Bibliography: Globalization (page 193 of 215)

This annotated bibliography is compiled and customized by the Center for Positive Practices for the website.  Some of the authors featured on this page include Maria Grazia Mereu, Terri Seddon, Margaret Villanueva, Jethro Newton, Rupert Maclean, Claudio Tagliaferro, Jerry W. Wright, Mario Gatti, Larry Howlett, and Inc. MDC.

Hinchcliff, John (2000). The Globalisation of Education. Advances in communications and increased international travel have necessitated that learners in New Zealand and elsewhere be integrated into the global educational community. Globalization faces numerous challenges and dangers, including the following: recruiting foreign students can become an entrepreneurial activity designed to generate revenue for universities with sagging budgets; the quest to maximize enrollments can mean a decline in quality; mistakes with staff exchanges can be expensive and hurtful; the exclusive use of English can be culturally arrogant; and imposition of a foreign culture (albeit often unintended) on a developing country can be detrimental. Internationalizing education presents another dimension that may be characterized in terms of a hierarchy of values, including respect for people, their perceptions, values, integrity, and being. This hierarchy helps establish a concept of transformative education that includes respect for learning that is self-reliant, student centered, holistic, cooperative, ecological, based on the principle of mastery, culturally sensitive and internationalized, characterized by intellectual rigor and discipline, and continuing. Internationalization of education should involve a strategic, concerted focus on enabling students and faculty to engage meaningfully and responsibly in genuinely cooperative, trusting dialogue and activities where cultural differences are understood and respected.   [More]  Descriptors: Change Strategies, Cultural Exchange, Cultural Pluralism, Culturally Relevant Education

Marshall, Ray (2000). Rural Policy in a New Century. Past rural policies are reviewed, noting the effects of globalization and information technology. Rural business profits can be maximized by direct cost or value-added competition, but cost competition limits the development of productive capacity and leads to unequal income distribution. In contrast, value-added competition could create steep earning and learning curves, promote broadly shared prosperity, and strengthen civic society and democratic institutions. Two necessary elements of high value-added strategies are human resource development and telecommunications. The skills most in demand are computer, interpersonal/teamwork, and problem solving skills. Rural manufacturers have the most trouble finding workers with these skills in counties with low high school graduation rates. Rural areas have closed their educational achievement gaps with central cities, but both still lag behind suburban areas, and all fall short in preparing students for a more competitive and knowledge-intensive world. Rural enterprises are less likely than their urban counterparts to provide worker training. There is evidence that imaginative incentive regulations and competitive market disciplines would make it economically feasible to bring high-quality telecommunications to rural areas. Rural policy should encourage value-added competition by encouraging the development of high-performance companies through education and training systems and have safety nets for conditions over which people have little control. Rural policy should not give inordinate attention to agriculture, but should consider agriculture to be an important component of the rural and national economies. (Contains 32 references.)   [More]  Descriptors: Agriculture, Education Work Relationship, Educational Needs, Futures (of Society)

Wright, Jerry W., Jr. (2000). Economic Education, Executive Education, and the Training of Commercial Diplomats for the Global Economy. The importance of international trade and investment to the achievement of economic diversification objectives has increased need for professionals skilled in trade policy development and negotiation, a field known as commercial diplomacy. A severe shortage of these professionals limits developing countries' abilities to take full advantage of opportunities offered by international trade and investment and globalization of the world economy. Development of networks of regional and national training centers for commercial diplomacy staffed by local experts would alleviate the problem. Local experts would be trained to provide hands-on training, have access to generic training materials reflecting global best practices, and be able to develop materials reflecting local trade policy, laws, institutions, cultural values, and practices. A comprehensive training program calls for courses in many disciplines and would be structured as a sequence of these four stages of instruction: theory, institutions, techniques and skills, and integration. Required training materials are instructional modules, teacher's manuals, textbooks, case studies, negotiating simulations, and guides to preparation of effective operational documents. Distance learning resources should be an important component. Coordination of efforts of various international trade agencies, multilateral organizations, national economic development agencies, and private institutions working in the area is also desirable.   [More]  Descriptors: Administrator Education, Agency Cooperation, Coordination, Cross Cultural Studies

Ordonez, Victor, Ed.; Maclean, Rupert, Ed. (2000). Open File: Education in Asia, Prospects: Quarterly Review of Comparative Education. This collection of scholarly essays on comparative education is divided into four sections. The first section, Viewpoints/Controversies, contains the essay "Educational Policies and Contents in Developing Countries" (Jacques Hallak). The second section, Open File: Education in Asia, contains the following essays: "Some Current Issues, Concerns and Prospects" (Victor Ordonez; Rupert Maclean); "South Asia and Basic Education: Changing UNICEF's Strategic Perspectives on Educational Development and Partnerships" (Jim Irvine); "Education for Gender Equity: The Lok Jumbish Experience" (Anil Bordia); "Financing Higher Education: Patterns, Trends and Options" (Mark Bray); "Schools That Create Real Roles of Value for Young People" (Roger Holdsworth); and "Educational Priorities and Challenges in the Context of Globalization" (Kamal Malhotra). The third section, Trends/Cases, contains the essay "Higher Education, the Social Sciences and National Development in Nigeria" (Geoffrey I. Nwaka). The last section, Profiles of Famous Educators, contains the profile "Benjamin Bloom, 1913-99" (Elliot W. Eisner).   [More]  Descriptors: Comparative Education, Developing Nations, Educational Policy, Equal Education

Villanueva, Margaret; Erdman, Brian; Howlett, Larry (2000). World City/Regional City: Latinos and African-Americans in Chicago and St. Louis. JSRI Working Paper No. 46. This paper traces the effects of economic restructuring through comparative socioeconomic profiles of African American and Latinos in the Midwest, with a focus on Chicago and Kansas City. Globalization has been associated with deindustrialization, relocation of jobs to developing countries with cheaper labor, and expansion of the service sector. A general decline in unionized blue-collar jobs and middle-class income has reduced upward mobility for all but a fortunate few. Cities identified as "world cities" such as Chicago exhibit a greater disparity between incomes of Whites and Latinos, Blacks, and other minority groups than smaller cities such as Kansas City. While minority residents and newcomers are most negatively affected by global restructuring, they are held responsible by the media and conservative politicians for high unemployment rates and increased poverty levels. Another global problem with local ramifications is the feminization of poverty. In the late 1980s there were twice the number of poor, female-headed households in the nation as in 1960. Socioeconomic profiles from the Midwest region and the Chicago area discredit certain popular myths. High unemployment, low income, and low labor force participation among Blacks cannot be correlated with low educational attainment. Citizenship status is not a determinant of income level. Asian Americans do not hold stronger socioeconomic positions than Whites. Comparisons between Chicago and Kansas City suggest a need for more research on "world cities" and medium-sized cities across regions. (Contains 85 references and 18 data tables.)   [More]  Descriptors: Blacks, Economic Change, Economic Impact, Education Work Relationship

Wirasinghe, Chan (2000). Engineering Education for Leadership in the 21st Century. The engineering profession and, consequently, the education process for engineers must respond to several new realities in order to be successful in the 21st century. Some aspects of the new reality that are relevant to engineering education are as follows: the globalization of commerce; the information revolution; innovations in technology; the new emphasis on sustainable development; recognition of the need for lifelong learning and gender equality; the role of engineers in nations' future prosperity and the political process; the rise of multinational corporations and new start-up companies; the trend toward transformation of the study of engineering into the "new liberal arts" coupled with emphasis on basic engineering/specialization; industry-university partnerships; the need for engineers to receive training in innovation/entrepreneurship and communication; and the need to attract more women into the field of engineering. In recognition of the new reality, the University of Calgary in Alberta has adopted the position that a four-year university program in engineering is reasonable for producing graduates that either enter the work force as "engineers-in-training" or enter further studies in engineering or in business, law, or medicine. However, the university strongly recommends an additional 16-month internship in industry for students wishing to advance into leadership roles.   [More]  Descriptors: Access to Education, Admission Criteria, Adult Learning, Change

Finke, Wolfgang F. (2000). Lifelong Learning in the Information Age: Organizing Net-Based Learning and Teaching Systems. Wissenschaftliche Fachbibliothek. This book examines lifelong learning in the Information Age and the role of higher education (HE) in providing the educational services needed by lifelong learners. The following are among the topics discussed in the book's eight chapters: (1) changes in HE (repercussions of globalization in the educational sector; competition in higher learning; potential of information technology and multimedia learning); (2) emerging organizational models and players in the education services business (emerging organizational concepts; organizations in Net-based lifelong learning); (3) human learning and instruction (instruction, behavioral psychology, and cognitive constructivism; selected approaches to learning and instruction); (4) educational concepts for Net-based learning and teaching (lifelong learning considerations, asynchronous learning networks, managing lifelong learning careers, managing personalized learning experiences, migrating to competence-focused learning environments); (5) operational functions, subsystems, and roles (organizational design and business process engineering in HE, operational functions to support Net-based learning); (6) core processes in Net-based educational systems (creating and certifying competencies; specifying learning balance; co-constructivist progressive mastery learning; demonstrating achievements); (7) information systems (IS) support for Net-based education (IS functions of higher learning, groupware infrastructure, and IS functions); and (8) a case study of groupware-based asynchronous learning and teaching. Eighty-three tables/figures are included. (Contains 316 references.) Descriptors: Adult Learning, Behavioral Objectives, Case Studies, Competence

Gordon, Heather (2000). Creating Information Structures That Work for the New Millennium. This paper discusses the impact of globalization and new information and communication technologies on the structures and practices of higher education. The first section addresses the integration of library and information technology services, focusing on experiences at the University of the Sunshine Coast (Queensland, Australia). The second section considers the risks of integration, including the perception that the two professional groups are different, as well as a survey on library reporting lines and university administration among the Council of Australian University Librarians. The third section covers designing for the future, including applying a transaction costs theory to organizational design, and alliances between educational institutions and e-commerce companies to offer tuition-free online education. The fourth section discusses the key to organizational design, including the following objectives of an information infrastructure for the future: (1) it must achieve a new level of cost effectiveness; (2) it must create a higher level of service; (3) it must develop a true research and development capability; and (4) it must rapidly develop and make rational a new, flexible organizational culture.   [More]  Descriptors: Academic Libraries, Distance Education, Foreign Countries, Futures (of Society)

Seddon, Terri, Ed.; Angus, Lawrence, Ed. (2000). Beyond Nostalgia: Reshaping Australian Education. Australian Education Review Series, No. 44. This book disrupts an unproductive polarization in education by providing a basis for building more productive conversations about education and the course of education reform into the future. The work distills the ongoing debate into a concise account of developments in education, and provides a positive framework for finding a way forward. It examines the shifting relationships between government and education, implications of commercializing education and broader social factors, such as globalization, that affect education. It also examines the prospects, challenges, and opportunities for Australian education in the new millennium. This collection of articles is prompted by recent debates in institutional theory that the editors have accessed through their role as coordinators of the education strand of the cross-disciplinary "Reshaping Australian Institutions" project, orchestrated by the Research School of Social Sciences at the Australian National University. The book examines as well the changing social infrastructure of education to identify the effects of recent reforms in both shaping individual behavior and the ongoing work of education in Australia. (Contains 16 pages of references.) Descriptors: Educational Change, Educational Development, Educational Economics, Educational Strategies

Sogaard, Jorn, Comp.; Wollschlager, Norbert, Comp. (2000). Internationalising Vocational Education and Training in Europe: Prelude to an Overdue Debate. A Discussion Paper. Conference on Internationalising Vocational Education and Training in Europe (Thessaloniki, Greece, May 25-27, 2000). CEDEFOP Panorama Series. These 12 papers represent different perspectives concerning internationalization of vocational education and training (VET) in Europe. The papers are: (1) "Internationalisation of Vocational Training in Europe" (Margrethe Vestager); (2) "International Employees Plead for Education and Assistance in Adjusting to Living in Foreign Cultures" (Jean R. McFarland); (3) "Globalisation and Internationalisation: Two Conflicting Discourses? Towards a Multilingual, Ethically Reflective Intercultural Competence" (Karen Risager); (4) "Trends in the Internationalisation of Qualifications" (Tim Oates); (5) "Internationalisation–What Are the Possibilities?" (Jorn Sogaard); (6) "Education and Training in Times of Globalization" (Michael Brater); (7) "The International Challenge for VET" (Kim Moller); (8) "Qualification Development of Internationally Active Skilled Workers–From Mobility of Labour to 'Virtual Mobility'" (Peter Wordelmann); (9) "Trainer Exchanges: A Staff Development Opportunity" (Marilyn Young); (10) "Internationalisation as a Challenge for Vocational Colleges in Europe" (Ronald Monch); (11) "The Internationalisation of VET: The Australian Experience" (Tony Crooks); and (12) "All of Us Must Have a Dream…" (Riccardo Petrella, interviewed by Norbert Wollschlaeger). Each paper contains references.   [More]  Descriptors: Cross Cultural Training, Curriculum Development, Developed Nations, Educational Certificates

Koben, Rise, Ed. (2000). Indiana in the World, the World in Indiana: Exploring Indiana's International Connections. In an era of globalization, Indiana's cultural, geographic, and economic relationships are becoming more prevalent. This guide is designed for use in middle and high school classrooms to encourage teachers and students to examine their own community's international relationships. The materials were developed by Indiana teachers and are organized around four major themes: (1) The World in Your Community (suggests ways of understanding the international influences experienced in communities every day); (2) Indiana's Resources, Goods, and Services (provides a look at the physical and human resources that allow Indiana to play a role on the international scene); (3) Interdependence (deals with the movement of goods and services, skills, people, and ideas to and from Indiana); and (4) Transitions (provides a perspective on the opportunities and challenges of an international economy and encourages students to consider their future careers and develop their own potential). Each thematic unit is designed to address Indiana's academic standards and contains sample lessons, assessments, and suggestions for teaching resources. Lessons are meant to be flexible, and while some are particularly appropriate for teaching concepts in economics, geography, or history, they can also be helpful in teaching the skills students need to move from school to the world of work and responsible citizenship. Concludes with a resource section.   [More]  Descriptors: Economics, Geography, Global Approach, High Schools

Gatti, Mario; Grazia Mereu, Maria; Tagliaferro, Claudio (2000). Changing Occupational Profiles in the Hotel Industry: Case Studies in France, Italy and Spain. Synthesis Report. Changing occupational profiles in the hotel industry in France, Italy, and Spain were examined in case studies that included interviews with hotel managers, human resource managers, and individuals employed in hotel occupations identified as new or entailing new skills. The study focused on the following topics: (1) changes in the hotel industry (increasing competitiveness and globalization, consumer expectations, quality, and introduction of new technologies); (2) the impact of those changes on organizations and occupational skills; and (3) new occupational skill requirements and the role of training. The study established that the human factor is playing a key role in making the hotel industry competitive and improving its quality. Better qualifications are being required in almost all operational areas and especially for profiles in management, accommodation management, catering, administration, technical services, and events and administration. It was concluded that, in all three countries, training schemes need to be designed to the following groups of competencies that apply to all the occupational profiles analyzed: (1) general skills/knowledge, including speaking and writing skills, eagerness to continue learning, problem-solving skills, and attention to quality; (2) social skills; (3) technological skills; and (4) business management and marketing skills. (The survey instruments are appended.)   [More]  Descriptors: Adjustment (to Environment), Business Administration, Case Studies, Competence

Newton, Jethro (2000). Strategic Management of Quality and the Challenge of the New Millennium: Prospects for Managing the Tension between Accountability and Improvement in Further and Higher Education. The prospects for managing the tension between accountability and improvement in further and higher education (FHE) were examined through a literature review and a 5-year ethnographic study of a change management project at a higher education college in Wales. Special attention was paid to the following challenges facing FHE: globalization; the impact of new technologies; and the rise of the corporate curriculum. The following lessons for change management and management practice were offered: (1) there is a difference between the planned outcomes of policy and those that emerge through implementation; (2) quality management becomes preoccupied with accountability; (3) there is no blueprint for quality management, and what is achievable should not be viewed from the standpoint of a "blank sheet"; (4) to respond to change effectively, leaders must be able to pose the "right" questions; and (5) to manage change effectively, institutional managers should assess the current and emerging climate of operation and be prepared to manage tensions. It was concluded that, although the tension between accountability and improvement may not be fully resolvable, acknowledgment of such tensions could make FHE managers better equipped to deal with the challenges they face as FHE enters the third millennium. (Contains 44 references.)   [More]  Descriptors: Academic Standards, Accountability, Administrator Attitudes, Adult Education

Marginson, Simon (2000). The Changing Nature and Organisation of Work, and the Implications for Vocational Education and Training in Australia: Issues Paper [and] Annotated Bibliography. Profound changes are occurring in technology, work, and work organization with equally profound implications for the future role of vocational education and training (VET) in Australia. The changes have the following six interrelated elements that tend to affect one another. (1) globalization is creating a more internationalized economy and culture; (2) international competition is driving an accelerated rate of technological change in information and communications; (3) technology is associated with a sharp drop in skilled blue-collar work, a sharp rise in skilled and semi-skilled white-collar work, and no increase in jobs overall; (4) organizational change is immense but uneven, in that the post-Fordist vision of flatter structures, loose networks, and stimulating work is not occurring, although workplaces based on high participation, strong teams, and integrated, multiskilled jobs make productivity gains; (5) non-standard work and flexible hours have sharply increased; and (6) there is a growing polarization in income, in access to work and work security, and to technologies. The key elements in the future role of VET are its capacity to integrate more closely with the workplace and to integrate into the innovation cycle; on-the-job training is the aspect that has been underestimated so far. (An appendix contains 91 references. An 86-item annotated bibliography is attached, with a list of 213 other materials included in the study.) Descriptors: Annotated Bibliographies, Change, Developed Nations, Education Work Relationship

MDC, Inc., Chapel Hill, NC. (2000). The State of the South, 2000. This report charts the economic changes occurring in the South during the past two decades, presents a status report on where the South is today, and offers an agenda for future development. The South has made great strides, diversifying its economy and improving racial inequities. Several of its cities have successfully engaged the new economy, but the disparity between these cities and areas that still depend on the old economic strategies of the South, especially rural areas, is increasing. Many in the rural South, and many Latinos and Asians migrating into the South, do not have the education for more than low-paying service jobs, so even though job growth is ahead of the rest of the nation, per capita income is less. The introductory chapter describes the impacts of globalization. The second chapter discusses job growth, business mix changes, foreign investment, exports, occupational mix changes, and information technology. Chapter 3 looks at the impacts of global forces on the region, including new-economy cities, rural stress, digital literacy, migration, immigration, aging, and education. Chapter 4 presents an agenda for the future, noting that the South must create more and better jobs, educate all its people for the modern economy, foster the discovery and application of new ideas, and foster a strong civic culture. The final chapter presents a 2-page demographic portrait of each Southern state. (Contains 22 references.)   [More]  Descriptors: Computer Literacy, Economic Climate, Economic Development, Education Work Relationship

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