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Titlebook: Comprehensive Global Competence for World-Class Universities in China; Context, Concept, Mo Jian Li Book 2020 The Editor(s) (if applicable)

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發(fā)表于 2025-3-21 17:04:06 | 只看該作者 |倒序?yàn)g覽 |閱讀模式
書目名稱Comprehensive Global Competence for World-Class Universities in China
副標(biāo)題Context, Concept, Mo
編輯Jian Li
視頻videohttp://file.papertrans.cn/232/231901/231901.mp4
概述Explores how to advocate, cultivate, and implement global competence at China’s higher education institutions.Illustrates the implicit connections between creating world-class universities and promoti
叢書名稱Perspectives on Rethinking and Reforming Education
圖書封面Titlebook: Comprehensive Global Competence for World-Class Universities in China; Context, Concept, Mo Jian Li Book 2020 The Editor(s) (if applicable)
描述.This book proposes the new concept of “comprehensive global competence” in order to explore how to advocate, cultivate, and implement global competence at China’s 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, Marzano’s 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 comprehensi
出版日期Book 2020
關(guān)鍵詞Comprehensive Global Competence; World-Class Universities; Global Higher Education; Chinese Higher Educ
版次1
doihttps://doi.org/10.1007/978-981-15-1640-5
isbn_softcover978-981-15-1642-9
isbn_ebook978-981-15-1640-5Series ISSN 2366-1658 Series E-ISSN 2366-1666
issn_series 2366-1658
copyrightThe Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapor
The information of publication is updating

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書目名稱Comprehensive Global Competence for World-Class Universities in China被引頻次




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書目名稱Comprehensive Global Competence for World-Class Universities in China讀者反饋




書目名稱Comprehensive Global Competence for World-Class Universities in China讀者反饋學(xué)科排名




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發(fā)表于 2025-3-21 20:36:15 | 只看該作者
Glimpses of Chinese Citizenship Education in a Globalized World: An Academic Micro Contexterves as the foreign product that appeared in China in the early 20th century. It is interdependent with the development of the globalization and internationalization of higher education institutions in Chinese context.
板凳
發(fā)表于 2025-3-22 02:37:09 | 只看該作者
Glimpses of Policies of Faculty Ethics in a Globalized World: An Social Identity Perspectivetructing comprehensive global competence, faculty serves as indisputable role to shape international higher education development with Chinese characteristics. Especially, faculty ethics are considered core value to influence the trends of Chinese international higher education progress.
地板
發(fā)表于 2025-3-22 06:23:35 | 只看該作者
Exploring the Emerging Idea of Comprehensive Global Competence in Contemporary Chinaa of comprehensive global competence among various higher education institutions. The idea of global competence for Chinese undergraduate students is examined through the statement of purpose and problem definition, illustrates the significance of the study, defines the key terms, and describes some
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發(fā)表于 2025-3-22 15:35:42 | 只看該作者
Methodological Model of Constructing Comprehensive Global Competence for Individualrevious chapter focusing on conceptualizing theoretical model, it concentrates on exploring critiquing current assessments of global competence and proposing a set of dimensions corresponding to the conceptual framework for assessing global competency. Along with the critiques on current assessments
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