130,620 research outputs found
Keeping up with a transformative global economy: A best practice model for short-term experiential study abroad programs that develops global competence in career and technical education students
No full textThe purpose of this study was to systematically review the literature on the study abroad program models that exist for career and technical education students, and to develop a normative, best practices model to cultivate global competence in Career and Technical Education (CTE) students. There is a lack of study abroad program models that meet the unique needs of CTE students by offering hands-on, experiential, paid opportunities abroad.
This dissertation examines the characteristics and variables associated with best practices and successful approaches for study abroad program models in higher education that improve global competence and support the growth of human capital, especially in an ever-transformative economy. At state and federal levels of government, stakeholders have given a call for the democratization of study abroad for all undergraduate students, encouraging community colleges specifically to take an active role in opening doors for students to embrace international knowledge and increase global cognizance in terms of the United State's position in the world and its impact on the economy related to decisions made at the highest level with regards to resource allotment towards program support not ignoring industry trends.
The methodological approach utilized in this systematic review included a review of qualitative and quantitative studies from peer-reviewed resources, in addition to current white papers by experts in the field. The amount of information available about study abroad opportunities specifically designed for CTE students was not plentiful in the research. The focus was on traditional study abroad programs for four-year undergraduate students. Several case studies were available that focused on CTE students and the need for their global competence development.
The results of this study inform all higher education stakeholders at all levels that are interested in global competence and experiential opportunities for CTE students. The literature did reveal the benefits of study abroad through meaningful, effectual program designs, although not specifically directed towards CTE students. The product model incorporates additional, effective characteristics that include continued, consistent faculty involvement, administrative and leadership accountability and support, and an experiential study abroad plan that benefits CTE students, ensuring a successful contribution to human capital to spur the economy.A BEST PRACTICE MODEL FOR SHORT-TERM EXPERIENTIAL STUDY ABROAD
PROGRAMS THAT DEVELOPS GLOBAL COMPETENCE IN CTE STUDENTS
1
KEEPING UP WITH A TRANSFORMATIVE GLOBAL ECONOMY:
A BEST PRACTICE MODEL FOR SHORT-TERM EXPERIENTIAL STUDY ABROAD
PROGRAMS THAT DEVELOPS GLOBAL COMPETENCE IN CAREER AND TECHNICAL
EDUCATION STUDENTS
Claudia Clereese Epps-Timmann
A Thesis
Submitted to the Graduate Faculty
of
University of Maryland University College
in Partial Fulfillment of
The Requirements for the Degree of
Doctor of Management
James D. Tschechtelin, Ed.D.
Patricia Keir, Ed.D.
A BEST PRACTICE MODEL FOR SHORT-TERM EXPERIENTIAL STUDY ABROAD
PROGRAMS THAT DEVELOPS GLOBAL COMPETENCE IN CTE STUDENTS
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Abstract
The purpose of this study was to systematically review the literature on the study abroad
program models that exist for career and technical education students, and to develop a
normative, best practices model to cultivate global competence in Career and Technical
Education (CTE) students. There is a lack of study abroad program models that meet the unique
needs of CTE students in terms of offering hands-on, experiential, paid opportunities abroad.
This dissertation examines the characteristics and variables associated with best practices and
successful approaches for study abroad program models in higher education that improve global
competence and support the growth of human capital, especially in an ever-transformative
economy. At state and federal levels of government, stakeholders have given a call for the
democratization of study abroad for all undergraduate students, encouraging community colleges
specifically to take an active role in opening doors for students to embrace international
knowledge and increase global cognizance in terms of the United State’s position in the world
and its impact on the economy related to decisions made at the highest level with regards to
resource allotment towards program support not ignoring industry trends.
The methodological approach utilized in this systematic review included a review of qualitative
and quantitative studies from peer-reviewed resources, in addition to current white papers by
experts in the field. The amount of information available about study abroad opportunities
specifically designed for CTE students was not plentiful in the research. The focus was on
traditional study abroad programs for four-year undergraduate students. Several case studies
were available that focused on CTE students and the need for their global competence
development.
The results of this study inform all higher education stakeholders at all levels that are interested
in global competence and experiential opportunities for CTE students. The literature did reveal
the benefits of study abroad through meaningful, effectual program designs, although not
specifically directed towards CTE students. The product model incorporates additional, effective
characteristics that include continued, consistent faculty involvement, administrative and
leadership accountability and support, and an experiential study abroad plan that benefits CTE
students, ensuring a successful contribution to human capital to spur the economy.
A BEST PRACTICE MODEL FOR SHORT-TERM EXPERIENTIAL STUDY ABROAD
PROGRAMS THAT DEVELOPS GLOBAL COMPETENCE IN CTE STUDENTS
3
© COPYRIGHT BY
Claudia Clereese Epps Timmann
2013
A BEST PRACTICE MODEL FOR SHORT-TERM EXPERIENTIAL STUDY ABROAD
PROGRAMS THAT DEVELOPS GLOBAL COMPETENCE IN CTE STUDENTS
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Dedication
This dissertation is dedicated to many who supported me throughout the years, thought
about me during this journey, and encouraged the completion of a doctorate degree. I dedicate
this dissertation to my immigrant mother from Jamaica, West Indies - Jean Anita Lawrence
Epps, whose U.S. dream has always been for her children to gain a quality higher education. I
further dedicate this dissertation to my southern U.S. born father who has shared his pride and
appreciation regarding my adventure to anyone who would listen. His time in college was a
contributor to my determination to complete my doctoral journey, in addition to my personal
motto “when the pathway gets rough, fight the urge to quit and just finish.” I dedicate this
dissertation to my Jamaican aunts and uncle. Over the years, I have been quietly impressed with
their drive to complete their education and academic goals, some at community colleges, others
at university. I will never forget the community college and university commencement
ceremonies I attended for my aunts. They inspire me. I further dedicate this work to Neisha
Weston, my very special cousin, who encouraged me to finish as she, too, accomplished
challenging academic goals.
I dedicate this paragraph to those very near me who have received the sacrificing end of
my doctoral journey. My husband Glen weathered the experience - he was the one to make the
bread por la mano that I no longer could take the time to make. He did all the food shopping for
four years so that I could squeeze the most out of a day to do coursework. Other contributors to
my determination are my three lovely, overactive, young children: Aidan Michael St. James (9),
Nadia Clereese Elisabet (7), and Aaron Joseph Conrad (4). It has been difficult for them to
understand why many times mommy was in the office when they went to bed and still in the
office when they awoke in the morning. They helped me to persist and never give up!
A BEST PRACTICE MODEL FOR SHORT-TERM EXPERIENTIAL STUDY ABROAD
PROGRAMS THAT DEVELOPS GLOBAL COMPETENCE IN CTE STUDENTS
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Acknowledgements
This dissertation reflects all efforts associated with my journey and final completion of
my doctoral studies at the University of Maryland University College. Several have given me
support and encouragement along way that has led to the fruition of this dissertation. My utmost
heartfelt gratitude I extend to Dr. James Tschechtelin who sent a plethora – no – a deluge – of
messages every week, posted to the course room, in addition to a flood of email messages of
equal encouragement in the form of anecdotes and pithy apothegms. I am especially thankful
for his critical eye and attention to the details of this dissertation. I also sincerely appreciate the
support received from Dr. Patricia Keir, Dr. Martha Romero, and Dr. Trudy Bers, all who played
very different roles in my growth as a doctoral student and ultimately a scholar, and yet very
beneficial to my successful completion of the program. Thank you, and thank you again!
A BEST PRACTICE MODEL FOR SHORT-TERM EXPERIENTIAL STUDY ABROAD
PROGRAMS THAT DEVELOPS GLOBAL COMPETENCE IN CTE STUDENTS
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A BEST PRACTICE MODEL FOR SHORT-TERM EXPERIENTIAL STUDY ABROAD
PROGRAMS THAT DEVELOPS GLOBAL COMPETENCE IN CTE STUDENTS
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Table of Contents
Chapter One: Introduction ........................................................................................................... 12
Background and Context ........................................................................................................... 17
Statement of the Problem .......................................................................................................... 20
Human Capital ...................................................................................................................... 22
International competitiveness ............................................................................................... 23
National security ................................................................................................................... 24
Significance of the Study .......................................................................................................... 25
Importance to Management and Educational Administration .................................................. 27
Management Theory ................................................................................................................. 29
Definition of Key Terms ........................................................................................................... 32
Thesis ....................................................................................................................................... 36
Research questions .................................................................................................................... 37
Statement of Purpose and Organization of Dissertation ........................................................... 37
Chapter Two: Literature Review ................................................................................................. 39
Introduction ............................................................................................................................... 39
Overview ...................................................................................................................................... 40
History and Mission of the Community College ...................................................................... 40
Evolution of Vocational Education and Career and Technical Education ............................... 46
Evolution and Purpose of Study Abroad in the Community College ....................................... 53
Summary of the History of Study Abroad at Community Colleges ......................................... 59
Study Abroad Program Models and CTE students ................................................................... 60
The Definition of Study Abroad ............................................................................................... 60
A BEST PRACTICE MODEL FOR SHORT-TERM EXPERIENTIAL STUDY ABROAD
PROGRAMS THAT DEVELOPS GLOBAL COMPETENCE IN CTE STUDENTS
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Traditional and Nontraditional Study Abroad Practices at Community Colleges ........................ 62
Case Study #1: Fox Valley Technical College ......................................................................... 73
Case Study #2: Brookdale Community College ....................................................................... 76
Case Study #3: Tidewater Community College and Mid Atlantic Consortium: NSEP Vietnam
Project ...................................................................................................................................... 80
Barriers to Study Abroad .............................................................................................................. 87
Lack of Institutional support ..................................................................................................... 88
Funding challenges ................................................................................................................... 91
Lack of stakeholder support ...................................................................................................... 94
Summary of Barriers to Study Abroad ..................................................................................... 95
Current Practices of Study Abroad Programs ............................................................................... 95
International Education ............................................................................................................. 95
Short-Term Study Abroad Program Models ........................................................................... 110
Global Competence ..................................................................................................................... 115
Human Capital theory ................................................................................................................. 121
Summary of Chapter Two ....................................................................................................... 132
Chapter Three: Conceptual Model .............................................................................................. 134
Background ............................................................................................................................. 134
Concept of Knowledge Economy and Educonomy ................................................................ 136
Conceptual Frameworks ......................................................................................................... 139
Service Learning Domain ................................................................................................... 140
Study Abroad Domain ........................................................................................................ 142
A BEST PRACTICE MODEL FOR SHORT-TERM EXPERIENTIAL STUDY ABROAD
PROGRAMS THAT DEVELOPS GLOBAL COMPETENCE IN CTE STUDENTS
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International Education Domain ......................................................................................... 144
Academic Program Structure .............................................................................................. 147
Residential Program Structure ............................................................................................ 149
Global Competence Frameworks ............................................................................................ 150
Conceptual Model ................................................................................................................... 152
Propositions ............................................................................................................................. 154
Conclusions for Conceptual Framework ................................................................................ 156
Summary ................................................................................................................................ 157
Chapter 4: Methodology ............................................................................................................ 158
Introduction and Research Methodology ................................................................................ 158
Research Design Overview ..................................................................................................... 160
Keywords and Search Criteria ................................................................................................ 161
Research and Retrieval ........................................................................................................... 163
Literature Evaluation .............................................................................................................. 169
Surveys and summaries of surveys ......................................................................................... 170
Expert opinion resources evaluation ....................................................................................... 173
Documents of best practice ..................................................................................................... 177
Criteria for Subject Matter Experts (SMEs) Evaluation ......................................................... 179
Summary ................................................................................................................................ 183
Chapter Five: Findings and Analysis ......................................................................................... 185
Analysis of Subject Matter Experts Review ........................................................................... 186
Subject Matter Expert Ratings ............................................................................................ 186
Summary of Subject Matter Expert Reviews .......................................................................... 191
A BEST PRACTICE MODEL FOR SHORT-TERM EXPERIENTIAL STUDY ABROAD
PROGRAMS THAT DEVELOPS GLOBAL COMPETENCE IN CTE STUDENTS
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Analysis of the Literature Review Findings ........................................................................... 192
Expert Opinion Articles, Reports, and Books ..................................................................... 193
Summaries of Surveys ........................................................................................................ 194
Best Practices ...................................................................................................................... 196
Findings and Conclusions ....................................................................................................... 198
Research Question One ....................................................................................................... 199
Research Question Two ...................................................................................................... 200
Research Question Three .................................................................................................... 201
Research Question Four ...................................................................................................... 203
Research Question Five ...................................................................................................... 204
Limitations of the Study .......................................................................................................... 205
Summary ................................................................................................................................ 206
Chapter Six: Implications and Need for Future Research ......................................................... 209
Product Model for Nontraditional Experiential Study Abroad Programs .............................. 209
Development Phase ............................................................................................................. 211
Implementation Phase ......................................................................................................... 215
Supportive Phase ................................................................................................................. 218
Implications for Management Practice ................................................................................... 228
Areas for Future Research ...................................................................................................... 231
Final Conclusions .................................................................................................................... 232
Appendix A: Evaluation Form .................................................................................................... 234
LIST OF TABLES ...................................................................................................................... 237
LIST OF FIGURES .................................................................................................................... 238
A BEST PRACTICE MODEL FOR SHORT-TERM EXPERIENTIAL STUDY ABROAD
PROGRAMS THAT DEVELOPS GLOBAL COMPETENCE IN CTE STUDENTS
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References .................................................................................................................................. 239
A BEST PRACTICE MODEL FOR SHORT-TERM EXPERIENTIAL STUDY ABROAD
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Chapter One: Introduction
“The dogmas of the quiet past are inadequate to the stormy present. The occasion is piled high
with difficulty, and we must rise with the occasion. As our case is new, so we must think anew,
MeSH term explosion and author rank improve expert recommendations
No full textInformation overload is an often-cited phenomenon that reduces the productivity, efficiency and efficacy of scientists. One challenge for scientists is to find appropriate collaborators in their research. The literature describes various solutions to the problem of expertise location, but most current approaches do not appear to be very suitable for expert recommendations in biomedical research. In this study, we present the development and initial evaluation of a vector space model-based algorithm to calculate researcher similarity using four inputs: 1) MeSH terms of publications; 2) MeSH terms and author rank; 3) exploded MeSH terms; and 4) exploded MeSH terms and author rank. We developed and evaluated the algorithm using a data set of 17,525 authors and their 22,542 papers. On average, our algorithms correctly predicted 2.5 of the top 5/10 coauthors of individual scientists. Exploded MeSH and author rank outperformed all other algorithms in accuracy, followed closely by MeSH and author rank. Our results show that the accuracy of MeSH term-based matching can be enhanced with other metadata such as author rank
Going Beyond Counting First Authors in Author Co-citation Analysis
No full textThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
"Closing the R&D Gap, Evaluating the Sources of R&D Spending"
No full textBoth spending and tax policies have been implemented in the United States with the goal of stimulating private sector research and development (R&D). Karier questions whether current R&D policy, especially the research and experimentation tax credit, can contribute to closing the gap between nondefense expenditures on R&D in the United States and such expenditures in other countries, such as Japan and Germany. He also explores possible changes to our current R&D policy to make it more effective.
Dispelling the Myths Behind First-author Citation Counts
No full textWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
Scholarly Communication and Publishing Lunch and Learn Talk #11: The ULS Open Access Author Fee Fund
No full textAt the May 2014 talk, you will learn about the ULS Open Access Author Fee Fund--what it is, why we do it, how it works, and how the program is going so far
The R&D Tax Incentives
No full textThis article sets out some background information and reflections of the author on the R&D tax incentive schemes included in the Common Corporate Tax Base (CCTB) Proposal. In particular the author analyzes the stimulus to private R&D through ad hoc tax incentives included in the CCTB Proposal and dives into the actual provisions included in the Proposal highlighting the most relevant issues connected with their design and interpretation. Moreover, the author explores the interaction between the CCTB Proposal and the granting by Member States of domestic R&D tax incentives
Morphologic and functional correlates of synaptic pathology in the cathepsin D knockout mouse model of congenital neuronal ceroid lipofuscinosis
No full textMutations in the cathepsin D (CTSD) gene cause an aggressive neurodegenerative disease (congenital neuronal ceroid lipofuscinosis) that leads to early death. Recent evidence suggests that presynaptic abnormalities play a major role in the pathogenesis of CTSD deficiencies. To identify the early events that lead to synaptic alterations, we investigated synaptic ultrastructure and function in presymptomatic CTSD knockout (Ctsd) mice. Electron microscopy revealed that there were significantly greater numbers of readily releasable synaptic vesicles present in Ctsd mice than in wild-type control mice as early as postnatal day 16. The size of this synaptic vesicle pool continued to increase with disease progression in the hippocampus and thalamus of the Ctsd mice. Electrophysiology revealed a markedly decreased frequency of miniature excitatory postsynaptic currents (mEPSCs) with no effect on paired-pulse modulation of the evoked excitatory post synaptic potentials in the hippocampus of Ctsd mice. The reduced mEPSCs frequency was observed before the appearance of epilepsy or any morphologic sign of synaptic degeneration. Taken together, these data indicate that CTSD is required for normal synaptic function and that a failure in synaptic trafficking or recycling may bean early and important pathologic mechanism in Ctsd mice; these presynaptic abnormalities may initiate synaptic degeneration in advance of subsequent neuronal loss
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