Enhancing Global Competence in Higher Education: Malaysia’s Strategic Initiatives

In English for Specific Purposes, one of the challenges is to transform teaching and learning into a process, which focuses on the development of professional skills, enables students to become successful learners of the target language, and makes them more aware of the local and global environments. This paper aims to analyse key challenges that teachers and learners face in the classrooms and suggest a way of integrating global issues into the process of development of professional soft and hard skills. The paper studies the existing ESP literature in terms of presence of global issues, explores the perceptions of global issues among university students in Ukraine, outlines the correlation between professional skills and global competence. The findings suggest that there are numerous advantages of introducing materials based on global issues into the teaching process as it has synergetic effect of fusing professional skills, soft skills and global competence. The paper concludes that this fusion improves the skill set of a future professional and has a positive impact on the quality of higher education in general.

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Pembentukan wawasan global mahasiswa dalam mata kuliah Pendidikan Kewarganegaraan di FKIP Universitas Ahmad Dahlan

Jurnal Civics Media Kajian Kewarganegaraan ◽

10.21831/civics.v13i1.11077 ◽

2016 ◽

Vol 13 (1) ◽

Author(s):

Syifa Siti Aulia

Keyword(s):

Higher Education ◽

Character Education ◽

Learning Process ◽

Citizenship Education ◽

Teaching And Learning ◽

Character Development ◽

Qualitative Approach ◽

Global Competence ◽

Global Competencies ◽

Good Citizen

This research was aimed at answering about globalizing challenges citizen, especially young citizen. Teaching and learning in higher education including Citizenship Education is still conventional emphasizing learning process as the process of inculcating the value of smart and good citizen mainly related to the establishment of global competence of citizens. This study uses qualitative approach to explore the meaninful of practices and sciences of Citizenship Education as character education and global competencies of citizens. Practically, this research was expected to provide for practitioners and scientists of education, especially for Citizenship Education as character development courses in college, especially in the formation of global competencies of young citizens.

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Producing American Citizens with “Global Competence”: Internationalization of Higher Education and the Community College's Contribution through English as a Second Language Education of Adult Immigrants

Community Colleges Worldwide: Investigating the Global Phenomenon - International Perspectives on Education and Society ◽

10.1108/s1479-3679(2012)0000017007 ◽

2012 ◽

pp. 71-98 ◽

Cited By ~ 4

Author(s):

Neriko Musha Doerr

Keyword(s):

Higher Education ◽

Second Language ◽

Language Education ◽

Internationalization Of Higher Education ◽

Global Competence ◽

Second Language Education ◽

Adult Immigrants

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Academic ESP Oral Production

Cultural Awareness and Competency Development in Higher Education - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-2145-7.ch015 ◽

2017 ◽

pp. 255-271

Author(s):

Soraya García-Sánchez ◽

Conchi Hernández-Guerra

Keyword(s):

Higher Education ◽

Problem Solving ◽

Global Education ◽

Team Work ◽

Global Competence ◽

Education Students ◽

Oral Production ◽

International Language ◽

Evaluation Procedures ◽

Successful Communication

Current higher education students are frequently engaged to 24/7 interconnectedness, which should contribute towards their careful awareness of other languages and cultures at the time of receiving or communicating information. English remains the international language higher education learners and professional citizens in general need to perform to access the most competent job vacancies. This chapter is based on assessing oral production tasks that pursue to enhance speaking skills, team-work competences, and problem-solving in English for Specific Purposes (ESP) courses in the Degrees of History and Social Work. The results compare not only the oral outcomes of these two ESP groups but what evaluation procedures and assessment criteria have been considered to promote successful communication in English. Equally, this ESP content would be analysed to observe if teams succeeded in building not only local needs but also a conscious global education that is responsibly engaged with other cultures, as promoted by the global competence.

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Global competence of employees in Hispanic Enterprises in the south of United States

ENERO-JUNIO 2021 - Revista Innovaciones de Negocios ◽

10.29105/rinn8.15-5 ◽

2017 ◽

Vol 8 (15) ◽

Author(s):

Mónica Blanco Jiménez ◽

Juan Rositas Martínez ◽

Francisco Javier Jardines Garza

Keyword(s):

Higher Education ◽

United States ◽

The United States ◽

Colleges And Universities ◽

Global Market ◽

Global Competence ◽

Institutions Of Higher Education ◽

Global Competency ◽

Common Assumption ◽

High Level

Abstract. Developing interculturally competent students who can compete successfully in the global market is one of the challenges for institutions of higher education in the United States. Some researchers think that Colleges and universities must make a deeper commitment to prepare globally competent graduates. A common assumption is that the processes by which people are educated need to be broadly consistent with the way in which organizationsoperate in a globalizing environment. With this in mind, we turned to managers of Hispanic enterprises to report whether they believed their employees possess the knowledge, skills, attitudes, and experiences deemed necessary for attaining global competency. We developed a questionnaire based on one created by Hunter (2004) to measure global competencies. We sent them to managers of some Hispanic enterprises who are members of the Tucson Hispanic Chamber of Commerce. In our results we found that employees of the Hispanic enterprises that were targeted do not generally have a high level of global competenceaccording to our indicators.Keywords: education, global competence, Hispanic enterprisesResumen. Desarrollar competencias inter-culturales en los estudiantes que tienen que competir con éxito en el mercado global es uno de los retos para las instituciones de educación superior en los Estados Unidos. Algunos investigadores señalan que las universidades deben asumir un compromiso más profundo para preparar de una manera competente a los graduados a nivel mundial. Una propuesta común es que los procesos por los cuales las personas son educadas deben ser ampliamente consistentes con la manera en que las organizaciones operan en un entorno globalizado. Basado en estas suposiciones en este proyecto de investigación se pregunto a los gerentes de empresas hispanas si consideraban que sus empleados tenían los conocimientos, habilidades, actitudes y experiencias suficientes para considerarlos globalmente competentes. Para esto se desarrollo un cuestionario creado por Hunter (2004) para medir las competencias globales. Se enviaron a los gerentes de algunas empresas hispanas que son miembros de la Cámara de Comercio Hispana e la Cd. De Tucson, Arizona. En los resultados se encontró que los empleados de la gran parte de estas empresas no presentaban un alto nivel de competencias globales de acuerdo a los indicadores mundiales.Palabras clave: competencias globales, educación, empresas hispanas

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E-Collaboration for Internationalizing U.S. Higher Education Institutions

E-Collaboration ◽

10.4018/978-1-60566-652-5.ch060 ◽

2009 ◽

pp. 770-777

Author(s):

Jaime Ortiz

Keyword(s):

Higher Education ◽

Graduate Education ◽

Higher Education Institutions ◽

Global Competence ◽

Global Competitiveness ◽

Political Actors ◽

American Council ◽

The World ◽

Foreign Policies ◽

Functional Knowledge

The current globalization wake requires countries to cope with their deficiencies in international competencies to become credible political actors and sustained economic players (Stiglitz, 2003). They must develop expertise on foreign policies, emphasize functional knowledge, and make concerted efforts to narrow technological gaps to successfully unleash global competitiveness (McGrew, 2005). There is a high correlation between the level of global competence acquired by U.S. students during their undergraduate and graduate education and the success of the country as a key international player (American Council of Education, 1995). U.S. higher education institutions are compelled to increase their stature by constantly seeking ways to expand their network of partnerships with foreign counterparts. Any steps into that direction will broaden and strengthen the internationalization of their curriculum to facilitate and improve students’ understanding of the world.

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Infusing Global Perspectives Into Teacher Education

People-Centered Approaches Toward the Internationalization of Higher Education - Advances in Higher Education and Professional Development ◽

10.4018/978-1-7998-3796-1.ch002 ◽

2021 ◽

pp. 20-45

Author(s):

Minda Morren López ◽

Chang Pu

Keyword(s):

Higher Education ◽

Teacher Education ◽

Teacher Preparation ◽

Pedagogical Practices ◽

Global Competence ◽

Preparation Programs ◽

Global Perspectives ◽

Self Study ◽

Key Concepts ◽

The University

For decades, researchers and educators have called for the internationalization of teacher education and the infusion of global perspectives into preparation programs in order to better serve all children, regardless of citizenship, location, or status. This self-study of the authors' own processes and outcomes describes the transformation of two teacher preparation courses to include global competencies and content. Two key concepts, global competence and global competent teaching, were used to frame the redesigned courses. They aimed at helping candidates develop their own global competence and understand why global competence is an essential skill for their future students to acquire, as well as foster thinking routines and pedagogical practices to become global minded teachers and guide their students to build global competence. Although the university contexts and courses were different, results show commonalities and implications for educators working to internationalize courses in higher education.

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