São Paulo State University - Unesp is spread over 24 cities of Sao Paulo State which host 34 Schools or Institutes and poses huge challenges to share information and opportunities to reach students, staff and professors. Unesp has been evolving its internationalization plan, building a culture of internationalization, which is still in progress. The internationalization of higher education has been gaining prominence in Brazil, especially in graduate programs. The increase in funding resources, such as Capes-PrInt, AUGM, and BEPE-FAPESP scholarships, has strengthened the participation of graduate students and fostered academic partnerships. However, many students have not been fully informed about these opportunities. At first, a lack of knowledge about available programs leads them not to pursue these opportunities, mistakenly believing they are not eligible. Thus, this work aims to present three events focused on internationalization, aiming to inform graduate students about exchange opportunities. Additionally, the feedback from participants after each event will be discussed.
The first event, "Brunch for Internationalization of Graduate Studies at Unesp", took place in 2022 in a hybrid format, broadcasted from the Rectory to the students attending in person with support of each Local Internationalization Committee (CLI) at the 34 Unesp Schools. The program included information about programs and the participation of former scholarship holders, who were able to share their experiences abroad. Feedback from participants showed that 74% of students were interested in doing mobility during their doctorate after learning about the opportunities, 17% were much more interested in doing mobility, and 9% reported they were not interested. The second edition took place in March 2023, with about 1800 attendees, using the same event format. Feedback from participants showed that 74% of students were interested in doing mobility during their doctorate after learning about the opportunities, 21% were much more interested, and only 4% reported they were still not interested. At the event, for the first time a video was presented in English, and about 90% reported understanding the video. 65% of the participants reported they didn't know about the CLI previously, and the most important barriers to do exchange are difficulty with foreign languages (32%) and lack of knowledge on existing opportunities (21%). 
The event "Brunch-Unesp-Euraxess" was held in November 2023 in a slightly different format, with similar results to the previous events. Representatives of several European consulates joined the meeting and shared multiple perspectives of opportunities. Feedback from the participants showed that 75% of students were interested in doing mobility during their doctorate after learning about the opportunities, 21% were much more interested, and only 4% were still not interested. Among the participants, the number of students who were not interested was even smaller in the second and third events. The event aimed additionally to promote the connection among students and CLIs local members. In conclusion, to promote the qualification for a second language and to enhance opportunities sharing and actions towards internationalization remain as important challenges for the improvement of internationalization policies at Unesp.

A internacionalização desempenha um papel central na proposta educacional da CESAR School, transcendendo o âmbito acadêmico para se transformar em uma experiência enriquecedora para os estudantes além das salas de aula. O Design como uma atividade que compreende a concretização de uma ideia, não apenas aprimorou os processos internos, mas também impulsionou a internacionalização da instituição. Foram  utilizados frameworks de Design de Serviço para implementar melhorias e proporcionar uma experiência contextual ao modelo de negócio da CESAR School, seguindo princípios de User Experience. Essa abordagem visa aprimorar a interação das pessoas usuárias com os serviços oferecidos, garantindo uma experiência mais satisfatória e alinhada com suas necessidades. Isso se traduziu na formulação de estratégias sólidas para a expansão global através da interculturalidade relacional ao passo que deu suporte ao desenvolvimento de processos internos que apoiam os programas de mobilidade internacional e na integração dessas iniciativas com o modelo educacional PBL (Problem-Based-Learning). Este movimento nos permitiu criar protocolos para a mobilidade internacional na graduação, considerando tanto os fluxos de saída ('outgoing') quanto de entrada ('incoming'), proporcionando ao nosso portfólio de mobilidades internacionais as oportunidades de mobilidade acadêmica e mobilidade de experiência profissional. Realizamos a implementação do programa de Dupla Diplomação para a graduação em Ciências da Computação em parceria com uma Instituição Europeia, e outras iniciativas de internacionalização do currículo como modalidades de ensino e aprendizagem e-Learning. Essa abordagem não só contribui para o avanço acadêmico, mas também promove o crescimento pessoal e profissional dos estudantes, capacitando-os a enfrentar os desafios de uma economia globalizada. A articulação multidisciplinar entre Design e Relações Internacionais nos permitiu transitar de uma fase de pré-internacionalização com iniciativas isoladas na condução de mobilidade acadêmica, para uma internacionalização estrutural com a implementação de ações estruturantes no desenvolvimento da internacionalização até alcançar percepção estratégica das relações internacionais no planejamento institucional, direcionando planos, políticas e processos. Em outras palavras, a internacionalização não é mais considerada como um processo secundário a ser vislumbrado em um futuro distante, mas sim um pressuposto inerente à natureza estratégica da operação da CESAR School, seja no mercado nacional ou internacional.

This presentation will provide new representatives of the International Affairs Office some tools and knowledge on how to start managing the Internationalization Department in their institution. To do so, it will take into account seven basic steps, as follows: take a deep breath, know thyself, make yourself noticed in your institution, surround yourself with experts, learn from the masters, be a Dr Frankenstein, and go back to step one and proceed to the following steps every now and then. Although these steps are not mandatory, they were of great use to my personal experience working for the past seven years in the International Affairs Office in two federal institutions of education in Brazil. The first step, to take a deep breath, is important to remind the representative that they are human and even though the universe of internationalization with its terminologies, procedures, and actors are a bit overwhelming at first, they just need to keep calm and proceed with caution. The second step, to know thyself, is relevant since the representative needs to know their strengths and weaknesses, personally and professionally speaking, in order to better manage the Office with their skills and how to improve on new ones. Also, this step is related to the importance of knowing the institution the representative is in, such as its mission, vision, principles, and where it wants to go and what it wants to achieve, in order to combine the internationalization strategies with the institutional development plan. The third step, to make yourself notice, is to have representatives present themselves to the various units and departments of their institution to get acquainted with the personnel and start planning possible strategies together. Step four, to surround yourself with experts, is about the importance of being part of associations, both national and international, in the context of internationalization, such as FAUBAI. Step five, to learn from the masters, lists some authors and researchers I learned from about Internationalization and which can be a great theoretical basis. Step six, to be a Dr Frankenstein, aims to see the easy approach the representatives may take while writing policies, drafts, legislation, procedures, and ways to network in the context of internationalization. Finally, step seven is about going back the steps before every now and then, since Internationalization is an everlasting process.

In 2020, Leal (2020) announced that 'university extension'* was possibly the most neglected aspect of the dominant conception of the ongoing internationalization of higher education in Brazil. In this Country, current guidelines for extension in higher education advocate that extension should establish "constructive and transforming dialogues with other sectors of the Brazilian and international society, respecting and promoting interculturality" (CES/CNE/BRASIL, 2018, p. 2, own translation). Therefore, this regulation seeks to cover different contexts in which the University must engage, from national to regional and international. In this presentation - an extract of a doctoral dissertation in progress - we present international extension initiatives from Universidade Federal de Santa Catarina (UFSC, Brazil) that exemplify how universities can engage with the international community through this university mission both with immigrants who belong to the local community and also with international students. Taking into consideration a critical perspective that conceives university extension from an integral perspective, with practices that permeate all functions and structures of the university, we tracked and interviewed the coordinators¹ of five extension projects with an international dimension at UFSC: 1. SINTEGRA: International student trajectories: Reception and integration; 2. Clínica Intercultural (Intercultural Clinic); 3. Eirenè-UFSC – Support Center for Immigrants and Refugees – NAIR (CSVM/ACNUR); 4. ICP-MZ:  Electronic Identity and Public Key Infrastructure in Mozambique; and 5 - PLAM - Portuguese as a Welcome Language for Immigrants. These five projects have in common that they were conceived with an international nature and they were designed and operate mainly with a view to the global south demands. Another convergence between three of them is that they are aimed at immigrants and refugees. On the other hand, only two of them have greater institutionalization within the University, one of them having a relationship with the International Relations Office and the other having been formalized through a technical cooperation agreement. The description and characterization of practical experiences of these projects provide insights  on how to embed internationalization initiatives with more cooperative and supportive contours. Considering that guidelines for the curricularization of extension in Brazilian higher education assert that university extension programs and projects must guide their action as a priority in areas of great social relevance, and that internationalization itself requires intentionality as a means to become socially relevant,  to think about internationalization beyond teaching and research  is a critical opportunity to internationalize higher education in a more cooperative and supportive way.
 ¹ As well as a student who worked as an intern in one of them.
* Extensão universitária in Portuguese and Extensión Universitaria in Spanish, one of the three missions of public universities in Latin America.

The internationalization process at higher education institutions comprehends planning, executing, and evaluating internationalization teaching, outreach/service, and research and innovation actions to establish and sustain an internationalization culture. At the Canguaretama campus of the Federal Institute of Rio Grande do Norte (IFRN), their internationalization process is driven by GINTER (Grupo de Estudos e Trabalhos para a Internacionalização, in Portuguese), a multidisciplinary group of faculties, administration staff, and students who plan and execute actions within an annual internationalization agenda. Actions include international projects, joint research and publications, scientific event organization and participation, intercultural activities, internationalization at home, international mobility, among others. Empirical analyses of previous actions from GINTER led to the definition of the internationalization management framework used here as the internationalization influence zone (I2Z). The I2Z framework resembles the computational tree concept to organize the actions in an in-depth data structure, facilitate data visualization, and extract correlations between outcomes and follow-ups from different actions. The I2Z framework imports the internationalization plan, which represents the root node of the I2Z tree. The root node gives rise to three child nodes named primary nodes, each symbolizing a teaching, outreach/services, and/or research and innovation dimension. The framework creates a secondary node linked to its most prevailing primary node for each internationalization action imported from the plan. This tree structure continues until it reaches the last action/outcome of the branch, namely the leaf. At last, a local zone appears as the subtree extending from a secondary node to all its leaves, comprising the derived actions/outcomes. The amalgamation of all local zones forms the I2Z tree. As a case study, we applied the framework to build the I2Z tree from the 2023 internationalization plan of the Canguaretama campus. The tree has 14 secondary nodes corresponding to the planned actions. We noted that 2 are leaf nodes with no derived actions/outcomes. On the other hand, the secondary node corresponding to student mobility to a university in Ecuador provides the largest local zone. The undertaken actions and outcomes are as follows: the student engaged in two international academic events in Ecuador and one in Brazil. After the international mobility experience, the student prepared his undergraduate thesis and one scientific paper, both rooted in the knowledge acquired during this period. Furthermore, the student's foreign advisor collaborated with a team of Tourism professors and students from the campus on an outreach project in Brazil. Finally, as a continuation of this project, the team conceptualized and submitted one research project in response to a public call for proposals in Ecuador. Such an instance analysis shows that, as a management tool, the I2Z framework will guide the whole internationalization process from planning to execution and evaluation. It aims to register the planning and actions and show the branching from each initial action to its derived actions/outcomes throughout the process. Therefore, the I2Z framework provides valuable insights and guides analyses to reassure or redirect actions for future agendas to consolidate and increase the internationalization culture.

Será apresentado o Programa Agentes de Internacionalização, criado pela Secretaria de Relações Internacionais da Universidade Federal de Santa Catarina (UFSC), destacando seus pontos fortes, oportunidades e desafios encontrados. Trata-se de uma iniciativa que visa socializar os procedimentos relacionados à internacionalização em todas as unidades acadêmicas e campi, especialmente no que diz respeito ao suporte à comunidade nacional e internacional da UFSC.