Abstract:This case study highlights findings from the first two years of a crossinstitutional and cross-national effort to link university students in South Africa with university students in the United States via a graduate seminar on globalization and the information society. The seminar is taught using synchronous and asynchronous web-based tools, providing students with the opportunity to participate in complex, cross-national learning teams. These Global Syndicates represent important stakeholders in globalization… Show more
“…Interestingly, Jarvenpaa and Leidner's ( 1999 ) fi ndings showed that culture is an insignifi cant factor in predicting the perceived level of trust in GVTs. They allege that, in an electronic communication environment, culture is less signifi cant, whereas our research argues the opposite view (Amant, 2002 ;Cogburn & Levinson, 2003 ;Mohd Yusof & Zakaria, 2012 ;Zakaria, 2006 ). Hall ( 1976 ) argued that people who demonstrate high context communication behaviors rely primarily on the nonverbal aspects of messages and the contextual value of information.…”
Section: The Impact Of Culture On Building Swift Trust In Global Virtcontrasting
“…Interestingly, Jarvenpaa and Leidner's ( 1999 ) fi ndings showed that culture is an insignifi cant factor in predicting the perceived level of trust in GVTs. They allege that, in an electronic communication environment, culture is less signifi cant, whereas our research argues the opposite view (Amant, 2002 ;Cogburn & Levinson, 2003 ;Mohd Yusof & Zakaria, 2012 ;Zakaria, 2006 ). Hall ( 1976 ) argued that people who demonstrate high context communication behaviors rely primarily on the nonverbal aspects of messages and the contextual value of information.…”
Section: The Impact Of Culture On Building Swift Trust In Global Virtcontrasting
“…In fact, multi-institutional partnerships and international academic collaboration with African public universities were not new, and in recent decades, overall, cross-national collaborations with U.S. Universities were on the rise (Cogburn & Levinson, 2003;Witt, 2010). Some scholars speculate further that the worldwide expansion of international knowledge and linkages was spurred as recently as 2003 by the altered conditions across the globe resulting from expanded globalization and the sense of heightened international conflict after 9/11, followed by the Iraq war (Wiley & Root, 2003).…”
Public and private universities in Kenya, Tanzania, Uganda, South Africa, and elsewhere in Africa, were experiencing all time high enrollments since the late 1990s. To address these demands, university administrators sought partnerships with universities of the global North to facilitate the necessary educational reform and curriculum transformation to meet the needs of the increased enrollments. In spite of these efforts, in the past 10 years the partnerships failed to meet expectations. A case approach was used to study reports, journals, interview notes, surveys, and qualitative data collected during 2007 -2012 from one university selected purposely to shed light on partnerships and linkages with African universities. The authors examined the expectations, dynamics, and intricacies of academic partnerships and the reality of African academic institutions. The analysis revealed perplexing assumptions that undergird the expectations of collaboration between U.S. and African partners as well as cross-cultural dynamics that govern, sustain, and sometimes frustrate such engagements.
“…2 Such strategies can immerse students into environments and involve them with course materials that traditional techniques like reading and lecturing cannot (Caruson 2005, 305). As many point out, there are multiple ways to engage students with active learning strategies: e.g., study abroad trips (Thies 2005;Bowman and Jennings 2005); Kolb's (1984) experimental learning model; web-based exercises (Cogburn and Levinson 2003); classroom simulations (Smith and Boyer 1996); and even film (Kuzma and Haney 2001). Our focus is on the use of simulations in the classroom and their effectiveness for encouraging and facilitating a student's ability to learn.…”
There is a nascent literature on the question of whether active learning methods, and in particular simulation methods, enhance student learning. In this article, the authors evaluate the utility of an international relations simulation in enhancing learning objectives. Student evaluations provide evidence that the simulation process enhances their knowledge of such abstract theories and concepts. Moreover, the results suggest that the simulation increases students' interest in political science= international relations and provides a memorable experience that they will not forget.
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