Дисертації: "Education and globalization – europe"

1

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.

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In the 21st century, cosmopolitanism has become an ever emerging concept, as scholars turn to this worldview with the hope to address the unavoidable impacts of globalization. Simultaneously, the new educational trends in Europe in combination with the ongoing socio-political changes create new needs that demand a more cosmopolitan interference. With this in mind, the present research attempts to examine whether and how cosmopolitan ideals are promoted through education policies in Europe and to what extent these cosmopolitan ideals succeed to reach national policies and school practice in a country as Greece. To this end, the author conducts a qualitative multilevel study between Europe and Greece and bases her study on two research methods: interviews and document analysis. The interview and document analysis that follows leads to a comparison not only between the European and the Greek context but also between the policy and practice level that spawns a better and deeper understanding of how education promotes and can promote cosmopolitanism. The findings of the research highlight that the dilemma of whether to employ an ethnocentric or cosmopolitan educational approach can be acute. Parallel to that, the conflicting conceptions of cosmopolitanism between Greece and the European Union tend to render the moral aspects of education quite numb. Finally, the research closes with some recommendations for the future and suggestions for further studies.

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2

Xu, Liang. "Developing management education in EU: towards globalization or localization." Thesis, University of Macau, 2008. http://umaclib3.umac.mo/record=b1943269.

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3

Shannon, 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.

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Research has observed an ever-increasing emphasis which is placed on the international dimension in higher education. This thesis is particularly interested in the question, why internationalisation? It constitutes a case study of the rationales driving the national policies for the internationalisation of higher education in New Zealand, the findings of which are compared with those of the seven European countries (Austria, Germany, Greece, the Netherlands, Norway, Portugal and the United Kingdom) analysed as part of a recent European Union 5th Framework Programme project. The available research suggests that economic rationales increasingly drive internationalisation and the first phase of the above project reaffirmed that this was the case at the national level in those countries analysed. This thesis provides an opportunity to corroborate this research and assess whether the same is true in New Zealand. Above all, it intends to contribute to an improved conception of the phenomenon of increasing internationalisation in higher education from which informed discussion and critical debate about its future can take place.

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4

Dogan, 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.

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5

Szyszlo, 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.

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Globalization has motivated universities to calibrate institutional responses for strategic purposes. Yet, specific challenges remain for Ukrainian National Research Universities insofar as the interplay between global and (post-)Soviet knowledge discourses reveal a dual framework, whereby adaptive responses to globalization and entrenched state-centered logics run parallel, and often in conflict, with one another. This study took a critical approach to identify and interpret how the phenomenon of internationalization manifested in the development of strategic partnerships, was translated and re-contextualized into structural innovations, and resulted in systemic institutional change. The thesis delves into the institutional behaviour of three flagship universities in Kyiv, Ukraine and their respective doctoral schools. The selected universities – Kyiv-Mohyla Academy, Kyiv Polytechnic Institute and Taras Shevchenko National University of Kyiv – represent a mixture of organizational types which fall into one or more of the three education archetypes, including the Humboldtian, Soviet and Anglo-American models. These governance models allow for differentiation of institutional interpretations of internationalization and a means of capturing the various ways in which university actors negotiate their spaces of action and translate higher education discourses into practice. The analysis addresses issues of ‘hybridity’ which is not evident in this categorization. The study attempts to problematize internationalization anew by shifting focus on non-linear accounts of the phenomenon in order to comprehend the complex, multi-faceted and often contradictory ways the process plays out across different university landscapes. The inquiry employs conceptualizations combining the Delta Cycle for Internationalization (Rumbley 2010) and a new institutional approach (North 1990). The study is structured as a single-case embedded case study design as described by Yin (2015). Data were collected via 45 semi-structured interviews with university actors and higher education stakeholder agencies, including: senior administrators, mid-level leaders, faculty members and doctoral candidates. The data were supported by scholarly literature, official documents, reports, strategy papers, grey materials, policy statements, field notes. as well as university and ministerial websites. These data were analyzed for content and triangulated according to a modified content analysis approach. This study expands and contributes knowledge on the internationalization of higher education by distinguishing variations of how the phenomenon manifested within different university settings. It examines the place of the university as an organization that not only produces and disseminates knowledge, but assimilates and adapts global knowledge to national needs. Finally, the inquiry explores internationalization as an academic innovation and a process of institutional change which shapes academic identities and legitimizes the university as a global actor.

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6

Ochola, 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.

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Migration is a continuous process in an increasingly globalized world and African migrants have for a long time migrated to Europe mostly for economic reasons. Due to biased reporting of life in Europe by both western and African media as well as half-truths by Africans living in Europe who seldom tell the whole story of their lives abroad; a lot of African migrants arrive in Europe with a very idealistic image. African migrants thereby risk a lot in pursuit of a better life in Europe. When they finally arrive, a lot of their idealistic expectations are not met, forcing them to be filled with regret and the wish that they had known the full truth before migrating. This study examines an online platform (Surprising Europe’s website), that connects African migrants by inviting them to share stories about their migration experiences in an effort to better inform those intending to migrate. The use of interviews of the producers to better understand the project as well as their intentions, and a narrative analysis of all the 30 articles on the website are analysed. The results indicate that the danger of telling one sided stories contribute to the existing narrative of a western idealistic image of “gold lying on the streets”; as well as an illustration of the authors exhibiting a transformation from people who were formerly Surprising Europe’s audience, now constructing narratives in a collaborative way with the producers. The website therefore demonstrates how an online platform for mediated communication can be used to offer fragmented identities as well as a sense of belonging, offering a voice to the previously voiceless despite their migration status.

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7

Dovhopol, H. A. "Internationalization and globalization of education." Thesis, Київський національний університет технологій та дизайну, 2018. https://er.knutd.edu.ua/handle/123456789/10563.

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8

Holz, 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.

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9

Jacobsen, Carey Mae. "Globalization, Global Citizenship, and Catholic Education." Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/104047.

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According to the National Catholic Education Association (NCEA, 2020), 2 million children attend K-12 Catholic schools in the United States. Because Catholic school systems are "among the largest and most significant" religious educational institutions (Marshall, 2018, p.185), Catholic educational leaders should be part of a dialogue to improve the quality of education. Furthermore, it is vital that these dialogues address phenomena impacting the quality of 21st century education. Among critical phenomena impacting 21st century education is globalization (Darling-Hammond, 2010; Friedman, 2005; Zhoa, 2009). In this qualitative study, phenomenological methodology was used to examine experiences and perspectives of Catholic school administrators regarding the phenomenon of globalization. Specifically, the study explored understandings of Catholic school administrators within the Diocese of Richmond, Virginia regarding globalization, global citizenship, and global competencies. Further, this study investigated current practices fostering global citizenship within the Catholic school system. Purposeful sampling of individuals who serve in administrative roles in Richmond diocesan schools, including Junior Kindergarten (JK)-8, JK-12, and 9-12 levels, was used to identify 11 participants who met study inclusion criteria. Consenting individuals were invited to participate in a semi-structured interview regarding the phenomena of interest. Upon completion, participant interviews were transcribed and coded for analysis using qualitative methods consistent with phenomenology. Themes regarding globalization, global citizenship, and global competencies within the Catholic education system were identified. The results and findings of this qualitative study, including implications for educational leaders and recommendations for future studies, were summarized.
Doctor 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.

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10

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.

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11

Gay-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.

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The 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.

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12

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.

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Thesis (Ph. D.)--University of Oregon, 2008.
Typescript. 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.

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13

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.

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Political opposition to globalisation has risen in industrialized countries, although the positive overall effects on the growth of the world economy and the alleviation of poverty are empirically verifiable. However, the effects of globalisation vary according to regions, professional groups, and education. In the period of intensive globalisation, unemployment and inequality have risen, and people feel their lives to be determined by forces they cannot influence. Since the many new challenges, such as climate protection, can be better solved by worldwide efforts, it is indispensable to avoid new national barriers and to strengthen the endorsement of globalisation and the concomitant welfare effects. However, it is also necessary to respect cultural differences in preferences and to view globalisation as a search and learning process. Instruments for the implementation of such a strategy may vary according to regional specifics. Social and ecological goals - gaining higher importance with rising per capita incomes - are well-represented in the European model, but for worldwide solutions other socio-economic models will offer preferences and solutions. Apart from the announced partial withdrawal of the United States from globalisation and the upcoming dominance of China in world affairs and large scale investment, Europe would be well-advised to take a greater responsibility if not the lead in determining the rules of globalisation. Based on an opinion-forming process within Europe, responsible globalisation can significantly improve the quality of life in Europe and its partners worldwide.

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14

Griffiths, Casey Paul. "The Globalization of Latter-day Saint Education." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3335.

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This work traces the development of the global educational system of the Church of Jesus Christ of Latter-day Saints. After a long period of providing schools for its membership in the Intermountain West of the United States, the Latter-day Saints ultimately settled on a system of supplementary religious education, designed to work in concert with public education systems. During the 1950s as the Church began to gain an international following, Church leaders moved to establish an international system of schools to meet their needs. These schools were largely supervised and directed by Americans personnel. Under the leadership of Church president David O. McKay, large school systems were constructed throughout the Pacific, Mexico, and Chile. As the costs and complexities of these systems multiplied, Church leaders began to take a more structured and systematic approach towards their educational system. Under the direction of Harold B. Lee and other leaders, the Church chose once again to emphasize religious education among its membership, and a large system of supplemental programs were launched across the globe. These new programs were staffed primarily by indigenous personnel, providing strong local leadership. Eventually the majority of the international schools closed in favor of these supplemental programs. By 1980 the basic policies governing the Church Educational System were in place and for the most part these policies continue to govern the system today.

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15

De, 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.

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Published Article
This 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.

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16

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.

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17

Davidson-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.

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18

Cheng, 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.

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19

Vyshnevska, 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.

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20

Debnár, 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.

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21

Dreyhaupt, 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.

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22

Linden, 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.

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23

Mohammed, Ismail Syed Ali. "Secondary education in Europe: differences and similarities." Thesis, НТУ "ХПІ", 2015. http://repository.kpi.kharkov.ua/handle/KhPI-Press/15939.

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24

Mamlok, Dan. "Digital Technology and Education in the Age of Globalization." Miami University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=miami1492461952509602.

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25

Sidhu, Ravinder K. "Selling futures : globalisation and international education /." St. Lucia, Qld, 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16685.pdf.

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26

Krčma, 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.

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The goal of the master thesis titled "Trade openness and income inequality in Eastern Europe" is to analyze the effects on income inequality changes in the population in the period of transformation from centrally planned economies to market economies in the last decade of the twentieth century. The first part of the thesis focuses on the development before the individual countries started to join the European Union. The subsequent liberalization in the early 21st century is evaluated in the second part of the thesis. The multiple regression analysis is used to estimate the effects. The data were provided by the World Bank for the period of from 1989 to 2014. The objective of the thesis is to enlighten the factors which are influencing the changes in income inequality.

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27

Wong, 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.

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28

Ashlee, 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.

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29

Menand, 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.

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In 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 21^st 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 21^st 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 21^st century instruction. Additionally, the teacher participants also conceptualize globalization and 21^st 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.

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30

Xerri, de Caro John. "The Bologna Process and physiotherapy education across Europe." Thesis, Sheffield Hallam University, 2014. http://shura.shu.ac.uk/20708/.

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This study sought to understand the influences of the Bologna Process on physiotherapy education by looking at the extent of the adoption of the objectives of the Bologna Process and interpreting the impact on organisational governance. The aim was to draw out the influence that the Bologna Process may have had on physiotherapy in higher education across Europe. It was decided that the appropriate research methodology to address this aim would be Case Study Methodology and a Type 1 single-case holistic design was employed. The case is defined as the influence of the Bologna Process on physiotherapy in higher education. Two independent groups were purposefully chosen to investigate the case as they met the criteria for information-oriented and context-dependent participants: the Heads of Departments of physiotherapy schools across Europe and the Country Coordinators of the European Network of Physiotherapy in Higher Education (Enphe). A multiple method approach, using both quantitative and qualitative data collection methods, was adopted. A survey method was employed to gather data from both groups and the findings were analysed using SPSS and reported as descriptive statistics. A semistructured interview method was employed to collect narrative data from twelve participants who were purposefully selected from the Enphe group. The interview transcripts were reviewed analytically and reported in a narrative manner by following the Framework Approach. The participation rate to the survey method involving Heads of Departments from 26 countries was 45.3% (91/201); and that involving the Enphe country coordinators was 82.1% (23/28).The Bologna Process was identified to have had an influence on the organisational governance of physiotherapy in higher education across Europe. Three key findings that emerged from this study show that these influences were on the degree structure and duration of programmes (including ECTS); Mobility and Quality. Issues of harmonisation & diversity were identified in relation to understanding the social factors that have determined and shaped any influences of the Bologna Process on physiotherapy in higher education. The implications of the findings from this study are that they lay down a foundation for further study into the conceptual and strategic organisational designs for future physiotherapy education.

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31

Mac, 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.

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DURING the sixties, higher education was mainly given by public universities. There were twenty-one public and ten private universities. 1 Growth in education went from 2.3 percent in 1961 to 4.4 percent in 1972, and jumped to 9.9 percent in 1981.

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32

Nyang'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.

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This research study was designed to examine the relationship between globalization as measured by the KOF index, its related forces (economic, political, cultural and technological) and the public provision of higher education. This study is important since globalization is increasingly being associated with changes in critical aspects of higher education. The public provision of education was measured by government expenditure and educational outcomes; that is participation, gender equity and attainment. The study utilized a non-experimental quantitative research design. Data collected from secondary sources for 139 selected countries was analyzed. The countries were geographically distributed and included both developed and developing countries. The choice of countries for inclusion in the study was based on data availability. The data, which was sourced from international organizations such as the United Nations and the World Bank, were examined for different time periods using five year averages. The period covered was 1970 to 2009. The relationship between globalization and the higher education variables was examined using cross sectional regression analysis while controlling for economic, political and demographic factors. The major findings of the study are as follows. For the two spending models, only one revealed a significant relationship between globalization and education with the R2 s ranging from .222 to .448 over the period. This relationship was however negative indicating that as globalization increased, spending on higher education declined. However, for the education outcomes models, this relationship was not significant. For the sub-indices of globalization, only the political dimension showed significance as shown in the spending model. Political globalization was significant for six periods with R2 s ranging from .31 to .52. The study concluded that the results are mixed for both the spending and outcome models. It also found no robust effects of globalization on government education provision. This finding is not surprising given the existing literature which sees mixed results on the social impact of globalization.

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33

Heydt, 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.

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Анотація:

L'éducation de l'enfant, futur citoyen, représente un enjeu pour nos démocraties et l'avenir de nos sociétés. Pour endiguer une certaine désaffection de la participation civique et une augmentation du mal être à vivre ensemble, nos pays européens ont tous dévolu de façon variable, tantôt à l'institution scolaire, tantôt aux parents, la responsabilité et la charge de l'éducation citoyenne. Toutefois, les approches apparaissent différenciées entre les modalités de mise en œuvre proposées par le Royaume-Uni, la Confédération suisse ou la République française et s'inscrivent dans une compréhension historique et culturelle. Le citoyen se désintéresse-t-il réellement de la vie publique, ignore-t-il le sens des mots qu'il emploie en la matière? La famille n'est-elle plus désireuse, ni en capacité, de conduire l'éducation du futur citoyen ? L'enquête a démontré que les citoyens d'Europe ont non seulement une parfaite connaissance civique, mais expriment également leur volonté de s'engager pour une éducation citoyenne de l'enfant, en partenariat avec l'école, car la place de la famille leur semble primordiale. Les Etats comme les citoyens nous ont confirmé que la citoyenneté et la démocratie étaient indissociables et nécessitaient d'être intégrés dans le processus éducatif. La famille a un rôle particulièrement important de transmission des valeurs culturelles et éthiques incarnées dans la notion de ce vivre ensemble. C'est pourquoi, nous sommes convaincus que l'éducation à la citoyenneté relève autant de la responsabilité et de la capacité des familles que de celles des institutions publiques. Or, pour redonner aux acteurs de cette démocratie, et particulièrement aux parents, le dynamisme nécessaire à la réalisation de l'acte éducatif, les lieux décisionnels doivent être plus accessibles et en cohérence avec le vécu quotidien. La citadinité est une réponse possible aux attentes de proximité du citoyen éducateur du vivre ensemble
The 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

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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.

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The purpose in this study is to investigate how the educational system in Tanzania is seen to enable the transformations of globalization in order to develop the economy, society and individuals. I look at how educational development in Tanzania is described, what the purpose of educational development is and under which conditions educational development is seen to enable global transformations. The main perspectives of this study are globalization and governmentality to highlight global transfers and governance of the individual. I interview ten people and scrutinize policies and vision from the area of education. The analyze method is critical discourse analysis to highlight the transferring of ideas or discourses. From the results the purpose with educational development is to develop the individual, the social welfare and the economy to be a part of a competitive and global world but there are a lot of limitations such as poverty, a lack of resources and lack of motivation.

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Kinsella, 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.

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This thesis explores the diverse range of textual and visual architectural representations in twelfth-century didactic texts. It argues that these representations are not arbitrarily chosen frameworks for holding data; instead, architecture can perform a certain pedagogical role. In this role architectural representations mediate between imperceptible abstract concepts in the text and the tangible world of the reader. By focusing on the relationship between text and image this thesis argues that the two play a meaningful part in conveying intangible elements of the world to the reader. The thesis creates an alternative to the historiography on architecture and its representations by redirecting focus from the development of technical drawings and onto the intellectual context of the drawings, and ultimately questions why architecture, in particular, appears so frequently in didactic manuscripts of the period. The argument is framed by two points. First, it recognises the manifold ways in which architectural representations appear by focusing on three particular examples: quadrivial texts, Richard of Saint Victor's In visionem Ezechielis, and Honorius Augustodunensis' Gemma animae. These texts provide case studies to argue the primary point of thesis, namely, that architectural representations were used to provide tangible or kinaesthetic models to aid readers' understanding of difficult material. Second, the language and structure of the three studies reflect a dimensional framework that was used to articulate particular aspects of the drawings. The dimensional aspects of the drawings appear in texts as references to length, width, height, and the typological qualities of architecture. Overall the thesis has two important implications. First by recognising the important relationship between text and image it is possible to draw out the pedagogical aims and processes present in some twelfth-century didactic works. Second, common examples of architectural representations, such as Gospel canon tables, are recognised as part of a broader spectrum of heuristic images and diagrams.

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Gerholz, 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.

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37

Onaran, 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.

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This paper estimates the effect of globalization on the implicit tax rates (ITR) on capital income, labor income and consumption, and the share of social protection expenditures in total public expenditures in Western and Eastern Europe. It tests the coexistence of efficiency and compensation effects of globalization on the expenditure as well as the revenue sides of government budgets. In Western Europe, globalization leads to an increase in social expenditures; however these expenditures are to an increasing extent financed by taxes on labor income. There is no effect of the ITR on capital income, whereas the ITR on consumption decreases. There are important differences between the welfare states. In the conservative regimes, social expenditures increase due to globalization, but they are financed to an increasing extent by taxes on labor. In the social democratic regimes, not only social expenditures, but also the ITRs on capital income and consumption decrease as a result of globalization, whereas the ITR on labor income increases. In the liberal regimes, the ITR on labor income is rising, while social expenditures and the ITR on consumption is declining. In the southern regimes, the ITRs on both capital income and consumption are decreasing. In the CEE NMS, on average, there seems to be no statistically significant effect of globalization on social expenditures nor on the ITR on capital and labor income. Globalization affects only the ITR on consumption, leading to a decline. However, different welfare regimes react differently: there is a negative effect of globalization on social spending in the Baltic countries, and a negative effect on the ITR on capital income in the post-communist European regimes. (author's abstract)
Series: Discussion Papers SFB International Tax Coordination

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38

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.

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The 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.

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39

Sharma, Seetal. "Globalisation and postcolonial identity." Thesis, Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25262348.

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40

Beck, 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.

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41

Frykheden, 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.

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42

Alfattal, Eyad. "GLOBALIZATION, INTERNATIONALIZATION, MARKETING, AND COLLEGE CHOICE: KEY FACTORS AFFECTING INTERNATIONAL STUDENTS’ MOBILITY." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/494.

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While globalization, internationalization, and marketing in higher education were intensifying with an inexorable veracity, little was known about the strength of factors and the dynamics by which those factors that affect international students’ mobility operated. Previous studies used different and overlapping theoretical models, and findings were inconsistent and, in some cases, contradictory. The objective of the present study was to investigate what influenced international students’ choices to study at a comprehensive college in southern California, as well as, explore and propose a new combined conceptual model that could explain international students’ cross-national mobility. A two-phase explanatory sequential mixed methods design was employed. The first phase was quantitative, where data on 52 observed variables was collected from 618 international students. Findings suggested that international students were motivated to leave their home countries most strongly by their desires for personal fulfillment. It was also found that the quality of the United States education, as well as, the college reputation of quality, were the most important variables that affected students’ destination choices. Findings from Exploratory Factor Analysis (EFA) advanced a four-factor solution that consisted of Quality, Affordability, Access and Peace. Comparisons between population groups within the sample using Multivariate Analysis of Variance found that consideration of Access was more important to non-degree students. Conversely, Peace was more important to undergraduate and graduate students. Moreover, Peace was more important for Middle Eastern students, while Affordability and Access were more important for Asian students. Finally, Quality was more important to male international students. The quantitative phase of the study was followed by a qualitative one that employed transcendental phenomenological procedures. In-depth interviews with 11 international students were conducted. Qualitative findings supported and explained quantitative ones. Furthermore, two additional common sources of influence emerged, Becoming Somebody and Moving from the Familiar to the Unfamiliar. These, together with the four-factor domains identified by EFA, helped conceptualize the international student mobility model proposed in this study.

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43

von, 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.

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44

Dang, 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.

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45

Vallin, 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.

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This 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.

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46

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.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2008.
Thesis 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.

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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.

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When contemporary Native American education in the United States with its historical legacy of ideological management and vocational training, is grafted upon the broader context of modern public education, an ominous threat appears for indigenous communities. What happens to the nature of public education when two principal homogenizing forces--the corporation and the public school--become partners, involving business and industry directly in the education of native youth? This thesis examines the history and philosophy behind the corporate presence in United States public education, the nature and extent of contemporary corporate sponsorship in mainstream education, and the implications of such sponsorship for Navajo students in one public school district in northern New Mexico. The research presented finds that the various forms and objectives of corporate-sponsored education, invariably carrying latent marketing agendas, homogenizing forces, and consumerist values, constitute another potential instrument of assimilation of indigenous students.

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48

Tchinsala, Yonmon. "THE CHALLENGES OF EDUCATION FOR DEMOCRACY: SUB-SAHARAN AFRICA IN AN ERA OF GLOBALIZATION." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/dissertations/887.

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Scholars agree that there may be no better time for Sub-Saharan African countries to create the conditions for a more peaceful and democratic reality than now. This optimism is driven in part by the possibilities for development unleashed by neoliberal globalization and the current tremendous human and material potential of African countries. Where consensus fails, however, is how to create these peaceful and democratic conditions. As the status quo of transition countries in Sub-Saharan African countries shows, the amalgamation of the distant legacy of the colonial past and the not so promising threats of the deleterious effects of neoliberal globalization are creating a mix of prosaic socio-political delirium that compromises possibilities for democratic participation and peaceful coexistence. Perhaps the new threat yet that is driving this optimism down within the region is the emergence of Islamic radicalism that has unleashed a wave of terror activities in countries such as Nigeria, Mali, Somalia, Kenya and Tanzania. Still, education for democracy has and can significantly mitigate rampant acts of violence and help countries move towards a more peaceful and democratic reality. And this begs the question: In light of the challenges of neoliberal globalization, how can education contribute to building peace and promoting democratic citizenship in Sub-Saharan Africa? Extant research suggests that since the end of the Cold War, many Sub-Saharan African countries have been going through severe crises, most of which involve violent conflicts. Although these violent conflicts have been attracting attention within the international community in general, and the academic circle in particular, violence continues. We are yet to find effective ways to address it and to develop theoretical and practical resources that can help us to work towards more peaceful realities. Using critical theory, in this study I bring the literature on peace and democratic education to the SSA context in order to rethink how education may better contribute to peace efforts. Findings from this study suggest that critical democratic education can help birth a more democratic and peaceful reality in transition countries in Sub-Saharan countries. However, in order to achieve this goal, substantive reforms are needed in the current education systems. Additionally, school stakeholders must receive the training needed about practical ways to employ this vision of education. It is my hope that the results of this study will enhance our understanding of the process of deploying education in support of democracy in post-conflict countries within an era of globalization where the demands upon educational institutions to support economies are serious distractions from the core problems that post-conflict countries face.

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Viscuso, 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.

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50

Simane, 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.

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Thesis (MTech (Public Management))--Cape Peninsula University of Technology, 2018.
The 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.

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