Global Competence: Essential characteristics as perceived by Faculty and Program Heads in International Business Programs at Ontario's five Institutes of Technology and Advanced Learning.
Bibliographic record
Abstract
The purpose of this study was to understand how global competence was defined by study participants and to identify the knowledge, skills, and attitudes that were perceived as essential to its development as a student learning outcome of International Business Programs. This study focused on faculty teaching in the International Business Programs and the heads who oversee those programs at Ontario's five Institutes of Technology and Advanced Learning (ITALs). This was an exploratory descriptive case study with quantitative and qualitative data collected concurrently from three perspectives: faculty, program heads and relevant documents. The response rate (n=8 of approximately 57 invited) of faculty teaching in these programs, and only one of the five program heads, was disappointingly low. However, the in-depth analysis of a total of 25 course outlines (five of the required courses of each of the five programs), provided a rich source of information on the knowledge, skills and attitudes integral to global competence.Consistent with the literature, I did not find a common definition of global competence, but the term `culture' recurred throughout the definitions presented. The competencies found to be essential to global competence included: discussing/explaining, examining and/or analyzing culture, communication and/or negotiation, describing, assessing and/or analyzing the external environment (political, economic, legal and/or social), developing and evaluating strategies, describing, examining and/or analyzing international trade, comparing, examining and/or evaluating the Canadian perspective, and discussing and describing human rights, ethics and social responsibility, all within the global context. Celebrating diversity was included at the program and institutional level. Three main teaching/learning strategies were employed in the classroom to support the development of global competence: case studies, developing a business and/or marketing plan, and simulations and games. At the program level, study abroad options in various countries were available. Mandatory foreign language study was proposed.Although the findings of this case study are not generalizable, global competence is an area that is of interest to institutions of higher education, and this study may be informative for other colleges and universities interested in exploring global competence as a student learning outcome of internationalization.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.010 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.003 | 0.003 |
| Scholarly communication | 0.003 | 0.001 |
| Open science | 0.000 | 0.004 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".