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Conceptualizing and Measuring Global Competency : = Evidence from the Chinese Context.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Conceptualizing and Measuring Global Competency :/
Reminder of title:	Evidence from the Chinese Context.
Author:	Li, Jian.
Description:	1 online resource (172 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 79-07, Section: A.
Contained By:	Dissertations Abstracts International79-07A.
Subject:	Education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10686612click for full text (PQDT)
ISBN:	9780355521238

Conceptualizing and Measuring Global Competency : = Evidence from the Chinese Context.
Li, Jian.

Conceptualizing and Measuring Global Competency :Evidence from the Chinese Context. - 1 online resource (172 pages)

Source: Dissertations Abstracts International, Volume: 79-07, Section: A.

Thesis (Ph.D.)--Indiana University, 2017.

Includes bibliographical references

This study proposes a framework for conceptualizing and measuring global competency of Chinese undergraduate students. Based on that framework, a survey is conducted to empirically assess construct validity. The research project is contextualized by the globalization of contemporary higher education systems worldwide. The idea of global competency is initially identified and elaborated through both conceptual and methodological perspectives. The conceptual definition of global competency is synthesized as a cross-cultural capacity in the multidimensional learning domain for valuing cultural diversity. Along with this conceptual definition of global competency, the methodological dimensions of global competency are characterized as four cross-cultural learning dimensions, including global attitude and perceptions; acquired, integrated, extended, and refined global knowledge; global practical skills; and habits of global mind for valuing cultural diversity. These dimensions are derived from literatures of competency and dimensions of global competency, and Marzano's (1992) Dimensions of Learning Model. This study also provides both theoretical and practical implications for advocating global competency for Chinese undergraduate students in the context of global higher education systems worldwide. A sample of 1,261undergradudate students from two state-sponsored Chinese universities participated in the study, generating a 63.1% response rate. Subjects also provided demographic data including sex, geographic origin, parental education, major, class level, grade performance, and intercultural experience. Exploratory factor analysis, analysis of variance and ordinary least squares regression were conducted to verify whether the survey items supported the proposed conceptual dimensions of global competency (Global Knowledge, Global Practical Skills, Global Attitudes and Perceptions, and Global Habits of Mind) and to test the hypothesized validity claims for each of the four scales. The findings of this study are robust enough to suggest that there is some merit to measuring global competency according to the proposed four dimensions.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9780355521238Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Chinese higher educationIndex Terms--Genre/Form:

542853
Electronic books.

Conceptualizing and Measuring Global Competency : = Evidence from the Chinese Context.
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