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Globalization, cultural diversity and education
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SP2017-LEAD-
644-999 Personal Introduction - Dr. Brand
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January 9 - Globalization, cultural diversity and education
January 15 by Peterson, Dawn - Thursday, January 26, 2017, 11:16 AM
January 16 -
January 22
Second In her article on globalization, Osland defines it as a process leading to
What does this mean for the future and how does it affect not
only the businesses in the future, but also learning institutions and
churches? According to Nadler and Tushman (2011), we are experiences
a new era in the business environment where change is happening at
frightening speeds. This affects everything from design innovation to
organizational platforms. Companies are finding the need to compete
and innovate simultaneouslyand find creative ways to design and
implement new organizational architectures in half the time (p. 643).
Companies are finding it necessary to streamline and focus their efforts
or products in order to keep up with the speed of change. While this is
evident in the business world, it can also be seen in the educational
framework also. Educational institutions find themselves competing
with each other develop increasingly more diverse options for students.
The schooling alternatives are massive to todays student. Our Adventist
schools are finding themselves in a new position of finding ways to sell
Christian education to our members. It is my belief that our schools
need to take a chapter from the business sector and find new alternative
ways to compete within a given competitive space, operating
simultaneously in mature, emerging, and future segments of the same
markets (p. 644) by looking for new ways to incorporate other options of
education into our school system. Andrews University (AU) is a good
example of how to look at educational systems differently. By being
creative in the Leadership Department (creatively designing distance
online degrees that allow for individualization, while still maintaining a
classroom environment through uses of AUs learning hub), AU has
shown their ability to embrace the advances of technology and allow
students to attend globally.
References
Nardon, L., & Sears, R. M. (2011). The new global manager: Learning
cultures on the fly. In J. S. Osland & M. E. Turner (Eds.), The organizational
behavior reader (pp. 23-35). New Jersey: Prentice Hall.
Dawn,
You have set a very high bar for us this week! Your choice of which
chapters from our textbook to integrate within your posted answers to
our questions reflects thoughtful reflection and insight.
I agree with you that even business leaders, but certainly educational
and church leaders, should have sufficient ethical reasons to consider
carefully the labor conditions, environmental impact(s), and regional
influence(s) (including those in their home country) resulting from
global and international expansion of their enterprise(s). In this
regard, there may indeed be 'higher standards' that should be reached
beyond the mandates specified by international or national laws.
One point where I might quibble a bit with you would involve the
level of similarity between business and education. For the most part,
corporate enterprises are interested in globalization primarily for cost
savings (e.g., lower labor costs through off-shoring) and/or to open
new markets for theirs goods and services. Thus, they might prioritize
cultural awareness in various countries in order to position marketing
and promotion initiatives more effectively. For example, a friend of
mine is leading Amway's global innovation group, and I did some brief
consulting with them about expansion into France. They needed to
learn the local culture among the French people in order to adapt
their marketing strategies from North America to the new, French
culture.
saas-app12b