Curriculum: U.S. Capacities, Developing Countries' Needs. A Study of How Well U.S. Colleges and Universities are Meeting the Needs of Students from Developing Countries in Selected Fields of Science, Technology, Administration and Social Sciences.

Sonst. Personen	Taylor, Mary Louise (Hrsg.)
Institution	Institute of International Education, New York, NY.
Titel	Curriculum: U.S. Capacities, Developing Countries' Needs. A Study of How Well U.S. Colleges and Universities are Meeting the Needs of Students from Developing Countries in Selected Fields of Science, Technology, Administration and Social Sciences.
Quelle	(1979), (252 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Konferenzschrift; Tagungsbericht; Agricultural Education; Business Administration; College Science; Curriculum Evaluation; Developing Nations; Educational Needs; Engineering Technology; Foreign Students; Higher Education; International Education; Science Education; Surveys + Suchen Sie Ihr Suchwort? Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Business economics; Betriebswirtschaft; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Developing country; Developing countries; Entwicklungsland; Educational need; Bildungsbedarf; Maschinenbautechnik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Internationale Erziehung; Naturwissenschaftliche Bildung; Survey; Umfrage; Befragung
Abstract	This investigation was undertaken to discover how effectively U.S. postsecondary curricula in key development fields are meeting the needs of students who will return to careers in countries much less developed industrially than the United States and which have very different agricultural and health-care needs. Research focused on U.S. curricula in agriculture, business administration, economics, engineering, engineering-related technologies, science, and health care professions. Department chairmen of U.S. universities with large numbers of foreign students were surveyed, as were diplomatic representatives of less-developed countries, U.S. cultural and public affairs officers in the countries, and developing-country alumni. Findings of the evaluation panel were that, in general, U.S. curricula are based on a core of essential knowledge that cannot, without serious loss, be modified significantly for a group of students with special needs. It was recommended that summer seminars, allowing U.S. faculty to teach in foreign countries, and students doing their dissertation research at home would be helpful. (Author/SK)
Anmerkungen	Institute of International Education, 809 United Nations Plaza, New York, NY 10017 ($14.00).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01