Abstract
Costly exchange programs are not the only way to achieve global competence. This paper describes a model for the use of collaborative and cost-effective course assignment to develop global competence among student. We used this model to develop and implement a technology-mediated local-global experience between two undergraduate programs: American Teacher Education and Israeli Hotel, Food and Tourism Management. The 2-year collaboration was built on a three-layer pedagogical model: Layer 1 (instructor collaboration), Layer 2 (join task), and Layer 3 (student collaboration). Using pre- and post-project survey data tested three hypotheses: increased assessment and global competencies self-efficacy for American students; and, increased global competencies self-efficacy for Israeli students. Year 1 results supported the hypothesis for Israeli students but failed to support both hypotheses for American students. Subsequent refinements to the three collaboration layers were made. Year 2 results supported all three hypotheses, establishing the potential value of this pedagogical model to implement effective technology-mediated local-global international experiences. Limitations and further studies are discussed.
Highlights
The importance of preparing higher education graduates to thrive in a globally interconnected, cross-cultural, 21st century world is generally accepted [Lumina Foundation, 2014; ESG, 2015; Organisation for Economic Co-operation and Development (OECD), 2016]
Though PSTs were less positive about the value of the collaboration at Time 2, they thought it should be required for all pre-service teachers and recommended it for future pre-service teachers
The 2017 results were mixed, with Israeli OB students (OBSs) reporting positive outcomes while American PSTs reported a low evaluation of the collaboration experience
Summary
The importance of preparing higher education graduates to thrive in a globally interconnected, cross-cultural, 21st century world is generally accepted [Lumina Foundation, 2014; ESG, 2015; Organisation for Economic Co-operation and Development (OECD), 2016]. Preparing globally and culturally competent graduates has become an important higher education outcome [e.g., National Association for Foreign Student Affairs (NASFA), 1998– 2019; Lee-Olson and Kroeger, 2001; Schuerholz-Lehr, 2007; Deardorff, 2011; Council for the Accreditation of Educator Preparation (CAEP), 2013; Council of Chief State School Officers (CCSSO), 2013; de Hei et al, 2019]. Competent graduates are more open to the world, respect multiple perspectives and differences, and communicate effectively (Mansilla and Jackson, 2011) The importance of these competences is recognized for supporting professional. Intercultural communication skills are both an essential component and outcome of global competency These skills support: communicating with persons from other cultures; contributing to the needs of others; overcoming language fluency and differences; working toward common goals; and, overcoming the communication and collaboration difficulties. Activities that support the development of globally competent graduates range from exchange programs to internationalization of the curriculum (Schuerholz-Lehr, 2007)
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