Young people's world-mindedness and the global dimension in their geography education: a comparative study of upper secondary school students’ ideas in Finland, Germany and the Netherlands

Béneker, Tine; Tani, Sirpa; Uphues, Rainer; Vaart, Rob van der

doi:10.1080/10382046.2013.826544

Cited by 13 publications

(22 citation statements)

References 12 publications

(11 reference statements)

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“…Béneker et al's 2013 comparison of Dutch students with their Finnish and German counterparts for world-mindedness showed Dutch students scoring comparably (with the Finnish average score 83.5 and the German 82.4). However, in the present study, international school students in the Netherlands appear to be more worldminded than German and Finnish students.…”

Section: Discussionmentioning

confidence: 99%

World-mindedness of students and their geography education at international (IB-DP) and regular schools in the Netherlands

Béneker¹,

Dis²,

Middelkoop³

2014

int j develop educ gobal learn

Self Cite

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This article reports the results of a study conducted to gain insight into the worldmindedness of young people living in the Netherlands. Two groups are compared: students attending 'regular' Dutch schools and students attending international schools. A questionnaire measured the students' world-mindedness and their evaluation of their geography education in terms of global content and pedagogy. In our limited study, international school students were overall more world-minded than young people attending Dutch conventional schools. However, similarities were also seen: both groups were positive about values such as respect, diversity, and sustainability, and less positive about values such as solidarity and equality. International schools aimed more towards global learning than did Dutch schools, because of the experiential learning of students exposed to an international educational environment. In the opinion of the students, geography education at Dutch schools was often limited to learning about global issues and perspectives,

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Section: Discussionmentioning

confidence: 99%

World-mindedness of students and their geography education at international (IB-DP) and regular schools in the Netherlands

Béneker¹,

Dis²,

Middelkoop³

2014

int j develop educ gobal learn

Self Cite

View full text Add to dashboard Cite

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“…We used these four constructs presented in McCormick & Stephen (2016) as guidelines to explore the many other concepts underlying internationalization of higher education in business, as follows: internationalization of curriculum ( (Johnson et al 2006;Griffith 2009), global thinking (Bourn 2014;Klein et al 2014;McCormick & Stephen 2016), the challenge of established knowledge (Clifford & Montgomery 2014;Killick 2015), global perspective (Hanvey 1976;Klein et al 2014), global connectedness (Lehtomäki et al 2017), global citizenship (Nussbaum 2002;Clifford & Montgomery 2014;Haigh 2014;Sherman 2017), global dimension (Bourn 2014) and worldmindedness (Béneker et al 2013).…”

Section: Internationalization Of Mbamentioning

confidence: 99%

“…It is associated to what this person thinks and does and its interactions and consequences considering the international environment around. In the academic literature, global mindset is linked to the concepts of global perspective (Hanvey 1976, Klein et al 2014, global connectedness (Bourn 2014;Lehtomäki et al 2017), global citizenship (Nussbaum 2002;Clifford & Montgomery 2014;Haigh 2014;Sherman 2017), global dimension (Bourn 2014) and world-mindedness (Béneker et al 2013).…”

Section: Global Mindsetmentioning

confidence: 99%

“…Also associated with the idea of global mindset is the construct world-mindedness which is related to the questions about how someone sees herself or himself and their relation to the whole world. The term world-mindedness was a main issue on the research of Sampson and Smith (1957), cited in Béneker et al (2013), who developed a scale in the 1950's compounded of eight dimensions: religion, immigration, government, economics, patriotism, race, education and war. Hett (1993) also constructed a similar measure comprehending the factors: responsibility, cultural pluralism, efficacy, global centrism and interconnectedness.…”

Section: Global Mindsetmentioning

confidence: 99%

“…The literature review reports a considerable amount of research on relevant concepts related to the internationalization of higher education: internationalization of curriculum (Leask 2009;Clifford 2013), innovative pedagogic approaches (Simm & Marvell 2017;Kenna 2017), intercultural, learning and personal experience (Gu 2009;Hudzik 2010;Lyones & Gurholt 2017;Pereira et al 2017), critical thinking (Scheunpflug 2011;Bourn 2014;Kenna 2017;Lehtomäki et al 2017), cross cultural competence (Johnson et al 2006;Griffith 2009), global thinking (Bourn 2014;Klein et al 2014;McCormick & Stephen 2016), the challenge of established knowledge (Clifford & Montgomery, 2014;Killick 2015), global perspective (Hanvey 1976;Klein et al 2014), global connectedness (Lehtomäki et al 2017), global citizenship (Nussbaum 2002;Clifford & Montgomery 2014;Haigh 2014;Sherman 2017), global dimension (Bourn 2014) and world-mindedness (Béneker et al 2013).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Student Globalization: How Much Internationalized Are Brazilian Mba Students? A Measurement Proposition

Rosa¹,

Filho²,

Novelli³

2019

Proceedings of the 8th Teaching &Amp; Education Conference, Vienna

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The supply and demand for MBA courses have grown over time worldwide. The most diversified programs are available at business schools. The opportunity for exchange experiences and establish international network has stood out among the students' priorities. This paper seeks to build a research model that would permit the assessment of Brazilian MBA students about the internationalization of their career and academic life as a consequence or due to an MBA Course. Global mindset driven to an internationalized behavior can be expressed by the conversion among experiences abroad and internationalization at home tied with global global skills. A model with multidimensional factors is proposed after a comprehensive examination of the literature. This model is composed by four constructs: internationalization at home, experience abroad, global skills and global mindset. Although literature presents the above constructs isolated or partially combined, none of them bring a model integrating all of them or considering higher education in a holistic approach. The study developed by McCormick & Stephen (2016) was used as a basis for the present model construction, which improves this lack of integration approach. This research model would permit the identification of the main factors that explain the likelihood to be an internationalized MBA student.

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Global Education

Grossman¹

2017

The Wiley Handbook of Social Studies Research

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Young people's world-mindedness and the global dimension in their geography education: a comparative study of upper secondary school students’ ideas in Finland, Germany and the Netherlands

Cited by 13 publications

References 12 publications

World-mindedness of students and their geography education at international (IB-DP) and regular schools in the Netherlands

World-mindedness of students and their geography education at international (IB-DP) and regular schools in the Netherlands

Student Globalization: How Much Internationalized Are Brazilian Mba Students? A Measurement Proposition

Global Education

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