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Patterns of globalizations in education


Dr. Tamaro J. Green

TJG News:

2021-05-12 00:08:17 viewed: 586


Globalization, a pattern, which in academia has created an environment for universities to, voluntarily, or reluctantly, embrace culture, politics, and social norms, of empowering and enabling nations.  Bradford, Guzmán, and Trujillo (2017) suggest academic systems develop policies and practices for integration with the global academic environment.  Globalization as a pattern includes national and regional regulations and practices as well as cultural norms and morals.   Karsaklian (2021) propose definitions of multicultural environments observe contemporary trends for both educational and professional settings.  National political trends challenge the possibilities of smooth transitions in globalization.  Le Grange (2020) discusses the rise of neoliberal politics in the higher education institution setting and explores the challenges of ethics and morals in these emerging environments.

The influence of globalization in economics has required acceptance of emerging operations to meet situations not previously defined through international agreement.  Educational systems have adopted an economical approach to globalization to meet the needs of sustaining the influence of powerful nations.  The success of an acceptance approach to globalization in education depends on the cooperation of powerful nations to withstand social resistance to the motif of global cooperation.  Educational institutions may design an active plan for embedding contemporary goals in the seams of the patterns of globalization. 

Education institutions actively participating in designing seams of globalization may participate in economic growth and prosperity.  Valero and Van Reenen (2019) correlate a growth in higher education attendance to economic growth.  Education institutions may also provide insight in improving learning through globalization.  Fromm et al. (2021) explore virtual reality technology in education to support experimental learning modes of concrete experience, reflective observation, abstract conceptualization, and active experimentation.  Almazova, Rubtsova, Kats, Eremin, and Smolskaia (2021) evaluate scenario based learning for foreign language training in higher education.





Almazova, N., Rubtsova, A., Kats, N., Eremin, Y., & Smolskaia, N. (2021). Scenario-based instruction: The case of foreign language training at multidisciplinary university. Education Sciences, 11(5). doi:10.3390/educsci11050227

Bradford, H., Guzmán, A., & Trujillo, M. A. (2017). Determinants of successful internationalisation processes in business schools. Journal of Higher Education Policy and Management, 39(4), 435-452. doi:10.1080/1360080X.2017.1330798

Fromm, J., Radianti, J., Wehking, C., Stieglitz, S., Majchrzak, T. A., & vom Brocke, J. (2021). More than experience? - On the unique opportunities of virtual reality to afford a holistic experiential learning cycle. The Internet and Higher Education, 50, 100804. doi:

Karsaklian, E. (2021). Is openness to diversity the path to multiculturalism? A case study testing an updated ODC scale and the influence of social desirability bias. International Journal of Multidisciplinary Perspectives in Higher Education, 5(2), 66-85.

Le Grange, L. (2020). Research ethics: Examining the tension between principlism and rational self-interest in a neoliberal university context. Transformation in Higher Education; Vol 5 (2020). doi:10.4102/the.v5i0.88

Valero, A., & Van Reenen, J. (2019). The economic impact of universities: Evidence from across the globe. Economics of Education Review, 68, 53-67. doi:



Dr. Tamaro Green is a computer science researcher and the founder of TJG Web Services.  TJG Web Services, LLC is a consulting firm in the field of information technology.  Dr. Green writes on topics of privacy, security, and ethics in information technology and computer science.

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