Global competences and 21st century higher education – And why they matter

Robertson, Susan L.

doi:10.1177/22125868211010345

Cited by 16 publications

(12 citation statements)

References 5 publications

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“…Despite Chinese official discourse on education quality and poverty reduction that seem to be convergent with the international agendas, and the participants’ feedback of some good practices of Chinese scholarship programmes, this paper is still concerned with the extent to which this provision can benefit more students from disadvantaged background in the developing context due to their lack of network and access to information. While countries today are keen on linking capacity to the ‘world class’ status and ‘greatness’ of a university (Robertson, 2021), which can be seen from these internationally or nationally top ranked Chinese universities that are authorised for the scholarship programmes, more explicit global policies with official measurements are needed to examine universities’ contribution to not only greater international flow of students but also higher social mobility at the global level.…”

Section: Discussionmentioning

confidence: 99%

Higher education beyond SDG 4: China’s scholarship provision in the Global South

Yuan

2022

International Journal of Chinese Education

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In international development of education, the United Nation’s Sustainable Development Goal four monitors the scholarships offered by Western donors to developing countries. This paper, based on a qualitative study with 43 students from 26 developing countries, examined the foreign students’ perceptions of Chinese scholarships. By looking at students’ scholarship application, university experience and post-study plans, the findings revealed a centralised multi-level scholarship system, in particular attracting post-graduate students. The language of instruction in both Chinese and English, knowledge in shared development contexts and the perceived good value for future career had a combined effect to the students’ experience. In considering education as a cultural political economic ensemble in the global context, the paper concluded that China’s scholarship and higher education practice, serving the country’s soft power and representing South-South Cooperation, contributed to the global education targets from both quantity and quality dimensions but could step further towards education for social and global justice.

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Section: Discussionmentioning

confidence: 99%

Higher education beyond SDG 4: China’s scholarship provision in the Global South

Yuan

2022

International Journal of Chinese Education

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“…According to the requirements of The Guide , College English education should provide students with “a basic tool for knowledge innovation, potential exertion and all-round development, and prepare well-rounded students for the challenges and opportunities in the era of globalization” (College Foreign Language Teaching Steering Committee, 2020). Therefore, according to The Guide , the current College English education needs to emphasize the cultivation of students’ comprehensive language application ability, and focuses on the cultivation of students’ practical ability and innovative thinking ability, and it becomes the key in cultivating the global competences of the 21 st century (Robertson Susan L, 2021). Thereupon, college English education has to focus on both the acquisition of knowledge and practice in teaching.…”

Section: Background Informationmentioning

confidence: 99%

The construction of the “College English creative writing workshop” as the second class

Zhang

2023

International Journal of Chinese Education

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College English is a compulsory public basic course for non-English majors in Chinese universities, it is also called “Public English” for undergraduates. Since the Ministry of Education of China formulated the College English Curriculum Requirements (hereinafter referred to as the “Curriculum Requirements”) on January 2, 2004, a series of reforms in College English teaching have been carried out by Chinese universities in accordance with the social demands. Based on the theory of constructivism, the present study constructs the second class of College English by learning from the “English creative writing workshops” which has been flourished in European and American universities. After a semester of piloted teaching, it found that the College English creative writing workshop, as the second class, not only is a beneficial supplement to the conventional College English class, but also has a significant effect on improving the English writing ability of non-English majors. In addition, it’s teaching mode is also very effective in cultivating students’ innovative thinking ability, practical ability and autonomous learning ability. The study has certain practical value in promoting the localization of creative writing in local Chinese universities, as well as in cultivating college students’ ability to tell Chinese stories well.

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“…Technology Undergraduates in the English Language Classroom employable global citizens who can think and act from a global perspective [1] - [4]. In the future students who specialise in the field of Computer Engineering and Information Technology will be at the forefront of advancing the technology available to all people in the world and, therefore, they should be globally competent.…”

Section: Oleksandr Malykhin Et Al Global Competence Development Among...mentioning

confidence: 99%

“…It should be mentioned, that one of the main ideas raised in this document is that "to be competitive, ethical, and effective workers, today's students must understand key topics of global significance in areas like engineering, business, science, history, ecology, and other domains that may constitute their future work" [13, p. 2]. Therefore, the main four sub-competences which constitute the global competence can be manifested in students' ability (1) to investigate the world beyond their immediate environment, (2) to recognize perspectives, others' and their own, (3) to communicate ideas effectively with diverse audiences, (4) to take action to improve conditions [13, p. 11].…”

Section: Literature Reviewmentioning

confidence: 99%

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Global Competence Development Among Computer Engineering and Information Technology Undergraduates in the English Language Classroom

Malykhin

Aristova

Опалюк

2023

ETR

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Nowadays higher education institutions are directly involved in the training of new personnel, so they should seriously puzzle one of the most obvious questions today, how to prepare students to meet the challenges of Industrial Revolution 4.0 in an increasingly globalised society. And although the unequivocal answer to this question doesn’t exist, one thing is certain: while providing Education 4.0 through incorporating advanced technology into the curriculum for implementing best practices and innovative methodological approaches, methods and techniques, higher education institutions should do their best to shape the next generation of highly employable global citizens who can think and act from a global perspective. In the future students who specialise in the field of Computer Engineering and Information Technology will be at the forefront of advancing the technology available to all people in the world and, therefore, they should be globally competent. It means that they should possess a global competence to successfully compete on a global scale. Significant practical experience gained by the authors of the article made it possible to assume that being one of the humanities which is taught to Computer Engineering and Information Technology undergraduates in Ukrainian higher education institutions, English has a great potential for developing their global competence. Considering the fact that Ukrainian 15-year-old students were not a part of the PISA 2018 Global Competence assessment, the present research was aimed at finding out how the participants understood the concept of “global competence”, their awareness of the importance of global competence development in accordance with the requirements and principles of Education 4.0 associated with the Industrial Revolution 4.0 and participants’ views on the role of the English language in its development. For exactly this purpose the authors made a questionnaire in Google Forms. The research participants were 249 Computer Engineering and Information Technology undergraduates who were selected by means of a purposeful sampling method. The conducted research shows that the didactic uniqueness of the English language as an academic discipline aimed at developing global competence is manifested in the fact that it can be seen as both a learning goal and a learning tool. The results obtained became the basis for devising a paradigm defining strategy (the core strategy) and four sub-strategies effective for developing Computer Engineering and Information Technology undergraduates’ global competence in the English language classroom.

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Global competences and 21st century higher education – And why they matter

Cited by 16 publications

References 5 publications

Higher education beyond SDG 4: China’s scholarship provision in the Global South

Higher education beyond SDG 4: China’s scholarship provision in the Global South

The construction of the “College English creative writing workshop” as the second class

Global Competence Development Among Computer Engineering and Information Technology Undergraduates in the English Language Classroom

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