Bibliography: Globalization (page 207 of 215)

This annotated bibliography is compiled and customized for the website.  Some of the authors featured on this page include Graham Clayton, Inc. Council on Library Resources, Tami Lohman, Katharine H. Hanson, Nancy J. Piet-Pelon, Richard Bates, Rainer C. Rossing, C. K. Basu, Rose Mary Wentling, and Darrell L. Parks.

Council on Library Resources, Inc., Washington, DC. (1993). Council on Library Resources, Inc. Thirty-Seventh Annual Report/1993. The Council on Library Resources was created to address the problems of libraries and is now committed to the most significant library problem of all, ensuring that library resources are embraced as part of the solution for people who seek to solve their own problems and those of their communities and institutions. In this annual report, the Council assesses the environment in which it and the libraries it serves must operate as characterized by: (1) a switch to a service-based society, (2) an increased emphasis on accountability, (3) the changing demographic makeup of the United States, (4) increasing globalization of institutions, and (5) a troubled economy in the United States and worldwide. The annual report describes both completed and initiated programs in the Council's program areas (human resources, economics, infrastructure, access/processing) as it gives a picture of current activities. A special insert, "Shaping a Foundation for the Future," by Robert Gurwitt, examines these unsettling times for libraries. The organization's financial report includes breakdowns for various projects.   [More]  Descriptors: Accountability, Annual Reports, Demography, Economic Factors

Bates, Richard (1995). A Socially Critical Perspective on Educational Leadership. This paper takes the point of view that the mechanisms of demolition are those of economic rationalism: globalization, marketization, deregulation, competition, and privatization. The growing concern of government with economies, markets, and money carries over to education and other institutions. Currently in Australia, devolution is interpreted in terms of a centralized authority that determines the allocation of resources and policy formation; accountability or how to meet prescribed outcomes is the responsibility of local bodies. Devolution has placed education at the service of industrial production and markets, and facilitated the movement to transformative leadership (in which leaders are required to reshape corporate culture and carry workers along with the vision). The logic of the market corrodes traditional educational commitments, which are based on important cultural and social understandings, as well as the production of skills and useful knowledge. Economic rationalism increases competition among schools, undermines social solidarity among educators, increases collegial surveillance, intensifies teachers' work, raises the pressure for accountability, and makes principals act as managers of resources. It is important to abandon the sterile texts of scientific management, recognize the ideological and value-laden nature of leadership, and reconstitute an administration that is both democratic and truly educational. (Contains 40 references.)   [More]  Descriptors: Decentralization, Economic Development, Economic Impact, Educational Administration

Rossing, Rainer C. (1997). Parameters for an Effective Entrepreneurial, Regional, Hotel/Restaurant Management Training Program in Manitoba, Canada. Owners or managers of 34 small and medium-sized hotels and restaurants in the Assiniboine Community College area were interviewed to acquire information for an entrepreneurial, regional hotel and restaurant (H/R) management training program in Manitoba. A literature review revealed the following: employability, vocational technical, and business knowledge and career skills were required for a successful H/R manager; suitability and prerequisite work experience were areas of concern; a generalist versus sector specialist was preferred; a regional and national emphasis, globalization, language, and gender issues were important; and there were strong arguments in favor of linkages with local or regional industry and the concept of mentorship. The following employability skills were important in decreasing order: personal behavioral, teamwork, and academic. In decreasing order, important vocational technical skills were as follows: cooking, dining room service, front office, housekeeping, bartending, and computer skills. These H/R and business career competencies were important in decreasing order: FoodSafe program, train the trainer, food and beverage control, marketing and sales, accounting, and management. The following recommendations were made: prior work experience in the H/R industry before admittance into a management training program; a national program focus; and a program that equipped students with multiple skills. (Appendixes contain 124 references, interview instrument, and skill profiles.)   [More]  Descriptors: Business Administration Education, Community Colleges, Cooks, Dining Facilities

Basu, C. K. (1997). Challenges of Current Social, Economical and Technological Developments and Need for Reforms/Renovations in Training of Teachers in Technical-Vocational Education. A Discussion Paper. Recent social/economic changes and technological developments are demanding reforms/renovations in the training of technical-vocational teachers in Asia-Pacific countries. Among the changes that have necessitated reform of training for technical-vocational teachers in the Asia-Pacific region are the following: population growth and rapid urbanization; poverty and lack of income-generating skills; increasing demand for secondary, technical, and female education; technological change and labor market shift; changing patterns of international trade and liberalization and globalization of the work force; pollution and environmental degradation; and new technologies of training for technical-vocational education and training (TVET). In many Asia-Pacific countries, these changes have necessitated increases in the quantity and quality of TVET teachers and development of a multidimensional approach to training TVET teachers that includes the following: preservice and continuing teacher education through formal and open learning systems; a broader-based, more flexible teacher training curriculum to replace skill-specific training programs; integration of training and education in cooperation with industries/private sectors; lifelong learning; knowledge of using new training technologies; development of multilingual and communication skills; and increased emphasis on teamwork. National, regional, and international agencies must work in partnership to strengthen/upgrade the quality and relevance of TVET teachers in Asia-Pacific countries. (Contains 13 references.)   [More]  Descriptors: Distance Education, Educational Change, Educational Cooperation, Educational Technology

1997 (1997). Global HRD. This document contains four papers from a symposium on global human resource development (HRD). "Globalization of Human Resource Management (HRM) in Government: A Cross-Cultural Perspective" (Pan Suk Kim) relates HRM to national cultures and addresses its specific functional aspects with a unique dimension in a global organization. "An Interpretive Study of the Perspectives of United States Repatriates on Repatriation and the Role of Their Employers" (Jean Rowe McFarland) reveals that repatriates feel misunderstood, unappreciated, and undervalued and organizations lose a high percentage of them due to their failure to help their international employees repatriate and be prepared for their repatriation. "Managerial Learning in the Transition to a Free Market Economy in Romanian Private Companies" (Maria Cseh) reports results of a pilot study that examined critical learning experiences of senior managers that enable them to lead successfully in the transition to a free market economy to determine what triggered their learning, what learning strategies they used, and how they make meaning of their learning experiences. "The Status of Human Resource Development in French Companies" (Berenice Hillion, Gary N. McLean) analyzes factors that affect the design and development of future trends in organization development, career development, and training and development in France and describes trends and specifics of HRD activities in French firms. Descriptors: Adult Education, Business, Career Development, Employer Employee Relationship

Hanson, Katharine H., Ed.; Meyerson, Joel W., Ed. (1995). International Challenges to American Colleges and Universities: Looking Ahead. American Council on Education Series on Higher Education. This book contains 10 papers on critical issues facing colleges and universities seeking to "internationalize" the curriculum and design good programs and services for foreign students in the United States and for American students abroad. An overview by Richard D. Lyman introduces the following papers: (1) "Foreign Student Flows and the Internationalization of Higher Education" (Richard D. Lambert); (2) "Trends in Higher Education and Its Finance in Western Europe" (Gareth Williams) (3) "Globalization of Knowledge" (Steven Muller); (4) "Technological Change and the University: Impacts and Opportunities from Global Change" (Lewis Branscomb); (5) "Technology and the Role of the Universities in a Global Information Economy" (Gerhard Friedrich); (6) "Planning for Internationalization: Experience at the University of Pennsylvania" (Michael Aiken); (7) "'Internationalizing' the Liberal Arts College" (Stephen R. Lewis, Jr.); (8) "Responding to International Challenges at MIT" (Charles Vest); (9) "Next Steps to Meeting the Challenge" (Colin Campbell); and (10) "International Opportunities and Challenges for American Higher Education in Africa, Asia, and Latin America" (Fred M. Hayward). Includes an index. Most papers contain references. Descriptors: Colleges, Educational Finance, Educational Trends, Enrollment Trends

Clayton, Graham (1996). Developing International Competitiveness on a Broad Front: Country Needs and a College Response. This two-part report explains the economic importance of international trade to the Canadian economy and reviews responses taken by Ontario's Confederation College to the threats and opportunities posed by economic globalization. The first part traces Canada's economic evolution over the past 50 years; summarizes post-World War II global economic growth; discusses the challenges and opportunities presented by Canada's role in the new global economy; explains Canada's need to focus on trade; and identifies how community colleges can assist at the local, regional, and national level to respond to the global economic challenge. The second part of the report presents information on Confederation College (northwestern Ontario) and its service area and explains how the college globalized its curriculum in response to economic changes, such as a 1990 recession, and growing government support for export. This section also details the following elements of the college's response to the new global economy: (1) the creation of awareness and understanding of export-import, international issues, and global economic developments; (2) the development of related education and training programs; (3) the establishment of a library of resources; (4) the development of international linkages; (5) international projects; (6) international business development; and (7) support of international initiatives of other economic stakeholders, such as local mayors or national business associations. Finally, a summary of benefits from the college's international activities is provided.   [More]  Descriptors: Business Education, College Role, Community Colleges, Economic Development

United Nations Educational, Scientific, and Cultural Organization, Berlin (Germany). International Project on Technical and Vocational Education (UNEVOC). (1997). International Project on Technical and Vocational Education (UNEVOC). International Advisory Committee, Fourth Session (Paris, France, March 10-12, 1997). Final Report. The fourth session of the UNEVOC International Advisory Committee was opened by Colin N. Power, whose welcoming address emphasized the importance of technical and vocational education (TVE) for socioeconomic development of UNESCO's member states. He pointed out that this sector of education is facing serious challenges posed by the recent trends in globalization of economy and education and the application of new technologies. The Advisory Committee recommended continuation of the UNEVOC project; a broader approach to educating the new generations for the challenges of the world of work and productivity in the 21st century; and a view of TVE as an integral part of a comprehensive concept of lifelong learning. It confirmed the relevance of the present program areas and types of activities carried out in Phase 1 and recommended their continuation. Program areas were: (1) international exchange of ideas, experience, and studies on policy issues; (2) strengthening of national research and development capabilities; and (3) facilitating access to databases and documentation and strengthening of the UNEVOC Network. Recommendations were made to the Director-General for project continuation and improvement. (The nine-page report has the following appendixes: participant list; UNEVOC summary of achievements 1992-96; UNEVOC progress report 1996-97; and evaluation report.)   [More]  Descriptors: Adult Education, Developing Nations, Economic Development, Foreign Countries

Piet-Pelon, Nancy J.; Hornby, Barbara (1992). Women's Guide to Overseas Living. Second Edition. This book examines issues critical to women and their families who go abroad to live. In advising how to cope effectively with the problems that arise, the book illuminates the advantages of living overseas and offers practical suggestions and guidelines that help women take advantage of the opportunity to share in another culture. Divided into 13 chapters, the book includes chapters on reentry to one's home culture and on such special concerns as discrimination, being from a relatively unknown country, being a foreign born spouse, and expecting more similarities than differences in the host culture. The document also contains updated information on problems arising from marital estrangement and divorce, on terrorism, and on women who work. Because of the changing role of women in the globalization process, what women need to know to manage effectively as expatriates has changed. This book tries to speak to the needs of all types of women who are going overseas. Because it is essential for women moving overseas to be prepared, this book provides guidelines looking at what the woman needs to do to prepare herself; helping her to analyze her motives; acquainting her with culture shock and the adjustment process; discussing the special problems of women in the home and in the workplace; and offering practical suggestions on handling her children, organizing her household, staying healthy, and managing stress. A section on women living and working in Europe is provided. Contains 37 references. Descriptors: Blacks, Child Rearing, Children, Cross Cultural Training

Bates, Richard (1997). Teaching Old Dogs New Tricks: On the Continuing Education of Teachers. The emergence of globalization and its impact on knowledge, communications, economies, social structures, and institutions such as education is rapidly changing the context, content, and methods of teachers' work. Consequently, the continuing professional development of teachers, especially in Australia with its aging teacher force, is essential. Though preservice education is the focus of much effort regarding changing teacher professional behavior, its impact may be limited because new recruits constitute a very small percentage of the profession. To encourage professional development, the Australian government launched a program in 1993 to construct a national framework for providing professional development. The program offered a general component administered by the states and a strategic initiatives element to be allocated in accordance with Commonwealth Government priorities. A 1995 review of the program suggested it was fairly successful. One of the most successful components of the program, Innovative Links between Universities and Schools for Teacher Professional Development, linked schools and universities in a roundtable to develop collaborative teacher projects. Various related projects produced innovative ways of linking schools and communities productively. Australia is developing a support structure for professional development that balances the priorities of the government, schools, and universities. (Contains 14 references).   [More]  Descriptors: College School Cooperation, Continuing Education, Educational Innovation, Educational Policy

Mayo, Marjorie (1997). Imagining Tomorrow. Adult Education for Transformation. This book examines the impact of globalization, economic restructuring, and the enhanced role of community and voluntary organizations in the provision of education in Great Britain and elsewhere. The following topics are discussed in the book's eight chapters: the implications of the market-led approach to adult education as a means of economic and social development and alternative perspectives based on the thinking of Gramsci, Freire, and Gelpi; past thinking about adult education for transformation in Great Britain, Scandinavia, Canada, and the United States and its relevance to contemporary debates on the topic; the experience of adult education for transformation in developing and developed nations; economic and employment issues and their implications for community and workplace education; community adult education and its relationship to changing and intensifying social needs; political aspects of strategies for transformation (analyzing political power and building alliances for transformation); strategies for combating discrimination and oppression in adult and community education; and cultures of resistance, countercultures, and counterhegemony. Case studies from Tanzania, Cuba, India, and Nicaragua and industrialized areas are used to illustrate the implications of adult learning for sustainable development for social justice, as defined by local communities themselves. Each chapter contains references. Descriptors: Adult Basic Education, Adult Education, Adult Learning, Case Studies

Wentling, Rose Mary; Palma-Rivas, Nilda (1997). Current Status of Diversity Initiatives in Selected Multinational Corporations. Diversity in the Workforce Series Report #3. The current status of diversity initiatives in eight U.S.-based multinational corporations was examined through a process involving semistructured interviews of diversity managers and analysis of their annual reports for fiscal 1996 and related documents. The 8 corporations were randomly selected from the 30 multinational corporations in Illinois. The corporations defined diversity sufficiently broadly that it could include everyone in the organization. Seven factors influenced diversity in these corporations: demographic changes; diverse marketplace; need to improve productivity and remain competitive; globalization; top management's focus on diversity as a business strategy; legal concerns; and diverse work teams. In the corporations studied, 116 domestic diversity initiatives in the following areas were identified: leadership and management, training and education, community relations, communication, performance and accountability, work-life balance, and career development. Although education and training were determined to be the most effective diversity initiatives, companies were placing greatest efforts in leadership and management (which ranked second in effectiveness). The corporations studied were also implementing a variety of diversity initiatives at the international level. (Contains 81 references. Appended are a list of the types of related documents collected and the annual report and related document analysis forms.)   [More]  Descriptors: Change Strategies, Corporate Education, Corporations, Cultural Differences

Parks, Darrell L. (1996). Technical Education & Training in the 21st Century. ITE Paper No. 1. Tumultuous changes in the world's economic and social orders and technological advances are transforming the world from an industrial society to a knowledge society. The globalization of markets and rise of high-performance companies are altering the workplace dramatically and changing the roles and responsibilities of vocational-technical institutions and educators as they prepare the work force of the 21st century. Historically, emphasis has been directed toward identifying very small units of work (duties/tasks) and then equipping workers with the essential hand skills to perform those duties/tasks repetitively. In the future, however, work will be organized into larger units of production, and workers will be expected to assume greater decision-making responsibilities in planning and performing the work to be done. Skills standards will become increasingly important as a tool for improving work force education. Ohio's vocational education community illustrates the increased emphasis on standards, quality, and lifelong learning necessary to prepare and sustain the work force of the 21st century. Among the essential characteristics of 21st century vocational-technical education and training are the following: career clusters accommodating a wider range of occupations; clearly articulated performance standards that are set by business, industry, and organized labor; varied, embedded, and authentic assessment strategies; problem-centered curriculum; and a worksite learning component. (Contains 11 references.)   [More]  Descriptors: Academic Standards, Change Strategies, Education Work Relationship, Educational Change

Flora, Cornelia Butler (1997). Innovations in Community Development, Rural Development News. Decentralization and budget reduction in the public sector, and globalization and downsizing in the private sector have placed more responsibility on localities to address challenges to the health of their economies, ecosystems, and people. Community development theory and practice are also changing, evidenced by changes in vocabulary. Community development, with its connotations of outside experts focusing on economic development, is giving way to community building, which focuses on continual improvement and grassroots efforts. Needs assessment, which focuses on what is wrong with a community, is being replaced by asset mapping, which identifies opportunities by focusing on a community's assets. Approaches that consider community residents as clients needing outside institutional help are shifting to considering them as citizens who form partnerships based on what they have to offer. Leadership building has changed from plucking individuals from their community for special attention to building the capacity of the community as a whole to identify and work toward its collective vision. Strategic visioning, which emphasizes continual examination and adaptation of ways to achieve a community vision, leads to a higher level of community success than the static model of strategic planning. Communities are moving away from development strategies based on getting outside resources to interdependent strategies based on working with a variety of entities to reach mutual goals. Industrial recruitment strategies are giving way to self-development strategies based on business retention and expansion. Feedback mechanisms are changing from outside evaluation to internal monitoring. (Contains 10 online resources and 9 references.)   [More]  Descriptors: Citizen Participation, Community Action, Community Cooperation, Community Development

Lohman, Tami (1992). High Performance Work Organization: Improving Oregon's Competitiveness in the Global Economy. Because of increasing competition resulting from globalization of the economy, Oregonians have, in the past 8 years, experienced declines in income and standard of living despite the creation of 300,000 new jobs in the state. Many experts have stated that work organization and management style are the key to gaining the competitive edge in an increasingly global economy. High performance work organizations are firms that give top priority to product quality and customer service and that achieve high levels of productivity, efficiency, and innovation by giving frontline workers better skills, broader responsibility, and more authority. Oregon has good reason to encourage its firms to consider the high performance model. Included among the actions that Oregon might consider to promote the high performance model are the following: informing business, industry, and educators about the model and its potential for improving productivity and competitiveness; establishing a training fund to be managed by business and labor; providing technical assistance to firms; establishing continuous improvement users' groups; teaching high performance in schools from middle school onward; making the Oregon Quality Award available to all firms; and adopting International Standards Organization certification as a new Oregon benchmark for key industry development. (Contains 34 references.)   [More]  Descriptors: Adult Education, Business, Economic Development, Educational Needs

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