Can college students’ global competence be enhanced in the classroom? The impact of cross- and inter-cultural online projects

Kang, Ji Hye; Kim, Su Yeon; Jang, Sungha; 고애란,

doi:10.1080/14703297.2017.1294987

Cited by 17 publications

(25 citation statements)

References 9 publications

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“…Mass media [8] Mass migration [8] Time zone differences [8] Contact with foreigners [9] Family influences…”

Section: Student Educational Environment and Experiencesmentioning

confidence: 99%

“…Previous studies focused on the relevant factors of global competence mainly at the student and school levels, including student experiences, language proficiency, socioeconomic backgrounds of families and parenting [8][9][10] at the student level, and teacher proficiency and school rankings [11][12][13] at the school level. However, few studies target students' global competence disparities.…”

Section: Introductionmentioning

confidence: 99%

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A Classification Analysis of the High and Low Levels of Global Competence of Secondary Students: Insights from 25 Countries/Regions

2021

Sustainability

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The reinforcement of global competence is vital for students to thrive in a rapidly changing world. This study explores the synergistic effects of both student and school factors on the classification of secondary students with high and low levels of global competence. Data are selected based on 208,556 secondary students from 6902 schools in 25 countries/regions and extracted from the Programme for International Student Assessment (PISA) 2018 datasets. Different from previous research, in this study, data science techniques, i.e., decision trees (DTs) and random forests (RFs), are adopted. Classification models are built to discriminate high achievers from low achievers and to discover the optimal set of factors with the most powerful impact on the discrimination of these two groups of achievers. The results show that both models have satisfactory classification abilities. According to the factor importance rankings in terms of discriminating global competence disparities, student factors play a major role. They especially emphasize students’ capacities to examine global issues, students’ awareness of intercultural communication, and teachers’ attitudes toward different cultural groups.

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“…Mass media [8] Mass migration [8] Time zone differences [8] Contact with foreigners [9] Family influences…”

Section: Student Educational Environment and Experiencesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A Classification Analysis of the High and Low Levels of Global Competence of Secondary Students: Insights from 25 Countries/Regions

2021

Sustainability

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“…In previous studies, plans for working abroad or migration, school education, language barriers, intergroup contact, acculturation strategies and awareness of the importance of global competence were reported to be correlated with students' global competence development (6,(20)(21)(22)(23). The above factors were considered in this work.…”

Section: Discussionmentioning

confidence: 98%

Global Competence of Medical Students: An Assessment Scale and Preliminary Investigation in China

Shi¹,

Du²,

Feng³

et al. 2019

Preprint

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Background: The importance of global competence has been acknowledged in medical care as well as medical education. However, the existing definition of global competence and the survey tools used to assess global competence are not fully applicable to medical students. This study developed and validated a questionnaire assessing the global competence of medical students and preliminarily explored the underlying factors influencing the global competence of Chinese medical students in eight-year programs. Methods: A questionnaire (Global Competence Assessment Scale for Medical Students, MS-GCAS) was developed following a systematic process, and a cross-sectional multicenter survey was conducted among 10 medical schools in China. A total of 1062 completed questionnaires were analyzed. Results: The analysis revealed a four-factor scale consistent with the proposed structure according to the definition of global competence. The validity estimates of the four subscales were mostly satisfactory. School education, duration of overseas exchange programs and willingness to work abroad were found to have significant correlations with global competence. Conclusions: The MS-GCAS is valid and reliable for the assessment of the global competence of medical students in China. Medical schools should take further steps to promote medical students’ global competence.

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“…Works that present the experience of developing students' global competencies in the context of real educational practice were also taken as a basis (Avdeenko et al, 2018;Harshman, 2016;Kang et al, 2018).…”

Section: Methodsmentioning

confidence: 99%

“…Implementation of such an approach to solving the problem of development of global students competencies will allow obtaining a synergistic effect in levels of development of each global competence and the whole set of these competencies. Today, we know the first results of this approach through student interaction (Beetham et al, 2009;Harshman, 2016;Kang et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Meta-Subject Olympiad For Development And Diagnostics Of Students’ Global Competencies

Shkerina¹,

Тумашева²,

Aeshina³

2020

European Proceedings of Social and Behavioural Sciences

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Can college students’ global competence be enhanced in the classroom? The impact of cross- and inter-cultural online projects

Cited by 17 publications

References 9 publications

A Classification Analysis of the High and Low Levels of Global Competence of Secondary Students: Insights from 25 Countries/Regions

A Classification Analysis of the High and Low Levels of Global Competence of Secondary Students: Insights from 25 Countries/Regions

Global Competence of Medical Students: An Assessment Scale and Preliminary Investigation in China

Meta-Subject Olympiad For Development And Diagnostics Of Students’ Global Competencies

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