I would guess that more than one in ten of our students in Interior Design at Harper College is foreign-born so the opportunity to empshasize an international outlook is strong. There are a lot of opportunities to educate the students born in the U.S. about other cultures and opportunities in other nations. An Iranian-born student has presented information on Perisian design, and explained to her classmates the background of the complex patterns found in Iranian decorative arts. I am fortunate that I can learn along with the students in my classes, thanks to the many students born in other nations.
I think that the definition of global competence was very useful. In addition, I thought it was interesting that the video mentioned that while English is the language of business, students should be prepared to do business in situations where English isn't the lingua franca.
I teach International Business so we are always applying it. I have had students work as part of the Stevens Initiative where they have had the opportunity to work with students in the Middle East. I always try to allow students to have the opportunity to really roll up their sleeves and get into it.
The introductory module is useful in its explanation of what the course is intended to do - link international activity to the work done in the classroom. I teach the History of Furniture course at Harper College. Chinese and Japanese furniture and design is already a part of the course but I plan to expand the treatment of Asian furnishings.
I have integrated Global Comptence Modules into my Hospitality & Tourism courses. Students are required to complete the four modules to earn credits. In the meantime, our program at University of Hawaii Maui College is organizing a webinar focusing Regenerative Tourism on Island Community. The webinar is scheduled for November 17th, 2021- the date falls under the International Eduaction Week 2021. With facultys instructions and guidlance, students are doing a collaborative work reseraching on UH SDGs and Global Competences. Faculty and students of Hospitality and Tourism at the UH Kauai Community College, and the Univeristy of the Ryukyu, Japan will be part of the project.
Module 1 had some useful activities in the toolkit that I intend to implement in class.
Ignore my previous post. It took me a few tries before I realized I was not supposed to click the NEXT, but instead click the START embedded in the video on the first page. The definition of global competence included "Possession of the knowledge, skills, and diposition to understand and act creatively on issues of global significance." I am currious how we can instil a disposition in our students; knowledge and skills can be taught.
I was only able to see the short video introduction and did not have access to any other material in this module.
The Introductory Module provided an excellent foundation for learning more about Global Competency and its importance to future work places. I found it interesting that the paradigm shift in education is to "communicate, connect and collaborate" internationally. Preparing students to work and act globally can enrich their experience in academia and beyond.
I'm a hospitality instructor where an international influence is prevalent, particularly in the history of cuisines, and wines. I envision students engaging in curriculum and projects that will prepare them for global opportunities in the fast growing expatriate role in international lodging and tourism.
I thought the definition and expansion of “global competence” into component parts were well-conceived and easy to understand for a student. The lesson also included good visuals that captured the message without distracting.
I like the diversity perspective presented as that is at the essence of assimilating globalization among people. There are pertinent lessons for the domestic level as well, perhaps even helping students to bridge the domestic gap by viewing broader global cultures. There are excellent parallels to be drawn at the comparative country level with the domestic sub-group level. Presenting both can improve respect for diversity.
