This book proposes the new concept of “comprehensive global competence” in order to explore how to advocate, cultivate, and implement global competence at China’s higher education institutions. The concept essentially refers to an organizational, cross-cultural capacity involving students, faculty members, administrators, and staff in a multidimensional learning domain that values, shapes, and promotes global competitiveness at higher education institutions.
Unlike the other literature available, which has largely approached defining global competence it from four perspectives: an adaptation–change mode, an input–output mode, a willingness–tolerance mode, and a learning–competence mode, this book draws on the theoretical framework put forward in “Dimensions of Learning” (Marzano, 1992) in order to explain the meaning, implications, and justification of the concept of comprehensive global competence. Specifically, Marzano’s Dimensions of Learning Model offers a comprehensive research-oriented framework on learning cognition and the learning process. With the help of this resource, the book discusses in detail the conceptual, practical, and strategic aspects of creating comprehensive global competence.
Tabela de Conteúdo
Foreword.- Acknowledgements.- Part 1 Conceptualizing Comprehensive Global Competence.- Chapter 1 The Conception of Comprehensive Global Competence.- Chapter 2 Comprehensive Global Competence for Student.- Chapter 3 Comprehensive Global Competence for Faculty.- Part 2 Practical Framework of Comprehensive Global Competence.- Chapter 4 Mapping Global Comprehensive Global Competence Concept.- Chapter 5.- Constructing Comprehensive Global Competence of Higher Education Practice.- Chapter 6 Comprehensive Global Competence of Higher Education Practice.- Chapter 7 Constructing Comprehensive Global Competence of Higher Education Strategy.- Chapter 8 Trends and Implications of Comprehensive Global Competence of Higher Education Reform.- Chapter 9 Issues and Strategy of Constructing Comprehensive Global Competence at World-Class Universities.- Part 3 Conceptualizing Comprehensive Global Competence Model : Interviews of Chinese Experts.- Chapter 10 Conceptualizing Comprehensive Global Competence Model: Interviews with Experts.
Sobre o autor
Jian Li, Ph.D. is an Assistant Professor at the China Institute of Education and Social Development, Faculty of Education, at Beijing Normal University. Dr. Li received her Ph.D. degree from Indiana University Bloomington, USA. Previously, she served as a Senior Research Consultant for the office of the Vice Provost for Educational Inclusion and Diversity, and in associate researcher positions at the Project on Academic Success, Center for Postsecondary Research at Indiana University, and the Rural Education Action Project at Stanford University.
Dr. Li’s general research interest is in the comparative assessment of global learning outcomes in higher education institutions. Within this general area, she has pursued four themes: globalization of higher education, higher education policy and management; assessing undergraduate students’ global learning performance; faculty academic innovation perspectives within higher education; and comparative higher educationdevelopment as a framework for institutional research. Dr. Li has published over 30 articles, monographs, and book chapters and delivered more than 20 keynotes, peer-reviewed and invited presentations throughout the U.S. and in Europe, Africa, and Asia.
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