Bibliography: Globalization (page 210 of 215)

This annotated bibliography is compiled and customized for the DeepState.xyz website.  Some of the authors featured on this page include Adult Education and Development, James H. Huber, Fernando Leon-Garcia, Marjorie Peace Lenn, Vibert Cambridge, Pinayur Rajagopal, Frank Coffield, Howard Buchbinder, Hans de Wit, and Luis Ratinoff.

Buchbinder, Howard; Rajagopal, Pinayur (1996). Canadian Universities: The Impact of Free Trade and Globalization, Higher Education. A trend toward global free trade, as represented by the North American Free Trade Agreement (NAFTA), has changed the basic assumptions behind Canadian university autonomy and governance. Since higher education is part of social programs and social programs are not exempt from NAFTA provisions, higher education must adjust to serving not only Canadian society but also extranational constituencies. Descriptors: Economic Factors, Economic Impact, Educational Economics, Educational Policy

Johnson, Roberta (1997). Foreign Language Departments as Leaders in Globalization of the Campus, ADFL Bulletin. Rather than try and shield themselves from organizational change, language departments should turn current administrative attempts to streamline the campus to their advantage, particularly in the trend toward internationalization of the curriculum. Areas for expansion include languages across the curriculum, area studies, study abroad, comparative literature, international studies, and development of language courses for graduate and professional programs. Descriptors: Area Studies, College Second Language Programs, Curriculum Development, Departments

de Wit, Hans (1995). Education and Globalization in Europe: Current Trends and Future Developments, Frontiers: The Interdisciplinary Journal of Study Abroad. Provides an overview of, and suggests the reasons behind, the developments in internationalization of higher education in Europe. The ERASMUS program is examined closely through a discussion of its impact on inter-European exchange. Presents a future trend toward a more coherent plan for European international education.   [More]  Descriptors: Comparative Analysis, Cooperation, Educational Trends, Foreign Countries

Adult Education and Development (1997). Adult Learning: A Key for the 21st Century. CONFINTEA V Background Papers (Hamburg, Germany, July 14-18, 1997). The following papers are included: "Foreword" (Jakob Horn, Paul Belanger); "Internationalization and Globalization" (Ove Korsgaard); "Adult Learning and the Challenges of the 21st Century" (Marc-Laurent Hazoume); "Diversity in Adult Education: Some Key Concepts in Minority and Indigenous Issues" (Linda King de Jardon); "The Culture of Peace: The UNESCO (United Nations Educational, Scientific, and Cultural Organization) Perspective" (David Adams); "Literacy on the Eve of CONFINTEA: Observations, Questions and Action Plans" (Jean-Paul Hautecoeur); "Learning Gender Justice: The Challenge for Adult Education in the 21st Century" (Carolyn Medel-Anonuevo); "Adult Education and the Changing World of Work. Focal Points of Change" (R. Barry Hobart); "Environmental NGOs (Nongovernmental Organizations) and Adult Education as 21st Century Partners in Civil Society–from the Local to the Global Level" (Rene Karottki); "The Environment: A Unifying Theme for Adult Education" (Walter Leal Filho); "From Words to Action: Environmental Adult Education" (Darlene E. Clover); "Environmental Adult Education: A Factor in Sustainable Development on the Eve of the 3rd Millennium" (Adoum N'Gaba-Waye); "Health Education and Health Promotion" (Health Education and Health Promotion Unit, Division of Health Promotion, Education and Communication, World Health Organization); "Population Education for Adults" (O.J. Sikes); "Adult Learning, Media, Culture and New Information and Communication Technologies" (Chris Cavanagh); "Adult Education and Aging. Trends and Critical Issues" (Paul Belanger, Rosa M. Falgas); "Moving across Borders, Cultures and Mindsets: Prospects for Migrant and Refugee Education in the 21st Century" (Carolyn Medel-Anonuevo); "Education in Prisons: Key Words for Freedom" (Marc De Maeyer); "Economics of Adult Education and Training" (Albert C. Tuijnman); "Economics of Non-Formal Education" (Manzoor Ahmed); "Enhancing International Cooperation and Solidarity" (Paul Fordham). Also included is "Adult Learning: Empowerment for Local and Global Change in the Twenty-First Century: A Discussion Guide." Descriptors: Access to Education, Adult Education, Adult Learning, Adult Literacy

Huber, James H., Ed.; And Others (1994). The Five E's: Ethnicity, Education, Economy, Equity, and Environment. Proceedings [of the] Annual Conference of the Global Awareness Society International (Chicago, Illinois, June 1994). The 23 conference papers in this proceedings include: (1) "Global Awareness Society International: Retrospectives and Prospectives" (Chang Shub Roh); (2) "Technology Transfer in Developing Countries: The Case of Turkey (1989-1994)" (Huseyin Ates; Asim Sen); (3) "Indigenous People, Environmental Protection and Globalization" (Edward D. Barker); (4) "Children['s] Literature: A Tool to Implement Multicultural Education" (Wei Wei Cai); (5) "Technology Transfer in Human Services: The Case of Basic Ecclesial Communities" (John G. Cosgrove); (6) "Adaptation of Traditional HR Rocesses for Total Quality Environments" (Robert D. Costigan); (7) "Some Language Concepts We Could (Should) Do Without" (Maverick M. Harris); (8) "Global Competition & TQM" (Selim S. Ilter); (9) "The Thorny Road of Confucian Religion Mission to the West" (Thomas Hosuck Kang); (10) "Developing Strategies for Accelerated Economic Growth and Global Awareness for Caribbean Countries" (Stanley J. Lawson; Jay Nathan); (11) "The Reinvention of U.S. Public Personnel Administration: International Implications and Impacts" (William M. Leavitt); (12) "Functions of Forms of Address in Intercultural Communication" (Anna Lubecka); (13) "Administrative Governmental Reform: An International Comparative Analysis" (Berhanu Mengistu; Keith R. Reynolds); (14) "Peacespeak: A Framework for Using Language for Peace" (Sylvia S. Mulling); (15) "Is National Health Insurance Needed" (Robert Obutelewicz); (16) "Students' Stereotypes of Non-Western Cultures and the Effects on Global Awareness" (Egerton Osunde; Neil Brown); (17)"Total Quality Management Training Implementation: A Cross-Cultural Perspective" (Wolfgang Pindur; Sandra E. Rogers; Sherry M. Burlingame); (18) "The Dynamic Impact of Union Density on Labor Productivity Across Economics" (Rod D. Raehsler); (19) "Macro Factors for Determining Total Quality" (Asim Sen); (20) "Perspectives in Global Education" (Madhav P. Sharma; Stephen A. Pavlak); (21) "Welfare Reform and America's Children" (Dale L. Sultzbaugh); and (22) "Accessible Mental Health Services for Pre-School Families in Rural America" (Judith A. M. Sultzbaugh. Some papers contain references.   [More]  Descriptors: Children, Culture, Economics, Environment

Ratinoff, Luis (1995). Global Insecurity and Education: The Culture of Globalization, Prospects. Articulates a broad synthesis of the issues and movements redefining global security. Recognizes the move away from a conception of security based on national borders and military preparedness to an emerging reality that necessitates social and economic interdependence. Discusses how education can facilitate this progress. Descriptors: Cultural Awareness, Developing Nations, Economic Impact, Futures (of Society)

Lenn, Marjorie Peace (1996). The Globalization of Accreditation: Trade Agreements and Higher Education, College Board Review. Higher education institutions around the world, in search of new areas for growth and additional resources, are seeking multiple accreditation, across national boundaries. The fastest movement will be in professional education. The prospect of regional and global accreditation, motivated by trade agreements, is emerging as North American accrediting agencies work together to internationalize. Descriptors: Accreditation (Institutions), Accrediting Agencies, Agency Cooperation, Higher Education

Smith-Mello, Michal (1996). Reclaiming Community, Reckoning with Change: Rural Development in the Global Context. This report discusses trends affecting the future of rural development in Kentucky and describes strategies for leveraging more positive outcomes for rural communities. In addition to the enduring legacies of rural poverty, inadequate infrastructure, low educational attainment, and joblessness, contemporary rural Kentucky is also characterized by demographic flux, economic realignment, and persistent disparities that complicate and frustrate the pursuit of prosperity. Coal and farming industries, once the mainstays of Kentucky's rural economy, are being replaced by low-skill, low-wage manufacturing and service jobs. These industries are ill-prepared for competing in a global economy and for providing training for the high skills demanded by globalization, technological advancement, and organizational change. The impact of a global economy, as well as the rising expectation that government must do more with less, has led to the increasing importance of civic engagement and the ability of local communities to build from within. Community capacity-building initiatives include promoting a long-term perspective on development; initiating regional and multicommunity approaches; cultivating a broad base of community leadership through formal project-specific training and process training aimed at sustaining engagement and participation; and developing a database indicative of community strengths, weaknesses, and relative position in the larger economic context. Recommendations include reinforcing the themes of thinking and planning for engagement with the world, focusing resources and efforts at the community level, and developing high-performance government that implements new approaches to formulating and implementing policy. A case study of rural development success in Tupelo, Mississippi, is included, as well as 86 resources and a rural development questionnaire.   [More]  Descriptors: Change Strategies, Citizen Participation, Community Development, Community Leaders

Montgomery, John D., Ed. (1997). Values in Education: Social Capital Formation in Asia and the Pacific. Social capital creates or reinforces the mutual trust that binds people together. Some of the traditional human values in Asia and the cultural changes Asians face in order to survive in an era of globalization are presented in this collection of essays. The chapters emphasize the strong influence of values on education, the role of education in building social capital, and the necessity of expanding social capital in order to enhance human potential. In chapter 1 ("Defining Values"), John M. Heffron reviews the historical antecedents of some current philosophical interpretations of values relating to education and development. In chapter 2 ("Are Asian Values Different?"), John D. Montgomery looks at whether these values differ as regards fundamental issues. In chapter 3 ("Diffusion of Values and the Pacific Rim"), Nathan Glazer presents comparative cultural and historical evidence identifying core values in the Pacific Rim. In chapter 4 ("Continuity and Change in Popular Values on the Pacific Rim"), Alex Inkeles offers empirical measures of values arising in the context of social changes that attend modernization. In chapter 5 ("Education as Communication"), Ruth Hayhoe documents some of the processes by which formal and nonformal education actually communicate values. In chapter 6 ("Measuring Impact of Social Value and Change"), Wing-On Lee addresses the difficult problem of identifying and measuring the impact of changing values on individuals and society. In chapter 7 ("Promoting Human Rights in East Asian Value: Basic Education's Role"), William L.  Cummings shows how values have infused the Japanese educational system, and in chapter 8 ("Engineering Values: Education Policies and Values Transmission"), Kai-ming Cheng examines the extent to which values can be engineered. Descriptors: Cultural Influences, Curriculum, Educational Philosophy, Educational Principles

Singhal, Arvind; Brown, William J. (1995). Entertainment-Education: Where Has It Been? Where Is It Going? Draft. A study examined the promises and limitations of the entertainment-education strategy used in development communication and charted some future directions for this approach. The approach began in the 1970s with the recognition that mass media has its limitations in fostering national development; a more participatory development theory emerged stressing the importance of community involvement, interactive two-way communication, and small media. However, lately, with the globalization of media, the rise in entertainment programming, and questions about media's ubiquitous influence, entertainment-education represents the one specific trend for development that shows promise. The strategy includes an educational, instructional-development message, transmitted by an entertaining communication channel, to foster pro-social change. A Peruvian "telenovela" ("Simplemente Maria") serves as a case study of how the process works, and how it differs from "boredom-education" programming. New directions for entertainment-education could include: (1) moving from a production-centered approach to an audience-centered approach in program design; (2) incorporating more cultural, humanistic traditions in both design and research of programs and more rigor in evaluating the educational effects of programs; (3) drawing more on area studies such as attitude change and persuasion, social marketing, and cognitive information processing in implementing programs; (4) moving from a primary focus on family planning and public health issues to creating programs to address other development needs; and (5) considering the likelihood that the strategy will spill over into classroom instruction and distance learning. (Contains one figure and 50 references.)   [More]  Descriptors: Audience Awareness, Community Education, Developing Nations, Development Communication

Coffield, Frank, Ed. (1996). A National Strategy for Lifelong Learning. The first paper of this set of 12 conference papers, "Nine Learning Fallacies and Their Replacement by a National Strategy for Lifelong Learning," by Frank Coffield, synthesizes the opinions of other participants, and goes beyond them to set forth an outline of a strategy for lifelong learning in the United Kingdom. Following this introductory discussion, the following papers are included: (1) "Lifelong Learning and Learning Organizations: Twin Pillars of the Learning Society" (Lynne Chisholm); (2) "Lifelong Learning for All: International Experience and Comparisons" (Thomas Healy); (3) "The Policy of UK Government on Lifelong Learning" (Nick Stuart); (4) "A Tale of Three Little Pigs: Building the Learning Society with Straw" (Frank Coffield); (5) "The European Union and the Learning Society: Contested Sovereignty in an Age of Globalization" (John Field); (6) "Relations between Human and Social Capital" (Tom Schuller); (7) "Adult Participation in Learning: Can We Change the Pattern?" (Veronica McGivney); (8) "Employee Development Schemes: Panacea or Passing Fancy?" (Malcolm Maguire); (9) "Adult Guidance and the Learning Society: The Marketization of Guidance Services in the UK, France, and Germany" (Teresa Rees, Will Bartlett, and A. G. Watts); (10) "Employability versus Employment: The Individual and Organizational Challenge" (Brian Cooper); and (11) "Japan as a Learning Society: An Overall View by a European Sociologist" (Paolo Trivellato). Attachments provide notes on contributors and a list of conference participants. Each paper contains references.  (Contains three tables and seven figures.)   [More]  Descriptors: Adult Education, Continuing Education, Educational Policy, Foreign Countries

Barrett, Joan B.; And Others (1990). Lessons for Managers: England's Human Resource Dilemmas. Training and Development Research Center Project Number Forty. The countries of the European Community represent a commitment to European economic and political unity as part of a trend toward the globalization of the world's economic life. Economic, social, and political challenges are bound up in economic competitiveness. Countries are examining human resource issues in order to compete for the world market. As skilled and knowledgeable labor are scarce, continuing investment in training and development play a role in business success across the continent and in the global market. Work force demographics in the United Kingdom are an important issue. Although the United Kingdom produces many Ph.D.s., the middle and lower levels of education are not well represented. Sixty percent of students leave school at age 16, when school attendance is no longer compulsory. Some United Kingdom manufacturing is based on a low skill level because the average skill level of workers is low. The aging work force is a major trend; people are living longer, and fewer are being born. It appears that women and minorities make up the new work force. However, discriminating attitudinal barriers exist. The more organizations attract, retain, and develop skilled employees, the more their employees can do to further the production of goods and services that will be in demand in the global economy. There are four "lessons" for managers in the study of European Community: (1) human resource development is not a perquisite; (2) the changing work force is real; (3) quality is the key to competitiveness; and (4) stick to the basics of human resource management. Descriptors: Developed Nations, Economic Development, Employed Women, Employment Patterns

Ponton, Beatriz Calvo; Ganster, Paul; Leon-Garcia, Fernando; Marmolejo, Francisco (1997). A Region in Transition: The U.S.-Mexico Borderlands and the Role of Higher Education. The Border Pact Report. Understanding the Differences Series. Working Paper No. 6. Draft. This document is intended to foster cross-border collaboration in higher education and includes three papers examining issues and concerns characteristic of the border states of the United States and Mexico. It also reports findings of a survey of institutional leaders at 38 postsecondary institutions in the U.S.-Mexico border states. The first paper, "The U.S.-Mexican Border Region" (Paul Ganster) examines the function of borders and border regions, defines the U.S.-Mexican border region, and discusses characteristics of the border region's political and legal systems, economic asymmetries, demographic features, culture, and higher education structure. The second paper, "The Border: An Approach Through History and Culture" (Beatriz Calvo Ponton) discusses the historical context of regional processes, everyday life and social relationships, the border area, the economic impact of globalization, migratory processes and the creation of new ways of life, and the appearance of new social forces. The third paper, "Higher Education in the U.S.-Mexico Borderlands: A Profile" (Francisco Marmolejo, Fernando Leon-Garcia) addresses the demographics of the U.S.-Mexican border, including such issues as education as a collective or individual asset, and centralism vs. federalism in government. Also considered are academic programs, institutional characteristics, funding, and government structure, institutional leadership, and administration. The final paper, "The Border Pact Survey" (Fernando Leo Garcia, Francisco Marmolejo) notes responses that address the concept of border, issues typical of border institutions, economic development, and differences in issues between institutions in the two countries. Some papers contain references. The Border Pact Memorandum of Understanding is appended. Descriptors: Comparative Education, Cooperative Programs, Cultural Influences, Educational Trends

Cambridge, Vibert; And Others (1995). Entertainment-Education and the Ethics of Social Intervention. More specifically than the general concept of "development," the use of entertainment media as a tool for social intervention implies the purposive utilization of the mass media to engineer specific changes in knowledge, attitudes, or practice. Thus, this type of use of the entertainment media is inseparable from the notion of "what ought to be done" to attain a certain goal. Calls for the development of ethical codes for the electronic media have become more strident given the increased role entertainment television has been playing in the diffusion of information and knowledge. Ethical concerns are equally justifiable when the globalization of prosocial television practices is considered. Pro-social television is an important genre in education-entertainment practices–it merges positive attributes of entertainment with the systematics of education. It is possible to create a more textured ethical framework–one that recognizes the "deontological" (process) and "teleological" (consequence) issues associated with conceptualization, production, distribution, and consequences of entertainment-education materials developed to promote and support change. H. Nariman provides diverse guidelines which raise deontological and teleological issues. Also, borrowing from the more developed field of ethics as it applies to the press is possible. Many of the ethical principles that influence the practice of contemporary journalism are derived from ideas developed during the Age of Enlightenment, a fertile period in the evolution of human thought. Ethics and prosocial television in general continues to be a relatively neglected field of inquiry. (Contains 16 references.)   [More]  Descriptors: Community Education, Developing Nations, Development Communication, Ethics

Association of Research Libraries, Washington, DC. (1993). Gateway to the Pacific Rim: Information Resources for the 21st Century. Association of Research Libraries, Minutes of the Meeting (122nd, Honolulu, Hawaii, May 1993). High economic growth and growing movements toward democratic political systems are reshaping the Pacific countries, and these movements will have profound implications for libraries. The program of the meeting of the Association of Research Libraries was devoted to the cultures, societies, and libraries of the Pacific Rim. Program Session I, "Understanding the Pacific Rim: Context and Perspective," includes the following: "Introduction" (Susan Nutter); "Welcoming Remarks" (Kenneth P. Mortimer); "Opening Remarks" (John Haak); "The Evolution of Asia and Its Research Implications" (Michel Oksenberg); "Asia in the Media" (John McChesney). Program Session II, "The Challenges of Pacific Rim Research," includes: "Opening Remarks" (Sul H. Lee); "The Challenges of the Globalization of Knowledge in the Next Century" (Mark Juergensmeyer); "Scientific and Technical Information from Japan: The Needs of Americans" (James Bartholomew). Program Session III, "Responses to Pacific Rim Information Needs," includes: "Introduction" (Paul Mosher); "Northwest Consortium for Southeast Asian Studies" (Judith Henchy); "Accessing International Information" (Barbara Peterson); "Meeting the Information Needs of the Business and Professional Community" (John Haak); and "Current Developments in Electronic Networking" (Natsuko Furuya). A business meeting followed, with further panel discussions on "Academic and Research Libraries in Australia, Japan, and Korea"; "Diversifying the University in a Diverse Culture"; and "Tapping Asia's Economic Prosperity: Pacific Rim Fund Raising Sources." Five appendixes provide information about the Association and its finances and membership.   [More]  Descriptors: Academic Libraries, Access to Information, Computer Networks, Cultural Awareness

Share on FacebookShare on Google+Tweet about this on TwitterEmail this to someonePin on Pinterest

Leave a Reply

Your email address will not be published. Required fields are marked *