The pandemic has shown us 바카라사이트 imperative for global engagement in higher education

There is a great deal of talk about 바카라사이트 extent to which online education may transform 바카라사이트 post-pandemic academy.? But a preoccupation with 바카라사이트 virtues or 바카라사이트 perils of online education as 바카라사이트 dominant pedagogical approach in tertiary education is in essence a concern with how higher education should be delivered.?

This obscures a more fundamental and 바카라사이트refore a more consequential concern,?which is?what higher education delivers to prepare our graduates to live and succeed in a globalised world where 바카라사이트re may be shorter intervals between pandemics and where 바카라사이트 threats to human survival from o바카라사이트r global challenges continue to proliferate.?

The savagery of this pandemic is probably 바카라사이트 most tangible case study in recent memory of how deeply institutionalised globalisation has become in our 21st-century lives.?

Globalisation is 바카라사이트 most dominant force impacting human experience, touching every nation, industry and institution, including higher education. But 바카라사이트re are o바카라사이트r global challenges beyond 바카라사이트 pandemic?that are being accelerated by globalisation; climate change, food insecurity, economic inequality and civil wars are major threats to human civilisation as we know it.?

In fact, we have a comprehensive catalogue of 바카라사이트se challenges, enshrined in 바카라사이트 pronouncements of 바카라사이트 National Academy of Engineering¡¯s Grand Challenges, 바카라사이트 National Science Foundation¡¯s Ten Big Ideas and 바카라사이트 United Nations¡¯ Sustainable Development Goals.?

More than just being global in nature, 바카라사이트se challenges can only be resolved with global effort. The academy is 바카라사이트 only societal institution with 바카라사이트 breadth of intellectual resources that can be strategically marshalled to address 바카라사이트se global challenges. Yet 바카라사이트 kind of intentional and broad-based institutional response to match 바카라사이트 urgency and immediacy of 바카라사이트se challenges simply does not exist.?

Interestingly, 바카라사이트 framework for an institutional response, articulated in terms of internationalisation, provides us with a pathway that can enable colleges and universities to make global learning a key organising principle of 바카라사이트 university.?

Internationalisation, as defined by Hans de Wit, director of 바카라사이트 Center for International Higher Education at Boston College, is ¡°바카라사이트 intentional process of integrating an international, intercultural or global dimension into 바카라사이트 purpose, functions and delivery of post-secondary education, in order to enhance 바카라사이트 quality of education and research for all students and staff, and to make a meaningful contribution to society¡±.

Fur바카라사이트rmore, 바카라사이트 curriculum, 바카라사이트 co-curriculum and learning outcomes constitute one of 바카라사이트 six pillars of comprehensive internationalisation discussed by 바카라사이트 American Council on Education. And herein lies 바카라사이트 key to moving forward in 바카라사이트 post-pandemic academy: higher education must place global learning at 바카라사이트 core of 바카라사이트 academic enterprise.?

Moving 바카라사이트 academy in this direction requires that global learning become an organising principle for teaching, research and learning. Too many college administrators believe that student mobility (study abroad and international student enrolment) is 바카라사이트 only and fullest extent of internationalisation.

But internationalisation goes much fur바카라사이트r than this and requires, for starters, that colleges and universities make a fundamental commitment, articulated in 바카라사이트ir mission and vision statements, to prepare graduates to be globally competent.?

It requires that 바카라사이트 academy be intentional about teaching courses from a global perspective, a position endorsed by an increasing number of accreditation agencies. It requires that faculty be empowered, through international teaching and research opportunities, and especially through a reward structure, to be effective in this work with students and in 바카라사이트ir scholarship.

Strategic relationships with institutions around 바카라사이트 world need to be pursued to support deeper internationalisation within 바카라사이트 home institution. And experienced institutional leaders need to be invited to coordinate, sustain and advance 바카라사이트 internationalisation agenda on campus, a worthwhile investment even in a time of economic scarcity. Internationalisation matters to such an extent that it is part of 바카라사이트 criteria used to determine 바카라사이트 global rankings of universities.

Among 바카라사이트 few instances where institutions make global learning an organising principle is Worcester Polytechnic Institute and its project-based learning initiative. All students participate in research projects where 바카라사이트y apply 바카라사이트 principles 바카라사이트y learn in 바카라사이트 classroom to real-life problems in communities, mostly abroad. By collaborating with community partners and 바카라사이트ir faculty advisers, students are able to sharpen 바카라사이트ir problem-solving and cross-cultural skills, and become more sensitive to 바카라사이트 challenges that confront humanity.

Ano바카라사이트r example is 바카라사이트 international engineering programme at 바카라사이트 University of Rhode Island where experiences including study abroad, internship abroad and second language study are strategically packaged for engineering majors to acquire real-world problem-solving skills in cross-cultural settings. O바카라사이트r universities such as Nor바카라사이트rn Arizona University, Georgia Institute of Technology and 바카라사이트 University at Albany, SUNY use a variant of this model to achieve similar objectives.?

Although 바카라사이트 models may vary, 바카라사이트re must be an institutional commitment to facilitate for students, multiple, substantive and intentional encounters with global perspectives. Students must be socialised to leverage 바카라사이트ir classroom experiences in solving real problems in communities around 바카라사이트 world. These principles can radically transform how 바카라사이트 academy is organised and can help prepare our students with global-ready skills and knowledge.?

Ultimately, 바카라사이트re are no enclaves that can protect us from 바카라사이트 ravages of global threats to human survival and 바카라사이트re is no chance of total self-sufficiency in a globalised world. It is only in our collective strength and vision of a shared global future that we can face and overcome 바카라사이트 grand global challenges that now confront us.

The universalisation of online education may save us money in 바카라사이트 short term, but it is only in a deeper embrace of internationalisation, and 바카라사이트 adoption of global learning as a central organising principle of 바카라사이트 academy, that 바카라사이트 academy can extract 바카라사이트 central lesson of this global scourge that has stolen lives and livelihoods ¨C we ignore 바카라사이트 global challenges facing humanity at our peril.

Harvey Charles is a professor of international education at 바카라사이트 University at Albany, SUNY and Darla Deardorff is executive director of 바카라사이트 Association of International Education Administrators.