In Pursuit of a Global Mindset: Toward a Theory-Driven Pedagogy

Autor/in	Hasse, Vanessa C.
Titel	In Pursuit of a Global Mindset: Toward a Theory-Driven Pedagogy
Quelle	In: Journal of Teaching in International Business, 33 (2022) 4, S.224-246 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hasse, Vanessa C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0897-5930
DOI	10.1080/08975930.2022.2137278
Schlagwörter	Teaching Methods; Global Approach; Educational Theories; Transformative Learning; Cognitive Ability; Research Universities; Learning Theories; Instructional Design; Personal Autonomy; Cultural Awareness; Graduate Students; Learning Experience; Perspective Taking; International Trade; Business Administration Education; COVID-19; Pandemics; Online Courses; Critical Thinking; Outcomes of Education; Problem Solving + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Globales Denken; Educational theory; Theory of education; Bildungstheorie; Pädagogische Transformation; Denkfähigkeit; Forschungseinrichtung; Learning theory; Lerntheorie; Lesson concept; Lessonplan; Unterrichtsentwurf; Individuelle Autonomie; Cultural identity; Kulturelle Identität; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Lernerfahrung; Zukunftsperspektive; Trade; International relations; Handel; Internationale Beziehungen; Online course; Online-Kurs; Kritisches Denken; Lernleistung; Schulerfolg; Problemlösen
Abstract	Despite decades of research on the global mind-set concept, no cohesive framework has emerged through which this way-of-thinking can be developed in learners, leading some to perceive the global mind-set as elusive. To move the literature forward, I propose a theory-driven pedagogy which combines insights from the extant global mind-set literature with the key tenets of transformative learning theory. On that basis, five course design principles are distilled along transformational learning phases which delineate the process through which learners can advance their ability to handle cognitive complexity and foster a cosmopolitan perspective. The importance of the learners' agency and interdependency between learning elements is highlighted. The efficacy of this approach, which was first applied to a graduate-level course at a large North American research university in the 2021 winter semester, receives promising preliminary support. Specifically, while little difference exists across all courses in the sample with regards to quantitative scores, a qualitative text analysis of comments suggests that the course design framework generates distinct response patterns, specifically with regards to the categories of "learning experience" ("cognitive complexity") and "broadening of perspectives" ("cosmopolitan orientation"). Implications for future research opportunities on the development of global mind-sets in practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01