No abstract
An original concept for a Web‐based role play “SurfingGlobalChange” is proposed on the basis of multi‐year interdisciplinary teaching experience and constructivist pedagogy. Underlying didactic orientation is towards self‐guided learning, acquiring socially compatible “competence to act” in a globalised world, self‐optimising social procedures inside teams, process‐orientation and peer‐review instead of teacher’s review. Participating students find themselves in an argumentative battle where they put their marks at stake. A comparison with similar games highlights the increased level of responsibility attributed to and expected from learners using this kind of “digital game‐based learning”.
Purpose -Various economic growth theories propose a view of globalisation resulting in economic convergence. However, others suggest economic divergence (i.e. a widening gap between global rich and poor) and others still, different patterns of development. Hence it is necessary to validate such globalisation hypotheses with sound quantitative data. Design/methodology/approach -The paper proposes the "Global Change Data Base" (GCDB) that includes an analytical tool (AT) providing correlations between primary and secondary data (by country by year) from the fields of population, agriculture, economy, energy and human development. Findings -The AT is able to first test the hypotheses on global development and globalisation and second to suggest new hypotheses on the mechanisms of globalisation. Results can be used in curricula of Global Studies worldwide. Research limitations/implications -These data analysis has still to be complemented by sociological, political and economic theories providing insights into global restructuration processes and structural transitions through globalisation. Practical implications -"Forward-looking" as an emerging scientific discipline is supported by the proposed detailed analytical methods, namely by providing quantitative, in-depth techno-socioeconomic megatrends. Social implications -The perception of globalisation might be rendered more inter-subjectively traceable by the GCDB. Originality/value -Up-to-date means of forward-looking are less detailed regarding economic sectors and energy sources compared to the proposed GCDB.
Purpose -The aim of this article is to present the development-oriented Master's curriculum "Global Studies" (GS) at the University of Graz, Austria, as an example of interdisciplinary academic training with the purpose of fostering inter-"cultural" understanding. It aims to show that scientific disciplines can be understood as "cultures of cognition" producing own views of realities. Design/methodology/approach -Based on a decade of previous experiences, the communication and assessment functions of e-learning platforms and e-journals are used to facilitate stepwise approximations among the various "cultures of understanding". Findings -Despite severe financial limitations, peer-oriented planning and lecturing efforts since 2004 have resulted in a bundle of electives and in a new Master's curriculum elaborated cooperatively by the faculties of the legal, economic, historic, cultural, natural and communication sciences at Karl-Franzens-University Graz. Both the bundle of electives and the Master's curriculum appear to offer a truly "m:n type" interdisciplinary and intercultural design which assumes various stakeholder-dependent perspectives of multi-faceted realities.Research limitations/implications -The wealth of interdisciplinary and intercultural thought and practice can be best "proceduralised" through dialogue-oriented educational technologies. Practical implications -In practical terms, hundreds of students may follow these web-enhanced curricula that are based on the materialised results of their founders' ethical systems. Originality/value -This is the first paper that outlines the Global Studies curriculum at Graz University.
Purpose -The purpose of this paper is to show a practical case of dialogic web-based learning that has provided a set of questions analysing two complex technological projects in "southern" countries with effects on multicultural equity. Design/methodology/approach -Structured online review processes in multicultural and systems science curricula allow for high density of literature-based reflection and analysis. Findings -The entirety of the set of over 50 questions developed by the proposed web-based dialogic procedure represents a starting point for an in-depth assessment of the effects of deploying "northern" technology in "southern" countries.Research limitations/implications -The present case study concentrates on energy technology, notably on two hydroelectric plants presently under construction in Ilısu, Turkey, and Belo Monte, Brazil. Practical implications -The multitude of questions calls for complex technological construction projects that have to undertake sound interdisciplinary in-depth analysis of technological, environmental, economic, cultural and social consequences in order to secure a necessary level of economic, environmental and social sustainability. Social implications -Application of widely accepted planning tools such as technology assessment, environmental impact assessment and strategic environmental assessment are useful but have to be complemented by analogous tools at a cultural and social level. Originality/value -This case study operates through questioning, largely in the Socratic tradition. Questions may trigger a broad discussion process within civil societies -which is the intention of the present text.
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