Bibliography: Globalization (page 205 of 215)

This annotated bibliography is compiled and customized for the website.  Some of the authors featured on this page include William McInnes, Clarice P. Brantley, Stephen Hall, Santiago D. Boland, Bobbye J. Davis, Juliet Webster, Washington National Association of State Universities and Land Grant Colleges, Nancy A. Ferracutti Kincaide, Indianapolis Warren Township Independent School District, and Ka Ho Mok.

Date-Bah, Eugenia, Ed. (1997). Promoting Gender Equality at Work: Turning Vision into Reality for the Twenty-First Century. This document contains papers in which 12 experienced gender specialists examine the various developments and elements affecting women's participation as equal players in the workplace and propose actions and policies promoting sex equity in the workplace. The following papers are included: "Preface" (Mary Chinery-Hesse); "Introduction " (Eugenia Date-Bah); "Recession and Structural Adjustment's Impact on Women's Work in Selected Developing Regions" (Sally Baden); "The Impact of the Transition from Centrally Planned to Market-Based Economies on Women's Employment in East Central Europe" (Barbara Einhorn); "African Women Workers, Globalization, AIDS, and Poverty" (Guy Mhone); "Innovations in Work Organization and Technology" (Swasti Mitter); "Sexual Harassment at Work" (Linda Wirth); "Equality of Treatment between Men and Women in Social Security and in Family Responsibilities" (Anne-Marie Brocas); "Analysis of the Legal Framework for Gender Equality in Employment: Lesotho, a Case-Study" (David Tajgman, Evance Kalula); "Enforcement of Equality Provisions" (Constance Thomas, Rachael Taylor); "The Trade Unions and Women Workers: Current Trends" (Eugenia Date-Bath); "The Role of Employers' Organizations and Other Bodies in the Promotion of Gender Equality in Employment: The Case of Malaysia" (Yoke Wan Lee); and "Concluding Observations" (Eugenia Date-Bah). Appended is a list of the 16 published books, articles, and manuscripts; 22 working papers, and 4 organized seminars/workshops resulting from the International Labor Organization's Interdepartmental Project on Equality for Women in Employment. Some papers include substantial bibliographies. Descriptors: Acquired Immune Deficiency Syndrome, Adult Education, Case Studies, Change Strategies

National Association of State Universities and Land Grant Colleges, Washington, DC. (1997). The Global University for the Twenty-First Century. A Strategic Plan. This strategic plan addresses the internationalization of activities of American colleges and universities offering programs in food, agricultural, and natural resources disciplines. Internationalization is enhanced by appropriate university roles in economic development, humanitarian assistance, augmentation of global food security, and institution building in developing countries. This mission is accomplished through internationalization of curricula, faculty experiences, exchange programs, collaborative research, and institutional linkages that enhance the global environment within colleges and universities. Both internal and external factors influence the environment for international food, agricultural, and natural resources programs. External factors include: globalization of trade, growing competitiveness of world agricultural markets, and the demand for college graduates who can function in a global workplace. Internal factors include: increasing numbers of students seeking study abroad opportunities, and an emphasis on international partnerships. Recommendations are offered to promote the following goals for colleges and universities: human resource development; information dissemination concerning international trade, markets, business opportunities, and policy issues; international collaborative partnerships; and promotion of the global university for the 21st century.   [More]  Descriptors: Agricultural Education, College Curriculum, College Role, Cooperative Programs

Wilkinson, George (1981). Future World of Work. Long Range Planning Assistance for Local United Ways. A review of technological, political, social, and economic forces affecting the world of work indicates that in the eighties significant changes can be expected in the following areas: the nature of organizations, the relationship between individuals and organizations, the nature of the work force, the nature of the workplace, and the nature of compensation practices. Included among the driving forces for change in the work environment are changing demographies and values, continued decentralization, continued expansion and merging of communications and microelectronics, recognition of new economic realities, changing educational attainment, and increasing globalization. Several short-, medium-, and long-term strategic issues will play key roles in the changing workplace of the 1980s. Inflationary impact, productivity, and women in the workforce are three such short-term issues. Issues likely to surface during the middle of the eighties are minorities in the work force, flexible work schedules, layoff and plant closing policies, retirement policies, growth of the Hispanic population, pension funds, occupational health and safety, equal pay for equal work, and racial discord. Continual movement to an information society and changing management philosophies are likely to affect the world of work toward the end of the decade. Descriptors: Change Agents, Communications, Compensation (Remuneration), Decentralization

Ducatel, Ken, Ed.; Webster, Juliet, Ed.; Herrmann, Werner, Ed. (2000). The Information Society in Europe: Work and Life in an Age of Globalization. Critical Media Studies: Institutions, Politics, and Culture. This book takes stock of the existing socioeconomic knowledge about a range of the core social issues of the information society. Chapter 1, "Information Infrastructures or Societies?" (Ken Ducatel, Juliet Webster, Werner Herrmann), is an introduction. Part 1, "Space, Economy, and the Global Information Society" looks at the processes of economic development and job creation related to the adaptation to and adoption of information and communication technologies (ICTs) and contains: chapter 2, "Regional Development in the Information Society" (James Cornford, Andrew Gillespie, Ranald Richardson); chapter 3, "The Use of ICTs in Large Firms: Impacts and Policy Issues (Mark Hepworth, John Ryan)"; and chapter 4, "Small Firms in Europe's Developing Information Society" (Mark Hepworth, John Ryan). Part 2, "Work and the European Information Society," provides evidence of the uneven impact and socially mediated nature of the ICT revolution on different categories of worker and contains: chapter 5, "New Organizational Forms in the Information Society" (Gerhard Bosch, Juliet Webster, Hans-Jurgen Weisbach); chapter 6, "Today's Second Sex and Tomorrow's First? Women and Work in the European Information Society" (Juliet Webster); and chapter 7, "Toward the Learning Labor Market" (Ken Ducatel, Hanne Shapiro, Teresa Rees, Claudia Weinkopf). Part 3, "Life in the Information Society," provides an account of the social reality in four policy "targets." Within it are: chapter 8, "Health and the Information Society" (Jorma Rantanen, Suvi Lehtinen); chapter 9, "ICTs in Distance and Lifelong Learning" (Gill Kirkup, Ann Jones); chapter 10, "ICTs and Everyday Life: Individual and Social Dimensions" (Leslie Haddon, Roger Silverstone); and chapter 11, "Computer-Aided Democracy: The Effects of ICTs on Democracy" (Pierre Chambat). Appendixes include 728 references and index. Descriptors: Communications, Computers, Democracy, Developed Nations

Mok, Ka Ho (2000). Impact of Globalization: A Study of Quality Assurance Systems of Higher Education in Hong Kong and Singapore, Comparative Education Review. Compares the implementation of quality assurance mechanisms at the City University of Hong Kong and the National University of Singapore. Discusses public policy contexts in the two countries, the introduction of "quality process reviews" in Hong Kong, managerialism and the new emphasis on educational efficiency, institutional self-assessment, and the ideological basis of the quality assessment movement. Descriptors: Accountability, College Administration, Educational Assessment, Educational Trends

Slaughter, Sheila; Leslie, Larry L. (1997). Academic Capitalism: Politics, Policies, and the Entrepreneurial University. Globalization of the political economy, and the attendant reductions in government funding, liaisons with business and industry, and marketing of educational and business services, has been changing the nature of academic labor. The first three chapters discuss the ways in which global political and economic changes have had an impact on higher education patterns in Australia, Canada, the United Kingdom, and the United States. They cover academic capitalism; how changes in national higher education policies affect access to higher education and impact curricula, research, and institutional autonomy; and financial trends (summarized in 11 data tables). In Chapters 4, 5, and 6 case studies of various institutions examine advantages and disadvantages of academic capitalism, technology transfer strategies, faculty engagement in entrepreneurial capitalism, and changing faculty values, norms, and beliefs. Chapter 7 analyzes the impact of the findings on academic life from departmental to administrative levels, assessing it in terms of the closeness or distance from the market. An appendix presents data and analyses on changes in financing of higher education in Finland, France, Germany, Greece, Japan, Netherlands, Norway, Spain, and the four countries noted above. (Contains 280 references.) Descriptors: Academic Freedom, College Faculty, Comparative Education, Corporate Support

Wederspahn, Gary M. (1991). Don't Get Lost in the Translation. In this era of rapid globalization of business opportunities, many managers face the need to communicate with foreign counterparts who do not speak English. The solution, in many cases, is to use an interpreter. Interpreters, however, may make mistakes, and irritation, embarrassment and even major problems may arise from errors in translation. This paper discusses techniques and strategies for using interpreters in international business in such a way as to avoid miscommunication or misinterpretation. They include: providing the interpreter with a written text or outline; using professionals; having an interpreter for both parties in a negotiation; awareness of the interpreter's physical and emotional state; watching for signs that the listener is stressed, fatigued, or confused; speaking slowly and pronouncing clearly; avoiding oversimplification or appearance of condescension; speaking to one's counterpart, not the interpreter; avoiding slang or jargon; using charts and diagrams for clarity; using only metaphors, analogies, or allusions that are familiar to the foreign counterpart; being aware of false cognates; avoiding humor or satire; attending to precision in terminology; and practicing use of an interpreter before the need arises.   [More]  Descriptors: Business Administration, Communication Skills, Cultural Context, Feedback

Hall, Stephen (1997). Integrating Pronunciation for Fluency in Presentation Skills. Pronunciation teaching of the segmental aspects needs to be balanced with the inclusion of learner awareness of stress, rhythm, intonation and meaningful production. Yet many formats for pronunciation teaching do not place these skills and an awareness of the suprasegmental features in either a communicative format or a specific speaking situation. Learners' reasons for improving pronunciation may, however, be quite specific. For many ESL and EFL learners skillful pronunciation is linked with effective presentation in an international context of developing globalization. The paper presents a case for the application of pronunciation development to the needs of learners who are undertaking presentation skills courses or speech communication training. A range of pronunciation skills applicable to presentation speaking courses are presented within a framework of integrating accuracy skills with fluency development. Evidence of the importance of the links between suprasegmental awareness and production is discussed. Secondly, the practical application of speech production approaches will be linked to the growing marketplace demand for presentation skills in both EFL and ESL situations.   [More]  Descriptors: Classroom Techniques, English (Second Language), Foreign Countries, Language Fluency

Kincaide, Nancy A. Ferracutti; Boland, Santiago D. (1997). Distance Education in Developing Countries: Opportunities and Challenges. Global civilization means simultaneously progress for everybody and destruction of the ethical and mythical nucleus of individual cultures. The role of education in the global world would be to start a universal dialogue between all the cultural groups of the world. Education will save the values now in danger, because a multicultural dialogue may rescue endangered cultures. Computer-based distance education and training in developing countries ought to fulfill the same goals as the whole educational system to prepare people for the oncoming globalization. A virtual college is one expression of a growing virtual society that also includes virtual corporations, telework, telemedicine, and teledemocracy. Many new technologies have a potential application in education: the Internet, intranets, World Wide Web, electronic mail, groupware videoconferencing, workflow, CD-ROMS, and interactive television. A virtual college project based on e-mail has been proposed. The structure includes a virtual classroom, subscription to lists, virtual library, virtual administrative office, and virtual company. Courses are organized according to a schedule that includes dates for registration, distribution of lessons, and evaluation. Students are always given a manual with course details, scheduling, curricula and specific instruction, bibliography, and information about homework evaluation, certificates, and qualification. (Contains 12 references.)   [More]  Descriptors: Adult Education, Computer Assisted Instruction, Computer Managed Instruction, Cultural Maintenance

Brantley, Clarice P.; Davis, Bobbye J. (1997). The Changing Dimensions of Business Education. National Business Education Yearbook, No. 35. This yearbook contains 17 chapters that provide a perspective on the changes in business today. The book is organized in six parts that cover the following: (1) the historical perspective for the changing dimensions in business education; (2) the forces that have an impact on changes in business education; (3) specific technologies that enable changes in business education; (4) traditional and innovative approaches to preparing, retaining, retraining, and rewarding business educators; (5) how business education can accommodate change; and (6) a practical plan for lifelong learning. The following articles are included: "Historical Perspectives: Basis for Change in Business Education" (Lloyd W. Bartholome); "Demographic and Social Changes" (Pauline A. Newton); "Workplace Environment" (Christine M. Haff, Billie Herrin); "Learning Environment" (Marlene Todd Stout); "Globalization" (Les R. Dlabay); "Reform and Regulations" (Joyce P. Logan, A. C. Krizan); "Emerging Technology" (Pamela Ramey, Shirley Barton); "Integrated Software Applications" (Sharon Fisher-Larson); "Technology and Accounting Methodology" (William B. Hoyt); "Communication in a Changing Environment" (Betty S. Johnson); "Business Teacher Preparation" (Clarence D. White, Terry D. Roach); "Retain, Retrain, and Reward Business Educators" (Dorothy A. Neal); "Global Economy" (Betty J. Brown); "Entrepreneurship Education" (John E. Clow); "Future Work" (Linda J. Austin, Cheryl L. Willis); "Job-Seeking Process" (Zane K. Quible); and "Career Vision: A Process for Lifelong Learning" (Linda L. Gamble).  Descriptors: Business Education, Business Education Teachers, Change, Change Agents

Warren Township Independent School District, Indianapolis, IN. (1991). Practicing Democracy through Equity Education: Social Studies Curriculum Guide Grade 2, 1991-1997. This social studies curriculum guide for grade 2 in the Metropolitan School District of Warren Township, Indiana, contains 10 sections: (1) School board policy and philosophy; (2) Philosophy implementation guidelines; (3) Program level objectives; (4) Responsibility for social studies curriculum; (5) Multicultural/multiethnic graphic; (6) General exit outcomes; (7) Social studies skills; (8) Seven essential learnings; (9) Strategies for classroom use; and (10) Course of study–skills chart–time frame. Much of the guide is devoted to section nine, the strategies for classroom use. Seven strategies are outlined and discussed: multicultural/multiethnic, religion, active civic responsibility, economics, globalization, critical thinking, and assessment. The last section of the guide features materials describing the content of the grade 2 social studies curriculum in depth. Skills charts feature the subject area, the name of the textbook used, the unit or topic, the skills used, support materials used, and the approximate amount of class time required. A course of study time frame describes, in sequence for the social studies course, the major topics covered, the course objectives, and learner outcome statements. Descriptors: Citizenship Education, Curriculum Guides, Democratic Values, Educational Objectives

Garay, Mary Sue (1992). Workplace Literacy in the 90's: Definitions, Descriptions, Opportunities, and Cautions. The globalization of business has influenced the development of customized, job-specific workplace literacy programs. Work-centered participatory literacy receives support from both business and labor and additional impetus from the National Literacy Act of 1991. The worker of the future will be a thinking and communicating problem solver. The three groups participating in the workplace literacy enterprise–employers, employees, and educators–would probably agree with the Act's purpose but differ in motivation, conception, and methods. While these differences might appear irreconcilable, they may end by producing a necessary perspective for enlightened workplace literacy programs. Most programs are still traditional, but this paper discusses three that are innovative: the Russell Athletic Corporation (Alabama) program; the program run by the ABC's of Construction (the Association of Builders and Contractors Union, Louisiana); and a Job Training and Partnership Act program called "Training Women for Non-Traditional Work," in Baton Rouge, Louisiana. Although there are many "micro" successes at the grassroots level, there is a failure at the "macro" level of policy and management, due to insufficient attention to the learners served. Other problems come from unexamined assumptions about literacy and workplace literacy programs. An enlightened workplace literacy programs is likely to be a participatory or collaborative program where learners contribute on all levels. (Contains 24 references.)   [More]  Descriptors: Adult Literacy, Adult Programs, Demonstration Programs, Educational Cooperation

McInnes, William (1991). Perspectives on the Current Status of and Emerging Policy Issues for Church-Related Colleges and Universities. AGB Occasional Paper No. 8, Association of Governing Boards of Universities and Colleges. This paper explores the interaction between church-related institutions and the way in which they shape society and are shaped in turn by the environment in which they operate. Like all schools they face operational challenges such as improving educational quality, promoting greater cultural diversity, coping with aging individuals and institutions, living in a complex society, opening campuses to globalization, responding to demands for gender equality, operating efficiently in a changed economic environment, and locating financial resources. Church-related schools face the unique challenges of: (1) how to preserve and promote the religious identity of the school; (2) how to improve relations between the school and its sponsoring body; and (3) how to incorporate religious commitment into institutional life. For the first it is suggested that church-related schools must institutionalize the fundamental mission of their existence. A commitment to reconciliation and communication, and articulation of the rationale for religious higher education is seen as the answer to the second. To meet the third challenge, the paper suggests that the answer lies in becoming proactive, drawing on religious resources to deepen the foundations of civic responsibility, and exercising religious imagination to find alternatives to resolve social conflict. Descriptors: Church Related Colleges, Citizenship Education, Collegiality, Cultural Pluralism

Kanungo, Rabindra Nath; Mendonca, Manuel (1996). Sage Series in Business Ethics. This book argues that the literature on leadership, especially business leadership, has neglected ethical issues by focusing on approaches and strategies that emphasize individualistic concerns. The book calls for an end to the traditional separation of personal and public morality. It also argues that ethics of leadership is consistent with the spirituality of the different religious traditions. Following the introduction, chapter 2 offers a historical perspective on leadership theory and research. It concludes with the development of a conceptual framework of charismatic or transformational leadership, which best responds to the needs of organizations in a highly turbulent environment and in the context of increasing economic globalization. Chapter 3 examines the ethical dimensions in leadership motivation. It discusses the nature of altruism as a motivational construct, the morality underlying altruism, and the resulting ethical implications for leadership and the norms for leader behavior. The fourth chapter discusses the transactional and transformational influence processes and the related strategic options available to the leaders. The focus in chapter 5 is on what leaders can do to prepare themselves to function as ethical leaders. The concluding chapter examines the cultural contingencies in leadership and pancultural moral values. It also examines the importance of sociocultural variables that can influence the behavior of leaders and followers, as well as the nature of the leader-follower relationship. Subject and author indexes are included.  (Contains 274 references.) Descriptors: Altruism, Business Administration, Business Responsibility, Codes of Ethics

Hayden, Brad (1992). Developing International Student Internships. This paper argues that graduating business students from institutions of higher education must be better equipped to deal with a changing world and be provided with the skills necessary to compete in a world moving towards market globalization. To do this, it is suggested that direct alliances with business and government sectors by means of internship programs are necessary. Excerpts from a literature review show business schools across the country leading the way in introducing internship-type approaches to learning and becoming more globalized in their curriculum as a result. However, large-scale encouragement for campus-wide internship programs is not evident, possibly due to a lack of a direct alliance between the academy and the professions, the lack of faculty promoters, and unfavorable attitudes of the academic and business communities. To establish an internship concept on a larger scale requires a well managed program; incentives to faculty to pursue internship development; the creation of committees within the university to develop professional ties, curricula, and set guidelines for internships; and changing attitudes within the business community by showing how business can benefit from such internship programs. Descriptors: Business Administration Education, Colleges, Cooperative Programs, Educational Cooperation

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