Professional Documents
Culture Documents
References 209
Index 231
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FIGURES AND BOXES
Figures
1.1 Purposes of Education in a Society 7
1.2 Intergenerational Income Elasticities for Nine Developed
Countries 12
2.1 Distribution of Foreign Students in Tertiary Education,
in Percentage, by Region of Origin (2010) 26
2.2 Fast College Degree in 10 Days 29
4.1 Global Education Ambitions 52
5.1 Facets of Glocalization 64
6.1 Glocal Symbiosis 75
6.2 Principles of Glocal Symbiosis 76
7.1 Glocal Higher Education 88
7.2 The Four Cs of Effective Glocal Higher Education 96
8.1 Types of Assets 109
9.1 Global Partnership Networks 112
10.1 Glocally Informed Pedagogy (GIP) 131
11.1 Competence 148
11.2 Social Construction of Glocal Identity 150
12.1 The Research Process 158
12.2 Glocal Inquiry 161
13.1 Strategic Planning Process 172
14.1 Steps in Paracontextual Problem Solving 190
Boxes
2.1 Sample Memorandum of Understanding (MOU)
between Two Universities 23
6.1 Adjusted Global Symbiosis Ratio 83
8.1 Key Elements of a Cross-Societal Readiness Assessment 106
x F IG U R E S A N D B OX E S
Society
Education occurs within the complexity of the structures of a society.
This factual statement justifies the need to elaborate on the relationship
2 B U I L D I N G G L O B A L E D U C AT IO N
Society as Territory
When people refer to a society, they mean not only the individuals, but
also the physical place where such individuals spend their daily lives,
reproduce, and die. A society is an “alma mater.” This is a specific piece
of territory with set borders and a form of organization, including gov-
ernmental structures and functions. In that context, a society is also
a country. As a country, a system of order is necessary. This system is
referred to as a government. A government may include various execu-
tive, judicial, and legislative structures, and governs on behalf of the
people who are members or residents or citizens of a country. This form
of governmental organization constitutes what is called a State. Some
may refer to a country and its governmental organization as a nation-
state (Nau, 2007).
E D U C AT I O N A N D S O C I E T Y 3
Society as Culture
When a group of people live in a territory for a long period of time, they
adopt or develop a way of living that is specific, form habits, adopt, share,
and practice beliefs, as well as values that they connect with an intan-
gible way. They also build shelters, find ways to entertain themselves, and
interact through various forms of communication. All these elements put
together correspond to what anthropologists and sociologists call culture.
A society is a culture. A society is defined or identified by its culture
(Heider, 2004).
Society as Community
Individuals in a society have individual goals. However, they also share
common goals that are inherent to their membership or citizenship or
residency in a society. People living in a society mostly care about the
welfare of their territory, the form of authorities that govern them, and
the continuity of their culture not only in the present, but also for the
future. These common goals create a material and an immaterial commu-
nity. The material community is represented by the regular transactions
that they have with one another and the support they receive because of
their belonging in that society. The immaterial community is based on
the common purpose that bounds them together and makes them partly
relying on the power and protection of the society as a collectivity, a
community, which should stand for the interests of everyone.
Local Society
Societies exist in every part of the world. In other words, the world is a
collection of different societies that recognize the rights of each other,
even when they try to infringe them. Every society is a single entity in
comparison to the collections of societies in the world. In that context, a
society is a local entity (being a local territory) or a national entity (being
a nation-state). The local society exists as a sovereign nation or nation-state
(Nau, 2007).
Global Society
The collection of world societies and the interactions and interdepen-
dence that exist among them form the global society. In other words,
the global society is defined in terms of the interdependence among
4 B U I L D I N G G L O B A L E D U C AT IO N
Education
Defining the term education seems easy and difficult at the same time.
It is easy when considering that education includes everything that an
individual learns from birth to death. It is difficult, because the word
education does refer not simply to a concept, but also to a product (Cost
of education), an institution (school, college, or university), or a system
(national education). The word education comes from the Latin “educo, as,
are = lead out of, to bring forward. . . . ” Education is about transfer of
knowledge (Shepard, 2005). “Education is the social institution respon-
sible for the systematic transmission of knowledge, skills, and cultural
values within a formally organized structured.” (Kendall, 2002, p. 210).
According to Spring (1991), public schooling aims to “educating
citizens, selecting future political leaders, creating a political consensus,
maintaining political power, and socializing individuals for political sys-
tems” (p. 6). Spring (1991) argued that education has also a social pur-
pose, which involves “social control, improving social conditions, and
reducing social tensions caused by economic inequalities” (p. 12). Simply
put, education is a process, system, and institution through which know-
ledge is transmitted from one generation to the next.
Education as System
What is a system? A system is a set of structures, functions, and prin-
ciples that operates through an orderly process, in order to provide results
that are predictable and more efficient. A system involves structures or
parts or branches or sections. The best example is the human organism.
The human organism has circulatory (blood circulation), integumentary
(skin), skeletal (bones), reproductive (reproduction), digestive (food pro-
cessing), endocannabinoid (neuro/immune), urinary (excretion), respi-
ratory (breathing), endocrine (body communication), lymphatic (tissue,
vessels), muscular (muscles), and nervous (brain) systems. These systems
are structures of the human organism. As you can notice, these structures
do not serve the same purpose. They have functions. They provide spe-
cific services to the human organism as a whole. The functions of these
structures are interrelated, interconnected, and in most cases interde-
pendent. Given the interconnection, interrelation, and interdependence,
E D U C AT I O N A N D S O C I E T Y 5
there are some principles that must apply accurately in order for the struc-
tures to be effective in providing the anticipated result, which is to keep
the human organism operational, alive, and productive. If the principles
are not applied properly, the system can be severely affected and eventu-
ally die. The question is what makes education a system? The answer
seems obvious in the light of the definition and illustration that I just
provided. Education is at the heart of what makes a society a social sys-
tem. At the same time, education is a system in itself. Education serves a
purpose, a vital purpose in a society (socialization, adaptation, integra-
tion). Education involves structures and substructures that work interde-
pendently to serve such purpose. Education includes stakeholders (policy
makers, leaders, administrators, teachers, parents, and community) who
collaborate to serve its beneficiaries (learners) and help them fulfill their
social purpose.
National Education
The education of any society or nation is referred to as the national edu-
cation. It operates as a system with structures, functions, and principles.
National education system represents the overall orientation, structure,
process, and practices of education defined by the government of a coun-
try. As mentioned earlier in this chapter, education is part of the culture
of a society. Therefore, it involves and affects every member in a society.
Consequently, the governmental structures have a fiduciary responsibil-
ity to work with the citizens of their country to set the overall orientation
of education for a given society. The overall orientation or aim of edu-
cation for a society is then managed by various governmental and non-
governmental structures. In their respective functions, various structures
apply commonly accepted principles to translate the aims of a national
education into policies, and implement such policies through programs
and curricula.
M Preschool, which prepares children who are not old enough to attend
their first year of formal schooling (kindergarten);
M Primary or elementary school, which consists of the first five to seven
years of formal education, depending on the country or the district
or type of school inside a country; some school districts or some
types of schools have options that allow elementary school students
to skip grades based on certain academic and performance criteria;
M Secondary or high school, which includes six to seven years of formal
education after primary or elementary school, depending on the
country, and prepares students for vocational schools, colleges, and
universities;
M Postsecondary school or tertiary education or higher education, which pre-
pares students who completed secondary or high school through
higher learning that enables the learner (student) to receive certifi-
cates, diplomas, or degrees (associate, bachelor, master, doctorate,
and postdoctorate), and prepares workforce and intellectual elite of
a country.
Education as a Process
Education is a process that involves learning new information, skills,
and attitudes. Learning includes the formal and informal curricula that
are managed by preceptors, mentors, instructors, or peers. Education is
formal (schools, colleges, and universities), nonformal (institutions for
continuing education), or informal (from the various institutions that
provide education, e.g., family, religion, media, and peer/community).
The education process includes various substructures based on maturation
or levels of education (early childhood, elementary or primary, second-
ary or high school, and postsecondary or higher education). Individual
E D U C AT I O N A N D S O C I E T Y 7
Purpose of Education
Education serves various social, economic, and political purposes, as indi-
cated in Figure 1.1.
Social purpose: Education aims to instill social, religious, and cultural
values that can help individuals integrate their society and communities.
Through education, children learn how to become responsible contribu-
tors, citizens, and residents of their society. Education enables the transfer
of the culture of a society from one generation to another through social-
ization. It helps ensure that individuals are raised, trained, and utilized
appropriately as member of a society. It contributes to cement what is
permissible, acceptable, and what is prohibited to members of a society. It
enables to manage tensions and conf licts within the borders of a nation-
state. Education also plays a role in maintaining social order.
Economic purpose: Education is an investment in individuals to increase
the wealth of a nation-state, foster innovation, and facilitate development
and progress. Education contributes to economic productivity through
Social
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Philosophy of Education
Think for a moment about the following questions: “What really
exists?”; “Can anything be known?”; “Are there any universal moral
standards?”; “Does God really exist?”; “What happens after death?” The
ref lection and discussions that you would have with a peer about these
questions would be a philosophical exercise. Etymologically, philosophy
means the love of wisdom. The word philosophy comes from the Greek
words “Philo = love” and “Sophos = wisdom.” Wisdom includes ele-
ments such as “understanding, insight, good judgment, and the capacity
to live well and guide conduct well” (Holmes, 1998, p. 9). According
to Rand (1984), philosophy is the study of “the fundamental nature of
existence, of man, and of man’s relationship to existence . . . In the realm
of cognition, the special sciences are the trees, but philosophy is the soil
which makes the forest possible” (p. 2). Philosophy is a pursuit of under-
standing and quest for meaning of human nature and the nature of the
reality in which we live. Philosophy includes various branches, such as
(a) metaphysics or the study of the structure of the world, including the
questions of human life, the existence of things, truth, goodness, and
beauty; (b) epistemology or the study of knowledge, belief, language,
and their relationships to experience; (c) logic or the study of the struc-
tures of arguments and codification of rules of rational thought in philo-
sophical inquiries; (d) ethics or the study of right and wrong, good and
evil, in a moral perspective; and (e) aesthetics or the study of arts with
respect to beauty.
E D U C AT I O N A N D S O C I E T Y 9
creation of the public schools, the earning of the rights for teachers to
organize and bargain, development of the land grant colleges and univer-
sities, the creation of community colleges, and the adoption of financial
aid systems (grants, loans), which contributed to provide greater access to
individuals who belong to the “have nots” categories in society.
Interactionism perspective: You remember that I talked about culture
as inherent to any society. In other words, there is no society without
culture. A society is an ever-evolving cultural project through various
social, economic, and political angles. Also, every individual in a society
is a living biography who carries a rich cultural capital that stems from
the various experiences and interactions. The interactionism perspec-
tive argues that the constancy of individual interactions shapes one’s
overall behavior as a means for social reproduction. The French soci-
ologist Pierre Bourdieu (Bourdieu, 1973) and the American sociologist
James Coleman (Coleman, 1968) are among two of the most renowned
scholars who argued that educational institutions develop explicit and
implicit collaborations to ensure that individuals reproduce the social
system in which they live based on their cultural capital. Obviously,
Bourdieu and Coleman do not interpret the concept cultural capital the
same way. For Coleman (1990), social capital refers to “intangible social
resources based on social relationship that one can draw upon to facili-
tate action and to achieve goals” (Coleman, 1990, p. 302). According to
Bourdieu (1973), individuals internalize the means of social reproduc-
tion through “habitus,” which is the family structures and daily experi-
ences that determine the life chance of a member of a society. Bourdieu
and Passeron (1990) argued that society tends to adopt the cultural capi-
tal of the dominant group in a society. Consequently, members of the
dominant group have greater chances to succeed than nonmembers.
In other words, there is an inequality of chances that guarantees the
reproduction of an unequal society.
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the World Bank have based their entire education policy on support
for basic education, not higher education. To be fair, there is a more
recent realization that higher education cannot be seen just in terms of
its ROI in comparison to basic education. Actually, some recent stud-
ies have documented the significant positive effect of higher education
on the economic growth of countries. Lin (2004) conducted a study
on the association between higher education and economic growth in
Taiwan, and found that a 1% increase in college degree holders (any col-
lege degree) contributes to a 35% increase in industrial output. Given
the advances in information and communication technology (ICT) that
alter the way workplaces and economies operate, higher education has
provided qualitative ROI, especially in research and development that
may be more sustainable than the quantitative ROI of compulsory edu-
cation. However, it is not a mutually exclusive reality. In other words,
education overall is a good investment for social mobility, social change,
progress, and development in any society.
INTERNATIONAL EDUCATION
Quantitative Prospective
International education is based on a quantitative prospective, because it
depends on accords, treaties, or conventions between countries through
individuals or entities. In other words, the growth of international educa-
tion activities in a given country depends on the quantity of collabora-
tions or partnerships that such country can develop through individuals
or entities.
Institutional Partnership
Institutional partnership is established between entities from at least two
countries with diplomatic ties. An institutional partnership is expressed
through a partnership agreement. The starting point varies from one type
of partnership to another. For example, one partnership may start in an
informal manner between executives, administrators, or faculty of insti-
tutions from two different countries. Another partnership may start with
a formal letter of intent from one of the parties, expressing an interest
for collaboration or partnership. Institutional partnerships are secured
through a memorandum of understanding (MOU) or memorandum of
agreement (MOA), a bilateral agreement, or another format of institu-
tional linkage. Box 2.1 provides an illustration of what an MOU or MOA
should look like. An institutional partnership can serve many purposes,
such as study abroad and exchange of students and staff, international
scholarship, international degree programs, joint project or research ven-
tures, curriculum development, technical assistance, institutional devel-
opment, and other similar aims.
I N T E R N AT IO N A L E D U C AT IO N 23
MEMORANDUM OF UNDERSTANDING
BETWEEN
XYZ UNIVERSITY, USA
AND
UNIVERSITY ABC, HAITI
Dr. Jean Jean Jean, President Dr. Bob Bob Bob, President
Date: _____________________ Date: _____________________
within the peace spirit of the League of Nations (Precursor of the United
Nations). The concept evolved after World War II with the organization
of the Conference of Internationally Minded Schools and the creation of
the International Schools Association (ISA) in 1951. The idea was further
strengthened in 1968 with the creation of the International Baccalaureate
Diploma Program. The International Baccalaureate Organization (IBO),
which manages the international baccalaureate, operates as a nongov-
ernmental organization of the United Nations Educational Science and
Cultural Organization (UNESCO). The purpose of the IBO is to “to
develop inquiring, knowledgeable and caring young people who help to
create a better and more peaceful world through intercultural understand-
ing and respect.” (IBO, 2013, para 1). International baccalaureate programs
serve mainly at the levels of elementary and secondary education. According
to the IBO (2013), there are more than 1 million students, attending a total
of 3,557 international baccalaureate schools, in 144 countries.
On the other hand, an international university can be an institution
created through international agreements between countries or by an
intergovernmental organization. International universities that are cre-
ated through agreements between countries are primarily subject to the
terms of the agreement signed by the parties involved. An international
university created by an intergovernmental organization is subject to
international law. A group of universities around the world have created
the International Association of Universities (IAU, 2012) as a UNESCO-
based entity, which
Overall, 40% of the members of the IAU are from European coun-
tries and 24% come from Asia and Pacific. The smallest share (5%) of
IAU members comes from Latin American countries (International
Association of University, 2013).
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Globalism
As I previously indicated ( Jean Francois, 2014), the growth of global trade
has been very significant in reshaping the networks of production through
new geographic maps, facilitating the emergence of new distribution net-
works, creating transnational capitalist structures that alter global gover-
nance, and providing the notion of global competence, which became a
major challenge for competitiveness (Karoly and Panis, 2004). Furthermore,
advances in technology have changed practices in communication, travel,
business, science, and medicine across borders. In the United States, for
example, there have been concerns about the global competence of gradu-
ates who are unable to secure some jobs in the technology sector due to
competition from foreign graduates who outcompeted either inside their
own country or as a result of offshore outsourcing. Some scholars and
institutions had raised concerns about the issues of global competence of
the graduates from American schools (ACE, 2000; Korbel and Halder,
2002). Further, the critics have questioned the ability of the current US
education policy to produce competitive human capital for the global
market (Rosenfeld, 2000; Blair, Phinney, and Phillippe, 2001).
Globalism is not new, but has become very popular during the last two
or three decades (Siaya, Porcelli, and Green, 2002). Globalism is also a
controversial concept that some people see favorably (Wheatley, 2001),
and some others unfavorably (Bhatti, 2009). Regardless of individual
opinions or positions about globalism, it is important to underline that
such phenomenon has always been part of relations, interrelations, and
interconnections between countries, societies, people, cultures, econo-
mies, and politics (Roudometf, 2000; Friedman, 2005).
36 B U I L D I N G G L O B A L E D U C AT IO N
Dimensions of Globalism
As indicated earlier, globalism has taken many dimensions throughout
history. The first dimension of globalism refers to economic transac-
tions among people, culture, and societies. World economy is based on
f low of production of goods, services, market networks, and capital that
go beyond the control of any geographic border (Giddens, 1990; Lister,
2000). In other words, the trade relations that have been part of the his-
tory of international relations among country constitute a very old form
of globalism.
There is a political dimension of globalism, which has shrunk the geo-
political distance between nation-states (White, 2001). In the past, the
conquest of territories to establish new kingdoms and the movement of
colonization through slavery constituted a form of political globalism. In
recent time, the tragic events of September 11, 2001, in the United States
had uncovered the reality of global terrorism and the reality of global
interconnections of political decisions and activities. Floy, Walker, and
Farnsworth (2003) argued that
A lesson from this tragedy is that the United States cannot resolve the world
challenges by itself, but that it needs to have a global perspective to find the
root of the problem. (p. 14)
Globalization
Sklair (1991) identified several globalization frameworks such as the
imperialist and neoimperialist theories (struggle for new markets of
expansion of political, cultural, and economic inf luences among the
major powers), the modernization and neoevolutionist theories (tradi-
tions of underdeveloped societies are considered as constraints that hinder
modernization), the neo-Marxist theories (center-periphery relationships
foster underdevelopment), the world system theories (argues for a new
international division of labor), and the mode of production theory (fac-
tors of underdevelopment lie within the underdeveloped societies). These
theories constitute an illustration of the complex meanings and diverse
interpretations of globalization.
According to the world system theory, the world exists as cultural,
political, and economical structures in which nation-states, governments,
38 B U I L D I N G G L O B A L E D U C AT IO N
and contributed to make the poor poorer while the rich are becoming,
more than ever before, richer. On the other hand, Cox (1996) argued that
globalization is another form of imperialism, which reduces the regula-
tory power of the states.
Globalization contributes to worldwide knowledge explosion, partic-
ularly through the use of technology (Rosen et al., 2000). And, glo-
balization has serious implications for institutions of higher education
in the world and in the United States, given its foundations on know-
ledge and intensive information and innovation (Carnoy, 2002; Wenger,
2002; Zhao, 2002). This has increased the pressure on higher education
institutions to graduate global competent leaders, managers, and work-
ers (Daun, 2002). According to Bate (2002), higher education institu-
tions face some globalization-related challenges that they will be able to
overcome depending on whether they can provide their graduates skills
needed to be global competent, offer a global curriculum, develop and
appropriate technologically mediated pedagogy, develop global perfor-
mance standards, and possess a management system that can help satisfy
the demand for global competitiveness.
The education of the global workforce must be understood in the
context of neoliberal education transactions between the academic prior-
ities of intellectuals from developing countries and the economic oppor-
tunities offered by elite dominant nations, especially the United States
(Wallerstein, 2004). The new reality of globalization has transformed
the meaning of education into an entrepreneurial endeavor (Morrow and
Torres, 2000; Eaton, 2001). Globalization was able to free itself from
social constraints and define education primarily in terms of economic
assets, and an almost unavoidable path for financial success. As in any
capitalist terrain, competition has integrated and controlled neoliberal
education reforms and raised the bars for financial rewards through educa-
tion (Eaton, 2001).
abroad programs and international education. In fact, the quest for global
competence has been primarily materialized through various initiatives
of international education.
Simandiraki (2006) asserts that lack of information about the global world
is a sign of deficiency for any education system. Consequently, scholars have
advocated for a better understanding of globalization due to its implications
for the global economy and the opportunity offered by international edu-
cation (Green, 2002; Vandamme, 2002). Political and educational leaders
have also argued for greater internationalization of higher education in the
United States (Hamrick, 1999). The President’s Commission on Foreign
Languages and International Studies (1979), the Association of American
Colleges (1985), the Council on International Educational Exchange (1988),
the Association of International Education Administrators (NAFSA, 1995),
the American Council on Education (1998), and the National Association
of State Universities and Land Grant Colleges (NASULGC, 2000) have all
recommended the internationalization of colleges and universities in the
United States. Bremer and Van der Wende (1995) asserted that internation-
alization can help improve the quality of a higher education institution.
This is probably linked to the fact that top US globalized universities are
among the best universities in the world (Horn, Hendel, and Fry, 2007).
The reality is that higher education institutions are not immune to global
changes. They must react and restructure to meet the needs of the global
demands in order to remain competitive. Leibold (1997) claimed that the
lack of internationalization of US higher education institutions can put the
United States at a competitive disadvantage in the global economy, given
the increasing interdependent nature of the world. The same thing can be
said about most industrialized countries who are competing for their share
of the global market.
exchange of national cultural values. As you may notice, scholars used the
terms global education or internationalization interchangeably to refer to
aims, purpose, and outcomes that are similar. A semantic distinction can
certainly be established between global education and internationaliza-
tion. However, in the context of their aims and anticipated outcomes,
there is no significant difference between the two.
Knight (2004) suggested that institutions of higher education should
incorporate global education initiatives not only through internation-
alized mission statement, strategic plan, human resources, policies, and
administrative systems, but also through the use of approaches related to
academic programs, research and scholarly collaboration, external rela-
tions, and extracurricular activities such as:
global education initiatives (Engberg and Green, 2002; Green and Olson,
2003). Internationalization in higher education requires the internation-
alization of the curriculum (Mestenhauser and Ellingboe, 1998; Halliday,
1999), which, in turn, requires the acceptance and engagement of faculty
as part of a holistic institutional commitment (Shetty and Rudell, 2000).
A Qualitative Perspective
Unlike international education that is based on a quantitative perspec-
tive, global education or internationalization is rooted in a qualitative
perspective. Variables linked to global education or internationalization
are knowledge, skills, abilities, and attitudes related to tolerance, inclu-
siveness, open mindedness, appreciation, respect, integration, intercon-
nectedness, and intercultultural competence, which are not necessarily
quantifiable. In a qualitative perspective, the quantity of partnerships
and collaborations still matter. However, the quality of collaborations,
partnerships, and interrelations matter more. A perspective defined by
quantity automatically limits the scope of interactions that can occur.
On the other hand, a perspective defined by quality creates space for
f lexibility and adaptability, which carries the opportunity for unlimited
authentic interactions.
Nation-States as Contexts
Nation-states are identified as local contexts, because this is the setting
where higher education is taking place. The state is an institution dated
back to ancient times, and theorized during the period of Greek clas-
sic philosophers such as Plato and Aristotle. According to Tilly (1990),
the traditional state existed as early as around 6000–8000 bc. Eisenstadt
(1963) characterized the traditional state as “city-states, feudal systems,
patrimonial empires, nomad or conquest empires and centralized histori-
cal bureaucratic empires” (p. 10). The traditional state existed through its
strong, autocratic power that exercised control over some territories and
coercion over people residing inside such territories. Held (1992) asserted
that the traditional states were characterized by (a) traditional tribute tak-
ing empire, (b) feudalism systems of divided authority, (c) polity of estates
combining power and corporate needs, and (d) absolutist states. It is fair
to say that the traditional states lacked the form of political, economic,
and administrative organizations that could help them resist the big tests
or challenges of time or history. The traditional states were replaced by
the modern states, which Mann (1993) believed are the product of the
twentieth century, particularly the context after World War II. Although
there are still models of traditional states in modern world, such states
constitute an exception and not the norm.
Mingst (2003) defined the modern state to the extent by which there
is geographically defined territorial base, a stable population within such
boundaries, a government which benefits the allegiance of its popula-
tion, and diplomatic recognition by other states. There might be a few
48 B U I L D I N G G L O B A L E D U C AT IO N
exceptions to this definition, because a state can still exist while a part of
its territory is being challenged. Similarly, the stability of a state may be
potentially affected by a civil war in a neighboring country, but does not
automatically change the status of such state. Pierson (1996) identified
nine key features of a modern state:
There are also some implications for college graduates, in relation to:
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Global Standardization
Higher education cannot escape from the inf luence of globalization,
because such phenomenon affects almost all aspects of most societies in
the globe. Societies and educational institutions have to produce graduates
who can compete on the global market. This is a homogeneous market.
In other words, this is the homogenization of skills, knowledge, and atti-
tudes through curriculum, practices, and quality assurance. The infusion
of global contents in curriculum, instruction, and practice of postsec-
ondary institutions is referred to as internationalizing the curriculum.
According to Knight (2003), internationalization is “a process of inte-
grating of integrating an international, intercultural, or global dimen-
sion in the purpose, functions, or delivery or postsecondary education”
(p. 2). Similarly, Jean Francois (2010) defined internationalization as the
“introduction of international and global dimensions in curriculum,
research, teaching, and service functions in higher education institution”
(p. 22). Internationalization of the curriculum implies integration of global
dimensions and contents in degree programs and courses in a systematic
way. Internationalization in research involves collaborative and compara-
tive research studies with colleagues from other countries. The interna-
tionalization of teaching suggests the adoption of learning instructional
strategies that are sensitive to the multiculturalism ref lected in college
campuses. The internationalization of service refers to a leadership com-
mitment to use the diversity opportunities offered by faculty, staff, and
students from multicultural backgrounds, in other to provide inclusive
and cultural responsive student services. Both Knight (2003) and Jean
Francois (2010) definitions ref lect not only a global ambition for higher
education, but also an implicit agenda to homogenize, to standardize.
To a large extent, globalization includes standardization in its larger
meaning and manifestation. Globalization implies that “the world is f lat”
to refer to the title of a book published by Friedman (2005). If the world is
no longer a globe separated by borders as we thought, this means the rules
have changed, and the standards are different. In fact, in his previous
book, Friedman (1999) asserted that globalization is a system with its own
technological standards, which are “computerization, miniaturization,
54 B U I L D I N G G L O B A L E D U C AT IO N
will serve a market purpose, but may limit access to individuals who can
benefit from social mobility only through access to higher education.
This has implications not only for the development of human capital,
especially in developing countries, but also for the growth of the middle
class, which is vital for the economic sustainability of any country.
The Bologna process provides another illustration for the implicit aim
of standardization related to the global ambitions of global higher educa-
tion. The Bologna process started in 1998 through an accord involving
the ministers of France, Germany, Italy, and the United Kingdom, to
restructure higher education in Europe. Representatives of 29 European
countries joined the Bologna process in 1999, adopting
Marketization
The creation of the World Trade Organization (WTO) in 1995 has been
instrumental in the transformation of the economies of world countries
into a global economy. As of June 2014, the WTO includes 160 members,
and perform the functions of (a) administering WTO trade agreements,
(b) serving as forum for trade negotiations, (c) handling trade disputes,
(d) monitoring national trade policies, (e) providing technical assistance
and training for developing countries, and (f ) maintaining cooperation
with other international organizations (WTO, 2014). Before the WTO,
trades among nations used to take place through the General Agreement
on Tariffs and Trade (GATT) established since 1948. However, the GATT
was limited to dealing only with trade in good. The WTO agreements
complemented the GATT to include trade in services, traded inventions,
and creations and designs.
The liberalization of higher education as a commodity is left up to
each country in the discussions concerning trade in services under the
WTO agreements. The WTO (2014) argued that trade liberalization
contributes to economic performance, development, consumer savings,
faster innovation, greater transparency and predictability, and technol-
ogy transfer. Globalization has certainly been beneficial to industrialized
countries, but not so much for impoverished countries that have become
poorer, and recorded wider gaps of inequality. The attempts and ini-
tiatives for marketization and deregulation of higher education within
the context of the global market have been at the center of the debates
in Australia (Baldwin and James, 2000), Canada (Young, 2002), China
(Mok, 2000), Israel (Oplatka, 2002), Japan (Arimoto, 1997), Spain (Mora,
1997), the United Kingdom (Binsardi and Ekwulugo, 2003), and the
United States (Binsardi and Ekwulugo, 2003; Dill, 2003). Obviously,
marketization tends to lead to the commodification and privatization of
postsecondary education.
The liberalization of higher education under WTO agreements that
opened the door for converting postsecondary education into a com-
mercialized commodity has the potential to increase the cost to attend
G L O B A L H IG H E R E D U C AT I O N A N D L O C A L C O N T E X T 57
The World Bank drew the conclusion that its lending strategy should
emphasize primary education, relegating higher education to a relatively
minor place on its development agenda. The World Bank’s stance has been
inf luential, and many other donors have also emphasized primary and, to
some extent, secondary education as instruments for promoting economic
and social development. (p. 39)
Linguistic Imperialism
Global higher education is inf luenced by the linguistic imperialism of
the English language through research, publications, information and
communication technologies, and other intercultural communications.
It has projected the perception that the global competent individual
must know the English language. English has become the language of
instruction for various universities in non-English speaking countries in
Africa, Asia, Europe, and Latin America and Caribbean, as a strategy to
prepare graduates who can (a) claim academic backgrounds similar to
graduates from North American and Western universities, (b) work in
cross-cultural settings where English is the common language, (c) publish
for English-speaking readers, (d) participate in academic and scholarly
settings such as conferences, symposiums, and seminars, where English is
adopted as the language of communication, and (e) perform other profes-
sional, occupational, or personal functions that require some command of
the English language. The dominance of English results from the larger
political, economic, and cultural imperialism of the United States and
other English-speaking countries that are part of the Commonwealth of
58 B U I L D I N G G L O B A L E D U C AT IO N
GLOCALIZATION
What Is Glocalization?
The term “McDonalization” of society introduced by Ritzer (1993)
ref lects the idea of a homogenized world that carries at best a cultural
imperialism, and at worst a Western arrogance. Several sociologists
thought that there is rather a hybridization or syncretism, or synthesis,
or “mélange” when global products in application are customized to suit
local tastes or interests (Pieterse, 2000). The idea was not to reject glo-
balization as a phenomenon, but to argue that such a term did not ref lect
accurately the reality of localization. In fact, Giddens (2000) argued that
globalization is “the reason for the revival of local cultural identities in
different parts of the world” (p. 31). I am not sure this is completely accu-
rate. However, I will concede that the Internet has facilitated the appre-
ciation of local cultures by people from other cultures. Glocalization has
been identified as the perfect term to express the connection between the
global and the local (Robertson, 1992; Boyd, 2006).
There are conf licting accounts about the origin of the term glocaliza-
tion. Ohmae (2005) argued that the term glocalization has its genesis from
Japan, and may have been used for the first time by Sony Corporation’s
CEO Akio Morita, referring to the slogan “think globally, act locally.”
Clark (2003) also reported that the concept glocalization derives from the
Japanese term “dochakuka,” which means “global localization” (p. 191),
referring to the globalizing process in local communities. Waters (1995)
identified the British sociologist Roland Robertson as the early user of
the concept glocalization. Robertson (1992) argued that globalization
will not lead to a homogenization of world cultures, and suggested to
replace the term globalization by glocalization. For Robertson (1992),
62 B U I L D I N G G L O B A L E D U C AT IO N
for a singular local, but for the multiplicity of locals, which implies some
form of heterogenization. I believe that glocalization combines homog-
enization and heterogenization through globalization and localization.
Consequently, I argue that glocalization can be interpreted through the
following assumptions:
Facets of Glocalization
I see globalization as a multifaceted phenomenon within the context of
globalism. In other words, glocalization is not that different from global-
ism or globalization. It is an evolvement of globalization through facets
of globality, localness, multistakeholder perspectives, and inclusiveness.
In my view, glocalization is the hybridization of globality and localness
through the integration of multistakeholderness into a framework of seg-
mented inclusiveness (see Figure 5.1).
Globality
Glocalization is an acknowledgment of globalization. It is about global-
ity within the old principle “think globally, act locally.” Glocalization
is based on the idea that global processes or networks are inherently
connected to local processes. This makes sense, because global refers to
the collection of countries, societies, and cultures of the globe. On the
other hand, Jean Francois (2012) explained that each individual coun-
try, society, or culture is a sample or a representation of the local in
comparison to the conglomeration of all the “locals” (i.e., countries,
cultures, or societies). Therefore, globality is a central facet of glocaliza-
tion, which is used by many scholars to describe or explain the d ynamics
of interconnections and interrelations between the global processes and
the local contexts (Robertson, 1992; Latour, 1993; Backhaus, 2003).
The interconnection between the global and the local is best translated
by Giddens (1990) who defined globalization as “the intensification of
worldwide social relations which link distant localities in such a way that
local happenings are shaped by events occurring many miles away and
vice versa” (p. 64).
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Localness
Glocalization is an understanding that localness cannot be avoided.
Glocalization is a reaction to the resistance encountered by globaliza-
tion in many local communities around the world. Petras and Veltmeyer
(2001) explained that
Multistakeholderness
Glocalization provides opportunities for the involvement and inputs of
multistakeholders. Glocalization is the involvement of more than one
stakeholder in the customization of global processes, products, or ser-
vices to suit local contexts. The localization of globalization cannot hap-
pen without collaboration between global and local stakeholders. This
phenomenon that I call multistakeholderness is an important facet of
glocalization.
66 B U I L D I N G G L O B A L E D U C AT IO N
Segmented Inclusiveness
Glocalization is a form of inclusion of otherness. However, the inclusion is
designed to achieve specific purposes, and is segmented accordingly. The
multinational corporations represent the poster child of globalization. In
simple terms, a multinational corporation is a company that produces and
sells goods or services in more than one country. The primary goal of
a multinational corporation is to produce and sell goods and services to
consumers worldwide, in order to make the maximum profit possible.
Multinational corporations are also called global corporations, because
of their global reach. They offer global products and services, but do not
have customers that are global. Customers are people in local commu-
nities. Therefore, consumers are local. Consequently, global companies
have to include local f lavors in products and services in order to satisfy
local tastes and interests. This localization of products and services is seg-
mented. The localization is not designed as a holistic strategy to integrate
local communities as equal partners. The localization is rather targeted
based on segments in local societies or local cultures that can help main-
tain the global f low of supply lines and exploit the weaknesses of local
processes and networks. In other words, the localization of globality is
never global, but partial, because,
M global inf luence will never be able to completely destroy local tra-
ditions, identities, beliefs, and worldviews; thus, homogenization
through globalization is impossible;
M glocalization is an acknowledgment of such limitation of globaliza-
tion, which can go as far as a segmented inclusiveness; and
M not all aspects of local inclusion fit the agenda of companies, organi-
zations, or institutions with global statures; thus, segmented inclu-
siveness enables to be as utilitarian as possible.
Hybridization
Hybridization implies the adaptation of globality with facets localization.
Hybridization is another way to express the convergence of the dynamics
between globality and localness, with the segmented inclusion of mul-
tiple stakeholders. Khonder (2004) argued that through glocalization, the
local is globalized and the global is localized, and called such hybridiza-
tion phenomenon a dual process of microglobalization (i.e., incorporation
of some global processes into the local context) and macrolocalization
(i.e., expansion of local ideas in a global context). Hybridization par-
tially translates the phenomenon of glocalization, because there can be
G L O C A L I Z AT IO N 67
Glocalization as Partnership
Glocalization brings collaboration to projects or activities or programs
or enterprises that are based on a global framework. Glocalization is an
alternative way to develop global or international partnership without
carrying the burden related to the cultural imperialism of globalization.
Partnership in the context of glocalization is not fictitious, because mul-
tinational corporations develop legal partnerships, alliances with smaller
companies that are rooted in local societies, so that they can access the
customers of their local partners. Multinational companies open local
branches that hire local staff that can provide clues for accommodation
to local cultural patterns. They also award franchises and licenses, as a
strategy to expand their global brands or networks. Further, companies
offshore-outsourced aspects of their production or services to increase
their bottom line. In the process, offshore-outsourcing helps them build
bridges to reach local consumers.
Glocalization is a partnership between the global and the local, in
order to achieve the objectives of the global. I insist that glocalization
serves more the interests of the global than the local. However, unlike
the tenets of globalization that convey a message in the like of “Do not
let the train of globalization leave you behind,” which is patronizing,
demeaning, and hyper-arrogant, glocalization at least acknowledges the
reality of local uniqueness and differences that cannot be swallowed by
globalization. By acknowledging and accommodating for local contexts,
glocalization conveys a sense of partnership, collaboration between the
global and the local, even if the partnership is relatively unequal.
Glocalization as Openmindedness
Globalization has imposed itself on the economy and culture of many
societies in the world (Stigliz, 2003 Jean Francois, 2014). Therefore, there
is little room left for a middle ground way. On the other hand, glocaliza-
tion creates spaces for openmindedness. With openmindedness, there is
70 B U I L D I N G G L O B A L E D U C AT IO N
no place for “one size fits all,” but opportunities to take risks, to accept
misunderstanding as an integrative part of a process, to fail, and to try
again, until the shared global and local purposes reach an acceptable level
of satisfaction.
Glocalization represents a reassessment of globalization in relation
to the realities of local cultures and societies. In that sense, glocaliza-
tion opened the door for a globalization that is open to otherness and
differences in an integrative manner. Glocalization acknowledges the
differences between the global and the local, and serves as a construct to
reconcile such differences. In that regard, glocalization is an expression
of openmindedness.
Deceptive Glocalization
Globalization is perceived to have negative cultural and economic effects
on local communities (Asobie, 2001; Odock, 2002; Stiglitz, 2003; Jean
Francois, 2014). On the other hand, glocalization can be perceived as a
G L O C A L I Z AT IO N 71
GLOCAL SYMBIOSIS
The global and the local can be represented by an (a) individual with
an outsider or insider perspective, (b) an organization or institution, or
(c) a combination of individuals and organizations. An individual pro-
viding an outsider or insider perspective will be identified based on one’s
institutional affiliation.
Glocal Symbiosis
The word symbiosis comes from the Greek “syn = together” and “biosis =
living,” and literally means “entangled,” “interwoven,” or “living
together.” The term symbiosis has been used first in biology in relation
to the interaction between two or more different biological species liv-
ing together (Moran, 2006). The key in a symbiotic relationship is the
mutualistic relationship that exists between the biological species living
together. The mutualistic relationship implies that all parties involved
benefit from the relationship. Biologists distinguish various types of what
they call short-term and long-term symbiotic relationships between
two or more different biological species (Sapp, 2004; Moran, 2006).
For example, a symbiotic relationship can be commensalistic; thus, only
one partner benefits from the relationship, although the other partner is
not harmed by the relationship (Abmadijian and Paracer, 1986). On the
other hand, a symbiosis can be mutualistic, implying that both parties
benefit from the relationship (Abmadijian and Paracer, 1986). Scholars
in business have also used the term symbiosis in relation to partnerships
between different companies, in order to increase their market potential
(Chertow, 2000, 2004).
G L O C A L S Y M B IO S I S 75
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Metacontextuality
Glocal symbiosis combines both global and local contextual factors to
create a metacontextual environment that is auxiliary to the global and
76 B U I L D I N G G L O B A L E D U C AT IO N
Transworldiness
Stakeholders in glocal initiatives, programs, projects, or activities bring
their own outsider and insider worldviews, and develop transworldiness
perspectives. Within the spirit of the German word “weltanschauung,”
the term worldview means a perspective of the world or the universe.
A worldview is a general outlook of an individual about life, society,
social institutions, and the world (Wolman, 1973). According to Mathiot
(1979), a worldview is “a general way of thinking about the world that
underlies all cultural behavior” (p. 163). For Cobern (1991), worldview
is an understanding of human existence and reality or a mental repre-
sentation of the world that someone lives in. Overton (1991) argued
that worldview is “a set of interrelated assumptions about the nature
of the world” (p. 269). Individuals use their worldview to make sense
of the world, their interactions with other people, and institutions of
the world. As Miller and West (1993) asserted, a worldview is “a filter
G L O C A L S Y M B IO S I S 77
Metaidentities
Interactions between insiders and outsiders metamorphose into metai-
dentities, which go beyond exclusive global or local identities. In sim-
ple terms, identity is people’s understanding or belief about who they
are and what is meaningful to them as members of a society. Identity
is how someone sees one’s own humanity and one’s rights and obliga-
tions in relation to the surrounding environments. For example, someone
who identifies herself as a woman may see her humanity through her
rights as a woman and her obligations to support women’s rights and
struggles everywhere. Such identity is both locally and globally oriented.
Identity is also about what groups in a society that people feel or believe
they belong to. People have multiple identities in societies by identify-
ing themselves with multiple social and types of groups, such as gender,
race, ethnicity, nationality, sexual orientation, religious belief, residency,
occupation, ideology, socioeconomic status, and other similar categories.
For example, one person can identify herself as female, mother, Arab,
American, Lawyer, and Floridian. Another person might identify himself
78 B U I L D I N G G L O B A L E D U C AT IO N
Cross-Societal Readiness
Glocal symbiosis is rooted in the assessment of cross-societal readiness,
which involves both global and local readiness. Glocal symbiosis occurs
in the context of the meeting of at least two different societies through
their representatives. In a glocal relationship, the global partner repre-
sents the assumptions, values, beliefs, worldviews, interests, and agendas
of a society oriented toward globality, and the local partner represents
another society through assumptions, agenda, interests, worldviews, and
values, focusing primarily on localness. Mutualistic glocal symbiosis can
occur to the extent that there is a global readiness to learn from the
local and integrate localness, and a local readiness to learn from globality
and integrate globalism. This requires a cross-societal readiness, which
must be mutualistic in order to foster glocal symbiosis. Jean Francois
(2012) suggested the transculturality framework, which can serve as a
conceptual tool to assess cross-societal readiness through the analysis of
the sameness (What do we have as similarity?), uniqueness (What do we
have as unique?), uniquesameness (What do we have as similarity, but
with particularity?), and samniqueness (What do we have as unique, but
with similarity?) of a glocal relationship (p. 11).
Assumptions’ Differentiation
Outsiders and insiders in glocal collaborations always engage with their
own negative and positive assumptions. The assumptions must be sorted
out to balance the potential negative effects on a partnership or col-
laboration. Individuals grow up and are raised through a process called
socialization. In simple terms, socialization is a process through which
individuals acquired the social, physical, affective, and cognitive skills
needed to operate as members of a society. Socialization occurs through
G L O C A L S Y M B IO S I S 79
Multipurposefulness
Glocal symbiosis enables to satisfy multiple purposes, especially the
insider and outsider purposes that can be similar and different at times.
Multipurposefulness brings clarity regarding mutual benefits and may
potentially affect commitment. It refers to the purposes set by the global
partner to further its international/global agenda, and the purposes
defined by the local partner in relation to its local/national agenda.
Parametabolism
Glocal symbiosis should enable some form of parametabolism, by setting
accountability at both the outsider and insider levels. Metabolism is a bio-
logical concept related to the chemical processes that help a living organism
maintain life. The term parametabolism in the context of glocal symbio-
sis is loosely based on an analogy with the metabolism of organisms, and
refers to the ability of a glocal relationship to sustain itself through vari-
ous forms of mutualistic commitment to a purpose, accountability, and
mechanisms of communication and conf lict resolution between the global
and local partners.
Intersectional Synergies
Glocal symbiosis is based on the identification of common challenges,
the definitions of goals, objectives, and strategies to maintain the needed
strategies across various facets of a glocal collaboration or partnership.
The term synergy comes from the Greek “synergia = working together,”
and refers to the phenomenon of multiple elements in a system interacting
80 B U I L D I N G G L O B A L E D U C AT IO N
together to produce effect or result that is greater than the sum of indi-
vidual effects. In a glocal relationship context, synergy will refer to the
ability of interactions between the global and the local to outperform
the best performance of the global or the local. Intersectional synergy is
to signify the synergy of the glocal relationship on the one hand and the
synergy of each core facet of the glocal relationship on the other.
Endogenous Benchmarking
In a glocal endeavor, there should be benchmarks based on global and
local contextual factors. The symbiosis can be established through endog-
enous benchmarking, thus setting the stage to assess performance and
return on investment for both outsiders and insiders. Benchmarking is a
process used by many companies to assess their process, systems, and per-
formance based on best practices from other companies. Arnold (2000)
defined benchmarking as “the process of identifying, learning, adapting
and measuring outstanding practices and processes from any organization
to improve performance” (p. 14). Benchmarking is not just about measur-
ing. It is a process for continuing quality improvement that can be very
helpful for glocal symbiosis. Herald (2000) said it best when asserting that
“the key purpose in benchmarking is to document the current state of
services and provides a guide on how it should be improved” (p. 27).
Glocal symbiosis can be nurtured by endogenous benchmarking. The
word endogenous associated with benchmarking comes from the Greek
“endo = inside” and “genos = coming from,” to designate something that
originates from inside an organism. In a glocal relationship, the mutualis-
tic symbiosis can be best served by benchmarks and benchmarking origi-
nating from within the interactions between the global and the local,
which I consider as an endogenous benchmarking.
measure the extent of their contributions. This can only strengthen and
cement commitment in a partnership. This is a way to plant the seed for
the sustainability of significant investment in a partnership. The glocal
symbiosis ratio (GSR) is a simple formula that I envision could help do
that. The GSR helps measure the proportion of global and local con-
tribution to a glocal collaboration, including a glocal higher education
program or project.
Then, the ΔGSR will be calculated for the overall glocal collaboration
according to the following:
Global symbiosis ratio per project phase (planning, implementation,
monitoring, evaluation, and continuing quality improvement). The fol-
lowing grid can be used to calculate the GSR for each phase (Box 6.1):
The adjusted GSR will be ΔGSR = Σ GSRs/Σphases or 5.
contribution 1 2 3 4 5 Subtotal
(Very irrelevant (Irrelevant or (Somewhat relevant (Relevant (Very relevant
or very insignificant or somewhat or or very
insignificant significant significant significant
Task/Contribution 1
Task/Contribution 2
Task/Contribution 3
G L O C A L S Y M B IO S I S
Task/Contribution 4
Task/Contribution i
SR = ΣtlRl ti.Ri
83
84 B U I L D I N G G L O B A L E D U C AT IO N
Unlike for the local in the glocal, which is not geographically based,
the local stands for an insider perspective that is geographically located.
A local perspective is based primarily on
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M glocal awareness,
M glocal knowledge,
M glocal competence,
M glocal development,
M glocal return on investment, and
M glocal performance.
Glocal Awareness
Glocal awareness is an understanding that cultural identities, values,
assumptions, pride, and behavior are lived as local or national experi-
ences, but contribute to the larger global atmosphere of a multicultural
world. In other words, it is an understanding that the world is comprised
of units of local experiences, and the existence of these local experiences
creates a global reality. Therefore, the awareness of the global, the local,
and the interwoven between the global and the local is all essential for
glocal higher education programs or activities.
Glocal Knowledge
Global knowledge is the mastery of facts and information about the
relations of interdependence among countries and societies, as well as
90 B U I L D I N G G L O B A L E D U C AT IO N
Glocal Competence
Glocal competence results from an accumulation of glocal awareness
and glocal knowledge, and the ability to make indigenous adaptation of
global frameworks or approaches in local contexts. In other words, one
cannot be glocal competent without developing a glocal awareness and
acquiring glocal knowledge. Glocal competence in the context of a glocal
higher education program or activity is almost impossible without prior
lived experience in a culture-specific context related to such program or
activity. There is no research finding, report, reading, or lecture that can
replace the knowledge to be acquired from personal interactions with
people from another culture within the border of a country hosting such
culture. I would stress on “within the border of a country hosting a cul-
ture” to counter the idea that one can become competent about another
culture by talking to members of such culture living overseas or interna-
tionalization at home. Internationalization at home is a starting point, but
cannot be an end in itself. In fact, internationalization at home combined
with internationalization abroad is an effective approach. There is no
doubt that foreign nationals can inform others about their culture, but
their information will always be filtered through their own personal bias
rooted in their living abroad experience or a status of privilege that they
may enjoy through their unique opportunity to travel outside of their
country. In other words, the acquisition of glocal competence requires
that one travels and lives outside of a country. Obviously, one can develop
glocal awareness without a lived experience, but I seriously doubt that
glocal knowledge can be acquired in that fashion.
Glocal Development
Glocal development is an indigenous adaptation of best practice global
development frameworks through the development of locally controlled
G L O C A L H IG H E R E D U C AT IO N 91
Glocal Performance
Glocal performance concerns the short-term, medium, and long-term out-
comes of a glocal higher education program. The type of outcomes needed
for performance measurement will depend on the nature or the extent of
a glocal higher education program. For example, a short-term and small-
scale glocal higher education program may have only short-term outcomes
92 B U I L D I N G G L O B A L E D U C AT IO N
that might not outlast the glocal collaboration. On the other hand, a long-
term glocal higher education may provide medium and long-term out-
comes to measure. Glocal performance can be measured by both the global
and local partners involved in a glocal higher education program, based on
the extent to which such program:
M helps a partner fulfill its vision and mission or achieve strategic goals
or objectives;
M helps a global partner internationalize its curriculum;
M helps a local partner increase its self-efficacy and abilities to positively
affect lives and change in its local context;
M helps partners increase enrollment and community support to their
programs;
M increases the academic value of their programs as measured by posi-
tive changes in student academic and social integration, academic
performance, persistence, degree attainment, and time to degree;
and
M helps increase glocal awareness, knowledge, and competence of frac-
tions of their internal and external stakeholders.
Glocal Symbiosis
A glocal higher education program can be designated as such if it involves
a glocal symbiosis. The glocal symbiosis and adjusted glocal symbiosis
ratios can help determine the glocal symbiosis and the glocal power
relationship in a glocal higher education program. The glocal power rela-
tionship is the extent of the control of the financial outputs in a glocal
collaboration. The partner who contributes financially the most and has
the most to gain from a collaboration has a positive glocal power, and
may potentially inf luence the outcomes. Inf luencing the outcomes is not
inherently bad, if such inf luence is positive, empowering, and respectful.
On the other hand, if the inf luence is exploitative, demeaning, patron-
izing, or disrespectful, the glocal collaboration will be superficial, unpro-
ductive, and will auto-dissolve through some conf lict.
Community
A glocal higher education program should be rooted in a healthy tran-
scultural community to the extent that it is possible. The concept trans-
national community refers to migrant population living overseas while
maintaining significant ties (i.e., financial, political, and cultural) with
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Commitment
Commitment is the primary driver for the success of any enterprise of
activity. The initiation of a glocal higher education, as well as its planning
and implementation can be challenging, because traditional pathways of
global education may seem more convenient for some who do not have the
patience to get a local partner involved in a meaningful and consequential
manner in the conception, planning, and implementation of a glocal higher
education program. The challenge can be from the standpoint of both the
global and the local partner. As a result, the commitment of leaders and
managers concerned by a glocal higher education at both the global and
local levels is essential. The commitment must be extended to internal or
external stakeholders who may be directly or indirectly affected by a glo-
cal higher education program, one way or the other. Commitment may be
assessed among other things by the willingness of global and local stakehold-
ers to take risks in a project that may fit the profile of uncharted territory.
Commitment can be expressed by the willingness to financially contribute
to a glocal higher education program when immediate monetary return
on investment is unclear, uncertain, or even unrealistic. Commitment can
compensate for an unbalanced glocal power and contribute to the effec-
tiveness of a glocal higher education program.
98 B U I L D I N G G L O B A L E D U C AT IO N
Communication
Communication is essential in any human activity. Inversely, lack of
communication can affect the success of any human activity. Therefore,
mechanisms of communication must be formally established when plan-
ning and implementing a glocal higher education program. Any gap in
communication can affect an entire program. In that context, communi-
cation means intercultural, cross-cultural, or transcultural communication,
which account for worldviews, beliefs, values, history, symbols, points of
pride, and other cultural variables regarding the local context concerned
by a glocal higher education program.
Conflict Resolution
Conf lict is inherent to a glocal higher education program. At some
point, cultural misunderstanding will surface in ways that can threaten
the continuation of the implementation of a glocal higher education.
The conf lict in itself may not be the problem, if proper conf lict resolu-
tion mechanisms are in place. If not, any superficial conf lict can take
unforeseen turns and unexpectedly dissolve a promising glocal higher
education program. Therefore, parametabolism must be an integral part
of the process. Mechanisms of conf lict resolution and negotiation can
help dissipate tensions among stakeholders and help a program succeed.
Mechanisms of conf lict resolution should adapt to systems of negotiation
and arbitration related to the local context of a program.
GLOCAL VALIDATION
About Validation
Validation is the process of collecting information about a material, product,
process, or service in order to establish a level of accuracy, completeness,
or quality. A validation process includes the collection and evaluation of
data to ensure that a product, process, or service is able to deliver expected
outcomes. The validation process is a process of acceptance or rejection.
The implicit intent of validation is to verify what is expected. On the
other hand, the process can prove that what is expected cannot be achieved
within a specific context. In that case, validation can lead to the rejection of
a product, process, or service. A generic validation process involves:
M a validation design,
M data collection and evaluation, and
M verification.
Data collection and evaluation: As the concept implies, the data collection
and evaluation phase is about the gathering of information and data, and
the assessment of the quality, validity, and reliability of the data collected
for the purpose of validating a system, process, service, or product.
Verification: The verification is simply the phase of data analysis, which
will enable to confirm or reject the hypotheses, and draw conclusions
regarding whether a system, process, service, or product is able to fit its
expected purpose. There is a variety of statistical analysis tools and softwares
that facilitate the analysis of data collected during a validation process.
M there is a level quality that is set (i.e., agreed way, norm, measure,
level of attainment about a material, product, process, or service);
M the level of quality has been validated (i.e., accurately measures the
level of quality);
M the level of quality is reliable (i.e., consistent in its measurement);
M various stakeholders agree upon and adopt such levels of quality as
the comparative norm for measurement and decision making (i.e.,
accepted as a normative basis for decision making);
M there is an accepted body that is custodian for the accountability of
such level of quality (i.e., continuing quality improvement to ensure
ongoing validity and reliability); and
M the custodian body is accountable to the collective of users of such
standards (i.e., there is reverse accountability to prevent abuses,
excess, and ensure the sustainability of a standard).
M “the right to a standard of living adequate for the health and well-
being of himself and of his family, including food, clothing, hous-
ing and medical care and necessary social services, and the right to
security in the event of unemployment, sickness, disability, widow-
hood, old age or other lack of livelihood in circumstances beyond his
control (article 25)”; and
M “the right to education . . . (article 26)”, and “the right to the pro-
tection of the moral and material interests resulting from any sci-
entific, literary or artistic production of which he is the author
(article 27).”
Glocal Validation
By glocal validation, I refer to the validation of system, process, service,
or product that involves an outsider representing a global perspective or
global claim and an insider representing a local or national perspective
or claim, in order to assess common traits, behavior patterns, variations
between the global and local perspectives, and verify whether anticipated
outcomes are achievable. Glocal validation is articulated around a cross-
societal readiness assessment in a transnational field, using cross-cultural
research procedures.
Transnational Fields
Glocal validation is done within the context of a transnational field or a
transnational social space that encompasses participants and stakeholders
from more than one country. A transnational field will include indi-
viduals from various cultural backgrounds, located in different national
geographic locations, and with different understandings of the mean-
ing of the term validation. Validation in a transnational field requires
preliminary brainstorming and dialogues to develop consensus on what
validation means for both the global and local partners involved in a
glocal collaboration. Validation is necessary not only for the concept of
validation itself, but also for the entire process and conceptual framework
of a validation. It is not uncommon for two societies to use two differ-
ent jargons to refer to a same meaning, or a common concept to signify
different meanings. Furthermore, the existence of a transnational field
in a glocal validation process requires some f lexibility for some “adapt as
you go” decisions regarding access to participants, format and settings for
interviews, appropriate methods of observation, procedures for securing
informed consent, and other similar factors that may follow different pat-
terns within the same study. In other words, there may be one procedure
of validation for the context of the global partner and another process of
validation for the context of the local partner. The consistency test will
not be met in the existence of a uniform validation procedure, but in the
consensus developed between the global and the local to adapt global
validation frameworks to a local context.
108 B U I L D I N G G L O B A L E D U C AT IO N
Factors Transculturality
Assets can be individuals (e.g., skills, talents, gifts, and capacities), associ-
ational (e.g., churches, local organizations, groups, and clubs), and insti-
tutional (e.g., government agencies, human service agencies, educational
institutions, hospital, credit unions, banks, community foundations, busi-
nesses, corporate foundations, and community centers) potential sources of
in-kind or/and financial contributions for a nonprofit organization. (p. 73)
Institutional
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GLOCAL PARTNERSHIP
Transnational Communities
Transnational communities are the network of relationships developed
in countries of adoption by minority populations resulting from inter-
national migration, war, or natural disasters. Transnational communities
exist beyond the borders of any single country, because members tend to
maintain lives that involve both countries simultaneously. Transnational
communities exist in most metropolitan cities in the world. Transnational
communities include low-skilled workers looking for economic oppor-
tunities, refugees who have escaped death for daring to associate or speak
their mind, and other people who reunited with a family member resid-
ing abroad. Additionally, transnational communities include children of
immigrants who mostly have the citizenship of the country of adoption
of their parents, professionals hired for their advanced skills from other
countries, and international students who decided not to return to their
country of origin. This is a simplified summary of the generic makeup
of transnational communities. This is not a monolithic group of poor and
persecuted individuals looking for economic opportunities and political
freedom. It is still partly that, given immigrants are also affected by wide
inequality in industrialized countries. However, transnational communi-
ties constitute a rich milieu of human capital, cultural understanding, and
financial assets for both the country of origin and the adoptive country.
112 B U I L D I N G G L O B A L E D U C AT IO N
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Transnational Organizations
Transnational organizations are organizations that operate across the bor-
ders of several countries, and using processes and systems that transcend
the social, political, and economic contexts of nation-states. Transnational
organizations maintain multidimensional and cross-national structures
that may be designed based on geographic regions of the world, strate-
gic programmatic areas, or sector of activities, or interventions, or other
factors that fit their transnational purpose. For example, a structure that
is geographically based may have branches that replicate the core ser-
vices for specific regions of the world. On the other hand, a structure
that is sectorially based may have specialized branches or units or entities
that offer targeted services or interventions that are different from one
region of the world to another. Transnational organizations may represent
sources for all kinds of potential glocal collaborations, including funding
to implement glocal collaborative activities.
that students attend in their home country without a need to travel over-
seas. Another example is a college or university from an industrialized
country that opens a branch campus in another country without offering
a joint-degree program with a local college or university. In that con-
text, the institution engages the students directly without an institutional
intermediary. The global institution engages students directly, using local
support (e.g., local staff, local adjunct faculty, local marketing resources)
and infrastructures (e.g., local facilities) without an institutional interme-
diary (e.g., a local college, university, or nongovernment organization).
M Initiation
M Articulation
M Implementation
M Closure/renewal.
Initiation
The initiation phase is the point of entry for a glocal partnership. Initiation
can emerge from glocal interactions, policy implementation, funding
requirement, third-party linkage, or a natural event or crisis.
Glocal interactions: Glocal interactions take places during international
meetings, conferences, forums, seminars, symposiums, or other similar
events. Two individuals can meet, share their interest for future collabo-
ration or partnership, and initiate some dialogue that may lead to a glocal
partnership.
Policy implementation: A country, state, region, college, or university
may adopt a policy for internationalization in higher education. The
implementation of such policy may require internal stakeholders affili-
ated with an entity to be proactive in looking for opportunity to initiate
collaboration.
Funding requirement: A funding agency may require that grant propos-
als be submitted through collaboration between two or more agencies.
An applicant actively seeking such funding might explore opportunities
to initiate glocal collaborations or relationships.
120 B U I L D I N G G L O B A L E D U C AT IO N
Articulation
The articulation is the stage related to development of a memorandum
of understanding/agreement (MOU/A) or a partnership agreement. The
articulation of a glocal partnership requires at least two glocal-committed
partners (one in each potential institution partner) to advocate for the
process. This involves someone who is committed to the process and is
ready to volunteer some time, knowledge of resources and systems, and
the patience and discipline to make necessary follow-ups.
Implementation
The implementation phase consists of the overall execution of the terms
of a partnership agreement. The implementation should include the cal-
culation of glocal symbiosis and adjusted glocal symbiosis ratios to ensure
that the level of accountability and empowerment is clear for each part-
ner. The implementation should include an alternative space for safe
discussions, evaluation and acknowledgment of benchmarks, and other
strategies for continuing quality improvement.
Closure/Renewal
The closure/renewal phase is the period at the end of the term of a part-
nership agreement through which the partners decide whether to put
an end to or renew a partnership. A cyclical evaluation must be done
to assess the state of the partnership, and mutually decide whether any
G L O C A L PA RT N E R S H I P 121
Purpose
Before engaging in a glocal partnership, an institution of higher education
must define clear aims, objectives, and outcomes related to developing
collaborations with institutions in other countries. A glocal partnership
process can be conceived and designed to achieve purpose, aims, or goals,
such as:
M train students who are globally aware and locally sensitive as citizens
and able workers of their local community and the global world;
M internationalize the curriculum by infusion global dimensions in
programs and courses;
M provide multicultural and transcultural learning experiences to stu-
dents, in order to enhance their critical thinking and abilities to be
successful in multicultural workplace and settings;
M develop the ability of faculty and staff to provide a transformative
and global learning to students;
122 B U I L D I N G G L O B A L E D U C AT IO N
Fitness
A glocal partnership must be intentional in order to be fruitful for an
academic institution. The purpose of a glocal partnership process must
be in alignment with the overall institutional vision, mission, and goals.
A g local partnership process must pass a fitness test through brainstorming
and assessment that involved various internal and external stakeholders.
The fitness test is an assessment of the extent to which students, faculty,
administrators, and community agree on specific facet of glocal part-
nership that will enable a postsecondary institution to secure academic
and financial return on investment. The academic return on investment
refers to the positive effect that a glocal partnership will most likely have
on student learning and faculty professional growth. The financial return
on investment is the extent to which a glocal partnership can enhance the
reputation of an institution to attract more financial support, recruiting
students who can pay tuition fee, and empower scholars and faculty who
can bring more fundings through grants for research and community
development projects. Therefore, a college or university should be selec-
tive in the development of partnership initiatives. Further, fitness can be
assessed through the lens of successful and unsuccessful glocal partnership
experienced by other similar postsecondary institutions.
G L O C A L PA RT N E R S H I P 123
Mandate
A successful glocal partnership planning process should seek institutional
mandate. Institutional mandate refers to the legal (e.g., authorization
from state or governmental authorities), community (e.g., acceptation
by parents, students), academic (e.g., accreditations to be a provider of
higher learning, acceptation by faculty), and administrative (e.g., leader-
ship, supervisory bodies) frameworks that enable a postsecondary insti-
tution to function. Institutional mandate implies that all stakeholders
of a postsecondary institution are on agreement on the need for glocal
partnership and committed to support future glocal partnerships. Glocal
validation can be an effective strategy to secure mandate for a glocal
partnership.
Mechanics
The mechanics should describe the core activities that will be imple-
mented through the glocal partnership. The activities must be clearly
defined with as much details as possible. The responsibilities of each
partner must be clearly specified in relation to each core activity. The
structures, decision-making process, resources for implementation, forms
of communication, and procedures for conf lict resolution must be
a rticulated in a nonequivocal manner. Regardless of the size and dura-
tion of a glocal partnership, there will always be some expenses to make;
thus, there will be some financial costs. The expenses and the sources
of income to fund the anticipated expenses must be clearly defined, and
later expressed into a budget. Information from the mechanisms of a
glocal partnership should be specific enough to enable the calculation of
glocal symbiosis ratios.
124 B U I L D I N G G L O B A L E D U C AT IO N
Implementation
When developing a glocal partnership agreement, institutions’ part-
ners must ensure that they set a realistic calendar for implementation.
Academic calendars vary from country to country, and sometimes within
a same country there can be limitations in terms of what time specific
activities can be scheduled to be successful. This seems obvious but, if
not handled properly, errors or mistakes in setting the calendar of imple-
mentation can jeopardize the success of a glocal partnership, and cause
irreparable damages. The calendar of implementation must be developed
based on partnership deliverables, benchmarks, or outcomes.
Oversight
A glocal partnership is a transcultural relationship that may be subject
to two different approaches of oversight. It is important for the glocal
partnership agreement to allow f lexibility regarding how each partner
G L O C A L PA RT N E R S H I P 125
Community
A glocal partnership must be nurtured by a transcultural community.
For example, an advisory unit may be created with people identified by
both the global and local partners, to provide outside prospective about
specific aspects of an ongoing glocal partnership. The existence of a tran-
scultural community will ensure that various perspectives contribute to
the implementation and monitoring of a glocal partnership.
Commitment
Commitment is essential to a glocal partnership, because of the poten-
tial for frustration and short-term disappointments during the process.
Commitment develops as the partners learn to know each other and
overcome minor challenges, thus providing opportunities for personal
investments into a glocal partnership. Commitment to a glocal partner-
ship can be sustained through a shared purpose, and positive and strong
glocal symbiosis.
Communication
The terms of a glocal partnership must include the interlocutors, struc-
tures, and mechanisms of ongoing basic and intercultural communica-
tions. The mechanisms of communication should not be left to good will,
but must be elucidated in the glocal partnership agreement. Effective
communication can help nurture the commitment to a glocal partnership,
and avoid unnecessary conf licts on minor misunderstandings.
126 B U I L D I N G G L O B A L E D U C AT IO N
Conflict Resolution
A glocal partnership agreement must list all possible points of contention
or conf lict that may emerge during the implementation phase and specify
the mechanisms to successfully and satisfactorily resolve such conf licts. It
is not possible to anticipate all future sources of conf licts that may attack
a glocal partnership. However, if there is a culture of systematic conf lict
resolution in a prompt manner, it will be easier to deal with conf licts that
the partners could not anticipate.
GLOCALLY INFORMED
PEDAGOGY
Transformative Learning
The concept transformative learning was introduced in the literature of
adult education by Mezirow, referring to a process:
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Phase 1 Disorienting dilemma
Phase 2 Self-examination
Phase 3 Critical assessment of assumptions
Phase 4 Recognition that one’s discontents and transformation were
experienced by others
Phase 5 Exploration of opportunities
Phase 6 Action planning
Phase 7 Knowledge and skills acquisition
Phase 8 Attempting new roles
Phase 9 Competence building
Phase 10 Reintegration
G L O C A L LY I N F O R M E D P E DAG O G Y 133
1. defining paracontextuality,
2. defining metaidentity,
3. operationalizing multipurposefulness,
4. assessing and integrating transworldiness,
5. empowering intersectional synergies through transculturality,
6. creating and facilitating alternative spaces, and
7. assessing and evaluating locally valued outcomes.
Defining Paracontextuality
In a glocal education program the context of teaching and learning is
neither entirely global nor local. Therefore, the paracontextuality must
be defined in operational terms. The paracontextuality can be operation-
alized by taking into account the glocal purpose that serves the philo-
sophical basis for a GIC, the cultural dimensions most likely related to
participant teaching and learning styles, the motivation of the learners,
and the local resources that are available for an instructional process.
G L O C A L LY I N F O R M E D P E DAG O G Y 135
Defining Metaidentity
The identities involved in a GIC must be defined to ensure that they are
taken into account into the teaching and learning process. Mejai’s (2012)
suggestion of “blending outsider and insider perspectives” (p. 18) can
help account for the multiple identities involved in a GIC. As Avoseh
(2012) further argued,
Operationalizing Multipurposefulness
A glocal education should have a glocal symbiosis that blends the purposes
of both the global and the local partners. These purposes should inform
the development of the curriculum for teaching and learning in a GIC.
The operationalization of multipurposefulness will provide information
that enables to calculate glocal symbiosis and adjusted glocal symbiosis
ratios, if needed, which can help determine intersectional synergy in a
glocal higher education program.
Learning by Teaching
Jean Francois (2012) defined LBT as a strategy whereby “the instructor
plans and implements instructional activities that empower the learner to
learn by being a co-instructor (e.g., co-designs syllabus, develops lesson
plan, teaches a sequence, and contributes to course assessment) and by
teaching other learners” (p. 93). In a glocal teaching and learning con-
text, LBT would transform the learner into a partner who can not only
add individual inputs, but also contribute intangibles such as perceptions
and ways of knowing from a dual perspective (the perspective of the
learner and the teacher).
Teachers as Instructor
In a GIC, TAI refers to a strategy of teaching a limited number of instruc-
tors through immersion in other cultures overseas, and transforming such
teacher who lived and studied abroad as instructors to help increase the
glocal awareness and knowledge of the peer teachers. Such strategy can
be used by teacher education programs that need to infuse contents for
glocal awareness in their curriculum and instructional practices.
Learning by Organizing
LBO consists of involving learners in the planning and organizing of
international service learning and study abroad programs while being
participants, assistants, and observers in an immersion abroad program or
activity. LBO can be an effective strategy for instructors who teach com-
parative education, international education, global education, transna-
tional education, intercultural communication, or transcultural studies.
138 B U I L D I N G G L O B A L E D U C AT IO N
GLOCAL COMPETENCE IN
CONTEXT
America’s future depends upon our ability to develop a citizen base that is
globally competent . . . The United States needs more people who under-
stand how other people think, how other cultures work, and how other
societies are likely to respond to American action. (p. 272)
appreciation of other cultures and the ability to interact with people from
foreign lands. It is the ability to become familiar with an environment, not
causing a rift while experiencing something new, and ref lection upon the
experience at its completion. (p. 10)
(p. 33), and categorized it into attitudes (i.e., respect, openness, curiosity,
and discovery), knowledge (i.e., respect, openness, curiosity, and discov-
ery), skills (i.e., observation, listening, evaluating, analyzing, interpret-
ing, and relating), and internal outcomes (i.e., f lexibility, adaptability,
ethnorelative perspective, and empathy), and external outcomes (i.e.,
effective communication and behavior). According to Kuada (2004), “the
intensity of globalization in recent years has brought intercultural com-
petence acquisition studies back to the center stage” (p. 10). Intercultural
competence is valued not only for individuals who want to work abroad,
but also for people looking for employment in their home countries.
Intercultural competence has become a mainstream skill. As Fielden
(2007) asserted, intercultural competence skills are essential to “oper-
ate effectively as a global citizen . . . also help achieve social cohesion in a
multi-cultural society” (p. 23). Intercultural seems strongly connected to
awareness of individual identity (Magala, 2005). For Kim (2002), inter-
cultural competence is more than just awareness. It is the ability of an
individual to adapt to different cultural situations. More specifically, Kim
(2002) defined adaptability as
the individual’s capacity to suspend or modify some of the old cultural ways,
and learn and accommodate some of the new cultural ways, and creatively
find ways to manage the dynamics of cultural difference/unfamiliarity,
intergroup posture, and the accompanying stress. (p. 377)
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M global competence,
M cross-cultural interactions,
M living abroad,
M the stranger experience, and
M second language acquisition.
Global Competence
Global competence is an awareness and possession of knowledge about
global issues, as well as the abilities to use approaches and frameworks that
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Cross-Cultural Interactions
Cross-cultural interactions participate in the development of glocal com-
petence. With cross-cultural interactions, one can increase a more complex
self-awareness and some basic understanding of othernessness. However,
cross-cultural interactions alone are not enough to make one glocally com-
petent. One of the reasons is because cross-cultural interactions can occur
at home without leaving one’s own country, society, or cultural comfort. At
home cross-cultural interactions may most likely to be filtered by nation-
als of other countries living abroad, who themselves have to assimilate or
adapt to the culture, norms, traditions, and other practices of their country
of residence or adoption. Nevertheless, at home cross-cultural interactions
can contribute to one’s glocal awareness and knowledge.
Living Abroad
The lived experience in another country is indispensable for glocal com-
petence in context. Glocal competence does not apply to every context,
but to the context of specific cultures. Therefore, prior immersion into
that other culture at some point is necessary. Obviously, glocal com-
petence in one context can enable one to develop quick adaptability to
another cultural context. Additionally, culture-specific knowledge or
skills acquired in one country can be transferred to another country with
similar cultural backgrounds.
GLOCAL INQUIRY
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M problem formulation,
M theoretical/conceptual framework,
M research design,
M data collection,
M data analysis,
M conclusion, and
M dissemination.
Problem Formulation
Problem formulation constitutes the point of entry for a scientific inquiry
process. A research problem is a condition, area of concern, dissatisfaction,
troubling question, topic, phenomenon, challenge, or any gap in theory
or practice that requires initial or additional investigation. A research
problem can emerge from a gap in practice or theory, but also from per-
sonal interest of the researcher to acquire better understanding regarding
a topic. Fraenkel and Wallen (2006) asserted that a problem
Theoretical/Conceptual Framework
The theoretical/conceptual framework is the phase of a research process
that situates a scientific inquiry within the context of a particular orien-
tation of the world, which can be a theory, a conceptual framework, or
a model. Kerlinger (1979) defined a theory as “a set of interrelated con-
structs (variables), definitions, and propositions that presents a systematic
view of phenomena by specifying relations among variables, with the
purpose of explaining natural phenomena” (p. 64). Therefore, a theory
not only explains a phenomenon, but also serves as a guide for prac-
tice and future research. A theoretical or conceptual framework helps
structure a scientific inquiry within the context of existing explanation
and current literature. Therefore, a theoretical or conceptual framework
must be linked to a review of existing literature about the topic or issue
under investigation. This is essential for the principle of accumulation
of knowledge in scientific inquiry. In other words, when conducting a
scientific research, the research must familiarize herself/himself with the
current state of knowledge related to the research problem. According
to Merriam and Simpson (2000), the literature review helps: (a) build a
foundation for future knowledge, (b) show how a study advances existing
findings, (c) conceptualize the study, (d) provide cues for research design
and instrumentation, and (e) provide a reference point for interpreting
upcoming findings.
Research Design
The research design is simply a plan that outlines the procedures of obser-
vation during a research inquiry. The research design can be quantitative,
160 B U I L D I N G G L O B A L E D U C AT IO N
Data Collection
The data collection phase collects information upon which conclusions
will be drawn. The data collection stage is the phase of observation of a
phenomenon through survey, interview, and other forms of data gathering
and recording.
Data Analysis
Data analysis consists of entering the data into a system, organizing them,
identifying trends, themes, relationships, causality, and transforming
them into information that provides new meanings and understanding.
There are a variety of softwares (quantitative and qualitative) and statisti-
cal tools (for quantitative research) that enable to conduct data analysis in
an expedited manner.
Conclusion
The conclusion provides a descriptive, explanatory, evaluative, or pre-
dictive statement based on the data analysis, as well as clarification of
new knowledge and implications regarding an issue, situation, or prob-
lem. In other words, the conclusion answers the research question(s) or
G L O C A L I N Q U I RY 161
Dissemination
The dissemination consists of using various forms of communication
(i.e., report, article, book, or oral presentation) to publicly share the
findings and implications of a research study for theory and practice.
Glocal Inquiry
A glocal inquiry is an approach to cross-national research study that
is responsive to an adaptation of global research frameworks to a local
culture-specific context. A glocal inquiry involves cross-societal stake-
holders within the context of a glocal partnership. As Figure 12.2 illustrates,
a glocal inquiry framework includes:
M cross-societal stakeholders,
M glocal problem statement,
M cross-societal construct,
M language, translation, and back translation,
M cross-cultural research design,
M intersectional analysis, and
M multipurpose dissemination.
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A glocal inquiry is a cross-societal construct that may involve global and
local conceptual and theoretical frameworks. Scholars with global world-
views may carry the ideologies of dominant discourses in their conceptual
and theoretical frameworks. Just because one is not aware of a framework
in the local context that can help interpret a global issue does not mean
that such framework does not exist. This is similar to the history books
that disseminated for a long time that Christopher Columbus discovered
America, without realizing that he was just not aware of a continent that
existed. To the extent that it is possible, a glocal inquiry should include
conceptual and theoretical frameworks or literature reviews that account
for both the global and local contexts. The literature cannot be a listing
of articles or a two-section text with one part for the global aspect and
another part for the local aspect. The literature review should be based on
a glocal theme that tells a glocal story or narrative that ref lects the inter-
woven between the global and the local, in relation to the conceptual/
theoretical framework, and the research questions or the hypotheses
guiding the study.
M What are the research approaches that constitute the best fit to
address the research questions or hypotheses?
M How to operationalize the variables, so that consensus is developed
around common meanings?
M What types of data will help best measure the variables?
M What are the instruments that are most reliable and adaptable to
collect the necessary data?
M What is the best way to ensure the validation of instruments?
M What types of sampling procedures and samples (size, character-
istics) would provide the best representation possible of the target
population?
G L O C A L I N Q U I RY 165
Multipurpose Dissemination
Findings from glocal inquiry always serve multipurpose, at least the pur-
pose of the insider, the outsider, and the glocal collaboration itself. For
example, a glocal inquiry may provide findings for local or global schol-
arly consumptions or inspire conceptual frameworks for social or com-
munity interventions. The findings from a glocal inquiry may be used in
ways that are different from the global and the local partners.
5. From the issue that you previously selected, identify a theory that
may provide a possible explanation to such issue. Describe the the-
ory that you identified, and explain why you think it is relevant to
such topic!
6. Select a research article from a scholarly source. Do you think the
research designed used to conduct such study was appropriate to
help address the research questions or hypotheses? Explain!
7. How would you define the term glocal inquiry?
8. Discuss the facets of glocal inquiry suggested in this chapter by
expressing the extent to which you agree or disagree with them!
9. In what context do you see a research use a glocal inquiry perspective?
Explain!
CHAPTER 13
culture, world orientation (global or local), and other similar factors may
inf luence how a strategic plan is developed. Kriemadis and Theakou
(2007) identified basic, issue-based, alignment, scenario, and organic stra-
tegic planning as models most used by nonprofit organizations, including
colleges and universities considered as not-for-profit entities.
Basic strategic planning: This is a basic top-down process, which con-
sists of:
M assessing,
M visioning, and
M strategizing.
Assessing
Assessing consists of a comprehensive auditing of internal and external
environments of an organization or institution, through surveys, needs
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Visioning
Visioning is the phase of a strategic planning process during which vision,
mission, and values are defined, revised, or redefined based on finding
from a situational assessment. For example, a college or university that
engages itself in strategic planning for glocal higher education should not
only revise its vision and mission statements to include a glocal dimen-
sion, but also define a clear statement for glocal higher education.
Strategizing
During the strategizing phase, strategic planners deliberate on strate-
gic goals, objectives, strategies, and action plans for implementation.
Strategizing allows envisioning the big picture, clarifying overall direc-
tion, and deciding on benchmarks that would enable to achieve some
larger goals.
M institutional commitment,
M formation of a strategic planning group and steering committees,
M contextual assessment,
M development of a strategic plan,
M validation, and
M adoption and celebration.
174 B U I L D I N G G L O B A L E D U C AT IO N
Institutional Commitment
A glocal planning process requires the commitment of the leadership of a
postsecondary institution to ensure that it is not a showcase exercise with-
out any willingness to invest the appropriate financial and nonfinancial
resources that will be necessary for implementation. Institutional com-
mitment is expressed not by leadership speech, but by the adoption of an
institutional policy to develop a strategic plan for glocal higher educa-
tion, the formation of a strategic planning committee, and the allocation
of financial and logistic resources for such committee to complete its
mandate.
Contextual Assessment
Jean Francois (2012) developed the Motivation for Internationalizing
Curriculum Scale (MICS) to assess faculty intrinsic and extrinsic moti-
vation for internationalizing the curriculum (Box 13.2), and argued that
assessing faculty motivation for internationalizing the curriculum is a
1. Personal interest.
2. Relevance to your job.
3. Student interest in internationalized curricula.
4. Your international knowledge/expertise.
5. Your ability to develop internationalized curricula.
6. Opportunity to develop new ideas.
7. Opportunity to improve your teaching.
8. Intellectual challenge.
9. Opportunity for scholarly pursuit.
10. Opportunity to enhance personal self-satisfaction.
11. Release time from teaching (or other duties) for you to inter-
nationalize your curriculum.
12. Development and availability of internationalized instruc-
tional materials.
13. Seminars and workshops to assist you in your curriculum
development and internationalization efforts.
14. More funds for participation in international programs, sabbati-
cals, and other related professional development opportunities.
15. More funds to support curriculum development and inter-
nationalization for on-campus courses.
16. More funds to support curriculum development and inter-
nationalization for off-campus courses.
17. Including your participation in internationalization efforts
in your evaluation process (salary increases, tenure, and
promotion).
18. More funds to support student participation in international-
ized programs.
19. Recognition, support, and encouragement from dean or chair.
20. Expectation by institution that faculty participate in global
education initiatives.
176 B U I L D I N G G L O B A L E D U C AT IO N
inclusion of inputs in a strategic plan for glocal higher education will make
stakeholders think twice before they commit to the investment of specific
resources. The outputs are activities or services, and participants that will
be involved in the implementation of an adopted strategic plan the pro-
gram. The outcomes are short-term (1–4 years), medium-term (5–9 years),
or long-term (10 years and above) results that a strategic plan will produce
for students, faculty, administration, and overall glocal education policy.
Furthermore, the implementation of a strategic plan for glocal purpose
will be challenged through the test of transworldiness and metaidentities
inherent to multiculturalism. Therefore, the strategic planning taskforce
or group strategic planning for glocal higher education should ensure that
the strategic plan includes provisions for proactive glocal collaboration/
partnership, intersectional synergies during the implementation process,
benchmarking related to the outcomes, and some form of parametabolism
linked to a commitment for continuous quality improvement through a
regular revision of strategies and tactics of implementation in ways that
are responsive to a glocal purpose.
Source: Author.
G L O C A L H IG H E R E D U C AT IO N 181
Validation
It is important that a strategic plan taskforce includes in its calendar of
activities various opportunities (sessions) to return to the contributors,
especially members of the subcommittees and other key engaged internal
and external stakeholders, and asks them to validate the draft of a strategic
plan for glocal higher education prior to final deliberation. Such valida-
tion may help ensure that internal and external stakeholders are comfort-
able with the strategic priorities, goals, objectives, inputs, outputs, and
outcomes that were deliberated from the strategic planning process. This
is an opportunity for people to make valuable additional suggestions and
renew their commitment to the plan.
Interpersonal
An interpersonal glocal higher education program is a partnership between
partners from institutions located in two different countries in order to
achieve a program with a global purpose, using a local perspective. For
example, researcher from one university desiring to conduct international
or comparative research may partner with another researcher or a person
contact at a university in a different country, to conduct research on a
target population in such country. The researcher with an international
or comparative research agenda is the global partner. The researcher or
person contact who will contribute a local perspective to the study is the
local partner. This cooperation requires a set of activities with a global
purpose, specific goals, objectives, outcomes, through a local perspective,
thus constituting a glocal higher education program. This is an interper-
sonal glocal higher education program. It is interpersonal, because such
program involves primarily the two people or partners collaborating,
with little to no institutional involvement (i.e., administrative procedures
for travel, research, funding, report). An interpersonal glocal higher edu-
cation program can involve two partners from two different countries
to contribute their local perspectives to implement a project or program
or conduct a research study with a global purpose. In that context, the
globalness is in the purpose of the program or the collaboration. The
localness resides in each partner who will provide a local perspective.
Although an interpersonal glocal higher education program needs to fol-
low appropriate institutional administrative policies or procedures (i.e.,
funding, travel, ethical research standards, and reports), such program is
interpersonal, because the purpose, goal, objectives, agendas, and evalua-
tion are set exclusively by the two people involved.
M A N AG I N G G L O C A L E D U C AT I O N P RO G R A M S 185
Consultative
A glocal higher education consultative program is a collaboration based
on a consultancy initiated by a local or a global partner in order for one
partner to receive a compensated or rewarded educational or support ser-
vice from the other. It is important to underline the term consultancy,
which means that one partner possesses an education-based or education-
related expertise that the other partner requests. The consultancy is in
the form of a collaboration that includes a “global” partner and a “local”
partner. The global partner will be the expert who have developed a
global or international recognition and will be providing an outsider
expertise to a local or national university. Therefore, the global is not
justified in the country of citizenship or residence of the expert, but in
the globalness of the expertise. The local resides in the partner that will
contribute the local perspective.
A university located in one country (local partner) may request the
expertise of scholars from another university (global partner) in a differ-
ent country to develop a new graduate program in a specific discipline
that would be an example of glocal consultancy. This consultation will be
based on a cooperative or consultative agreement to provide an education-
based or education-related service. This would be a glocal higher educa-
tion consultative program.
A college or university, organizing a study abroad or international
service learning program, using in exchange for a reward or compensa-
tion the facilities, staff, faculty, and other resources of an educational
institution in another country is another example of a consultative glo-
cal higher education program. The college or university organizing the
study abroad or international service learning program is the global partner.
The educational institution in another country is the local partner. In
that case, the expertise contributed is in the form of logistic and academic
support. In that collaboration, the global partner cannot effectively plan
and implement such study abroad or international service learning with-
out the local perspective of the local partner.
Interinstitutional
An interinstitutional glocal higher education program involves a program
planned and implemented through a partnership between an institution
with a global purpose and another institution that would provide a local
perspective. Two universities from two different countries offering a dual
or a joint degree program would be an example of an interinstitutional
186 B U I L D I N G G L O B A L E D U C AT IO N
glocal higher education program. One of the institutions may provide the
global perspective (i.e., global scholars, recognition, internationalization
agenda, etc.) and the other institution may provide the local perspective
(i.e., local participants or beneficiaries, local setting, local agenda).
Multipartite
A multipartite glocal higher education program involves a program
planned and implemented through a consortium of more than two part-
ners with a combination of global and local perspectives. An example of
a multipartite glocal higher education program could be a consortium
of two or more postsecondary education institutions funded by a grant
maker agency (e.g., USAID, African Union, Asian Development bank,
OECD, OAS, UNESCO, UNICEF) to implement an educational pro-
gram in a country different from the country of at least one of the other
postsecondary institutions involved in the partnership.
Transnational
A transnational glocal higher education program is a set of purposeful
teaching and learning activities for students located in a country different
from the country of a global institution that planned and implemented
such a program. A transnational glocal higher education program uses
a local perspective in philosophy, delivery, curriculum, and instruction
that involve such program, without necessarily partnering with a local
organizational or institutional third party. The development of a branch
campus abroad is an example of a transnational glocal higher education
program.
Special Arrangements
Some glocal higher education programs may fall into more than one
types described above, and can be considered as special arrangement glo-
cal higher education programs. For example, an interpersonal partnership
may involve a scholar affiliated with a postsecondary education institu-
tion from one country and another independent scholar from a different
country, without an institutional affiliation. A study abroad program may
be offered by a third party that is multinational, but maintains on-site
staff that can provide local perspective to a study abroad or international
service learning program. A scholar may provide an independent con-
sultancy without any involvement of his/her institution of affiliation.
M A N AG I N G G L O C A L E D U C AT I O N P RO G R A M S 187
Management
Management is simply the process and practice of planning, organizing,
coordinating, controlling, and making decision about the implementa-
tion of activities, projects, and programs that enable an organization or
institution to achieve its goals and objectives through available resources.
As this definition suggests, management carries the function of planning
(i.e., setting direction, priorities, and performance targets), organizing
(i.e., designing of tasks, task assignment), coordinating (i.e., reporting
relationships, patterns of interaction), controlling (i.e., staffing, motivat-
ing, performance assessment), and making decisions (i.e., balancing alter-
natives and context to make decisions). Management plays a key role in
the success of the failure of a program. As Finkelstein, Hambrick, and
Cannella (2009) argued, “The small group of people at the top of an
organization can dramatically affect organizational outcomes. Executives
make big and small decisions. They shape the framework by which their
organizations hire, mobilize, and inspire others to make decisions. They
represent their organizations in dealings with external constituencies
(p. 3).” Effective management is central to the success of a glocal higher
education program. The management of a glocal higher education should
be based on intentional global and local perspectives inspired by cross-
cultural management.
Financial Management
Financial management is a set of strategies and practices that help you
manage the revenues and expenses related to an institution, an organiza-
tion, a program, or a project. Financial management includes all aspects of
budgeting, bookkeeping and banking, cash f low, balance sheet, purchase,
credit, taxes, and financial statements. Every institution of higher educa-
tion would have adopted accounting policies and procedures, in order to
ensure that assets are safeguarded, financial statement are in compliance
with generally accepted accounting principles (GAAP) or other account-
ing tools or frameworks, and that finances are managed with appropriate
and effective stewardship. Usually, the management of a glocal higher
education program involves other intrainstitutional units that specialize
themselves in various aspects of the finance of a program or a project,
188 B U I L D I N G G L O B A L E D U C AT IO N
Cross-Cultural Management
Cross-cultural management is the management process and practices
that in a cross-cultural environment or a cross-cultural context. In a
glocal higher education program, the context or environment of cross-
cultural management can be physical or/and virtual. In a glocal higher
education, there will be stakeholders from different national and cultural
backgrounds. Therefore, there will always be a physical or a virtual cross-
cultural group work or team. Whether it is an interpersonal, consultative,
interinstitutional, multipartite, transnational, or special arrangement
program, the planning, organizing, coordinating, supervising, and con-
trolling of activities may involve face-to-face and virtual interactions
through emails, telephone, and videos. Therefore, the principles of
cross-cultural management will apply to most facets of a glocal higher
education program. Cabrera and Bowen (2005) assert that cross-cultural
management implies an ability to “expand scale, network or knowledge
economies beyond local markets, (to devise) business models that exploit
economic inefficiencies across national lines” (p. 799). In other words,
cross-cultural management requires an ability to manage complexities
beyond one’s national physical and cultural borders, because a cross-cultural
manager must develop an understanding of one’s culture in comparison
to other cultures (i.e., differences and similarities), especially the cultures
that participate in the makeup of a cross-cultural team. Johnson (2011)
put it best when describing cross-cultural managers as “change agents,
ethical, decisive, confident, proactive, critical thinkers, versatile, process-
focused, open-minded, and accountable” (p. 30). Management in a glocal
context is very challenging, because such context puts a manager in a
continuing struggle to decide between global requirements or standards
and the needs for local f lexibility or adaptation.
M A N AG I N G G L O C A L E D U C AT I O N P RO G R A M S 189
M individualism-collectivism,
M power distance,
M uncertainty avoidance,
M masculinity-femininity, and
M Confucian dynamism, or long-term orientation.
Hofstede’s (2001) framework has been used in lots of studies and serves
as benchmark in various disciplines or fields of study (Kirkman and Law,
2005). However, the framework has been subject to some criticisms.
Maznevski, Nason, and Distefano (1997) said that two dimensions in
Hofstede framework are separate without justification, and some items
seemed unrelated. McSweeney (2002) argued that the samples for some
of the cultures in Hofstede analysis were too small to lead to broad gen-
eralization of such cultures.
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M What? What is the problem identified? What is/are the explicit cause(s)
of the problem? What is/are the root cause(s) of the problem?
M Where? Where was the problem identified?
M When? When did the problem first occur? Has there been a pattern?
M Who? Who identified the problem? Who will be affected by the
problem, if not solved? Who can benefit from the problem, if not
solved? Who can suffer collateral damage, if the solution applied to
the problem is ineffective?
M Why? Why should the problem be a concern for the current and
potential operations and success of the program?
Formulation of Alternatives
One of the most common temptations that managers are attracted to
is to select the most obvious solution for a problem without thinking
about other possible solutions that may require more work and more
time. Sometimes, the most obvious solution works if one is lucky. Most
of the time, the obvious solution offers a temporary fix, until the same
problem reemerges. The best route for effective solution to a problem is
to identify all options possible, to ensure that the best solution was not
left behind. Formulation of alternatives or options can be done through
brainstorming with the involvement of all stakeholders with an interest
to solve the problem. In a glocal higher education program, both global
and local stakeholders must be involved in formulation of alternatives.
A stakeholder may not have a solution to offer but, if left behind, may not
feel a sense of ownership when a solution is applied, even if it is the best
solution. This is one type of malaise that is avoidable when managing a
glocal higher education program.
Evaluation of Alternatives
The evaluation of alternatives is critical to ensure that the option selected
is objectively the best one possible. In the context of a glocal higher edu-
cation program, each alternative or option identified to solve a problem
should be assessed based on at least three criteria: (a) the data or facts avail-
able to assess the quality or potential efficiency of each option, (b) the
cross-cultural sensitivity positively or negatively related to each option
and strategies to maximize (for positive sensitivity) or address (for nega-
tive sensitivity) them, and (c) the win-winness of each option. By win-
winness, I mean the extent by which each option directly or indirectly
provides a solution that is acceptable for both the global and local partners
while furthering the purpose of the glocal higher education program.
M A N AG I N G G L O C A L E D U C AT I O N P RO G R A M S 193
Reflection
The problem-solving process should not stop after adopting a solution.
As part of a timeline to monitor the efficiency of a solution, managers
should intentionally create a space for ref lection regarding the impact
of the solution on the operations of a glocal higher education program.
The application of a solution, even the best solution, does not always
guarantee success, because there can be extraneous factors that prevent a
solution from working properly.
Transition
Transition is the ultimate stage of a problem-solving process. The tran-
sition should be designed to acknowledge that the problem was solved,
solved partially, or not solved. If the problem was solved, lessons learned
must be documented, and closure recorded. This is the ideal scenario. If
the problem was partly solved, manager should document the gap in the
application of the solution, make the appropriate adjustment to the solution
adopted, reapply the adjusted solution, and set a timeline for ref lection and
transition. If the problem was not solved at all, manager should acknow-
ledge and document the failure of the solution applied to the problem, reas-
sess and reformulate the problem, revise the alternative, identify additional
alternatives, involve additional stakeholders, select a new solution, deliberate/
apply the solution, and set timeline for ref lection and transition.
3. What are the factors you should take into consideration when hiring
staff for a glocal higher education program?
4. What are some strategies do you think can help motivate a multi-
cultural team or group work collaborating on a glocal project?
5. How would you assess the overall labor and employment-related
environments in a glocal higher education program? What would
you want to know? Who will ask questions? What types of questions
would you ask? How would you validate the information collected?
CHAPTER 15
GLOCAL LEADERSHIP
About Leadership
Northouse (2004) defined leadership as “the process whereby an individual
inf luences a group of individuals to achieve a common goal” (p. 3).
Leadership is very important for the effectiveness of an organization as
well the success of a project or an activity. With leadership comes guid-
ance, and a sense of direction that inspires a drive for action. Zalenick
(1986) cautioned not to confuse leadership with management, because
they mean two different things. Leadership is the ability to inf luence fol-
lowers, but management oversees and directs subordinates (Martin, 1997;
Blank, 2001). The leader tends to focus on the big picture that affects the
relationship of an organization or institution with its external environ-
ment while the manager pays more attention to enhance the internal
facets. Furthermore, leadership roles stress a lot on matters of strategizing
for the future, defining or revising vision, motivating stakeholders, and
transforming an organization or institution. On the other hand, manage-
ment roles emphasize on staffing and supervising, monitoring utilization
of resources, overseeing and controlling the proper execution of tasks,
and the application of policies and procedures.
According to Zalenick (1986), management implies an impersonal and
even passive attitude toward goals, whereas leadership involves an environ-
ment of personal and active attitudes to accomplish goals. He also argued
that management is a combination, an interaction between people and
ideas for strategic decision making. Leadership is a process of inf luence
through high risk and even danger. According to Kotter (1990), manage-
ment occurs through complexity, planning, rigid organizational design
and structures, and outcomes monitoring, while leadership is about set-
ting vision, direction, and providing inspiration. Bennis and Nanus (1985)
198 B U I L D I N G G L O B A L E D U C AT IO N
Traits Theories
Traits theories are to a certain extent another way of expressing the great
man theory. The traits theories associated leadership abilities or skills or
effectiveness with some physical, personal, social, and personality traits
considered as inherent to individuals who are leaders (Stogdill, 1974). For
example, Kirkpatrick and Locke (1991) argued that “it is unequivocally
clear that leaders are not like other people” (p. 59), and expanded to assert
that contrary to other people, leaders have the drive, the desire to lead,
honesty and integrity, self-confidence, cognitive ability, and knowledge.
Therefore, one could determine whether a leader can be effective by an
assessment of some individual traits (Gardner, 1989). Box 15.1 describes a
selected list of traits that were associated with leadership in various studies
or publications
There is no doubt that some of these traits could be found in an effec-
tive leader. However, these traits alone do not make an effective leader.
It would be misleading to think that if someone has these characteristics,
she/he will be an effective leader. In other words, while some traits can
be important contributors to one’s leadership abilities, there is no evidence
that possessing these traits alone may make one become an effective leader
(Stogdill, 1974; Yukl and Van Fleet, 1992). In fact, Wright (1996) found
that there were “no difference between leaders and followers with respect
to these characteristics . . . ” (p. 34). In other words, a follower with no
intention of being a leader or with no leadership skills may show the same
traits as someone who is an effective leader.
200 B U I L D I N G G L O B A L E D U C AT IO N
Behavioral Theories
The behavioral theories looked at leadership based on the behavior of
the leader. They identified patterns of leader behavioral relationships
associated with performance of groups within organization. Behavioral
leadership theories include The Ohio State studies (Stogdill, 1974),
Douglas McGregor’s (1966) theory X and theory Y, Rensis Likert’s
(1967) Michigan studies, Blake and Mouton’s (1978) managerial grid, and
Lewin’s studies (Megginson, Mosley, and Pietri, 1989). The behavioral
leadership theories have made leadership behavior an integrative part of
the leadership process. However, critiques argued that the style approach
lacked consideration for the situational factors that inf luence leadership
interactions between the leader and the followers. In fact, some critiques
were quite severe. For example, Yukl (1994) asserted that studies on style
approach were “mostly contradictory and inconclusive” (p. 75). Further,
Robbins (1996) wrote, “Situations change and leadership styles need to
change with them. Unfortunately, the behavioral approaches don’t rec-
ognize changes in situations” (p. 419). In fairness, one must recognize
that the behavioral theories have contributed to broaden the perspectives
to study leadership by providing an additional framework (behavior) to
look at a leader, besides the personality traits.
GLOCA L L E A DER SH I P 201
Contingency Theories
The contingency theories contributed to expand the explanation and
understanding of leadership by looking at the styles of the leader and
situations within which leadership occurs. Fiedler (1967) argued that the
effectiveness of the leader depends on the leadership style and the degree
to which the situation or the context gives control and inf luence to the
leader. In other words, an effective leader would be the one who can
adapt to a situation, because a different situation will require a different
style of leadership. Consequently, the leadership style will be contingent
on the situation, which is related to the level of followers’ readiness or
maturity (Hersey and Blanchard, 1977). The contingency theories include
other approaches such as the leader-member exchange theory (Duchon,
Green, and Taber, 1986), the path-goal theory (House, 1971), and leader-
participation model (Vroom and Yetton, 1973). Critiques argued that the
contingency or situational theories of leadership have focused mainly on
the relationships between the leader and the immediate followers, and
did not account for demographic characteristics such as age, education,
or experience, which may contribute to the leadership interactions in
context (Vecchio and Boatwright, 2002). In addition, the contingency
theories neglected the structure, politics, or symbols that constitute a
leadership environment (Bolman and Deal, 1997).
Servant Leadership
Servant leadership was introduced by Greenleaf (1977), a retiree of AT&T.
Greenleaf (1967), explained that a leader is obligated and responsible for
the moral environment of his group, organization, or society. Therefore,
serving is the first priority of leader. According to Greenleaf (2002) a leader
earns the right to lead only when people’s needs are satisfied. In other
words, servant leadership is based on the premise that the leader is one
to whom serving and the search for serving is a natural component of
the leader (Greenleaf, 1977; Farling, Stone, and Winston, 1999). The ser-
vant leader exemplifies a servant attitude that inspires followers to actions.
Prosser (2007) asserted that servant leadership was promoted a way of lead-
ing others by a desire to serve. Servant leadership is rooted on the virtues of
love, humility, altruism, vision, trust, empowerment, and service (Kaplan,
2000; Veronesi, 2001; Harrison, 2002; Wis, 2002; Patterson, 2003). Spears
(1995) identified ten principles of servant leadership—listening, empa-
thy, healing, awareness, persuasion, conceptualization, foresight, stew-
ardship, commitment to the growth of people, and building community.
Collaboration, integration, bridge building, and earning the trusts of others
are key ingredients for an effective servant leadership practice.
Boje (2003), questioned the consistency of a servant leadership
approach, and argued that “The servant leader is a bureaucratic authority
and at the same time a servant to the social welfare. It is not clear that the
servant leader decentralized authority” (p. 9). Boje (2003) underlined the
fact that servant leadership may involve Machiavellian strategies that may
collapse the entire proposition of servant leadership.
In addition, Boje (2003) argued that servant leadership as a frame-
work is contradictory. However, Greenleaf wanted to train managers to
become servant leaders, while indicating that servant leadership begins
“with the natural feeling that one wants to serve, to serve first. Then
conscious choice brings one to aspire to lead” (Greenleaf, 1991, p. 6).
Servant leadership as presented by Greenleaf (1991) seems more like a
trait that one develops, and not a learned behavior, which is implied
by training managers to become servant leaders. Furthermore, Bradley
(1999) argued that the focus on being a servant can prevent a leader from
fulfilling leadership tasks.
204 B U I L D I N G G L O B A L E D U C AT IO N
Box 15.2 provides a list of the ten clusters and examples of countries
included in each cluster that were involved in the research related to
the implications of these competencies for leadership across cultures
(Grove, 2005).
An understanding about the inf luence of geographic location and cli-
mate conditions on perceptions and behavior can help in decision making
Glocal Leadership
The term glocal leadership is used to suggest an approach to inf luence the
perceptions, motivation, and behavior of people toward glocal purposes
based on an understanding of cultural dimensions among societies in the
world and a focus on culture-specific ways of nurturing followership.
An understanding of cultural dimensions is a proxy for global leadership
principles, based on global mindedness, global leadership competencies,
and leadership facets related to global trends. Culture-specific ways of
nurturing followership is a proxy for local leadership, which is based on
local culture, context, and purpose. Glocal leadership can be developed
through a continuing improvement process related to factors such as:
M Glocal competence
M Facilitation of intersectional synergy
M Monitoring parametabolism
M Empowering insider’s leadership abilities
M Developing and nurturing alternative space
M Using transworldiness and para-contextual motivation
M Setting multi-purpose aims
M Integrating co-benchmarking in program and project implementation
M Fostering glocal rewards and return on investment
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