application of traditional 7. Self-assessment 54
project-based learning covering research, outreach, and 8. Continued actions and prospect 55
entrepreneurship. Such an approach, coined Internation- References 56
al Project-Based Learning (IPjBL), suggests a novel bench-
mark to assess higher education internationalization ca-
pabilities that considers a multidimensional framework.
Internationalisation of Higher Education Issue 2 | 2023

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46 INSTITUTIONAL POLICIES AND STRATEGIES B 1.2.14
INTERNATIONAL PROJECT-BASED LEARNING
1. Introduction
Knowledge’s helices Since the inception of the well-known Triple Helix model (THM) – fo-
cused on connecting academia, industry, and government actors – al-
most three decades ago, the innovation systems and knowledge-based
economy came across several upgrades. This evolutionary process add-
ed new “helices” to the THM to consider cultural and social components,
thereby shaping quadruple, quintuple, or, more abstractly, n-tuple helix
models (Leydesdorff, 2012). THM and its variants have contrasts that
can be explored as conflicting or supplementing (Cai and Lattu, 2022;
Leydesdorff and Smith, 2022). Despite their differences, the rationale
to use them relies on their effectiveness to understand how innova-
tion is organized at a systematic view and the innovation dynamics can
be measured, especially at regional, national or international level. Be-
sides, they are useful to identify key actors, mechanisms of interaction,
and enabling conditions to implement specific inquiries both through
qualitative and quantitative framework (Cai and Amaral, 2021). It is now
recognizable that trending topics that outstrip national boundaries,
such as democracy, climate, ecology, and media are all intertwined in a
complex network of knowledge propelled by these helices (Carayannis,
Campbell, & Grigoroudis, 2022).
HEIs drive innovation Amidst a dynamic cosmos of global crises and challenges, higher edu-
cation institutions (HEIs) are revamping their underlying roles of teach-
ing, research, and outreach to absorb complementary missions (Puente
et al., 2021). Currently, whether from the “Industry 5.0”, “Society 5.0”
(Carayannis, Dezi, Gregori, & Calo, 2022), or “n-tuple helix” conceptual-
ization, HEIs are drivers of novel knowledge and innovation routes. For
this reason, they should foster real impact to their environs through
social innovation (Morawska-Jancelewicz, 2022), sustainability (Goi, Ha-
keem, & Frendy, 2022), entrepreneurship (Bikse, Lusena-Ezera, Rivza, &
Volkova, 2016; Ruiz, Martens, & da Costa, 2020), and regional develop-
ment (Sunina & Rivza, 2016; Lew & Park, 2021).
Brazil’s internationalization Internationalization is not alien to any of those helices since it is a dy-
challenges namic process influenced by global events and a keystone for HEIs’ fu-
ture agendas (de Wit & Altbach, 2021). On the contrary, it is a branch
of the innovation system concerned with stimulating local production
chains, opening new branches for foreign trade opportunities, and, in-
side the academic nucleus, leveraging innovative learning experiences
beyond territories. Brazil, in particular, hits many obstacles that decel-
erate the innovation-internationalization wheel, such as the language
barrier, heavy regulations, and little specificity of internationalization
plans at the HEIs. However, it turns out that rethinking university plan-
ning, carefully defining institutional profiles, and developing particular
policies can accelerate our progress since HEIs are inherent conduc-
tors of change (Neves & de Oliveira Barbosa, 2020). Out of the Brazilian
higher education system, public universities are the main strengths for
Issue 2 | 2023 Internationalisation of Higher Education

B 1.2.14 INSTITUTIONAL POLICIES AND STRATEGIES 47
repairing social imbalances, regional underdevelopment, and interna-

tional absence. Some Federal HEIs, for instance, invoke present-day is-
sues such as international solidarity in their mission statements (Gui-
marães, Finardi, El Kadri, & Taquini, 2020).
It is indisputable that tailored solutions are the best way to design and HEIs beyond classic pillars
mold helices’ blueprints so that local environmental, educational, so-
cial, and economic needs are manageable by each HEI based on their
reality. The purpose of this case study is to report the experience of
engagement of the Federal University of Paraíba (UFPB) with Venezuelan
immigrants and point out how learning, research, outreach, innovation,
entrepreneurship, and internationalization are joinable in an “all-inclu-
sive” package of subjects inspired in the Quintuple Helix model (QHM).
This experiment suggests an innovative international version of the pro-
ject-based learning approach now applied to refugees’ needs.
Since April 2018, the Brazilian Government has been housing socially Humanitarian crisis in Venezuela
vulnerable Venezuelan refugees escaping humanitarian and socioeco-
nomic crises in their home country. The so-called “Operação Acolhida’’
task force, established in the Northern borders to watch the migratory
influx, had already relocated more than 78,000 people in 844 Brazilian
municipalities up to June 20221. Supported by the United Nations Refu-
gee Agency through representatives in Brazil (UNHCR/ACNUR Brazil), the
unfolding of this humanitarian operation resulted in striking evidence of
what QHM’s dimensions seem to support.
The case reported is surrounded by learning experiences that transcend

the scope of predictability but uplift our internationalization process
to the next step. We begin the paper with a short overview of the con-
text and setting where the case took place. Afterwards, we quickly go
over UFPB’s policies for internationalization. Next, we outline the in-
lab workshop experience, the reshaping of the classical project-based
learning, and subsequent considerations.
1 Based on data from the Brazilian Ministry of Citizenship: https://www.gov.br/cidadania/

pt-br/noticias-e-conteudos/desenvolvimento-social/noticias-desenvolvimento-social/oper-
acao-acolhida-ultrapassa-78-mil-venezuelanos-interiorizados-no-brasil. Accessed on Sep 27
2022.

2. Context and setting
UFPB is a public HEI headquartered in João Pessoa city, Paraíba state, in

the northeastern region of Brazil. With four campuses spread over the
state, we sum up around 33,000 students of all levels and more than
100 educational programs for undergraduates and graduates. The ex-
perience we narrate occurred at the Center of Technology and Regional
Development - CTDR, a teaching and research unit dedicated to food
technology, beverage preparations, sugarcane derivatives, chemical by-
products, and gastronomy. CTDR stands out in community outreach and
extension activities encompassing food bank deployment, loss preven-
tion guideline standardization, hotel business training, familiar farming
stimulation, sustainable best-practice promotion, and more.
3. Institutional internationalization
policy
UFPB’s internationalization policy (IP) sustains itself upon build-

ing-bridge principles and objectives that deal with interdisciplinary re-
search, scientific cooperation, democratic management, innovation best
practices, social responsibility, and public transparency among nation-
al and international actors. Administratively, the university’s Interna-
tional Cooperation Office (ACI2) oversees the IP from three coordination
branches: Interinstitutional Relations, concerned with bilateral agree-
ments and foreign affairs; Academic Mobility, involved with incoming
and outgoing people (students, researchers, and staff); and Promotion
and Academic-Scientific Actions, centered on educational marketing
(ranking, portfolios, events), project capture, and data analytics.
Stimulus to internationalization Presently, the IP efforts articulate to adapt QHM and its associated di-
mensions into emerging needs that primarily cover regional develop-
ment, indoor conviviality maximization among foreigners and UFPB’s
students, and entrepreneurship stimulation to foreign trade. To reach
these goals, ACI has been working collaboratively with neighbor HEIs
and members of the private sector to establish strategic alliances, pro-
mote events, and carry out outreach projects which, in our personal
view, touch upon the QHM’s subsystems as “manifold” tasks.
2 Agência de Cooperação Internacional, in Portuguese.

4. International project-based
learning (IPjBL)
Project-based learning (PjBL) is an educational approach that steers “Old-school” project-based
students to face real-world challenges by following a “hands-on” ten- learning
et. Deemed to be an offshoot of the early 20th century’s constructiv-
ist theories (Kokotsaki, Menzies, & Wiggins, 2016; Jumaat, Tasir, Halim,
& Ashari, 2017), PjBL is seen as a gold standard teaching methodolo-
gy at the secondary level (Larmer, Mergendoller, & Boss, 2015), despite
marked confluences with other nomenclatures (Dias & Brantley-Dias,
2017) and criticisms.
While PjBL has traditionally been in primary and secondary education,

attempts to migrate it to higher education date back to the beginning
of the 1980s (Morgan, 1983). Over decades, several references reported
experiences mainly across technical and engineering disciplines (Ríos,
Cazorla, Díaz-Puente, & Yagüe, 2010; Peterlicean & Morar, 2013; de los
Ríos-Carmenado, López, & García, 2015). Later, the methodology was
adopted in different contexts mainly due to the highly sophisticated
ensemble of skills required by the digital era (Mohammed, 2017; Esteves
et al., 2019; Guo et al., 2020; Zerovnik & Nancovska Serbec, 2021).
When the internationalization scope is concerned, the knowledge of “New-world’s” project-based

experiences stimulated by PjBL is quite rare and almost nonexistent. learning
Of that we are aware of, a single case approaching this nexus report-
ed a bicultural exchange between Indian and Japanese students a few
years ago in the wake of engineering projects (Ohsaki & Waychal, 2017).
Motivations behind that program targeted the student’s ability to work
on multidisciplinary teams, communicate effectively, and mature their
views about global and societal challenges, all inherited from curricular
guidelines issued by distinguished associations linked to engineering
education.
Apart from the merits and positive outcomes of the experience above,
we bring into the scene a type of internationalization mediated by PjBL
that overreach the simple reciprocity between people from different
countries working together on a common-good project. Given its pe-
culiarities, the way we think of the case we are reporting suggests the
birth of a novel perspective of PjBL in the internationalization process
of an HEI. Because of its singular features, the medley of skills, concepts,
and dimensions (social, technological, global) comminuted therein led
us to portray what internationalization project-based learning truly rep-
resents. Employing this idea, we draw attention to an outstanding view
of PjBL for internationalization subjects. In short, IPjBL. As we will ex-
plore next, IPjBL unfolds itself into a complex web of knowledge that
intersects the so-called innovation helices. At the same time, it magni-
fies the traditional pillars of HEI. Before moving towards IPjBL’s practical
aspects, we inserted an interlude to explain the background of the ele-
ment responsible to base this case study: the arepa bread.

5. Gastronomy outlook: arepa bread
History of the arepa bread Arepa is a bread made from maize dough or pre-cooked fine-grain maize
flour commonly used in Hispanic countries such as Bolivia, Spain, and
Venezuela (Fig. 1). Historic notes place the origin of arepa in the middle
of the 15th century in Europe and later on, during the 19th century in
South America. Although it is a cultural symbol of Colombia, the arepa is
also a many-flavored daily food in Venezuela and part of the country’s
gastronomy.
Arepa in many countries Arepa has similarities to Mexican gorditas, Ecuadorian tortillas, and oth-
er foods from Central America. However, there is no direct equivalent of
this food in Brazil. With time, arepas became widely consumed by the
Spanish American community in the USA, where methods for their in-
dustrial production began to be patent-protected in 1993. Despite that,
few technical papers exploring the nutritional, physical or chemical
characterization of the arepa’s properties are available, which makes it
a topic for food engineers and researchers in this field.
Figure 1 Traditional arepa bread modeled from flour-water mixture

before cooking stage (left) – photo by G. P. Oliveira. Post-
cooked arepa lightly toasted on the top surface (right).
The picture on the right is adapted from Hugo Londoño on
pixabay.com.
6. IPjBL in practice
Refugees’ leadership During the outreach initiative of welcoming the Venezuelan refugees,
they spoke about their difficulty preparing arepas in Brazil due to flour
unavailability. Then, the professors in charge of the project readily
sought manners to import the feedstock demanded by the Venezue-
lans. Besides manifesting their solidarity with the foreigners, they took
the opportunity to convert this challenge into a learning project which

ultimately transformed into a rich pool of experience. The food technol-

ogist students attending the Food Processing Course took the follow-
ing challenge: to develop a social technology for producing pre-cooked
maize flour with similar or the same physical-chemical behavior as the
imported commercial flour.
From this point on, we identified that the IPjBL approach encompasses A multifaceted method
at least six dimensions:
■ Teaching: the learning method was taken over one month and based
on Charles Maguerez Arch, with the following modifications: discuss-
ing Venezuelans’ reality; apply hands-on gastronomic class, identify
technological key points for flour manufacturing, hypotheses, labora-
tory tests, and application for real. The problem’s first contact hap-
pened through an arepa workshop, where the students learned about
the culture around arepas from the Venezuelans viewpoint. The arepa
preparation came into class as a well-planned learning lecture, like
the others frequently implemented in food technology in-lab classes.
That is to say, including inputs’ selection, weighing, mixture, molding,
production, and quality control of the arepa loaves of bread obtained
through baking and frying. The focus of the second class was to iden-
tify the technological key points for flour production, for instance, the
optimum raw material humidity for the milling process, and what type
of cooking process to ensure partial gelatinization (Fig. 2). At the end,
the students managed in groups to select three possible routes for
maize flour production, starting from the white or the yellow hominy
corn. Two additional lectures were held in the lab, where the students
learned about milling and sifting, tested their hypotheses, and select-
ed the best technological route for each, the white maize flour and the
yellow maize flour. Finally, their course evaluation was to produce the
flour and the arepa explaining the science and technology behind it.
Figure 2 Recovered photography of white board sketching the

technological key-points and possible production methods
(in Portuguese). During the design thinking session in the
theoretical lecture, the students discussed several procedures,
such as flour purity, milling, humidity, and gelatinization.
Original photo by M. E. Rocha.

■ Research: after producing the arepas, the students immediately car-

ried them to the characterization room to study its properties. Com-
pression tests were then applied to the baked (or fried) mass to verify
its texture, uniformity, and homogeneity (Fig. 3).
Figure 3 Student handling a post-cooked arepa on the laboratory’s

texture analyzer to collect elastic responses over time (left)
from uniaxial compression (right). Photos by G. P. Oliveira.
■ Outreach: the integration of the refugees into the local society from
the university’s doing is, per se, a unique case of outreach roles ex-
pected by HEIs. Happy to be the principal visitors and true leaders
of this action, the Venezuelan couple shared their opinion about the
pros and cons of living in Brazil, feelings, thoughts, but especially the
personal satisfaction of having a genuine arepa again after a long dep-
rivation time (Fig. 4).
■ Internationalization: attracting the students to cope with such a prob-

lem in partnership with Venezuelans was a considerable step toward
internationalization at our university. First, because both the foreign-
ers and Brazilian students are young people with an equal lifetime
and similar stories, thus making student interaction and intercultural
exchange well balanced. Second, by working together, they could prac-
tice Spanish and Portuguese interchangeably. Third, because CTDR’s
students have rare opportunities to study abroad and speak a dif-
ferent language. More importantly, when the Venezuelans exchanged
the production know-how, they opened up a series of technical ques-
tions from Brazilian students that could consolidate all the theoretical
learning of the previously enrolled courses, such as food raw material,
food chemistry, and food processing (Fig. 5).

Figure 4 Venezuelan student holds the maize flour package imported

for the workshop and celebrates the opportunity to prepare
arepa once more after a long period of deprivation (left).
Brazilian students organize the workbench, inputs, and fulfill
cleaning and sanitation protocols before the task (right).
Photos by G. P. Oliveira.
■ Innovation: the fine-grain milling required to fabricate arepa’s flour is

an unimplemented process in Brazil’s food industry. Although the tech-
nology is available, the mastery of producing Harina Pan, or equivalent
maize flour, is quite limited. Further, the possibility of preparing it via
social technology opens up the market for start-ups. If adapted to in-
land consumers, innovative technologies to prepare “Brazilian arepas”
have a margin to succeed, especially in the Northeastern region, where
similar foods, such as couscous and tapioca, are part of the locals’
traditional menu.
■ Entrepreneurship: at the verge of this IPjBL endeavor, entrepreneur-

ship comes into the scene through market vision, business strategy,
sustainability, and regional development. Industry-scale production of
arepa’s inputs in Paraíba could activate new supply chains, gastronomy
investors, and students-entrepreneurs, allowing for the turns of sever-
al “helices” of the local innovation system.

7. Self-assessment
Great outcomes The post-lecture assessment found that the students kept an engaging
and enthusiastic posture for receiving the young Venezuelans for the
arepa-making workshop. They have committed to the proposed chal-
lenge and participated actively by taking notes, asking questions, and
practicing. All students and professors were involved with the task and
produced at least one arepa bread. We verified that this methodology is
a channel to elicit uncountable creative ideas. As a result, for instance,
the students came up with two viable technological solutions that may
afford arepa production in Brazil from corn flour manipulation.
Impact on students Maria Eduarda Rocha, a teaching assistant student who co-managed the
IPjBL, highlighted: “I feel that my professional skills and social respon-
sibility have increased after this experience. Not only because I have
acquired a deeper understanding of the Venezuelan’s hardship, but also
on the relevance of being exposed to the international context and rais-
ing awareness of others to promote global welfare”.
A food technology student underscored that the teaching method

changed his way of learning a subject. He became more prone to search
for solutions and solve real problems at each life situation. Dr. Braga,
who led the arepa IPjBL points out that real internationalization of HEI’s
happens when the majority of its students get truly in contact, person-
ally or virtually, to world demands, which means not only understanding
them, but somehow experiencing them.
Figure 5 Venezuelan refugees talk to the teaching assistant student

in order to answer questions asked by the students about the
technicalities of arepa’s preparation. Photo by G. P. Oliveira.

8. Continued actions and prospect
UFPB is gradually becoming a barn of rewarding humanitarian experi- Africa on radar

ences and expanding its international horizons to reach prolific devel-
oping arrangements through incoming people from disadvantaged re-
gions. We have been accompanying incoming students from countries
that underwent severe social hurdles or find themselves avid for coop-
eration partnerships around food technology and agriculture. The lat-
ter group predominates in African countries, such as Angola, Cameroon,
Gabon, Guinea-Bissau, and others.
Community service generally is a positive feature that HEIs look for on Call to action
new students since they like “good citizens” may increase their repu-
tation concerning social responsibility and engagement. However, HEIs
should not sail over shallow waters of public commitment only, but dive
into extension and outreach actions as innermost institutional con-
cerns. UFPB recently concluded a series of adaptations in all its edu-
cational curricula to include extension activities as compulsory credit
hours. Regardless of this movement to meet superior legal enforce-
ment, our history and experience already shows that consistent actions
reflect in the surrounding community’s welfare. Our extension programs
impact people from countryside provinces, socially and economically
vulnerable ones, elderlies, and, by virtue of the context, refugees. Ac-
tions that a HEI could take to actively foster an extension and outreach
agenda without losing focus on internationalization practice are:
■ to establish partnerships with family producers, local nutrition banks,

feeding houses, and refugee support organizations;
■ to facilitate experiences for incoming mobility students, like enable

and volunteering services inside local communities;
■ to promote language training and internationalization culture for rural

producers, local handcraft workers, and artists willing to reach foreign
audiences;
■ to deploy career development plans and key performance indicators

that benefit and score staff, tenures, and professors engaged in pro-
posals with international collaboration that impact communities di-
rectly.
As quoted by Jones and de Wit, apud. (de Wit & Altbach, 2021): “interna- “De-westernizing” HEIs
tionalization should no longer be considered in terms of a westernized,
largely Anglo-Saxon, and predominantly English-speaking paradigm”. In
fact, “de-westernize” internationalization by addressing the needs of
immigrants and refugees or triggering initiatives towards “easterniza-
tion” are turning points for any HEI unconnected to such reality. In fact,
we corroborate that maxima. While shifts on the internationalization
policies of HEIs are underway, in the Global South we face the para-
doxical challenge of filling in gaps of the past that remain as footprints
of all-kind limiting resources to have solid internationalization policies
and, concomitantly, having to adjust the clock hands to follow up the
present time’s trends.

Several future actions relating to this case study are citable here. For
brevity, we will include only a few connected to humanitarian causes
and partner broadening with Africa and Asia. Our value proposition pre-
views the
■ execution of IjPBL throughout our Teaching Centers and educational

programs as permanent action for internationalization;
■ extension of our cooperative portfolio to reach out the so-called Por-

tuguese Africa, namely countries where Portuguese is an official lan-
guage, to promote our language;
■ conservation of outreach actions focused on engaging refugees and

immigrants to the university community life, mainly from nearby coun-
tries in Latin America;
■ attraction of students to participate in foreign languages training

courses provided by Asian partners, especially Chinese mandarin and
Japanese.
Acknowledgments
The authors thank the Venezuelan community in João Pessoa, Paraíba,

Brazil, and the food technology students who actively participated in
the IPjBL task.
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Authors
Gustavo P. Oliveira is adjunct professor at the Scientific Computing Department. His

professional background covers Mathematics, Engineering, Computer Modeling, and
Data Science. Director of Promotion and Academic-Scientific Actions at the Interna-
tional Cooperation Office, he is mainly responsible for university’s international pro-
motion, branding, and data management.
Contact: gustavo.oliveira@ci.ufpb.br
Maria Eduarda M. Rocha is teaching assistant student at the Center of Technology

and Regional Development. She is also a scientific initiation researcher of Food Tech-
nology.
Contact: memr@academico.ufpb.br
Ana Berenice P. Martorelli is adjunct professor at the Modern Foreing Languages

Department. Her expertise background covers Education and Spanish Language. With
large experience with community outreach actions and support to refugees, she is
Director of Interinstitutional Relations at the International Cooperation Office, where
she manages cooperation agreements, bilateral partnerships, and international rela-
tions protocols.
Contact: acordos@aci.ufpb.br
Sandro M. Torres is full professor at the Mechanical Engineering Department. His ex-
pertise covers Civil, Materials, and Mechanical Engineering. Currently, he is the Presi-
dent of the International Cooperation Office, where he manages university’’ strategic
planning and policies for internationalization.
Contact: sandromardentorres@yahoo.co.uk
Ana Luiza M. Braga is professor at the Food Technology Department. Her background
covers Food and Process Engineering, as well as Materials Science. Director of Aca-
demic Mobility at the International Cooperation Office, she takes care of incoming
and outgoing students, experience and conviviality maximization, as well as develops
entrepreneurship-integrated actions for both national and international students.
Contact: almb@academico.ufpb.br


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B 1.2.

14 INSTITUTIONAL POLICIES AND STRATEGIES 45

GUSTAVO P. OLIVEIRA, MARIA EDUARDA M. ROCHA, ANA BERENICE P.

EXPERIENCING A MULTIFACETED APPROACH

This case study reports the experience of engagement 1. Introduction 46

dents during an arepa-making workshop at a higher ed- 3. Institutional internationalization

al Cooperation Office, we highlight how internationali- 5. Gastronomy outlook: arepa bread 50

zation inspired by n-tuple helix innovation models has 6. IPjBL in practice 50

converted into an “all-inclusive” application of traditional 7. Self-assessment 54

entrepreneurship. Such an approach, coined Internation- References 56

al Project-Based Learning (IPjBL), suggests a novel bench-

mark to assess higher education internationalization ca-

pabilities that considers a multidimensional framework.

Internationalisation of Higher Education Issue 2 | 2023

Issue 2 | 2023 Internationalisation of Higher Education

repairing social imbalances, regional underdevelopment, and interna-

The case reported is surrounded by learning experiences that transcend

1 Based on data from the Brazilian Ministry of Citizenship: https://www.gov.br/cidadania/

Internationalisation of Higher Education Issue 2 | 2023

2. Context and setting

UFPB is a public HEI headquartered in João Pessoa city, Paraíba state, in

UFPB’s internationalization policy (IP) sustains itself upon build-

2 Agência de Cooperação Internacional, in Portuguese.

Issue 2 | 2023 Internationalisation of Higher Education

While PjBL has traditionally been in primary and secondary education,

When the internationalization scope is concerned, the knowledge of “New-world’s” project-based

Internationalisation of Higher Education Issue 2 | 2023

5. Gastronomy outlook: arepa bread

Figure 1 Traditional arepa bread modeled from flour-water mixture

Issue 2 | 2023 Internationalisation of Higher Education

ultimately transformed into a rich pool of experience. The food technol-

Figure 2 Recovered photography of white board sketching the

Internationalisation of Higher Education Issue 2 | 2023

■ Research: after producing the arepas, the students immediately car-

Figure 3 Student handling a post-cooked arepa on the laboratory’s

■ Internationalization: attracting the students to cope with such a prob-

Issue 2 | 2023 Internationalisation of Higher Education

Figure 4 Venezuelan student holds the maize flour package imported

■ Innovation: the fine-grain milling required to fabricate arepa’s flour is

■ Entrepreneurship: at the verge of this IPjBL endeavor, entrepreneur-

Internationalisation of Higher Education Issue 2 | 2023

A food technology student underscored that the teaching method

Figure 5 Venezuelan refugees talk to the teaching assistant student

Issue 2 | 2023 Internationalisation of Higher Education

8. Continued actions and prospect

UFPB is gradually becoming a barn of rewarding humanitarian experi- Africa on radar

■ to establish partnerships with family producers, local nutrition banks,

■ to facilitate experiences for incoming mobility students, like enable

■ to promote language training and internationalization culture for rural

■ to deploy career development plans and key performance indicators

Internationalisation of Higher Education Issue 2 | 2023

■ execution of IjPBL throughout our Teaching Centers and educational

■ extension of our cooperative portfolio to reach out the so-called Por-

■ conservation of outreach actions focused on engaging refugees and

■ attraction of students to participate in foreign languages training

The authors thank the Venezuelan community in João Pessoa, Paraíba,

Issue 2 | 2023 Internationalisation of Higher Education

[7] de Wit, H., & Altbach, P. (2021): Internationalization in higher educa-

Internationalisation of Higher Education Issue 2 | 2023

[18] Leydesdorff, L. & Smith, H. L. (2022): Triple, quadruple, and higher-or-

[19] Mohammed, N. (2017): Project-based learning in higher education in

[20] Morawska-Jancelewicz, J. (2022): The role of universities in social

[21] Morgan, A. (1983): Theoretical aspects of project-based learning in