Proposal Title

1 - Implications of TRU Global Competence Model on Beijing Vocational Colleges

Presenter Information

Anne (Liu) Yang

Presentation Type

Speed Presentation

Location

OM 3741

Start Date

18-2-2020 2:55 PM

End Date

18-2-2020 3:35 PM

Proposal Abstract

As the international exchange center of China, Beijing is the home of more than 30,000 international institutions including embassies, foreign enterprises, media and international organizations. Many vocational college students in Beijing are expected to work with individuals from all over the world, but it is a challenge for them to know how to effectively interact and cooperate with people from multiple cultures in a professional context. Thus, it is crucial to provide the college students with global competence education. Research on global competence has gained momentum due to the rapid development of the internet and the increasing global economy. Developing a global and intercultural outlook is a lifelong process that education can shape (UNESCO, 2013, 2016). In order to behave in a globally competent manner, students need to be equipped with more than a high level of language proficiency. They also need to have the knowledge about issues of global and cultural significance, understand the perspectives and world views of others, engage in open and effective interactions in intercultural contexts as well as take reflective actions. TRU sets a good example on global competence education for Beijing vocational colleges. My project aims to better understand the TRU global competence program and its effectiveness and learn from the model. To achieve these goals, I utilize questionnaires on global competence with 300 students in Beijing and interviews with 15 TRU faculty and students involved in the TRU global competence program. In this presentation I will share my research findings.

Statement

As a visiting scholar from China, I am deeply impressed by TRU’s action on global competence education and would like to learn from the TRU model and put it into practice in my college. It is an achievement on students’ development for TRU.

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Feb 18th, 2:55 PM Feb 18th, 3:35 PM

1 - Implications of TRU Global Competence Model on Beijing Vocational Colleges

OM 3741

As the international exchange center of China, Beijing is the home of more than 30,000 international institutions including embassies, foreign enterprises, media and international organizations. Many vocational college students in Beijing are expected to work with individuals from all over the world, but it is a challenge for them to know how to effectively interact and cooperate with people from multiple cultures in a professional context. Thus, it is crucial to provide the college students with global competence education. Research on global competence has gained momentum due to the rapid development of the internet and the increasing global economy. Developing a global and intercultural outlook is a lifelong process that education can shape (UNESCO, 2013, 2016). In order to behave in a globally competent manner, students need to be equipped with more than a high level of language proficiency. They also need to have the knowledge about issues of global and cultural significance, understand the perspectives and world views of others, engage in open and effective interactions in intercultural contexts as well as take reflective actions. TRU sets a good example on global competence education for Beijing vocational colleges. My project aims to better understand the TRU global competence program and its effectiveness and learn from the model. To achieve these goals, I utilize questionnaires on global competence with 300 students in Beijing and interviews with 15 TRU faculty and students involved in the TRU global competence program. In this presentation I will share my research findings.