Browsing by Subject "internationalization"
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Item Analysis of factors affecting participation of faculty and choice of strategies for the internationalization of the undergraduate agricultural curriculum: the case in two land grant universities(Texas A&M University, 2004-09-30) Navarro, MariaTo adapt to the new global system, internationalization is increasingly being accepted as a necessity in higher education. Although the process involves the research, service, and education components of academic institutions, many authors have contended that the internationalization of the curriculum is the most important component of the process and that faculty are its main drivers and actors. While a number of the issues involving internationalization are very well documented, there is still little published information regarding the perspectives of random samples of faculty regarding strategies by which to internationalize the undergraduate curriculum. The purpose of this study was to analyze perspectives of faculty in two land grant colleges of agriculture regarding academic and institutional strategies for the internationalization of the undergraduate agricultural curriculum. A mixed method research approach was used to gather data, combining the use of a questionnaire with both quantitative and open-ended questions sent to a census of the teaching faculty of the two colleges, and conducting eight one-hour interviews. The researcher also carried out an in-depth assessment of the effect of nonresponse error in the study by using and comparing various methods of nonresponse analysis. Faculty knowledge of international issues was positively correlated with their participation in the internationalization process. Knowledge and participation were, in turn, positively correlated with faculty perceptions of relevance of internationalization of the curriculum, and with faculty acceptance of most of the proposed academic and institutional strategies for internationalization. Faculty ranked mobility and infusion approaches as their preferred academic strategies for internationalization of the curriculum, and there were clear patterns of associations between selections by faculty, with mobility and infusion belonging to different groups. When asked about incentives to participate in the internationalization process, faculty mentioned funds, "real" recognition, and release time as their foremost choices. Also, faculty expressed a need for increased leadership, vision, and focus for the process. When looking at the academic and institutional strategies together, various patterns of association also appeared, reiterating the notion that there is not a single best approach to internationalization, but that multiple and complementary strategies are needed.Item The Rhetoric of ?Japanese with English Abilities?: Analyzing the Discourse of English Curriculum Reform and Its Problems with the Mext's ?Action Plan?(2013-12-03) Watanabe, KenIn this thesis, I would examine the discourse of Japan?s English language education reform for primary and secondary schools through the close reading of the Ministry of Education, Culture, Science and Technology?s (MEXT) ??Action Plan: Cultivating ?Japanese with English Abilities,?? released in 2003. This document marked a critical touchstone of Japan?s drastic move for English curriculum change by suggesting the shift of national attitude from hesitancy to willingness in the name of change for the needs of language improvement. ?Action Plan? served as a master plan for the MEXT by providing the attainment goals, key tasks, and benchmarks that would see fit to achieve in the next five years. It raised the public awareness and stirred up the public debate, for containing challenging proposals such as implementation of standardized English exams (TOEIC and TOEFL) for student assessment and teaching qualification, innovative teaching practices to high schools (i.e., Super English Language-High school[SEL-Hi]), and English as foreign language activities to primary schools. Specifically, first, I would discuss how Japan?s cultural ambivalence toward English language since the late 19th century sets up the contexts for nation?s historical struggle in upgrading the curriculum that draws the problems reflecting on the MEXT?s recent education policy proposal. Then, I would examine Action Plan?s attainment goals setting and key agendas highlighted as the MEXT?s main strategy, and analyze its critical issues and problems affecting the needs for both students and teachers. The issues include the mismatched targets, ill-defined goals setting, and benchmarks for academic achievements and project proposals aimed for teacher training and quality instruction (i.e., JET program, and Assistant Language Teachers [ALTs]). Finally, I would provide the implications for Action Plan?s impact on educational practice by assessing student?s learning achievement and target benchmarks set for students and teachers in the five years after its release. At the end of conclusion, I would offer the list of recommendations for effective administrative policy that could provide better teaching and learning practice in Japanese schools.