Global competence is a combination of openness attitudes and mutual understanding skills that facilitate social interaction behaviors among students from different backgrounds (Colvin & Edwards, 2018). Global competence has been promoted as the key to reduce inter-group conflicts and increase student satisfaction, retention, and campus climate at universities. Although global competence has been studied extensively within the US context, there are few studies that focus on international students. As individuals from foreign cultures, international students encounter cultural shocks and challenges. Their cultural negotiation strategies and experiences offer important insights to build global competence for all students in diverse and globalized societies. Drawing from a series of semi-structured in-depth interviews, this dissertation explores the relationship between cultural negotiation and global competence development for twenty-two Chinese International Graduate Students (CIGS) at a major research university in the United States. This study is based on an adapted bi-cultural model (Spitzberg & Changnon, 2009) which outlines individual and institutional factors for career and civic-oriented global competence development. The study contextualizes non-linear processes of how CIGS develop global competence in a negotiation with the multicultural environments provided by the educational programs in the US. The findings suggest that many CIGS' diverse career and civic expectations are related to their learning-about or learning-with approaches to global learning (De Wit et al., 2013). However, institutional challenges, including American centered knowledge in classrooms, and limited social and career resources at the university, have negatively affected many CIGS' abilities to cope with cultural differences, worsened their cultural shocks, confusions and disorientation in their behaviors and thinking when they experience and negotiate cultural differences. Based on strategies mentioned by CIGS that helped them to develop global competence in academic and social lives, this study provides tangible recommendations to improve US higher education promoting global competence. Recommendations include developing culturally relevant pedagogy and holistic supports for international students in career, cultural, and civic aspects.

This new publication sets forward the PISA framework for global competence developed by the OECD, which aligns closely with the definition developed by the Center for Global Education at Asia Society.

Teachers today must prepare students for an increasingly complex, interconnected, and interdependent world. Being a globally competent teacher requires embracing a mindset that translates personal global competence into professional classroom practice. It is a vision of equitable teaching and learning that enables students to thrive in an ever-changing world. This thought-provoking book introduces a proven self-reflection tool to help educators of all grade levels and content areas develop 12 elements of such teaching. The book is divided into three sections: dispositions, knowledge, and skills. Each chapter is devoted to an element of globally competent teaching and includes a description of that element, tips for implementation delineated by developmental levels, and links to additional resources for continuing the journey. Examples of globally competent teaching practices include - Empathy and valuing multiple perspectives. - A commitment to promoting equity worldwide. - An understanding of global conditions and current events. - The ability to engage in intercultural communication. - A classroom environment that values diversity and global engagement. Throughout, you'll also find examples of these practices at work from real teachers in real schools. No matter what your experience with global teaching, the information in this book will help you further develop your practice as a global educator—a teacher who prepares students not only for academic success but also for a life in which they are active participants in their own communities and the wider world.

The second edition of this popular textbook explores the latest approaches to cross-cultural management, as well as presenting strategies and tactics for managing international assignments and global teams. With a clear emphasis on learning and development, the text encourages students to acquire skills in multicultural competence that will be highly valued by their future employers. This has never been as important as now, in a world where, increasingly, all managers are global managers and where management practices and processes can differ significantly across national and regional boundaries. This edition has been updated after extensive market feedback to include new features: a new chapter on working and living abroad; applications boxes showing how theories and key concepts can be applied to solve real-life management problems; student questions to encourage critical thinking; and updated examples and references. Supplementary teaching and learning materials are available on a companion website at www.cambridge.org/steers. In addition, recommended in-depth cases for each chapter are available at www.iveycases.com/CaseMateBrowse.aspx.

Contemporary societies are marked by new global trends-economic, cultural, technological, and environmental shifts that are part of a rapid and uneven wave of globalization. The growing global interdependence that characterizes our time calls for a generation of individuals who can engage in effective global problem solving and participate simultaneously in local, national, and global civic life. Put simply, preparing our students to participate fully in today's and tomorrow's world demands that we nurture their global competence.This document introduces a definition of global competence developed by the Global Competence Task Force-a group of state education agency leaders, education scholars, and practitioners-under the auspices of the Council of Chief State School Officers EdSteps initiative (CCSSO-EdSteps) and the Asia Society Partnership for Global Learning (see page (iv) for task force participants). The definition builds on seminal work within the states and a broad range of organizations working to advance global knowledge and critical thinking skills. A process of careful articulation and vetting yielded the definition of global competence here proposed:Global competence is the capacity and disposition to understand and act on issues of global significance.Globally competent individuals are aware, curious, and interested in learning about the world and how it works. They can use the big ideas, tools, methods, and languages that are central to any discipline (mathematics, literature, history, science, and the arts) to engage the pressing issues of our time. They deploy and develop this expertise as they investigate such issues, recognizing multiple perspectives, communicating their views effectively, and taking action to improve conditions.This publication of CCSSO and the Asia Society Partnership for Global Learning puts forward a new definition for global competence and explores how to infuse the capacities of global competence into the classroom and into policy.

This publication contains a number of working papers which examine the growing importance of curricula development, the quality of educational provision and key educational competencies to address identified socio-economic and political priorities. In the light of these challenges, the papers discuss what competencies are considered to be important in contributing to sustainable development, social welfare, cohesion and justice, as well as to personal well-being.