You searched for subject:(Education AND globalization).
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375 total matches.
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University of Southern California
1.
Hoffman, Eryn F.
A case study: one California high school's commitment to
preparing students for a global world.
Degree: EdD, Education (Leadership), 2011, University of Southern California
URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/436929/rec/92 
► Today's global society, defined by political interconnectedness, technologically-based communication, and complexity of cultures, peoples, and perspectives, challenges K-12 education to prepare students like never before.…
(more)
▼ Today's global society, defined by political
interconnectedness, technologically-based communication, and
complexity of cultures, peoples, and perspectives, challenges K-12
education to prepare students like never before. International
benchmarking assessments and the academic literature indicate the
need for American students to graduate from high school with the
ability to think creatively and analytically, to communicate and
empathize with peoples from diverse cultures and backgrounds, and
to apply information across disciplines. Without such skills,
Americans will face economic challenges at both an individual and
national level in an international marketplace and global society.;
This dissertation presents a qualitative case study of a California
high school addressing
globalization in its curriculum and
organizational structure, and the associated student outcomes. XX
High School embraced elements of
globalization through its
curricular program that emphasizing problem-solving through
environmental stewardship. Through a well-coordinated and
well-planned curriculum, the school facilitated teacher
collaboration in order to provide a truly interdisciplinary and
project-based college-preparatory learning experience for all
students. For this school, planning and collaboration underscored
the school‟s program, making it truly global. While the school
diverged from the literature by focusing on environmental
sustainability instead of a multitude of global issues, this
emphasis provided abundant opportunity for students to develop the
skills and habits of mind deemed crucial for global
competitiveness.
Advisors/Committee Members: Gothold, Stuart E. (Committee Chair), Stowe, Kathy Huisong (Committee Member), Hocevar, Dennis J. (Committee Member).
Subjects/Keywords: education; globalization
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APA (6th Edition):
Hoffman, E. F. (2011). A case study: one California high school's commitment to
preparing students for a global world. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/436929/rec/92
Chicago Manual of Style (16th Edition):
Hoffman, Eryn F. “A case study: one California high school's commitment to
preparing students for a global world.” 2011. Doctoral Dissertation, University of Southern California. Accessed December 13, 2019.
http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/436929/rec/92.
MLA Handbook (7th Edition):
Hoffman, Eryn F. “A case study: one California high school's commitment to
preparing students for a global world.” 2011. Web. 13 Dec 2019.
Vancouver:
Hoffman EF. A case study: one California high school's commitment to
preparing students for a global world. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2019 Dec 13].
Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/436929/rec/92.
Council of Science Editors:
Hoffman EF. A case study: one California high school's commitment to
preparing students for a global world. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/436929/rec/92
University of Southern California
2.
Wiedoeft, Oryla.
The effect of globalization and multinational corporations
on primary and secondary schools in Costa Rica: implications for
educational, political, and corporate leaders.
Degree: EdD, Education, 2014, University of Southern California
URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/414089/rec/6597
► The purpose of this study was to understand what impact globalization and the resulting relationships among the Ministry of Public Education, the Costa Rica Investment…
(more)
▼ The purpose of this study was to understand what
impact
globalization and the resulting relationships among the
Ministry of Public
Education, the Costa Rica Investment Promotion
Agency, and Intel have had on the development of 21st‐century
skills and science, technology, engineering, and mathematics (STEM)
education in Costa Rican K-12 schools. The theoretical frameworks
for this qualitative study were based on work by Bolman and Deal,
Wagner, Capraro, and Spring. Results indicated a shift to valuing
the importance of 21st‐century skills and STEM nationally. This
study is significant as it presents a case study of successful
partnerships by
education, policymakers, and industry leaders as
they work to develop 21st‐century skills and STEM
education in K-12
schools and to ensure equity for all students, regardless of
ethnicity, primary language, socioeconomic status, or
education
level of the parents.
Advisors/Committee Members: Escalante, Michael F. (Committee Chair), Garcia, Pedro Enrique (Committee Member), García, Pedro Enrique (Committee Member), Franklin, Gregory A. (Committee Member).
Subjects/Keywords: globalization; education; economy
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APA (6th Edition):
Wiedoeft, O. (2014). The effect of globalization and multinational corporations
on primary and secondary schools in Costa Rica: implications for
educational, political, and corporate leaders. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/414089/rec/6597
Chicago Manual of Style (16th Edition):
Wiedoeft, Oryla. “The effect of globalization and multinational corporations
on primary and secondary schools in Costa Rica: implications for
educational, political, and corporate leaders.” 2014. Doctoral Dissertation, University of Southern California. Accessed December 13, 2019.
http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/414089/rec/6597.
MLA Handbook (7th Edition):
Wiedoeft, Oryla. “The effect of globalization and multinational corporations
on primary and secondary schools in Costa Rica: implications for
educational, political, and corporate leaders.” 2014. Web. 13 Dec 2019.
Vancouver:
Wiedoeft O. The effect of globalization and multinational corporations
on primary and secondary schools in Costa Rica: implications for
educational, political, and corporate leaders. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 Dec 13].
Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/414089/rec/6597.
Council of Science Editors:
Wiedoeft O. The effect of globalization and multinational corporations
on primary and secondary schools in Costa Rica: implications for
educational, political, and corporate leaders. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/414089/rec/6597
University of Southern California
3.
Wood, Rosemary.
Globalization in curricular elements and instructional
practices in California schools: A case study.
Degree: EdD, Education (Leadership), 2011, University of Southern California
URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/443899/rec/3060
► In the wake of pressures defined by Thomas Friedman’s work related to the new “flat world,” Friedman, 2008), educators are acknowledging that a crisis is…
(more)
▼ In the wake of pressures defined by Thomas Friedman’s
work related to the new “flat world,” Friedman, 2008), educators
are acknowledging that a crisis is looming on the horizon.
Increasingly, schools have recognized the realities of
globalization and are working to create educational communities
that prepare students to be global citizens. These schools must be
subject to studies so that their best practices can be shared and
replicated and so that students will be prepared for the
expectations of a global job market and society. This case study
examines an elementary school with an International Baccalaureate
Program that addressed
globalization, but then the district cut
funding to the program so the school site stakeholders are working
to preserve a theme of
globalization while addressing the needs of
the current school population. The ability to replicate this study
will help other schools with similar demographics that are
searching to implement a program focused on
globalization.
Advisors/Committee Members: Gothold, Stuart E. (Committee Chair), Love, Laurie (Committee Member), Hocevar, Dennis J. (Committee Member).
Subjects/Keywords: globalization; education; curriculum; California schools
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APA ·
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CSE |
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Manager
APA (6th Edition):
Wood, R. (2011). Globalization in curricular elements and instructional
practices in California schools: A case study. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/443899/rec/3060
Chicago Manual of Style (16th Edition):
Wood, Rosemary. “Globalization in curricular elements and instructional
practices in California schools: A case study.” 2011. Doctoral Dissertation, University of Southern California. Accessed December 13, 2019.
http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/443899/rec/3060.
MLA Handbook (7th Edition):
Wood, Rosemary. “Globalization in curricular elements and instructional
practices in California schools: A case study.” 2011. Web. 13 Dec 2019.
Vancouver:
Wood R. Globalization in curricular elements and instructional
practices in California schools: A case study. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2019 Dec 13].
Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/443899/rec/3060.
Council of Science Editors:
Wood R. Globalization in curricular elements and instructional
practices in California schools: A case study. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/443899/rec/3060
University of Southern California
4.
Knodel, Kathleen Barbara.
A case study examining how a land-grant research university
integrated global initiatives into its mission and institutional
program.
Degree: EdD, Education (Leadership), 2009, University of Southern California
URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/227143/rec/69
► Living in a post-modern era where globalization has impacted the world’s economy, students, faculty and administrators in higher education today are exposed to global forces…
(more)
▼ Living in a post-modern era where
globalization has
impacted the world’s economy, students, faculty and administrators
in higher
education today are exposed to global forces in their
daily lives which influence the way they express their views in and
outside of the classroom (Suarez-Orozco, 2004). This study is
important for practitioners, policymakers and researchers to gain a
better understanding of how leadership plays a role in making an
institution more global and meeting the needs of graduating
students academically and professionally, a phenomenon not well
understood in the field of higher
education (Armstrong, 2007; Scott
2000; Suarez-Orozco, 2004). One of the difficulties in studying
this trend is that the term
globalization is hard to define in
respect to the field of
education (Armstrong, 2007; Spring, 2008).
Also, integrating
globalization into mission statements proves
difficult for senior leaders at public research institutions
because mission statements have been historically tied to locale
(NASULGC, 2004). Furthermore, universities are complex
organizations and studying leadership can be a daunting task for
researchers in higher
education (Birnbaum, 1988).; This study
examines the senior leadership at a land-grant research university
in the United States whose efforts went into integrating
globalization into its institutional mission, global partnership
and overseas program. A single case study approach was used to
investigate senior leadership roles at the University of Waterside
(UW) in globalizing the institution. The purpose of performing a
qualitative study was to gain an in-depth understanding of the
phenomenon of
globalization in higher
education in a natural
setting (Patton, 2002; Merriam, 1998).; Findings revealed that UW
has not yet become a top-ranked global research university, as
projected in the institution’s mission. Senior leaders have
different interpretations of the term
globalization and apply it
differently to the field of higher
education. Up until today,
senior leaders at UW have not demonstrated support for its
international programs and activities across campus. And although
individual faculty, departments and centers are internationally
involved UW is still faced with many challenges that stand in the
way of it becoming a global research university.
Advisors/Committee Members: Diamond, Michael A.Richmond, Frances (Committee Chair), Gallagher, Karen Symms (Committee Member).
Subjects/Keywords: higher education; globalization; leadership
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APA ·
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MLA ·
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CSE |
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Manager
APA (6th Edition):
Knodel, K. B. (2009). A case study examining how a land-grant research university
integrated global initiatives into its mission and institutional
program. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/227143/rec/69
Chicago Manual of Style (16th Edition):
Knodel, Kathleen Barbara. “A case study examining how a land-grant research university
integrated global initiatives into its mission and institutional
program.” 2009. Doctoral Dissertation, University of Southern California. Accessed December 13, 2019.
http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/227143/rec/69.
MLA Handbook (7th Edition):
Knodel, Kathleen Barbara. “A case study examining how a land-grant research university
integrated global initiatives into its mission and institutional
program.” 2009. Web. 13 Dec 2019.
Vancouver:
Knodel KB. A case study examining how a land-grant research university
integrated global initiatives into its mission and institutional
program. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 Dec 13].
Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/227143/rec/69.
Council of Science Editors:
Knodel KB. A case study examining how a land-grant research university
integrated global initiatives into its mission and institutional
program. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/227143/rec/69
Cape Peninsula University of Technology
5.
Simane, Fundile.
Stakeholders' perceptions of the internationalisation of a university of technology
.
Degree: 2018, Cape Peninsula University of Technology
URL: http://etd.cput.ac.za/handle/20.500.11838/2787
► The purpose of this study was to evaluate the internationalisation of higher education at a university of technology in a developing country, from the perspectives…
(more)
▼ The purpose of this study was to evaluate the internationalisation of higher education at a university of technology in a developing country, from the perspectives of institutional stakeholders. The study was conducted at the Cape Peninsula University of Technology (CPUT) and took the form of a case study. It endeavoured to investigate the present status of internationalisation at the university and the practices through which it was achieved, as they were perceived by all of stakeholders. It was undertaken with the rationale of making a meaningful contribution to the available literature pertaining to the internationalisation of higher education in general, particularly in relation to the perceptions of those who implement its strategies and benefit from them, with specific emphasis on South Africa. An exploratory study of this nature has the potential to provide those who are tasked with formulating policy for higher education with invaluable information and it was deemed to be appropriate in the absence of a customised national framework for the internationalisation of higher education in South Africa. A mixed methods research design, which employed both qualitative and quantitative research methods, was adopted. The qualitative data was gathered from sources such as official documents and archival records and also from interviews with 11 informants, namely, 5 foreign senior students, the deans of 2 faculties, 2 members of the academic staff, and 2 officials who worked in the office of international affairs. During the same period two separate online survey questionnaires were administered to 222 students and 177 members of the academic and administrative staff. The respondents represented different groups of stakeholders at the university and were purposively selected by applying predetermined criteria. The interviews were transcribed and their content was analysed through the use of Nvivo software, in order to identify themes which could contribute to the findings from which the conclusions were drawn. The findings pertaining to the nature of internationalisation at CPUT could have significant implications for other universities of technology in South Africa. Although researchers have identified a distinct shift in the rationale for internationalisation. South African universities, such as CPUT, internationalisation agendas are pursued mainly in the interests of deriving academic benefits, is also used to improve the quality of education, achieving excellence in research, attaining international standards, and acquiring international profiles. However, it is to be anticipated that as the international reputation of the university grows in response to the quality of its education and research, financial priorities will become increasingly prominent. This study was conducted to contribute to a growing body of research concerning the internationalisation of higher education in South Africa. By conducting a case study of an institution which is considered to be a previously disadvantaged South African university, it…
Subjects/Keywords: International education;
Education and globalization;
Education, Higher
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APA (6th Edition):
Simane, F. (2018). Stakeholders' perceptions of the internationalisation of a university of technology
. (Thesis). Cape Peninsula University of Technology. Retrieved from http://etd.cput.ac.za/handle/20.500.11838/2787
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Simane, Fundile. “Stakeholders' perceptions of the internationalisation of a university of technology
.” 2018. Thesis, Cape Peninsula University of Technology. Accessed December 13, 2019.
http://etd.cput.ac.za/handle/20.500.11838/2787.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Simane, Fundile. “Stakeholders' perceptions of the internationalisation of a university of technology
.” 2018. Web. 13 Dec 2019.
Vancouver:
Simane F. Stakeholders' perceptions of the internationalisation of a university of technology
. [Internet] [Thesis]. Cape Peninsula University of Technology; 2018. [cited 2019 Dec 13].
Available from: http://etd.cput.ac.za/handle/20.500.11838/2787.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Simane F. Stakeholders' perceptions of the internationalisation of a university of technology
. [Thesis]. Cape Peninsula University of Technology; 2018. Available from: http://etd.cput.ac.za/handle/20.500.11838/2787
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Southern California
6.
Hyde, Jonathon Michael.
Leading while expanding: a case study examining the changing
nature of an American land grant public research university in
response to the forces of globalization.
Degree: EdD, Education (Leadership), 2009, University of Southern California
URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/175145/rec/3770
► Using the methodologies of document analysis and interviewing, this dissertation examines the ways in which leaders at one post secondary educational institution were able to…
(more)
▼ Using the methodologies of document analysis and
interviewing, this dissertation examines the ways in which leaders
at one post secondary educational institution were able to shape
internationalization efforts and overcome challenges facing their
response to
globalization. This qualitative case study utilizes the
frameworks of Armstrong (2007) and Bolman and Deal (2003) to
analyze the success and methods of leaders at a large land grant
institution.; Findings include that the major role of leadership at
institutions seeking to internationalize is changing the culture of
the institution. The leaders in this study did so through reframing
the institutional mission, building constituent support, and
creating and supporting internationalization initiatives. Major
challenges faced by the institution included organizational agility
in responding to issues abroad, building constituent support, and
managing the tension between institutional quality and responding
to the specific needs of communities and individuals abroad. The
leadership was found to utilize all four frames presented by Bolman
and Deal (2003), and to engage in the process of reframing
suggested by the same authors. Additionally, the institution was
found to transcend many of the challenges related to
internationalization that face other educational institutions, as
suggested by Armstrong (2007).
Advisors/Committee Members: Gallagher, Karen Symms (Committee Chair), Diamond, Michael (Committee Member), Merriman, Lynette S. (Committee Member).
Subjects/Keywords: globalization; higher education; postsecondary education; land grant
Record Details
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APA ·
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MLA ·
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Manager
APA (6th Edition):
Hyde, J. M. (2009). Leading while expanding: a case study examining the changing
nature of an American land grant public research university in
response to the forces of globalization. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/175145/rec/3770
Chicago Manual of Style (16th Edition):
Hyde, Jonathon Michael. “Leading while expanding: a case study examining the changing
nature of an American land grant public research university in
response to the forces of globalization.” 2009. Doctoral Dissertation, University of Southern California. Accessed December 13, 2019.
http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/175145/rec/3770.
MLA Handbook (7th Edition):
Hyde, Jonathon Michael. “Leading while expanding: a case study examining the changing
nature of an American land grant public research university in
response to the forces of globalization.” 2009. Web. 13 Dec 2019.
Vancouver:
Hyde JM. Leading while expanding: a case study examining the changing
nature of an American land grant public research university in
response to the forces of globalization. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 Dec 13].
Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/175145/rec/3770.
Council of Science Editors:
Hyde JM. Leading while expanding: a case study examining the changing
nature of an American land grant public research university in
response to the forces of globalization. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/175145/rec/3770
University of Southern California
7.
Herrera, Marisa L.
Creating and implementing an offshore graduate program: a
case study of leadership and development of the global executive
MBA program.
Degree: EdD, Education (Leadership), 2013, University of Southern California
URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/325916/rec/1687
► This study applies the literature on leadership framing to the globalization of higher education to understand the development of the Global Executive MBA program at…
(more)
▼ This study applies the literature on leadership
framing to the
globalization of higher
education to understand the
development of the Global Executive MBA program at a large
university. The purpose of the study was to provide administrators,
educators and university leaders an understanding as to how to
respond to
globalization and, secondly, to offer a case study of
one university’s development of a Global Executive MBA program. It
illustrates common challenges administrators might experience when
launching a global business program, specifically within the
Pacific Rim and how those leaders can respond to
globalization. ❧
Using data from interviews, artifacts and articles written on the
program, a single case study was developed to examine how leaders
at Ray University implemented the global executive MBA program. The
study sought to understand the process leaders underwent in
developing the GEMBA program along with the challenges they
experienced. The study also highlights assessment measures for
imbedding
globalization within the institution. The findings from
this study indicate the program not only met the needs of business
students looking for increased international opportunities, but
also came at a time when the university was looking for ways to be
more global in nature. In addition, it positioned the business
school as a national leader in global business
education and set
the framework for other institutions to use the program as a model
for imbedding
globalization into the curriculum. This study aids in
understanding how leaders utilize leadership framing to implement
global programs and influence higher
education.
Advisors/Committee Members: Gallagher, Karen Symms (Committee Chair), Diamond, Michael A. (Committee Member), Robison, Mark Power (Committee Member).
Subjects/Keywords: China; education; globalization; MBA; leadership; management education
Record Details
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APA ·
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MLA ·
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CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Herrera, M. L. (2013). Creating and implementing an offshore graduate program: a
case study of leadership and development of the global executive
MBA program. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/325916/rec/1687
Chicago Manual of Style (16th Edition):
Herrera, Marisa L. “Creating and implementing an offshore graduate program: a
case study of leadership and development of the global executive
MBA program.” 2013. Doctoral Dissertation, University of Southern California. Accessed December 13, 2019.
http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/325916/rec/1687.
MLA Handbook (7th Edition):
Herrera, Marisa L. “Creating and implementing an offshore graduate program: a
case study of leadership and development of the global executive
MBA program.” 2013. Web. 13 Dec 2019.
Vancouver:
Herrera ML. Creating and implementing an offshore graduate program: a
case study of leadership and development of the global executive
MBA program. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 Dec 13].
Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/325916/rec/1687.
Council of Science Editors:
Herrera ML. Creating and implementing an offshore graduate program: a
case study of leadership and development of the global executive
MBA program. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/325916/rec/1687
Drexel University
8.
Guillot, Manuel.
Pedagogy for a Globalized World: A Case Study of Teacher Perceptions on Preparing Youth for an Interconnected World.
Degree: 2019, Drexel University
URL: https://idea.library.drexel.edu/islandora/object/idea%3A9343
► Accelerating trends towards global interconnectedness, multi-cultural societies, and challenges to the earth's eco-system are creating the educational imperative to educate youth in international-mindedness and global…
(more)
▼ Accelerating trends towards global interconnectedness, multi-cultural societies, and challenges to the earth's eco-system are creating the educational imperative to educate youth in international-mindedness and global citizenship. There is concern, however, that public schools in the United States are not adequately preparing youth to work and live effectively in a globalized society. For scholars, helping schools meet this challenge requires providing them with greater conceptual frameworks that clarify the concept of international-mindedness and an effective global pedagogy. This single qualitative case study explores teacher perceptions at an International Baccalaureate World School in the United States. The methodology used for this case study consisted of one-to-one semi-structured interviews, observation, and documentation to explore the phenomenon. Using a conceptual framework developed by Robert Hanvey (1979), the study analyzed the data using In Vivo and Values Coding methods. Among the study group findings was the perception that international-mindedness consists of open-mindedness leading towards the dimensions of perspective awareness, knowledge and appreciation of other cultures, and awareness of the interconnectedness of the world. Key Words: global education, international-mindedness, global perspective education, global citizenship.
Ed.D., Educational Leadership and Management – Drexel University, 2019
Advisors/Committee Members: Chávez, José Luis, School of Education.
Subjects/Keywords: Educational leadership; International education; Education and globalization
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Manager
APA (6th Edition):
Guillot, M. (2019). Pedagogy for a Globalized World: A Case Study of Teacher Perceptions on Preparing Youth for an Interconnected World. (Thesis). Drexel University. Retrieved from https://idea.library.drexel.edu/islandora/object/idea%3A9343
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Guillot, Manuel. “Pedagogy for a Globalized World: A Case Study of Teacher Perceptions on Preparing Youth for an Interconnected World.” 2019. Thesis, Drexel University. Accessed December 13, 2019.
https://idea.library.drexel.edu/islandora/object/idea%3A9343.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Guillot, Manuel. “Pedagogy for a Globalized World: A Case Study of Teacher Perceptions on Preparing Youth for an Interconnected World.” 2019. Web. 13 Dec 2019.
Vancouver:
Guillot M. Pedagogy for a Globalized World: A Case Study of Teacher Perceptions on Preparing Youth for an Interconnected World. [Internet] [Thesis]. Drexel University; 2019. [cited 2019 Dec 13].
Available from: https://idea.library.drexel.edu/islandora/object/idea%3A9343.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Guillot M. Pedagogy for a Globalized World: A Case Study of Teacher Perceptions on Preparing Youth for an Interconnected World. [Thesis]. Drexel University; 2019. Available from: https://idea.library.drexel.edu/islandora/object/idea%3A9343
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Southern California
9.
Mardirosian, Mary.
Globalization in education – A case study.
Degree: EdD, Education, 2011, University of Southern California
URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/444880/rec/3062
► Globalization in education is evident in many classrooms. Curriculum in public education has incorporated 21st century skills along-side their adopted state standards. Schools are well…
(more)
▼ Globalization in
education is evident in many
classrooms. Curriculum in public
education has incorporated 21st
century skills along-side their adopted state standards. Schools
are well aware that in order for them to produce life-long
learners, they cannot ignore a more global understanding within
their classrooms. Many school sites and even districts have
included
globalization as part of their mission statements. Through
these statements they have then taken the path to a more global
curriculum.; The purpose of the study was to identify curricular
elements and their associated student outcomes among California
schools that address
globalization. Through an examination of an
elementary school with an emphasis on global
education, a
qualitative case study on the factors that made this school an
example of global
education was identified. The case study begins
with an overview. Following the overview, there is a review of the
current literature on the topic. Research design and methodology
utilized in this case study is also discussed. Next, is the
information of the study school as well as a presentation of
findings and emergent themes. Finally, the dissertation ends with
recommendations on the topic.
Advisors/Committee Members: Gothold, Stuart E. (Committee Chair), Sheehan, Richard (Committee Member), Hocevar, Dennis J. (Committee Member).
Subjects/Keywords: globalization; globalization in education; global schools; foreign language; foreign language academies
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APA (6th Edition):
Mardirosian, M. (2011). Globalization in education – A case study. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/444880/rec/3062
Chicago Manual of Style (16th Edition):
Mardirosian, Mary. “Globalization in education – A case study.” 2011. Doctoral Dissertation, University of Southern California. Accessed December 13, 2019.
http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/444880/rec/3062.
MLA Handbook (7th Edition):
Mardirosian, Mary. “Globalization in education – A case study.” 2011. Web. 13 Dec 2019.
Vancouver:
Mardirosian M. Globalization in education – A case study. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2019 Dec 13].
Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/444880/rec/3062.
Council of Science Editors:
Mardirosian M. Globalization in education – A case study. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/444880/rec/3062
University of Georgia
10.
Smith, Stephen Robert.
Elites at the planning table: a case study of the politics of planning an international academic exchange program.
Degree: PhD, Adult Education, 2007, University of Georgia
URL: http://purl.galileo.usg.edu/uga_etd/smith_stephen_r_200712_phd
► The problem this case study addressed was that theories for planning international academic exchange programs do not make central the role of stakeholders, ignoring important…
(more)
▼ The problem this case study addressed was that theories for planning international academic exchange programs do not make central the role of stakeholders, ignoring important social, political, and ethical dimensions of practice. The purpose was to show how the University of Georgia University of Veracruz social work academic exchange came into existence through a social process of stakeholders negotiating interests within relationships of power. The Study was rooted in a theoretical perspective developed by Cervero and Wilson (1994a, 1994b, 1998, 2006). This perspective holds that program planning is a social activity whereby people construct educational programs by negotiating personal, social, and organizational interests in contexts marked by socially-structured power relations (Cervero & Wilson, 1998). The two research questions for the case study were:1. What are the interests of the major stakeholders and stakeholder groups for the academic exchange program?2. How have negotiations among and between stakeholders affected the features of the academic exchange program?Stakeholders were divided into six groups including administrators, faculty, and students from both institutions. The study used observations and interviews to determine the exchange history, stakeholder actions and interests, and whether the exchange met stakeholder interests. Stakeholders held personal, organizational, and societal interests. There was little within but significant across group interest conflict due to contextual asymmetries between stakeholder groups, institutions, and societies. The exchange program came into existence through alternating meta-negotiations about stakeholder power relationships and substantive negotiations about course features. Meta-negotiations and substantive negotiations shaped one another and the course. This study had four major conclusions: 1) internationalization of higher
education is an agent and reactor to
globalization; 2) stakeholders' negotiation of power and interests at planning tables frame and shape the development of international academic exchange programs; 3) values and rationales underpin strategies, programs, and policies driving international academic exchange; and, 4) power relations among and between elite stakeholder and researcher pose methodological challenges.
Advisors/Committee Members: Ronald M. Cervero.
Subjects/Keywords: Globalization and internationalization of higher education
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APA (6th Edition):
Smith, S. R. (2007). Elites at the planning table: a case study of the politics of planning an international academic exchange program. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/smith_stephen_r_200712_phd
Chicago Manual of Style (16th Edition):
Smith, Stephen Robert. “Elites at the planning table: a case study of the politics of planning an international academic exchange program.” 2007. Doctoral Dissertation, University of Georgia. Accessed December 13, 2019.
http://purl.galileo.usg.edu/uga_etd/smith_stephen_r_200712_phd.
MLA Handbook (7th Edition):
Smith, Stephen Robert. “Elites at the planning table: a case study of the politics of planning an international academic exchange program.” 2007. Web. 13 Dec 2019.
Vancouver:
Smith SR. Elites at the planning table: a case study of the politics of planning an international academic exchange program. [Internet] [Doctoral dissertation]. University of Georgia; 2007. [cited 2019 Dec 13].
Available from: http://purl.galileo.usg.edu/uga_etd/smith_stephen_r_200712_phd.
Council of Science Editors:
Smith SR. Elites at the planning table: a case study of the politics of planning an international academic exchange program. [Doctoral Dissertation]. University of Georgia; 2007. Available from: http://purl.galileo.usg.edu/uga_etd/smith_stephen_r_200712_phd
University of Alberta
11.
McGray, Robert G.
Capacity Building for Citizenship Education: Global Hegemony
and the New “Ethics of Civilization”.
Degree: PhD, Department of Educational Policy Studies, 2012, University of Alberta
URL: https://era.library.ualberta.ca/files/6h440s637
► The concept of capacity building has seen a swell of support in recent years. Many, varying from community-based practitioners to multinational institutions, have leveraged the…
(more)
▼ The concept of capacity building has seen a swell of
support in recent years. Many, varying from community-based
practitioners to multinational institutions, have leveraged the
concept in their work. By investigating the ethics (the normative
positions), the explanations (the explanatory positions), and what
evidence people use to measure capacity (the empirical positions),
this research uses a Critical Discourse Analysis to investigate the
relationships that are formed by employing capacity building for
citizenship education. After investigating multinational policy
documents and interviewing participants in Jamaica and Canada, I
argue that capacity building for citizenship education has vastly
disparate and contrasting manifestations. While Capacity Building
is widely understood as an effort to emphasize local agency, it
becomes quickly evident that the nature of that agency is often
circumscribed by dominant institutions of the global market
economy. Take, for example, the World Bank, which propagates
crippling structural adjustment policies in Jamaica, but at the
same time is also one of the most active policy makers in the field
of capacity building. There are, however, many voices that appear
through the interviews that are critical of this process. These
voices question the ability, and appropriateness, of capacity
building when used by many policy makers, and the resulting
intervention into people’s lives. This disparate condition of
capacity building has been brought about by the articulation of
three conjoined processes: The first – my critique of the
explanatory position – is that the emphasis on the capacity for
action unrealistically privileges agency at the expense of our
understanding of social structures; the second – my empirical
argument of the nature of capacity building – is that the movement
has become intertwined with global political economic discourses
thereby providing the “spirit” of global capital; the third – my
critique of the normative position – is that capacity building has
attempted to provide an ethical project which stresses
incorporation, as opposed to exclusion, as a form of hegemony. When
these three positions are read together, I argue that capacity
building has provided a complex policy matrix in forming the
hegemonic relationship of global capital; what is referred to here
as the new ethics of civilization.
Subjects/Keywords: Critical Realism; Globalization; Citizenship Education; Capacity Building
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APA (6th Edition):
McGray, R. G. (2012). Capacity Building for Citizenship Education: Global Hegemony
and the New “Ethics of Civilization”. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/6h440s637
Chicago Manual of Style (16th Edition):
McGray, Robert G. “Capacity Building for Citizenship Education: Global Hegemony
and the New “Ethics of Civilization”.” 2012. Doctoral Dissertation, University of Alberta. Accessed December 13, 2019.
https://era.library.ualberta.ca/files/6h440s637.
MLA Handbook (7th Edition):
McGray, Robert G. “Capacity Building for Citizenship Education: Global Hegemony
and the New “Ethics of Civilization”.” 2012. Web. 13 Dec 2019.
Vancouver:
McGray RG. Capacity Building for Citizenship Education: Global Hegemony
and the New “Ethics of Civilization”. [Internet] [Doctoral dissertation]. University of Alberta; 2012. [cited 2019 Dec 13].
Available from: https://era.library.ualberta.ca/files/6h440s637.
Council of Science Editors:
McGray RG. Capacity Building for Citizenship Education: Global Hegemony
and the New “Ethics of Civilization”. [Doctoral Dissertation]. University of Alberta; 2012. Available from: https://era.library.ualberta.ca/files/6h440s637
University of Kansas
12.
Gomez Cervantes, Andrea.
Social Class, Education, and Motherhood in a Globalized Context: Identity Construction for Student Transnational Mothers.
Degree: MA, Sociology, 2013, University of Kansas
URL: http://hdl.handle.net/1808/19611
► The research question guiding this project is: What are the differences and similarities between the motherhood identities of student transnational mothers and domestic worker transnational…
(more)
▼ The research question guiding this project is: What are the differences and similarities between the motherhood identities of student transnational mothers and domestic worker transnational mothers? While previous literature has focused on domestic worker transnational mothers' experiences, I investigated how motherhood identities vary according to class and educational background. I conducted ten semi-structured interviews with student transnational mothers and compared their discourses to those of domestic worker transnational mothers explored in previous literature. I found that while transnational mothers employed as domestic workers center their motherhood identities on economic and emotional family necessities, student transnational mothers focus theirs on self-development, professional growth, and being good role models. These findings suggest that transnational mothers shape their identities according to the available resources. I conclude that although transnational mothers seem to have a common set of experiences and motherhood identities, these differ according to their social characteristics such as socioeconomic status and
education.
Advisors/Committee Members: Hill, Shirley A (advisor), Najafizadeh, Mehrangiz (cmtemember), Obadare, Ebenezer (cmtemember).
Subjects/Keywords: Sociology; Class; Education; Globalization; Motherhood; Transnational
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APA (6th Edition):
Gomez Cervantes, A. (2013). Social Class, Education, and Motherhood in a Globalized Context: Identity Construction for Student Transnational Mothers. (Masters Thesis). University of Kansas. Retrieved from http://hdl.handle.net/1808/19611
Chicago Manual of Style (16th Edition):
Gomez Cervantes, Andrea. “Social Class, Education, and Motherhood in a Globalized Context: Identity Construction for Student Transnational Mothers.” 2013. Masters Thesis, University of Kansas. Accessed December 13, 2019.
http://hdl.handle.net/1808/19611.
MLA Handbook (7th Edition):
Gomez Cervantes, Andrea. “Social Class, Education, and Motherhood in a Globalized Context: Identity Construction for Student Transnational Mothers.” 2013. Web. 13 Dec 2019.
Vancouver:
Gomez Cervantes A. Social Class, Education, and Motherhood in a Globalized Context: Identity Construction for Student Transnational Mothers. [Internet] [Masters thesis]. University of Kansas; 2013. [cited 2019 Dec 13].
Available from: http://hdl.handle.net/1808/19611.
Council of Science Editors:
Gomez Cervantes A. Social Class, Education, and Motherhood in a Globalized Context: Identity Construction for Student Transnational Mothers. [Masters Thesis]. University of Kansas; 2013. Available from: http://hdl.handle.net/1808/19611
University of Hong Kong
13.
李晓石; Li, Xiaoshi.
Internationalizing the undergraduate student experience :
a case study of a provincial university in China.
Degree: MEd, 2015, University of Hong Kong
URL: Li,
X.
[李晓石].
(2015).
Internationalizing
the
undergraduate
student
experience
:
a
case
study
of
a
provincial
university
in
China.
(Thesis).
University
of
Hong
Kong,
Pokfulam,
Hong
Kong
SAR.
Retrieved
from
http://dx.doi.org/10.5353/th_b5704042
;
http://hdl.handle.net/10722/223608
► In this study, the researcher addressed the problem in the process of internationalizing the undergraduate student experience in a provincial university in China. The main…
(more)
▼ In this study, the researcher addressed the problem
in the process of internationalizing the undergraduate student
experience in a provincial university in China. The main question,
emerging from this problem, which I address is what effect
internationalization has on the student experience of domestic
undergraduate students in an under-resourced provincial university.
The central thesis in addressing this question is the
differentiation of internationalization at national level and
institutional level has direct impacts on internationalizing the
student experience. My aims and purpose in this study thus go to
comprehend the impacts of internationalization on the student
experience in various aspects. The research context of this study
is in the domain of the internationalization of higher education
(HE) and the student experience literature. Based on the literature
review, I derive the premise that there is a differentiation in
internationalizing the student experience between the best
universities and regional universities in China, assuming that the
regional universities have developed distinctive strategies and
approaches toward internationalization in response to resource
asymmetry, which directly influence the student experience. The
method I use to achieve these aims is to conduct a case study
through employing a student survey. My results suggest that the
internationalization of faculty and student body, curricular
learning and research, extracurricular programs and activities, and
student support system still stays at a low level, and the
satisfaction level on the internationalized student experience
exhibits internal differentiation, and from these I conclude that
the undergraduate student experience has been internationalized to
some extent and differs across disciplines. The outcomes of this
study embody the effects of internationalization on the student
experience in a provincial university.
This study extends the
inquiries from the internationalization of HE to internationalizing
the undergraduate student experience. It faces the practical
demands of internationalization, and contributes to the literature
on the student experience and the internationalization of HE in
China. In the end, the results and findings illuminate a number of
implications for the university and other universities in China
sharing the situations to rethink and reorder their practices to
better internationalize the student experience in three different
levels.
published_or_final_version
Education
Master
Master of Education
Subjects/Keywords: College students - China; Education and globalization - China
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APA ·
Chicago ·
MLA ·
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CSE |
Export
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Manager
APA (6th Edition):
李晓石; Li, X. (2015). Internationalizing the undergraduate student experience :
a case study of a provincial university in China. (Masters Thesis). University of Hong Kong. Retrieved from Li, X. [李晓石]. (2015). Internationalizing the undergraduate student experience : a case study of a provincial university in China. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5704042 ; http://hdl.handle.net/10722/223608
Chicago Manual of Style (16th Edition):
李晓石; Li, Xiaoshi. “Internationalizing the undergraduate student experience :
a case study of a provincial university in China.” 2015. Masters Thesis, University of Hong Kong. Accessed December 13, 2019.
Li, X. [李晓石]. (2015). Internationalizing the undergraduate student experience : a case study of a provincial university in China. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5704042 ; http://hdl.handle.net/10722/223608.
MLA Handbook (7th Edition):
李晓石; Li, Xiaoshi. “Internationalizing the undergraduate student experience :
a case study of a provincial university in China.” 2015. Web. 13 Dec 2019.
Vancouver:
李晓石; Li X. Internationalizing the undergraduate student experience :
a case study of a provincial university in China. [Internet] [Masters thesis]. University of Hong Kong; 2015. [cited 2019 Dec 13].
Available from: Li, X. [李晓石]. (2015). Internationalizing the undergraduate student experience : a case study of a provincial university in China. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5704042 ; http://hdl.handle.net/10722/223608.
Council of Science Editors:
李晓石; Li X. Internationalizing the undergraduate student experience :
a case study of a provincial university in China. [Masters Thesis]. University of Hong Kong; 2015. Available from: Li, X. [李晓石]. (2015). Internationalizing the undergraduate student experience : a case study of a provincial university in China. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5704042 ; http://hdl.handle.net/10722/223608
University of California – Berkeley
14.
Bhattacharya, Usree.
"Globalization" and the English Imperative: A Study of Language Ideologies and Literacy Practices at an Orphanage and Village School in Suburban New Delhi.
Degree: Education, 2013, University of California – Berkeley
URL: http://www.escholarship.org/uc/item/862751z2
► This dissertation is a study of English language and literacy in the multilingual Indian context, unfolding along two analytic planes: the first examines institutional discourses…
(more)
▼ This dissertation is a study of English language and literacy in the multilingual Indian context, unfolding along two analytic planes: the first examines institutional discourses about English learning across India and how they are motivated and informed by the dominant theme of "globalization," and the second investigates how local language ideologies and literacy practices correspond to these discourses. An ethnographic case study, it spans across four years. The setting is a microcosm of India's own complex multilingualism. The focal children speak Bengali or Bihari as a first language; Hindi as a second language; attend an English-medium village school; and participate daily in Sanskrit prayers. Within this context, I show how the institutional discursive framing of English as a prerequisite for socio-economic mobility, helps produce, reproduce, and exacerbate inequalities within the world's second largest educational system. The notion of globalization, further, is deeply woven into these discourses. I begin by showing that while top-level discourses about English accept globalization as doxa, little attention is paid to its differential intervention along socio-economic lines. My study complicates the commonly liberatory rhetoric of globalization by illuminating how such discourses employ multiple strategies to mobilize institutional voices in order to control and restrict access to linguistic, symbolic and economic capital. Further, fine-grained analyses of the children's linguistic practices and interview data reveal how local language ideologies counter, resist, and contest these discourses and voice enduring anxieties about English. Because these discourses have fueled the proliferation of private English-medium schools in India, catering mostly to the poor, the classroom forms another locus of investigation. Its analysis entails the close examination of literacy practices, curricula, and pedagogy at the children's school. The study reveals that factors such as multigrade classrooms; teacher-centered pedagogy; level-inappropriate textbooks; emphasis on rote memorization; and the difficulty of teaching and learning in a language in which neither the instructor nor the student has proficiency result in limited and superficial English acquisition and also limit children's access to educational content. In light of my findings, I argue that such English-medium schools not only widen the English-vernacular gap, they also reinforce the role of English in elite formation. The significance of my study lies in underscoring the ways in which institutional notions around English and globalization flatten out difference and enact erasure of local voices, with serious consequences for educational equity. This is not merely an Indian story; the role of English in an era of globalization is the high-stakes language politics story of our time.
Subjects/Keywords: Education; discourse; globalization; India; language ideology; literacy
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APA (6th Edition):
Bhattacharya, U. (2013). "Globalization" and the English Imperative: A Study of Language Ideologies and Literacy Practices at an Orphanage and Village School in Suburban New Delhi. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/862751z2
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Bhattacharya, Usree. “"Globalization" and the English Imperative: A Study of Language Ideologies and Literacy Practices at an Orphanage and Village School in Suburban New Delhi.” 2013. Thesis, University of California – Berkeley. Accessed December 13, 2019.
http://www.escholarship.org/uc/item/862751z2.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Bhattacharya, Usree. “"Globalization" and the English Imperative: A Study of Language Ideologies and Literacy Practices at an Orphanage and Village School in Suburban New Delhi.” 2013. Web. 13 Dec 2019.
Vancouver:
Bhattacharya U. "Globalization" and the English Imperative: A Study of Language Ideologies and Literacy Practices at an Orphanage and Village School in Suburban New Delhi. [Internet] [Thesis]. University of California – Berkeley; 2013. [cited 2019 Dec 13].
Available from: http://www.escholarship.org/uc/item/862751z2.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Bhattacharya U. "Globalization" and the English Imperative: A Study of Language Ideologies and Literacy Practices at an Orphanage and Village School in Suburban New Delhi. [Thesis]. University of California – Berkeley; 2013. Available from: http://www.escholarship.org/uc/item/862751z2
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Southern California
15.
Estevez, Katherine D.
Preparing our nation’s youth for success in the 21st
century: a case study on the implementation of globalization in
educational practices and curriculum.
Degree: EdD, Education (Leadership), 2011, University of Southern California
URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/443772/rec/5200
► The research literature on globalization suggests that the way the world is functioning economically, politically and socially is changing with the advancement of technology. The…
(more)
▼ The research literature on
globalization suggests that
the way the world is functioning economically, politically and
socially is changing with the advancement of technology. The
approach to
education that is currently being implemented in United
States educational system needs to be restructured to meet the new
demands of the 21st century. The skills that are essential for
students to be lucrative for the success of our nation ought to be
taught throughout the U.S. educational structure at all levels.;
Currently there is not a definition of
globalization that is being
consistently used by school districts and states that define what
globalization is and what curriculum and programs are best suited
to prepare students for the 21st century. The outcomes of the
students that attend schools that state they are addressing
globalization are not known. Therefore, it is difficult to
implement the practices being used in new academic settings.; The
purpose of this study was to investigate a school that states in
its purpose and mission that it addresses
globalization. The study
set out to identify curricular elements, organizational structures
and the associated student outcomes of a globally focused school
program.; To determine what the curricular elements, organizational
structures and student behaviors are being implemented in schools
that state that they have a globalized curriculum and are preparing
students for the 21st century, eight USC researchers selected a
variety of elementary, middle and high schools to conduct field
studies. Each school that was selected met the criteria of being an
elementary or secondary schools in California that stated in either
its mission statement or philosophy that the school was actively
committed to preparing and educating students in a method that
supports the
globalization of
education. The schools selected had
to use technology as an instructional and learning tool, fostering
foreign language through academic courses or opportunities, they
needed to encourage the development of cultural awareness. The
school site was required to promote problem-solving and critical
thinking skills in its students as well as implementing a global
curriculum. The site also had to have international programs, such
as partnerships with other schools or businesses to encourage a
globalized view of the world.; This study took place at 21st
Century Academy (pseudonym) an elementary school in Southern
California. The research methodology for this study included
document analysis, survey, observation and interviews. After
triangulating the data, the researcher concluded that the school
was implementing many aspects that supported a globalized
curriculum that focused on building the fundamental foundation for
students’ academic success. At the time of the study, the school
was in its early phases of implementing the curriculum and
programs, allowing of an in depth study of the execution of a new
global program and its organizational structure.; The study
concludes with the recommendation for the expansion…
Advisors/Committee Members: Gothold, Stuart E. (Committee Chair), Love, Laurie (Committee Member), Hocevar, Dennis J. (Committee Member).
Subjects/Keywords: 21st century; globalization; education; practices; curriculum; youth
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Manager
APA (6th Edition):
Estevez, K. D. (2011). Preparing our nation’s youth for success in the 21st
century: a case study on the implementation of globalization in
educational practices and curriculum. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/443772/rec/5200
Chicago Manual of Style (16th Edition):
Estevez, Katherine D. “Preparing our nation’s youth for success in the 21st
century: a case study on the implementation of globalization in
educational practices and curriculum.” 2011. Doctoral Dissertation, University of Southern California. Accessed December 13, 2019.
http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/443772/rec/5200.
MLA Handbook (7th Edition):
Estevez, Katherine D. “Preparing our nation’s youth for success in the 21st
century: a case study on the implementation of globalization in
educational practices and curriculum.” 2011. Web. 13 Dec 2019.
Vancouver:
Estevez KD. Preparing our nation’s youth for success in the 21st
century: a case study on the implementation of globalization in
educational practices and curriculum. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2019 Dec 13].
Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/443772/rec/5200.
Council of Science Editors:
Estevez KD. Preparing our nation’s youth for success in the 21st
century: a case study on the implementation of globalization in
educational practices and curriculum. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/443772/rec/5200
University of Southern California
16.
Pan, Monica.
The impact of globalization and multinational corporations
on higher education in Costa Rica and implications for educational
leaders.
Degree: EdD, Education (Leadership), 2014, University of Southern California
URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/413910/rec/6795
► The purpose of this study was to understand what impact globalization and multinational corporations (MNCs) have had on educational leadership and the development of 21st‐century…
(more)
▼ The purpose of this study was to understand what
impact
globalization and multinational corporations (MNCs) have had
on educational leadership and the development of 21st‐century
skills in schools and universities in Costa Rica. The study
identified what role school leaders have played in the development
and implementation of policy changes, as seen in major national
education initiatives. In addition, the study helped to determine
whether these initiatives were producing greater numbers of
knowledge‐ready workers in an
education system that builds human
capital capable of meeting Costa Rica’s needs. ❧ The study was
conducted by a thematic dissertation research team of 12 doctoral
candidates selected by Dr. Michael Escalante. The research team
collaborated on conceptual frameworks and used the following: the
four‐frame theory of Bolman and Deal, the framework for
21st‐century learning of Partnership for 21st Century Learning,
Spring’s research on
globalization and
education, and Wagner’s
conceptual framework of 21st‐century skills to develop a survey
that was given to leaders at the selected schools to measure their
knowledge of 21st‐century skills, awareness of the recent changes
in government policy, and the influence of MNCs in Costa Rica.
Open‐ended interview questions were constructed collaboratively
based on the frameworks mentioned above, and each researcher
conducted an in‐depth interview with an educational leader at his
or her particular school site for an individual case study. ❧ This
study demonstrated that the presence of MNCs and
globalization have
been essential in their impact on Costa Rica and subsequent changes
in the
education sector. Twenty‐first-century skills were found to
be necessary for educational leaders and teachers to implement in
schools and universities. For a knowledge‐based economy, it is
important to implement 21st‐century skills in the class curricula,
particularly the skills of collaboration, communication, critical
thinking, and problem solving.
Advisors/Committee Members: Escalante, Michael F. (Committee Chair), Garcia, Pedro Enrique (Committee Member), García, Pedro Enrique (Committee Member), Martinez, Brandon (Committee Member), McCarty, Cynthia (Committee Member).
Subjects/Keywords: globalization; higher education; Costa Rica; multinational corporations
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MLA ·
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Manager
APA (6th Edition):
Pan, M. (2014). The impact of globalization and multinational corporations
on higher education in Costa Rica and implications for educational
leaders. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/413910/rec/6795
Chicago Manual of Style (16th Edition):
Pan, Monica. “The impact of globalization and multinational corporations
on higher education in Costa Rica and implications for educational
leaders.” 2014. Doctoral Dissertation, University of Southern California. Accessed December 13, 2019.
http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/413910/rec/6795.
MLA Handbook (7th Edition):
Pan, Monica. “The impact of globalization and multinational corporations
on higher education in Costa Rica and implications for educational
leaders.” 2014. Web. 13 Dec 2019.
Vancouver:
Pan M. The impact of globalization and multinational corporations
on higher education in Costa Rica and implications for educational
leaders. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 Dec 13].
Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/413910/rec/6795.
Council of Science Editors:
Pan M. The impact of globalization and multinational corporations
on higher education in Costa Rica and implications for educational
leaders. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/413910/rec/6795
University of Southern California
17.
Miramontes, Ramon.
The impact of globalization and multinational corporations
on the educational system in Costa Rica.
Degree: EdD, Education (Leadership), 2015, University of Southern California
URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/541648/rec/6800
► In the last 3 decades, Costa Rica has evolved its approaches to both education and the economy as a result of globalization and direct foreign…
(more)
▼ In the last 3 decades, Costa Rica has evolved its
approaches to both
education and the economy as a result of
globalization and direct foreign investments. The presence of
multinational corporations (MNCs) have played a key role in the
approaches that the government has made to increase its human
capital and meet the needs of MNCs with a knowledge‐ready
workforce. Changes during the last 3 decades to improve its
educational practices and policies have helped the country by
preparing students with the 21st‐century skills needed to compete
in the global economy. The purpose of this case study was to
understand the influence of
globalization and MNCs on educational
practices and curriculum and the development of 21st‐century skills
in the Costa Rican educational systems. Rica. This study also
identified the economic future and importance of science,
technology, engineering, and math (STEM)
education. Mandates to
increase STEM opportunities have included the National Science and
Technology Fair (NSTF), an initiative that has provided students
the ability to build their capacity and develop 21st‐century
skills. The analysis of this study revealed that Costa Rica is
focused on increasing its human capital to compete in the global
job market through STEM
education and a focus on preparing students
with 21st‐century skills. The study has implications for
educational leaders, government officials, and business investors
regarding their commitment to increase human capital through STEM
education due to its potential impact on the country’s economic
future. The study also contributes to the body of work about the
impact that the NSEF has had on the goal for the development of
21st‐century skills and, most importantly, on the interest of
students to pursue and work in jobs related to the STEM
field.
Advisors/Committee Members: Escalante, Michael F. (Committee Chair).
Subjects/Keywords: globalization and STEM education in Costa Rica
Record Details
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APA ·
Chicago ·
MLA ·
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CSE |
Export
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Manager
APA (6th Edition):
Miramontes, R. (2015). The impact of globalization and multinational corporations
on the educational system in Costa Rica. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/541648/rec/6800
Chicago Manual of Style (16th Edition):
Miramontes, Ramon. “The impact of globalization and multinational corporations
on the educational system in Costa Rica.” 2015. Doctoral Dissertation, University of Southern California. Accessed December 13, 2019.
http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/541648/rec/6800.
MLA Handbook (7th Edition):
Miramontes, Ramon. “The impact of globalization and multinational corporations
on the educational system in Costa Rica.” 2015. Web. 13 Dec 2019.
Vancouver:
Miramontes R. The impact of globalization and multinational corporations
on the educational system in Costa Rica. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 Dec 13].
Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/541648/rec/6800.
Council of Science Editors:
Miramontes R. The impact of globalization and multinational corporations
on the educational system in Costa Rica. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/541648/rec/6800
University of Southern California
18.
Singh, Nadine May.
The market for branch campuses: UNLV Singapore and the role
of the government in defining its market.
Degree: EdD, Education, 2012, University of Southern California
URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/68639/rec/6966
► The phenomenon of branch campuses is illustrated through their vast expansion. The number of branch campuses has doubled in the past four years, and as…
(more)
▼ The phenomenon of branch campuses is illustrated
through their vast expansion. The number of branch campuses has
doubled in the past four years, and as of 2012 there are over 200
branch campuses around the world (Lawton & Katsomitros, 2012).
However, despite this growing trend there is a lack of knowledge
and understanding on how these institutions define their markets,
how branch campuses market to their students, and how students are
recruited to these campuses. A single case study was conducted to
examine the role the government had on market forces and how their
involvement influenced the marketing and recruitment strategies
utilized by the University of Nevada Las Vegas, Singapore and the
market it is seeking to serve. It also examined the role the
government had on how UNLV defined its market since becoming part
of the Singapore Institute of Technology (SIT). ❧ The principal
finding from the analysis of interviews and document analysis is
how UNLV Singapore defined its market was contingent on the nature
and extent of its collaboration with the Singaporean government and
the increased demand for hospitality programs in Asia. The
Singaporean government utilized its partnership with UNLV to
promote educating the workforce to better supply labor for growing
sectors of the economy. Second, the marketing and recruitment
strategies UNLV Singapore utilized to target their markets were
initially developed by the leadership team. However, as this study
reveals, UNLV Singapore now utilizes the branding opportunities
afforded to the institution through the merger with SIT and the
reputation of being a U.S. institution to attract the market that
the institution is seeking to serve. This case study revealed the
dominant role the Singaporean government had in the growth of
international higher
education in the region through examining the
development and expansion of UNLV Singapore and their dependence on
the government on how they define their markets.
Advisors/Committee Members: Robison, Mark Power (Committee Chair), Diamond, Michael A. (Committee Member), Hentschke, Guilbert C. (Committee Member).
Subjects/Keywords: globalization; international education; branch campuses; markets
Record Details
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Singh, N. M. (2012). The market for branch campuses: UNLV Singapore and the role
of the government in defining its market. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/68639/rec/6966
Chicago Manual of Style (16th Edition):
Singh, Nadine May. “The market for branch campuses: UNLV Singapore and the role
of the government in defining its market.” 2012. Doctoral Dissertation, University of Southern California. Accessed December 13, 2019.
http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/68639/rec/6966.
MLA Handbook (7th Edition):
Singh, Nadine May. “The market for branch campuses: UNLV Singapore and the role
of the government in defining its market.” 2012. Web. 13 Dec 2019.
Vancouver:
Singh NM. The market for branch campuses: UNLV Singapore and the role
of the government in defining its market. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Dec 13].
Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/68639/rec/6966.
Council of Science Editors:
Singh NM. The market for branch campuses: UNLV Singapore and the role
of the government in defining its market. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/68639/rec/6966
Virginia Tech
19.
Cobert, Matthew John.
Assessing Global Competence and Teamology for Collaborative Engineering.
Degree: MS, Mechanical Engineering, 2011, Virginia Tech
URL: http://hdl.handle.net/10919/35716
► There is a need to make measureable improvements to the global competency of engineering students that will enable them to work more effectively with overseas…
(more)
▼ There is a need to make measureable improvements to the global competency of engineering students that will enable them to work more effectively with overseas colleagues. However, there are few assessment tools that offer clear guidance on which types of global exposure (coursework, virtual collaboration, or
education abroad) provide substantial benefit. Additionally, with the increasing reliance on teams to solve problems in both industry and academia, there is a need to ensure high-performance and inventiveness. This thesis addresses these two challenges by 1) developing a new assessment tool for gauging global competency and evaluating a commercially-available tool, and 2) validating and simplifying Wildeâ s teamology method for assembling better teams. The newly developed Global Competence Survey (GCS) is a quick and effective tool that is able to delineate between student groups based upon duration of
education abroad. In its current form, the GCS works by assessing student knowledge of key facts about USA and Germany, and their ability to recognize cultural images. This first attempt shows statistically significant differences between domestic, three-month abroad, and year-long abroad students in these critical areas. Additionally, the teamology method was confirmed empirically by analyzing the performance of two-person global research teams assembled using traditional selection criteria. This analysis shows that teams with greater personality diversity exhibit far higher performance and stronger cohesion. When coupled with functional role requirements, teamology provides an opportunity to dramatically enhance the team performance and cohesion of an available talent pool.
Advisors/Committee Members: Bohn, Jan Helge (committeechair), Huxtable, Scott T. (committee member), Williams, Christopher B. (committee member).
Subjects/Keywords: Teamology; Global Competence; Globalization; Education Abroad; Assessment
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
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to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Cobert, M. J. (2011). Assessing Global Competence and Teamology for Collaborative Engineering. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/35716
Chicago Manual of Style (16th Edition):
Cobert, Matthew John. “Assessing Global Competence and Teamology for Collaborative Engineering.” 2011. Masters Thesis, Virginia Tech. Accessed December 13, 2019.
http://hdl.handle.net/10919/35716.
MLA Handbook (7th Edition):
Cobert, Matthew John. “Assessing Global Competence and Teamology for Collaborative Engineering.” 2011. Web. 13 Dec 2019.
Vancouver:
Cobert MJ. Assessing Global Competence and Teamology for Collaborative Engineering. [Internet] [Masters thesis]. Virginia Tech; 2011. [cited 2019 Dec 13].
Available from: http://hdl.handle.net/10919/35716.
Council of Science Editors:
Cobert MJ. Assessing Global Competence and Teamology for Collaborative Engineering. [Masters Thesis]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/35716
University of South Florida
20.
Long, Tony W.
Perceived Roles of Academic Advisors in Pursuing Internationalization at Public State and Community Colleges in Florida.
Degree: 2018, University of South Florida
URL: https://scholarcommons.usf.edu/etd/7543
► This research study investigated the perceptions of academic advisors in the Florida College System (FCS) concerning globalization, internationalization, and their role in the process of…
(more)
▼ This research study investigated the perceptions of academic advisors in the Florida College System (FCS) concerning globalization, internationalization, and their role in the process of internationalizing their colleges. Participants in the study included 54 academic advisors from 15 of the 28 colleges in the FCS. The sample was comprised primarily of female advisors with master’s degrees, who had been working in higher education for less than 13 years. This was a nonexperimental, quantitative study and analyses included descriptive statistics, ordinary least squares regression, and Pearson’s product moment correlations.
The results revealed that the responding advisors believe that globalization is inevitable and good, and that colleges must prepare to face any challenges that result from it. They also indicated that the advisors thought colleges should engage in several strategies that could lead to progress in internationalization, including international exchanges of faculty and staff, study abroad opportunities for students, and the development of collaborative relationships between their college and foreign institutions. Advisors also indicated relatively strong support for the assertions that globalization and internationalization were important, and would continue to increase in importance going forward. They also generally agreed with the concept that academic advisors should be involved in the process of internationalization at their colleges, but their agreement in this instance was not as strong as it was when discussing globalization and internationalization more generally.
In contrast, advisors did not as readily agree that students should take additional courses in foreign language, or that colleges should actively recruit foreign students. The majority of advisors also rejected the idea that the college should adopt a broad, international/global definition of diversity that includes language, customs, and ethnicity. They did not as readily envision the role of academic advisors in the process of internationalization to be as important or necessary as the overall concept of progress in the areas of internationalization and globalization. That is, advisors indicated more agreement with the theory, but not as much agreement with the practice, of internationalization as it relates to their job responsibilities.
Subjects/Keywords: Academic Advisor; Co-curriculum; Globalization; Internationalization; Education
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Long, T. W. (2018). Perceived Roles of Academic Advisors in Pursuing Internationalization at Public State and Community Colleges in Florida. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/7543
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Long, Tony W. “Perceived Roles of Academic Advisors in Pursuing Internationalization at Public State and Community Colleges in Florida.” 2018. Thesis, University of South Florida. Accessed December 13, 2019.
https://scholarcommons.usf.edu/etd/7543.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Long, Tony W. “Perceived Roles of Academic Advisors in Pursuing Internationalization at Public State and Community Colleges in Florida.” 2018. Web. 13 Dec 2019.
Vancouver:
Long TW. Perceived Roles of Academic Advisors in Pursuing Internationalization at Public State and Community Colleges in Florida. [Internet] [Thesis]. University of South Florida; 2018. [cited 2019 Dec 13].
Available from: https://scholarcommons.usf.edu/etd/7543.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Long TW. Perceived Roles of Academic Advisors in Pursuing Internationalization at Public State and Community Colleges in Florida. [Thesis]. University of South Florida; 2018. Available from: https://scholarcommons.usf.edu/etd/7543
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
21.
Herath, Ludmi.
International Freshmen Student Satisfaction With Campus Environments At U. S. Institutions Through The Lens Of The National Survey Of Student Engagement (nsse).
Degree: Doctor of Education (EdD), Educational Leadership, 2018, University of North Dakota
URL: https://commons.und.edu/theses/2410
► International students’ enrollment has continuously increased over the past decade. According to the Open Doors Annual Report, published and distributed by Institute for International…
(more)
▼ International students’ enrollment has continuously increased over the past decade. According to the Open Doors Annual Report, published and distributed by Institute for International
Education (IIE, 2016), more than one million international students studied in the United States from 2015-2016; according to the same report, international students generated more than $36 billion to the United Stated (U.S.) economy making international students the fourth largest import sector to the U.S. economy. As U.S. institutions more aggressively recruit and retain international students, it is critical to learn how to serve this growing population—to learn of their needs and offer corresponding tools, programs and services. The purpose of this quantitative study is to identify international freshmen students’ satisfaction toward Campus Environment through the lens of the most widely used survey, the National Survey of Student Engagement (NSSE). This study also explores student satisfaction as related to institutional control (public and private).
In order to study international freshmen student satisfaction, the author used the 2015 NSSE survey data. The author compared international freshmen students to domestic freshmen students at public and private institutions to better understand the experiences of international freshmen students. Based on the self-reported 2015 NSSE survey there was a significant impact on quality of interactions among international freshmen students attending private institutions and domestic freshmen students attending private institutions, and a significant impact on academic success of international freshmen students attending private institutions than of the academic success of domestic students attending private and public institutions. Compared to quality of interactions and academic success, there was no significant difference on international freshman and domestic freshmen students’ use of supportive environments. Both international freshmen students and domestic freshmen students’ satisfaction with supportive environments was found to be the same, similar to the satisfaction with their entire educational experience at the same institution.
The significance of the study is in suggesting data-driven recommendations to administrators, policy makers, institutional decision makers, international student services professionals, and international students’ parents to understand the institutional campus environmental practices that are effective in promoting international students’ academic success and satisfaction during their stay in the United States.
Advisors/Committee Members: Dr. Steven LeMire.
Subjects/Keywords: Globalization; International Education; Internationalization; International Students; NSSE
Record Details
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Herath, L. (2018). International Freshmen Student Satisfaction With Campus Environments At U. S. Institutions Through The Lens Of The National Survey Of Student Engagement (nsse). (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/2410
Chicago Manual of Style (16th Edition):
Herath, Ludmi. “International Freshmen Student Satisfaction With Campus Environments At U. S. Institutions Through The Lens Of The National Survey Of Student Engagement (nsse).” 2018. Doctoral Dissertation, University of North Dakota. Accessed December 13, 2019.
https://commons.und.edu/theses/2410.
MLA Handbook (7th Edition):
Herath, Ludmi. “International Freshmen Student Satisfaction With Campus Environments At U. S. Institutions Through The Lens Of The National Survey Of Student Engagement (nsse).” 2018. Web. 13 Dec 2019.
Vancouver:
Herath L. International Freshmen Student Satisfaction With Campus Environments At U. S. Institutions Through The Lens Of The National Survey Of Student Engagement (nsse). [Internet] [Doctoral dissertation]. University of North Dakota; 2018. [cited 2019 Dec 13].
Available from: https://commons.und.edu/theses/2410.
Council of Science Editors:
Herath L. International Freshmen Student Satisfaction With Campus Environments At U. S. Institutions Through The Lens Of The National Survey Of Student Engagement (nsse). [Doctoral Dissertation]. University of North Dakota; 2018. Available from: https://commons.und.edu/theses/2410
University of Southern California
22.
Jiang, Xin.
The internationalization of higher education in an era of
globalization: a case study of a national research university in an
emerging municipality in southwest China.
Degree: EdD, Education (Leadership), 2012, University of Southern California
URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/56944/rec/6904
► With their increasing engagement in the global economy, Chinese higher education institutions are striving for producing educated and trained graduates to enhance the country’s global…
(more)
▼ With their increasing engagement in the global
economy, Chinese higher
education institutions are striving for
producing educated and trained graduates to enhance the country’s
global competitiveness in the knowledge-based economy (Chan &
Lo, 2008). Internationalization is then regarded as a response to
the challenges issued by
globalization and is conceived as a way
for active Chinese universities’ agency to further their research,
teaching and service functions to compete with foreign rivals.
However, the regional disparities in Chinese higher
education
development and national policies that concentrate its financial
support on top-tier research universities result in an increasing
gap among Chinese higher
education institutions in their
internationalization development. ❧ This study analyzed the
dynamics of internationalization of Chongqing University, a
national research university located in Southwest China, where
higher
education development status and potential significantly lag
behind average. A case study was conducted at Chongqing University
to examine the rationales and strategies for its
internationalization, and to identify the remaining work needed to
be done to reach its future internationalization goal. This study
answered the following research questions: What rationales guide
internationalization strategies Chongqing University utilizes at
present? What strategies does Chongqing University utilize to
advance its internationalization? What remaining work needs to be
done to reach Chongqing University’s future internationalization
goal? ❧ Due to the absence of sound theoretical framework in
current research, the researcher developed a hybrid framework for
institutional internationalization combining aspects of several
existing frameworks into a new tool suitable for this study. This
three-phase analytical framework is a process approach providing a
holistic understanding of the dynamics of internationalization of
the study institution, rather than a fragmented activities-based
approach to simply quantify the output. ❧ This case study provides
a picture of internationalization at a typical Chinese research
university, a representative of mainstream Chinese public
universities with less capacity and fewer resources for
internationalization than China’s top-tier universities. It also
adds to knowledge on the internationalization of Chinese higher
education as a whole, which has unique attributes that distinguish
it from internationalization at Western higher
education
institutions.
Advisors/Committee Members: Robison, Mark Power (Committee Chair), Diamond, Michael A. (Committee Member), Hentschke, Guilbert C. (Committee Member).
Subjects/Keywords: higher education; internationalization; globalization; research university; China
Record Details
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Jiang, X. (2012). The internationalization of higher education in an era of
globalization: a case study of a national research university in an
emerging municipality in southwest China. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/56944/rec/6904
Chicago Manual of Style (16th Edition):
Jiang, Xin. “The internationalization of higher education in an era of
globalization: a case study of a national research university in an
emerging municipality in southwest China.” 2012. Doctoral Dissertation, University of Southern California. Accessed December 13, 2019.
http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/56944/rec/6904.
MLA Handbook (7th Edition):
Jiang, Xin. “The internationalization of higher education in an era of
globalization: a case study of a national research university in an
emerging municipality in southwest China.” 2012. Web. 13 Dec 2019.
Vancouver:
Jiang X. The internationalization of higher education in an era of
globalization: a case study of a national research university in an
emerging municipality in southwest China. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Dec 13].
Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/56944/rec/6904.
Council of Science Editors:
Jiang X. The internationalization of higher education in an era of
globalization: a case study of a national research university in an
emerging municipality in southwest China. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/56944/rec/6904
University of South Africa
23.
Gubba, Angela.
The effects of student migration to South African universities on higher education in Zimbabwe
.
Degree: 2014, University of South Africa
URL: http://hdl.handle.net/10500/18574
► The aim of the present study was to establish the effects on the Zimbabwean higher educational system of student migration into South Africa for higher…
(more)
▼ The aim of the present study was to establish the effects on the Zimbabwean higher educational system of student migration into South Africa for higher
education. The study was motivated by the rising number of Zimbabwean students migrating to South Africa for that purpose, aided in doing so by their schools and other organisations. Rising migration rates are substantiated not only by the growing number of students departing the country for a foreign university, but by the parents who support their going and the administrators and lecturers in Zimbabwean universities who witness migration‟s impacts on the nation‟s higher
education.
A qualitative research design was employed for data collection. A review was first conducted of the empirical evidence of student migration rates. Data were collected through conversations and interviews, the interview-guide approach, and recorded cell-phone interviews. The qualitative research design was motivated by grounded theory, narrative qualitative inquiry, interim analysis and interpretive epistemology. These approaches jointly ensured that the data would be most suitable for the study‟s intensions.
The study investigated the international and local factors contributing to the out-migration of Zimbabwean students in general and, in particular, into South African higher educational institutions. Interviewees reported that migration was motivated mainly by the condition of the Zimbabwean economy. Findings also clarified the effects of the migration process on the educational system in Zimbabwe. Those effects emerge as challenges that must be addressed in the Zimbabwean higher
education system. Policy recommendations for addressing such challenges are provided.
Advisors/Committee Members: Pretorius, Stephanus Gert (advisor).
Subjects/Keywords: Student migration;
Globalization;
Internationalization;
Higher education
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APA (6th Edition):
Gubba, A. (2014). The effects of student migration to South African universities on higher education in Zimbabwe
. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/18574
Chicago Manual of Style (16th Edition):
Gubba, Angela. “The effects of student migration to South African universities on higher education in Zimbabwe
.” 2014. Doctoral Dissertation, University of South Africa. Accessed December 13, 2019.
http://hdl.handle.net/10500/18574.
MLA Handbook (7th Edition):
Gubba, Angela. “The effects of student migration to South African universities on higher education in Zimbabwe
.” 2014. Web. 13 Dec 2019.
Vancouver:
Gubba A. The effects of student migration to South African universities on higher education in Zimbabwe
. [Internet] [Doctoral dissertation]. University of South Africa; 2014. [cited 2019 Dec 13].
Available from: http://hdl.handle.net/10500/18574.
Council of Science Editors:
Gubba A. The effects of student migration to South African universities on higher education in Zimbabwe
. [Doctoral Dissertation]. University of South Africa; 2014. Available from: http://hdl.handle.net/10500/18574
Central Queensland University
24.
Bhattacharya, Gopal K.
Access and equity in vocational education : a case study of a technical training centre in Bangladesh.
Degree: 2009, Central Queensland University
URL: http://hdl.cqu.edu.au/10018/58767
► The current debates on growth and employment in both developing and developed countries embrace the issues concerning education and training. These debates focus on the…
(more)
▼ The current debates on growth and employment in both developing and developed countries embrace the issues concerning education and training. These debates focus on the challenges that the process of globalization, and the intensely competitive environment for goods and services that it gives rise to, is impacting on the education and training systems. An important issue in this context is the manner in which the education and training system needs to be oriented so as to ensure that not only growth in the economies is achieved but also the concomitant growth in employment is enhanced. In this context, access and equity concerns in the education and training system feature prominently. Although access and equity concerns in education and training systems may appear to have been somewhat lost in the din of market-economics, these need to be kept in focus to ensure provision of decent work and its attendant benefits to the society. Vocational education has an important role in the education system as a means to develop knowledge and skills that helps the workforce in becoming more flexible and responsive to the needs of the labour market. This research investigated the status of access and equity at a technical training centre in Bangladesh against the backdrop of prevailing policies and other support available to the training centre for the purpose. The perceptions of the primary stake holders in the training centre, namely, the students, the training centre management and the supervisory staff, were explored with a view to assess the status of access and equity at the training centre. The results from the investigation were used to develop a set of guidelines for improved access and equity at the training centre level.
Subjects/Keywords: Educational equalization; Vocational education; Education and globalization.; Technical education
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APA (6th Edition):
Bhattacharya, G. K. (2009). Access and equity in vocational education : a case study of a technical training centre in Bangladesh. (Thesis). Central Queensland University. Retrieved from http://hdl.cqu.edu.au/10018/58767
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Bhattacharya, Gopal K. “Access and equity in vocational education : a case study of a technical training centre in Bangladesh.” 2009. Thesis, Central Queensland University. Accessed December 13, 2019.
http://hdl.cqu.edu.au/10018/58767.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Bhattacharya, Gopal K. “Access and equity in vocational education : a case study of a technical training centre in Bangladesh.” 2009. Web. 13 Dec 2019.
Vancouver:
Bhattacharya GK. Access and equity in vocational education : a case study of a technical training centre in Bangladesh. [Internet] [Thesis]. Central Queensland University; 2009. [cited 2019 Dec 13].
Available from: http://hdl.cqu.edu.au/10018/58767.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Bhattacharya GK. Access and equity in vocational education : a case study of a technical training centre in Bangladesh. [Thesis]. Central Queensland University; 2009. Available from: http://hdl.cqu.edu.au/10018/58767
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Southern California
25.
Taylor, Yu-Wen.
Understanding the globalization of K-12 schooling through
the lens of a multinational education company: a case study of
Fairmont Education Group.
Degree: EdD, Education, 2013, University of Southern California
URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/256984/rec/7674
► Trends in globalization and privatization have begun to radically and fundamentally alter the context and landscape of K-12 schooling. Accosted with rising demand for education…
(more)
▼ Trends in
globalization and privatization have begun
to radically and fundamentally alter the context and landscape of
K-12 schooling. Accosted with rising demand for
education on one
side but flanked by budgetary and institutional constraints on the
other, governments worldwide have opted for privatization as a
policy lever for increasing the supply of
education. Despite the
potential and promise of K-12 multinationals to meet the rising
global demand for
education, their role in the provision of K-12
schooling remains controversial. Furthermore, the paucity of
information regarding their financial and operational reach has
obfuscated attempts by governments to assess their inherent risks
and rewards and associated externalities. This qualitative case
study of Fairmont
Education Group, a K-12 multinational
headquartered in California, answered research questions relating
to the motivational and contextual factors, along with
organizational and operational characteristics, which have
influenced the company’s international growth. The findings of this
study indicate that macro educational reforms across the globe have
created the conciliatory market conditions for Fairmont to respond
to an
education gap in rapidly developing economies. As Fairmont
faces significant policy risks and operational challenges, the
sustainability of its international growth hinges on its capability
to reconcile the dichotomous needs for greater adaptability to
local conditions and integration as one collective unit. This study
serves as a revelatory case from which replication and further
empirical work can extend the body of knowledge regarding the
nature of K-12 multinationals’ role in the
globalization of K-12
education and public sector reform.
Advisors/Committee Members: Hentschke, Guilbert C. (Committee Chair), Burch, Patricia E. (Committee Member), Diamond, Michael A. (Committee Member).
Subjects/Keywords: international education; globalization; multinational; K-12 education; twenty-first century education
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APA ·
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Manager
APA (6th Edition):
Taylor, Y. (2013). Understanding the globalization of K-12 schooling through
the lens of a multinational education company: a case study of
Fairmont Education Group. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/256984/rec/7674
Chicago Manual of Style (16th Edition):
Taylor, Yu-Wen. “Understanding the globalization of K-12 schooling through
the lens of a multinational education company: a case study of
Fairmont Education Group.” 2013. Doctoral Dissertation, University of Southern California. Accessed December 13, 2019.
http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/256984/rec/7674.
MLA Handbook (7th Edition):
Taylor, Yu-Wen. “Understanding the globalization of K-12 schooling through
the lens of a multinational education company: a case study of
Fairmont Education Group.” 2013. Web. 13 Dec 2019.
Vancouver:
Taylor Y. Understanding the globalization of K-12 schooling through
the lens of a multinational education company: a case study of
Fairmont Education Group. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 Dec 13].
Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/256984/rec/7674.
Council of Science Editors:
Taylor Y. Understanding the globalization of K-12 schooling through
the lens of a multinational education company: a case study of
Fairmont Education Group. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/256984/rec/7674
Leiden University
26.
Graaf, F.F. van de.
The influence of internationally oriented education on the attitude towards globalization.
Degree: 2015, Leiden University
URL: http://hdl.handle.net/1887/32873
► Most high schools provide a diverse range of internationally oriented activities in which students are able to participate. These activities give students the opportunity to…
(more)
▼ Most high schools provide a diverse range of internationally oriented activities in which students are able to participate. These activities give students the opportunity to get to know other countries and develop their international interest. Hofstad Lyceum is a school that provides more than 20 internationally oriented activities to their students. The influence of these activities on the attitude towards
globalization has been remained rather unclear. Using both a questionnaire and more various qualitative analyses of the activities the influence of these activities on the attitude towards
globalization has been researched. The activities of Hofstad Lyceum can be put into three categories. International exchanges have more influence on the attitude towards
globalization than international projects and international trips. The results of the questionnaire suggest that these activities have both positive and negative influence on the attitude towards
globalization. It shows that internationally oriented activities do not or only marginally increase the political knowledge. On the other hand students seem to have more social willingness to experience the world. All in all, internationally oriented activities have to be seen as an incentive ‘to stimulate students’ interest in international affairs.
Advisors/Committee Members: Spirova, Dr. M.S (advisor), Meffert, Dr. M.F (advisor).
Subjects/Keywords: Education; Attitudes; Attitudes towards globalization; Internationally oriented activities; Political behavior; Political attitudes; Globalization
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Manager
APA (6th Edition):
Graaf, F. F. v. d. (2015). The influence of internationally oriented education on the attitude towards globalization. (Masters Thesis). Leiden University. Retrieved from http://hdl.handle.net/1887/32873
Chicago Manual of Style (16th Edition):
Graaf, F F van de. “The influence of internationally oriented education on the attitude towards globalization.” 2015. Masters Thesis, Leiden University. Accessed December 13, 2019.
http://hdl.handle.net/1887/32873.
MLA Handbook (7th Edition):
Graaf, F F van de. “The influence of internationally oriented education on the attitude towards globalization.” 2015. Web. 13 Dec 2019.
Vancouver:
Graaf FFvd. The influence of internationally oriented education on the attitude towards globalization. [Internet] [Masters thesis]. Leiden University; 2015. [cited 2019 Dec 13].
Available from: http://hdl.handle.net/1887/32873.
Council of Science Editors:
Graaf FFvd. The influence of internationally oriented education on the attitude towards globalization. [Masters Thesis]. Leiden University; 2015. Available from: http://hdl.handle.net/1887/32873
27.
David, Erwan.
Analyse des corrélations entre ouverture économique, éducation et inégalités : Globalization and inequality reduction : Thoughts on the Stolper Samuelson’s theorem and empirical analysis essay.
Degree: Docteur es, Sciences économiques, 2015, Pau
URL: http://www.theses.fr/2015PAUU2001
► La littérature économique s’intéresse depuis le 13ème siècle aux inégalités et au développement des échanges, mais la relation positive entre ces deux concepts n’est pas…
(more)
▼ La littérature économique s’intéresse depuis le 13ème siècle aux inégalités et au développement des échanges, mais la relation positive entre ces deux concepts n’est pas toujours vérifiée. Les résultats des travaux ne sont pas homogènes et ne permettent pas une conclusion définitive sur le sujet. Ce travail porte sur la relation entre le développement des échanges (la mondialisation) et le développement social (matérialisé par la réduction des inégalités). Nous analysons la relation qui peut s’instaurer entre l’ouverture et les évolutions économique, démographique et éducative. L’analyse des données statistiques de 125 pays présente des évolutions plus marquées pour les données économiques que pour les données démographiques ou éducatives. Les écarts qui existaient entre les pays, entre les continents ne se comblent que très lentement. Nous avons cherché à valider les corrélations entre ces trois séries. Nous constatons que les corrélations entre les indicateurs économiques, démographiques et éducatifs sont fortes lorsque l’on demeure à un niveau d’agrégation élevé mais qu’elles sont moins fortes lorsque l’on décompose les indicateurs. Le niveau de développement, le continent influent sur les corrélations. Leur stabilité n’est pas forte dans le temps. L’ouverture ne permet pas de façon certaine d’améliorer les conditions de vie des populations et de réduire les inégalités. Nous avons ensuite analysé des données statistiques chinoises afin de voir si l’évolution économique favorable de ce pays pouvait représenter un modèle pour d’autres pays en voie de développement. Nous concluons que la spécificité de la Chine ne permet pas d’en faire un modèle.
Economic survey has studied inequalities and international trade expansion since the 13 th century, but the positive correlation between these 2 concepts has not always been verified. Studies results are not homogeneous and do not make it possible to draw a final conclusion on the topic. This work deals with the correlation between international trade expansion (globalization) and social development (that is to say reduced inequalities). We analyse the possible correlation between trade opening and the evolution of economy, demography and education. The analysis of 125 countries statistical data indicates that this evolution is higher in terms of economy than in terms of demography or education. Prior gaps between countries or continents only very slowly narrow. We tried to verify the correlation between the 3 series of data. We notice that the correlations between economic, demographic and educational indicators are strong when the indicators are amalgamated but not so strong when the indicators are disaggregated. The correlations are also affected by the development level or the continent, and they are not constant in time. To conclude, trade opening cannot be said for certain to improve the populations’ living conditions and to reduce inequalities. We then analyzed Chinese statistical data in order to see whether this country’s positive economic evolution could be a…
Advisors/Committee Members: Le Cacheux, Jacques (thesis director).
Subjects/Keywords: Mondialisation; Ouverture; Inégalité; Chine; Education; Globalization; Inequality; China; Opening; Education
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APA (6th Edition):
David, E. (2015). Analyse des corrélations entre ouverture économique, éducation et inégalités : Globalization and inequality reduction : Thoughts on the Stolper Samuelson’s theorem and empirical analysis essay. (Doctoral Dissertation). Pau. Retrieved from http://www.theses.fr/2015PAUU2001
Chicago Manual of Style (16th Edition):
David, Erwan. “Analyse des corrélations entre ouverture économique, éducation et inégalités : Globalization and inequality reduction : Thoughts on the Stolper Samuelson’s theorem and empirical analysis essay.” 2015. Doctoral Dissertation, Pau. Accessed December 13, 2019.
http://www.theses.fr/2015PAUU2001.
MLA Handbook (7th Edition):
David, Erwan. “Analyse des corrélations entre ouverture économique, éducation et inégalités : Globalization and inequality reduction : Thoughts on the Stolper Samuelson’s theorem and empirical analysis essay.” 2015. Web. 13 Dec 2019.
Vancouver:
David E. Analyse des corrélations entre ouverture économique, éducation et inégalités : Globalization and inequality reduction : Thoughts on the Stolper Samuelson’s theorem and empirical analysis essay. [Internet] [Doctoral dissertation]. Pau; 2015. [cited 2019 Dec 13].
Available from: http://www.theses.fr/2015PAUU2001.
Council of Science Editors:
David E. Analyse des corrélations entre ouverture économique, éducation et inégalités : Globalization and inequality reduction : Thoughts on the Stolper Samuelson’s theorem and empirical analysis essay. [Doctoral Dissertation]. Pau; 2015. Available from: http://www.theses.fr/2015PAUU2001
University of Colorado
28.
Torpey-Saboe, Nichole Marie.
Education Inequality: an Examination of the Political and Economic Factors Associated with Educational Disparities Around the World.
Degree: PhD, Political Science, 2016, University of Colorado
URL: http://scholar.colorado.edu/psci_gradetds/53
► Education is broadly recognized as a human right and is critical to the achievement of other individual and social goods. Yet despite widespread recognition of…
(more)
▼ Education is broadly recognized as a human right and is critical to the achievement of other individual and social goods. Yet despite widespread recognition of the importance of
education, access is still very uneven. In some countries,
education is available to all on a fairly equal basis, while in others, only the elite are educated. What explains this variation? While much attention has been paid to income inequality,
education inequality is less understood. Drawing from theories on human capital and income inequality, I hypothesize that
education inequality is shaped by the forces of modernization,
globalization, and democratization. I construct a new measure of
education inequality and test my hypotheses using time-series cross-national data. I also analyze the case of Mexico, using original survey data. Finally, I look at disparities in quality of
education. I find that the relationship between modernization, democratization,
globalization, and
education inequality is complex.
Globalization is only related to declining
education inequality for labor abundant countries. For capital abundant countries,
globalization is associated with increased
education inequality. This extends the classic Heckscher-Ohlin model beyond the realm of income. These findings support the argument that trade should be beneficial to developing countries, which are often labor abundant, but also lend fuel to trade critics, by showing that trade may sometimes exacerbate inequality. Democratization is not found to have a consistent relationship with
education inequality. Instead, what matters is whether the regime depends on the poor for political support. Contrary to earlier work that has been almost universally optimistic about the positive effects of democracy for both
education and equality, the findings point to the need to examine whether democracies are set up to represent the needs of the poor and disadvantaged or are simply another tool used by elites to further their own interests. Finally, while inequality in years of
education is declining, disparities in quality of
education have been increasing. Counter to the expectations of modernization theory, which predicts that broader access to
education will follow naturally as part of modernization, this suggests that elites are finding ways to reassert hierarchical social structures and perpetuate inequality.
Advisors/Committee Members: David S. Brown, Andy Baker, Sarah Sokhey, Jeff Harden, Tania Barham.
Subjects/Keywords: Democracy; Education; Globalization; Inequality; Mexico; Modernization; Economics; Education; Political Science
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to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Torpey-Saboe, N. M. (2016). Education Inequality: an Examination of the Political and Economic Factors Associated with Educational Disparities Around the World. (Doctoral Dissertation). University of Colorado. Retrieved from http://scholar.colorado.edu/psci_gradetds/53
Chicago Manual of Style (16th Edition):
Torpey-Saboe, Nichole Marie. “Education Inequality: an Examination of the Political and Economic Factors Associated with Educational Disparities Around the World.” 2016. Doctoral Dissertation, University of Colorado. Accessed December 13, 2019.
http://scholar.colorado.edu/psci_gradetds/53.
MLA Handbook (7th Edition):
Torpey-Saboe, Nichole Marie. “Education Inequality: an Examination of the Political and Economic Factors Associated with Educational Disparities Around the World.” 2016. Web. 13 Dec 2019.
Vancouver:
Torpey-Saboe NM. Education Inequality: an Examination of the Political and Economic Factors Associated with Educational Disparities Around the World. [Internet] [Doctoral dissertation]. University of Colorado; 2016. [cited 2019 Dec 13].
Available from: http://scholar.colorado.edu/psci_gradetds/53.
Council of Science Editors:
Torpey-Saboe NM. Education Inequality: an Examination of the Political and Economic Factors Associated with Educational Disparities Around the World. [Doctoral Dissertation]. University of Colorado; 2016. Available from: http://scholar.colorado.edu/psci_gradetds/53
University of KwaZulu-Natal
29.
[No author].
How does globalisation affect the professional lives and work of office-based educators? : a case study of Pinetown district office in KwaZulu-Natal.
Degree: Education, 2008, University of KwaZulu-Natal
URL: http://hdl.handle.net/10413/1177
► The purpose of this study was to investigate the impact that globalisation has on the professional roles and work of the office-based educators (subject advisors).…
(more)
▼ The purpose of this study was to investigate the impact that globalisation has on the professional roles and work of the office-based educators (
subject advisors). It was conducted as a case study in one of the districts at Ethekwini region. It involved eleven advisors that belong to the Teaching and Learning Support (TLS) section. As a theoretical foundation, I used critical theory as a lens to examine the neo-liberal agenda that globalisation has imposed upon South Africa’s new
education system, particularly the impact on the role of
subject advisors. The research was conducted within a qualitative approach and took the form of a case study. The data collection techniques included a questionnaire and an in-depth semi structured focus group interview. The data collected was analysed using thematic analysis to identify codes, categories and themes. These were not defined prior to analysis, but emerged during analysis. The findings revealed that advisors are frustrated by the roles that they are expected to perform. They find themselves giving less professional support to educators and spending more time administering monitoring tools to schools. The feeling is that they are de-professionalised because they no longer work as
subject specialists most of the time. Finally, recommendations and limitations of this study are discussed.
Advisors/Committee Members: Green, Whitfield (advisor), Francis, Dennis (advisor).
Subjects/Keywords: Education and globalization.;
Curriculum consultants – KwaZulu-Natal.;
Education.
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Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
author], [. (2008). How does globalisation affect the professional lives and work of office-based educators? : a case study of Pinetown district office in KwaZulu-Natal.
(Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/1177
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
author], [No. “How does globalisation affect the professional lives and work of office-based educators? : a case study of Pinetown district office in KwaZulu-Natal.
” 2008. Thesis, University of KwaZulu-Natal. Accessed December 13, 2019.
http://hdl.handle.net/10413/1177.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
author], [No. “How does globalisation affect the professional lives and work of office-based educators? : a case study of Pinetown district office in KwaZulu-Natal.
” 2008. Web. 13 Dec 2019.
Vancouver:
author] [. How does globalisation affect the professional lives and work of office-based educators? : a case study of Pinetown district office in KwaZulu-Natal.
[Internet] [Thesis]. University of KwaZulu-Natal; 2008. [cited 2019 Dec 13].
Available from: http://hdl.handle.net/10413/1177.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
author] [. How does globalisation affect the professional lives and work of office-based educators? : a case study of Pinetown district office in KwaZulu-Natal.
[Thesis]. University of KwaZulu-Natal; 2008. Available from: http://hdl.handle.net/10413/1177
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
30.
CARMEN JÚLIA PIRES IAHNKE.
REFLEXOS DO ATUAL PROCESSO DE GLOBALIZAÇÃO NO CEFET/RS E A PERSPECTIVA DE UMA EDUCAÇÃO VOLTADA PARA A CIDADANIA.
Degree: 2008, Universidade Catolica de Pelotas
URL: http://biblioteca.ucpel.tche.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=174
► This work developed in the Catolic University of the Pelotas it had for objective to critically examine the changes proposed by Decree 2.208/97 and 5.154/04…
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▼ This work developed in the Catolic University of the Pelotas it had for objective to critically examine the changes proposed by Decree 2.208/97 and 5.154/04 and identify with it the possibility of an alternative project of education turned towards full citizenship in integrated education in developed CEFET, unit of Pelotas. For the same be achieved were meant to study the meanings of globalization, its dimensions and consequences and to show that the current global context and challenges inherent to it. It also aims to establish a history of Brazilian education with emphasis on technical education, undertake a study of theoretical and critical Decree 2.208/97 and 5.154/04 seeking see changes resulting from them, identify factors in the current legislation to encourage technical training and while promoting social citizenship in students, the aspects indicate that the new decree gives to redo things education-oriented teaching for the exercise of citizenship and ethical commitment and argue with didactic-pedagogic viable attitudes that help in training focused for these purposes. Reflections of the current process of globalization in CEFET/RS and the prospect of an education turned to the general citizenship is a thesis masters composed of three chapters titled "The process of globalization and its dimensions", "The law on vocational education in Brazil before the new world scenario: paths and steps" and "The CEFET/RS front of the education reforms Brazilian technical education and the possibility of an education focused for full citizenship", all directed to achieve the proposed goals. The methodology it involves a literature search. The issue was generating the hypothesis: the CEFET/RS would be possible to develop an education turned to citizenship and the commitment ethic? That question led to a preliminary study of Decree 2.208/97, 5.154/04 and 5.840/06, as well as the Educational Policy Project (PPP) of CEFET/RS for the period 2007-2011, which has assumed that the Pelotas unit of the CEFET/RS this form of education would be possible. From then began a literature search significantly, with criticism and interpretive readings on globalization, the Decrees and PPP cited, to prove the supposition made
Este trabalho desenvolvido na Universidade Católica de Pelotas teve por objetivo geral analisar criticamente as alterações propostas pelos Decretos 2.208/97 e 5.154/04 e com isso identificar a possibilidade de um projeto alternativo de educação voltada para a cidadania plena no ensino integrado desenvolvido no CEFET, unidade de Pelotas. Para o mesmo ser alcançado entendeu-se estudar os significados da globalização, suas dimensões e conseqüências e com isso mostrar o contexto mundial atual e os desafios a ele inerentes. Também se objetivou estabelecer um histórico da educação brasileira com ênfase no ensino técnico, realizar um estudo teórico-crítico dos Decretos 2.208/97 e 5.154/04 buscando visualizar as mudanças a partir deles decorrentes, identificar fatores na legislação atual que favoreçam a formação técnica e,…
Advisors/Committee Members: VINI RABASSA DA SILVA, JOVINO PIZZI.
Subjects/Keywords: ensino técnico; EDUCACAO; globalization; technical education; globalização; educação; cidadania; citizenship; education
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APA (6th Edition):
IAHNKE, C. J. P. (2008). REFLEXOS DO ATUAL PROCESSO DE GLOBALIZAÇÃO NO CEFET/RS E A PERSPECTIVA DE UMA EDUCAÇÃO VOLTADA PARA A CIDADANIA. (Thesis). Universidade Catolica de Pelotas. Retrieved from http://biblioteca.ucpel.tche.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=174
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
IAHNKE, CARMEN JÚLIA PIRES. “REFLEXOS DO ATUAL PROCESSO DE GLOBALIZAÇÃO NO CEFET/RS E A PERSPECTIVA DE UMA EDUCAÇÃO VOLTADA PARA A CIDADANIA.” 2008. Thesis, Universidade Catolica de Pelotas. Accessed December 13, 2019.
http://biblioteca.ucpel.tche.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=174.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
IAHNKE, CARMEN JÚLIA PIRES. “REFLEXOS DO ATUAL PROCESSO DE GLOBALIZAÇÃO NO CEFET/RS E A PERSPECTIVA DE UMA EDUCAÇÃO VOLTADA PARA A CIDADANIA.” 2008. Web. 13 Dec 2019.
Vancouver:
IAHNKE CJP. REFLEXOS DO ATUAL PROCESSO DE GLOBALIZAÇÃO NO CEFET/RS E A PERSPECTIVA DE UMA EDUCAÇÃO VOLTADA PARA A CIDADANIA. [Internet] [Thesis]. Universidade Catolica de Pelotas; 2008. [cited 2019 Dec 13].
Available from: http://biblioteca.ucpel.tche.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=174.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
IAHNKE CJP. REFLEXOS DO ATUAL PROCESSO DE GLOBALIZAÇÃO NO CEFET/RS E A PERSPECTIVA DE UMA EDUCAÇÃO VOLTADA PARA A CIDADANIA. [Thesis]. Universidade Catolica de Pelotas; 2008. Available from: http://biblioteca.ucpel.tche.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=174
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
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