Comprehensive Global Competence for World-Class Universities in China
- Context, Concept, Model and Evaluation
- Indbinding:
- Paperback
- Sideantal:
- 155
- Udgivet:
- 11. december 2020
- Udgave:
- 12020
- Størrelse:
- 155x235x0 mm.
- Vægt:
- 454 g.
- 8-11 hverdage.
- 21. november 2024
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- Rabat på køb af fysiske bøger
- 1 valgfrit digitalt ugeblad
- 20 timers lytning og læsning
- Adgang til 70.000+ titler
- Ingen binding
Abonnementet koster 75 kr./md.
Ingen binding og kan opsiges når som helst.
- 1 valgfrit digitalt ugeblad
- 20 timers lytning og læsning
- Adgang til 70.000+ titler
- Ingen binding
Abonnementet koster 75 kr./md.
Ingen binding og kan opsiges når som helst.
Beskrivelse af Comprehensive Global Competence for World-Class Universities in China
This book proposes the new concept of ¿comprehensive global competence¿ in order to explore how to advocate, cultivate, and implement global competence at Chinäs higher education institutions. The concept essentially refers to an organizational, cross-cultural capacity involving students, faculty members, administrators, and staff in a multidimensional learning domain that values, shapes, and promotes global competitiveness at higher education institutions.
Unlike the other literature available, which has largely approached defining global competence it from four perspectives: an adaptation¿change mode, an input¿output mode, a willingness¿tolerance mode, and a learning¿competence mode, this book draws on the theoretical framework put forward in ¿Dimensions of Learning¿ (Marzano, 1992) in order to explain the meaning, implications, and justification of the concept of comprehensive global competence. Specifically, Marzanös Dimensions of Learning Model offers a comprehensive research-oriented framework on learning cognition and the learning process. With the help of this resource, the book discusses in detail the conceptual, practical, and strategic aspects of creating comprehensive global competence.
Unlike the other literature available, which has largely approached defining global competence it from four perspectives: an adaptation¿change mode, an input¿output mode, a willingness¿tolerance mode, and a learning¿competence mode, this book draws on the theoretical framework put forward in ¿Dimensions of Learning¿ (Marzano, 1992) in order to explain the meaning, implications, and justification of the concept of comprehensive global competence. Specifically, Marzanös Dimensions of Learning Model offers a comprehensive research-oriented framework on learning cognition and the learning process. With the help of this resource, the book discusses in detail the conceptual, practical, and strategic aspects of creating comprehensive global competence.
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