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

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 

scholarly journals Counseling International Students: Clients from Around the World

2013 ◽  
Vol 3 (2) ◽  
pp. 190-192
Author(s):  
Raul A. Leon ◽  
Jamie Chmiel
Keyword(s):  
Higher Education ◽  
United States ◽  
International Students ◽  
International Education ◽  
Critical Role ◽  
The United States ◽  
Colleges And Universities ◽  
Student Population ◽  
Institutions Of Higher Education ◽  
The World

International students have emerged as a student population that plays a critical role in the internationalization efforts of institutions of higher education across the world. Currently, the United States leads the world in the number of international students on local campuses. In 2000, a total of 547,867 international students were enrolled in U.S. colleges and universities. According to the Open Doors report, the number of international students reached 764,495 in 2011 (Institute of International Education, 2012).

Winning the Argument and Moving the Fight: The Legacy of a Grassroots Humanitarian

Public Voices ◽  
2016 ◽  
Vol 14 (1) ◽  
pp. 115
Author(s):  
Mary Coleman
Keyword(s):  
Higher Education ◽  
United States ◽  
Winning Strategy ◽  
Supreme Court Decision ◽  
The United States ◽  
Colleges And Universities ◽  
Lessons Learned ◽  
The Political ◽  
Political Actors ◽  
Trade Offs

The author of this article argues that the two-decades-long litigation struggle was necessary to push the political actors in Mississippi into a more virtuous than vicious legal/political negotiation. The second and related argument, however, is that neither the 1992 United States Supreme Court decision in Fordice nor the negotiation provided an adequate riposte to plaintiffs’ claims. The author shows that their chief counsel for the first phase of the litigation wanted equality of opportunity for historically black colleges and universities (HBCUs), as did the plaintiffs. In the course of explicating the role of a legal grass-roots humanitarian, Coleman suggests lessons learned and trade-offs from that case/negotiation, describing the tradeoffs as part of the political vestiges of legal racism in black public higher education and the need to move HBCUs to a higher level of opportunity at a critical juncture in the life of tuition-dependent colleges and universities in the United States. Throughout the essay the following questions pose themselves: In thinking about the Road to Fordice and to political settlement, would the Justice Department lawyers and the plaintiffs’ lawyers connect at the point of their shared strength? Would the timing of the settlement benefit the plaintiffs and/or the State? Could plaintiffs’ lawyers hold together for the length of the case and move each piece of the case forward in a winning strategy? Who were plaintiffs’ opponents and what was their strategy? With these questions in mind, the author offers an analysis of how the campaign— political/legal arguments and political/legal remedies to remove the vestiges of de jure segregation in higher education—unfolded in Mississippi, with special emphasis on the initiating lawyer in Ayers v. Waller and Fordice, Isaiah Madison

Race for Social Justice in Higher Education

2022 ◽  
pp. 138-156
Author(s):  
Bryan Q. Patterson
Keyword(s):  
Higher Education ◽  
United States ◽  
Social Justice ◽  
High Education ◽  
Mission Statements ◽  
Colleges And Universities ◽  
Systematic Change ◽  
Institutions Of Higher Education ◽  
New Model

In the last decade, there has been a greater focus on social justice concerns in United States. These concerns include addressing situations of racism, microaggressions, and racial injustices. As a result of these concerns, the need for social justice has become more apparent for institutions of higher education to adjust and rethink how they become more inclusive and provide more equitable opportunities for all stakeholders. Institutions of higher education are being pushed into unfamiliar territory, and the role of academics and high education institutions will need to be redefined in a new model of true systematic change and policy overhaul. How do institutions of higher education (colleges and universities) become more accountable in reshaping their purpose and mission statements through the lens of social justice and inclusivity? This chapter will generate insights and illuminate ongoing institutional conversations regarding the successful adoption of social justice frameworks and practices in the foundations of higher education.

scholarly journals The Woods around the Ivory Tower: A Systematic Review Examining the Value and Relevance of School Forests in the United States

2020 ◽  
Vol 12 (2) ◽  
pp. 531
Author(s):  
Kimberly J. Coleman ◽  
Elizabeth E. Perry ◽  
Dominik Thom ◽  
Tatiana M. Gladkikh ◽  
William S. Keeton ◽  
...  
Keyword(s):  
Higher Education ◽  
United States ◽  
Systematic Review ◽  
Ecosystem Services ◽  
The United States ◽  
Local Communities ◽  
Ivory Tower ◽  
Institutions Of Higher Education ◽  
Cultural Ecosystem Services ◽  
Research And Teaching

Throughout the United States, many institutions of higher education own forested tracts, often called school forests, which they use for teaching, research, and demonstration purposes. These school forests provide a range of benefits to the communities in which they are located. However, because administration is often decoupled from research and teaching, those benefits might not always be evident to the individuals who make decisions about the management and use of school forests, which may undervalue their services and put these areas at risk for sale, development, or over-harvesting to generate revenue. To understand what messages are being conveyed about the value and relevance of school forests, we conducted a systematic literature review and qualitatively coded the resulting literature content using an ecosystem services framework. While school forests provide many important benefits to academic and local communities, we found that most of the existing literature omits discussions about cultural ecosystem services that people may receive from school forests. We discuss the implications of this omission and make recommendations for addressing it.

Toward Exclusion through Inclusion: Engendering Reputation with Gender-Inclusive Facilities at Colleges and Universities in the United States, 2001-2013

2018 ◽  
Vol 32 (3) ◽  
pp. 321-347 ◽  
Author(s):  
Alexander K. Davis
Keyword(s):  
Higher Education ◽  
United States ◽  
Social Institutions ◽  
The United States ◽  
Colleges And Universities ◽  
Original Sample ◽  
Gender Ideologies ◽  
Wide Range ◽  
Formal Organizations ◽  
Campus Newspaper

Ample sociological evidence demonstrates that binary gender ideologies are an intractable part of formal organizations and that transgender issues tend to be marginalized by a wide range of social institutions. Yet, in the last 15 years, more than 200 colleges and universities have attempted to ameliorate such realities by adopting gender-inclusive facilities in which students of any gender can share residential and restroom spaces. What cultural logics motivate these transformations? How can their emergence be reconciled with the difficulty of altering the gender order? Using an original sample of 2,036 campus newspaper articles, I find that support for inclusive facilities frames such spaces as a resource through which an institution can claim improved standing in the field of higher education. This process of engendering reputation allows traditional gender separation in residential arrangements to be overcome, but it also situates institutional responsiveness to transgender issues as a means of enhancing a college or university’s public prestige. This, in turn, produces novel status systems in the field of higher education—albeit ones that perpetuate familiar forms of institutional and cultural exclusion.

Workforce Diversity Career Development

2015 ◽  
pp. 129-150 ◽  
Author(s):  
Chaunda L. Scott ◽  
Jeanetta D. Sims
Keyword(s):  
Higher Education ◽  
United States ◽  
Graduate Students ◽  
Career Development ◽  
The United States ◽  
Workforce Diversity ◽  
Institutions Of Higher Education ◽  
Career Options

As workforce diversity careers in organizations continue to increase in the United States, less emphasis has been placed on preparing undergraduate and graduate students with specific workforce diversity competencies to pursue these career options once they graduate. The aim of this chapter is to: 1) highlight the issues, problems, and controversies associated with this effort, 2) provide examples of workforce diversity career positions and competencies that workforce diversity professionals possess today in a variety of fields, and 3) offer recommendations regarding how institutions of higher education can begin preparing students with specific workforce diversity competencies to enter the career field of workforce diversity before they graduate.

Vows and Visas

2019 ◽  
pp. 115-142
Author(s):  
Mary Johnson ◽  
Mary L. Gautier ◽  
Patricia Wittberg ◽  
Thu T. Do
Keyword(s):  
Higher Education ◽  
United States ◽  
Legal Status ◽  
The United States ◽  
Institutions Of Higher Education ◽  
Catholic Organizations ◽  
Permanent Residency ◽  
The Impact

International sisters have several options available to stay legally in the United States, including U.S. citizenship and legal permanent residency. This chapter describes the various visa statuses of the international sisters studied in this book, the impact of their legal status on their ministry and life, and some avenues of legal support available to international sisters. The chapter describes some of their challenges with obtaining legal status and provides an introduction to a sample of national Catholic organizations whose mission is to serve immigrants, and in some cases, international sisters. The chapter also includes an introduction to several national ethnic- and racially specific organizations of sisters as well as institutions of higher education that provide support for the international sisters.

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