College of Education

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    AN EXPLORATORY STUDY OF THE PHENOMENA: GLOBALIZATION AND SCHOOL VIOLENCE, AND THE RELATIONSHIP BETWEEN THEM AS PERCEIVED BY VARIOUS STAKEHOLDERS FROM A SUBURBAN COMMUNITY IN TRINIDAD AND TOBAGO
    (2020) James, Veronica; Ginsburg, Mark; Klees, Steven; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    The present study is an exploratory one which investigates the perceptions of the members of a suburban community, Sanaata, in Trinidad and Tobago, regarding the phenomena, school violence, globalization, and the relationship between them. It seeks to answer the questions: 1. How does the community of Sanaata in Trinidad and Tobago perceive the phenomenon of school violence in the country? 2. How does the community of Sanaata perceive the phenomenon of globalization? 3. How does the community of Sanaata view the relationship between the two phenomena, globalization, and school violence? 4. What other factors (besides globalization) do various stakeholders in Sanaata perceive as contributing to school violence? Apart from the theoretical concepts of the local and global, colonialism and postcolonialism, and dominance and subordination, the study is also based on discourses and theories of macro-social development, ecological perspectives, and developmental behavior. I used qualitative methodology inquiry for the study, employing methods of open-ended interviews, questionnaires, (limited) participant observation and document analysis to collect data for the study. Students, teachers, parents, and community members living or working in the vicinity of School S and School U communicated their perspectives via interviews or self-administered questionnaires. The findings of the study reveal that the respondents of Sanaata perceive that globalization can influence children to engage in school violence. In addition to globalization, it was found that other factors can also act as triggers for school violence. These include home socialization of children, teasing and rough playing in school, verbal abuse, abuse in the home, drugs and crime in the community, lack of good role models and lack of social services in the neighborhoods.
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    RESPONSES TO GLOBALIZATION: INTERNATIONALIZATION AND INSTITUTIONAL REFORM IN TWO DIFFERENT TYPES OF UNIVERSITIES IN KOREA
    (2015) Cho, Joohee; Stromquist, Nelly; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    This study explores the internationalization dynamics and institutional shifts in Korean universities in response to globalization trends. It investigates what forces are pushing universities to move toward internationalization and which strategies are being pursued by universities to accomplish that end. My motivation is to better understand how neoliberal ideology may be impacting higher education and how universities have responded to globalization while pursuing internationalization. It has also been important to consider how and whether these changes have altered the educational environment at universities and to investigate the impact of various reforms on academics. For its methodology, this study adopts a qualitative multiple-case study approach, employing as its primary methods document analysis and interviews with academicians and administrators. Case studies are produced involving two universities: Seoul National University was chosen to represent a research-focused university and another university was chosen to represent a teaching-focused university. As students are major stakeholders in higher education, this study also explores their engagement in international higher education. In the name of internationalization, the notions of competitiveness and efficiency have been incorporated in academic environments. Academic disciplines are now driven by external accountability, and academic governance is shaped by powerful decision-makers. Thus, many academic fields have become more strongly linked to industries. Academicians often criticize this type of globalization by citing concern about the nature of universities where the search for knowledge for its own sake was once given the highest value. Both case universities are reforming their institutions while pursuing diverse internationalization strategies. In doing so, the universities are slowly but certainly moving toward an entrepreneurial culture. This is manifested in overseas student recruitment and increasing university-industrial ties that secure further funding. This study demonstrates that internationalization and institutional reforms in Korea have taken a path that is very similar to global trends. At the same time, the phenomenon of local action, whether in Korea or elsewhere, continues to be distinct in many ways.
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    PERCEPTIONS OF GLOBAL MINDEDNESS IN THE INTERNATIONAL BACCALAUREATE MIDDLE YEARS PROGRAMME: THE RELATIONSHIP TO STUDENT ACADEMIC PERFORMANCE AND TEACHER CHARACTERISTICS
    (2014) Lope, Marjorie Dana; Klees, Steve; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    The purpose of this exploratory study is to investigate student perceptions of global mindedness between students who participate in the International Baccalaureate Middle Years Programme (MYP) compared to students who do not participate in the MYP or who are new to the MYP in the 9th grade. The study further analyzes the relationship between these students' perceptions of global mindedness and academic performance and course enrollment. It also explores teacher perceptions of global mindedness and relates the findings to specific teacher characteristics. There are mixed findings on student acquisition of global mindedness when comparing MYP students to non-MYP students suggesting that student development of global mindedness could evolve over time and is not significantly impacted by one experience, as previous research also suggests. Teacher and student understanding of global mindedness in the MYP could be underdeveloped and focused on global centrism and cultural pluralism. Findings from this research suggest that students participating in the MYP score highest on the global mindedness subscales of global centrism and cultural pluralism. The MYP could unintentionally be more explicitly focused on academics compared to explicitly teaching, learning, and assessing global mindedness because there was a significant relationship between participation in the MYP and academic performance and course enrollment over time. There are specific teacher characteristics that predict global mindedness and vice versa and these findings are aligned with previous research. The participant sample was from one school district and the survey was done at one point in time, which created certain limitations. The mixed findings of this exploration suggest that more research is needed to better understand the relevance and development of global mindedness on student and teacher perceptions in the International Baccalaureate Middle Years Programme.
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    INTERNATIONALIZATION POLICIES OF JESUIT UNIVERSITIES: A CASE STUDY OF JAPAN AND THE U.S.
    (2009) Jung, S.J., Kang-Yup; Lin, Jing; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    In the wake of globalization, higher education institutions almost inevitably have adopted and implemented internationalization policies as their primary strategy for responding to the challenges and opportunities brought about by globalization. This study concerns the comparison of the motivations, program strategies, and organization strategies of the internationalization policies of two Jesuit universities: Sophia University in Japan and Georgetown University in the United States. This study focuses on understanding internationalization policies at the two universities and developing a conceptual framework that might be useful in the expansion of scholarship of internationalization theory. There are three key research questions: (a) Is the noticeable shift from social and cultural rationales for internationalization to for-profit rationale ubiquitous?; (b) How do the policies of internationalization of the two universities resonate with the particular contexts surrounding them?; and (c) To what extent do the programs of internationalization reflect the core value of the Jesuit philosophy of education which is to prepare men and women for others? Qualitative comparative case study was conducted at both research sites through semi-structured interviews with senior administrators, deans, faculty, and administrative staff members. On-site materials are collected and analyzed. Cross-case analysis is used to compare and synthesize the findings of the two single case studies. This study found that no noticeable shift from socio-cultural rationale to for-profit rationale has taken place at the two universities. Despite financial constraints, the two universities' internationalization polices are affected most strongly by the socio-cultural rationale and the academic rationale. Sophia puts an emphasis on the motivation for intercultural understanding stemming from its history and origin, while Georgetown gives its highest attention to the motivation for human development. The two universities are able to appropriate their contexts and surroundings so that the universities' idiosyncratic features of local contexts play a significant role in defining their specific responses to the challenges of globalization which are inscribed in their international programs and projects. Finally, the Jesuit philosophy of education, "men and women for others," plays a crucial role as a bedrock on which the direction of internationalization policies is defined. However, despite the strong relationship between the Jesuit philosophy of education and policy, there is only a weak correlation between the philosophy of education and programs. This research will contribute to a wider perspective on internationalization policies through cross-cultural comparative research at an institutional level, an expansion of literature about a global university, and a re-visioning of internationalization for the sake of conscientizing internationalization at an individual level and responsible internationalization at an institutional level.
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    Impact of Globalization on the U.S.-Mexico Border: Case of Grassroots Activism for the Migrant and Refugee Community
    (2007-04-26) Kim, Jennifer J.; Klees, Steven J.; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    This qualitative case study examines the impact of globalization on the U.S.-Mexico border as it affects transnational migration and individuals who assist the poor in migration. This study begins by discussing the social, political, and economic context of the region and examines the global conditions that have led to a massive movement of people along the border. The grassroots, NGO community has been actively engaged in the issue of cross-border migration although there have been few studies examining their work. This study attempts to look at how grassroots communities have responded to the global migratory flows as they situate themselves within globalization and the U.S.-Mexico border. This study specifically focuses on Annunciation House, a nongovernmental organization that assists migrants in the sister border cities of El Paso, Texas and Ciudad Juarez, Chihuahua and investigates how this organization and its networks have combined social services and activism with education in their advocacy work. The findings discuss the nature of the work and operation of Annunciation House; how the organization facilitates personal and political transformation of its humanitarian workers; how short-term and long-term staff members differ in their approaches to work; and how Annunciation House compares and relates to other NGOs in the region.