Research Article
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The Promising Practices of Glocalization in Canadian Higher Education

Year 2019, Volume: 5 Issue: 10, 10 - 38, 30.04.2019

Abstract

This paper
explores the potential impacts that glocalization, the combination of the
‘global’ and the ‘local’, can have on international student retention in
Canadian higher education by
identifying
the promising practices of glocalization in university teaching and in the broader
learning environment. Using Critical Incident Technique, d
ata was
collected through semi-structured interviews of 16 international students at a
medium-sized, research-oriented university in British Columbia, Canada. Results
were consistent with the literature investigating international student
retention and glocalization.
Twelve
promising practices related to university teaching and learning emerged from
the analysis. These were categorized into four overarching themes: a) pedagogy,
b) policies and procedures, c) learning environment, and d) curriculum. Results
suggest that glocalization offers unique platforms for mutual understanding of
needs, problems, and solutions, serving as a bridge between international
students and the different stakeholders who are willing and able to “think
globally and act locally.” 

References

  • Airini, Curtis, E., Townsend, S., Rakena, T. O., Brown, D., Sauni, P., Smith, A., Luatua, F., Reynolds, G., & Johnson, O. (2011). Teaching for student success: Promising practices in university teaching. Pacific-Asian Education, 23(1), 71–90.
  • Apple, M., Kenway, J., & Singh, M. (2005). Globalizing education: Policies, pedagogies, & politics. New York: Peter Lang.
  • Avey, J. B., Wernsing, T. S., & Luthans, F. (2008). Can positive employees help positive organizational change? Impact of psychological capital and emotions on relevant attitudes and behaviors. The journal of applied behavioral science, 44(1), 48-70.
  • Bamber, J., Tett, L., Hosie, E. & Ducklin, A. (1997). Resistance and determination: Working class adults in higher education. Research in Post-Compulsory Education. 2(1).
  • Bishop, A. (2005). Beyond token change: Breaking the cycle of oppression in institutions. Halifax, NS: Fernwood. Bishop, R. (2005). Freeing ourselves from neo-colonial domination in research: A Maori approach to creating knowledge. International Journal of Qualitative Studies in Education, 11(2), 199-219.
  • Camilleri, G. (2007). Pedagogy for autonomy, teachers’ attitudes and institutional change: A case study. In M. Jiménez Raya and L. Sercu (eds.), Challenges in Teacher Development: Learner Autonomy and Intercultural Competence (pp. 81 – 102). Frankfurt: Peter Lang.
  • Canadian Bureau for International Education (CBIE). (2018). International students surpass 2022 goal. Retrieved from https://cbie.ca/international-students-surpass-2022-goal/
  • Council of Ministers of Education Canada (CMEC). (2015). Imagine education au/in Canada brand. Retrieved from http://imagine.cmec.ca/en/
  • Creswell, J. (2014). Educational research. India: PHI Learning Private Limited.
  • Curtis, E., Townsend, S., & Airini. (2012). Improving indigenous and ethnic minority student success in foundation health study. Teaching in Higher Education, 17(5), 589-602.
  • Dakowska, D., & Harmsen, R. (2015). Laboratories of reform? The Europeanisation of higher education in Central and Eastern Europe, introduction to the special issue ‘Europeanisation, internationalization and higher education reforms in Central and Eastern Europe’. European Journal of Higher Education, 5(1), 4-17.
  • De Wit, H. (2016, July 15). Internationalization should be ethical and for all. University World News. Retrieved from http://www.universityworldnews.com/article.php?story=20160712085821857
  • Dewey, J. (1938). Experience and education. New York: Macmillan.
  • Flanagan, J. (1954). The critical incident technique. The Psychological Bulletin, 51(4), 327- 358.
  • Freire, P. (1970). Pedagogy of the oppressed. New York: Continuum.
  • George, D. (2007). Market overreach: The student as customer. The Journal of Socio-Economics, 36(6), 965-977.
  • Giroux, H. (2005). The terror of neoliberalism: Cultural politics and the promise of democracy. Boulder, CO: Paradigm.
  • Govt. Canada. (2014). Canada’s International Education Strategy. Retrieved from http://international.gc.ca/global-markets-marchesmondiaux/assets/pdfs/overview-apercu-eng.pdf.
  • Harmsen, R. (1993). European integration and the adaptation of domestic constitutional orders: An Anglo‐French comparison. Journal of European Integration, 17(1), 71-99.
  • Harth, C. (2010). The global school house going glocal adaptive education for local and global citizenship. Independent School, 70(1), 68-74.
  • Heslop, J. (2014, October). International Students in BC’s Education Systems: Summary of Research from the Student Transitions Project. Retrieved from British Columbia Ministry of advanced Education website: http://www.aved.gov.bc.ca/student_transitions/ documents/STP-International-Research-Results_2014-10-10.pdf.
  • Hiemstra, R. (1991). Creating environments for effective adult learning. New directions for adult and continuing education, 50, 9.
  • Hofstede, G. (2001). Culture’s consequences: Comparing values, behaviors, institutions, and organizations across nations (2nd ed.). Thousand Oaks, CA: Sage Publications.
  • Jimmieson, N. L., Hannam, R. L., & Yeo, G. B. (2010). Teacher organizational citizenship behaviours and job efficacy: Implications for student quality of school life. British journal of Psychology, 101(3), 453-479.
  • Jones, R. & Thomas, L. (2005). The 2003 UK government higher education white paper: A critical assessment of its implications for the access and widening participation agenda. Journal of Educational Policy. 20(5). 615-630.
  • Kettaneh, H. (2016). Glocalization and international student retention in higher education. TRUspace, Thompson Rivers University, Kamloops, B.C, Canada.
  • Kuh, G. D., Kinzie, J., Schuh, J. H., Whitt, E. J., & Associates. (2010). Student success in college: Creating conditions that matter. San Francisco, CA: Jossey-Bass.
  • Kuuskorpi, M., & González, N. C. (2011). The future of the physical learning environment. OECD Library. doi: 10.1787/20727925.
  • Lee, R. M., & Robbins, S. B. (1995). Measuring belongingness: The social connectedness and the social assurance scales. Journal of counseling psychology, 42(2), 232.
  • Lemke, T. (2001). 'The birth of bio-politics': Michel Foucault's lecture at the Collège de France on neo-liberal governmentality. Economy and society, 30(2), 190-207.
  • Marginson, S. (2011). Imagining the global. Handbook on globalization and higher education, 10-39.
  • Marginson, S. (2012). Including the other: Regulation of the human rights of mobile students in a nation-bound world. Higher Education, 63, 497–512. doi:10.1007/s10734-011-9454-7.
  • Marginson, S., & Rhoades, G. (2002). Beyond national states, markets, and systems of higher education: A glonacal agency heuristic. Higher education, 43(3), 281-309.
  • Mazzarol, T., & Soutar, G. N. (2002). "Push-pull" factors influencing international student destination choice. International Journal of Educational Management, 16(2), 82-90. Retrieved from http://search.proquest.com/docview/62287998.
  • McCormick, R. O. D., & Amundson, N. E. (1997). A career-life planning model for first nations people. Journal of Employment Counseling, 34(4), 171-179.
  • McLaren, P. (2000). Paulo Freire’s pedagogy of possibility. Freireian Pedagogy, Praxis, and Possibilities: Projects for the New Millennium, 1-22.
  • Mononen-Aaltonen, M. (1998). A learning environment – a euphemism for instruction or a potential for dialogue? Media Education Publication. 8, 163–212.
  • Narum, J. (2008). Promising practices in undergraduate STEM education. In commissioned paper presented at NRC workshop on Evidence on Selected Promising Practices in Undergraduate Science, Technology, Engineering, and Mathematics (STEM) Education.
  • Organ, D. W. (1988). Organizational citizenship behavior: The good soldier syndrome. Lexington, Mass: Lexington Books.
  • Organization for Economic Co-operation and Development, OECD. (2006). CELE organizing framework on evaluating quality in educational spaces. Paris: OECD. Retrieved from http://www.oecd.org/education/innovationeducation/evaluatingqualityineducationalfacilities.htm.
  • Robertson, R. (1995). Glocalization: Time-space and homogeneity. In M. Featherstone, S. Lash, & R. Robertson (Eds.), Global modernity (pp. 25-44). London: Sage.
  • Rumbley, L. E. (2015). “Intelligent internationalization”: A 21st century imperative. International Higher Education, 80(Spring), 16-17.
  • Schwartz, W., & Jenkins, P. D. (2007). Promising practices for community college developmental education. Columbia University Academic Commons. doi: org/10.7916/D8FN1487.
  • Sherry, M., Thomas, P., & Chui, W. H. (2010). International students: A vulnerable student population. Higher Education, 60(1), 33-46. doi: 10.1007/s10734-009-9284-z.
  • Simon, B. (2014). Canada’s International Education Strategy: time for a fresh curriculum. Canadian Council for Chief Executives: Taking Action for Canada – Jobs and Skills. Retrieved from http://www.ceocouncil.ca/wpcontent/uploads/2014/06/Bernard-Simon-Canadas-InternationalEducation-Strategy-FINAL.pdf.
  • Slaughter, S., & Leslie, L. L. (1997). Academic capitalism: Politics, policies, and the entrepreneurial university. The Johns Hopkins University Press, Baltimore, MD 21218-4319.
  • Swanson, D. (2011). Parallaxes and paradoxes of global citizenship: Critical reflection and possibilities of praxis in/through an international online course. In L. Shultz, A.A. Abdi, & G.H. Richardson (Eds.), Global citizenship education in post-secondary institutions: Theories, practices, policies (pp. 120-139). New York, NY: Peter Lang Publishing Inc.
  • The Glocalization Manifesto: Research study and policy recommendations, edited by CERFE in cooperation with the glocal forum and the global metro city, Rome 2004. Retrieved from www.Glocal forum.org.
  • Tien, C. Y., & Talley, P. C. (2012). “Think globally, act locally”:‘Glocalization’ in Taiwanese higher education. International Journal of Business and Social Science, 3(15), 124-130.
  • Tinto, V. (1987). Leaving college: Rethinking the causes and cures of student attrition. Chicago, IL: University of Chicago Press.
  • Tinto, V. (1997). Colleges as communities: Exploring the educational character of student persistence. Journal of Higher Education, 68, 599-623.
  • Tinto, V. (2000). Reconstructing the first year of college in student support services model retention strategies for two-year colleges. Washington DC: Council for Opportunity in Education.
  • Westbrook, J., Durrani, N., Brown, R., Orr, D., Pryor, J., Boddy, J., & Salvi, F. (2013). Pedagogy, curriculum, teaching practices and teacher education in developing countries. Education rigorous literature review. Department for International Development (DFID), London, UK.
  • Wyatt, L. G. (2011). Nontraditional student engagement: Increasing adult student success and retention. The Journal of Continuing Higher Education, 59(1), 10-20. doi: 10.1080/07377363.2011.544977.
  • Yang, S. K. (2001). Dilemmas of education reform in Taiwan: Internationalization or localization? (ERIC Document Reproduction Service No. EJ 453 137).
  • Zhao, C. M., Kuh, G. D., & Carini, R. M. (2005). A comparison of international student and American student engagement in effective educational practices. The Journal of Higher Education, 76(2), 209-231. doi:10.1353/jhe.2005.0018.
  • Zimmerman, S. (1995). Perceptions of intercultural communication competence and international student adaptation to an American campus. Communication Education, 44, 321-335. doi:10.1080/03634529509379022.

The Promising Practices of Glocalization in Canadian Higher Education

Year 2019, Volume: 5 Issue: 10, 10 - 38, 30.04.2019

Abstract

This paper explores the potential impacts that glocalization, the combination of the ‘global’ and the ‘local’, can have on international student retention in Canadian higher education by identifying the promising practices of glocalization in university teaching and in the broader learning environment. Using Critical Incident Technique, data was collected through semi-structured interviews of 16 international students at a medium-sized, research-oriented university in British Columbia, Canada. Results were consistent with the literature investigating international student retention and glocalization. Twelve promising practices related to university teaching and learning emerged from the analysis. These were categorized into four overarching themes: a) pedagogy, b) policies and procedures, c) learning environment, and d) curriculum. Results suggest that glocalization offers unique platforms for mutual understanding of needs, problems, and solutions, serving as a bridge between international students and the different stakeholders who are willing and able to “think globally and act locally.” 

References

  • Airini, Curtis, E., Townsend, S., Rakena, T. O., Brown, D., Sauni, P., Smith, A., Luatua, F., Reynolds, G., & Johnson, O. (2011). Teaching for student success: Promising practices in university teaching. Pacific-Asian Education, 23(1), 71–90.
  • Apple, M., Kenway, J., & Singh, M. (2005). Globalizing education: Policies, pedagogies, & politics. New York: Peter Lang.
  • Avey, J. B., Wernsing, T. S., & Luthans, F. (2008). Can positive employees help positive organizational change? Impact of psychological capital and emotions on relevant attitudes and behaviors. The journal of applied behavioral science, 44(1), 48-70.
  • Bamber, J., Tett, L., Hosie, E. & Ducklin, A. (1997). Resistance and determination: Working class adults in higher education. Research in Post-Compulsory Education. 2(1).
  • Bishop, A. (2005). Beyond token change: Breaking the cycle of oppression in institutions. Halifax, NS: Fernwood. Bishop, R. (2005). Freeing ourselves from neo-colonial domination in research: A Maori approach to creating knowledge. International Journal of Qualitative Studies in Education, 11(2), 199-219.
  • Camilleri, G. (2007). Pedagogy for autonomy, teachers’ attitudes and institutional change: A case study. In M. Jiménez Raya and L. Sercu (eds.), Challenges in Teacher Development: Learner Autonomy and Intercultural Competence (pp. 81 – 102). Frankfurt: Peter Lang.
  • Canadian Bureau for International Education (CBIE). (2018). International students surpass 2022 goal. Retrieved from https://cbie.ca/international-students-surpass-2022-goal/
  • Council of Ministers of Education Canada (CMEC). (2015). Imagine education au/in Canada brand. Retrieved from http://imagine.cmec.ca/en/
  • Creswell, J. (2014). Educational research. India: PHI Learning Private Limited.
  • Curtis, E., Townsend, S., & Airini. (2012). Improving indigenous and ethnic minority student success in foundation health study. Teaching in Higher Education, 17(5), 589-602.
  • Dakowska, D., & Harmsen, R. (2015). Laboratories of reform? The Europeanisation of higher education in Central and Eastern Europe, introduction to the special issue ‘Europeanisation, internationalization and higher education reforms in Central and Eastern Europe’. European Journal of Higher Education, 5(1), 4-17.
  • De Wit, H. (2016, July 15). Internationalization should be ethical and for all. University World News. Retrieved from http://www.universityworldnews.com/article.php?story=20160712085821857
  • Dewey, J. (1938). Experience and education. New York: Macmillan.
  • Flanagan, J. (1954). The critical incident technique. The Psychological Bulletin, 51(4), 327- 358.
  • Freire, P. (1970). Pedagogy of the oppressed. New York: Continuum.
  • George, D. (2007). Market overreach: The student as customer. The Journal of Socio-Economics, 36(6), 965-977.
  • Giroux, H. (2005). The terror of neoliberalism: Cultural politics and the promise of democracy. Boulder, CO: Paradigm.
  • Govt. Canada. (2014). Canada’s International Education Strategy. Retrieved from http://international.gc.ca/global-markets-marchesmondiaux/assets/pdfs/overview-apercu-eng.pdf.
  • Harmsen, R. (1993). European integration and the adaptation of domestic constitutional orders: An Anglo‐French comparison. Journal of European Integration, 17(1), 71-99.
  • Harth, C. (2010). The global school house going glocal adaptive education for local and global citizenship. Independent School, 70(1), 68-74.
  • Heslop, J. (2014, October). International Students in BC’s Education Systems: Summary of Research from the Student Transitions Project. Retrieved from British Columbia Ministry of advanced Education website: http://www.aved.gov.bc.ca/student_transitions/ documents/STP-International-Research-Results_2014-10-10.pdf.
  • Hiemstra, R. (1991). Creating environments for effective adult learning. New directions for adult and continuing education, 50, 9.
  • Hofstede, G. (2001). Culture’s consequences: Comparing values, behaviors, institutions, and organizations across nations (2nd ed.). Thousand Oaks, CA: Sage Publications.
  • Jimmieson, N. L., Hannam, R. L., & Yeo, G. B. (2010). Teacher organizational citizenship behaviours and job efficacy: Implications for student quality of school life. British journal of Psychology, 101(3), 453-479.
  • Jones, R. & Thomas, L. (2005). The 2003 UK government higher education white paper: A critical assessment of its implications for the access and widening participation agenda. Journal of Educational Policy. 20(5). 615-630.
  • Kettaneh, H. (2016). Glocalization and international student retention in higher education. TRUspace, Thompson Rivers University, Kamloops, B.C, Canada.
  • Kuh, G. D., Kinzie, J., Schuh, J. H., Whitt, E. J., & Associates. (2010). Student success in college: Creating conditions that matter. San Francisco, CA: Jossey-Bass.
  • Kuuskorpi, M., & González, N. C. (2011). The future of the physical learning environment. OECD Library. doi: 10.1787/20727925.
  • Lee, R. M., & Robbins, S. B. (1995). Measuring belongingness: The social connectedness and the social assurance scales. Journal of counseling psychology, 42(2), 232.
  • Lemke, T. (2001). 'The birth of bio-politics': Michel Foucault's lecture at the Collège de France on neo-liberal governmentality. Economy and society, 30(2), 190-207.
  • Marginson, S. (2011). Imagining the global. Handbook on globalization and higher education, 10-39.
  • Marginson, S. (2012). Including the other: Regulation of the human rights of mobile students in a nation-bound world. Higher Education, 63, 497–512. doi:10.1007/s10734-011-9454-7.
  • Marginson, S., & Rhoades, G. (2002). Beyond national states, markets, and systems of higher education: A glonacal agency heuristic. Higher education, 43(3), 281-309.
  • Mazzarol, T., & Soutar, G. N. (2002). "Push-pull" factors influencing international student destination choice. International Journal of Educational Management, 16(2), 82-90. Retrieved from http://search.proquest.com/docview/62287998.
  • McCormick, R. O. D., & Amundson, N. E. (1997). A career-life planning model for first nations people. Journal of Employment Counseling, 34(4), 171-179.
  • McLaren, P. (2000). Paulo Freire’s pedagogy of possibility. Freireian Pedagogy, Praxis, and Possibilities: Projects for the New Millennium, 1-22.
  • Mononen-Aaltonen, M. (1998). A learning environment – a euphemism for instruction or a potential for dialogue? Media Education Publication. 8, 163–212.
  • Narum, J. (2008). Promising practices in undergraduate STEM education. In commissioned paper presented at NRC workshop on Evidence on Selected Promising Practices in Undergraduate Science, Technology, Engineering, and Mathematics (STEM) Education.
  • Organ, D. W. (1988). Organizational citizenship behavior: The good soldier syndrome. Lexington, Mass: Lexington Books.
  • Organization for Economic Co-operation and Development, OECD. (2006). CELE organizing framework on evaluating quality in educational spaces. Paris: OECD. Retrieved from http://www.oecd.org/education/innovationeducation/evaluatingqualityineducationalfacilities.htm.
  • Robertson, R. (1995). Glocalization: Time-space and homogeneity. In M. Featherstone, S. Lash, & R. Robertson (Eds.), Global modernity (pp. 25-44). London: Sage.
  • Rumbley, L. E. (2015). “Intelligent internationalization”: A 21st century imperative. International Higher Education, 80(Spring), 16-17.
  • Schwartz, W., & Jenkins, P. D. (2007). Promising practices for community college developmental education. Columbia University Academic Commons. doi: org/10.7916/D8FN1487.
  • Sherry, M., Thomas, P., & Chui, W. H. (2010). International students: A vulnerable student population. Higher Education, 60(1), 33-46. doi: 10.1007/s10734-009-9284-z.
  • Simon, B. (2014). Canada’s International Education Strategy: time for a fresh curriculum. Canadian Council for Chief Executives: Taking Action for Canada – Jobs and Skills. Retrieved from http://www.ceocouncil.ca/wpcontent/uploads/2014/06/Bernard-Simon-Canadas-InternationalEducation-Strategy-FINAL.pdf.
  • Slaughter, S., & Leslie, L. L. (1997). Academic capitalism: Politics, policies, and the entrepreneurial university. The Johns Hopkins University Press, Baltimore, MD 21218-4319.
  • Swanson, D. (2011). Parallaxes and paradoxes of global citizenship: Critical reflection and possibilities of praxis in/through an international online course. In L. Shultz, A.A. Abdi, & G.H. Richardson (Eds.), Global citizenship education in post-secondary institutions: Theories, practices, policies (pp. 120-139). New York, NY: Peter Lang Publishing Inc.
  • The Glocalization Manifesto: Research study and policy recommendations, edited by CERFE in cooperation with the glocal forum and the global metro city, Rome 2004. Retrieved from www.Glocal forum.org.
  • Tien, C. Y., & Talley, P. C. (2012). “Think globally, act locally”:‘Glocalization’ in Taiwanese higher education. International Journal of Business and Social Science, 3(15), 124-130.
  • Tinto, V. (1987). Leaving college: Rethinking the causes and cures of student attrition. Chicago, IL: University of Chicago Press.
  • Tinto, V. (1997). Colleges as communities: Exploring the educational character of student persistence. Journal of Higher Education, 68, 599-623.
  • Tinto, V. (2000). Reconstructing the first year of college in student support services model retention strategies for two-year colleges. Washington DC: Council for Opportunity in Education.
  • Westbrook, J., Durrani, N., Brown, R., Orr, D., Pryor, J., Boddy, J., & Salvi, F. (2013). Pedagogy, curriculum, teaching practices and teacher education in developing countries. Education rigorous literature review. Department for International Development (DFID), London, UK.
  • Wyatt, L. G. (2011). Nontraditional student engagement: Increasing adult student success and retention. The Journal of Continuing Higher Education, 59(1), 10-20. doi: 10.1080/07377363.2011.544977.
  • Yang, S. K. (2001). Dilemmas of education reform in Taiwan: Internationalization or localization? (ERIC Document Reproduction Service No. EJ 453 137).
  • Zhao, C. M., Kuh, G. D., & Carini, R. M. (2005). A comparison of international student and American student engagement in effective educational practices. The Journal of Higher Education, 76(2), 209-231. doi:10.1353/jhe.2005.0018.
  • Zimmerman, S. (1995). Perceptions of intercultural communication competence and international student adaptation to an American campus. Communication Education, 44, 321-335. doi:10.1080/03634529509379022.
There are 57 citations in total.

Details

Primary Language English
Journal Section Research Article
Authors

Hasan Kettaneh 0000-0003-1555-8333

Victoria Handford This is me

Publication Date April 30, 2019
Submission Date January 20, 2019
Published in Issue Year 2019 Volume: 5 Issue: 10

Cite

APA Kettaneh, H., & Handford, V. (2019). The Promising Practices of Glocalization in Canadian Higher Education. Uluslararası Beşeri Bilimler Ve Eğitim Dergisi, 5(10), 10-38.

International Journal of Humanities and Education (IJHE) 

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