Semester	Fall Semester, 2018
Department	Junior Class of Department of Education Senior Class of Department of Education
Course Name	Education Policy and Globlization
Instructor	HOU YUNG-CHI
Credit	3.0
Course Type	Elective
Prerequisite

Course Objective

Course Description

Course Schedule

週次 Week	課程主題 Topic	課程內容與指定閱讀 Content and Reading Assignment	教學活動與作業 Teaching Activities and Homework	學習投入時間 Student workload expectation
週次 Week	課程主題 Topic	課程內容與指定閱讀 Content and Reading Assignment	教學活動與作業 Teaching Activities and Homework	課堂講授 In-class Hours	課程前後 Outside-of-class Hours
1	Introduction	1. Realizing the students background, interests and expectations	Explain the syllabus and the required readings	3	3
2	Meaning and tensions of globalization in educational development	1. Identify the English terminology in education 2. Rothenberg, L. E. (2003). The Three Tensions of Globalization. Occasional papers from the American forum for Global Education.	Completing worksheet on globalization and defining globalization	3	3
3	Meaning and tensions of globalization in educational development	1. The Worldwide Explosion of Internationalized Education Policy (pp. 1-21) in Global Trends in Educational Policy 2. Philip G. Altbach, Liz Reisberg and Laura E. Rumbley (2009). Globalization and Internationalization in Global Higher Education: Tracking an Academic Revolution 3. Philip G. Altbach & Hans de Wit (2018). The challenge to higher education internationalization. University World News, http://www.universityworldnews. com/article.php?story=20180220091648602	Facilitate class discussion based on the reading questions	3	4
4	Presentation (1) Debate	The first big group presentation with pro and con arguments	Pro and con groups debating the impacts of globalization	3	5
5	Sustainability and teacher education	1.Teachers in Asia Pacific: Career profession and professional development (pp.1-4) 2. Challenges for teacher shortage and quality	Facilitate class discussion based on the reading questions	3	3
6	Sustainability and teacher education	3. Sustainable development and global citizenship (pp.287-297) 4. Global Perspectives for Teacher Education ( pp. 259-287) in Global Trends in Educational Policy	Facilitate class discussion based on the reading questions	3	4
7	Sustainability and teacher education	4. UNESCO. (2015). Investing Teachers Is Investing in Learning. Paris: UNESCO. 5. UNESCO (2012). From Access to Equality Empowering Girls and Women through Literacy and Secondary Education. Paris: UNESCO.	Facilitate class discussion based on the reading questions	3	3
8	Presentation (2)	Hold a panel of the challenges that teachers education face in Taiwan: how to make a good policy	Each group needs to hold a strategy meeting for quality enhancement of Teachers Education	3	6
9	Global Competition and Talent Race	1. Jung Cheol Shin & Barbara M. Kehm (2013). The world class university in different systems and contexts. 2. Altbach, P. and Salmi, J. (2011). The Road to Academic Excellence. Washington, D.C. : The World Bank. Crossley, M., Broadfood, P. & Schweisfurth, M. (2007). Changing Educational Contexts, Issues and Identities. London: Routledge 3. Akiyoshi Yonezawa & Angela Hou,Yung Chi (2014). Continuity and transformation: Continuous challenges for world-class status among universities in Taiwan and Japan as aging societies (pp.85-102). Global Outreach of World-Class Universities: How It is Affecting Higher Education Systems. Ying Cheng, Qi Wang, Nian Cai Liu eds. Sense Publishers	Facilitate class discussion based on the reading questions	3	5
10	Global Competition and Talent Race	Institute of Higher Education, Shanghai Jiao Tong University (2017). Academic Rankings of World Universities, Times Higher Education. (2017). *World University Rankings.* QS (2015). QS World University Ranking. U.S. News & World Report. (2017). Best Global Universities Rankings. Altbach, P. G. (2006, winter). The dilemmas of ranking. International Higher Education, 42.	Ranking systems comparison and dilemma	3	6
11	Presentation (3)	World class universities building and institutional strategic plan	How Senior administrators develop strategic plan	3	6
12	Cross-border education and issues in Asian higher education	1. Jane Knight (2007). “Cross-border Tertiary Education : an Introduction” in OECD (2007). Cross-border Tertiary Education. Paris: OECD & the World Bank. Vietnam scholars observation	Facilitate class discussion based on the reading questions	3	3
13	Cross-border education and issues in Asian higher education	2. Hans de Wit. (2014). The different faces and phases of internationalization of higher education in the Forefront of International Higher Education. Dordrecht, Springer. 3. Widely recognized problems, controversial solution: issues, and strategies for higher education development in East and Southeast Asia by David Chapman and (pp. 25-45) Jouko Sarvi	Facilitate class discussion based on the reading questions	3	3
14	globalization and liberal education	1. The East-West Axis? Liberal Arts education in East Asian Universities(pp. 27-37) by Rui Yang	Skype meeting with Chris Hill	3	3
15	Quality assurance and qualification recognition	1. Quality Assurance of Joint Degree Programs from the perspective of Quality Assurance Agencies: Experience in East Asia.	QA of Cross border education	3	3
16	Quality assurance and qualification recognition	2. Recognition of Academic Qualifications in Transnational Higher Education and Challenges for Recognizing a Joint Degree in Europe and Asia.	Skype meeting with Kevin Kinser	3	3
	Presentation (4)	Capstone: APEC Simulation	Representatives from Asian Countries discussing the future of Education 2030	3	5
18	Final Exam	Written exam		3	3

Teaching Methods

Teaching Assistant

Requirement/Grading

Teaching approaches include lecture, group discussions, individual and group presentations. Some foreign scholars will be invited to join class through skype.

1. Attend class, complete reading assignments, and participate in class discussions. This course has both discussion and lecture components. Teacher will give a lecture for the reading assignment first. The outline of the presentation will be prepared by teacher. Then each class will start with a discussion that focuses on the assigned readings and uses them to address larger questions. You are expected participate actively in these discussions. Question-posing to the class is especially encouraged, especially questions that may have no "right" answer. At the last period, students are required to present the discussion group by group. If the topic is complete, teacher will give an introduction on the topic at the last 15 minutes for the following week.

2. Group presentation: each student is required to present their discussion in turn each time. The presentation will be graded on the following element: fluency, content, group collaboration and being well-organized. Those who can’t reach the standard may be expected to try it once more next time.

3. Skype with foreign scholars: Some foreign scholars who specialize on the themes of the course will be invited to join class discussions and interact with students

Because this course relies so heavily on classroom participation and collaboration, it is essential to attend all classes. If it is necessary to miss a class, please notify the professor as far in advance as possible. However, you are expected to attend the class every week. Up to 4-hour excused absence is acceptable because of irresistible reasons. However, each one –hour excused absence will result in a one-point reduction of your final grade. But each unexcused absence will make lose three points of your final grade. More than 4-hour excused and unexcused absence will result in a failure of the course.

The course will be graded based on the following criteria:

Project presentations (50%). Contributions in class should reveal a substantial familiarity with assigned readings, a capacity to analyze the issues and problems under discussion, and an ability to incorporate, synthesize, and constructively criticize the comments of classmates.

Paper / Questions presentations (30%). For any one of the assigned papers, make a presentation according to topics or questions raised

Final written exam (20%). Essay questions

Textbook & Reference

References and reading materials

Akiyoshi Yonezawa & Angela Hou,Yung Chi (2014). Continuity and transformation: Continuous challenges for world-class status among universities in Taiwan and Japan as aging societies (pp.85-102). Global Outreach of World-Class Universities: How It is Affecting Higher Education Systems. Ying Cheng, Qi Wang, Nian Cai Liu eds. Sense Publishers Hou, Angela Yung Chi Hou, Morse, B., Wang, W. (2015). Recognition of Academic Qualifications in Transnational Higher Education and Challenges for Recognizing a Joint Degree in Europe and Asia.

Altbach, P. and Salmi, J. (2011). The Road to Academic Excellence. Washington, D.C. : The World Bank. Crossley, M., Broadfood, P. & Schweisfurth, M. (2007). Changing Educational Contexts, Issues and Identities. London: Routledge.

Altbach, P. G., Liz Reisberg and Laura E. Rumbley (2009). Globalization and Internationalization in Global Higher Education: Tracking an Academic Revolution. Paris, UNESCO.

Hou, Angela Yung Chi , Morse, B., Wang, W. (2017). Recognition of Academic Qualifications in Transnational Higher Education and Challenges for Recognizing a Joint Degree in Europe and Asia. Studies in Higher Education, 42:7, 1211-1228

Hou, Angela Yung Chi. (2016). Quality Assurance of Joint Degree Programs from the perspective of Quality Assurance Agencies: Experience in East Asia. Higher Education Research & Development. 35(3), pp. 473-487.

King, R., Marginson, S. and Naidoo R. (2011). Handbook on Globalization and Higher Education. Northampton: Rdward Elgar Publishing, Inc.

Knight, J. (2004). Internationalization Remodeled: Definition, Approaches, and Rationales. Journal of Studies in International Education, pp. 5-31.

Maldonado-Maldonado, A.(2014). The Forefront of International Higher Education. Dordrecht, Springer.

Marginson, S., Kaur, S. and Sawir, E. (2011). Higher Education in the Asia- Pacific. Victoria: Springer.

OECD (2007). Cross-border Tertiary Education. Paris: OECD & the World Bank.

OECD (2012). Educational policy outlook . Paris: OECD.

OECD (2012). Equity and quality in education supporting disadvantaged students and schools. Paris: OECD.

Rizvi, F. and Lingard, B. (2009).Globalizing Education Policy. New York: Routledge.

Rothenberg, L. E. (2003). The Three Tensions of Globalization. Occasional papers from the American forum for Global Education.

Salmi, J. (2009). The challenges for establishing world-class universities. Washington, D.C.: The World Bank

Suares-Orozco, M.M. & Qin-Hillard, D. B. (2004). Globalization and Education in the New Millennium. Berkeley: University of California Press.

UNESCO (2012). From Access to Equality Empowering Girls and Women through Literacy and Secondary Education. Paris: UNESCO.

UNESCO (2012). Opportunities lost: The impact of grade repetition and early school leaving. Paris: UNESCO.

UNESCO. (2015). Investing Teachers Is Investing in Learning. Paris: UNESCO.

Wiseman , A. W., and Baker, D. (2005). Global Trends in Educational Policy. Greenwich, JAI Press.

Ziguras, C. and McBurnie, G. (2015). Governing cross-border higher education. London, Routledge.

Urls about Course

Attachment

global trends in Education plicy worldwide explosion of international policy.pdf