Annual Report of the University, 1999-2000, Volumes 1-4

The Robert O. Anderson School and Graduate School of Management at The University of New Mexico Period of Report: July 1, 1999 to June 30, 2000 Submitted by Howard L. Smith, Dean The Anderson Schools of Management is divided into four distinct divisions- the Department of Accounting; the Department of Finance, International and Technology Management; the Department of Marketing, Information and Decision Sciences; and the Department of Organizational Studies. This structure provides an opportunity for The Anderson Schools to develop four distinct areas of excellence, proven by results reported here. I. Significant Developments During the Academic Year The Anderson Schools of Management • As a result of the multi-year gift from the Ford Motor Company, completed renovation of The Schools\u27 Advisement and Placement Center, as well as all student organization offices. • The Ford gift also provided for $100,000 to support faculty research, case studies and course development. • The Schools revised the MBA curriculum to meet the changing needs of professional, advanced business education. • The Schools updated computer laboratory facilities, with the addition of a 45-unit cluster for teaching and student work. • The faculty and staff of The Schools furthered outreach in economic development activities by participating directly as committee members and leaders in the cluster workgroups of the Next Generation Economy Initiative. • The faculty, staff and students of The Schools contributed to the development of the Ethics in Business Awards; particularly exciting was the fact that all nominee packages were developed by student teams from The Anderson Schools. • The Schools continue to generate more credit hours per faculty member than any other division of the UNM community. The Accounting Department • Preparation and presentation of a progress report to accrediting body, the AACSB. The Department of Finance, International and Technology Management • The Department continued to focus on expansion of the Management of Technology program as a strategic strength of The Schools. The Department of Marketing. Information and Decision Sciences • Generated 9022 credit hours, with a student enrollment of 3070. The Department of Organizational Studies • Coordinated the 9th UNM Universidad de Guanajuato (UG) Mexico Student Exchange

Acacia 2006-2010 final report

The report was written ahead of the Acacia program’s closure, meaning, of the 157 research activities approved to date for this Prospectus period, 52% of Acacia’s projects were currently in progress. The program focuses on improving economic development and opportunities (how ICTs broadly influence social and economic development in Africa); enhancing social service delivery (how ICTs help African governments be more effective in the delivery of citizens’ services); and empowering citizens (how the use of ICTs can reinforce citizens’ capabilities). The report includes financial information, project outputs and outcomes, analysis, and lessons learned. Bibliographic references are included

Inovação na diplomacia cultural: o caso da China

This study focuses on the innovation of China’s cultural diplomacy (CCD) by means of the Confucius Institute (CI). The main contents revolve around the following research goals: 1) to understand the strategic framework and practical path of CCD, and to clarify the context of its inheritance and innovation; 2) to analyze whether the CI, epitomized as a crucial innovation of CCD, has improved China’s national image in Portuguese-speaking countries (PSCs) and enhanced the attraction and international competitiveness of Chinese culture; and 3) to explore how China can better formulate its CD strategy in line with the exigencies of the modern era. The study combines the methods of literature review, case study, and questionnaire research to explore the topics from different perspectives to strengthen the scientific nature of the research results. In addition to the introduction and conclusion, the thesis is divided into five chapters. Chapter 1 discusses the connotation and value of CD. Chapter 2 expounds the development and innovation of CCD. Chapter 3 systematically summarizes China’s cultural interaction in its diplomatic process with PSCs. Chapter 4 elaborates on the CI in terms of its operation mode and diplomatic means. Chapter 5 forms the core of the study and involves empirical analysis of case-study and questionnaire data. It aims to investigate the functions, public image, influence, and practical means of CIs in the process of CD. Major findings indicate that CIs in PSCs have achieved ideal social feedback and play a positive role in shaping the image of China. However, according to the different continents where CIs are located, the survey results show distinct characteristics which are closely related to China’s different foreign policies towards Latin America, Europe, and Africa and are determined by the historical experiences and national conditions of the various countries. The future task for CCD is to clarify China’s institutional roots and the cultural genes behind its development by using cultural exchanges and China’s fluid culture to convey a message of China’s pursuit of peace, development, and cooperation.Este estudo tem como foco a inovação da Diplomacia Cultural da China (DCC) através do Instituto Confúcio (IC). Os principais conteúdos giram em torno dos seguintes objetivos de investigação: 1) compreender o enquadramento estratégico e o percurso prático da Diplomacia Cultural da China e clarificar o contexto da sua herança e inovação; 2) analisar se o IC, exemplo de inovação crucial da Diplomacia Cultural da China, melhorou a imagem nacional da China nos Países de Língua Oficial Portuguesa (PALOP) e aumentou a atração e competitividade internacional da cultura chinesa; e 3) explorar como a China pode formular melhor a sua estratégia de Diplomacia Cultural, de acordo com as exigências da era moderna. O estudo combina os métodos de revisão de literatura, estudo de caso e pesquisa de questionário para explorar os tópicos de diferentes perspetivas com o objetivo de fortalecer a natureza científica dos resultados de investigação. Além da introdução e da conclusão, a tese está dividida em cinco capítulos. O Capítulo 1 discute a conotação e o valor de Diplomacia Cultural (DC). O Capítulo 2 expõe o desenvolvimento e a inovação da Diplomacia Cultural da China (DCC). O Capítulo 3 resume sistematicamente a interação cultural da China no seu processo diplomático com os Países de Língua Oficial Portuguesa (PALOP). O Capítulo 4 discorre sobre o papel do IC em termos do seu modo de operar e dos seus meios diplomáticos. O Capítulo 5 constitui o núcleo da tese e envolve a análise empírica dos dados do estudo de caso e do questionário. Tem como objetivo investigar as funções, a imagem pública, a influência e os meios práticos dos IC no processo de Diplomacia Cultural (DC). As principais descobertas indicam que os IC nos PALOP alcançaram o feedback social ideal e desempenham um papel positivo na formação da imagem da China. No entanto, de acordo com os diferentes continentes onde os IC estão situados, os resultados da pesquisa apresentam caraterísticas distintas que estão intimamente relacionadas com as diferentes políticas externas da China para a América Latina, a Europa e a África e são determinadas pelas experiências históricas e pelas condições nacionais dos vários países. A futura tarefa da Diplomacia Cultural da China (DCC) será a de esclarecer as raízes institucionais da China e os genes culturais por trás do seu desenvolvimento, usando intercâmbios culturais e a cultura fluida da China para transmitir uma mensagem de busca de paz, de desenvolvimento e de cooperação por parte da China.Programa Doutoral em Políticas Pública

Stories of Self and Other: Four In-Service Social Studies Teachers Reflect on Their International Professional Development

This study is an examination of the stories four social studies teachers told after participating in one international professional development program. Drawing on theories of postcolonialism, this narrative inquiry uses interviews, observations, and artifacts to investigate if and to what degree travel to and study in China influences the understandings of one group of in-service social studies teachers. Its focus is the extent to which meeting the Other influenced the participants’ conceptualizations of global education and whether or not this experience allowed one group of American teachers to challenge their perceptual lenses with regards to their social studies curricula. An ethnographic understanding of the contexts in which these teachers learn about Chinese history and culture supports the analyses of their narratives. The participants’ narratives indicate that a variety of elements of the study tour reinforced the notion that they were innocent observers of China. With few exceptions, they failed to locate themselves within the phenomenon of globalization, particularly in their examinations of the impact of Westernization in China. Rather than influencing their interpretations of the content of their curricula, the study tour appeared to enhance the understandings about Chinese history and culture that each participant brought to the experience. The structure of the tour, which the participants referred to as “the bubble,” may account for these limited effects. The narratives created in this study suggest that traveling to China through this study tour was one life experience among many, though their immediate retellings implied an embellished conceptualization of what it meant to travel abroad. While all four participants spoke with great enthusiasm and passion about the far-reaching effects that their participation has had on them as both teachers and individuals, articulating those effects proved problematic. Rather, the perceptual lens that each participant brought with him or her to this experience was the most significant factor in determining the perceived results of the study tour. The participants also expressed increased enthusiasm for teaching about global topics, with all four participants claiming their participation in the study tour strengthened their desire to develop both the perceptual and substantive dimensions of their students’ global perspectives

The role of entrepreneurial education in fostering student entrepreneurship.

Masters Degree. University of KwaZulu-Natal, Durban.Entrepreneurship preparation has been generally recognised as important to leading to economic growth. Graduates may have different qualifications, but they still find themselves without a career. However, graduates are also hesitant to see entrepreneurship as a feasible career choice, even in times of high unemployment. University degrees and qualifications no longer carry the guarantee of availability of jobs for pupils, since hundreds of thousands of graduates cannot afford to do so. After acquiring degrees, graduates rarely consider entrepreneurship as a good and sustainable career option. This research was an exploratory study that adopted a mixed-method research approach for data collection and interpretation. This method allows both quantitative and qualitative data to be obtained in one analysis, it further offers more enhanced insight into the research problem and questions presented. The adoption of a mixed method allows for comparison and corroboration of research findings for a fuller understanding of the research problem. The mixed method was therefore, adopted to gather data from both third-year and postgraduate students in the discipline of management and entrepreneurship. Where self-administered questionnaires were adopted for quantitative which were administered to both third year (undergraduate) and honours students. Qualitative data was collected from postgraduate students to gather information about their entrepreneurial intentions. SPSS version 21 was used to include quantitative data with informative and inferential statistics; and NVivo (version 11) was utilised to analyse qualitative data. There was also a need to apportion the methods equally to each strand of the quantitative and qualitative data. Purposive sampling was utilised to elicit both quantitative and qualitative data from the respondents who were in the best position to engender such information. The sample for this study included the third- and fourth-year students enrolled in the School of Management, Information Technology and Governance, in the discipline of Management and Entrepreneurship at the University of KwaZulu-Natal. This included three UKZN campuses, namely, the Westville Campus, and Howard College campus located in Durban, and the UKZN campus located in Pietermaritzburg. The sample for the study was drawn from students who had studied entrepreneurship modules during their programme, and had been exposed to entrepreneurial education for a minimum of a year. The overall enrolment of all students when the study was conducted was 330, composed of 233 third year students and 97 honorary students. The study used Krejcie and Morgan (1970) statistical table, to determine the sample size for quantitative data which was estimated at 180. The total number of questionnaires returned for quantitative was 169. The study achieved a response rate of 93%. 42% of the respondents were male and 58% were female. It was found that 72% of the respondents were pursuing an undergraduate bachelor’s degree, 28% were enrolled in a postgraduate honours degree. From the 169 questionnaires that were returned, twenty students were purposively selected to form a focus group for the qualitative data; however, only fifteen were available to participate in the focus-group discussion. The findings revealed that the university offered entrepreneurship modules as an elective. It is those students in small business management that had high entrepreneurial intentions. Students who took entrepreneurship modules as an elective plan to start their business five years after they complete their studies, and that entrepreneurship will be an option should they not find employment. The results also showed that entrepreneurial education does develop entrepreneurial intentions among the students if the curriculum is well structured. Furthermore, reflect that individuals with high entrepreneurial intentions are fully capable of taking entrepreneurial action. The research further confirmed that individuals with a high entrepreneurial mentality are more likely to have entrepreneurial ambitions and a deep desire to start a business. These studies have shown that entrepreneurial education has had a positive effect on the entrepreneurial attitude of students and their intentions towards entrepreneurship, their employability and their position in society and the economy as a whole. There has been a growing consensus among scholars that allowing students to work in interdisciplinary teams and engage with actual entrepreneurs is an especially effective way to cultivate entrepreneurial ambitions among students. The study highlighted the importance of entrepreneurial education in fostering student entrepreneurship, and also discovered that entrepreneurial intention and entrepreneurial action scores are higher if students are considered to have a need to research entrepreneurship at the university. Hence entrepreneurial education should strictly focus on influencing students' mind-set towards entrepreneurship, as a possible career. Furthermore, entrepreneurial education can make students experience more fulfilling by being explored to both theory and practice. The results of entrepreneurial education are focused on the belief that being an entrepreneur is a deliberately orchestrated action. The relation between expectations, actions and action is used on the basis of the "Theory of Planned Behavior" (TPB). If students' attitudes towards entrepreneurship are favourably affected by entrepreneurship education, their entrepreneurship intentions will or may be improved. Therefore, the present study applied TBP, this theory clearly explains human behaviour using three major variables, perceived behavioural control, attitude and subjective norms

Educational Theory in the 21st Century

This open access book reviews the effects of the twenty-first century scientific-technological and social developments on the educational theory. The first part handles the subject, focusing on technology and educational philosophy. In the second part, the implications of new human and social conceptions towards the education paradigms are examined. In the chapters of the last part of the book, more practical dimensions of education are discussed. Transforming school designs, school management, learning-teaching approaches and teacher competencies are discussed in the context of broader social, cultural and technological changes

II Всемирный конгресс в реальном и виртуальном режиме ВOСТОК–ЗАПАД: ПЕРЕСЕЧЕНИЯ КУЛЬТУР Том 1

Автор проекта: «Создание виртуального научного и образовательного пространства» – Минасян Светлана Михаеловна (Михайловна) – Заслуженный работник науки и образования, профессор РАЕ, Армянский государственный педагогический университет имени Хачатура АбовянаМенеджеры проекта: профессор Китадзё Мицуси Университета Киото Сангё, профессор Минасян Светлана Михаеловна Армянский государственный педагогический университет имени Хачатурв АбовянаЦель проекта: консолидация интеллектуальных усилий представителей многочисленных культур в различных областях науки и образования в целях интеграции научного и педагогического потенциала, выявления и комплексного анализа актуальных проблем в гуманитарной сфере деятельности , поиска новых подходов и путей решения проблем, реализация совместных проектов в области образования и культуры в реальном и виртуальном пространстве, создания инновационной межкультурной образовательной и научной среды.Партнеры:Сша, Вермонт, Миддлбери КолледжЧехия, Брно, Университет имени МасарикаСловакия, Банска-Быстрица, Университет Матеа БэлаРоссия, Москва, Российский Новый Университет «РосНОУ»Китай, Шанхай, Лингвистический университет иностранных языковАрмения, Ереван, Армянский государственный педагогический университет им. Хачатура АбовянаГрузия, Батуми, Государственный Университет Шота РуставелиФонд «Международный виртуальный научно-образовательный центр»Рецензенты научно-практичского сборника:Клюканов Игорь Энгелевич, доктор филологических наук, профессор, член Российской коммуникативной ассоциации, профессор кафедры коммуникативных исследований Восточно-Вашингтонского университета, Чини, СШАГойхман Оскар Яковлевич, доктор педагогических наук, профессор, академик РАЕН, главный редактор журнала "Современная коммуникативистика" (рец. ВАК) и проч., РосНОУ, Москва, РоссияЧович Лариса Ивановна, доктор филологических наук, профессор, декан филологического факультета Панъевропейского университета (Босния и Герцеговина), Нове Сад, СербияII Всемирный конгресс в реальном и виртуальном пространстве «Восток-Запад: пересечения культур» /статьи, доклады II Всемирного конгресса в Японии 2019 года/ Япония, Киото, Университет Киото Сангё, издательство "Tanaka Print", Том I, 2019. – 732 с. ISBN 978-4-905726-36-4 официально выданное издательству "Tanaka Print", Япония. Научно-практический сборник входит в информационную библиотечную базу Университета Киото Сангё, JAIRO, NII, SCOPUSМатериалы II Всемирного конгресса рекомендованы к печати редакционной коллегией Университета Киото Сангё.Сборник предназначен для широкого круга специалистов гуманитарных дисциплин.Научный редактор: профессор Минасян Светлана Михаеловна(Михайловна)Тексты публикуются в авторской редакции без изменений© Svetlana Michaelovna (Michajlovna) Minasyan, 2019© Минасян Светлана Михаеловна (Михайловна), 2019©北上光志, 20192019年10月2日〜5日に京都産業大学で開催されたリアル・インターネット語学教育世界会議「東西: 文化交差」の参加者による論文