Dissertations / Theses on the topic 'Education and globalization – europe'
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Exarchou, Sofia. "Cosmopolitanism or Something Else? : A comparative educational research on primary school policies between Greece and Europe." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-132188.
Full textXu, Liang. "Developing management education in EU: towards globalization or localization." Thesis, University of Macau, 2008. http://umaclib3.umac.mo/record=b1943269.
Full textShannon, William. "National Policies for the Internationalisation of Higher Education in New Zealand: A Comparative Analysis." Thesis, University of Canterbury. National Centre for Research on Europe, 2009. http://hdl.handle.net/10092/3437.
Full textDogan, Derya. "The Erasmus Programme In The Internationalization of Turkish Higher Education." Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1429019768.
Full textSzyszlo, Peter. "Mapping the Borderland of the Knowledge Society: Strategic Global Partnerships and Organizaitonal Responses of Universities in Transition." Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/37983.
Full textOchola, Anne Brenda. "Representing African Migrants' experience in Europe: A study of narratives on the Surprising Europe website." Thesis, Stockholms universitet, JMK, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-133637.
Full textDovhopol, H. A. "Internationalization and globalization of education." Thesis, Київський національний університет технологій та дизайну, 2018. https://er.knutd.edu.ua/handle/123456789/10563.
Full textHolz, Christopher Friederich. "Globalization, business interests and development of continental free trade agreements." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://catalog.hathitrust.org/api/volumes/oclc/49061043.html.
Full textJacobsen, Carey Mae. "Globalization, Global Citizenship, and Catholic Education." Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/104047.
Full textDoctor of Education
According to the National Catholic Education Association (NCEA, 2020), 2 million children attend K-12 Catholic schools in the United States. Among religious educational systems in this country, Catholic school systems are particularly significant. Thus, Catholic educational leaders should be part of a dialogue to improve the quality of education. Globalization is a phenomenon that impacts the quality of 21st century education. In this study, the researcher explored perspectives and experiences of Catholic school administrators regarding globalization and global citizenship. This study also investigated current practices fostering global citizenship within a Catholic school system. Administrators in Richmond diocesan schools, including Junior Kindergarten (JK)-8 and 9-12 levels, participated in interviews. The researcher identified themes regarding globalization, global citizenship, and global competencies within the Catholic education system. The results and findings of this study will be used to improve the quality of Catholic education programs.
Antonsich, Marco. "Territory and identity in the age of globalization: The case of Western Europe." Connect to online resource, 2007. 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:3273650.
Full textGay-Perret, David, and Jiaman Tang. "A veiled effect of Globalization : when Chinese companies seek to enter the European market." Thesis, University of Gävle, Ämnesavdelningen för industriell ekonomi, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-7307.
Full textThe report is about globalization, when Chinese companies come to Europe. The aims are to sum up this phenomenon by answering three key questions thanks to the literature (why coming to Europe, how, what challenges may be encountered on the way), and then to update the challenges we found to make them more actual. We would like this report to be the reference in this field.
In order to do so, we built up a model explaining the process of Chinese companies coming to Europe, and then took contact with Chinese and Swedish companies with deep knowledge of internationalization and interviewed them, starting with the challenges we found out after a literature review. They helped us to sort these challenges between “no longer relevant” (despite recent information from the literature) and “still relevant”, and also added some new ones.
Then we updated our model: among the 16 challenges we had at the beginning, we kept 11 of them, removed 5 and added 2 new ones. The aims and means for coming to Europe remained unchanged.
We conclude this report by giving possible further studies such as listing which culture differences matter when doing business, or finding solutions to the problems found.
Dixon, Megan Lori. "The Baltic Pearl in the window to Europe: St. Petersburg's Chinese quarter /." Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2008. http://hdl.handle.net/1794/9172.
Full textTypescript. Includes vita and abstract. Includes bibliographical references (leaves 314-330). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.
Aiginger, Karl, and Heinz Handler. "Europe taking the lead in responsible globalisation." Kiel Institute for the World Economy, 2017. http://epub.wu.ac.at/6132/1/Aiginger_etal_2017_E_Europe%2Dtaking.pdf.
Full textGriffiths, Casey Paul. "The Globalization of Latter-day Saint Education." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3335.
Full textDe, Gast W. J., and R. E. V. M. Schroder. "Trends in Europe in higher education." Journal for New Generation Sciences, Vol 2, Issue 2: Central University of Technology, Free State, Bloemfontein, 2004. http://hdl.handle.net/11462/456.
Full textThis article deals with the developments in the higher education sector in Europe. It addresses the specific European context in which the changes take place. It also touches upon the important trends that can be noted over the last years. A number of them have a fundamental effect on the development of the European higher education systems towards a more unified system, allowing for a significant increase of mobility among staff and students, and rationalising the educational systems.
Cheng, Man-wai. "Comparative education in mainland China globalization and localization /." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B31963341.
Full textDavidson-Harden, Adam. "Education, globalization and citizenship, toward an additional component of citizenship based on problematizing economic globalization." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ63287.pdf.
Full textCheng, Man-wai, and 鄭文偉. "Comparative education in mainland China: globalization and localization." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31963341.
Full textVyshnevska, M. "Globalization and its impact on education in Ukraine." Thesis, Київський національний університет технологій та дизайну, 2021. https://er.knutd.edu.ua/handle/123456789/18509.
Full textDebnár, Miloš. "Globalization and diversity in migration to JapanMigration, whiteness and cosmopolitanism of Europeans in Japan." 京都大学 (Kyoto University), 2014. http://hdl.handle.net/2433/193560.
Full textDreyhaupt, Stephan J. "Locational tournaments in the context of the EU competitive environment a new institutional economics approach to foreign direct investment policy competition between governments in Europe /." Wiesbaden : Deutscher Universitäts-Verlag, 2006. http://site.ebrary.com/id/10231776.
Full textLinden, Corina Herron. "Power and uneven globalization : coalitions and energy trade dependence in the newly independent states of Europe /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/10775.
Full textMohammed, Ismail Syed Ali. "Secondary education in Europe: differences and similarities." Thesis, НТУ "ХПІ", 2015. http://repository.kpi.kharkov.ua/handle/KhPI-Press/15939.
Full textMamlok, Dan. "Digital Technology and Education in the Age of Globalization." Miami University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=miami1492461952509602.
Full textSidhu, Ravinder K. "Selling futures : globalisation and international education /." St. Lucia, Qld, 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16685.pdf.
Full textKrčma, Matěj. "Trade openness and income inequality in Eastern Europe." Master's thesis, Vysoká škola ekonomická v Praze, 2013. http://www.nusl.cz/ntk/nusl-196991.
Full textWong, Sharon Yin Yue. "Globalization and the transformation of higher education in Hong Kong /." View abstract or full-text, 2006. http://library.ust.hk/cgi/db/thesis.pl?SOSC%202006%20WONG.
Full textAshlee, Thomas G. "Globalization and education, a critical view of post-secondary education for the millennium." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0028/MQ51288.pdf.
Full textMenand, Howard. "Globalization and education| 21st century instructional practices for urban teachers." Thesis, The University of North Carolina at Charlotte, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3563208.
Full textIn the current knowledge economy, a connection exists between globalization and global macro policies and the micro level effect of these policies at the local classroom level. This study begins by establishing globalization's impact on education at the local level by operationalizing 21st century instruction as a global educational outcome that is actually a macro policy with micro effects. With this framework in place, this study examines the ability of a higher education institution to prepare pre-service teachers to provide 21st century instruction in the public middle school setting. In order to examine the connection between higher education and the public middle school, the study utilizes qualitative research to examine the level of preparation pre-service teachers receive at the higher institution level. The study also utilizes qualitative research to study participants at the public middle school level in order to measure the degree of 21 st century instruction in the classroom resulting from their higher education pre-service preparation. The study finds that a connection exists between the university and the public middle school setting. The professor participants clearly conceptualize globalization and 21st century instruction. Additionally, the teacher participants also conceptualize globalization and 21st century instruction. However, a point of diffusion exists between the active and intended curriculum suggesting that conceptualization is not the same as instructional delivery. Finally, the results support the hypothesis that globalization has an impact on classroom instruction at the local level.
Xerri, de Caro John. "The Bologna Process and physiotherapy education across Europe." Thesis, Sheffield Hallam University, 2014. http://shura.shu.ac.uk/20708/.
Full textMac, Lean Ana Cecilia. "Legal education in Peru: Are we ready for integration and globalization?" ABA Section of International Law and Practice, Southern Methodist University Dedman School of Law, 2015. http://hdl.handle.net/10757/345158.
Full textNyang'oro, Claudette. "Globalization and the Public Provision of Higher Education: Empirical Evidence from Selected Countries." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/878.
Full textHeydt, Jean-Marie. "Education et citoyenneté en Europe : deux composantes pour une démocratie vivante." Lyon 2, 2002. http://theses.univ-lyon2.fr/documents/lyon2/2002/heydt_jm.
Full textThe education of children, tomorrow's citizens, is one of the issues at stake for our democracies and for the future of our societies. To counter a lack of interest in civic participation and the increasing difficulty of living together in our communities, European countries have all made citizenship education the responsibility of either schools or parents. However, differences in approach lead to practices in the United Kingdom, Switzerland and France which vary according to historical and cultural factors. Do citizens really take no interest in public life? Do they fail to understand the meaning of the words they use in that context ? Does the family no longer wish to, or have the ability to, teach young people about citizenship ? Our research has shown that Europe's citizens not only have a perfect understanding of their civic duties, but also express a readiness to commit themselves to preparing their children for citizenship, in partnership with the school, for they believe the family's role to be of prime importance. States have similarly confirmed that citizenship and democracy are closely intertwined and need to be integrated into the education process. The family has a particularly important role to play in passing on the cultural and ethical values that underlie the concept of community life. This explains our conviction that citizenship education is as much a responsibility of –and within the capacity of – the family as of public institutions. In order to provide the necessary stimulus to ensure that those with a role to play in this democracy, and especially parents, provide such education, the places where decisions are taken must be more accessible and more closely linked to everyday life. The citadinité involvement is one possible response to the expectations of proximity found among those who teach the future citizens of their communities
Sterner, Caroline. "Educational development - A way of coping with globalization?" Thesis, Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-79223.
Full textKinsella, Karl. "Edifice and education : structuring thought in twelfth-century Europe." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:e7b2e623-e6a1-4bc4-970d-bb4af9868d34.
Full textGerholz, Karl-Heinz, Holger Backhaus-Maul, and Paul Rameder. "Editorial: Civic Engagement in Higher Education Institutions in Europe." zfhe, 2018. http://dx.doi.org/10.3217/zfhe-13-02/01.
Full textOnaran, Özlem, and Valerie Bösch. "The effect of globalization on the distribution of taxes and social expenditures in Europe: Do welfare state regimes matter?" WU Vienna University of Economics and Business, 2010. http://epub.wu.ac.at/2795/1/workingpaper40_oezlem_boesch_online.pdf.
Full textSeries: Discussion Papers SFB International Tax Coordination
Chen, Qiongqiong. "Globalization and transnational academic mobility| The experiences of Chinese academic returnees." Thesis, State University of New York at Buffalo, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3683013.
Full textThe purpose of this study was to examine the way US returned academics negotiate their academic identities and professional practices at China's research universities in the context of higher education internationalization. To be specific, it explored how western doctoral education and work experiences affect returnees, and how these returnees reconstruct what it means to be and become a Chinese professor as they renegotiate the existing university rules, cultures, and practices. Second, it examined the complexity of the internationalization of Chinese universities and the role that returnees play in the process. This study went beyond economic accounts of academic mobility and placed the investigation in a broader frame of social and cultural analysis in order to go deep into the everyday experiences of the returning scholars around issues of their sense of identity, as well as their ways of connecting and bringing about changes in their work communities. It shed light on scholarly debates on transnational academic mobility and higher education internationalization in China.
This study utilized qualitative methodology to explore the everyday experiences of the returned Chinese scholars. The sample was comprised of 52 US doctoral recipients from different disciplines at five research universities in both east and west China. In-depth interviews were used as the primary method of data collection. Other methods, such as non-participatory observation, informal conversations, and documentary analysis, were also used to complement the interview data. An inductive analysis approach was employed to generate codes, categories, and themes from the raw data. Data interpretation and reporting followed the Standards for Reporting on Empirical Social Science Research in AERA Publications.
This study finds that 1) the returnees were motivated to return by China's rapid economic and social development, policy initiatives on mobilizing return moves, and better career opportunities that the improved academic system provided. They also returned for cultural and personal reasons, including social attachment, cultural belonging, self-realization, and family considerations. It suggests that the act of returning is a complex process that involves both personal choices and negotiations of various conditions and regions. 2) The integration of returnees into Chinese universities was not always a linear process, but constrained by the existing university structures and power relations. These include the bureaucracies of university administration, local politics and complicated interpersonal relationships, the problematic evaluation and funding system, and a lack of an efficient administrative system that supports high quality of teaching and research. 3) The returnees were not passively adapting to the structure. Instead, they were strategically drawing upon and using part of their transnational gains and advantages to create a new space for their professional careers and China's higher education innovation. They can be regarded as a driving force for change, either by introducing new teaching and research practices at the operational level, or calling for organizational changes by taking up leadership positions at the institutional level.
Sharma, Seetal. "Globalisation and postcolonial identity." Thesis, Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25262348.
Full textBeck, Kumari Visaka. "An ethic of inclusion for international education, a response to globalization." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ61530.pdf.
Full textFrykheden, Louise. "Voices of South Africa : Internet-based education for communication and globalization." Thesis, Malmö högskola, Institutionen för konst, kultur och kommunikation (K3), 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21493.
Full textAlfattal, Eyad. "GLOBALIZATION, INTERNATIONALIZATION, MARKETING, AND COLLEGE CHOICE: KEY FACTORS AFFECTING INTERNATIONAL STUDENTS’ MOBILITY." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/494.
Full textvon, der Krone Kerstin. "Mordechai Zalkin: Modernizing Jewish education in nineteenth century Eastern Europe." HATiKVA e.V. – Die Hoffnung Bildungs- und Begegnungsstätte für Jüdische Geschichte und Kultur Sachsen, 2018. https://slub.qucosa.de/id/qucosa%3A34638.
Full textDang, Que Anh. "Asia-Europe meeting (ASEM) : processes of higher education sectoral regionalism." Thesis, University of Bristol, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.707718.
Full textVallin, Olesya. "Circuits of Civilization: Progressive Democratic Character Education in the Process of Globalization." Thesis, Linköping University, Centre for Applied Ethics, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-9199.
Full textThis thesis interprets John Dewey’s theory of the moral life in the global context in order to shed a light on major ethical challenges of the process of globalization. Dewey’s perspective provides an explanation of (1) formation of the individual commitments to particular sets of values,(2) justification of the responsibilities to the distanced peoples as opposed to the responsibilities to the nearest and dearest peoples and (3)the meaning of democratic social arrangements on the global scale.
In order to find a theoretical basis for justification of democracy in the globalizing world, the thesis reviews Dewey’s educational philosophy. His inquiry in the underlying ideas of public education reveals its core democratic meaning which points out the necessity of progressive democratic character education. This thesis suggests that in the current global context the existing educational bodies (such as UNDP and UNESCO) are insufficient in providing such a humanistic education which would actualize democracy as interdependence of all humans within civilization.
In order to establish a just social order which would be responsive to every human being within civilization there is the need to maintain a democratic mode of associated living on the global scale where every human partakes in the accumulation of knowledge of civilization and benefits from it in return. Relying on Dewey's theoretical basis the thesis suggests the criteria which the global educational institution should fulfil in order to maintain democracy as a mode of associated living in the global society.
Wood, Jane C. Millar. "The impact of globalization on education reform a case study of Uganda /." College Park, Md.: University of Maryland, 2008. http://hdl.handle.net/1903/8257.
Full textThesis research directed by: Dept. of Education Policy Studies. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
Juliani, Richard Parker. "Globalization and the corporate sponsorship of Navajo education: New perspectives on assimilation." Thesis, The University of Arizona, 1999. http://hdl.handle.net/10150/278694.
Full textTchinsala, Yonmon. "THE CHALLENGES OF EDUCATION FOR DEMOCRACY: SUB-SAHARAN AFRICA IN AN ERA OF GLOBALIZATION." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/dissertations/887.
Full textViscuso, Salvatore. "Does higher education need to require international education as part of all curricula." View electronic thesis (PDF), 2009. http://dl.uncw.edu/etd/2009-1/rp/viscusos/salvatoreviscuso.pdf.
Full textSimane, Fundile. "Stakeholders' perceptions of the internationalisation of a university of technology." Thesis, Cape Peninsula University of Technology, 2018. http://hdl.handle.net/20.500.11838/2787.
Full textThe purpose of this study was to evaluate the internationalisation of higher education at a university of technology in a developing country, from the perspectives of institutional stakeholders. The study was conducted at the Cape Peninsula University of Technology (CPUT) and took the form of a case study. It endeavoured to investigate the present status of internationalisation at the university and the practices through which it was achieved, as they were perceived by all of stakeholders. It was undertaken with the rationale of making a meaningful contribution to the available literature pertaining to the internationalisation of higher education in general, particularly in relation to the perceptions of those who implement its strategies and benefit from them, with specific emphasis on South Africa. An exploratory study of this nature has the potential to provide those who are tasked with formulating policy for higher education with invaluable information and it was deemed to be appropriate in the absence of a customised national framework for the internationalisation of higher education in South Africa. A mixed methods research design, which employed both qualitative and quantitative research methods, was adopted. The qualitative data was gathered from sources such as official documents and archival records and also from interviews with 11 informants, namely, 5 foreign senior students, the deans of 2 faculties, 2 members of the academic staff, and 2 officials who worked in the office of international affairs. During the same period two separate online survey questionnaires were administered to 222 students and 177 members of the academic and administrative staff. The respondents represented different groups of stakeholders at the university and were purposively selected by applying predetermined criteria. The interviews were transcribed and their content was analysed through the use of Nvivo software, in order to identify themes which could contribute to the findings from which the conclusions were drawn. The findings pertaining to the nature of internationalisation at CPUT could have significant implications for other universities of technology in South Africa. Although researchers have identified a distinct shift in the rationale for internationalisation. South African universities, such as CPUT, internationalisation agendas are pursued mainly in the interests of deriving academic benefits, is also used to improve the quality of education, achieving excellence in research, attaining international standards, and acquiring international profiles. However, it is to be anticipated that as the international reputation of the university grows in response to the quality of its education and research, financial priorities will become increasingly prominent. This study was conducted to contribute to a growing body of research concerning the internationalisation of higher education in South Africa. By conducting a case study of an institution which is considered to be a previously disadvantaged South African university, it is to be hoped that this study would prompt future research in the field.