Comprehensive Global Competence for World-Class Universities in China: Context, Concept, Model and Evaluation [Paperback]

This book proposes the new concept of comprehensive global competence in order to explore how to advocate, cultivate, and implement global competence at Chinas higher education institutions. The concept essentially refers to an organizational, cross-cultural capacity involving students, faculty members, administrators, and staff in a multidimensional learning domain that values, shapes, and promotes global competitiveness at higher education institutions.

Unlike the other literature available, which has largely approached defining global competence it from four perspectives: an adaptationchange mode, an inputoutput mode, a willingnesstolerance mode, and a learningcompetence mode, this book draws on the theoretical framework put forward in Dimensions of Learning (Marzano, 1992) in order to explain the meaning, implications, and justification of the concept of comprehensive global competence. Specifically, Marzanos Dimensions of Learning Model offers a comprehensive research-oriented framework on learning cognition and the learning process. With the help of this resource, the book discusses in detail the conceptual, practical, and strategic aspects of creating comprehensive global competence.

Foreword.- Acknowledgements.- Part 1 Conceptualizing  Comprehensive Global Competence.- Chapter 1 The Conception of Comprehensive Global Competence.- Chapter 2  Comprehensive Global Competence for Student.- Chapter 3 Comprehensive Global Competence for Faculty.- Part 2 Practical Framework of Comprehensive Global Competence.- Chapter 4  Mapping  Global Comprehensive Global Competence Concept.- Chapter 5.- Constructing  Comprehensive Global Competence of Higher Education Practice.- Chapter 6  Comprehensive Global Competence of Higher Education Practice.- Chapter 7  Constructing Comprehensive Global Competence of Higher Education Strategy.- Chaptelc*