Globalizing Learning: Implications for Curriculum Design and University Governance

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Globalizing LearningImplications for Curriculum
Design and University Governance

• Ka Ho Mok
• Associate Vice President Dean
• The Hong Kong Institute of Education
• Changjiang Chair Professor
• Zhejiang University China

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Introduction

• Globalization and the evolution of the
  knowledge-based economy have caused dramatic
  changes in the character and functions of
  education in most countries
• Previous discussion sessions have highlighted
• Importance of interdisciplinary research,
  learning and teaching
• Transdisciplinary focus for curriculum
• Preparing students to operate in multi-cultural
  environments
• Connecting students to globalizing knowledge
  networks of academic research

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• One of the provoked debates of curriculum change
  under globalization is about multiculturalism and
  internationalization
• For example, according to McFadden et al., such a
  curriculum change should include
• (1) The promotion of equity and of social
  justice
• (2) The improvement of intergroup relations and
  the promotion of intercultural competences
• (3) The reduction of prejudice, stereotyping,
  and discrimination
• (4) The acquisition and the imparting of
  knowledge of human diversity and
  commonality
• (5) The acquisition of knowledge for cultural
  consciousness regarding ones own and
  other cultures
• (6) The development of skill in the critical
  understanding of the processes of knowledge
  construction

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• Another globalization drive is to prepare
  students to be more competitive in the global
  marketplace
• Along with the multiculturalism, students should
  also be able to handle and cope with a
  multicultural working environment and to
  cooperate with people from different backgrounds
• HEIs are therefore expected to provide training
  for their students with transnational skills or
  competences such as the mastery of an
  international language (i.e., English), the
  mastery of information and communications
  technology, and the abilities of problem solving,
  creative and critical thinking (UNESCO, 2000)
• In order to equip students with the above skills
  simultaneously, it is not surprising to see
  work-based learning curriculum has become more
  popular

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Rethinking Ideal Graduates

• Beyond academic excellence
• International awareness
• Comparative perspectives
• Multi-cultural sensitivity
• Effective communication skills
• Strong interpersonal and social skills
• Operating in ill-defined problem areas
• Ability to work in teams
• Independent in research
• Critical in analysis

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Implications for Globalizing LearningValue and
Culture Matters

• Multi-culturalism
• Multi channels for travelling
• Cosmopolitanism vs preservation of localism
• Globalism vs regionalism and sub-regionalisms
• Seeing things from multiple lens

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• Be aware of over-homogenization and reduction to
  dominating hegemonic perspectives
• Implications Making students aware cultural
  complexity, accepting differences and
  appreciating diversity

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Curriculum Design

• Innovative disruption of the disciplinary borders
• Expanding global spaces to enhance students
  creativity
• Building the link of global knowledge and local
  relevance
• Examining critically how universal values relate
  to local contexts
• Sensitivity to traditions, values and world
  religions

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Systems in Supporting Global Learning

• Accepting and accommodating to diversified
  academic structures
• Developing common framework for accrediting
  degrees
• Enabling credit transfer
• Redefining disciplinary boundary
• Offering flexible and innovative modes of
  collaborations
• Supporting Infrastructures eg hostels, prayer
  rooms and academic administration

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Peoples Readiness

• Are we ready?
• Staff readiness
• Student readiness
• Community responses
• Social and cultural integration matters

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Macro Policy Issues

• Enclosures and barriers
• Immigration policy
• Education funding policy
• Policy for student mobility
• Policies dealing with overseas students, etc

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Role of University in Global Learning

• Preparing future leaders with global vision and
  cross-cultural sensitivity
• Nurturing them to Care globally, act locally,
  respond appropriately to regional and global
  issues
• Global citizenship critical in thinking and
  prepared to take appropriate actions in promoting
  social progress and human wellbeing rather than
  purely being economic animals

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Globalizing Learning for?

• We must be sensitive about the cultural and
  social differences embedded in different
  education systems
• A proper contextualization is needed during the
  processes of policy learning
• Awareness of cultural colonization
• Emphasis on Global but rediscover the Local
• Have to reflect upon globalizing learning for
  what? For whose interests? And so what?