The Historical Context and Significance of Globalization

Robertson, Robbie

doi:10.1111/j.1467-7660.2004.00366.x

Cited by 9 publications

(7 citation statements)

References 2 publications

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“…Despite the fact that the processes of globalization have been developing and gathering pace over several centuries (Legrain, 2002;Robertson, 2004), the term itself was not found in the academic literature until the early or mid-1980s (Robertson, 2004). There exists no universally recognized definition of what constitutes "globalization", with the most critical voices questioning the feasibility of using the notion of globalization as an analytical concept (Rosenberg, 2001(Rosenberg, , 2005.…”

Section: Globalization and Inequalities In Ib Literaturementioning

confidence: 99%

Globalization, inequalities and the “Polanyi problem”

Śliwa

2007

Critical Perspectives on International Business

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Purpose -The purpose of this paper is to contribute to the debate on the consequences of globalization, in particular the increasing disparity between the wealth of nations and individuals in society. It discusses mechanisms which lead to perpetuation and reinforcement of the situation in which, despite being characterized by inequalities and fragmentation, societies remain by and large cohesive and stable. Design/methodology/approach -This article engages with the so-called "Polanyi problem" and with Polanyi's and other authors' responses to it. In the discussion, the analytical approach is adopted by reference to Aldous Huxley's Brave New World, in particular his concept of soma. Findings -Using the metaphor of soma, developed into four interrelated dimensions, illustrations of social and organizational processes, which ensure sustainability of, and cohesion within, a society based on inequality and fragmentation, are indicated. It is argued that the existence of stratified societies, and inequalities of wealth within and between them, is accompanied by phenomena which support and sustain them. Practical implications -Drawing upon literary fiction can offer valuable insights into issues pertinent to contemporary academic debate. Originality/value -Engagement with Huxley's work provides an alternative way of contributing to the globalization debate and, in particular, to the literature addressing the so-called "Polanyi problem".

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Section: Globalization and Inequalities In Ib Literaturementioning

confidence: 99%

Globalization, inequalities and the “Polanyi problem”

Śliwa

2007

Critical Perspectives on International Business

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“…On the other hand, a lack of motivation has negative results on memorisation and personal development (Denis and Jouvelot, 2005). The inequities of globalisation require that students be motivated to cultivate global competence that changes the way to understand world history, the human condition, global environmental challenges, the development of skills to manage complex societies, the creation of different types of solutions and the visualisation of new ways of understanding our own society (Robertson, 2004). Mansilla and Jackson (2011) argued that university students should be highly motivated to effectively function in the multicultural world.…”

Section: Students' Motivation For Global Competencementioning

confidence: 99%

An Exploratory Study of Chinese University Undergraduates’ Global Competence: Effects of Internationalisation at Home and Motivation

Qian

Zhu

Cao

2017

Higher Education Quarterly

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Global competence is categorised into three dimensions: knowledge, skills/experience and attitudes. This study aims to investigate the global competence discrepancies of Chinese undergraduates in universities and regions of different development levels, as well as the effects of internationalisation efforts at home and students’ motivation on global competence. To this end, 2,695 students within nine universities (three 985 project universities, three 211 project universities and three provincial universities) in three Chinese cities (Beijing, Nanjing and Changchun) participated in this survey. The findings revealed that Chinese undergraduates have positive global attitudes, but they seem to lack sufficient global knowledge. Students from 985 project universities reported gaining higher global competence than students from 211 project and provincial universities, and students from Beijing reported higher global competence than students from Nanjing and Changchun. Competence discrepancies concerning fields of study were also found. The results of hierarchical regression analysis suggest that gender, 985 and 211 project universities, Beijing city, social sciences and humanities, experience of contact with foreigners on campus activities, enrolment in courses related to internationalisation and students’ motivation were predictive of Chinese students’ global competence.

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“…Examples ranged from histories of globalization (e.g. Robertson, 2004) and the capitalist world system (e.g. Bunker & Ciccantell, 2003;Cardoso, 2009) to econometric studies characterizing development and trade (e.g.…”

Section: Historical Subject Sample Referencesmentioning

confidence: 99%

“…Another nine per cent reached back to between the fifteenth and eighteenth centuries-often in reference to early Western colonialism or globalisation (e.g. Bunker & Ciccantell, 2003;Robertson, 2004). The second most frequently referenced starting period rested between the eighteenth and twentieth centuries, correlating to 35 per cent of the surveyed works.…”

Section: (B) Variation Across Temporal Coveragementioning

confidence: 99%

Does the Development Discourse Learn from History?

Park

2017

World Development

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What is the nature and extent of historical awareness in the development discourse? Does the development discourse learn from history, including its own? Set in the contexts of aging development institutions and a changing geopolitical climate, this paper provides one account through a historiographical survey of 136 journal articles across 10 leading development journals. It uncovers a substantial body of works, which offer descriptive histories, derivative lessons, and historiographical critiques. Altogether, they evidence two modes in which the development discourse attempts to learn from history. The first lies in the proactive use of external histories as empirical evidence for a variety of development issues. This is the predominant mode exhibited in the survey. A second mode lies in the use of internal histories of the development discourse, itself. Here, the survey finds a number of noteworthy but largely disparate efforts. This suggests a relative dearth in historiographical selfconsciousness for a narrow but influential segment of the development discourse. A number of consequences are considered, ultimately responding to the legitimacy, efficacy, and sustainability of development action. In sum, our survey finds that the mainstream development journal discourse is adept at learning from external histories, but not necessarily from its own. Evidence, however, suggests that it can. A case is made for why it must.

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The Historical Context and Significance of Globalization

Cited by 9 publications

References 2 publications

Globalization, inequalities and the “Polanyi problem”

Globalization, inequalities and the “Polanyi problem”

An Exploratory Study of Chinese University Undergraduates’ Global Competence: Effects of Internationalisation at Home and Motivation

Does the Development Discourse Learn from History?

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