Greenview Institute of Business and Technology in Globally Responsive Educational Environment - Case Study Example

Globally Responsive Educational Environment Introduction Over the years, the world has increasingly become globalised. The increasing trends of globalization have brought about significant changes in economic, political and socio-cultural systems. Globalization has enhanced international migration, interactions and cooperation of people from different geographical locations, cultures, races and ethnic backgrounds As a result, most economic, political and socio-cultural systems have become multiracial and multicultural due the influx of migrants from different parts of the world. For instance, school systems especially institutions of higher learning have increasingly become diverse with students from different cultures, races and ethnic backgrounds (Lustig & Koester, 2006; Perry &Southwell, 2011). The diverse nature of student population in higher education systems poses a serious challenge to both students and educators. Some studies suggest that international students or students from cultural minority groups struggle to understand and effectively engage in learning activities mainly because the educational environment in many higher education systems is not inclusive in nature (Carroll & Ryan, 2005; Chinnammai, 2005; Willems, Tynan & James, 2013). School programs, curriculum content and pedagogies adopted in most institutions are not sufficiently responsive and relevant to the learning needs of all international students. Moreover, learning activities that commonly take place in the classroom are not adequately contexualized in order to strategically respond to major global cultural and environmental trends. Consequently, a considerable number of students leave school when they are ill prepared to face the existing challenges in the dynamic and competitive global market (Carroll & Ryan, 2005; Chinnammai, 2005). Therefore, there is need for a globally responsive educational environment that responds to the needs of a diverse student population and global trends (Rizvi, 2005). This paper seeks to present a design for a globally responsive educational environment for the year 2025. Firstly, it will describe the educational environment and context that this design will revolve around. It will also explore the specific ways in which global forces have influenced this educational environment. Secondly, this paper will explore the characteristics of learners and educators in this learning environment and examine who they have been influenced by global trends. Lastly, it will examine pedagogical and curriculum approaches that can be used in this learning environment in order to strategically address the existing global cultural and environmental issues. Context: Greenview Institute of Business and Technology Greenview Institute of Business and Technology is a private University based in Lincolnia, Virginia. The University offers a wide range of courses in business and information technology. Greenview Institute is based in a metropolitan area with a diverse population. Global forces have had significant impact on the environment in which the institution is based. For instance, during the 2007-2008, global financial crisis, many businesses in Lincolnia experienced tremendous challenges. Financial downturn in the global business environment led to bankruptcies, downturns in stocks markets, business closures, rise in unemployment and housing repossessions (Richardson, 2011). As a result, there was an urgent need for solutions to create jobs and stimulate the economy in Lincolnia, Virginia and the world over. It was for these reasons that Greenview Institute of Business and Technology was founded in order to provide innovative business and technological solutions that will help to boost the economy and create jobs. The different courses offered in this institution are geared towards equipping learners with relevant knowledge, skills and values that will enable them to become effective job creators, innovators and problem-solvers in a dynamic and challenging global environment. The educational model used at Greenview Institute epitomizes the impact that that global forces have on this educational environment. Firstly, as a result of global forces there have been rapid advancements in information communication technologies (ICT) this has in turn brought about changes within learning systems and has shifted the society from industrialization to an information-based society. In response to this change, learning at Greenview is mainly facilitated through the use of ICT platforms. Secondly, due to global forces school systems especially institutions of higher learning have increasingly become diverse with students from different cultures, races and ethnic backgrounds (Lustig & Koester, 2006; Perry &Southwell, 2011). The educational model used at Greenview Institute has been designed and adjusted in such a way that it accommodates a diverse student and staff population. Moreover, global forced have brought about a new age of cultural imperialism. Lechner (2012) observes that, globalization helps to facilitate cultural imperialism by reinforcing unequal relationship between civilizations by favoring the most dominant civilization, in this case the Western civilization. Furthermore, Chinnammai (2005) notes that, there are fears that globalization is merely a modern version of cultural imperialism that leads to the creation of a universal, Western society. The creation of partnerships and networks between Western and non-Western countries learning institutions is a good example of how globalisation has impacted on education. Such partnerships have facilitated the transmission of knowledge and culture from Western. Although this has been beneficial to some extent, there have been concerns that western knowledge and culture may become globalised since it is the most dominant (Chinnammai, 2005). It is for these reasons that the education model at Greenview Institute adopts a multicultural approach. The student and staff population in Greenview Institute of Business and Technology is diverse in nature. A majority of student and staff population originate from Irish, English Hispanic, Asian, African-American, Australian, Middle-East and African communities. The average age of the student population ranges between 21 to 45 years. Most of the learners joining the institution aspire to attain meaningful and engaging education that will equip them with relevant knowledge and skills and enable them to become effective job creators, innovators and problem-solvers in a dynamic and challenging global environment. On the other hand, educators in the institution acknowledge that, meaningful education goes beyond mere memorization and facts. Rather, meaningful education involves equipping learners with relevant values, attitudes, knowledge, skills and constructive behaviours that will enable them to become independent , critical and creative thinkers. Due to the ongoing globalization trends, that have significantly enhanced the diversification of learners’ population, it has become apparent to educators that learners from every culture are unique in nature, in the sense that that, they have different aspirations, learning needs and ways of learning. Therefore, educators in Greenview Institute of Business and Technology aspire to create an inclusive, multicultural and sustainable learning environment that enables learner to seize and engage in meaningful learning in their environments and become self-sustainable in their own learning (Delors 1996). Greenview Institute of Business and Technology Educational Environment Multicultural Education In view of the various impacts that globalization has had on the local environment, Greenview Institute of Business and Technology seeks to provide multicultural education that focuses on human diversity within the state and interrelationships among people from different cultures and countries. The main reason why a multicultural form of education is employed at Greenview is mainly because advancements in information and communication technologies have accelerated the transformation of society a globally connected world. Therefore, learning institutions cannot afford to be ignorant of other cultures, societies, socio-cultural systems, political and economic systems. By providing multicultural education Greenview Institute hopes to equip students with attitudes, knowledge and skills that will enable them to function effectively in an interconnected world (Perry & Southwell, 2011). Morey (2000) observes that a multicultural education theory is fundamentally a transformative and reconstructive endeavour that accentuates on personal development, social reform, empowerment and critical analysis. It helps to develop the required attitudes, knowledge and skills that are the basis for effective participation in a society characterised by cultural diversity, interconnectedness and inequity. At Greenview Institute, multicultural education encompasses on the following. Firstly, international content of curricula with specialized programmers such as international business and international relations. Secondly, it focuses on the international movement of students and educators to engage in study and research. Moreover, multicultural education at Greenview Institute accentuates on the provision of co-ooperation programmes and technical assistance in other countries. It also places great emphasis on the integration of international perspectives into the curriculum. Lastly, multicultural education at Greenview Institute focuses on promoting equity, social justice, intercultural competencies, cultural consciousness, inter-group relations and the reduction of discrimination, prejudice and stereotyping (Morey, 2000; Perry & Southwell, 2011). By focusing on these issues, education offered at Greenview Institute helps to address the various impacts brought about by global forces. For instance, due to globalisation the students’ population has increasingly become diversified. Due to diversity, issues such as cultural intolerance, discrimination and stereotyping are likely to occur. Therefore, by providing education that accentuates on integration of international perspectives, cultural consciousness, equity and social justice, issues associated with diversity such as; discrimination, prejudice and stereotyping are bound to be averted or reduced(Morey, 2000; UNESCO, 2006). The figure below represents the framework of multicultural education at Greenview Institute. Figure 1: Framework of Multicultural Education at Greenview Institute Pedagogies/ Instructional strategies The pedagogies/ instructional strategies used at Greenview Institute are inclusive in nature .They incorporate learning activities and teaching strategies that provide adequate and equal opportunities for personal participation and growth. Moreover, the learning activities and teaching strategies used capitalize on students’ strengths and learning experiences and help students to foster skills important for informed decision making, critical thinking and social participation and intercultural interaction. In most cases, educators use a variety of instructional practices that support different student learning styles and cross-cultural experiences. Some of the key strategies commonly used by educators at Greenview Institute in order to provide multicultural and globally responsive education include; active learning, experiential activities, and the application of technology in learning. Active learning engages and challenges students using imaginary and real-life situations. Experiential activities provide opportunities for different learning styles and facilitate cross-cultural experiences such as foreign exchange programs, participation in cross-national conferences, workshops and research. Other experiential activities include role playing, simulations and exemplary practices. Furthermore, in the course of teaching and learning technology is used to facilitates communication and exchange of ideas between educators and students across national boundaries (Hubbal & Burt 2004; Rizvi, 2005). Curriculum Content and Approaches In order to effectively prepare learners for the various challenges evident in the local and global market, the curricula used at the Greenview Institute primarily incorporates an integrated learner-centered approach. Hubbal & Burt (2004) note that a learner-centered approach places emphasis on curriculum integration, diverse pedagogies and learning communities. Due to the diverse nature of students’ population, this approach is suitable in addressing the specific learning needs of students. Rizvi (2005) observes that cultural aspects significantly determine how students learn. He notes that cultural differences between Asian and Western countries are a major cause of differences in the learning styles between Asian and Western students. For instance, Asian students are often inclined to use formal and rote-memorization approaches when it comes to learning. On the other hand, Western students often use more flexible and collaborative learning approaches. Traditional teacher-centered approaches to learning often fail to recognize these differences and as a result, students from minority cultural groups become disadvantaged since they cannot identify with the approach used. Nevertheless, the use of a learner-centered curriculum approach accommodates the use of different pedagogies in order to address diverse learning needs of students (Hubbal & Burt, 2004: UNESCO, 2006). The content of all the courses offered at Greenview Institute incorporate an international and multicultural educational perspective. Issues, concepts, themes and events incorporated in the curriculum are exclusive, inclusive and transformed in order to broaden the views of students regarding local issues, diversity in their environment and global interdependence. The figure below illustrates a framework of the curriculum content and pedagogies used by educators at Greenview Institute in order to promote a globally responsive educational environment. Component Exclusivity Inclusivity Implementation Content Provides traditional mainstream experiences Provides alternative perspectives through reading materials, guest speakers and historical perspectives Curriculum content is presented through a non-dominant perspective Pedagogical/ Instructional strategies Use of lectures and didactic methods such as question-and answer discussions Use of a variety of methods to engage students , develop their critical thinking skills and encourage self-directed learning Change of power structure such that both students and educators learn from each other. Issues-oriented approach is used and personal experiences are explored. Conclusion This paper has presented a design for a globally responsive educational environment for the year 2025. In view of the various impacts that global forces have on the local and educational environment, the proposed design touches on Greenview Institute of Business and Technology a private University based in Lincolnia, Virginia. The educational environment that the school is based in has been significantly affected by global forces that have seen the emergence of a diverse population, an increase in unemployment and poor business performance. In response to these changes, the educational model at Greenview institute has been designed to accommodate cultural diversity and equip students with relevant knowledge and skills required to create jobs and stimulate the economy in Lincolnia. As a university with a globally responsive educational environment, Greenview offers multicultural education that focuses on human diversity within the state and interrelationships among people from different cultures and countries. The educational model at the University places great emphasis on the integration of international perspectives into the curriculum and promotion of intercultural competencies and cultural consciousness,2011). This is realised through the use of pedagogies/ instructional strategies that are inclusive in nature and provide adequate and equal opportunities for students’ personal participation and growth. In addition to this, curriculum content and approaches used incorporate an integrated learner-centered approach and places emphasis on curriculum integration, diverse pedagogies and learning communities. These aspects will hopefully equip students with attitudes, knowledge and skills that will enable them to function effectively in a dynamic and competitive global world. References Carroll, J. & Ryan, J. (2005). Teaching International Students: Improving Learning for All. London: Routledge. Chinnammai, S. (2005). Effects of globalisation on education and culture. ICDE International conference, New Delhi, 19-23 November 2005. Delors, J. (1996). Learning: the treasure within. Report to the UNESCO International Commission on education for the Twenty-first century. Paris: UNESCO. Hubbal, H. & Burt, H. (2004). “An Integrated Approach to Developing and Implementing Learning-centered Curricula”. International Journal for Academic Development 9(1), 51- 65. Lechner, F I. (2012). The Globalization Reader.4th ed. West Sussex: John Wiley & Sons. Lustig, M.W. & Koester, J. (2006).Intercultural competence: Interpersonal communication across cultures. 5th ed. Boston, MA: Pearson. Morey, A.I. (2000). “Changing Higher Education Curricula for a Global and Multicultural World”. Higher Education in Europe 25(1), 25-39. Perry, L. B & Southwell, L. (2011). ‘Developing intercultural understanding and skills: models and approaches’. Intercultural Education, 22(6), 453–466. Richardson, J. (2011). From Recession to Renewal: The Impact of the Financial Crisis on Public Services and the Local Government. Great Britain: The Policy Press. Rizvi, F. (2005). International education and the production of cosmopolitan identities. RJHE International Publication Series 9, 77-92. United Nations Educational, Scientific and Cultural Organization (UNESCO) (2006). UNESCO Guidelines on Intercultural Education. Paris: UNESCO. Willems, J., Tynan, B. & James, R. (2013). Global Challenges and Perspectives and Distance Learning. Hershey, PA: Idea Group Inc. Read More