CCL 603 Globalization of Community College Education
Course Syllabus
By Dr. Rebecca S. Lake
March 19, 2007
Course Description
In this course, students will examine globalization, its many facets, complexities, paradoxes, and
controversies, especially as these affect the mission and work of the community college. The
course intends to move the study of globalization beyond the classroom by extending activities
into the community and around the world. Students will also refine their theoretical
understanding of globalization by studying its concrete manifestations in four domains: cultural,
economic, and political and information/technology. The impact of globalization on the future of
the community college will be emphasized.
Course Objectives
At the successful conclusion of the course, students will be able to:
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Demonstrate an understanding of diverse interpretations of globalization.
Examine the ways in which community colleges affect and are affected by the economic,
political, cultural, and technological dimensions of globalization.
Identify the opportunities and benefits of globalization and the ways these can affect the
mission and work of the community college.
Articulate what it means to be a globally competent learner.
Articulate the role of community colleges to shape globally competent learners.
Elaborate on the uneven, unintended, and complex relationship of globalization on
education and education systems.
Develop action strategies for community colleges to incorporate conditions and changes
resulting from various phenomena of globalization.
Required Texts:
Lechner, F. J., Boli, J. (2004). The globalization reader. (Second Edition) Malden, MA:
Blackwell Publishing, Ltd.
Levin, J. S. (2001). Globalizing the Community College: Strategies for Change in the Twenty
First Century. New York: Palgrave.
Suarez-Orozco, M. M., Qin-Hilliard, D. B. (Eds.). (2004). Globalization: Culture and education
in the New Millennium. Berkley, CA: University of California Press.
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Website: Globalization 101. A Project of the Carnegie Endowment.
http://www.globalization101.org/index.html
Within this interesting website are a variety of helpful strands including news analysis, tips for
teachers, foreign policy updates and comments by experts. One can obtain a monthly
globalization newsletter which provides timely and useful for your class or organization.
You can select what and how to use information continued throughout the website to illustrate
points you are making in each of the 5 classes.
Reference Websites and CD:
http://www.globalisationguide.org/sb02.html
Listing of globalization websites
http://www.globalpolicy.org/globaliz/websites.htm Global Policy Forum Websites
http://www.globalpolicy.org/globaliz/index.htm
Global Policy Forum
http://yaleglobal.yale.edu/about/websites.jsp
YaleGlobal Online
http://www.earthwindow.com/grc2/resources/
Interesting web resources
Commanding Heights. An on-line PBS documentary available at
http://www.pbs.org/wgbh/commandingheights/lo/index.html
The 6-hour PBS documentary CD entitled Commanding Heights can be used to assist with this
course. The documentary is also available on-line and can either be viewed or the transcripts can
be read. The documentary is based on a book by the same title written by Daniel Yergin (also a
Pulitzer Prize winner) and Joseph Stanislaw. This documentary provides an excellent
background of how we got to where we are today in terms of globalization.
Course Requirements & Evaluation
The basis for awarding a Pass or No Grade for this class will be:
 Pass represents satisfactory or outstanding achievement and a professional judgment
that the work produced met or exceeded the criteria above.
 No Grade represents marginal or unsatisfactory achievement and a professional
judgment that the work produced was insufficient to satisfy the criteria.
All work will be evaluated according to the following criteria:
 Logic and organization.
 Extent of treatment of a topic.
 Analysis and synthesis points and issues.
 Clarity—for example, writing must be coherent, concise and grammatically correct.
 Required use of APA Format for all papers. American Psychological Association.
(2001). Publication manual. 5th ed. Washington, DC: author. (also available on
various websites by searching APA Publication manual.)
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Description of Course Assignments
1. Globalization Article Notebook:
15% of final grade
Due on third (3rd ) class.
The purpose of the research notebook is for you to read and critique topics that interest
you specifically relevant in the area of higher education/community colleges and
globalization. Ten (10) critiques are required. The emphasis should be on research in
professional peer-reviewed journals, thoughtful articles in well respected publications
and/or books or chapters of books. These articles can be used to assist you in writing the
collaborative paper.
NOTE: These are ten (10) critiques with publishing dates after 2001 (2002 on).
Each notebook entry (1-2 pages in length only) should use the following format:
 Identification of the article/book/chapter at top of page according to APA format
 A short summary of the content of the research article/book/chapter (1/2 report)
 KEY: A short reason why this article/book/chapter was of interest to you (1/2
report) and your work in a community college
2. Community Learning Project:
15% of final grade
Due on fourth (4th ) class.
This project facilitates your knowledge of globalization and the issue of
migration/immigration in an area close to where you live or work. You need to find and
visit an outreach organization for people not originally from the United States. In
relation to the content of this class, this class project will enable you to examine the
influences of globalization on those moving to the United States. In this setting, you will
make observations, engage in some informal conversations with different individuals, and
keep “field” notes.
In class, you will share your thoughts about your visit and particularly what you learned
that might be useful to leaders of community colleges.
A one page paper is due indicating when and where you had the conversation, who you
spoke with (no names) followed by bullets of the major discussion points.
3. Collaborative Issue Paper with another member:
50% of final grade
due the last day of class.
Clearly articulate in a written an 8 – 10 page paper (double-spaced text) a specific topic
related to globalization and post-secondary education issues. The cover/title page and the
reference pages do not count as part of the 8 – 10 pages of text. For this collaboration,
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select another cohort member with whom your do not work with and does not work at the
same institution were you work.
The paper issues or topic must address these two questions: “What does it mean to be a
globally competent learner? What is required institutionally for community colleges to
produce globally competent learners?”
4. Capstone in Class Project:
20% of final grade
Last day of class
This is a capstone course project. Your group is charged with clarifying a community
college goal regarding delivering “global education” for their student body and institution
(use your paper in relation to a globally competent learner).
You have an hour to meet with your group to articulate a clear mission statement,
determine strategies and construct a plan of action for implementation of “global
curricula across the college.” This endeavor will start in 6 months. Don’t forget to
address assessment and evaluation of this unique collaborative enterprise!
At the end of the hour, the class will come back together in order to discuss all the
group’s ideas.
Calendar
Class #1
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(See Lesson Plan #1)
Overview of the 5 classes of the course related to Community Colleges:
1. Globalization
2. Economic Domain & Political Domain
3. Cultural Domain
4. Information/Technology Domain
5. Community Colleges Moving Forward in the 21st Century
Discussion topic for Class #1: General overview of Globalization
a) Why is everyone talking about globalization? What is globalization? When
did it start? Is it reversible? Is it good or bad or inevitable?
b) Identify theories related to globalization.
c) Discuss the dimensions and speed of globalization (Time-space compression
and fragmentation)
d) Consider the most significant changes brought about by globalization; the
Global influence on the “Local scene” and “On your life?”
e) Examine who are the actors on the global stage? Is there such a thing as a
global citizen?
f) Consider how globalization affects the balance of power in the world.
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Required Readings for this class:
Lechner, F. J., Boli, J. Globalization Reader. Chp 2 p. 16 – 21 . Chp 4, 5 & 6 p. 29 –
50.
Levine. Globalizing the Community College. Preface, Intro, Chp 1 p. 1 – 19 and Chp 7
p. 121 – 159.
Suarez-Orozco and Qin-Hilliard, Globalization: Culture and Education in the New
Millennium. Preface, p. ix – xi, Chp 2 p.38 – 55 and Chp 7 p. 141 – 172 .
Ashutosh Sheshabalaya, (October 19, 2006) The Three Round of Globalization. The
Globlist. http://www.globalpolicy.org/globaliz/cultural/2006/1019threerounds.htm
Khan, M. (2003). Teaching globalization.
www.globalpolicy.org/globaliz/define/2003/0828teaching.htm
Class #2 (See Lesson Plan #2)
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Open Discussion Time
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Discussion topic:
Globalization and Community Colleges:
The Economic Domain & Political Domain
a) Discuss the basics of economic effects globalization, locally, nationally and
globally.
b) Examine why nations trade, import and export?
c) Describe some of the affects of the global movement of goods, services and
people?
d) Recognize various types of companies and corporations involved in globalization.
e) Analyze the community college responses to the intertwining of the local, national
and global economic and the political domains.
f) Identify the impact and influence of local, national and global economics on
community colleges and their internal and external stakeholders
g) Identify the impact and influence of local, national, and global politics on
community colleges and their internal and external stakeholders
Required Readings for this class:
Lechner, F. J., Boli, J. Globalization Reader. Chp 3 p. 22 – 28 . Chp 21 &, 22 p. 177 – 189.
Chp 25 p. 200 – 207. Chp 30 p. 240 – 243. Chp 35 p. 270 – 276.
Levine, Globalizing the Community College. Chp 3 p. 39 – 62, Chp 6 p. 99 - 120.
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Suarez-Orozco and Qin-Hilliard, Globalization: Culture and Education in the New
Millennium. Chp 3 p.56 – 78.
Class #3
(See Lesion Plan #3)
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Open Discussion
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Discussion topics: Community College and global learners
Globalization and the Information/Technology Dimension
a) Consider the impact and the influence of media, communication, and information
dissemination around the world?
b) Discuss global electronic commerce and the information economy (e-commerce).
c) Describe the “digital divide.” Does it still exist? Who are the evolving and new
stakeholders?
d) Examine the computer-mediated technology (CMTs) gap between developed and
developing nations.
e) Discuss the transformation computer-mediated technology (CMTs) has initiated
regarding the internal management and support functions of community colleges.
f) Describe current CMT attributes the variety of community colleges students bring
to the learning environment. How will technological innovation and applications
enhance student learning?
g) Identify the “employability skills” required by students.
h) Define a “Globally Competent Learner”
Due: Globalization Article Notebook
15% of final grade
3rd class
Required Readings for this class:
Lechner, F. J., Boli, J. Globalization Reader. Chp 37, 38 & 39 p. 285 – 312.
Levine, Globalizing the Community College. Chp 5 p. 81 – 99
Suarez-Orozco and Qin-Hilliard, Globalization: Culture and Education in the New
Millennium. Chp 4, 5 & 6 p. 78 – 141.
Gobal Knowledge for Development Listhttp://www.edc.org/GLG/gkd/invitation.html
Class #4 (See Lesson Plan #4)
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Open Discussion time
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Discussion topic:
Globalization and the Cultural Domain
People disagree on the cultural impact of globalization. Some would sees Western
culture(imperialist element) imposing itself on other cultures and converting them to
its beliefs and practices. Some see this spread of Western culture as nothing more
than American culture. Others attribute far greater autonomy to the recipients,
arguing that this Western influence is integrated and transformed within the
parameters of local cultures.
a) Consider the World Culture Theories as a foundation for exploring the Cultural
Domain related to community colleges.
b) Analyze the driving forces of migration (economic, physical survival, etc.)? What
is contributing to accelerate mobility and immigration?
c) Describe how globalization can change cultures? Which Cultures? Whose
cultural heritage is at risk? Will the world ever evolve into one culture?
d) Examine the process of cultural transmission? Is there a particular style or
“globalist culture”, or does each region or nation have its own distinct style?
Moreover, is such cultural transmission something to be avoided or embraced?
e) How do differences in such factors as nationality, ethnicity, age, gender, class,
and occupation shape one’s experiences of globalization, migration, and
transnationalism?
f) Explore how the Cultural Domain influences the challenges and changes
community colleges are making with regard to pedagogy, curriculum, student
support services, management, internal structures and the various community
stakeholders.
g) How are institutional behaviors of internationalism and multiculturalism
responsible for changes seen in community colleges?
Required Readings for this class:
Lechner, F. J., Boli, J. Globalization Reader. Chp 7 p. 55 – 62, Chp 9 – 14 p. 70 –
119.
Levine, Globalizing the Community College. Chp 4 p. 63 - 80.
Suarez-Orozco and Qin-Hilliard, Globalization: Culture and Education in the New
Millennium. Chp. 8 & 9 p. 173 – 235.
The Globalization Website: Globalization Theories
http://www.sociology.emory.edu/globalization/theories.html
"Four Faces of Global Culture," Peter Berger
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Due: Community Learning Project
25% of final grade
4th class
Class #5
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Open Discussion time
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Discussion topic:
Globalization and Global Learners
a) Discuss how higher education influences a nation’s development?
b) Community colleges in a global environment: What are the challenges? What
are the opportunities?
c) Examine if transnational borderless higher education is realistic and viable?
d) Discuss if the United State and the world need globally competent learners?
e) Examine what is the role of community colleges in educating people to
functioning in an ever-shrinking world. Does the mission of community
colleges address this task? Should the mission address this task?
f) Consider the direction community colleges must take in the 21st Century. How
does pulling all these pieces together to create possibilities for community
colleges in the future?
Due: Collaborative Issue Paper:
50% of final grade
Last day of class.
Required Readings for this class:
Lechner, F. J., Boli, J. Globalization Reader. Chp p. 22 – 28 hj;k;o8gv
Levine, Globalizing the Community College. Chp 8 p. 159 – 193.
Suarez-Orozco and Qin-Hilliard, Globalization: Culture and Education in the New
Millennium. Chp 1 p.1 – 37, Chp 10 p. 235 – 258.
Charles Vest (2005) Openness and Globalization in Higher Education: The Age of the
Internet, Terrorism, and Opportunity
http://cshe.berkeley.edu/publications/publications.php?id=224
Representative text(s) and/or supporting resources:
Appadurai, A. (1996). Modernity at large: Cultural dimensions of globalization. Minneapolis,
MN: Minnesota University Press.
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Apple, M. W., Kenway, J., Singh, M. (Eds.). (2005). Globalizing education: Policies,
pedagogies, and politics (Counterpoints studies in the postmodern theory of education).
New York, NY: Peter Lang Publishing.
Arnove, R. F. (2003). Comparative education: The dialectic of the global and the local. (2nd
ed.). Lanham, MD: Rowman and Littlefielf Publishers, Inc.
Baker, D., Letendre, G. K. (2005). National differences, global similarities: World culture and
the future of schooling. Stanford, CA: Stanford University Press.
Behnke, A. (2004). Terrorising the political: 9/11 within the context of the globalisation of
violence. Millennium: Journal of International Studies, 33(2), 279-312
Bhagwati, J. (2004). In defense of globalization. New York, NY: Oxford University Press.
Burbules, N. C., Torres, C. A. (Eds.). (2000). Globalization and education: Critical
perspectives (social theory, education and cultural change). London, UK: Falmer Press.
Cheng, Y.C. (2005). New paradigm for re-engineering education: Globalization, localization
and individualization (Education in the Asia-Pacific region: Issues, Concerns and
Prposptects). New York, NY: Springer.
Clayton, T. (2004). “Competing conceptions of globalization” revisited: Relocating the
tension between world-systems analysis and globalization analysis. Comparative
Education Review, 48(3), 274-294.
Friedman, T. L. (2000). The Lexus and the olive tree: Understanding globalization. New York,
NY: Anchor Books.
Held, D. and McGrew, A (eds). (2000). The Global transformation reader: an introduction to
the globalization debate, (Malden USA, and Oxford UK, Polity Press and Blackwell,
2000).
Lechner, F. J., Boli, J. (2004). The globalization reader. Malden, MA: Blackwell Publishing,
Ltd.
Lewellen, T. C. (2002). The anthropology of globalization: Cultural anthropology enters the
21st century. Westport, CT: Bergin & Garvey.
Lipman, P. (2003). High stakes education: Inequality, globalization, and urban reform (Critical
social thought). London, UK: Falmer Press.
Luke, C. (2001). Globalization and women in academia: North/West, South/East. Mahwah,
NJ: Lawrence Erlbaum Associates.
Mebrahtu, T., Crossley, M. & Johnson, D. (Eds.). (2000). Globalization, educational
transformation and societies in transition. London, UK: Symposium Books.
Mittelman, J. H. (2000). The globalization syndrome. Princeton, NJ: Princeton University
Press.
Monahan, T. (2005). Globalization, technological change, and public education (Social theory,
education and cultural change). London, UK: Falmer Press.
Naples, N. A., Desai, M. (Eds.). (2002). Women’s activism and globalization: Linking local
struggles and transnational politics. New York, NY: Routledge.
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Newman, F., Couturier, L., Scurry, J. (2004). The future of higher education: Rhetoric, reality,
and the risks of the market. Indianapolis, IN: Jossey-Bass.
Odin, J. K., Manicas, P. T. (Eds.). (2004). Globalization and higher education. Honolulu,
Hawaii: University of Hawaii Press.
O’Meara, P., Mehlinger, H., and Krain, M. (Eds.). (2000). Globalization and the challenges of
a new century: A rReader. Bloomington and Indianapolis, Indiana University Press.
Peters, M. A. (Ed.). (2004). Education, globalization, and the state in the age of terrorism
(Interventions: Education, philosophy and culture). Boulder, CO: Paradigm publishers.
Roads, R. A., Torres, C. (Eds.). (2005). The university, state, and market: The political
economy of globalization in the Americas. Stanford, CA: Stanford University Press.
Sadowski-Smith, C. (Ed.). (2002). Globalization on the line: Culture, capital, and citizenship
at U.S. borders. New York, NY: Palgrave Macmillan.
Scholte, J. A. (2000). Globalization: A critical introduction. London, UK: Macmillan.
Scott, P. (1998). The globalization of higher education. Berkshire, UK: Open University Press.
Singh, P. (2004). Globalization and education. Educational Theory, 54(1), 103-115.
Spariosu, M. I. (2005). Global intelligence and human development: Toward an ecology of
global learning. Cambridge, MA: The MIT Press.
Spring, J. (2004). How educational ideologies are shaping global society: Intergovernmental
organizations, NGOs, and the decline of the nation-state. Mahwah, NJ: Lawrence
Erlbaum Associates, Publishers.
Stromquist, N. (2002). Education in a globalized world: The connectivity of economic power,
technology, and knowledge. Boulder, CO: Rowman & Littlefield Publishers, Inc.
Tyler C. (2002) Creative destruction: How globalization is changing the world’s cultures.
New Jersey: Princeton University Press.
UNESCO. (2000). International conference on education.
http://www.unesco.org/education/esd/english/international/edconf.shtml
UNESCO. (2002). Education for sustainable development.
http://www.unesco.org/education/esd/english/education/role.shtml
United Nations. Task Force on Higher Education. March 1, 2000. Higher education and
Developing Countries: Peril and Promise. http://www.tfhe.net/report/overview.htm
Retrieved January 1, 2007.
Uvalic, S. (2003). Globalization and the market in higher education: Quality, accreditation and
qualifications (Education on the move). UNESCO Publishing, Economica.
World Bank. (2002). Constructing knowledge societies: New challenges for tertiary
education. Washington, DC: World Bank. [April 16, 2002].
http://www1.worldbank/org/education/pdf/Tertiary%20Education%20Paper%204-10.pdf
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Wolf, M. (2004). Why globalization works. New Haven, Conn: Yale University Press.
Zajda, J. (Ed.). (2004). International handbook on globalization, education and policy
research: Global pedagogies and policies. New York, NY: Springer.
Journals, reports, and electronic resources:
Anthropology and Education Quarterly
Arab Studies Quarterly
Comparative Education.
Comparative Education Review
Cultural Studies
Community College Review
Educational Media International: Journal of International Council for Educational Media
Educational Studies: A Journal of the American Educational Studies Association
Harvard Educational Review
Higher Education Review
Journal for Educational Leadership
Journal of Continuing Higher Education
Millennium: Journal of International Studies
NWSA Journal: A Publication of the National Women’s Studies Association
Social Justice
Social Research: An International Quarterly of the Social Sciences