Bibliography: Globalization (page 201 of 215)

This annotated bibliography is compiled and customized for the website.  Some of the authors featured on this page include Sally Power, Stephen A. Rubenfeld, Maureen E. White, Glenda Nalder, Priscilla Newton, Lee S. Shulman, Leanne C. McGrath, Jane A. Hamblin, Lee Anderson, and Craig B. Howley.

Stone, Gregory B.; Rubenfeld, Stephen A. (1988). Foreign Languages and the Business Curriculum: What Do The Students Think?. In response to heightened awareness of the globalization of the world economy, and in reaction to curricular standards set by their primary accrediting agency, business schools have moved steadily in the direction of internationalizing their curricula. However, few business schools require their students to possess or acquire second language competence. Foreign language study represents elective, and in many cases, extra coursework for business students. A survey of senior business administration students in five geographically diverse universities explored attitudes toward foreign language study, factors influencing decisions to take or not take foreign language courses, and perceptions of the relevance of second language competence to future career success. The implications of the findings are discussed, with particular emphasis on the marketing of foreign language study options to business students.   [More]  Descriptors: Business Administration Education, Business Communication, College Second Language Programs, College Seniors

Bush-Bacelis, Jean L. (1987). The AACSB: A Valuable Tool for the Language Educator. The American Assembly of Collegiate Schools of Business (AACSB), an accrediting agency, may be an overlooked tool for establishing rationale and credibility for globalization of business courses. The 245 member institutions are bound by the agency's accrediting requirements, and many others are influenced by the standards set in those requirements. The organization also offers awards and fellowships to students, professors, and institutions, holds an annual meeting and a number of seminars, has established ongoing programs for the benefit of the profession, and produces a variety of publications including monographs, case studies, and a newsletter. The AACSB presents substantial resources for language educators to use in both justifying and carrying out the internationalization of the language curriculum.   [More]  Descriptors: Accreditation (Institutions), Accrediting Agencies, Agency Role, Business Administration Education

Newton, Priscilla, Ed. (2000). TASH Newsletter, 2000-2001, TASH Newsletter. Nine year 2000 issues of the newsletter of TASH, formerly The Association for Persons with Severe Handicaps, comprise this document. Each issue typically contains news items, a column by the organization's executive director, reports from special interest groups, legislative testimony, conference information, and several major articles relating to equity, quality and social justice for people with disabilities. The February/March 2000 through December 2000/January 2001 issues address: (1) 1999 TASH conference highlights, including excerpts from keynote addresses by Rich Villa and Kyle Glozier, and Inclusion and Universal Cooperation (Rosangela Berman Bieler); (2) inclusive schooling, with articles such as Including Students with Disabilities in Standards Based Education Reform (Kathy Boundy), Collaboration at Whittier High School (Mary Falvey and others), Whole Schooling: Linking Inclusive Education to School Renewal (Michael Peterson), The Inclusion of a Youth with Significant Disabilities in a Community Environment (Teri Jasman and others), and Reinventing Community in the Age of Globalization (Wayne Sailor); (3) embracing sexuality, which includes articles such as Moving beyond Denial, Suppression and Fear to Embracing the Sexuality of People with Disabilities (Pamela S. Wolfe and Wanda J. Blanchett), But I Thought Sexuality and Teens with Developmental Disabilities (Dave Hingsburger and others), Absence of Evidence: Myths about Autism and Mental Retardation (Anne Donnellan); (4) issues in supported employment, which includes Are We There Yet? Trends in Employment Opportunities and Supports (John Butterworth and Dana Gilmore), The Ticket-to-Work and Supported Employment: How Will It Work? (Dan O'Brien), and "Systems Change and Supported Employment: Is There Empirical Evidence of Change? (David Mank); (5) the victimization of people with developmental disabilities in the criminal justice system, which includes Doing Justice: Criminal Offenders with Developmental Disabilities (Joan Petersilia), Serious Issues Facing Today's Offender with Mental Retardation (Leigh Ann Davis), and Violence against Women with Developmental Disabilities: The Hidden Violence (Catriona Johnson); (6) the agenda and workshop descriptions for the 2000 TASH conference; (7) international perspectives, which includes Providing AAC Systems for Children in a Guatemalan Orphanage: How Do We Help Others in Culturally Responsive Ways? (Janet M. Duncan), Mental Health, Mental Retardation and Protection of Rights under International Law (Mental Disability Rights International), and New Voices in Iceland: Growing Up with a Disability (Dora S. Bjarnason); (8) early childhood, which includes Variables that Contribute to Self-Determination in Early Childhood (Elizabeth J. Erwin and Fredda Brown), What Children and Families Need in Health Care from Birth through Adulthood: One Parents Experiences and Advice (Kris Schoeller), Re-thinking Guardianship (Dohn Hoyle and Kathleen Harris), and Increasing Childrens Learning Opportunities in the Context of Family and Community Life (Carl J. Dunst and Mary Beth Bruder); and (9) highlights from the 2000 TASH conference.    [More]  Descriptors: Academic Standards, Adolescents, Augmentative and Alternative Communication, Autism

Power, Sally; Whitty, Geoff (1997). Teaching New Subjects? The Hidden Curriculum of Marketized Education Systems. Many countries have introduced a range of policies that attempt to reformulate the relationships among government, schools, and parents through the application of market forces. This paper looks at the hidden curriculum of marketization and explores the extent to which the recent trend toward quasi-markets in public education systems are permeating the classroom and affecting the nature of educational transmissions. The paper looks at research from England, Australia, New Zealand, and the United States and explores the tension between the overt and "hidden" curriculum of the reforms and its significance for fostering different forms of social solidarity. The paper also connects with discussions on the globalization of education policy and/or broader changes in the nature of modern/postmodern societies, and the role of national education systems in encouraging and/or inhibiting such developments. (Contains 54 references.)   [More]  Descriptors: Corporate Support, Educational Policy, Elementary Secondary Education, Foreign Countries

Zeitschrift fur erziehungs–und socialwissenschaftliche Forschung (Journal for Education and Social Sciences Research) (1984). Zeitschrift fur erziehungs–und sozialwissenschaftliche Forschung (Journal for Education and Social Sciences Research), 1984-1988 (11 issues). Recognizing a growing globalization of nations and cultures, "Zeitschrift fur erziehungs–und sozialwissenchaftliche Forschung" brings together educational and social science research topics that address the interactions between education and society in their pedagogical, social, physical, economic, legal, and administrative dimensions. Broadly, the journal combines and compares the efforts of different social disciplines from many countries and cultures, and disseminates results of empirical study and research, hoping to continue the progress of social and educational theory while simultaneously serving the needs of teachers. This document consists of the 11 issues of this journal issued during its initial 5-year period, 1984-1988 (2 issues per year, with an additional special issue on "Comparative Education" in 1987). Descriptors: Foreign Countries, Global Approach, Intellectual Disciplines, Social Problems

White, Maureen E. (1990). Public Relations State-of-the-Art 2000: A Shift in Perception. This paper begins by examining various definitions of public relations and reviewing the history of the profession. The paper then identifies critical concerns, issues, and trends that both the public relations practitioner and the public will face in the future. These issues include ethics, community relations, communication theory and research, technology, organizational communication, issues management and crisis management, feminization of the profession, minorities in the profession, international and intercultural globalization, accreditation and/or licensing, education and curriculum, and career development. A concluding commentary notes that public relations can be an effective communication tool to clarify issues and reduce uncertainty through information and interaction on an interpersonal or mass level. Appendices contain a definition of public relations adopted by the Public Relations Society of America and a proposal for a public relations concentration in the communication studies department at California State University at Sacramento. Includes approximately 100 references.   [More]  Descriptors: Administration, Career Development, Certification, Communications

Hamblin, Jane A., Ed. (2000). A Walk through Graduate Education: Selected Papers and Speeches of Jules B. LaPidus, President of the Council of Graduate Schools, 1984-2000. This book was created to honor Jules B. LaPidus, retiring president of the Council of Graduate Education, and to preserve his writings and speeches. The papers and speeches of Part 1 show how the author addressed the topical issues of graduate education, moving from observation to direction on research, funding, and preparation of faculty. Part 2 contains speeches and one additional paper aimed at students. Following a preface in which the Board of Directors of the Council of Graduate Schools express their appreciation of LaPidus, these papers are presented: (1) "A Christmas Parable"; (2) "The Professionalization of the Master's Degree"; (3) "Research and the University"; (4) "The Concern for Quality and the Quality of Concern"; (4) "Graduate Education: Perturbations and Prospects"; (5) "Humanizing Graduate Studies in the Humanities"; (6) "The Graduate Pipeline"; (7) "The Strain of Quality"; (8) "Preparing Faculty: Graduate Education's Role"; (9) "Great Expectations: The Role of the American University in the 21st Century"; (10) "Communities of Scholars: Research in the University"; (11) "Some Thoughts on the Relationship between Research and Research Universities"; (12) "A Place for Learning: The University and Society"; (13) "Deja Vu All Over Again"; (14) "Scholarship and Research: Graham's Law Revisited"; (15) "Ph.D.s and Jobs: A World They Never Made"; (16) "Doctoral Education: Preparing for the Future"; (17) "If We Want Things To Stay as They Are, Then Things Will Have To Change"; (18) "The Role of Theses and Dissertations as Independent Works of Scholarship"; (19) "Some Globalization Aspects of Graduate Education"; (20) "Broadening the Scope of Graduate Education: Postbaccalaureate Futures"; (21) "Is What's Past (or Post) Still Prologue? Or 'You Used To Be My Used To Was But Now You Ain't No More'"; (22) "Numbers Last: A Proposal for Improving Departmental or Program Based Graduate Admissions"; (23) "A Passion for Graduate Education"; (24) "An Atlas for Scholars"; (25) "Reducing the Deficit"; and (26) "The Corner of Your Eye." An appendix contains four tributes to Jules B. LaPidus by colleagues. (Contains 125 references.) Descriptors: College Faculty, Educational Finance, Educational Research, Graduate Students

Kim, Ki Su (1996). Adult Retraining in Canada: Some Issues. Canada has traditionally supported a high level of unemployment benefits and retraining programs for its displaced workers. From the 1960s onward, legislation and attitudes in the business community have been geared toward retraining of workers for high-tech workplaces and the replacement of low-skill jobs with high-skill jobs. With increased globalization of industries, businesses found that they needed fewer numbers of highly trained workers. Downsizing and restructuring resulted in high rates of unemployment. At the same time, increasing pressure to reduce the national deficit and a swing toward more probusiness policies under the Mulroney government resulted in less support for unemployed persons and less money for retraining. Instead, emphasis was placed on quick reemployment at any available job in order to reduce the economic burden of worker support and training. Even budgeted funds that had been designated for the Canadian Job Strategy were not spent on retraining. As shown by the problems in the Nova Scotia fishing industry, however, even when retraining efforts were substantial, only about half the eligible workers took advantage of them. Those who were retrained were by and large younger, more educated, and male, whereas older, less educated workers and married women were less visible in retraining programs. These workers perceived that, even if they retrained, they were unlikely to gain employment in their own communities and were unwilling to move and to compete with younger, better-educated workers. These trends affect not only Canada but all countries when globalization is an ongoing phenomenon. (Contains 17 references.)   [More]  Descriptors: Adult Education, Demand Occupations, Developed Nations, Dislocated Workers

Anderson, Lee (1979). Schooling and Citizenship in a Global Age: An Exploration of the Meaning and Significance of Global Education. The full meaning of global education and the realities which make it imperative are discussed in this work. Global education is defined as "consisting of efforts to bring about the changes in the content, in the methods, and in the social context of education in order to better prepare students for citizenship in a global age." This definition contains three major propositions that have far reaching implications for education. The first proposition is: "The students now in the nation's schools are becoming citizens within the context of a global era in human history." In connection with this proposition, the author illustrates the global quality of life in the contemporary world; provides a brief historical overview of the globalization of the human condition; discusses how the history, the geography, the economics, the politics, and the sociology of the human condition have become globalized; and argues that the cumulative consequence of these developments is the creation of a global society. The second proposition is: "The demands of citizenship in a global age call for the development of competencies that have not been traditionally emphasized by the schools." In regard to this proposition, the author discusses the meaning of citizenship, indicates four ways in which citizenship has been altered by the globalization of the human condition, and outlines four kinds of competencies that appear central to the exercise of citizenship in a global age. The third proposition is "Certain changes must take place in the content, in the methods, and in the social context of education if schools are to become more effective agents of citizen education in a global age." The author argues that there is a need to globalize the content of education, to personalize the methods of education, and to internationalize the social context of education. (Author/NE). Descriptors: Case Studies, Citizenship Education, Communications, Culture

Nalder, Glenda (1999). The Art of Globalism, the Culture of Difference, the Industry of Knowledge. This paper speaks in terms of "globalism" rather than "globalization," of a "culture of difference" rather than of cultural difference, of an "industry of knowledge" rather than of knowing. The paper first considers the argument that new communications technologies and systems are bringing cultures together merely by forging global interconnectedness. A close examination of the way new information and communications technologies and systems (NICTS) "map" the globe demonstrates that it is not weblike and all encompassing but rather mirrors the aircraft flight paths which historically carried high-volume traffic between northern centers and ex-colonial capitals. Pointing out that concerns about cultural imperialism are already manifest in the cultural policy formulations of many nations, the paper considers Australia's National Cultural Policy Document "Creative Nation." The paper next uses the term "culture of difference," rather than "different cultures," to describe an (information economy driven) transnational culture based on an information economy which derives its particularity through the process of subsuming cultural differences. Lastly, the paper examines what exactly "knowledge industries" are. Noting that previously the critical work on cultural futures emphasized the place and work of culture as a "set of relations and practices which act upon the social, transforming it in certain ways," the paper contends that, rather than separate the goals for action through "successor" epistemological frameworks, people can work toward preferred outcomes for learning to know, to do, to live together, and to be–those appropriate to a globalizing cultural context–by identifying the strengths of "different" disciplinary and epistemological approaches and adopting a critical stance which challenges the privileging of familiar ground. (Contains 30 references.)   [More]  Descriptors: Cultural Context, Cultural Differences, Foreign Countries, Futures (of Society)

Baldridge, Richard A. (1999). Globalization of Training Integrated around a Company's Objectives, Performance Improvement. Suggests that training should be tied in to the strategic and operational goals and objectives of a company. Topics include the emergence of the knowledge society; changes in global economies; today's workforce training needs; how to link employees to business strategy; and why training doesn't always produce expected results. Descriptors: Change, Economics, Employer Employee Relationship, Global Approach

Howley, Craig B. (1998). Distortions of Rural Student Achievement in the Era of Globalization. This essay critiques the way in which state accountability schemes reify aggregated achievement test scores and help undercut the meanings that inform properly rural sorts of education. The contemporary phenomenon of accountability is examined, along with its relation to the threatened meanings of rural life, the identity of the rural victims of accountability, and some rural-friendly alternatives. The critique links locally manifested subversions (the depredations of rural ways of being and knowing that lead to misuse of the land and rural communities) to cosmopolitan (macro-level) phenomena, including the structure of U.S. agriculture, the declining historical importance of the nation-state as a political entity, and the revised institution of citizenship under the regimen of globalization. The concluding discussion considers the requirements of accountability measures more appropriate to the rural circumstance. Elements of such measures include stewardship, the attitude of mutual care (possibly promoted by multiplying the number of public schools and decreasing their size), and critical accounts delivered to the public by internal and external forums. Four caveats point out a more stewardly use of tests. Contains 69 references.   [More]  Descriptors: Academic Achievement, Accountability, Citizen Participation, Criticism

Arpan, Jeffrey S.; And Others (1988). Hallmarks of Successful International Business Programs. CIEE Occasional Papers on International Exchange 25, Forum Series. The increasing focus of the Council on International Educational Exchange on helping meet the needs of American businesses to be competitive in international markets is discussed in a preface by Barbara B. Burn, noting that the absence of competence on the part of American business in foreign languages and cross-cultural skills and knowledge can seriously hamper performance. Four papers are presented as part of the Council's more active role in the relation to international business and commitment to international educational exchange. They are as follows: (1) "The Globalization of Economic Life" (Paul W. McCracken); (2) "International Business Programs at the University of South Carolina" (Jeffrey A. Arpan); (3) "Thunderbird–American Graduate School of International Management: A Pioneer in International Business Education" (Marshall Geer); and (4) "International Business Education at the Lauder Institute" (Jerry Wind). Descriptors: Business, Business Administration Education, Cross Cultural Training, Cultural Awareness

McGrath, Leanne C.; Hargrove, C. LaFaye (1992). Internationalizing the Business Curriculum: A Status Report. This paper is a status report and an extension probing further into the issue of internationalizing the undergraduate business school curriculum. The research analyzes the responses (n=123) to a 1992 survey of business schools and programs that were members of the American Assembly of Collegiate Schools of Business (AACSB) to determine to what extent efforts to globalize the undergraduate business curriculum were actually undertaken and completed and whether interest in accreditation by AACSB drove this change. Results indicate that although some progress has been achieved in moving toward more undergraduate international course offerings and more inclusion of global topics in existing courses, much improvement is still needed. In fact, it is noted that changes in business school curricula are lagging far behind the actual business world in terms of addressing international concerns. In general, whether or not an institution was AACSB accredited made no significant difference in the various dimensions of globalization addressed by this study. Contains 10 tables. Descriptors: Business Education, Curriculum Enrichment, Educational Change, Educational Needs

Lagemann, Ellen Condliffe, Ed.; Shulman, Lee S., Ed. (1999). Issues in Education Research: Problems and Possibilities. This volume provides an overview of the tensions, dilemmas, issues, and possibilities that characterize educational research. The contributions of more than 20 researchers examine the state of educational research, its future directions, and some of the major trends that have affected the field. The contributions are: (1) "An Auspicious Moment for Educational Research" (Ellen Condliffe Lagemann); (2) "Research and the Purposes of Education" (David K. Cohen and Carol A. Barnes); (3) "Poles Apart: Reconciling the Dichotomies in Education Research" (Theodore R. Mitchell and Analee Haro); (4) "Needed: Thoughtful Research for Thoughtful Schools" (Deborah W. Meier); (5) "Sociology and the Study of Education: Continuity, Discontinuity, and the Individualist Turn" (Charles E. Bidwell); (6) "From Society to School and Back Again: Questions about Learning in and for a World of Complex Organizations" (Elisabeth S. Clemens); (7) "Understanding Educational Processes in an Era of Globalization: The View from Anthropology and Cultural Studies" (Kathleen Hall); (8) "Professing Educational Scholarship" (Lee S. Shulman); (9) "The Core, the Canon, and the Development of Research Skills: Issues in the Preparation of Education Researchers" (Alan H. Schoenfeld); (10) "Discipline and Disciplines in Education Research: Elusive Goals?" (Shirley Brice Heath); (11) "Culture and Commitment: Challenges for the Future Training of Education Researchers" (Vanessa Siddle Walker); (12) "Preparing Education Researchers To Practice Education Research" (Anna Neumann, Aaron M. Pallas, and Penelope L. Peterson); (13) "The Changing Infrastructure of Education Research" (Allan Collins); (14) "Research, Reform, and Aims in Education: Modes of Action in Search of Each Other" (James G. Greeno, Ray McDermott, Karen A. Cole, Randi A. Engle, Shelley Goldman, Jennifer Knudsen, Beatrice Lauman, and Charlotte Linde); (15) "New Media Communications Forums for Improving Education Research and Practice" (Roy D. Pea); (16) "Multiples of Evidence, Time, and Perspective: Revising the Study of Teaching and Learning" (Deborah Loewenberg Ball and Magdalene Lampert), and (17) "Postscript: Some Reflections on Education Research" (Jerome Bruner). Each chapter contains references. Descriptors: Agenda Setting, Educational Change, Educational Research, Educational Theories

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