Bibliography: Globalization (page 203 of 215)

This annotated bibliography is compiled and customized for the DeepState.xyz website.  Some of the authors featured on this page include Falls Church Institute for Information Studies, Quentin A. L. Jenkins, Thomas G. Sticht, Claudio Tagliaferro, Cathy-Mae Karelse, Francoise Caillods, Colin Symes, Bob Moon, Atlanta Southern Regional Education Board, and Dorothy I. Jenkins.

Gatti, Mario; Mereu, Maria Grazia; Tagliaferro, Claudio; Markowitsch, Jorg; Neuberger, Robert (1998). The Requirement for Vocational Skills in the Engineering Industry in the Areas of Modena and Vienna. Synthesis Report. Requirements for vocational skills in the engineering industry in Modena, Italy, and Vienna, Austria, were studied. In Modena, employees of a representative sample of 90 small, medium, and large firms in the mechanical processing, agricultural machinery, and sports car manufacturing sectors were interviewed. In Vienna, data were collected through 8 case studies and interviews with 14 industry experts and national-level educational officials, 30 human resource management experts in 25 firms, and 20 individuals responsible for technical areas in representative firms. In 1991-1995, the size of Vienna's engineering production and car manufacturing sector decreased sharply (from 1,080 firms employing 25,822 individuals to 145 firms employing 12,130 individuals). In Modena, the sector shrank only slightly (from 154 firms employing 8,447 individuals to 136 firms employing 8,104 individuals). The following trends characterized Vienna's engineering production and car manufacturing industry: development of problem solving; increase in worker responsibilities and level of skills required; greater production orientation; emphasis on formalized knowledge versus experience; and acquisition of a globalization strategy. In Modena, the following trends were noted: flexible specialization; management of innovative function areas and integrated processes; emphasis on discovery, multifunctionality, and problem solving; rise in technical and specialist knowledge; and greater quality orientation. (Contains 27 tables)   [More]  Descriptors: Case Studies, Comparative Analysis, Competence, Economic Change

Jenkins, Dorothy I.; Jenkins, Quentin A. L. (1998). Visions along the Trail: Community Action and Visitor Employed Photography in Two Native American Communities. Rural community development is undergoing changing visions, activities, and methodologies. Factors impacting this change include decentralization, budget reduction in the public sector, and globalization and downsizing in the private sector. Community "building" (community-generated change and emphasis on capacities rather than deficiencies) must replace the concept of community "development." In this paper, visitor-employed photography (VEP) is explored as an appropriate new tool in community building. Nineteen research participants from the Winnebago and Omaha tribes were given cameras and asked to take photographs of self-selected positive and negative aspects of their environment and share and explain their perceptions. Analysis of VEP data showed community strengths, directions for change, and resident priorities and vision. Omaha participants were concerned about their lack of inclusion on the local school board and consequent lack of control over curriculum and other matters. Positive VEP images showed individual teachers who encouraged study of Indian culture despite the antagonistic school board, while negative images showed fences that prevented viewing of school sports events by Indians who could not afford admission. Winnebago participants focused on their community's need for adequate affordable housing. VEP interviews singled out community leaders and provided the means for directing efforts toward community building and action.   [More]  Descriptors: Action Research, American Indians, Community Control, Community Development

Institute for Information Studies, Falls Church, VA. (1998). The Emerging Internet. Annual Review of the Institute for Information Studies. This document contains papers commissioned by the Institute for Information Studies to provide a variety of perspectives on a particular topic relating to the impact of communications and information technology. Among the subjects covered are the impact of the Internet on community, education, electronic commerce, international development, and democracy, as well as the impact on the Internet of national governments' struggles to retain sovereignty in the face of the Internet's insistently global nature. The chapters are: "Sovereignty in the Networked World" (Michael R. Nelson); "The New 'Civic Virtue' of the Internet" (David R. Johnson and David G. Post); "The Internet and Community" (Jeffrey Abramson); "Will the Internet Transform Higher Education?" (Walter S. Baer); "The Internet and Electronic Commerce: A Tale of Three Cities" (Elliot Maxwell); and "Development and the Globalization of Cyberspace" (Heather E. Hudson). Author profiles are included. Descriptors: Business, Community Involvement, Computer Mediated Communication, Computer Networks

Mason, Robin (1998). Globalising Education: Trends and Applications. Routledge Studies in Distance Education. This book charts how the tools of technology are altering ways in which higher education is being delivered and received. Divided into three sections, the book adopts a systematic and thoroughly researched approach to globalizing education. Part I examines major issues arising from the growing practice of global education. Chapter 1 considers the pulls and pushes affecting current interest in global education. Chapter 2 provides an overview of the delivery media currently in use on distance education courses, dividing them into four categories according to whether they are based on text, audio, video, or the World Wide Web, which integrates the other three. Chapter 3 illustrates ways in which the content of global education courses will be different from the traditional paradigm and will require different measures of quality assurance. Chapter 4 looks at the globalization of education from the students' point of view. Chapter 5 describes ways to organize a global education program. Part II provides five case studies (chapters 6-10) that highlight current developments and applications: Global Executive Master of Business Administration, Duke University, United States; Diploma in Open Learning, University of Southern Queensland, Australia; Jones Education Company: Knowledge TV and College Connection; IBM Global Campus; and the United Kingdom Open University. Part III presents a coherent view about current trends (chapter 11) and future trends (chapter 12). The book contains 99 references and an index. Descriptors: Adult Education, Audiovisual Communications, Case Studies, Distance Education

American Forum for Global Education, New York, NY. (1998). Latin America in a Contemporary Context. Grade Level: 9-12. Latin America's rapid change in recent years has prompted the American Forum for Global Education to take a closer look at this important and dynamic region. This booklet summarizes how Latin America should be viewed in today's global world and highlights strategies for teaching these ideas. The booklet consists of the following four sections. The first section, "Latin America at Century's End: From Grassroots to Globalization" (Christopher Mitchell), is an overview of the political and social realities of the South American continent. The second section, "Teaching Latin America's Past: Maya Culture, The Art of Storytelling" (John Beirhos, Ed.), offers stories and fables from the Mayan culture.  The next section, "Teaching Latin America's Present Using Personal Narratives", presents personal narratives translated from Spanish and Portuguese. Both these sections provide lesson plans and student activities. The final section, "Teaching Latin America's Future", considers Mexico's future and presents values and opinions on how Mexico should proceed into the 21st century. For an assignment, students are asked to create a "Future" that reflects their own beliefs and opinions.   [More]  Descriptors: Area Studies, Developing Nations, Foreign Countries, Futures (of Society)

Kolodny, Annette (1998). Failing the Future. A Dean Looks at Higher Education in the Twenty-First Century. In the eight chapters of this volume the former dean of the College of Humanities at the University of Arizona explores the present state of higher education and offers a view of the future. The book considers the reasons for the financial crisis in higher education today and identifies challenges that remain ignored, including rising birthrates, changing demographics both on campus and across the country, the accelerating globalization of higher education and advanced research, and the necessity for greater interdisciplinarity in undergraduate education. The professoriate is seen as having allowed itself to become vulnerable to public misperceptions and lampooning by the media. The book also defends the institution of tenure and outlines procedures to ensure its effective implementation. Also proposed is a structure for an "antifeminist intellectual harassment policy" and a revitalized conversation about public education through partnerships of union leaders, campus communities, policy makers, and the general public. Appended are a statement of promotion and tenure procedures at the University of Arizona College of Humanities and a checklist of family-sensitive policies universities can offer their staffs, faculty, and administrators. Descriptors: College Faculty, Demography, Educational Trends, Financial Problems

Caillods, Francoise (1998). Education Strategies for Disadvantaged Groups: Some Basic Issues. IIEP Contributions. In Latin America, the number of poor increased in the 1980s by some 60 million people. It was estimated that one out of five Latin Americans lived in extreme poverty. The globalization of economies that took place in the 1990s does not seem to have brought a rapid solution to the problem since much of the growth observed takes place without substantial creation of employment. There is a general consensus that education and training can do a great deal to break the cycle of marginalization, exclusion, and poverty present in developing nations. Yet many education systems, far from contributing to reducing inequalities and facilitating social integration, continue to exclude large numbers of children and to generate through their systems of selection a deep-seated social differentiation and long-lasting exclusion. This paper about educational strategies for disadvantaged groups discusses the following: why is there a rising interest in poverty alleviation?; education and poverty alleviation; who are the disadvantaged?; the variety of programmes for disadvantaged groups: which one to support first?; motivating children and youth: to vocationalize or not?; the key to successful management: partnership and decentralization; and the challenge of going to scale. (Contains 12 references.) Descriptors: Change Strategies, Childhood Needs, Developing Nations, Disadvantaged

Beneria, Lourdes (1998). The Impact of Industrial Relocation on Displaced Workers: A Case Study of Cortland, NY, Community Development: Research Briefs & Case Studies. This report examines a typical case of a small town within a predominantly rural county losing its largest employer of many years. During 1992-95, over 850 workers were laid off in Cortland, New York, as Smith-Corona Corporation transferred its manufacturing operations from Cortland to Tijuana, Mexico. Interviews with laid-off workers, conducted during 1993-96, indicate that the relocation created significant short- and long-term economic and noneconomic losses for workers. Post-layoff assistance included unemployment compensation, severance pay, financial support for attending technical school or college or obtaining a high school equivalency diploma, and job search counseling. Despite this assistance, the majority of workers' new jobs paid them less, with women workers losing a larger percentage of their income. The plant closing also adversely affected noneconomic aspects of workers lives in the form of health problems, family conflicts, and children's behavior problems. These very significant impacts were not compensated by the private sector or the government. The findings are discussed in relation to the negative impacts of globalization on workers and their families, disproportionate losses suffered by women, deficiencies of an education and retraining policy focused outside the workplace, the compounding of layoff impacts by a stagnant or deteriorating rural economy, the patchwork nature of federal programs for dislocated workers, and the need for more comprehensive federal and state policies to assist such workers.   [More]  Descriptors: Dislocated Workers, Economic Impact, Females, Job Layoff

Karelse, Cathy-Mae (1998). Smarter Higher Education: Information Literacy Adds Value. This paper explores some of the difficulties encountered in integrating one of SAQA's (South African Qualifications Association) critical outcomes, that of information literacy, into higher education curricula in the hope of developing a framework of flexible learning. The contributions made, both theoretically and in practice, by INFOLIT, an information literacy project in the Western Cape region of South Africa, are described. The first section discusses the context of globalization, information infrastructures, and knowledge systems. Information literacy theories and practices are summarized in the second section. The next section presents preliminary findings of INFOLIT related to integration of information literacy into academic courses, curriculum development expertise, capacity development of librarians, developing coalitions, replication of courses in different contexts, regional collaboration, changing mindsets, and institutionalizing information literacy. The fourth section describes challenges related to changing teaching and learning, the need for effective evaluation studies, replication of projects, integration and mainstreaming of projects, institutionalization and sustainability, endorsement of pilot projects by senior management, collaboration and partnerships, interactive learning, needs assessments, promotion and marketing, human resource development, inclusion of all players in pilot project formulation and delivery, understanding learning, development of higher order cognitive skills and structured domains of knowledge, and school and community information literacy models. (Contains 12 references.)   [More]  Descriptors: Curriculum Development, Educational Change, Foreign Countries, Global Approach

Southern Regional Education Board, Atlanta, GA. Council on Collegiate Education for Nursing. (1998). Preparing the Workforce for the 21st Century: The Nurse Educator's Challenge. This document consists of synopses of selected presentations on the nurse educator's challenge in preparing the workforce for the 21st century that were made during the 1998 meeting of the Council on Collegiate Education for Nursing. In her paper "Redesigning Health Care Delivery," Karlene Kerfoot described changes in health care delivery systems and emphasized the role of nurses in redesigning health care delivery. Mary Ann Parsons spoke of how serious experimentation with curriculum begins only after a significant number of leaders have accepted the new beliefs underpinning reform. Joellen Edwards reviewed selected education and practice models. Gloria R. Smith explored the nursing educator's challenges in the new system of integrated health care. Patsy Turner reviewed some of the predicted changes in nursing and urged associate degree educators to use the predictions in preparing the future nursing workforce. Linda C. Hodges focused on current and future needs for nurses who have completed doctoral programs. Barbara R. Heller examined the following trends transforming nursing education and higher education at the end of the 20th century: (1) continuing turbulence in the health care delivery system; (2) shifting nursing student and patient demographics; (3) the explosion of instructional and clinical technology; and (4) the globalization of health care.   [More]  Descriptors: Adjustment (to Environment), Change Strategies, Corporations, Delivery Systems

Symes, Colin, Ed. (2000). Working Knowledge: Productive Learning at Work. Proceedings [of the] International Conference (Sydney, Australia, December 10-13, 2000). This conference proceedings contains 65 presentations and 3 colloquiums from a conference that dealt with knowledge at work and knowledge that works and with how education can be successfully integrated into work and work into education. The papers are "Reading the Contexts of Complex Incidents of Adult Education Practice" (Apte); "Models of Work Based Learning for Undergraduates" (Armsby et al.); "Just-in-Time Training as Anticipative Action and as Inferential Understanding" (Beckett); "Learning to Compete" (Beckett et al.); "Co-Participation at Work" (Billett); "Globalization, Work, and Education" (Boland); "Work as the Curriculum" (Boud, Solomon); "Working Towards a Curriculum Framework for Work-Related Learning" (Brown); "Evaluating Organizational Change" (Butler et al.);"New Knowledge and the Construction of Vocational Education and Training (VET) Practitioners" (Chappell); "Facing Realities" (Cornford); "Subcontractors in the Australian Construction Industry" (Crowley et al.); "Learning; Design; Practice; Practitioner Perspectives of Workplace Learning" (Cys); "Learning at the Point of Production" (Daly, Mjelde); "Teaching Online" (Dewar, Whittington); "Spirituality of Work" (Dirkx); "Learning to Work" (Eames); "A Working Ethic?" (Edwards); "Transforming Management Education's Working Knowledge" (Elliott); "Negotiating Knowledge in the Knowledge Economy" (Farrell); "Work Knowing on the Fly" (Fenwick); "Productive Learning at Work" (FitzSimons); "Teachers Redefining Professionalism and Professional Development" (Gambell, Hunter); "Modelling the Invisible" (Gamble); "The New Capitalism" (Gee); "Conceptions of Learning" (Hager); "Recognition of Prior Learning in Higher Education" (Harris); "Promoting Knowledge Sharing in a Training and Further Education Organization" (Hill); "Incentives and Barriers to Learning in the Workplace" (Hodkinson et al.); "Reflections on Empowerment, Workplace Language and Literacy Policy, and Professional Development in England" (Holland); "Enabling Productive Learning at Work" (Holland, Leggett); "Learning Through Working" (Hopkins, Maglen); "Supervisor and Facilitation" (Hughes); "Writing-Up People at Work" (Jackson); "Whiteness as a Social Construct That Drives Continuing Education" (Johnson-Bailey, Cervero); "Knowledge Workers and the Office Economy" (Kurth); "Teaching with Global Awareness" (Lekoko); "Accrediting and Assessing Learning at Work" (Lyons); "Working Knowledge and Work-Based Learning" (McIntyre); "Working Knowledge in Management and Medicine" (Mulcahy); "Workplace Learning from a Curriculum Perspective" (Munby et al.); "The 'Good' Teacher?" (Nicoll); "Professional Identity as Learning Processes in Life Histories" (Olesen); "Local Perspectives on Globalization and Learning" (Payne); "Implementing Work-Based Learning in Higher Education" (Reeve, Gallacher); "Working Knowledge, Economic Metaphors, and the 'Cogito-Economic' Subject" (Rhodes, Garrick); "Technical and Vocational Education in China" (Rongguang); "Preparing Undereducated and Unemployed Parents for the Workplace Through Effective Family Literacy Programs in Texas" (Seaman, Seaman); "Working Knowledge of Online Learning Amongst VET Practitioners" (Schofield et al.); "Working Knowledge for New Educational Landscapes" (Seddon); "Links Between Corporate and Academic Research" (Shannon, Sekhon); "Towards a Definition of Work Based Learning" (Shaw); "Relationships Between R (Research) & D (Development) and Decision-Making in VET" (Smith); "Context Variety Means Four Stories?" (Smid); "Reflecting upon Experiences" (Staley); "Ordering the Menu" (Symes); "Critical Literacy, Cultural Inclusiveness, and Text Selection in English for Academic Purposes Courses" (Thompson); "Communicative Practices in Web-Enhanced Collaborative Learning" (Treleaven et al.); "Role of Emotion in Situated Learning and Communities of Practice" (Turnbull); "Alternative Conception of Competence" (Velde); "Learning in/Through/with Struggle" (von Kotze); "More Things Change" (Wallace); "Deschooled Learning" (Whittington, McLean); "Quality Online Participation" (Wiesenberg, Hutton); and "Emergence of New Types of Communities of Practice" (Young, Mitchell).   [More]  Descriptors: Adult Education, Apprenticeships, Certification, Computer Mediated Communication

Sticht, Thomas G. (1998). Beyond 2000: Future Directions for Adult Education. This paper provides adult educators with information they can use to produce perspectives for the future of adult education (AE). Part 1 provides a perspective on the past and present of AE that falls under the aegis of the Federal Adult Education Act of 1966 and subsequent amendments. It paints a picture of AE from the mid-1960s to the present and reveals trends in funding of and participation in AE by certain segments of the adult population. Part 2 looks at trends and activities that may exert an influence on AE in the early part of the next century: social trends such as population and demographic changes; economic trends such as globalization of the work force, nature of work, and demands for intellectual skills that have affected the delivery system for AE; technological changes such as communications and computer technologies that affect how adults seek information and education; and brain and cognitive sciences research that offers new insights about the potential for childhood and adult cognitive development over the life span and intergenerational transfer of language and other cognitive skills. Part 3 examines government and legislative trends that reflect the idea of "devolution" of responsibility from the federal to the state and local levels. Part 4 discusses planning issues involved in moving the present AE system from a marginal to a mainstream position in the educational system. It looks at new data resources and technologies for planning and program analysis. Six pages of notes and literature citations are appended.   [More]  Descriptors: Adult Development, Adult Education, Cognitive Development, Economic Change

Moon, Bob (1998). Towards a New Generation of Open Learning Programmes in Teacher Education: Lessons for Us All. This paper argues that over time, future teachers will be offered and participate in more developed forms of professional development than is currently expected. The professional development will be significantly based on their own and local schools, and online electronic communication will be an important aspect of this increasingly international experience. Given this scenario, the paper argues that all forms of flexible and open learning will play increasingly more significant roles in teacher education. The paper suggests that traditional institutions developed around teacher education to serve the needs of the 20th Century are wholly inadequate for the 21st Century; the implicit and explicit models of development are insufficient to meet the changed circumstances of most national contexts; and developing a research agenda to inform the processes of institutional change and rebuilding is an urgent priority. The paper explores the scenario for development by emphasizing the interrelated but contrasting movements toward: globalization of debate provided by the emergence of new interactive technology; localization of action through giving greater prominence to making the school a more central site for learning in teacher education; and emergence of new forms of professional communities of practice working through new modes of communication. The paper concludes by exploring key dilemmas that will occur in the transformation of teacher education and institutions of teacher education in the coming decades. (Contains 54 references.)   [More]  Descriptors: Computer Uses in Education, Educational Change, Educational Technology, Elementary Secondary Education

de Ravignan, Antoine (1998). Working and Inventing on the Streets of Africa. Innovations for Youth No. 1. This monograph considers the work of Enda-Tiers Monde, an international nongovernmental organization (NGO) based in Dakar, Senegal, which has many facets: street schools for working children, art and music shows for marginalized youth, town planning programs, income generation activities for prisoners, and drugs and AIDS prevention campaigns. The monograph describes and presents facts about some of Enda-Tiers Monde's programs and activities. It explains that Enda's teams work closely with local people in elaborating and carrying out programs in the belief that it is the young and the poor themselves (who normally have no say) who should conceive and carry out their own development strategies. According to the bulletin, Enda is attempting to redefine attitudes and approaches to work, learning, and environmental preservation, and is now carrying its activities to other countries of Africa, Asia, and Latin America. The bulletin suggests that Enda Tiers-Monde's alternative approaches to today's world of globalization, urban expansion, economic instability, and fast demographic growth are of particular relevance to all those seeking an appropriate and equitable future for the countries of the southern hemisphere.   [More]  Descriptors: Community Involvement, Developing Nations, Foreign Countries, Global Approach

1998 (1998). Changing Workplace. This document contains four papers from a symposium on the changing workplace and its relationship to human resource development (HRD). In "Globalization, Immigration and Quality of Life Dynamics for Reverse Brain Drains" (Ben-Chieh Liu, Maw Lin Lee, Hau-Lien), the factors responsible for the brain drain from Taiwan to the United States in the 1960s and 1970s and the reverse brain drain after the 1980s are analyzed. "Employee Commitment in Changing Organizations: An Exploration" (Wim J. Nihof, Margariet J. de Jong, Gijs Beukhof) reports on a survey of human resource managers in the Netherlands in which employee commitment was shown to be strongly connected with collegiality and style of management. "A Study of Role Conflict, Role Ambiguity, and Job Satisfaction in the Georgia Cooperative Extension Service and Implications for Training" (Billie J. Chambers, A.B. Moore, Douglas Bachtel) discusses a study of Georgia county extension agents in which role conflict and role ambiguity were determined to be a significant predictor variable of job satisfaction. "Professional Learning on the Job of Dutch Secondary Teachers: Exploring Opportunities for Informal Learning" (Kitty H.E. Kwakman) reports on a study of the effect of individual and job variables on participation in informal learning. Descriptors: Adult Education, Brain Drain, Education Work Relationship, Employee Attitudes

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