Faculty Exchanges as a Way to Increase Globalization in the IS Curriculum

Companies are becoming more and more global, in large part because of the impact of Information Systems (IS). IS faculty exchanges can be a way for IS faculty to broaden their experiences and education in this flat world. This article presents the views of four scholars on faculty exchanges and experiences. These views are based on their faculty exchange experiences and were presented during a panel session at the America’s Conference on Information Systems (AMCIS) 2010 in Lima, Peru. The panelists described their individual exchanges, how they impacted their areas of research and teaching, and their lives

Proposal for the creation of a national network of global studies high schools

This is a proposal to seek private and public funding to create a national network of global studies high schools (GSHS). The aim of a network of GSHSs is to enlarge the leadership corps of the next generation and to equip its members to address mounting global challenges to the security, material welfare, and freedoms of the American people, the citizens of open societies everywhere, and those who are striving to join their ranks.Title VI National Resource Center Grant (P015A060066)published or submitted for publicationnot peer reviewe

The “Americanization” of Global Education: A Comparative Study of American and Italian Students at John Cabot University in Rome, Italy

With the turn of the century, the rise of globalization has greatly impacted, and continues to impact, the development of nation-states’ economies and native cultures. This international phenomenon generates the idea that countries are now on a similar playing field, whether that be culturally, economically, or politically. While it is hard to defend the latter, globalization has seemingly “flattened” the world by way of bringing individuals of different cultures, ethnicities, races, genders, and nationalities closer together. Moreover, as citizens of this internationalized community, we see a specific type of cultural globalization through increased opportunities in travel, the rise in number of international organizations, and the concept of borderless education. This study highlights one essential component of the aforementioned cultural globalization: the rise of global education and the so-called “Americanization” of classrooms abroad. As a dual citizen of Italy and the United States of America, it is important for me to examine the relationship that these two countries possess in the realm of education with a more critical viewpoint, observing the impact that certain channels of American education have on native Italian culture, language, and schooling. Through personal interviews with Italian and American students alike, this thesis compares the experiences of student groups at one particular American university in Rome, Italy: John Cabot University. These conversations combined with academic research generate the scale to which Americans interact with the “local” in their host countries, as well as the education that Italians feel that they are receiving. All in all, with recent developments by prominent universities in creating American campuses abroad, it is manifested that this topic is becoming more relevant than ever in discussions on international education and the use of soft power in higher education

More than a touristic visit: scholar exchanges as a communication method in public diplomacy

This paper discusses the concept of Public Diplomacy and the effectiveness of a specific Public Diplomacy tool: Scholar Exchanges as a tool of Public Diplomacy. The foreign Fulbright Program of the United States Government is introduced as a case study and for further interpreting the perceptions of the program, a survey is ran among 59 current grantees. Scholar exchanges programs are suggested to be implemented in order to overcome the barriers in communication processes in the international arena

A Critical Review of Contemporary Practice and Educational Research in Internationalisation within the business education subject communities

This report critically reviews contemporary educational research and practice in the field of internationalisation within the business education subject communities in order to inform curriculum development and pedagogy geared towards the development of international perspectives and intercultural learning. Drawing on current pedagogical literatures as well as staff and student consultations, it identifies a number of key points which reflect good practice in business education curricula. Due to the broad disciplinary scope of the subject area in focus and the diversity of curricular activities across the UK, this critical review is selective rather than exhaustive and seeks to stimulate further discussion and research in the field. The report is structured as a reference text around key themes and issues emerging from the review, providing the reader who has a particular interest or issue in their practice with an outline of key texts which can be followed up as appropriate

Internationalizing higher education: A case study of a Midwest comprehensive university

The international component of higher education has faced significant challenges over the past two decades due to the effects of globalization. The realization that international interdependence is not an abstract theory but a reality has prompted institutions of higher education in the United States to internationalize their campuses. The purpose of this qualitative research study was to examine how and to what extent a Midwest comprehensive university has developed its internationalization process Special focus was placed on understanding and drawing conclusions from the perceptions of administrators and faculty members regarding the importance of internationalizing a campus and the factors that either facilitate or hinder the process. The primary modes of data collection were individual interviews and document analysis. The participants included 32 upper-level administrators and faculty members. This study concluded with several aspects of the internationalizing higher education. They are: (a) internationalizing is a complex concept; (b) internationalizing needs to be a concerted effort; (c) internationalizing requires a multilevel approach; and (d) internationalizing the campus is an inevitable process

Internationalisation strategy implemented through Faculty Exchange: Strategic Entrepreneurship in a “new” United Kingdom University

The promotion of international staff mobility is a founding principle of the ‘Bologna Process’, designed to create a converged system of higher education across Europe as it is subjected to increasing globalisation. Many UK ‘new’ (ie post-1992) universities are engaged in the development of internationalisation and globalisation strategies which include staff exchange. Meanwhile, the failure to execute strategy is increasingly acknowledged as a major problem in organisational performance. Using a first-, second and third-person Insider Action Research (AR) approach, six chronological cycles of AR were enacted over a 28 month period in order to organise and implement an international staff exchange between universities in the UK and France. Data generated were subjected to a double process of analysis – four phase analysis and a meta-cycle of enquiry - in order to propose aspects of strategy execution through strategic entrepreneurship within the constraints of a post-1992 university business school in the UK. Concepts from the theoretical literature in three domains - entrepreneurship in higher education, globalisation of higher education and strategy execution through strategic entrepreneurship – are combined with the research analysis to propose that ‘strategic entrepreneurs’ can execute the riskier elements of an internationalisation strategy, such as staff exchange. This work broadens AR from education into strategic management. It goes beyond the common, well-intentioned and yet vague statements involving the ‘encouragement’ of international staff exchange to propose the elements of execution through strategic entrepreneurship

Are We “Reading the World”? A Review of Multicultural Literature on Globalization

Given its commitment to “reading” the social context, how is multicultural education accounting for the shifting context of our globalized world? A conceptual review of multicultural journals reveals limited engagement. However, a more sustained analysis could fuel re-articulations and contestations of the purpose of education in the 21st century