| LDR | | 00000nam u2200205 4500 |
| 001 | | 000000431721 |
| 005 | | 20200224104431 |
| 008 | | 200131s2019 ||||||||||||||||| ||eng d |
| 020 | |
▼a 9781392318171 |
| 035 | |
▼a (MiAaPQ)AAI13917884 |
| 040 | |
▼a MiAaPQ
▼c MiAaPQ
▼d 247004 |
| 082 | 0 |
▼a 378 |
| 100 | 1 |
▼a Bajaj, Monica Lamba. |
| 245 | 10 |
▼a Stem Faculty Perceptions of Internationalizing the Curriculum in the Age of Globalization: A Qualitative Study. |
| 260 | |
▼a [S.l.]:
▼b The Pennsylvania State University.,
▼c 2019. |
| 260 | 1 |
▼a Ann Arbor:
▼b ProQuest Dissertations & Theses,
▼c 2019. |
| 300 | |
▼a 262 p. |
| 500 | |
▼a Source: Dissertations Abstracts International, Volume: 80-12, Section: A. |
| 500 | |
▼a Publisher info.: Dissertation/Thesis. |
| 500 | |
▼a Advisor: Tisdell, Elizabeth J. |
| 502 | 1 |
▼a Thesis (D.Ed.)--The Pennsylvania State University, 2019. |
| 520 | |
▼a The purpose of this qualitative study is to examine the role of STEM faculty as they prepare students to gain cultural and global perspectives in the current globalized workplace, at a time when higher education has become a real part of the globalization process and is responding with internationalization. More specifically, this research focuses on the ways that internationalization is impacting higher education in today's global knowledge economy and what the faculty are doing in the classroom to instill global perspectives and respect cultural differences in their students. Neoliberalism, human capital theory, and systems thinking frame this study. The design of the study utilizes a basic interpretive qualitative approach. Data collection consists of syllabi reviews and semi-structured interviews with eight STEM faculty who have at least four years of teaching experience. Sources of data included the transcribed interviews.The findings of the study are organized into two main categories of multiple motivations and understandings of globalization and internationalization and diverse approaches to internationalizing the curriculum. Findings relating to multiple motivations and understandings identify three themes: overlapping definitions and concepts, profit versus garnering a bigger version of the world, and increasing relevance of internationalization. The diverse approaches to internationalizing the curriculum yield five additional themes: international partnerships, projects and assignments, student and scholar mobility, faculty engagement, and global learning communities. The study ends with a consideration of findings in light of the theory and the research questions, as well as outlines the limitations of the study and makes suggestions for future research. |
| 590 | |
▼a School code: 0176. |
| 650 | 4 |
▼a Adult education. |
| 650 | 4 |
▼a Higher education. |
| 690 | |
▼a 0516 |
| 690 | |
▼a 0745 |
| 710 | 20 |
▼a The Pennsylvania State University.
▼b Behavioral Sciences and Education. |
| 773 | 0 |
▼t Dissertations Abstracts International
▼g 80-12A. |
| 773 | |
▼t Dissertation Abstract International |
| 790 | |
▼a 0176 |
| 791 | |
▼a D.Ed. |
| 792 | |
▼a 2019 |
| 793 | |
▼a English |
| 856 | 40 |
▼u http://www.riss.kr/pdu/ddodLink.do?id=T15492586
▼n KERIS
▼z 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
| 980 | |
▼a 202002
▼f 2020 |
| 990 | |
▼a ***1008102 |
| 991 | |
▼a E-BOOK |