Global ETD Search

11	Pursuing Intentional Design of Global Engineering Programs: Understanding Student Experiences and Learning Outcomes Davis, Kirsten A. 05 May 2020 (has links) As engineering work becomes more globalized, it is important to prepare students to succeed in a global engineering workforce. Prior research has explored different factors important to the design of global programs generally, but less is known about the experiences and learning outcomes of engineering students while abroad. Because this population has historically been underrepresented in global programs, few research-based practices have been identified to support the intentional design of global experiences for engineering students. This dissertation seeks to provide such insights through three studies that address the following components of global engineering program design: 1) the assessment of Global Engineering Competency (GEC) through use of a series of scenarios based in the Chinese context; 2) the relationship between program destination and students’ experiences and reported learning outcomes; and 3) the experiences that engineering students identify as most significant during their time abroad. I used a combination of quantitative, qualitative, and mixed research methods to explore students’ learning and experiences in global engineering programs. The results of these studies revealed that engineering students have a wide variety of learning outcomes and experiences as a result of global programs, that great care should be exercised in choosing and interpreting assessment methods for global programs, and that the design of global engineering programs should be informed by characteristics of both the student participants and the program destination. Overall, the results of this dissertation highlight the importance of intentionality when designing global engineering programs to better prepare students for success in a global work environment. / Doctor of Philosophy / As engineering work becomes more globalized, it is important to prepare students to succeed in a global engineering workforce. Prior research has explored different factors important to the design of global programs generally, but less is known about the experiences and learning outcomes of engineering students while abroad. Because this population has historically been underrepresented in global programs, few research-based practices have been identified to support the intentional design of global experiences for engineering students. This dissertation seeks to provide such insights through three studies that address the following components of global engineering program design: 1) the assessment of Global Engineering Competency (GEC) through use of a series of scenarios based in the Chinese context; 2) the relationship between program destination and students’ experiences and reported learning outcomes; and 3) the experiences that engineering students identify as most significant during their time abroad. I used a combination of quantitative, qualitative, and mixed research methods to explore students’ learning and experiences in global engineering programs. The results of these studies revealed that engineering students have a wide variety of learning outcomes and experiences as a result of global programs, that great care should be exercised in choosing and interpreting assessment methods for global programs, and that the design of global engineering programs should be informed by characteristics of both the student participants and the program destination. Overall, the results of this dissertation highlight the importance of intentionality when designing global engineering programs to better prepare students for success in a global work environment. global engineering global education study abroad global competence assessment methods global program design
12	GLOBAL COMPETENCE SURVEY DEVELOPMENT Todd, Kathryn Brantley 01 January 2017 (has links) The research objective for this dissertation study was to build a preliminary survey that would, in its final form, allow educators and administrators to establish baseline information on individuals’ global competence characteristics prior to instruction, cross-cultural experience, international study or collaboration. A secondary aim concerned length: The intent was to keep the eventual final survey at 15 minutes or less to make it adaptable to a variety of settings. The researcher extracted terms and phrases from existing global competence definitions (e.g., Boix-Mansilla, Jackson, Asia Society & Council of Chief State School Officers, 2011; Hunter, 2005), related literature (e.g., Lambert, 1994), and previous research (Todd, 2013) to develop a definition and theoretical framework for this competence. Central to the developed definition and framework were the disposition/affective realm, knowledge, skill, and action elements, and a clear connection to cosmopolitanism (e.g., Appiah, 2006). Currently, a global competence definition and survey tied directly to cosmopolitanism do not exist. The learning theories of Vygotsky (1986), Bandura (1977), Lave (1993), and Kolb (Kolb, Boyatzis, & Mainemelis, 1999) also provided insight into global competence development for measurement purposes. The four-step study method included building a draft survey from the developed global competence definition, field testing the draft survey with a purposive sample (e.g., Babbie, 2007b; Teddlie & Yu, 2007) in order to make initial revisions to the instrument, conducting a Delphi review (e.g., Cyphert & Gant, 1970; Fogo, 2014; Helmer, 1967) of the revised draft survey to further refine the instrument, and describing the field-test sample using data from items retained in the resulting survey from the Delphi review. The outcome of each of the four steps constituted the findings for this research. Future research could involve adding new items and then field-testing the survey once again to examine the statistical structure of the developing instrument. Global Competence Cosmopolitanism Survey Development Delphi Method Elaboration Model Curriculum and Instruction Education
13	Attitudes towards and Experiences of InterculturalCommunicative Competence : A small-scale study of Swedish uppersecondary schools in a mid-size Swedishcommunity Rydblom, Oskar January 2018 (has links) This is a small-scale study that looks at how important upper secondary students andteachers in a mid-size Swedish community consider intercultural communicativecompetences to be and how frequently they work with developing these competences.Previous research on the work with intercultural communicative competence suggestteachers are largely unaware of theories in this area, but these studies were conducted atleast ten years ago. Current models for working with intercultural communicativecompetences are discussed and questionnaires for students and teachers were developedto investigate attitudes towards and experiences of working with interculturalcompetences. The results of the questionnaires indicate that there is still little awarenessof current models and that practical communicative exercises are rare. As this study issmall scale and can only provide possible indications of the extent to witch interculturalcommunicative competence is dealt with in the classroom, the paper concludes thatfurther and more extensive studies are needed.Keywords Intercultural communicative competences Intercultural communication Foreign Language Teaching Swedish upper-secondary education Education Global competence PISA Pedagogy Pedagogik
14	College Teachers' Perceptions about Teaching Global Competency Majewska, Izabela Agata 01 January 2018 (has links) National and international organizations emphasize the importance of teaching global competence in American higher education as a way of preparing students for the rigors of a globalized workforce. Lack of nation-wide educational initiatives aimed at providing institutional guidelines for assessing international relations (IR) courses for this skill acquisition requires colleges to rely on their own resources and ingenuity. Presently, no course assessment methods for gauging global competency attainment exist at Florida College. The purpose of this study was to investigate faculty perceptions of instruction and learning of global competence. Mezirow's transformative learning theory was the conceptual framework that guided this study. The research questions for this study focused on teachers' perceptions of global competence instruction and student skill acquisition, their perceptions of the effectiveness of the INR 2002 Introduction to International Relations course in student global competence learning, and course advantages and disadvantages. An explorative case study design was used to capture the insights of 5 INR 2002 instructors, who have taught the course within the last three years, through individual 45-60-minute interviews. Thematic analysis was used to analyze the gathered data. INR 2002 teachers expressed moderate to high course effectiveness articulating a need for course improvement. The recommendations included the following: (a) create a departmental definition of global competence, (b) employ more classroom discussions into teaching IR, and (c) publish an international IR textbook communally working with non-American universities. This study may impact positive social change by supporting teachers' and administrators' efforts to advance the course curriculum to better equip students with knowledge, skills, and abilities needed for their professional futures. curriculum development global competence internationalization of higher education international relations political science teacher perceptions International Relations Political Science
15	Factors Contributing to Students' Global Perspectives: An Empirical Study of Regional Campus, Business, and Study Abroad Students Ferguson, Chen W. 05 December 2013 (has links) No description available. Higher Education global perspective study abroad Global Perspective Inventory GPI business students nontraditional students intercultural competence international education internationalization global citizenship global competence global education
16	Globalizace a vybrané globální problémy ve výuce základů společenských věd na gymnáziích / Globalization and selected global issues in social studies at high schools Penížková, Pavla January 2017 (has links) The aim of this thesis is to introduce the theme of globalization and global issues as a topic of school education. There will be a didactic analysis of this topic in relation with the content of Civil and Social Sciences and the cross-curricular theme Education for Thinking in the European and Global Context at secondary grammar school. The theoretical part briefly defines globalization and explains the necessary sociological terms, such as global poverty, global unemployment and consumerism. There is also a chapter on global education in schools and on researches on understanding of globalization. The practical part explains the methodology of qualitative research and the method of in-depth interview of the semi-structured type serving as the basis of this work. Then, it presents the results of the research conducted on students' understanding realized with the secondary grammar school students. Finally, it gives recommendations for school education based on these results. KEY WORDS: globalization, global development education, global competence, constructivism, students' understanding, qualitative research, in-depth semi-structured interview
17	A Comparative Evaluation of an Educational Program Designed to Enable Mechanical Engineering Students to Develop Global Competence Ball, Aaron Gerald 19 December 2011 (has links) (PDF) The 'flattening of the world', using Thomas Friedman's phraseology, is driving corporations to increasingly use collaborative engineering processes and global teams to operate on a global scale. Globalization of the traditional university engineering curriculum is necessary to help students prepare to work in a global environment. More scalable and economically sustainable program types are needed to enable the majority of students to obtain a globalized education. The purpose of this research was to determine how effectively a global team- and project-based computer aided engineering course provided learning opportunities that enabled students to develop elements of global competence in comparison to existing engineering study abroad programs. To accomplish this, research was necessary to identify, aggregate, and validate a comprehensive set of global competencies for engineering students. From a review of the literature and subsequent analysis, a set of twenty-three global competencies with an associated conceptual model was developed to group the competencies by contextual topics. Two surveys were then developed and distributed separately to academic and industry professionals, each of which groups largely confirmed that it was important for engineering students to develop these global competencies. Next, the traditional ME 471 class was restructured into a Global ME 471 course. A pilot program was conducted from which lessons learned were incorporated into the global course. Selected global competencies were included as new learning outcomes. Course learning materials, labs, and lectures were also updated to reflect the new course emphasis. A survey was developed to be sent to BYU engineering study abroad students and the Global ME 471 course during 2010. A statistical analysis of responses was used to identify significant differences between the response groups. In addition to the global competencies which were identified and validated, global collaborative project-based courses such as Global ME 471 were shown to be effective in enabling students to learn and develop selected global competencies. Study abroad programs and the Global ME 471 course were seen both to be complementary in their emphasis and supportive of global engineering. In addition, global collaborative project-based courses were shown to play an important part of a globalized engineering curriculum. Aaron Ball global competence global competencies cross-cultural competence cross cultural competencies engineering education global engineering education ME 471 engineering study abroad global virtual team multicultural team intercultural competence Mechanical Engineering
18	A formative evaluation of a technology-mediated alternative to traditional study abroad Howard, Wendy 01 January 2015 (has links) Purpose: The purpose of this study was to determine if a proposed technology-mediated intervention is a viable alternative to traditional study abroad for those who are unable to travel. While technology cannot reproduce the same experience of traveling abroad, the primary objective of this study was to determine if there is value in using Web conferencing technology to provide students with access to the same opportunity to interact with international experts in the field as their counterparts who were able to travel. This formative evaluation is the first in a series of iterative studies aimed at developing a viable, sustainable, technology-based solution through design-based research (Reeves, 2006). Methodology/Design: Two guiding questions drove the focus of this formative evaluation: Did the program accomplish what was intended and was it implemented effectively? These generated a set of evaluation questions using the Online Learning Consortium (OLC) Quality Framework, which were used to evaluate the quality of a joint study abroad program in Brazil with students and instructors from the University of Central Florida and the University of Scranton. While studying global health management in Brazil, the group in the field broadcasted their site visits live to online participants back in the United States. Web conferencing tools allowed the online attendees to see and hear the group in Brazil and interact in real time through the audio or text chat. Evaluation data was compiled from multiple sources including an anonymous student survey, instructor interviews, session recordings, financial budgets, and online facilitator observations in order to triangulate and evaluate the effectiveness of this Web-based intervention. Findings: Web conferencing technology appears to be a viable alternative that is not necessarily as immersive as traveling abroad, but it does provide its own set of benefits to higher education students. This formative evaluation revealed clear areas for improvement, including technical and procedural elements, but instructors and online participants did find value in the experience. Was it perfect? No. Was it successful? Yes. Was it encouraging? Definitely. Exploration of the evaluation questions under each of the five pillars of the OLC Quality Framework revealed both success factors and areas for improvement in each of the following categories: learning effectiveness, scale (commitment & cost), access, faculty satisfaction, and student satisfaction. Implications: Overall, this was a successful proof of concept that justifies future improvements and subsequent further evaluation in an iterative design-based research program. In addition to repeating this study with the joint global health management course in Brazil, this intervention could also be implemented and evaluated in other contexts, disciplines, and countries around the world. This formative evaluation produced a set of recommendations for the next study based on the success factors as well as the areas for improvement identified in this initial implementation in addition to a list of suggestions for future research. Education
19	高等教育における分野融合アプローチのための要件 : 工学系人材養成に着目して / コウトウキョウイクニオケルブンヤユウゴウアプローチノタメノヨウケン : コウガクケイジンザイヨクセイニチャクモクシテ竹永啓悟, Keigo Takenaga 20 March 2022 (has links) 工学系人材養成における大学院での文理融合の教育アプローチの可能性を検討した基礎研究である。工学系人材にはエンジニアリング・デザイン能力，技術者倫理，グローバル・コンピテンシーなどの獲得が期待される。本研究はそれに資するプログラムとして「博士課程教育リーディング大学院」の事例を分析した。結果，上記の3要素の学習成果の可視化，および教育目標や学生評価の基軸として学生の学びにおける文理融合の「統合」の水準の設定が肝要であると結論した。 / This is basic research that examines the possibility of an integration of humanities and social sciences educational approaches in graduate schools for the development of engineering human resources. Human resources in engineering are expected to acquire engineering design ability, engineering ethics, and global competencies. This study analyzes the case of the "Program for Leading Graduate Schools" as a program that contributes to this goal. As a result, we concluded that it is important to visualize the learning outcomes of the above three elements and to set the level of "integration" of humanities and social sciences in student learning as the basis for educational goals and student evaluation. / 博士(教育文化学) / Doctor of Philosophy in Education and Culture / 同志社大学 / Doshisha University 大学院教育工学教育文理融合学際性グローバル・コンピテンシー STEM Graduate Education Engineering Education Integration of Arts and Sciences Interdisciplinarity Global Competence Program for Leading Graduate Schools
20	Educating for Global Competence: Co-Constructing Outcomes in the Field: An Action Research Project Van Winkle, Kristina A. 19 July 2021 (has links) No description available. Adult Education Bilingual Education Community College Education Continuing Education Curricula Curriculum Development Education Education Philosophy Education Policy Educational Leadership Educational Psychology Educational Sociology English As A Second Language Environmental Education Ethnic Studies Families and Family Life Foreign Language Gender Studies Higher Education Hispanic American Studies Instructional Design International Relations Language Language Arts Middle Eastern History Minority and Ethnic Groups Modern Language Multicultural Education Multilingual Education Native American Studies Pedagogy Psychology Social Psychology Social Structure Social Studies Education Sustainability Teacher Education Teaching Black Studies Global competence teaching learning education globally responsive pedagogy action research adaptive challenges technical challenges coaching positive deviance

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