By Sheryl L. Bond, Jean-Pierre Lemasson
In communications, overall healthiness care, and economics, occasions, discoveries, and judgements that originate past nationwide borders this day regularly effect nationwide regulations and practices. yet how are our approach of schooling, and especially our universities, plagued by globalization? a brand new international of data examines how globalization has obliged universities in Canada to reconsider and reconsider the foreign size in their project and perform. All now comprise a world measurement of their project assertion. is that this a real assertion of academic ideas? Or is it easily a advertising and marketing message meant to place the college to deal with funds discounts in the course of the sale of academic companies? a brand new global of data appears to be like on the vital function that Canadian universities have performed in shaping Canada’s reaction to the issues of foreign improvement. It presents the ancient backdrop and point of research had to safely tell offerings for the way forward for better schooling in Canada and overseas. The ebook will curiosity lecturers and directors in associations of upper schooling, specially in overseas affairs and academic experiences; practitioners in corporations that depend upon collage linkages (such as in NGOs and research-granting organizations); executive officers within the schooling region; and scholars trying to find a world schooling.
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Additional resources for A New World of Knowledge: Canadian Universities and Globalization
Saskatchewan’s experience with its extension division lent itself neatly to the international scene. Guelph’s rural outreach in Canada evolved into distance learning, rural development, and agricultural and veterinary science applications in many countries. More recently, 3 AUCC (Association of Universities and Colleges of Canada). 1997. Scotia Bank– AUCC Awards for Excellence in Internationalization. AUCC, Ottawa, ON, Canada. Unpublished document. Box 3 On the importance of creativity and innovation Interview with Lewis Perinbam, OC, March 1999 You have played a major role in involving Canada’s universities and colleges in international development.
This does not mean that those accomplishments are insubstantial or undeserving of scholarly attention, but they are not within the scope of this chapter. We have adopted a perspective in which education is more about learning than about teaching, in particular, a perspective that recognizes education is also nurtured by the ideas, passions, values, and relationships that are likely to occur independently of the traditional discipline-based curriculum. If we had not chosen to take this approach, this chapter would have been considerably shorter because there is meagre evidence that university thinking has evolved much in this area.
Whatever the cause, the failure of informed and thoughtful consideration on the part of many administrators and their departmental colleagues held consequences for undergraduate programs. The enrichment that should have naturally occurred from the exposure of Canadian faculty members to different cultural contexts and different ways of knowing was most often thwarted, even at the departmental level. An “institutional voice” could often be heard to declare that educational projects carried out in partnership with colleagues from other developing countries were clearly secondary to teaching and other departmentally based activities at home, although they were interesting to the faculty member(s) involved.
A New World of Knowledge: Canadian Universities and Globalization by Sheryl L. Bond, Jean-Pierre Lemasson