Campus Globalization Through Perception Transformation  

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Education for Global Leadership: CED Report
RAND Corporation comparison of US students' global skills
Globalization and Higher Education: Eight Common Perceptions From University Leaders
Preparing Globally Focused Graduates
Links to Articles & Websites
Books of Interest



Following are excerpts from Committee for Economic Development (CED)* Report, 2006:

*The Committee for Economic Development (CED) is an independent, nonpartisan organization of business and education leaders dedicated to policy research on the major economic and social issues of our time and the implementation of its recommendations by the public and private sectors. CED is a Trustee-directed organization comprising university presidents and senior executives of major American corporations. Trustees alone set CED's research agenda, develop policy recommendations, and speak out for their adoption. Unique among U.S. business organizations, CED offers senior executives a nonpolitical forum for exploring critical long-term issues and making an impact on U.S. policy decisions. See: http://www.ced.org/about/mission.shtml

Education for Global Leadership:
A 2006 Report by the (Research & Policy Committee of CED)

Our efforts in education reform must be harmonized with global realities if we are to confront successfully a multitude of new and growing challenges... (9/11 and other incidents) have demonstrated that movements from across the globe impact our country in ways never before imagined ... we risk becoming narrowly confined within our own borders, lacking the understanding of the world around us that is essential to our continued leadership role in the world community. The day has long passed when a citizen could afford to be uninformed about the rest of the world and America's place in that world. CED therefore believes that it is critical to ensure that all students become globally competent citizens who will lead our country in the twenty-first century (pg. 10).


To compete successfully in the global marketplace, U.S.-based multinationals as well as small businesses must market products to customers around the globe and work effectively with foreign employees and business partners. Our firms increasingly need employees with knowledge of foreign languages and cultures... It is increasingly important that America be better versed in the languages, cultures, and traditions of other world regions...so we can build a more secure future for both our nation and the world.  As citizens of the world, we must teach our students the importance of working well with other countries to advance our common goals of peace and prosperity.  

The time to act is now. Keeping America's economy competitive requires that we maintain our position as a leader in the global marketplace, obtain a foothold in important emerging markets, and compete successfully with countries that boast multilingual, multicultural and highly skilled workforces. Keeping America safe requires that we..conduct international diplomacy and explain America's identity and values more effectively...Keeping America's education system strong requires that we provide our students with the tools they need to communicate and work with their peers overseas and at home.

Today's students will soon be finding their place in a world that is interconnected as never before. The changing role of our nation in the international community, the changing face of American neighborhoods, the changing challenges confronting science, health, environmental and law enforcement experts - all must be understood and managed by a new generation of citizens, workers and leaders. Dealing with these and future challenges will require an education system that...prepares future citizens and employees to act and lead in a global context. American educational institutions must...prepare students for the twenty-first century challenges to our economy, national security and society (pg. 13). Opportunities to learn about other languages and cultures are severely lacking in many low-income, minority, and urban school districts...African American, Hispanic and American Indian students earn fewer credits in foreign languages than their white peers...Many schools also lack a framework for implementing global education.

Globalization and Higher Education: Eight Common Perceptions From University Leaders - by Dr. Van R. Wood
'The term “globalization” represents the international system that is shaping most societies today. It is a process that is “super charging” the interaction and integration of cultures, politics, business and intellectual elements around world. Driven by technology, information and finance, a full spectrum of views exist, some praising, some disparaging, as to the value of globalization. However, most observers believe that the ability to harness the good from globalization and avoid the bad lies in the cultivation of knowledge (see - Robertson 1992; Ali 2000; Friedman 2000; Newman, Couturier and Scurry 2005).

Today, possessing knowledge and having the ability to use knowledge in a world-wide arena is critical to personal and societal advancement. Likewise, having a skilled and globally focused workforce is perhaps the most important ingredient to any organization’s competitiveness in a world where competitors can come from next door or around the world. Any entity that does not support an environment that attracts, sustains and retains creative, imaginative, and globally resourceful individuals will eventually fall behind. The role of higher education in such nurturing is most apparent as universities and colleges are considered by many to be the primary suppliers of such individuals (see Florida 2002, Friedman 2005).....'

Complete article available at the website of Institute of International Education (IIE) network




RAND Corporation Survey of U.S. students' global skills:

U.S. students often lack the cross-cultural skills of their foreign peers. When the RAND Corporation surveyed respondents (HR managers) from sixteen global corporations, many were highly critical of U.S. universities' ability to produce graduates with international skills.  A corporate human resource manager explained: "Universities don't think globally - it's not ingrained in their philosophy and curriculum to create the global worker."

One marketing manager explained, compared to students from other parts of the world, U.S. students are "strong technically" but "shortchanged" in cross-cultural experience and "linguistically deprived".

One corporate respondent went even further to say, "If I wanted to recruit people who were both technically skilled and culturally aware, I wouldn't even waste time looking for them on U.S. college campuses". 

-- (RAND: CA. 2003, Pg 25)


International Educator: Nov - Dec 2007
Excerpt of interview. Pg. 18-21


Preparing Globally focused Graduates

Dr. Ronald A. Crutcher is President of Wheaton College in Norton, Massachusetts. Among his other titles and accomplishments, Dr. Crutcher is co-chair of LEAP (Liberal Education and America's Promise), the Association of American Colleges and Universities' national campaign to demonstrate the value of liberal education. He is a graduate of Yale University as a Woodrow Wilson Fellow, Ford Foundation Fellow and a Fulbright Award recipient. He is fluent in German and a Phi Beta Kappa. Before becoming president of Wheaton College, Dr. Crutcher was executive vice president for academic affairs at Miami University. His earlier posts included: Director, School of Music at the University of Texas at Austin (1994 - 99), Vice President of Academic Affairs at the Cleveland Institute of Music (1990 - 94), and Associate Vice Chancellor for Academic Affairs, University of North Carolina, Greensboro (1987 - 90).

IE: What are the realities of the twenty-first century that the higher education community must recognize today and how is it different than in previous decades?

Crutcher: We are becoming cognizant of the fact that we live in a global world. In the past, the United States - even in universities and colleges - at best, took a national perspective and in some cases, a local perspective. In a sense, the events of September 11, 2001...gave us a wake up call: we need to perceive and look at all problems from a global perspective. ...Colleges and universities in the twenty-first century have a responsibility to be vigilant about having our students view problems from a global perspective...Colleges and universities must do it.

"Colleges and universities in the twenty-first century have a responsibility to be vigilant about having our students view problems from a global perspective...Colleges and universities must do it."

IE: How must higher education adapt, particularly in the United States, to meet the changes that students will face in the world beyond campus walls when they complete their postsecondary education?

Crutcher: No matter how well a college or university has done to meet this challenge, they must never take it for granted. The biggest issue is how we, as college and university faculty and staff, foster an environment to encourage students to learn how to connect everything that they do...connect their classroom experiences to their out-of-classroom experiences, and to connect their personal cultural experiences to that experience of others. Today, higher education institutions need the ability to teach the skill of being able to connect across differences and to do that in a way that appears to be natural, consistent, and ongoing so that students can do this by the end of their four years of college.

As I like to say about Wheaton graduates, I would like to be able to drop them anywhere in the world and know that they wouldn't just survive but that they would thrive. There is solace in knowing that they wouldn't recoil because they heard languages that are foreign or were given food that was different. It's a real challenge in any college or university;  I think it is more easily achieved in a smaller setting. Also, the institution has to start this learning process at the very beginning of the students' collegiate career. When students enter college as freshmen, the faculty and staff have to be very intentional about helping them make these connections across all kinds of boundaries. ..If they are successful at doing that, then when they leave they will be comfortable no matter where they end up. But, they have to have practiced this both on the campus as well as off the campus before being launched into the larger world.

IE: What has Wheaton College done to help reform curriculum and provide students with the best possible learning experience to help them succeed in their life after graduation?

Crutcher: Wheaton has made some efforts in curriculum reform...based on two pillars.  The first pillar is "connection"... connecting courses from different fields with a common theme...The second pillar is infusing concepts of race and ethnicity...and globlism into our courses and having these concepts interwoven throughout the curriculum. Additionally, what we are trying to do at Wheaton is connect students' classroom experiences with their out-of-class experiences so they fully understand the concept of making connections in their studies, in their work, and in their lives. ...With the emphasis of our curriculum and support of intercultural learning, we want to make sure our graduates will be prepared to make the transition from student to working citizen when they graduate - wherever they choose to live. Ultimately, we strive to prepare students to lead a purposeful life.

Complete interview available at: http://www.nafsa.org/_/File/_/voicesinted_2007.11.pdf

LINKS to articles & websites

Education for Global Leadership: http://www.ced.org/docs/report/report_foreignlanguages.pdf  
Committee for Economic Development: http://www.ced.org/about/mission.shtml 
NAFSA: Association for International Educators: http://www.nafsa.org/
Recreating Disciplines with Global Mindset: http://www.nafsa.org/_/File/_/fromtheeditorsinted_2007.11.pdf
Preparing Globally Focused Graduates: http://www.nafsa.org/_/File/_/voicesinted_2007.11.pdf
Global Education for Global Age: http://www.nafsa.org/_/Document/_/securing_america_s_future.pdf
Foreign Students Yesterday, World Leaders Today: http://exchanges.state.gov/education/educationusa/leaders.htm

Books on Perception Transformation

Identity and Violence
Author: Dr. Amartya Sen (Nobel Prize recipient Economics 2006)

Although Dr. Sen has been perhaps the world's most distinguished analyst of the welfare of poor people over the past three decades, his new book is mostly about the psychology of politics. It includes a persuasive discussion of economic globalization while reminding us that without just sharing of benefits globalization will not enhance the prospects of peace between nations.

Dr. Sen discusses the mistakes of locking ourselves into a single identity, of ascribing to that identity all the virtues - and in the process denying them to all others - and conducting relations with all other religious, ethnic, or national groups on the basis of hostility and suspicion. Dr. Sen deplores the ways people use sexual, racial, religious, and other forms of identity as reasons to fight and persecute one another. "Violence," Sen writes, referring to conflicts in Rwanda, Congo, Israel, Palestine, and other places, "is formented by the imposition of singular and belligerent identities on gullible people, championed by proficient artisans of terror."


He discredits the idea of identifying people by a few traits. He is, he writes, "...at the same time, an Asian, an Indian citizen, a Bengali with Bangladeshi ancestry, an American or British resident,...a dabbler in philosophy, an author, a Sanskritist, a strong believer in secularism and democracy, a man, a feminist, aheterosexual, a defender of gay and lesbian rights, with a nonreligious lifestyle, from a Hindu background, a non-Brahmin, and a nonbeliever in an afterlife..."

Dr. Amartya Sen is Professor of Economics and Philosophy at Harvard University; Professor of Political Economy at Oxford University; Master of Trinity College, Cambridge. Prior to that, he was Professor of Economics at Delhi University and at the London School of Economics. He is an Indian citizen. He served as President of the International Economic Association, the Indian Economic Association, and the American Economic Association. He is also the Honorary President of OXFAM. Born in Santiniketan, India, Amartya Sen studied at the University of Calcutta, India and at Trinity College, Cambridge.

Cosmopolitanism: Ethics in a World of Strangers
Author: Kwame Anthony Appiah

In Cosmopolitanism, Appiah suggests that if people with vastly different religious, sexual, and political attachments are to live together without violence they must master the arts of conversation. Appiah balances an affectionate understanding of the sheer variety of different cultures with an insistence that "my people" means, in the last resort, nothing less than "human beings." "We do not construct our interpretations of the world out of nothing; we pick them up in the societies in which we grow up. On the other hand, we are much less the children of one society than we imagine. We are more naturally cosmopolitan than many ... suppose... Cosmopolitans think that there are many values worth living by and that you cannot live by all of them. So we hope and expect that different people and societies will embody different values."


"We do not need, have never needed, settled community, a homogeneous system of values, in order to have a home. Cultural purity is an oxymoron. The odds are that, culturally speaking, you already live a cosmopolitan life, enriched by literature, art, and film that come from many places, and that contains influences from many more."

Dr. Kwame Anthony Appiah is the Laurance S. Rockefeller Professor of Philosophy at the University Center for Human Values at Princeton University. He has written extensively on the philosophy of mind and language and political philosophy.

Beyond Multiculturalism: Post Ethnic America
Author: David A. Hollinger

This book argues that defenders of cultural diversity need to take a step beyond multiculturalism, towards a perspective he calls "post ethnic". A post ethnic perspective builds upon a cosmopolitan element prominent within the multiculturalist movement. It introduces the notion of Cosmopolitanism -- "citizens of the world" -- It is an impulse towards worldly breath and understanding. Many of the great cosmopolitans of history have been proudly rootless. Cosmopolitanism is more wary of traditional enclosures and favors voluntary affiliations that promotes multiple identities in individuals and allow one to evolve as he chooses. A post ethnic perspective resists the grounding of knowledge and moral values in bloodline and history and recognizes that certain ideas and values are not universal but specific to specific cultures. The term post ethnic marks an effort to articulate and develop cosmopolitan instincts within this new appreciation for the ethnos.


Dr. David Hollinger is currently a faculty member at University of California Berkeley with a long and distinguished academic career as an anthropologist.


Books on Globalization

A Brief History of the Twenty-First Century
Author: Thomas L. Friedman

The beginning of the twenty-first century will be remembered, Friedman argues, not for military conflicts or political events, but for a whole new age of globalization - a 'flattening' of the world. The explosion of advanced technologies now means that suddenly knowledge pools and resources have connected all over the planet, leveling the playing field so that each of us is potentially an equal - and competitor - of the other. The emergent popularity of blogging, pod-casting, YouTube and. MySpace enable the modern world citizen to broadcast their views to a potential audience of billions, and the proliferation of Internet access to even the poorest communities gives everyone who wants to the tools to address issues of social injustice and inequality. Friedman demystifies the exciting, often bewildering, global scene unfolding before our eyes, one which we sense but barely yet understand. The World Is Flat 3.0 is an essential update on globalization, its opportunities for individual empowerment, its achievements at lifting millions out of poverty, and its drawbacks--environmental, social, and political, powerfully illuminated by the Pulitzer Prize--winning author of The Lexus and the Olive Tree.


Thomas L. Friedman is a distinguished journalist and the three-time Pulitzer Prize winner for commentary (1983, 1988, 2002) for The New York Times, among many of his other accomplishments. The World is Flat was released in April 2005 and won the inaugural Goldman Sachs/Financial Times Business Book of the Year award. In 2004, he was awarded the Overseas Press Club Award for lifetime achievement and the honorary title, Order of the British Empire (OBE), by Queen Elizabeth II.

Adjusting to Globalization (David Greenaway ed.)

The globalization process is pervasive, bringing a range of pressures to bear on firms and workers. This volume presents a series of cutting-edge essays, investigating the ways in which firms and workers are adjusting to globalization. Written by leading researchers in the field, the essays address such issues as: outsourcing; the productivity effects of entry to export markets; job losses and wage insurance; and the protection of intellectual property. Together, they provide important insights into the microeconomic effects of globalization and highlight key issues for policy makers.

(Book information acquired from JS Campus Booksellers of United Kingdom)

America Transformed: Globalization, Inequality, and Power
Paperback by Hytrek, Gary; Zentgraf, Kristine

Innovative and provocative, this book examines the links between global processes and shifting patterns of stratification, inequality, and social mobility. The study of globalization--the interconnection of the world culturally, socially, politically, and most importantly, economically--is a growing area of study in college curricula. This book focuses on inequality and policy issues and provides students with the tools needed to understand the political construction of globalization and its effects on social inequality. By recognizing the connections between global processes and social stratification in the United States, students will become better equipped to identify and create effective community-based responses to social inequality. Because the text draws on several disciplines, it may be used in a variety of courses.

(Book information acquired from JS Campus Booksellers of United Kingdom)



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