The Impacts of Globalization on Higher Education Curriculum: Implications for Educational Practices (original) (raw)
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The Impact of Globalization on Higher Education
The SAGE Handbook of Research in International Education
Globalization has, as we all know, entered almost every aspect of human life. It has affected the day-today routine trades and services of the people of various countries. Globalization can be seen widely in areas of agriculture, handicrafts, technologies, etc. In short it can be said that globalization has affected all the sectors of economy.The process of globalization, though rapidly developing in recent times, is by no means completely a modern phenomenon. In the realm of education, the institutions of higher education face new pressures and demands for accountability, access, quality, introduction of new technologies and curriculum. A number of countries have introduced reforms to meet the challenges arising out of such a situation, though the context and nature of reforms vary from one country to another. The present paper emphasizes on the meaning of higher education and globalization, impact of globalization on higher education
Cultural Dimension in Internationalization of the Curriculum in Higher Education
Education Sciences, 2020
Internationalization in higher education seems to be an unavoidable process, albeit temporarily limited by the COVID-19 (coronavirus disease of 2019) pandemic. Specifically, internationalization of the curriculum in the context of higher education is a dimension of this internationalization that is less valued in published studies. This paper, through critical reflection, sought to contribute to a deeper understanding of internationalization of the curriculum in higher education. The methodology used consisted of a bibliographic search in international databases, and the selected documents were analyzed using the content analysis technique. This analysis allowed concluding that internationalization of the curriculum in higher education is a complex process and involves several actors, with various challenges to be considered. For this process to be successful, it involves the ability to be attentive to the cultural multiplicity that will be experienced in classes where this internat...
Globalization: Impact on Higher Education
CERN European Organization for Nuclear Research - Zenodo, 2015
Education is undergoing constant changes under the effects of globalization. The effects of globalization on education bring rapid developments in technology and communications are foreseeing changes within learning systems across the world as ideas, values and knowledge, changing the roles of students and teachers, and producing a shift in society from Industrialization towards an information-based society. It reflects the effect on culture and brings about a new form of cultural imperialism. The rise of new cultural imperialism is shaping children, the future citizens of the world into 'global citizens', intelligent people with a broad range of skills and knowledge to apply to a competitive, information based society. Globalization and technological advancements are delivering and increasing access to the world and subsequently subjects should reflect this global outlook. The internationalization of higher education can be linked to various internal and external changes in the international system. Externally, there have been changes in the labour market, which have resulted in calls for more knowledge and skilled workers, and workers with deeper understandings of languages, cultures and business methods all over the world. Education is becoming more invaluable to individuals. In today's environment, education provides individuals with a better chance of employment, which in turn leads to a better lifestyle, power and status. The commodification of knowledge as intellectual property has occurred particularly with regard to connecting the intellectual work of universities with community, business, and government interests and priorities. While such a tendency is often welcomed by so-called applied disciplines, it causes tensions between the more profitable applied subjects of science and technology, and those of basic theoretical enquiry, particularly in arts and humanities. It also creates institutional winners and losers. This paper analyze the effect of globalization on
Internationalizing Higher Education Curricula: Strategies and Approaches
Universal Journal of Educational Research, 2022
The COVID-19 global pandemic has put the growing reliance on international students in higher education into sharp relief. With the increasing emphasis on the value of higher education as both an export market and a revenue generator and the consequent increases in international student enrollment at colleges and universities, higher education leaders are seeking to provide curricula which reflect the global perspectives that students need to work and function within increasingly complex and multicultural work environments. A literature review was conducted to determine how institutions are approaching curriculum internationalization as a way to prepare students as global citizens. This paper explores four rationales for internationalization including the political rationale, the economic rationale, the socio-cultural rationale, and the academic rationale. We also provide an overview of strategies that can be utilized to internationalize higher education curriculum. These are centered on supporting faculty, developing partnerships, international student experiences, language integration, and curriculum learning outcomes. The following four common and evolving approaches for internationalizing curriculum are reviewed: the add-on approach, the infusion approach, the transformational approach, and the social responsibility approach. Several notable shortcomings in these approaches are outlined, and the paper concludes with a number of proposals for future empirical research in this area. This work helps to fill a gap in understanding how to implement these important curriculum reforms.
Globalization: Effects and opportunities for higher education
Frontiers In Education …, 2007
To excel in today's global marketplace, faculty and students must adopt new paradigms. Cultural skills and sensitivity are keys in the globalization of education. Globalization requires change. Traditional perspectives of higher education and professorial methods of instruction must adopt new paradigms. Areas beckoning for change include: foreign language understanding, pedagogical teaching styles, and academic leadership. This paper will illustrate the importance of embracing change within these three subject areas via country profiles of those who have successful adopted a new paradigm of increased language diversity. In some cases, language requirements are driven by government initiatives. In other instances, parents or private schools are the catalyst. This qualitative survey of best practices in higher education, from a global perspective, will offer opportunities from what has proven affective in various continents. When change is embraced and paradigms shift, professorial teaching will be transformed to achieve new levels of academic leadership. Professors in higher education hold the key: to shape protégés in an environment that will enable the graduates of tomorrow to become effective global leaders: a quality which will not only be a valueadded characteristic but is also a prerequisite for working effectively in the international markets of the world today. A historical progression of language and acculturation will lead readers from the past and into the future of global opportunities for higher education.
Redefining Higher Education on Account of Globalization
papers.ssrn.com
The future of countries would be largely determined by their abilities to compete in a global market where industrial based economies are giving way to knowledge based industries. In the new global economy, the knowledge and skills of a nation's workers is key to its competitive success, rather than factors like natural resources and geographic location.
Center For Studies in Higher Education, 2014
University learning objectives and the curriculum have evolved to include more knowledge, skills and aptitudes related to the increasingly international nature of a broad range of professions and occupations. More broadly, graduates are expected to know more about the world outside their home country in order to be informed and responsible citizens and to function personally and professionally in international contexts. There is, however, very little systematic assessment of international learning and programming. A review of the literature indicates that studies of institution level objectives and outcomes are few in number and studies that involve more than a single institution are also relatively rare. There is also a lack of consensus about the goals, nature and importance of the international dimensions of higher education despite a near universal realization that globalization requires institutional changes. As a result, there is no common language or set of concepts that are broadly accepted or shared by academics, institutional leaders or students within and across institutions regarding globalization and international education. Most of the research literature that is applicable to the international programs and curricula of the university appears to be concentrated in two main domains: 1) student mobility/study abroad (including foreign language acquisition and inter-cultural relations) and 2) the international student experience. Some recent research on international students and the larger student body at universities has focused on the campus climate and its effect on the social integration, intercultural contact and learning outcomes of what is often an increasingly ethnically and culturally diverse student and faculty population. The challenges to research related to international curricula and programs at universities are many. To improve research, we need a strong theoretical foundation where the logic and normative assumptions are clearly explicated and the concepts used are coherent and understandable in light of the theoretical approach taken. In addition, researchers and practitioners should strive to develop some degree of common language and common concepts that can serve to develop more opportunities for finding relationships and links between the broad range of disciplines, theories and methods that are present in the field. More research and high quality studies should be pursued at multiple levels of analysis beginning with the individual learner, the course or degree program, the institution, the broader state or regional system, the national level and the international or global level. The capacity to study and assess international curricula at multiple levels across different student populations, institutional forms, and national cultures can only strengthen the quality of the research.
Globalization and Higher Education: A Challenge for Curricular Innovation for Relevant Education
This paper sough to examine globalization and higher education as a challenge for curricular innovation for relevant education. It is geared towards establishing the relevance of globalization in the selection of relevant curriculum and innovative patterns of teachers in higher education as to promote the presence of relevant education. To foster this, several concepts and theory were reviewed to further establish the purpose laid-out for this study. In conjunction with this, it was concluded that globalization do influence the innovative nature of the teacher as well as the curriculum that therefore brings about the dynamic nature of the entire educational process, and innovation is a nice ingredient towards the globalized nature of relevant education worldwide. It was then recommended that teachers should endeavour to seek out innovative means that will endeavour to promote their dynamicity in their professional enterprise and seminars should be organized and duly funded for teachers towards the importance of greater innovative prospects both nationally and internationally. It was also recommended that Curriculum planners should always put in check the needs of the society when planning the curriculum of schools for better efficiency in the relevancy of education.