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Global competency: Educating the world
... To that end, numerous academic disciplines are subject to the integration of global components. Business, tourism, and sport are just a few areas conducive to globalization (Reimers, 2009). Science, artistic creation, trade, and international cooperation must be supported by an international base of knowledge. ...
... Deep seated cultural divisions can be softened through multi-cultural experiences initiated by universities. Beyond cultural tolerance, global citizens share in facing worldwide challenges like climate change, health epidemics, poverty, economic recessions, assaults on human rights, terrorism, political instability, and international conflicts (Reimers, 2009). ...
... Higher education program design and implementation of programs, courses, and experiences is a major step in the internationalization of campuses of higher education. Some teachers and education entrepreneurs have devel-oped a wide range of practices that foster global competency, such as improved foreign language curriculums, programs that promote intercultural competency, and internationally themed programs and curriculums (Reimers, 2009). All universities should consider implementing these internationalization strategies at their institutions. ...
Higher education must meet the needs brought on by advances in electronic networking, resulting in an increase in international communication, leading to numerous business and social opportunities beyond traditional borders. Today's globally competitive job market requires higher education to assume a lead role in ensuring that graduates achieve international education competencies. Minimally, international on-site cultural experiences, and knowledge are necessary to be competitive in today's global market place. To meet the growing worldwide demand by employers for internationally educated employees, higher education should exploit on-site experien-tial opportunities throughout the world in various areas including but not limited to sport, business, and tourism. Strategies must be developed by all academic disciplines to incorporate international components into curricu-lums. Overall, higher education must ground its approach to international education in morality and will be well served to use as a guide, John Stuart Mill's utilitarianism, which supports basing actions on what is anticipated to bring the greatest good to the most people (Mill, 1863/1969).
... As a result, the concept of global competency is central. Reimers (2009) outlined three components of global competency: A positive attitude and a disposition of respect toward different cultures and for people of different backgrounds, the ability to communicate in different languages, and an understanding of world history and geography. Global citizenship would require students to learn to respect others, communicate and collaborate in ways that are not only instrumentally effective, but also consistent with others' cultural norms and expectations. ...
... In order to make the concepts of global citizenship and global competency even more relevant to understanding international education, it is important to analyze the role of United States in the global scenario. If indeed global competency requires understanding world history and geography (Reimers, 2009) and if global citizenship involves understanding interconnectedness and one's power to affects others (Appiah, 2008), then, it is impossible to ignore that the current world order presents inequities (Khoo, 2011). These inequities have historical roots (Bush, 2006); they are connected to past and present forms of imperialism and colonization. ...
... While many of the American students seemed happy and authentically excited about visiting Mexico, their vast majority seemed unaware of the complex historical relations between Mexico and the United States. One of the components of global competency involves understanding world history and acknowledging tensions (Reimers, 2009). When American students study abroad, they may benefit from learning about the often complex history that characterizes international relations. ...
International education, particularly through study abroad experiences, has the potential of preparing students for a globally interconnected world. While challenging, it is necessary to translate aspirations of global citizenship into educational programs and assessing their effectiveness. A necessary step in such process consists in taking a close and critical look at the challenges and possibilities for the development of global citizenship through education abroad. In this paper, I follow a decolonizing autoethnographic approach to explore obstacles for the development of global citizenship through education abroad. If education abroad is to promote global citizenship and character development, I propose a more authentic engagement with the local cultures and a better understanding of globalization-before going abroad-is necessary.
... The importance and impact of the internal and external components for employability are emphasized (Grebennikova & Rybkin, 2017;Hillage & Pollard, 1998;McQuaid & Lindsa, 2005). Another approach observed in the literature is that employability is viewed as an individual's set of qualities or skills (Holmes, 2013;Tomlinson, 2012), or an individual's set of previously acquired knowledge, skills, attitudes, competencies, experiences, and 88 other qualifications that support their ability to be a reliable source of efficiency, innovation, and productivity for an organisation (Smaldone et al, 2022 Reimers, 2009;Teichler, 2007) on the employability skills of students as prospective specialists show the relevance of the topic. The study took place in 2022. ...
... Having global competence (Reimers, 2009), means having the ability to comprehend current events on a global scale and to react accordingly. People who participate in international educational experiences are capable of forming a positive attitude toward different cultural traditions and develop a deeper understanding of the cultures of others. ...
In light of globalisation, internationalisation, digitisation, the Covid-19 epidemic, geopolitical instability, and migration, the issue of employability is becoming increasingly important for individuals, universities, and companies. From the point of view of the social sciences, including education sciences and education management sciences, employability can be understood as a set of many different qualities possessed by a specialist. Additionally, employability is the ability to move freely and flexibly within the labour market and to adapt to its changing conditions, ensuring professional development and mobility. These qualities are included in the structure of the specialist's competitiveness, and they indicate the specialist's competitiveness which is influenced by a number of internal and external factors. The aim of the study is to develop a theoretical basis for the assessment and development of the employability of students as prospective specialists in the context of their competitiveness in current conditions, taking into account the recent developments and trends in the social sciences. The authors use the theoretical research methods that include desk study, as well as the evaluation and analysis of numerous documents and scientific literature. As a result, the most essential employability skills of students as prospective specialists have been identified.
... Modern interests, problems, and research now often span multiple countries and regions, so liberal higher education policies have advocated preparing students with global competencies: the knowledge and skills to work applicable to this globalized context. Reimers (2009) states this as, "Schools and universities around the world are not adequately preparing ordinary citizens to understand the nature of global challenges, such as terrorism, climate change, human-environment interactions, world trade, demographic change, and global conflict." We should consider that we are constantly exposed to concepts and ideas connected to global issues, even at the local level. ...
... Higher education systems globally are trying to determine how they can allow their local students to obtain global competency skills and be exposed to international understanding and literacy through distance and online learning. Reimers (2009) explains how global ties and confrontations between countries were becoming increasingly common before the pandemic, necessitating global competencies for conflict resolution. In this context, higher education is an appropriate place for students to learn how to deal with the increasing effects of globalization obtain global literacy and understanding. ...
This chapter analyses the spread of neoliberal reforms in higher education, with a primary focus on an empirically specific locale in Zambia, a Sub-Saharan African economy. We argue that neoliberal discourses, introduced into mainstream national policy on higher education in Zambia from the early 1990s have profound effects on the character of higher education in general. The reforms have occasioned significant levels of regulation or control over the actors within higher education by using words that frame and constrain, behaviour leading to the emergence of kinds of individuals who are then rendered governable (Bansel & Davies, 2010). The reforms include cutting public expenditures for social services, which include reducing government support to education and healthcare, as well as a trend toward greater participation by private actors in public life, and in higher education provision and finance (Giroux HA, Harvard Educ Rev 72:425–463, 2002; Harvey 2005; Olssen M, Peters MA, J Educ Policy 20:313–345, 2005; Zajda J, Rust V, Globalisation and comparative education. Springer, Dordrecht, 2021). Ultimately, there has been an institutionalisation of entrepreneurial and managerial modes of organising higher educational institutions, stimulated and advanced by promoting business-like relations between the institutions and industry, commerce, and government.
Keywords
Higher education Neoliberal reforms Strategic management principles Sub-Saharan African economy Zambia
... Globalization has intensified economic, political, technological, social and cultural interconnectedness and interdependence that are altering the world at an unprecedented speed. However, according to Reimers (2009), many universities around the world are inadequately preparing their students to understand the growing interconnectedness and interdependence of nations. In response to such educational challenges, it is important that our universities become aware of the need for developing students' global competence and take appropriate measures to achieve this educational goal (Brustein, 2007;Hunter, White, & Godbey, 2006). ...
... In recent years, global competence has become a core education goal and aroused the critical attention of the researchers and organizations around the world (Koziol, Greenberg, Williams, Niehaus, & Jacobson, 2011). According to Reimers (2009), global competence should now be a purpose of mass education, instead of just elite education. Hunter et al. (2006, p. 270) achieved the agreement of international educators and human resource managers of transnational corporations using Delphi Technique method and proposed a definition of "having an open mind while actively seeking to understand cultural norms and expectations of others, leveraging this gained knowledge to interact, communicate and work effectively outside one's environment. ...
The current study investigates how intergroup contact and acculturation strategies are related to Chinese international students’ global competence development. A group of Chinese international students in Belgium participated in an online survey. Chinese students have achieved the development of global competence in all the dimensions of knowledge, skills and attitudes since they started their study abroad. The results showed that integrated and assimilated students obtained greater global competence development in all three dimensions than the separated and marginalized ones. Hierarchical multiple regression analyses further revealed that both intergroup contact and socio-demographics can significantly predict global competence development.
... In die verlede is slegs 'n uitgesoekte groep leerders aangemoedig om vreemde tale te bemeester en 'n belangstelling in en dieper kennis van globale kwessies te ontwikkel. Hierdie kennis en vaardighede is deesdae noodsaaklik vir die meerderheid van die wêreldbevolking eerder as net vir sekere leerders en daarom behoort dit nou die fokus van massa-onderwys eerder as van elite-onderwys te wees(Reimers 2009).Handboeke van goeie gehalte ondersteun beide leerders en onderwysers in die ontwikkeling van die nodige vaardighede. Dit maak dit vir onderwysers moontlik om op die verfyning van onderrig en die bevordering van betrekkende, effektiewe leer te fokus(Oates 2014). ...
Die ontwikkeling van globale vaardighede in ’n Afrikaans Eerste Addisionele Taal-handboek vir graad 12-leerders, die jongste eindeksamenvraestel en ’n goedgekeurde graad 12-handboek vir Afrikaans as eerste addisionele taal word ondersoek. ’n Multigeletterdheidsbenadering is as teoretiese lens gebruik om die ontwikkeling van globale vaardighede in die tekste en vraagstelling in ’n veelgebruikte, goedgekeurde graad 12-handboek en Nasionale Senior Sertifikaat-eindeksamenvraestel (2022) te ondersoek deur die geslaagdheid van die gesitueerde werklikheid, openlike onderrig, kritiese raamwerk en veranderde werklikheid na te speur. Hierdie graad 12-handboek is steeds beskikbaar as eerste uitgawe (2012) en is sedertdien 23 keer sonder enige aanpassings herdruk. Sedert die ministeriële ondersoek in 2016, waar die reeks die groen lig as voorgeskrewe boek gekry het, is geen van die temas, onderwerpe, tekste of woordeskat bygewerk nie. So, byvoorbeeld, word alledaagse realiteite soos beurtkrag, die pandemie, fopnuus en TikTok nêrens in die steekproef gemeld nie. Die inhoudsanalise van die drie datastelle bevestig dat globale vaardighede in die Kurrikulum- en Assesseringsbeleidsverklaring (KABV) vereis word, asook dat die terminologie, aanslag en teksontginning in die jongste Nasionale Senior Sertifikaat-eindeksamen dui op ’n omarming van die multigeletterdheidsbenadering en globale vaardighede. Verder bevind die inhoudsanalise dat ’n goedgekeurde graad 12-handboek jaar na jaar onveranderd voorgeskryf word ten spyte van grootskaalse metodologiese veranderinge die afgelope dekade op die taalonderrigfront. Alhoewel daar enkele advertensies, ’n nagebootste webbladsy en strokiesprente in die boek voorkom, word visuele tekste eerder gebruik om grammatika te toets as vir die ontwikkeling van visuele geletterdheid wat omvattend in vraestel 1 getoets word. Die handboek berei leerders nie voor op die eindeksamenassessering nie en globale vaardighede word nie ontwikkel nie.
... In die verlede is slegs 'n uitgesoekte groep leerders aangemoedig om vreemde tale te bemeester en 'n belangstelling in en dieper kennis van globale kwessies te ontwikkel. Hierdie kennis en vaardighede is deesdae noodsaaklik vir die meerderheid van die wêreldbevolking eerder as net vir sekere leerders en daarom behoort dit nou die fokus van massa-onderwys eerder as van elite-onderwys te wees(Reimers 2009).Handboeke van goeie gehalte ondersteun beide leerders en onderwysers in die ontwikkeling van die nodige vaardighede. Dit maak dit vir onderwysers moontlik om op die verfyning van onderrig en die bevordering van betrekkende, effektiewe leer te fokus(Oates 2014). ...
Die ontwikkeling van globale vaardighede in ’n Afrikaans Eerste Addisionele Taal-handboek vir graad 12-leerders, die jongste eindeksamenvraestel en ’n goedgekeurde graad 12-handboek vir Afrikaans as eerste addisionele taal word ondersoek. ’n Multigeletterdheidsbenadering is as teoretiese lens gebruik om die ontwikkeling van globale vaardighede in die tekste en vraagstelling in ’n veelgebruikte, goedgekeurde graad 12-handboek en Nasionale Senior Sertifikaat-eindeksamenvraestel (2022) te ondersoek deur die geslaagdheid van die gesitueerde werklikheid, openlike onderrig, kritiese raamwerk en veranderde werklikheid na te speur. Hierdie graad 12-handboek is steeds beskikbaar as eerste uitgawe (2012) en is sedertdien 23 keer sonder enige aanpassings herdruk. Sedert die ministeriële ondersoek in 2016, waar die reeks die groen lig as voorgeskrewe boek gekry het, is geen van die temas, onderwerpe, tekste of woordeskat bygewerk nie. So, byvoorbeeld, word alledaagse realiteite soos beurtkrag, die pandemie, fopnuus en TikTok nêrens in die steekproef gemeld nie. Die inhoudsanalise van die drie datastelle bevestig dat globale vaardighede in die Kurrikulum- en Assesseringsbeleidsverklaring (KABV) vereis word, asook dat die terminologie, aanslag en teksontginning in die jongste Nasionale Senior Sertifikaat-eindeksamen dui op ’n omarming van die multigeletterdheidsbenadering en globale vaardighede. Verder bevind die inhoudsanalise dat ’n goedgekeurde graad 12-handboek jaar na jaar onveranderd voorgeskryf word ten spyte van grootskaalse metodologiese veranderinge die afgelope dekade op die taalonderrigfront. Alhoewel daar enkele advertensies, ’n nagebootste webbladsy en strokiesprente in die boek voorkom, word visuele tekste eerder gebruik om grammatika te toets as vir die ontwikkeling van visuele geletterdheid wat omvattend in vraestel 1 getoets word. Die handboek berei leerders nie voor op die eindeksamenassessering nie en globale vaardighede word nie ontwikkel nie.
... To begin to understand and balance the power dynamics at play when a student from the US goes on a study abroad experience, especially to a developing part of the world, the context of political and social norms must be examined. An understanding of world history becomes crucial because the US holds a place of economic, military, and cultural privilege (Reimers, 2009). Many scholars have turned their attention to addressing the extensive and problematic overuse of the 'global' catchphrase in connection with study abroad (Moreno, 2021). ...
The Panama-Heritage University Indigenous Intercambio Program (PIIP) is a science and cultural exchange between participants from both the United States (US) and the Ngäbe and Buglé (NB) of Panama. This study abroad program is specifically designed to resonate with the cultural backgrounds of Latinx and Native American students together with the Indigenous community they work with. PIIP provides a model for developing a community-based study abroad experience that is empowering for both students and host communities. Data gathered from US students, the NB participants, and a PIIP professor were analyzed to examine questions exploring how taking underrepresented minority students on an international experience is different - both for the study abroad student and the host community. We explore how power dynamics are always at play and begin to redefine the purpose of study abroad. Mutual learning, an exchange of ideas, and a relationship built on reciprocity and respect form the foundation for a balanced and fair partnership. PIIP offers possibilities and hope for both students and the partnering community members. Abstract in Spanish El Programa de Intercambio Indígena de Panama-Heritage University (PIIP, por sus siglas en inglés) es un intercambio científico y cultural entre participantes de los Estados Unidos (EE. UU.) y los Ngäbe y Buglé (NB) de Panamá. Este programa de estudios en el extranjero está diseñado específicamente para resonar con los antecedentes culturales de los estudiantes latinos y nativos americanos junto con la comunidad indígena con la que trabajan. El PIIP proporciona un modelo para desarrollar una experiencia de estudio en el extranjero basada en la comunidad que empodera tanto a los estudiantes como a las comunidades anfitrionas. Se analizaron los datos recopilados de los estudiantes estadounidenses, los participantes de NB y un profesor del PIIP para examinar preguntas que exploran cómo es diferente llevar a estudiantes de minorías subrepresentadas a una experiencia internacional, tanto para el estudiante de estudios en el extranjero como para la comunidad anfitriona. Exploramos cómo las dinámicas de poder siempre están en juego y comenzamos a redefinir el propósito de estudiar en el extranjero. El aprendizaje mutuo, el intercambio de ideas y una relación basada en la reciprocidad y el respeto forman la base de una asociación equilibrada y justa. El PIIP ofrece posibilidades y esperanza tanto para los estudiantes como para los miembros de la comunidad asociada.
... Intergroup contact and global competence Hunter et al. (2006, p. 270) defined global competence as "having an open mind while actively seeking to understand cultural norms and expectations of others, leveraging this gained knowledge to interact, communicate and work effectively outside one's environment." In recent years, global competence has become a core education goal to prepare students for the globalized world featured by inter-connectedness and inter-dependence (Reimers 2009). There is an agreement that global competence includes three dimensions: global knowledge, global skills, and global attitudes (Hunter et al. 2006;Li 2013;Meng et al. 2018). ...
Chinese international students often face daunting challenges of building intercultural networks and receiving support from outgroup members. To facilitate their social integration, this study proposed a research model investigating the relationships of online and direct intergroup contact to social capital in intercultural networks (social support resource networks built among culturally different students). We also examined whether the three dimensions of global competence (global knowledge, attitudes, and skills) can mediate these relationships and whether direct contact can moderate the relationships of online contact to global competence and social capital. Data were collected from 210 Chinese students in Belgium. The results revealed that direct contact was positively related to both bonding and bridging social capital, through the mediators of global skills and attitudes. Online contact was related to the predicted variables in a more complex way. The moderation analyses revealed direct contact as an important moderator that modified effects of online contact. Specifically, online contact was positively related to global skills and bonding social capital at low, rather than high, levels of direct contact. Besides, online contact was negatively related to global attitudes at low, rather than high, levels of direct contact.
... Global competence is defined as having knowledge and capacity to identify cultural differences, possessing interest and willingness to interact with culturally different people, and utilizing cultural skills to effectively function in different cultural contexts (Hunter, White, & Godbey, 2006). Researchers argue that nurturing students' global competence should become one core educational goal for mass education, rather than just for elite education (Reimers, 2009). In China, English learning and teaching are assigned a central role in both secondary and post-secondary education, whereas many students fail to achieve a desired level of proficiency in English, due to a lack of purposive and individualized educational perspectives (Wen, 2018). ...
This study aimed to delve deeper into the relationship between personality traits and academic performance by focusing on two specific aspects that can be critically important in the globalized world: global competence and achievement in learning English as a second language. We recruited 555 Chinese university students who completed a web-based survey. Results revealed that the Big Five Personality (conscientiousness, neuroticism, extraversion, openness, and agreeableness) functioned differently in predicting the outcome variables. Conscientiousness and extraversion positively predicted English achievement. Extraversion and openness positively predicted all three dimensions of global competence (global attitudes, skills, and knowledge). Agreeableness positively predicted global attitudes. Conscientiousness positively predicted global knowledge but negatively predicted global attitudes, while neuroticism negatively predicted global skills and attitudes. Furthermore, English learning motivation was found to moderate the relationships of extraversion to English achievement and global knowledge. Specifically, the two positive relationships were stronger at high than at low levels of motivation.
... Education has the power to shape a sustainable future and a better world. Education policies should endorse peace, mutual respect and environmental care -thus GCE (Reimers, 2009b). ...
Global citizenship has progressively become a goal of educational institutions involved with expanding students' understandings of what it means to be a citizen in a globalized world. However, what this multi-dimensional concept means precisely has been the subject of much debate and discussion in the research literature on this topic. Building on a 'critical-transformative dimension' of global citizenship education this article examines the different ways of conceptualizing the notion of global citizenship and discusses implications for global awareness at both the theoretical and practical levels.
... They demonstrate an array of intercultural communication skills and have the abilities to engage successfully in intercultural encounters(Bosio, 2015). Globally disposed students display interest and knowledge about world issues and events(Reimers, 2009b). ...
Although the imperative for colleges and universities is to provide students with the intellectual instruments to function as "global citizens", there is no scholarly consensus on the implementation of such a skill-set into universities curricula. Building on a "transformative" and "value-creating" approach of global citizenship education this article examines definitions of the term social contribution, civic commitment and global disposition, and the set of principles that guide their implementation into higher education institutions' curricula.
... Global competence is defined as Bhaving an open mind while actively seeking to understand cultural norms and expectations of others, leveraging this gained knowledge to interact, communicate and work effectively outside one's environment^ (Hunter et al. 2006, p. 270) and can be important for university students to effectively function in the globalized world featured by economic, technological, and sociocultural interconnectedness and interdependence (Brustein 2007). In recent years, global competence has become a core education goal and should now be an objective of mass education rather than just elite education (Reimers 2009). ...
Guided by multi-layered ecological model, this study examined Chinese international students’ intercultural interactions with two distinctive groups of cultural “others”: multi-national students and domestic students. Based on data collected from semi-structured interviews with Chinese students at three Belgian universities, the research unraveled some essence of this cohort’s intercultural interactions: their perceptions of cultural environment around them, friendships developed with the two distinctive groups and multi-dimensional inhibitors for intercultural interactions. Chinese students also perceived the development of global competence, but mainly through contact with multi-national students. The compatriot network and online social software play an important role in local cultural learning, compensating the lack of host contact.
... − Humility-to understand cultural differences − Sensitivity-to scan the differences/similarities and transform 'us-versus-them' thinking − Intellectual curiosity-to show interest about the dynamics of the changing world − Agility-to be flexible and learn on the fly transferable skills − Communication adaptability-the ability to find new ways to adapt the communication When is a learner "Global Competent"? Reimers (2009aReimers ( , 2009b suggests: ...
In this chapter and focusing primarily on larger universities, I argue clearly and provocatively that the acquisition of facts has replaced educational activities (Tarozzi and Torres, 2016; Gaudelli, 2016; Andreotti, 2005; Reimers, 2005; Avila, 2005; Bosio, 2013), which are uplifting and enriching to the soul, and the importance of fostering nonkilling attitude has been overlooked (Beck, 2006). Proper educational value appears to remain relatively intact in isolated and smaller graduate and undergraduate university programs (Bosio, in press; Ikeda, 2017). Global university programs seem ultimately failing their intents to promote world-peace–and we should say, a nonkilling attitude–as their curricula lack a strong commitment in forging global citizenship, global competency and fostering global citizens.
... Alongside the growing body of literature on global citizenship education, there is also an increasing focus on global competence education. Reimers (2009) defined global competency as the combination of three dimensions, or the "three A's of globalization": the affective dimension ("a positive disposition toward cultural difference and a framework of global values to engage in difference"); the action dimension ("an ability to speak, understand, and think in languages in addition to the dominant language in the country in which people are born"); and the academic dimension ("deep knowledge and understanding of world history, geography, [and] the global dimensions of topics")" (REIMERS, 2009: 185). Characteristics of educating for global competence generally fall into three academic domains (cross-cultural studies, geography, world languages) in which students can achieve content-specific knowledge and skills. ...
This paper focuses on exploring how education for global citizenship and competence is being defined and practiced within the U.S. education policy landscape, with a specific focus on the local primary and secondary school level. Against a framework of the multiple conceptions and forms of global citizenship education, including “at home,” “abroad,” and “comprehensive” approaches, the paper explores some select ways in which global citizenship education is developing in select local initiatives. We specifically examine the definitions and practices of global citizenship education in four urban school districts: Boston, Chicago, Seattle, and Washington, DC. Findings show a focus on global citizenship and global competency in local initiatives, but also illustrate multiple approaches to global citizenship education, revealing diverse system ecologies within the national system.
... Colleges and universities are increasingly recognizing the importance of developing students' global competence which can enable them to function more effectively in this culturally, economically, politically, and educationally interconnected world (Brown & Jones 2007). According to Reimers (2009), global competence should now be a purpose of mass education, instead of only elite education. Using a Delphi Technique, Hunter et al. (2006) defined global competence as "having an open mind while actively seeking to understand cultural norms and expectations of others, leveraging this gained knowledge to interact, communicate and work effectively outside one's environment." ...
This study examined global competence of Chinese international students sojourning in a non-Anglophone European country as a mediator between foreign language proficiency (i.e., English and local language) and social and academic adaptation, and social connectedness in international community. A sample of 206 Chinese students in Belgium responded to a web-based survey. Results from structural equation modeling analysis indicated both English and local language proficiency were significant predictors of global competence and global competence, in turn, influenced significantly the participants’ social connectedness, social and academic adaptation. Specifically, English and local language proficiency taken together explained 32% of the variance in global competence, and global competence explained 55% of the variance in social adaptation and 38% of the variance in academic adaptation, respectively. In addition, English proficiency and global competence explained 33% of the variance in social connectedness in international community. Bootstrapping methods were employed to examine the mediating roles of global competence. The results revealed that global competence partially mediated the relationship between English proficiency and social connectedness and fully mediated the relationships between foreign language proficiency (i.e., both English and local language) and social and academic adaptation.
... However, according to recent studies of American Council on Education (ACE), they found that few higher education institutions emphasized on improving internationalization and globalization levels. In addition, National Research Council also indicated that improving student global competency is important to cultivate global corporate skills (Reimers, 2009). The cross-cultural and globally oriented education consistently encourages higher education institutions to cultivate global citizens with intercultural sensitivity and global competency. ...
... However, according to recent studies of American Council on Education (ACE), they found that few higher education institutions emphasized on improving internationalization and globalization levels. In addition, National Research Council also indicated that improving student global competency is important to cultivate global corporate skills (Reimers, 2009). The cross-cultural and globally oriented education consistently encourages higher education institutions to cultivate global citizens with intercultural sensitivity and global competency. ...
Motivation is the level of effort expended by students in order to accomplish achievements in fields of learning they comprehend to be significant and worthwhile (Johnson & Johnson, 1985). It is therefore considered to be a crucial factor in learning. Studies have shown that motivation is divided into two types, namely, external motivation and internal motivation (Rand, 1992; Kaplan & Asor, 2001; Paulick, Retelsdrf, & Moller, 2013). The present research examined the increase in internal motivation among college students. Seventeen excellent classification female students from a college of education in northern Israel completed motivation questionnaires regarding their participation in a dynamic course, “Education for Thinking”. The questionnaires were administered at two points in time—at the beginning and end of the course. In addition, the students wrote reflection reports at the two measuring points. Quantitative and qualitative analyses revealed a significant rise in internal motivation at the end of the course relative to the beginning. The source of the rise could be traced to the students’ partnership spectrum in the teaching, full collaboration of the students in deciding on contents, and the use of alternative evaluation methods.
... The skills that form the foundation of global competence include the ability to work effectively in international settings; awareness of and adaptability to diverse cultures, perceptions and approaches; familiarity with the major currents of global change and the issues they raise; and the capacity for effective communication across cultural and linguistic boundaries. Reimers (2008) in, 'Educating for Global Competency' has concluded that networking among teachers is one of the ways to develop global competency. Through this network teachers are linked with peers in other parts of the world to collaborate either joining structured projects or designing their own. ...
This study aimed at presenting the problems of using four techniques of dealing with missing data in psychological and educational research such as: listwise deletion, pairwise deletion, mean imputation, and regression imputation. Each technique is discussed in terms of its procedures or its related problems. The research also consisted of hypothetical data by which the procedure was conducted and analyzed to test the effects of each on the descriptive statistics (means and standard deviations), correlation coefficients, and the weights of predicting variables in the regression analysis. The results showed that the researchers in psychology and education should have the awareness of these techniques and their problems, and it is preferred to test the best of them to deal with the missing data, instead of using the popular embedded techniques in some statistical program such as SPSS or SAS which deal with the missing data spontaneously. © 2014, SEAAIR,S. E. Asian Association for Institutional Res. All rights reserved.
... The skills that form the foundation of global competence include the ability to work effectively in international settings; awareness of and adaptability to diverse cultures, perceptions and approaches; familiarity with the major currents of global change and the issues they raise; and the capacity for effective communication across cultural and linguistic boundaries. Reimers (2008) in, 'Educating for Global Competency' has concluded that networking among teachers is one of the ways to develop global competency. Through this network teachers are linked with peers in other parts of the world to collaborate either joining structured projects or designing their own. ...
This study was conducted to assess the perception of BS Biology students on the quality of Cavite State University’sBS Biology curricular program in terms of vision and mission, faculty, curriculum, facilities, research, and extension; determine the teaching performance of Department of Biological Sciences (DBS)faculty based on Student Evaluation o Teachers (SET); assess the relationship of teaching competencies of DBS faculty members to other factors like vision and mission, curriculum, facilities, research and extension as perceived by BS Biology students; and assess the influence of DBS faculty members on the quality of BS Biology curricular program as perceived by the students. Questionnaires were given to the BS Biology students in the third and fourth year levels. Attainment of vision, mission, adequacy of facilities and curriculum were rated as Good while faculty, research and extension performances were rated as Excellent..The curriculum, facilities and extension components ofBS Biology curricular program were significantly related to teaching competencies of DBS faculty and the quality of the curricular program was significantly influenced by the teaching performances of the DBS Faculty members. © 2014, SEAAIR,S. E. Asian Association for Institutional Res. All rights reserved.
... Many U.S. universities and colleges have been preparing their students to become globally competent citizens who understand evolving global challenges and opportunities (Bok, 2006;Grudzinski-Hall, 2007;Hayward, 2000;McGowan, 2007;Reimers, 2009 , 2010-2011, p. 214). These courses are intended to prepare students for lives beyond the classroom that will be dominated by the forces of globalization (Nordgren, 2001). ...
Many online courses have been developed in an effort to meet the needs of students who are either unable or less inclined to attend face-to-face classes. The College of Agricultural Sciences and Natural Resources (CASNR) at Oklahoma State University has been preparing its students to attain international awareness and become globally competent citizens through online and face-to-face international dimension (ID) undergraduate courses. However, little was known about whether significant differences existed in students' learning outcomes depending on the mode of instruction delivery. This investigation was a census study and the target population consisted of all undergraduate students (N = 147) enrolled in three ID undergraduate courses offered by CASNR during the Fall semester of 2010. No statistically significant differences existed in the attitude and knowledge scores of students for traditional, face-to-face instruction delivery and online instruction delivery. Regardless of the ongoing controversy surrounding which of the two modes of learning is more effective, the findings of this study supported the use of either for the purpose of improving students' international awareness and general global knowledge.
... The skills that form the foundation of global competence include the ability to work effectively in international settings; awareness of and adaptability to diverse cultures, perceptions and approaches; familiarity with the major currents of global change and the issues they raise; and the capacity for effective communication across cultural and linguistic boundaries. Reimers (2008) in, 'Educating for Global Competency' has concluded that networking among teachers is one of the ways to develop global competency. Through this network teachers are linked with peers in other parts of the world to collaborate either joining structured projects or designing their own. ...
This article reports on teachers’ and students’ reactions to “Circuit Learning” (CL), an innovative teaching approach implemented at a public tertiary institution in Malaysia. It highlights specifically observations made of the students’ reactions towards this new learning approach and the teachers’ perceptions towards its effectiveness in improving the English language learning experiences among low proficiency students in a Foundation English course. The analyses of findings suggest that majority of the students showed positive reactions towards CL, although some reservations were detected at the initial stage. Teachers’ reactions towards its effectiveness were generally mixed. Nonetheless both teachers and students identified many aspects of CL that were noteworthy, especially in the promotion of motivation and confidence among these students, hence indicating its feasibility and potential as a teaching innovation for ESL teaching and learning. This article begins by explicating the design and underpinnings of CL and this is followed by analyses of the responses from participating students as well as teachers through students’ questionnaires and students and teachers’ reflections. The paper concludes with implications and recommendations that promotes better the implementation of the CL approach © 2014, SEAAIR,S. E. Asian Association for Institutional Res. All rights reserved.
... In a study on parental reasons to enrol children in French immersion classes in Canada, Olson and Burns (1983) reported that 88% (n = 592) of the parents surveyed agreed that increased job opportunity was the actual reason for entering their children in French immersion (and not 'cultural harmony' as promoted by the Canadian Government). This link to languages reflects the increasing calls for global competencies that are based in foreign language skills and a deep knowledge of other cultures (Lambert 1996;Reimers 2009;Tochon 2009). Such discourses filter through to parents disconcerted by global competitiveness and in search of increasingly elusive modes of distinction for their children set against enhanced credentialism. ...
This paper argues that languages, increasingly marginalised in schools in English-speaking countries, are gaining ‘elitist’ ground as part of the ‘value-added’ marketisation of schools and parents’ desire for their children to gain ‘positional goods’ through schooling. In arguing our case, the paper draws on survey and other data derived from second-language immersion programmes in two Queensland secondary schools, where key learning areas such as mathematics and science are taught through the medium of another language. As a corollary, we also argue that some schools – in our case, government schools – are using their immersion programmes as markers of distinction in a period of post-comprehensive schooling and emerging school markets, which includes both government and non-government schools. There is also a global policy context to such programmes in respect of countries such as Spain, China and Germany supporting the teaching of their respective languages in nations around the world.
Günümüz örgütlerinde değişen ve gelişen insan kaynakları, rekabetin en önemli ve stratejik girdilerinden biri haline gelmiştir. Örgütlerin yaşamlarını sürdürebilmeleri ve gelirlerini yüksek düzeyde tutabilmeleri örgütte çalışan insan kaynağının yetkin olup olmadığı konusuyla da yakından ilgilidir. Bu bağlamda örgütsel alanda başarıyı hedefleyen gerek yöneticiler gerekse örgütler yetkinlikler çerçevesini kullanarak etkin bir yetkinlik modeli oluşturmak durumundadır. Nitekim örgütün etkin bir performansı kazandıracak yetkinlik modelini tasarlayabilmesi için öncelikle örgütsel bağlama uygun yetkinlikler belirlemesi gerekmektedir. Söz konusu yetkinliklerin belirlenmesi süreci ise örgütlerin içerisinde faaliyet gösterdiği kültürel ortam ve bu ortamda bulunan kültürel değerlerle yakından ilgili görülmektedir. Bu doğrultuda çalışmanın amacı, değişen ve dönüşen iş ortamları ve kültürel bağlamın bir sonucu olarak yeni yetkinliklerle zenginleşen insan kaynakları yönetimi alanına ilişkin bir değerlendirme yapmaktır. Bu amaç doğrultusunda çalışmada; öncelikle yetkinlik kavramı ve bileşenleri tanımlanmış ve yetkinlik alanına temel oluşturan çalışmalar incelenmiştir. Ardından yetkinlik modeli kavramı detaylı olarak ele alınarak, yetkinlik modellerinin insan kaynakları alanına yansımaları üzerinde durulmuştur. Son olarak ise kavramın kültürler arası bağlamda değişen anlamlarına değinilmiş ve Türk çalışma kültürü içerisinde yetkinliklerin nasıl şekillendiği farklı çalışmaların bulguları üzerinden değerlendirilmiştir.
Keyword guide to around one hundred important concepts reflecting economic, social, and cultural changes in higher education, designed as the second of two open access downloadable resources accompanying the book, The Social Future of Academic Libraries: New Perspectives on Communities, Networks, and Engagement (Facet Publishing, 2022). Pressures inside and outside the sector have forced higher education institutions to reconsider their roles and contributions to the economy and society amid expectations of competing in global markets and collaborating with local communities to fulfil their research and teaching missions. Institutions have expanded and diversified their activities, and adopted new policies and practices, which have given libraries opportunities to extend their support of learning and research upstream and downstream beyond the campus and become better integrated in the lives and work of students and faculty. Definitions of terms are taken directly from academic and professional literature using the words and phrases of their originators (authors or translators) to explain meanings and bring out nuances that differentiate alternative interpretations of the same concept. Includes cross-references and notes for related terms and variant terminology. The supporting list of 144 citations provides a select bibliography of classic and contemporary writing on the concepts and practices referenced.
Educating for global competence is critical for young people to be the creators and custodians of our future. Content and Language Integrated Learning (CLIL) is a major trend in second language (L2) education in Europe and other locations, and is emerging in Australia, as a method to foster intercultural capabilities and global mindedness. There is a gap in research on the effectiveness of CLIL in Australian secondary schools, and in Far North Queensland (FNQ) in particular, and this paper aims to provide field data. It is important to determine whether CLIL is a feasible approach to overcome some of the challenges of L2 teaching and learning in FNQ. Using a CLIL approach, an Italian Immersion Programme was implemented at Cairns State High School and data were collected over a three-year period through student and parent surveys, semi-structured interviews, analysis of samples of work and enrolment numbers. Researchers found that the Italian Immersion Programme significantly improved engagement, enjoyment, self-efficacy perception, higher-order thinking skills, global mindedness, and student retention. These findings imply the need to implement changes to L2 teaching and learning to ensure FNQ effectively responds to the demands of a rapidly changing world.
This chapter examines how Japanese higher education has dealt with the Covid-19 pandemic and how students were affected. Japan has long sought to increase the internationalization of its higher education programs, prioritizing both sending and receiving internationally mobile students. The chapter also offers a review of current education trends in globalization and internationalization pre- and post-pandemic.KeywordsCovid-19 pandemicGlobal economyGlobalizationHigher education programs internationalizationInternationally mobile studentsJapanJapanese higher educationGlobal economy
An important question in education is how to respond to the challenges created by an increasingly globalized world. Learners need to understand the realities of the world and to have the appropriate skills, attitudes and behaviour to deal with it – in other words, be globally minded. As a result, there is significant interest in developing global mindedness through global educa-tion, yet defining these terms remains complex and contested and there are a variety of theoretical approaches. Surprisingly, despite the importance and influence of parents in education, to date there is little evidence that their views on global mindedness have been examined. The research hopes to fill this gap, using parents’ views to inform the debate on what being globally minded means and what the role of schools should be in promoting this mindset.
In the thesis I follow a social constructivist paradigm, using phenomenography to map the variety of ways in which 8 parents of children at an international school in Finland understand the concept of global mindedness. The research reviews theories of ideological approaches to glob-al education as well as Andreotti, Biesta and Ahenakew (2012)’s Global Minded Dispositions Instrument (GMDI) and draws on these to inform the construction of an outcome space. The findings show that parents understand global mindedness in three different ways. Two of these match existing theoretical models, which see global mindedness as either reflecting a set of ideological beliefs or expressing a relationship towards otherness. A third, under-theorised approach views being globally-minded as an expression of one’s identity in the world. It emphasizes the importance of creating a sense of agency and place, and views focusing on personal develop-ment and wellbeing as important aspects of effective global education.
The thesis provides an opening to explore alternative conceptualisations of global education and suggests that it could be bolder in in pushing for more critical and reflexive approaches. By ex-ploring the views of parents, the thesis also hopes to encourage their voices to be heard more clearly in discussions on how best to educate for a globalized world.
Background
Twenty-first century communication has changed how we connect to the rest of the world. Therefore, it requires the preparation of undergraduate science, technology, engineering, and mathematics (STEM) students who are capable of coping with problems on a global scale and who can participate effectively in a global economic and civic environment. Breathtaking ability to send vast amounts of data instantly and at times globally often translates to graduates entering the workforce needing to be aware of the global community. Hence, in this study, factors related to engineering students’ global awareness have been explored so that higher education institutions may consider those factors when designing programs meant to influence this competence. The current study used a validated new instrument, based on a developmental model—the Model of Domain Learning (MDL)—to gauge engineering students’ growth in global awareness. The presented research is studying the following research question: What is the relation between students’ curricular and co-curricular experiences and levels of global awareness classified using MDL?
Results
Person-centered analyses were used to answer the research question. Four hundred twenty-five engineering students, who enrolled in 18 different engineering programs in a US land-grant university, participated in this study. The study found that engineering students’ engagement in extra-curricular activities was correlated with an increase of their knowledge, strategic processing, and interest in the domain of global awareness.
Conclusions
Based on the data analysis, students’ international experiences were positively related to not only their interest and knowledge but also their strategic processing predicted by the MDL. Moreover, engineering students’ international experience and high academic engagement are important variables related to their perception of increased global awareness and improved skills for international careers. Hence, higher education institutions should consider making pedagogical interventions in their programs to effectively embed international experience into students’ curriculum.
This case study describes the design, learning experiences, and student outcomes in one Instructional Design course with an explicit focus on globally competent teaching. We make the argument that forefronting global competence in an Instructional Design course, prior to social studies methods, is a necessary precursor to accelerate students’ progress on a pathway towards teaching for global competence. In support of this argument, we (a) describe the ways in which an Instructional Design course in one university forefronted global competence; (b) explain the short- and long-term outcomes of this design; and (c) highlight four students to illustrate how the Instructional Design course helped to move students along a pathway towards global competence. We nest our approach within a globally competent teaching framework.
In recent years, popularity of social media and influx of international students have provided Chinese domestic students ample opportunities to contact with alien cultures both directly and indirectly. To understand impact of the new environment, the present study focused on Chinese domestic undergraduates and proposed a moderated mediation research model examining the relationships between mediated contact (through foreign TV series and movies) and the three dimensions of global competence (global attitudes, skills, and knowledge). We also explored mediation of intergroup anxiety and moderation of direct contact (with international students) underlying these relationships. Results from a multi-group structural equation modeling analysis revealed direct contact as a moderator, modifying the relationship between mediated contact and intergroup anxiety. Specifically, this negative relationship was significant at low, rather than at high levels of direct contact. Further, at low, rather than at high levels of direct contact, mediated contact had indirect relationships with all three dimensions of global competence via the mediator of intergroup anxiety.
Education has been one of the areas where there has been most engagement with the theme of global skills. Many of the definitions of the term and that of 21st Century Skills are focused primarily on influencing the school system. Bourn reviews the general debates on skills to be a teacher. He then identifies the specific features of development and global education that are particularly relevant for skills development of teachers. Initiatives are reviewed within the initial training and continuing professional development of teachers in North America, Europe and Australia. Finally, the chapter looks specifically at examples of projects and initiatives that have are focused on the global skills development of teachers including Oxfam and the Global Learning Programme in the UK and World Savvy and Asia Society in United States.
Within contemporary society, technology has taken on an integral role in the way we come to know and understand the world. In recognition of that reality, an increasing number of educators have begun to utilize an emerging technology resource, GPS devices, and a GPS-based activity, geocaching, to help enhance students' global competency. The following article illustrates the use of instructional geocaching to carry out a multiphase project in which students of a recreation studies Trends and Issues course were both the creator and consumer of a geocache event. Students' involvement in the project revolved around investigating a global trend or issue related to the recreation and leisure field, applying what they learned to create a geocache based on that same trend or issue, and then participating in an instructional geocaching game based on the geocaches developed by all students.
This chapter discusses how incorporation of vertically integrated EMI courses into the curricula of an established medical program meets student needs and changes students’ mindsets to be more positive toward EMI courses. Implementation of EMI courses is the most common way to recruit international students and transform universities into internationalized academic institutions. University administrations also may view EMI courses, along with an international campus, as helpful for all students to become more globally competent citizens. However, many local students consider universities’ implementation of EMI courses to be at their expense if the university makes no effort to provide any bridging courses which will increase their global competence. Moreover, student perception of their own poor English proficiency increases learning anxiety and lowers the ability to comprehend new knowledge in EMI courses. The feasible solution of motivating students to take EMI courses is to implement bridging courses which reduce learning anxiety about EMI courses and cultivate students’ global competence.
The purpose of this study is to design global competitive competency assessment scale for undergraduates in China. Cultivating global competency is essential to enhance cross-cultural competitiveness and comprehensive competitive power. Specifically, the global competency is an assessment tool that measures the level of intercultural competency/sensitivity for the individual level for perceiving global cultural capacity in global culture context. By applying item response theory to examine different items contributing cultivating global competency, criterion validity of this assessment was assessed. The results indicate that the global competency assessment scale has strong predictive validity toward the bottom-line goals at an individual level.
LEARNING PORTFOLIOS IN HIGHER EDUCATION
The explosive growth of learning portfolios in higher education as a compelling tool for enhanced student learning, assessment, and career preparation is a sign of the increasing significance of reflective practice and mindful, systematic documentation in promoting deep, meaningful, transformative learning experiences. The advent of sophisticated electronic technologies has augmented the power of portfolios and created a virtual industry dedicated to platforms and strategies associated with electronic portfolios and the diverse purposes they can serve in curricular, programmatic, and institutional assessment efforts. Today, the substantial and still growing literature on electronic portfolios has taught us the capabilities of digital media to offer students a robust and flexible mechanism for not only collecting multiple types of selective evidence of their learning but also engaging in a critically reflective process that helps them understand, integrate, connect, apply, and develop the metacognitive habits and skills we associate with higher-order learning.
The intellectual and practical relevance of such innovations in the honors context is clear. Honors programs and colleges often struggle to identify and supply evidence of the value added to honors students’ education, a challenge that is not easily or adequately met by standard measures such as tests, surveys, or essays. The portfolio, on the other hand, provides a vehicle for bringing together judiciously selected samples of students’ work and achievements inside and outside the classroom for authentic assessment over time. A typical learning portfolio may include both academic materials and personal profiles and may designate some of its contents as public or private. Designed to prompt insight and discovery, a well-constructed, comprehensive portfolio will contain items that fall into the following general categories, which are suggestive rather than prescriptive or complete because a portfolio should represent the individuality of the student:
1. Philosophy of Learning (reflective narrative[s] on learning process, learning preferences, strengths and challenges, value of learning, personal profile);
2. Achievements in Learning (records: transcripts, course descriptions, résumés, honors, awards, internships, tutoring);
3. Evidence of Learning (direct outcomes: research papers, critical essays, field experience logs, creative displays/performances, data/spreadsheet analyses, course online forum entries, lab research results);
4. Assessment of Learning (instructor feedback, course test scores, exit/board exams, lab/data reviews, research project appraisals, practicum/internship supervisor reports);
5. Relevance of Learning (practical applications, leadership, relation of learning to personal and professional domains, ethical/moral growth, affiliations, hobbies, volunteer work, affective value of learning); and
6. Learning Goals (response to feedback; plans to enhance, connect, and apply learning; career ambitions). (Zubizarreta, Learning Portfolio 22)
THE 21ST CENTURY will require skills and dispositions of Australian students that allow them to participate in working towards global solutions for global challenges. Language skills and a positive disposition to engage with other cultures will be central to such participation. This article argues that bilingual immersion programs which deliver curriculum content in two languages are amongst the most promising designs to achieve global competencies. These competencies include linguistic skills, positive intercultural dispositions and deep knowledge of world issues. The authors present two examples of successful second language immersion programs in Queensland and the Australian Capital Territory (ACT), examined under the lens of globalisation discourses. The findings show that immersion programs offer many opportunities to engage with people, resources and ideals in transnational social fields, and are a viable local alternative to mainstream monolingual schooling in times of economic and cultural globalisation.
Globalization has increased the need to understand the nature of work-related adult learning and development across national boundaries. It is driving the demand for the workforce that possesses knowledge of other countries and cultures and affecting those who are responsible for developing international learning activities. The author of this chapter calls for adult education and Human Resource Development (HRD) professionals to learn how to apply adult learning theories in cross-cultural learning to help individuals with different cultural backgrounds. This would help these professionals acquire intercultural competence and become successful in international assignments.
This paper presents insights into Content and Language Integrated Learning (CLIL) programs in Queensland. CLIL programs use a second language as the medium of instruction to deliver mainstream subjects, such as science, maths or history, as a form of intensive language learning. The paper presents an analysis of pedagogical considerations and domains, elicited from interviews with CLIL programs directors at different Queensland schools, using a variety of second languages in their CLIL programs. The analysis is guided by a synthesis of CLIL pedagogies and theories of bilingual education, as well as a research framework inspired by three concepts: Fields of Visibility, Technical aspects of program enactment, and Forms of Knowledge. The paper concludes that CLIL is a promising teaching design model as a response to renewed calls for languages learning in Australia. However, the demands of CLIL programs require CLI program directors and teachers to apply a multitude of pedagogical considerations: subject-specific concepts; available teaching resources in the second language; translation and simplification of materials; students’ access to learning through modified language. CLIL programs therefore need to be supported through resources and focused professional development opportunities.
This qualitative study explores the meaning of global competence for global managers in three different countries. Thirty interviews were conducted with global managers in India, Japan and the Netherlands through Skype, an internet based software. Findings are reported by country in five major categories: country background, personal characteristics, experience in and adaptation to global business, developing global competence, and global competence. Themes were identified per country for each of these five major categories. The study’s findings were compared to the existing literature on global competence. Based on the findings and existing literature the study proposes a model of global competence that defines global competence as rising to the challenge of succeeding anywhere in a complex world with resource constraints. The model consists of three major competencies (building relationships across the globe, communicating for results across the globe, and managing expectations across the globe), five basic building blocks (organizational, cultural, language, and global understanding as well as professional global passion), and two methods for global competence development (social learning and experiential learning). The study further demonstrates how this universal model can be adjusted for the cultural and national background of managers. The study concludes that there is a need to customize global development programs based on national and cultural background. It provides specific suggestions for the customization of these programs for Indian, Japanese, and Dutch participants as well general suggestions for customization applicable to other countries. Five suggestions for future research complete the study.
Adviser: Richard J. Torraco
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