1. Becoming Global Knowledge Workers: How U.S. Study Abroad Programs Act in Service to a Hidden Curriculum of Consumer Capitalism and National Security

2020 ◽  
Vol 2 (2) ◽  
pp. 1-20
Author(s):  
Lauren Collins
Keyword(s):  
Study Abroad ◽  
National Security ◽  
Global Economy ◽  
Hidden Curriculum ◽  
Knowledge Workers ◽  
Global Knowledge ◽  
Theoretical Frameworks ◽  
Normative Study ◽  
Global Citizens ◽  
Consumer Capitalism

<?page nr="1"?>Abstract This paper details how a neoliberal agenda pervades study abroad and provides critical readings and counter narratives that illuminate how this practice often acts in service to a hidden curriculum of consumer capitalism and national security. It argues that rather than being part of an effort toward the creation of global citizens in service to increased cross-cultural understanding, students are largely pushed to study abroad for the end goal of being developed as knowledge workers in service of a neoliberal agenda that perpetuates U.S. dominance in the global economy. This analysis applies theoretical frameworks not commonly applied in normative study abroad discourse including neoliberalism and academic capitalism. By applying these critical theories, we can move the current discourses surrounding study abroad to more productive new lines of inquiry that ask how we can combat the neoliberal tendencies that continue to influence the Academy.

The Oxford Handbook of Management in Emerging Markets

2018 ◽  
Keyword(s):  
Emerging Markets ◽  
Coming Out ◽  
Global Economy ◽  
Primary Source ◽  
Production Networks ◽  
Global Knowledge ◽  
Business Systems ◽  
Competitive Strategies ◽  
Fundamental Building Block ◽  
The World

Emerging Markets are the primary source of growth for business in the 21st century. This makes an understanding of managing businesses in emerging markets a fundamental building block for competing in today's global economy. This book's approach is to identify key elements of the business systems and competition in emerging markets around the world, and then to look at competitive strategies of local and multinational companies going into and coming out of these countries. Specific focus is offered on a selection of countries/regions. These emphases should serve both researchers and managers interested in knowing more about managing firms in emerging markets in general and in specific countries in particular. The essays highlight the tension between local and global knowledge, that is, views of business that apply everywhere around the world versus views that are particular to emerging markets. The essays also explore the role of local and international firms operating in emerging markets within global value chains or production networks.

Beyond studentification in United States College Towns: Neighborhood change in the knowledge nodes, 1980–2010

2017 ◽  
Vol 49 (6) ◽  
pp. 1341-1360 ◽  
Author(s):  
Nathan S Foote
Keyword(s):  
United States ◽  
Middle Class ◽  
Knowledge Economy ◽  
Urban Areas ◽  
Global Economy ◽  
Neighborhood Change ◽  
Global Knowledge ◽  
College Towns ◽  
The World ◽  
Social Geographies

With the rise of the cognitive-cultural (or knowledge) economy, urban areas around the world have experienced significant changes in their social geographies. Studentification is one such change that has occurred in cities hosting major universities around the world. This study extends the analysis of social change to vital knowledge nodes in the networked global economy: United States college towns. K-means cluster analysis is used to identify neighborhood types in ten cities with major research universities across four Census years: 1980, 1990, 2000, and 2010. Temporal and spatial analyses are then conducted to determine how these knowledge nodes have changed with the decline of the industrial economy and the rise of the knowledge economy. The analysis indicates the presence of six neighborhood types in these college towns: Middle Class, Minority-Concentrated, Stability, Elite, Mix/Renter, and Student. Over the course of the study period, the number of Elite neighborhoods increased considerably, while the number of Middle Class neighborhoods plummeted. The number of Mix/Renter neighborhoods also increased. Spatially, Student and Minority-Concentrated neighborhoods generally remained fairly clustered in the same areas across the study period. Elite neighborhoods spread across wider geographical areas over the course of the study period. These results are compared to previous studies on neighborhood change. The comparisons reveal that the knowledge nodes show some similar patterns to studentifying cities and to rapidly growing nodes in areas with ties to the global knowledge economy.

POSTINDUSTRIALIZATION AND DEINDUSTRIALIZATION IN THE GLOBAL ECONOMY IN THE CONTEXT OF RUSSIA'S ECONOMIC SECURITY

2021 ◽  
Vol 5 (199) ◽  
pp. 9-17
Author(s):  
V.A. Noskov ◽  
Keyword(s):  
Developing Countries ◽  
National Security ◽  
Global Economy ◽  
Industrial Development ◽  
World Economy ◽  
Import Substitution ◽  
Economic Security ◽  
Regional Features ◽  
The World ◽  
Post Industrial

The purpose of the publication is to assess the world experience of post-industrial development and deindustrialization in the economies of both developed and developing countries. The importance of the crisis of the post-industrial paradigm for the development of the world economy, the application of this experience in the process of import substitution and the unfolding reindustrialization in Russia is noted. The analysis of the world experience of post-industrial development and deindustrialization of the economy, its macro-regional features is carried out in the context of maintaining and developing Russia's economic security. The author's understanding of the problems and prospects of the development of import substitution and reindustrialization processes in the world is proposed. Import substitution is considered as part of the strategy of economic development and ensuring the national security of the country. It is proposed to build recommendations for improving the policy of import substitution and reindustrialization carried out by Russia, taking into account the author's developments.

scholarly journals Drucker: On Learning (to Learn) Management

2007 ◽  
Vol 32 (4) ◽  
pp. 1-12 ◽  
Author(s):  
Shiva Kumar Srinivasan
Keyword(s):  
Life Span ◽  
Global Economy ◽  
Knowledge Workers ◽  
Knowledge Worker ◽  
Self Awareness ◽  
Learning To Learn ◽  
Feedback Analysis ◽  
Contemporary World ◽  
Knowledge Based ◽  
Formative Experiences

This paper argues that there is an intrinsic link between the concepts of “learning-to-learn” and the “knowledge worker” in the work of Peter Drucker. This is because the increasing life-span of knowledge workers and the decreasing life-span of organizations in the contemporary world have changed the underlying nature of the “social contract” that has hitherto governed the relationship between workers and organizations. Furthermore, these changes are forcing all stakeholders to confront the demands of learning-to-learn and self-management as the necessary modalities of professional and social mobility for knowledge workers in the global economy. Drucker therefore argues that formalizing an ethic of learning-to-learn will provide both knowledge workers and organizations, by implication, with a competitive advantage in “the next society.” Understanding the importance of learning practices and knowledge management will also make it possible for knowledge workers and knowledge-based organizations to continually renew themselves despite the intensity of competition and the relentless demands for individuation, differentiation, and innovation in the global economy. Drucker cites his own career as an example of such a possibility by demonstrating that “intellectual omnivorousness” can serve as an emotional and intellectual reservoir of possibilities for knowledge workers over a long life span. What knowledge workers need then is a “method of study.” In addition to spelling out a possible model of study based on his own formative experiences, Drucker also cites the sources from which he initially learnt the modalities that he calls for in a general theory of learning-to-learn in knowledge workers and organizations. The essential modality in making knowledge “actionable” for Drucker is “feedback analysis,” a practice that he identifies with the Jesuits and the Calvinists in Europe. In other words, decision-makers must have the confidence and patience to write decision reports and check to see if they have been able to anticipate the consequences of a given decision through feedback analysis. They must also develop a high degree of self-awareness on what constitutes their cognitive style by deciding whether their style of information-processing demands the style of a “reader or listener” and act accordingly. This relates to the larger necessity of acting from strengths rather than from weaknesses in Drucker's thought. And, finally, the knowledge worker must be willing to learn from the experience of artists, musicians, and scientists on the possibilities of creativity in old-age and internalize the moral obligation to pursue perfection whenever or wherever possible.

scholarly journals Government Factors Influencing an Expansion of Study Abroad in the Middle East/North Africa

2014 ◽  
Vol 24 (1) ◽  
pp. 121-140 ◽  
Author(s):  
Cara Lane-Toomey
Keyword(s):  
Middle East ◽  
Study Abroad ◽  
National Security ◽  
North Africa ◽  
Federal Funding ◽  
Study Abroad Programs ◽  
Mena Region ◽  
The People ◽  
Career Motivations ◽  
The Relationship

Since the late 1950s, both the U.S. government and the general population have acknowledged an immediate need for a deepening of U.S. American knowledge of the people, languages, and culture of the Middle East and North Africa (MENA). Particularly in the fallout of the events of September 11, 2001, one means for U.S. undergraduates have expanded their understanding of this region has been through participation in Study Abroad (study abroad) programs. Despite the large amount of research on outcomes and educational approaches used in study abroad in general, there is little literature which addresses the relationship between national security concerns and study abroad in the MENA region. The purpose of this study is to examine the ways in which federal legislation has connected higher education to national security interests through provisions of federal funding for Area Studies and study abroad in less common destinations, and to discuss the influence of factors such as career motivations, scholarship support, and concern for U.S. national security on the decision to study abroad in the MENA region

Language learning in a study-abroad context: Research agenda

2018 ◽  
Vol 51 (4) ◽  
pp. 553-566 ◽  
Author(s):  
Naoko Taguchi ◽  
Joseph Collentine
Keyword(s):  
Second Language ◽  
Study Abroad ◽  
Language Learning ◽  
Learning Outcomes ◽  
Research Agenda ◽  
State Of The Art ◽  
The State ◽  
Empirical Methods ◽  
Theoretical Frameworks ◽  
Half Century

Isabelli-García, Bown, Plew & Dewey (forthcoming) presented the ‘state of the art’ in research on language learning abroad. Beginning with Carroll's (1967) claim that ‘time spent abroad is one of the most potent variables’ predicting second language (L2) abilities (p. 137), the scope of study-abroad research has grown multifold in guiding theoretical frameworks, empirical methods, and objects of examination. A half-century of work surveyed in Isabelli-García et al.’s review reveals diverse goals of investigation, ranging from studies focusing on documenting learning outcomes, to studies aiming to unveil the process and nature of learning in a study-abroad context.

Engineering Study Abroad

2017 ◽  
pp. 42-59 ◽  
Author(s):  
Monica Gray ◽  
Connie Lundy
Keyword(s):  
United States ◽  
Study Abroad ◽  
Students Of Color ◽  
Global Economy ◽  
Affective Learning ◽  
The United States ◽  
High Impact ◽  
Cultural Literacy ◽  
Culturally Competent ◽  
Learning Domains

Successful engineers must be technically savvy, self-confident as well as culturally competent. Cultural competence is the ability to tolerate ambiguity and empathize with the socio-cultural nuances of different people groups. This calls for a diverse engineering workforce especially in today's increasingly global economy. In the United States, Minorities and Females constitute only 4% and 15% of the engineering workforce respectively. Research shows that women and students of color, dropout due to feelings of not belonging coupled with low self-efficacy. To change the profession's diversity portfolio requires a plethora of high impact approaches. Common among successful retention strategies is the provision of structured opportunities for all students to develop self-directing competencies in both the cognitive and affective learning domains. This chapter demonstrates that the study abroad experience engenders, facilitates and fosters these very aptitudes as well as cultural literacy, and advocates for its inclusion in discussions on increasing under-represented participations in engineering.

The Future of Immersive Instructional Design for the Global Knowledge Economy

2012 ◽  
pp. 115-135
Author(s):  
Lia DiBello ◽  
Whit Missildine
Keyword(s):  
Instructional Design ◽  
Virtual Worlds ◽  
Knowledge Economy ◽  
Second Life ◽  
Global Economy ◽  
Learning Experience ◽  
Global Knowledge ◽  
Immersive Learning ◽  
High Level ◽  
And Training

Instructional design has not kept pace with the growth of the globalized knowledge economy. In the area of project management, a volatile global economy requires immersive learning and training exercises targeted to expert learners that have not yet been widely adopted. The authors developed a 16-hour, immersive collective learning experience for mid- to high-level project managers. The exercise was carried out in the Second Life Virtual Worlds platform and aimed to accelerate learning among participants. In addition, the authors tested a number of questions about the capacity of Virtual Worlds to be used for running complex, immersive learning and training. Results indicate that participants experienced high levels of engagement with exercise and, in the second iteration, were able to achieve goals within the exercise. Various technological breakdowns pointed to both the downsides as well as the opportunities for Virtual Worlds to be used for immersive rehearsal engagements.

Can Higher Education Really Produce Global Citizens?

2017 ◽  
pp. 304-324
Author(s):  
David Starr-Glass
Keyword(s):  
Higher Education ◽  
Study Abroad ◽  
Teaching And Learning ◽  
International Student ◽  
Global Citizenship ◽  
Student Mobility ◽  
Educational Systems ◽  
Global Citizens ◽  
Comprehensive Internationalization ◽  
International Student Programs

Globalization profoundly impacts our economics, societies, and educational systems yet doubt exists in higher education as to an appropriate response. Some colleges have embarked on a process of comprehensive internationalization; others are considering how to graduates global citizens, even although global citizenship remains a deeply contested issue. Considering teaching and learning perspectives, particularly perspectives informed by acquisition and participation metaphors, the chapter critiques higher education efforts to develop global citizenship. It examines inbound international student programs, outbound study abroad initiatives, and changes in learner identification and self-categorization. It argues that while student mobility initiatives have great potential, that potential goes unrealized unless learners have been comprehensibly prepared to engage actively with their new environments and experiences, and to consciously reconsider their identities and self-categorizations.

The Future of Immersive Instructional Design for the Global Knowledge Economy

2011 ◽  
Vol 6 (3) ◽  
pp. 14-34 ◽  
Author(s):  
Lia DiBello ◽  
Whit Missildine
Keyword(s):  
Instructional Design ◽  
Virtual Worlds ◽  
Knowledge Economy ◽  
Second Life ◽  
Global Economy ◽  
Learning Experience ◽  
Global Knowledge ◽  
Immersive Learning ◽  
High Level ◽  
And Training

Instructional design has not kept pace with the growth of the globalized knowledge economy. In the area of project management, a volatile global economy requires immersive learning and training exercises targeted to expert learners that have not yet been widely adopted. The authors developed a 16-hour, immersive collective learning experience for mid- to high-level project managers. The exercise was carried out in the Second Life Virtual Worlds platform and aimed to accelerate learning among participants. In addition, the authors tested a number of questions about the capacity of Virtual Worlds to be used for running complex, immersive learning and training. Results indicate that participants experienced high levels of engagement with exercise and, in the second iteration, were able to achieve goals within the exercise. Various technological breakdowns pointed to both the downsides as well as the opportunities for Virtual Worlds to be used for immersive rehearsal engagements.

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