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Community College Globalization: Und...

Earp, Pamela Johnson.

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Community College Globalization: Understanding How Faculty Approach the Global Infusion of Their Work.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Community College Globalization: Understanding How Faculty Approach the Global Infusion of Their Work./
作者:	Earp, Pamela Johnson.
面頁冊數:	398 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-04(E), Section: A.
Contained By:	Dissertation Abstracts International76-04A(E).
標題:	Community college education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3647616
ISBN:	9781321413663

Community College Globalization: Understanding How Faculty Approach the Global Infusion of Their Work.
Earp, Pamela Johnson.

Community College Globalization: Understanding How Faculty Approach the Global Infusion of Their Work. - 398 p.

Source: Dissertation Abstracts International, Volume: 76-04(E), Section: A.

Thesis (Ed.D.)--North Carolina State University, 2014.

This item must not be sold to any third party vendors.

As a result of increasingly sophisticated technologies and the lowering of economic, geographic and cultural barriers, today's boundless workforce has brought globalization to the forefront of higher education. Central to the challenge for the community college is the development of a globally infused instructional environment which may prove difficult for faculty who are unfamiliar with the concept of global thinking or even how it connects to their specific disciplines of teaching. The purpose of this qualitative collective case study is to explore how community college faculty members approach globalization in relation to their work. The research question that guides the study is: How do community college faculty members approach the global infusion of their work?

ISBN: 9781321413663Subjects--Topical Terms:

2122836
Community college education.

Community College Globalization: Understanding How Faculty Approach the Global Infusion of Their Work.
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245 1 0 $a Community College Globalization: Understanding How Faculty Approach the Global Infusion of Their Work.
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500 $a Source: Dissertation Abstracts International, Volume: 76-04(E), Section: A.
500 $a Adviser: Susan Barcinas.
502 $a Thesis (Ed.D.)--North Carolina State University, 2014.
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520 $a As a result of increasingly sophisticated technologies and the lowering of economic, geographic and cultural barriers, today's boundless workforce has brought globalization to the forefront of higher education. Central to the challenge for the community college is the development of a globally infused instructional environment which may prove difficult for faculty who are unfamiliar with the concept of global thinking or even how it connects to their specific disciplines of teaching. The purpose of this qualitative collective case study is to explore how community college faculty members approach globalization in relation to their work. The research question that guides the study is: How do community college faculty members approach the global infusion of their work?
520 $a Brookfield's (1995) reflective lens model was utilized as the conceptual framework for this study and served as a primary element in the data collection and analysis activities. Based on in-depth interviews with 15 community college faculty across three geographically dispersed North Carolina institutions, specific insights were gained as to how faculty approach their globally infused teaching using their personal background, prior learning, international experiences, and interactions with students and colleagues as both inspiration and motivation. There were three significant findings determined from this study: 1) Personal exposure to international travel increases the probability of a positive commitment to globalization and supports the ability to visualize and pursue changes to teaching, 2) A global perspective in teaching that comes from a personal motivation and sense of responsibility to student learning, more so than one guided by an institutional expectation or mandate, increases the likelihood of a positive commitment to the global infusion of faculty work, and 3) Learning resources that are easily accessible and primarily focused on contemporary global issues and circumstances are more likely to be utilized by faculty in the development of global aspects of their work than resources that are more academic and theory based. Faculty reflection revealed specific aspects that are significant in shaping their global work and in motivating them to develop their teaching so as to produce globally competent community college graduates.
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