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Descriptors:
Higher Education; Foreign Countries; Tuition; Colleges; Social Systems; Undergraduate Students; Global Approach

Abstract:
Since 1998-99, when the Scottish Parliament, National Assembly for Wales and Northern Ireland Assembly were established, higher education policies appear to have diverged across the four "home countries" of the UK. This divergence is most visible in the contrasting tuition-fee and student-support arrangements for students entering HE in 2012, and in the values and philosophies that underlie them. Devolution, it would appear, has started a process which is inexorably leading the four HE systems of the UK to go their own separate ways. Or has it? In this paper, the author suggests that the forces which keep the four systems together are at least as strong as those which pull them apart. There has been some divergence, and there will probably be more, but even this divergence has been constrained and shaped by the four systems' continuing interdependence. The UK dimension continues to be important. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Adult Education; Conferences (Gatherings); Lifelong Learning; Child Caregivers; Child Care; Early Childhood Education; Competence; Job Skills; Case Studies; Genealogy; Global Approach; Commercialization; Foreign Countries

Abstract:
We provide a historical (genealogical) study of the changes in discourses on adult education since the famous UNESCO conference in Montreal, to present day texts of the European Union on lifelong learning. We also analyse how these changing global discourses on lifelong learning have travelled--through the hegemony of English language--to local situations, such as in Flanders. In the case of Flanders, they have paradoxically contributed to a significant counter-professionalisation of the early years workforce. This genealogical case study also shows how research, policy and practice are closely intertwined in their contribution to this paradox. The study shows that genealogical approaches are useful to show both how international influences need to be considered in a globalised world, but also how specific local "hybridisations" of these discourses are constructed. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Educational Research; Student Experience; Global Approach; Nationalism; Researchers; Research Methodology; Governance

Abstract:
This essay argues that there is a need for higher education researchers to become aware of methodological nationalism (MN) and take steps to reframe their scholarship in new ways. It illuminates two characteristics of MN prevalent in higher education research and suggests that although a few researchers have attempted to move beyond MN in the higher education globalization literature, most remain encapsulated in a view of nation-state equates society. The authors address this gap by arguing for the expansion of analytic approach to some of the common phenomena studied within U.S. higher education (such as college student experience, diversity, and governance) and highlight how these typical objects of study would transform once we overcome MN. (Contains 10 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Linguistics; Ideology; Language Minorities; Global Approach; Romance Languages; Finno Ugric Languages; Political Influences; Language Attitudes; Ethnography; Self Concept; Second Language Learning; Foreign Countries; Russian; Spanish

Abstract:
Catalan and Estonian can be considered "medium-sized" languages with some key common features that allow us to analyze the evolution of the two cases comparatively. Firstly, other formerly hegemonic languages (Spanish and Russian, respectively) have historically minoritized them. Secondly, the political equilibrium has now changed in such a way that the "medium-sized" languages have been resituated in the public sphere, regaining some institutional recognition. In turn, this has caused the formerly dominating languages to be resituated too, where a high degree of contact between the two linguistic communities exists. Finally, in the globalization era, ideologies about (minoritized) languages may shift from identity-based values toward more pragmatic and instrumental ones. This article presents ethnographically collected data from both Tallinn and Barcelona (2008-2009), providing a reading of the Catalan case and evolution as seen through the Estonian experience. The study examines language-ideological constructs underlying the discourses of the linguistic groups in contact, how they affect and are affected by the context, how they interact with and co-modify each other and ultimately, how can they affect the process by which a "medium-sized" language may be adopted by "new speakers" and acquires a stable position at the level of its public functions. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Active Learning; Veterinary Medicine; Biochemistry; Scientific Concepts; Global Approach; Science Education; Case Studies; Learner Engagement; Educational Improvement; Evaluation; Motivation

Abstract:
First-year students often feel discouraged, especially with courses that require complex thinking and involve establishing relations between different subjects such as biochemistry. It has been proposed that student-centred pedagogy can achieve motivation and improve learning. In this context, this case study reports the use of art as a strategy to engage students in studying and learning biochemistry. Three Art & Biochemistry sessions were included in the programme of the Biochemistry course of first-year veterinary medicine students as one of the graded activities. Working as a team, students expressed a biochemical concept or process of their choice through any art representation to their classmates and to a panel of professors, both of which evaluated their performance using a global perspective rubric. The students' assessment of the activity over three consecutive years suggests that the Art & Biochemistry sessions were successful as an approach to motivate them, and were also perceived as helpful to the understanding and learning of biochemistry. This report supports a positive relationship between art and science in enhancing self-learning and could be easily applied to other subjects and disciplines. (Contains 3 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Kindergarten; Foreign Countries; Educational Change; Social Values; Moral Values; Power Structure; Discourse Analysis; Educational History; Global Approach; School Readiness; Social Change

Abstract:
This article examines the relevance of postcolonialism in early childhood education, with special reference to the kindergarten education system of South Korea. Most of the research on Korean kindergarten education has conceptualized it as preparing children for their later schooling and helping them learn the moral and social values most desired by society. In order to problematize such a monolithic conceptualization of kindergarten education, this article intends to reconceptualize it by analysing Korean kindergarten education in the context of its postcolonial condition. Using a postcolonial framework and Foucault's concepts of power and discourse, this article provides significant insights into reclaiming kindergarten education as a historical, cultural, and discursive product. With a specific focus on different conceptions of "readiness" as an example, how kindergarten education in Korea has become hybrid through postcolonial experiences is further elaborated. (Contains 11 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Policy; Case Studies; Comparative Education; Educational Research; Cultural Influences; Social Influences; History; Policy Formation; Correlation; Global Approach; International Education; Educational Trends; Trend Analysis; Inclusion

Abstract:
International comparison is complicated by the use of different terms, classification methods, policy frameworks and system structures, not to mention different languages and terminology. Multi-case studies can assist in the understanding of the influence wielded by cultural, social, economic, historical and political forces upon educational decisions, policy construction and changes over time. But case studies alone are not enough. In this paper, we argue for an ecological or scaled approach that travels through macro, meso and micro levels to build "nested" case-studies to allow for more comprehensive analysis of the external and internal factors that shape policy-making and education systems. Such an approach allows for deeper understanding of the relationship between globalizing trends and policy developments. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Lifelong Learning; Sustainable Development; Problem Solving; International Education; International Studies; Performance Factors; Barriers; Educational Philosophy; Global Approach; Change Strategies; Educational Change; Educational Strategies; Educational Policy; Policy Analysis; Public Policy; Educational Trends; Fundamental Concepts; Holistic Approach

Abstract:
This paper begins with an analysis of global problems shaping education, particularly as they impact upon learning and life chances. In addressing these problems a range of philosophical positions and controversies are considered, including: traditional romantic and institutional views of schooling; and more recent maximalist, neo-liberal, emancipatory and post-modern-perspectives of lifelong learning. In this paper we argue that these do not represent "the last word" on the provision of learning and the enhancement of life chances and instead we put forward an alternative view based upon the notion of adopting an inclusive problem-solving approach, which we believe may be better suited to offering solutions to the various global problems that have been identified or that are still emerging. We believe that such an approach addresses and expands the individual, social, economic and political features of education and conduces to the improvement and expansion of learning and life chances. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Public Health; Governance; Neoliberalism; Foreign Countries; Educational Change; Public Policy; State Action; Commercialization; Case Studies; Labor Force Development; Knowledge Economy; Global Approach; Criticism

Abstract:
Market forces are being introduced in public spheres such as higher education and public health, which hitherto were closed to such forces. Ironically, it is the state that is responsible for this process of marketisation. Some see this state action as leading to a growing influence of the state in public policy while others see an attenuation of its role. Critiquing this market-state incompatibility thesis from a geo-spatial perspective on globalisation, this paper calls for an articulation of state-market relations that emphasises their interpenetration. Using Botswana as a case study, the paper argues that although on-going tertiary education reforms in the country are characterised by the state's promotion of market forces this does not mean that the state is retreating, leaving the sub-sector to the vagaries of the market. Contrarily, the state is employing marketisation to reform the sub-sector so that it is responsive to labour and skills demands of an economy aspiring to be knowledge-based. (Contains 6 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
English (Second Language); Foreign Countries; Qualitative Research; Second Language Learning; Second Language Instruction; Language Teachers; Teaching Experience; Teacher Attitudes; Acculturation; Faculty Mobility; Cultural Differences; Family Environment; Global Approach; Foreign Nationals; Life Style

Abstract:
This paper is about a qualitative research concerning a group of expatriates' (TEFL/TESOL English language teachers) experiences in Hong Kong. Data related to their life, attitudes and cultural dispositions are discussed under four different states, namely, Adaptation, Drifting in Global Comfort, Drifting in Global Discomfort and Bitter/Sweet Home. Together, these contribute to their mobility pattern--the Global Drift. The study discusses their global experiences and situations relating to the interplay of personal choice on the one hand and changing global and local processes and conditions on the other. It is argued that this is a self-perpetuating group sustained and reproduced by a Global Quality including distinct cultural dispositions, concepts of home and the reproduction of third-culture-kids, who are tailor-made for twenty-first-century mobile work. Finally, the research is situated in the study of cosmopolitanism, particularly in the identification of cosmopolitans and their dispositions. Alternative ways of theorising home (as interactive continuums) and issues related to mobility and dispositions will be discussed briefly. (Contains 2 figures, 2 tables and 17 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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