Language, Culture and Global Competence: An Essay on Ambiguity

Baumgratz, Gisela

doi:10.2307/1503516

Cited by 31 publications

(7 citation statements)

References 7 publications

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“…However, one's definition of global readiness is shaped by one's historical, social, and cultural context (Deardorff, 2006). For example, Baumgratz (1995) claimed that the European view is different than the U.S. view in that the paradox of global citizenry and global competition is more apparent in Europe. Therefore, I needed to contextualize the review to the U.S.…”

Section: Literature Review Processmentioning

confidence: 99%

Designing global futures: A mixed methods study to develop and validate the teaching for global readiness scale

Kerkhoff

2017

Teaching and Teacher Education

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Our world is increasingly interconnected economically, environmentally, politically, technologically, and socially. In response, leaders have called for more global education in our K-12 schools. Current global readiness frameworks put forward by the US Department of Education, Partnership for 21 st Century Skills, and others are widely used; however, they are not empirically grounded and tested. This study took steps towards an empirically validated construct of teaching for global readiness. A sequential exploratory mixed methods design (QUAL  quan) was utilized to operationalize and validate the construct teaching for global readiness. Mixed methods BIOGRAPHY Shea Kerkhoff earned her B.S. in English Education from Ball State University and M.Ed. in International Education Policy and Management from Vanderbilt University. She taught high school English for seven years, including Wake County Public Schools in North Carolina (NC) and District of Columbia Public Schools. Currently, she serves as 4 the World's Education Director and teaching assistant at North Carolina State University, where she pursued her Ph.D. in Curriculum and Instruction with a focus in Literacy. In these roles she has led two alternative spring break trips of NCSU students and faculty to Belize and Guatemala for service learning. Shea serves as the adviser to the student chapter of 4 the World at NCSU. In 2014 as a research assistant with North Carolina Department of Public Instruction, Shea helped create the Global Ready School Rubric. Shea worked with the Global Education team to design the method, analyze the findings, and present the final document. As a graduate assistant at NCSU, Shea taught Reading Print and Digital Texts Across the Disciplines and was part of the Disciplinary Literacy for Deeper Learning MOOC-Ed design team. In this role, she reviewed the literature on disciplinary literacy, designed the English language arts model project, and provided feedback to participants on the forums. Most recently, Shea served as coach to a cross-cultural collaboration team of American and Chinese teachers at the 2015 New Literacies Teacher Leader Institute. Passionate about her researchincluding adolescent literacy instruction, disciplinary literacy, global education, and gender equality-Shea is a lifelong learner who strives to instill a love of learning into her students. iii ACKNOWLEDGEMENTS First and foremost, I would like to thank my advisor Dr. Hiller A. Spires. You have taught me so much, from how to conduct research to how to eat squirrel fish. You have a unique gift for challenging people to do more than they thought possible and supporting them to accomplish their dreams. Thank you for always taking time to teach me. I would also like to thank my committee. Dr. Duarte Morais, your work has made my work possible, as well as the work of numerous others. Dr. Jessica Decuir-Gunby, you are a triple threatteacher, researcher, and leader. Dr. Ruie Pritchard, thank you for taking the time to close read my papers and give me such meaningf...

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Section: Literature Review Processmentioning

confidence: 99%

Designing global futures: A mixed methods study to develop and validate the teaching for global readiness scale

Kerkhoff

2017

Teaching and Teacher Education

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“…Global leadership is foundationally relational. Global competence is more than simply holding general knowledge of the culture, but is more centered on 'relational knowledge' (Baumgratz, 1995). This type of knowledge involves the individual's home environment, their objective knowledge, and personal perception.…”

Section: Global Leadership Educationmentioning

confidence: 99%

Enhancing Global Leadership Education through English Language Learning Partnerships

Bletscher¹,

Alharbi²,

Kellermann³

2017

JOLE

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Taking a relational and experiential approach to leadership education, an innovative partnership was developed between an undergraduate global leadership course and an on-campus English Language Learning institute. Instructors conducted a co-curricular global leadership workshop to guide both American and international students' (n=18) intercultural interactions into impactful experiences of self-awareness, understanding, and intercultural communication competence. Workshop surveys were distributed to more appropriately evaluate the objectives of the workshop, gain participant insights, and provide recommendations for future workshops. Participants left the workshop with an understanding and valuing of intercultural relationships, how to effectively communicate in intercultural teams, how to successfully adapt in global contexts, and an increased confidence to lead globally. Recommendations of this pilot study provide further insight for future global leadership workshop initiatives, partnerships, and curriculum.

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“…International training, according to Large 'assists in retrieving information and creating metaphors to understand one thing in terms of another by a means of cross-fertilising one's impression' (Large, 1990, p. 257). Baumgratz (1995) explains that perception of a foreign situation is used to evaluate the socialisation and home environment of the concepts acquired. Interpretation of the target environment uses cross-cultural perception relevant for social communication and with groups of different national or cultural backgrounds.…”

Section: A Theory Of Demand For International Trainingmentioning

confidence: 99%

Competitive Market Impetus for International Training in the US

Ilon

Paulino

1997

Journal of Higher Education Policy and Management

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The demand for international training derives from global market forces and the pressures such forces exert on labour markets. The paper analyses competitive market forces within the global economy, multinational firms, and the US labour market to provide a framework for a projective model of international training demand in the US until the year 2005. The demand for internationally trained employees is estimated to be 1.65 million by 2005--or an average annual increase of 75,000. Fifty seven percent of the training will be for employees who traditionally are trained in institutions of higher education. This implies a 17% annual increase in training supply for all training at all levels through the year 2005.

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Language, Culture and Global Competence: An Essay on Ambiguity

Cited by 31 publications

References 7 publications

Designing global futures: A mixed methods study to develop and validate the teaching for global readiness scale

Designing global futures: A mixed methods study to develop and validate the teaching for global readiness scale

Enhancing Global Leadership Education through English Language Learning Partnerships

Competitive Market Impetus for International Training in the US

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