Relevant bibliographies by topics / Education and globalization – cross-cultural studies

Academic literature on the topic 'Education and globalization – cross-cultural studies'

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Published: 25 July 2024
Last updated: 26 July 2024

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Journal articles on the topic "Education and globalization – cross-cultural studies"

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Machitadze, Elisabed, and Guranda Chelidze. "Issues on Teaching Area Studies in Georgia." INTERNATIONAL JOURNAL OF MULTILINGUAL EDUCATION VII, no. 2 (December 29, 2019): 19–25. http://dx.doi.org/10.22333/ijme.2019.14003.

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Today, influence of globalization can be apparently seen in the spheres of politics, economics, culture and education. The countries are not able to isolate from one another anymore. Globalization influences social systems, institutes, communication sphere and this clearly shows that this process impacts the higher education as well. Changes in teaching of different discipline were put on agenda. Collapse of the Soviet Union, gaining of independence by Georgia, geopolitical position of Georgia, diplomatic contacts made, all these have increased the role of Georgia as an independent actor on international arena. Since that time, Georgia gradually became part of the global processes. Thus, in the 21st century, against the background of globalization and dialogue of civilizations, Georgia faced new challenges. The country has to take its position in the contemporary world. Today, implementation of the proper policies would determine our prospects, both, in short and long run. Goal of the research is to investigate the issue of education of the proper professionals against the background of such challenges. Today, regarding its political, economic and cultural relationships, Georgia increasingly needs highly qualified professionals in the spheres of regional studies and area studies. Mostly we imply gaining of wide knowledge about the European and oriental countries and generalization of this knowledge in the process of inter-country relationships development. Today we regard that due consideration of the experience of foreign countries is of great significance to adjust modernization and globalization to the historical and cultural traditions of our country. In this respect, it is important to study history and current situation of the Europe and Near East, Georgia has great traditions of this. As for the Europe, together with teaching Western European languages, it is desirable to develop teaching of European studies in interdisciplinary context, as this responds to the globalization challenges. Georgia’s active participation in Bologna Process, internationalization of education processes provide good opportunities, with respect of improvement of teaching of cross-cultural studies, though together with education, expansion of scientific researches, conducting of interdisciplinary studies is of significance as this would allow introduction of the new approaches, provide opportunity of training of the highly qualified and competitive professionals. In addition, teaching of cross-cultural studies should become more pragmatic to ensure its contribution to the state building.
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Denning, Michael. "Globalization in cultural studies." European Journal of Cultural Studies 4, no. 3 (August 2001): 351–64. http://dx.doi.org/10.1177/136754940100400306.

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Agbaria, Ayman K. "Debating globalization in social studies education: approaching globalization historically and discursively." Intercultural Education 22, no. 1 (February 2011): 69–82. http://dx.doi.org/10.1080/14675986.2011.549646.

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Stephenson, Maxine, Nane Rio, Helen Anderson, and Pam Millward. "Cultural Globalization and Teacher Education: A Local Perspective." Diaspora, Indigenous, and Minority Education 2, no. 1 (January 10, 2008): 44–63. http://dx.doi.org/10.1080/15595690701752815.

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Terra, Luke, and Patricia Bromley. "The Globalization of Multicultural Education in Social Science Textbooks: Cross-national Analyses, 1950–2010." Multicultural Perspectives 14, no. 3 (July 2012): 136–43. http://dx.doi.org/10.1080/15210960.2012.696980.

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Rizvi, Fazal. "Postcolonialism and Globalization in Education." Cultural Studies ↔ Critical Methodologies 7, no. 3 (August 2007): 256–63. http://dx.doi.org/10.1177/1532708607303606.

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Sinha, Amresh. "Globalization: "Making Geography Irrelevant"." Review of Education, Pedagogy, and Cultural Studies 24, no. 1-2 (January 1, 2002): 181–91. http://dx.doi.org/10.1080/10714410212925.

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Lopez, Veronica, and John Kambutu. "Multicultural Education Within the Era of Internalization and Globalization." Multicultural Perspectives 13, no. 1 (February 9, 2011): 3–4. http://dx.doi.org/10.1080/15210960.2011.548173.

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Lee, Yew-Jin, and Wolff-Michael Roth. "Science education in an era of globalization: an introduction." Cultural Studies of Science Education 3, no. 1 (December 7, 2007): 13–15. http://dx.doi.org/10.1007/s11422-007-9085-6.

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Pan, Su-Yan. "Exploring how globalization shapes education: methodology and theoretical framework." Cultural Studies of Science Education 5, no. 2 (March 12, 2010): 315–24. http://dx.doi.org/10.1007/s11422-010-9257-7.

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Dissertations / Theses on the topic "Education and globalization – cross-cultural studies"

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Scherer, Brooke Nichole. "Globalization, culture, and communication proposal for cultural studies integration within higher education graphic design curriculum /." [Ames, Iowa : Iowa State University], 2010. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1476367.

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Koh, Bee Kim. "Coming into Intelligibility: Decolonizing Singapore Art, Practice and Curriculum in Post-colonial Globalization." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397669338.

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Jayakumar, Uma Madhure. "Can higher education meet the needs of an increasingly diverse society and global marketplace? campus diversity and cross-cultural workforce competencies /." Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1320974521&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Sciame, Michelle E. 1958. "Adolescent adjustment to parenthood: A cross-cultural perspective." Thesis, The University of Arizona, 1990. http://hdl.handle.net/10150/291864.

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This naturalistic research describes adjustment to parenthood in an ethnically diverse group of out-of-school adolescent mothers enrolled in an educational program. The process of adjustment was investigated, as well as what factors impede or enhance adjustment for these mothers. Ethnic differences were considered along with the role of the educational program. Implications for program planning are discussed. Data collection consisted of interviews, observations, a Life Events Checklist, and a review of program files. Difficult home lives and the frequency of stressful events prior to pregnancy led to a relatively easy adjustment to parenthood for these mothers. Adjustment was enhanced by support; most frequently provided by the program, partners, and families. Partners and families also were the most frequent cause of difficulties that impeded adjustment. The major differences between ethnic groups were in family structure and support systems. The educational program served as a major source of relational support for these mothers.
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Mun, Jae Hong Daniel. "Transformation of cross-cultural Korean leaders in Taiwanese churches." Thesis, Biola University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3619662.

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Taiwan and Korea have been categorized in the same cluster of Confucian and hierarchical cultures. However, Korean missionary pastors in Taiwan experience significant cross-cultural differences that directly affect the effectiveness of their leadership among Taiwanese congregants.

This study discloses the four factors contributing to the effectiveness of select Korean missionary pastors: (a) personal traits, (b) interaction on cross-cultural issues, (c) trust, and (d) spirituality. Working as a whole, four key factors result in a four-fold transformation of leadership: (a) leaders responded to cross-cultural encounters with cognitive discernment, (b) which resulted in movement from authoritarian to servant leadership, (c) which fostered trust among followers, (d) which resulted in movement from servant to transformational leadership.

The theory in this study on the effectiveness of cross-cultural leaders in Taiwanese context is derived from the ground theory study using in-depth semi-structured interviews, and participant observation.

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Awaida-Nachabe, Nadia. "Examining Cross-cultural Affective Components of Global Competence From a Value Perspective." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6798.

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The purpose of this study was to explore perceived importance of cultural values and affective components in the Middle East and North Africa (MENA) region and their relationships. This study identified which of the nine affective components of global competence and four higher order cultural values were perceived to be important in the MENA region. It also examined the correlations between cultural values and affective components and whether significant differences existed based on gender, age, and country of citizenship. This research involved the combination of Wallenberg-Lerner’s Affective Component Questionnaire (ACQ) and Schwartz’s Portrait Value Questionnaire (PVQ). In conjunction with a demographic information form, the Affective Component Value Questionnaire (ACVQ) was developed. A panel of experts assisted in establishing the validity of the instrument. All nine affective components were perceived to be important in this global era. Self-assurance, Tolerance for Ambiguity, and Connectedness were perceived to be the most important affective components of global competence, while the cultural value of Self-transcendence was recognized as the most important. Several positive correlations existed between three cultural values and eight affective components. The cultural value of Self-transcendence had the highest number of positive correlations with the seven affective components. Self-enhancement did not reveal any correlations. Analysis of variance was conducted to determine the differences in perceptions based on age, gender, and country of citizenship. No significant differences were present in the perceptions of the affective components and the cultural values based on gender. Perceptions by age were similar for the affective components, but differed for the cultural values. MENA citizens between the ages of 18-25 years more highly regarded the cultural value of Openness to Change and the 46 years and older age group more highly regarded Conservation than the other groups. Perceptions by country of citizenship differed for the affective components, but were similar for the cultural values. Lebanon more highly regarded the affective components, of Adaptability and Empathy. Morocco more highly regarded Connectedness while Tunisia more highly regarded Curiosity. The findings of this research could have a global benefit of raising the awareness and the integration of the MENA’s perceptions of global competencies into the areas of education, research, policy initiatives, and the private sector.
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Morrell, Alicia Montana. "Assessing the development of intercultural sensitivity gained through the domestic experiences of first year students." Scholarly Commons, 2008. https://scholarlycommons.pacific.edu/uop_etds/698.

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Institutions of higher education in the United States are becoming more and more diverse and nationwide efforts to provide educational access and equity to underrepresented groups of people will only help to increase that diversity. Increased diversity combined with the need for institutions to produce graduates who are capable of living and working in a global society, has created the need for students to possess a set of cognitive and behavioral skills to aide in successful intercultural interactions. Using the Developmental Model of Intercultural Sensitivity and the theory of Cultural Intelligence as frameworks, this research attempts to assess the effect of domestic experiences on intercultural competency and cultural intelligence of first year students at the University of the Pacific. Interview participants were chosen from a sample of eighty-seven students who took the Intercultural Development Inventory and were selected for displaying a great deal or lacked of intercultural sensitivity and cultural intelligence. From these interviews, key lines of thought and experiences were determined to have had positive or negative influences on competency. These results are presented in the form of biographical sketches and supplemented with a discussion of the skills essential to developing greater competency in intercultural sensitivity and cultural intelligence through the curriculum and co-curricular involvements.
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Man, Daisy Wailing. "Cross-cultural study of test-wiseness." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/28772.

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The objectives of this study were to investigate the cultural differences in test-wiseness between Chinese and Canadian students; to study the impact of test-wiseness on British Columbia Grade 12 provincial examination results among Chinese students in British Columbia; and to examine the relationship of test-wiseness, and four correlates (verbal ability, achievement motivation, length of residency in Canada, multiple choice experience) among the Chinese students. The Test of Test-wiseness and Student Survey questionnaire were administered to 41 Grade 12 foreign Chinese students who wrote the provincial examinations in January 1990. Completed test data were compared with the same data from Canadian and Chinese immigrant students who wrote the provincial examination in June 1989. The data were analyzed by a linear regression model. The results indicated that ethnicity accounted for a significant amount of variance in test-wiseness. Foreign Chinese students were significantly less test-wise than both Canadian and Chinese immigrant students. Foreign Chinese students scored significantly lower than the other two groups in absurd-options, different-options, stem-options link and guessing subtests in the Test of Test-wiseness. The results also showed that test-wiseness did not account for a significant amount of variance in provincial examination scores (English 12 and Algebra 12). The four correlates together accounted for very little variance in test-wiseness. None of them significantly correlated with test-wiseness, except that length of residency in Canada correlated positively with test-wiseness. Finally, the three ethnic groups showed no significant differences in achievement motivation but foreign Chinese students scored significantly lower than Chinese immigrant students who scored in turn lower than Canadian students in verbal ability. The findings imply that language plays a crucial part in test-taking situations. With inadequate English language skills, foreign Chinese students were unable to satisfactorily comprehend the test questions, and hence their test performance were very close to what would be expected from random guessing. It is suggested that these students require examination coaching skills as well as improvement in English language skills.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Chimbindi, Felisia. "Strategies used to cater for students with diverse academic backgrounds in the provision of textile, clothing and design programmes: a case study of two universities of technology in Zimbabwe." Thesis, University of Fort Hare, 2017. http://hdl.handle.net/10353/4948.

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Universities admit students from diverse backgrounds and have an obligation to accommodate all the students in various educational programmes to ensure that they acquire relevant skills and knowledge. The provision of Textile, Clothing and Design programmes to students with diverse academic backgrounds in universities of technology in Zimbabwe has led to various concerns raised by the textile and clothing stakeholders. The concerns include poor performance of students, high student failure rate, high student drop out, late completion of programmes by students, and other problems emanating from curriculum implementation approaches used by the lecturers. This study therefore, sought to find out how students with diverse academic backgrounds are catered for in the provision of TCD programmes in the two sampled universities of technology in Zimbabwe, with a view to assist the students and to enhance the quality of TCD provision. The study adopted a post-positivism paradigm and used a mixed method research approach that integrated concurrent qualitative and quantitative procedures in data collection, analysis and interpretation. A questionnaire, interviews and document analysis were used to collect data from respondents. Purposive sampling procedure was used to select 36 TCD lecturers, 2 universities’ quality assurance directors, 2 TCD faculty deans of studies, and 2 department chairpersons. Collected data were analyzed using statistical and non-statistical procedures. The study revealed that catering for students with diverse academic backgrounds was practiced in the two universities despite the absence of a curriculum implementation policy to guide the provision of TCD programmes to students with diverse academic backgrounds at university level. It emerged that catering for students with diverse academic backgrounds in implementing TCD curricular at the two sampled universities was faced with various challenges that include lack of lecturer training with regard to catering for students from diverse academic backgrounds and inadequate lecturer training in depth TCD subject content knowledge and ICT teaching technology packages. The study also revealed that there is not enough university and stakeholder participation with regards to supporting and monitoring curriculum implementation process to cater for students with diverse academic backgrounds. Although there were challenges encountered in catering for students with diverse academic backgrounds, the study reveals that there are pockets of good practice in some curriculum implementation strategies implemented by the two institutions such as use of student centered teaching and instructional approaches, university support and lecturer commitment to assist the students. The study findings conclude that although catering for TCD students with diverse academic backgrounds was being practiced in the two universities of technology, there are very critical issues observed over the programmes implementation process that include absence of curriculum implementation policy, lack of training of lecturers and inadequate participative TCD stakeholder involvement. Based on the study findings and reviewed literature, the researcher suggests an alternative curriculum implementation framework for catering for students with diverse academic backgrounds that may help improve effectiveness of university programmes implementation.
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Zhou, Ning, and 周宁. "Solving the Chinese classroom paradox: a cross-cultural comparison on teachers' controlling behaviors." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B45690625.

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Books on the topic "Education and globalization – cross-cultural studies"

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Fiemeyer, Jean-Claude. Les enseignements supérieurs dans le monde, éclatement et effervescence. Paris: ADICE-édition, 2004.

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Nam, Ho-yŏp. Kŭllobŏl kyoyuk ŭi naeyong kwa pangbŏp: Content and method of global studies education. Sŏul T'ŭkpyŏlsi: Hakchisa, 2016.

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Soriano, Encarna. Rethinking education for a global, transcultural world. Charlotte, NC: Information Age Publishing Inc., 2015.

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Strömqvist, Görel, and Holger Daun. Education and development in the context of globalization. Hauppauge, N.Y: Nova Science Publishers, 2009.

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Spariosu, Mihai. Remapping knowledge: Intercultural studies for a global age. New York: Berghahn Books, 2005.

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O'Meara, James. Internationalising education: Global perspectives on transnational partnerships. Hauppauge, N.Y: Nova Science Publishers, 2011.

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Ulrich, Teichler, Enders Jürgen, and Fulton Oliver, eds. Higher education in a globalising world: International trends and mutual observations : a festschrift in honour of Ulrich Teichler. Dordrecht: Kluwer Academic Publishers, 2002.

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Reid, Alan. Globalization, the nation-state and the citizen: Dilemmas and directions for civics and citizenship education. New York: Routledge, 2010.

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Lloyd, Les. Educational technology for the global village: Worldwide innovation and best practices. Medford, New Jersey: Information Today, Inc., 2014.

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Aḥmad ʻAbd Allāh Aḥmad ʻAlī. al-ʻ Awlamah wa-al-tarbiyah. al-Qāhirah: Dār al-Kitāb al-Ḥadīth, 2002.

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Book chapters on the topic "Education and globalization – cross-cultural studies"

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Chiang, Tien-Hui. "Is Cultural Localization Education Necessary in Epoch of Globalization?" In Handbook of Education Policy Studies, 329–41. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-8347-2_15.

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Pratita, Ina Ika. "The Importance of Education in Improving Local Cultural Awareness in the Globalization Era: Japanese Language Studies in Cross-Cultural Communication." In Proceedings of the Unima International Conference on Social Sciences and Humanities (UNICSSH 2022), 1154–62. Paris: Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-494069-35-0_138.

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Kasüschke, Dagmar. "The Contribution of Cultural Studies to Early Childhood Education Discourses and Research." In Globalization, Transformation, and Cultures in Early Childhood Education and Care, 15–30. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-27119-0_2.

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Jack, Gavin, and Robert Westwood. "Globalization and Multiculturalism." In International and Cross-Cultural Management Studies, 140–63. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230248441_6.

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Yang, Lili, Soyoung Lee, and Yusuf Ikbal Oldac. "Agency and Student Development in Higher Education: A Cross-Cultural and Cross-Disciplinary Exploration." In Palgrave Studies in Global Higher Education, 67–87. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-44885-0_3.

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McCabe, Louise, and Heather Comstock. "Delivering Multidisciplinary and Cross-Cultural Education in Dementia Studies." In Dementia Care, 71–84. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-3864-0_5.

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He, Jia, Janine Buchholz, and Jessica Fischer. "Cross-Cultural Comparability of Latent Constructs in ILSAs." In International Handbook of Comparative Large-Scale Studies in Education, 1–26. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-38298-8_58-1.

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He, Jia, Janine Buchholz, and Jessica Fischer. "Cross-Cultural Comparability of Latent Constructs in ILSAs." In International Handbook of Comparative Large-Scale Studies in Education, 845–70. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-88178-8_58.

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Chen, Hsiao-Lan Sharon, and Pei-Tseng Jenny Hsieh. "Implications for Cross-Cultural Comparative Studies of Teaching and Learning." In Quality Teaching in Primary Science Education, 309–21. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-44383-6_13.

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Kūle, Maija. "Life Experience, Values and Education." In Sophia Studies in Cross-cultural Philosophy of Traditions and Cultures, 205–17. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-25724-2_13.

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Conference papers on the topic "Education and globalization – cross-cultural studies"

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Ke, Weifang, and Xiaosong Zou. "Study of Cultural Value of Jingdezhen Rose Porcelain Art in International Exchange from the Perspective of Globalization." In 2017 International Conference on Art Studies: Science, Experience, Education (ICASSEE 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icassee-17.2018.69.

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Simon, Madlen, Shainmaa Hameed Hussein, and Gregory Weaver. "BRIDGING THE GAP STUDIO: Urban Design Education for a Global Community." In 108th Annual Meeting Proceedings. ACSA Press, 2020. http://dx.doi.org/10.35483/acsa.am.108.100.

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Bridging the Gap studio brings US graduate students together with Iraqi graduate students for a collaborative urban design studio focusing on urban redevelopment proposals for selected commercial districts in the two capital cities of Washington DC and Baghdad. Each group serves as information sources, eyes-on-the-ground, cultural informants, fact-checkers, and design critics for their overseas counter-parts. We communicate through multiple digital means. The theoretical basis of the studio draws upon multiple disciplines. Initial motivation was citizen diplomacy, an international relations concept that engages private citizens in “individual endeavors that serve their own interests and diplomacy which includes a framework for cooperation be-tween countries.” 1 A key theoretical underpinning of the studio is globalization, cutting across multiple disciplines, spanning practice and academia. 2 Initial support came from a multi-national design firm that viewed the studio as a vehicle for inculcating competencies of global practice. Interaction with the firm’s architects, including a studio design competition bringing US and Iraqi students to the Washington DC office for internships, shows students how practitioners put those cultural understandings and skills into action. Globalization has also influenced the discipline of geography, leading to innovations in the field of comparative urbanism3 4 to work “across diverse human experiences.” Bridging the Gap Studio produces studies in comparative urbanism as the US and Iraqi students discover both similarity and difference in their focus districts. The pedagogical method draws upon situated learning theory, positing that learning should take place in authentic practice settings and within social communities.5 While one could argue that every architectural design studio exemplifies situated learning, Bridging the Gap studio offers a particularly robust example, creating a setting that mimics global practice and a social community that includes inhabitants of the urban places under study.
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J Kovačić, Zlatko. "The Impact of National Culture on Worldwide eGovernment Readiness." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2927.

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Diffusion of information and communication technologies is a global phenomenon. In spite of rapid globalization there are considerable differences between nations in terms of the adoption and usage of new technologies. Several studies exploring causal factors including national cultures of information and communication technology adoption have been carried out. The focus of this paper is slightly different from other studies in this area. Rather than concentrating on the individual information technology an overall eGovernment readiness is the focus. This research conducted an analysis of the impact national culture has on eGovernment readiness and its components for 95 countries. eGovernment readiness assessment used in this study is based on the UN Global eGovernment Survey 2003, while the national cultural dimensions were identified using Hofstede’s model of cultural differences. The research model and hypotheses were formed and tested using correlation and regression analysis. The findings indicate that worldwide eGov-ernment readiness and its components are related to culture. The result has theoretical and practical implications.
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A Straka, Douglas. "Collaboration in Multi-stakeholder, Multi-cultural Organizational Environments." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3696.

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[This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology] Aim/Purpose : Governments, private business, and academia have become increasingly aware of the importance of collaboration in multi-stakeholder, multicultural environments. This is due to the globalization and (developing) mutual relationships with other global partners, due to the often varying visions and goals between the respective organizations in managing projects that span those environments. Background: This research conducts a survey of literature pertaining to organizational collaboration in multi-stakeholder, multicultural environments in government, private business, and academic sectors, conducting an analysis to identify the gaps in the basic questions thus far explored in the literature. The gap analysis will expose the opportunities for greater collaboration in these environments. Methodology: The author conducted a literature review to identify existing research gaps to focus interviews that will develop multiple case studies in future research Contribution/Findings: This literature review has determined gaps in understanding how contributing factors to cultural communication impact collaboration in multi-cultural, multi-stakeholder organizations, encouraging additional research in this area Recommendations for Practitioners: Practitioners have the opportunity to develop their use of cultural communication contributing factors, potentially increasing their collaboration efficiency. Recommendation for Researchers: Researchers have opportunity to gather empirical evidence that factors of cultural communication may influence collaboration in the multi-cultural, multi-stakeholder environment. Impact on Society: Improved understanding of how cultural communication factors influence collaboration in multi-cultural, multi-stakeholder organizations can improve organizational efficiency. Future Research: Gather empirical evidence that factors of cultural communication may influence collaboration in the multi-cultural, multi-stakeholder environment.
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Pavaloiu, Ionel bujorel, and Adrian Vasile. "INTEGRATION OF CULTURAL IDENTITY IN SOCIAL MEDIA." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-303.

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An actual issue for Romania is the transition towards a knowledge society, including the fundamental component of information society. A powerful form of manifestation is given by the virtual social networks (or just social networks - SNs), Internet sites that give users the ability to create their own profiles and share information/socialize based on common preferences and by the social media, Internet sites where people interact by creating and exchanging information. In direct terms, the social networks and social media amplify and simplify the relationships between people, reduce distances, eliminate frontiers and contribute to globalization, with express fears that they are an important factor for the dissipation and degradation of national identity. Cultural and linguistic diversity are central to the development of knowledge societies, pointing out that local and traditional knowledge can be invaluable for education, art, health, etc.... The thesis of this work is the confirmation of the immanent and immutable character of the cultural identity in social media, regarded as one of the various manifestations of the Romanian people. The subject of study is the Romanian blogosphere, where blogs are classified on one hand in domains based on the topics they show, and on the other hand into categories related to the representation and visibility of culture and cultural identity. Blogs dedicated to social media learning are carefully evaluated. Web crawling is used to gather the data, whereas artificial intelligence and statistics are used for classification and cross-examination. The research shows interesting results, correlated with the empirical knowledge from sociological and anthropological studies.
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Filofteia, Repez. "COORDINATES E-LEARNING AND SCIENTIFIC RESEARCH WITHIN SECURITY STUDIES." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-162.

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The development of the information society based on knowledge and the globalization manifested in all areas (political, social, cultural, ecological, environmental, research, etc.) up to the individual level are specific characteristics of the international security environment in the first decade of the XXI century. Evaluation of societal environment security / insecurity must be based on the human individual, because this is where the security can be transpose on group level, state and, going further, regional and international level. Any human group, any state, regardless its size, location, form of organization, etc. can progress only if a state of relative security is ensured for its members. The state's role as a superior form of organization of human society cannot be minimized in order to ensure security. On security research community level there is a convergence of opinion that the state must remain the main actor of security debate, following two attributes that are fulfilled: the main unit of political organization in the world population and the main generator of conflicts international level. Obtaining an absolute security seems to be a difficult task. However, an important role for achieving success in this mission is education. Important steps of scientific research, technological development and innovation feel not only in security area but also in education. E-Learingul is a new paradigm within educational procces. Its characteristics (fluidity of roles, curriculum needs of the learner-oriented, distributed resources, virtual facilities etc.) can be successfully applied in security studies.Starting from these considerations, the present study examines how e-Learing and scientific research contribute to a better understanding of theoretical and practical dimension of security.
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Rybnicek, Robert, Alfred Gutschelhofer, Sabine Bergner, Alexander Seidenberger, and Remo Taferner. "Fostering entrepreneurship in an international university collaboration." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5492.

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The European Union is taking action on enhancing entrepreneurship in Europe and recommends appropriate entrepreneurship training in schools and higher education institutions. Due to the globalization of businesses it seems to be appropriate to realize an international perspective on entrepreneurial issues and to develop international programmes for young entrepreneurs. In this case study, we examined an international university collaboration between two universities, one in Austria and one in the United States. The programme’s goals include the establishment of an international network for students and an awareness of the students of different cultural dimensions and entrepreneurial mindsets. Our findings show how this programme enables the students to work on their professional and behavioural skills, how these students work practice-oriented under the guidelines of experts from different entrepreneurial mindsets and how they become aware of cultural differences. Besides other aspects, it seems to be advantageous for international entrepreneurship programmes to remain open and flexible during the whole process and to offer a programme that allows students to integrate participation into their regular studies. Furthermore, it seems beneficial that students can tailor the programme to meet their specific needs.
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Palšaitis, Ramunas, Kristina Čižiunienė, and Kristina Vaičiutė. "SOCIAL COMPETENCIES AND PERSPECTIVES OF HUMAN RESOURCES IN LOGISTICS ORGANIZATION." In Business and Management 2016. VGTU Technika, 2016. http://dx.doi.org/10.3846/bm.2016.52.

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Clients of logistics organizations often demand not only one service, but a total logistics package. Therefore, globalization of economic, social and cultural processes pose new challenges for human resource management. The paper analyzes the impact of human resource competence features and its use as a tool for development of logistics organization and logistics service quality assurance. Competence measurement is complicated, it requires sophisticated studies, thus competence is often assessed on the grounds of simple, easily expressed, but often frustrated total image indicators, such as education and training. The conducted qualitative research enabled the identification of human resource social competence problematics in logistics organizations.
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Addo, Sampson, Pawan Tyagi, Samba Gaye, and Kaiya Baker. "Promoting Globalization of Engineering by Developing Students’ Potential for Productive Communication and Interaction Using Transactional Analysis in a Historically Black College and University." In ASME 2022 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2022. http://dx.doi.org/10.1115/imece2022-94253.

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Abstract Previous research has indicated the importance of effective communication in globalization as individuals from different countries, languages, cultural inclinations, and other background variations need to understand one another and express themselves to work effectively together. Our ability to interact with others productively during our adulthood has been linked to what happened in our early childhood. Of particular importance to effective interaction is the study by Dr. Eric Berne, a psychologist, who developed the term Transactional Analysis (TA) in the 1950 and the 60s. Transactional analysis is defined by the International Transactional Analysis Association as a theory of personality and a systematic psychotherapy for personal growth and personal change. Dr. Berne postulated that adulthood reactions to situations are largely determined by the treatment received from main caregivers during early childhood (that is birth to 5 years). As part of his theory of personality, he identified three ego-states known as Parent (P), Adult (A), and Child (C). Over the years, Dr. Berne’s theory has been applied in varied fields such as counseling, psychotherapy, organizational development, and education, and various studies have assessed its effectiveness in a wide variety of contexts. However, little research has been done to develop engineering students’ potential for effective communication to promote the globalization of engineering, after being taught TA using Student Presentation Based Effective Teaching (SPET). This study seeks to promote the globalization of engineering by developing students’ potential for productive communication using Transactional Analysis. To achieve this, we developed a Transactional Analysis Tool to evaluate the communication traits of engineering students taught TA through SPET in the MECH 500 Research Experience and Technical Communication (RETC) course and that of a control group, who were not taught TA. The results indicate engineering students introduced to TA, have a high level of self-awareness to effectively communicate globally when compared with that of the control group. We believe that to promote the globalization of engineering, it is important that engineering students’ productive communication competencies are developed through concepts such as TA and Positive Intelligence, by including these in universities’ engineering curricula.
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Sapoetra, J. "Cross-Cultural Studies and Pragmatic Awareness." In Proceedings of The 1st Workshop Multimedia Education, Learning, Assessment and its Implementation in Game and Gamification, Medan Indonesia, 26th January 2019, WOMELA-GG. EAI, 2019. http://dx.doi.org/10.4108/eai.26-1-2019.2282940.

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Reports on the topic "Education and globalization – cross-cultural studies"

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Гарлицька, Тетяна Сергіївна. Формування міжкультурної компетентності як одна з умов запровадження європейських стандартів мовної освіти. Wschodnioeuropejski Institut Psychologii, 2022. http://dx.doi.org/10.31812/123456789/7064.

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Статтю присвячено обґрунтуванню важливості формування міжкультурної компетентності, зокрема у студентів філологів. Реалізація міжкультурної компетентності розглядається як одна з умов запровадження європейських стандартів мовної освіти. Сучасні глобалізаційні процеси, розширення міжкультурних контактів вимагають від освітнього простору України орієнтації на виховання фахівця нового рівня – суб’єкта полікультурного простору. Професійна компетентність фахівців різних галузей стає неможливою без володіння ними міжкультурною компетентністю. Поняття «міжкультурна компетентність» розглядається в роботі як міждисциплінарний феномен та досліджується з позицій філософії, культурології, соціології, психології, педагогіки та лінгводидактики. Особливу увагу зосереджено на зв’язку культури та мови, оскільки мовні знання є інструментом пізнання іншої культури та важливою умовою міжкультурної комунікації. The article raises the problem of importance of intercultural competence forming, in particular among students of philology. The realization of intercultural competence is considered as one of the conditions for establishment of the European standards of language education. Modern globalization processes, expansion of intercultural contacts demand the Ukrainian education to be focused on the new level specialist – the subject of multicultural surrounding. Professional competence of specialists of different fields is impossible without possessing intercultural competence. The concept «intercultural competence» is considered as multidisciplinary phenomenon which is studied from different points of view: philosophical, cultural, sociological, psychological, pedagogical and linguodidactic. The main attention is focused of the connection of culture and language because language competence is the tool for another culture cognition and an important condition of intercultural communication.
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Minkanic, Michelle, and Emily Tran. Socioeconomic and Cultural Factors Influencing Type of Hormonal Contraceptive Use in Women in Developed vs Under-Developed Geographic Areas. Science Repository, April 2024. http://dx.doi.org/10.31487/j.cei.2024.01.01.

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The intent of this study is to identify and compare sociocultural barriers in various geographic regions that impede access, type and use of hormonal contraception, and methods to improve restrictions in access. Understanding and addressing sociocultural barriers to hormonal contraception on a larger intercontinental scale can create a more effective and inclusive healthcare system. A search using PubMed, Cochrane, and Embase was conducted on current and past literature performed in various developmental countries. Terms such as “birth control access AND developed nations”, “barriers of hormonal contraception AND low-income countries” were used. Studies included ranged from RCTs, cross-sectional studies, literature reviews, and meta-analyses. Countries reviewed with lower levels of development in Africa, the Middle East, Southeast Asia, and Latin America have demonstrated a rise in long-acting hormonal contraception (LARCs) after injectables. Barriers in these regions include misconceptions fertility and contraception use, access to modern contraceptives (these include oral and emergency contraceptive pills, implants, injectables, contraceptive patches and rings, intrauterine devices, female and male sterilization, vaginal barrier methods and female condoms), stigma and patriarchal settings that result in male influence on women’s reproductive choices. More developed regions of the world like the United States and Europe demonstrated a range of contraceptive options with the most compliance for intrauterine implants (IUDs) in younger reproductive women. The greatest hindrances for developed regions were cost, difficulty obtaining appointments, and fallacies for future fertility. Contraceptive education and culturally sensitive counseling should be emphasized for healthcare employees serving women with ease of access, and to strengthen reproductive support services. Advocating to provide underdeveloped regions with better contraceptive resources highlights an importance to give women globally the empowerment to choose the direction of their own reproductive journey.
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Mehmood, Hamid, Surya Karthik Mukkavilli, Ingmar Weber, Atsushi Koshio, Chinaporn Meechaiya, Thanapon Piman, Kenneth Mubea, Cecilia Tortajada, Kimberly Mahadeo, and Danielle Liao. Strategic Foresight to Applications of Artificial Intelligence to Achieve Water-related Sustainable Development Goals. United Nations University Institute for Water, Environment and Health, April 2020. http://dx.doi.org/10.53328/lotc2968.

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The report recommends that: 1) Policymakers should conduct holistic assessments of social, economic, and cultural factors before AI adoption in the water sector, as prospective applications of AI are case- specific. It is also important to conduct baseline studies to measure the implementation capacity, return on investment, and impact of intervention. 2) To ensure positive development outcomes, policies regarding the use of AI for water-related challenges should be coupled with capacity and infrastructure development policies. Capacity development policies need to address the AI and Information and Communications Technology (ICT) needs for the AI-related skill development of all water-related stakeholders. Infrastructure development policies should address the underlying requirements of computation, energy, data generation, and storage. The sequencing of these policies is critical. 3) To mitigate the predicted job displacement that will accompany AI-led innovation in the water sector, policies should direct investments towards enabling a skilled workforce by developing water sector-related education at all levels. This skilled workforce should be strategically placed to offset dependency on the private sector. 4) Water-related challenges are cross-cutting running from grassroots to the global level and require an understanding of the water ecosystem. It is important for countries connected by major rivers and watersheds to collaborate in developing policies that advance the use of AI to address common water-related challenges. 5) A council or agency with representation from all stakeholders should be constituted at the national level, to allow for the successful adoption of AI by water agencies. This council or agency should be tasked with the development of policies, guidelines, and codes of conduct for the adoption of AI in the water-sector. These key policy recommendations can be used as primary guidelines for the development of strategies and plans to use AI to help achieve water-related SDGs.
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