new program proposal cover sheet - Office of the Provost
George Mason University – SCHEV proposal Global MA
GEORGE MASON UNIVERSITY
Graduate Council NEW Certificate, Concentration, Tack or Degree Program
Coordination/Approval Form
(Please complete this form and attach any related materials. Forward it as an email attachment to the
Secretary of the Graduate Council. A printed copy of the form with signatures should be brought to the
Graduate Council Meeting. If no coordination with other units is requires, simply indicate “None” on the form.
Title of Program/Certificate,etc: Global Affairs
Level (Masters/Ph.D.): Masters
Please Indicate: __X___ Program ______ Certificate _______ Concentration
Description of certificate, concentration or degree program :
Please attach a description of the new certificate or concentration. Attach Course Inventory Forms for each new or modified course included in the program. For new degree programs , please attach the
SCHEV Program Proposal submission.
SCHEV PROGRAM PROPOSAL ATTACHED
Please list the contact person for this new certificate, concentration, track or program for incoming students: Prof David Wilsford dwilsford@gmu.edu (or TBA)
Approval from other units:
Please list those units outside of your own who may be affected by this new program. Each of these units must approve this change prior to its being submitted to the Graduate Council for approval.
Unit:
Head of Unit’s Signature:
Date:
Head of Unit’s Signature:
Date: Unit:
Head of Unit’s Signature:
Date: Unit:
Head of Unit’s Signature:
Date: Unit:
Submitted by: _____________________________________________ Email: _ jcenser@gmu.edu
Graduate Council approval: __________________________________ Date: _____________
Graduate Council representative: _______________________________ Date: _____________
Provost Office representative: _________________________________ Date: _____________
George Mason University – SCHEV proposal Global MA
S
TATE
C
OUNCIL OF
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IGHER
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DUCATION FOR
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IRGINIA
PROGRAM PROPOSAL COVER SHEET
1. Institution
George Mason University
2. Program action (Check one):
Spin-off proposal
New program proposal
3. Title of proposed program : Global Affairs
5. Degree designation: Master of Arts
4. CIP code
6. Term and year of initiation: Fall 2009
7a. For a proposed spin-off, title and degree designation of existing degree program
7b. CIP code (existing program)
8.
Term and year of first graduates:
Spring 2011
9.
Date approved by Board of Visitors
10. For community colleges:
date approved by local board
date approved by State Board for Community Colleges
11.
If collaborative or joint program, identify collaborating institution(s) and attach letter(s) of intent/support from corresponding chief academic officers(s)
12.
Location of program within institution (complete for every level, as appropriate).
School(s) or college(s) of College of Humanities and Social Sciences (CHSS)
Division(s) of
Campus (or off-campus site) Fairfax
Distance Delivery (web-based, satellite, etc.)
13. Name, title, telephone number, and e-mail address of person(s) other than the institution’s
chief academic officer who may be contacted by or may be expected to contact Council staff
regarding this program proposal.
Dr David Wilsford, Professor, 224-522-0111, dwilsford@gmu.edu
George Mason University – SCHEV proposal Global MA
TABLE OF CONTENTS
C URRICULUM ............................................................................................ О ШИБКА !
З АКЛАДКА НЕ ОПРЕДЕЛЕНА .
DESCRIPTION OF THE PROPOSED PROGRAM
Overview
George Mason University requests approval of the Master of Arts in Global Affairs, to be implemented in the Fall 2009 semester. The proposed program will be housed in the College of
Humanities and Social Sciences.
Spire of Excellence in Global Research and Education
In August 2007 the Board of Visitors of George Mason University adopted “Global
Research and Education” as an emerging spire of excellence. The proposed Masters of Arts in
Global Affairs fulfills one of the chief provisions of that initiative, namely, “to establish a new flagship Masters degree in global affairs, that expresses Mason’s commitment to the global field
. . . ” (page 2).
“The goal of national prominence assumes a somewhat distinctive path for the
University, given the challenges of the 21 st
century and the existence of many strong but more conventional programs at other universities . . . . Mason will emphasize global issues and processes, relating regional developments to this larger framework. The global, as opposed to international, orientation involves a focus on broad, crosscutting processes, like migration or environmental impacts, as well as consistent attention to comparative features in regional reactions to global opportunities and issues. It thus emphasizes the interaction between largescale processes and local effects across a variety of domains. Mason’s global approach will therefore feature a broad interdisciplinary approach, including—but also ranging beyond— standard international relations to embrace cultural, economic, technological and environmental patterns. Mason will display innovation and leadership in contributing to the definition of a global field” (page 1).
Intellectual content and approach
Within this broader initiative, the Master of Arts in Global Affairs will be an interdisciplinary degree based in the liberal arts and social sciences designed to cultivate the advanced perspectives . The program is designed to answer provide students with the knowledge and skills to think and act “globally” when operating in many of numerous, often conflicting global settings, frequently where ambiguity and opposing imperatives reign. Graduates of this program will be elite generalists, not technical specialists. The elite generalist, as opposed to the technical specialist, is adaptable to many and varied contexts locally, nationally and internationally.
Much like traditional interdisciplinary programs, students will develop the soft and hard skills, the tools and theories of the social sciences and other relevant disciplines. By interdisciplinarity, we indicate the indispensable importance, for the nascent field of “global studies,” of drawing from and integrating two or more academic disciplines, technologies, departments--along with their methods and insights--in the pursuit of a common set of studies
page 2 focused on “global affairs”. Nearly any dependent variable in the field of global studies will be both too complex and too wide-ranging to be understood using the knowledge and tools of a single traditional academic discipline.
More importantly, the program is also designed to betransdisciplinarity, is a principle of scientific research and intradisciplinary practice that describes the application of scientific approaches to problems that transcend the boundaries of conventional academic disciplines—as opposed to bringing together in one place the specific approaches of two or more disciplines.
"Interdisciplinarity properly understood does not commute between fields and disciplines, and it does not hover above them like an absolute spirit. Instead, it removes disciplinary impasses where these block the development of problems and the corresponding responses of research.
Interdisciplinarity is in fact transdisciplinarity" (Jurgen Mittelstrass, “On Transdisciplinarity”).
As the prefix "trans" indicates, transdisciplinarity concerns that which is at once between the disciplines, across the different disciplines, and beyond each individual discipline. Its goal is the multifarious understanding of the present world, along many crosscutting dimensions that no single discipline can, on its own, fully grasp.
Therefore, the Master of Arts in Global Affairs program is designed to be, even more than interdisciplinary, trans-disciplinary, defining “trans” as “across and through.” Therefore, it transcends the traditional academic disciplines, rather than simply mixing them up in different menus.
As such, it opens windows on a host of contemporary global phenomena: climate change, disease and medical progress, information flows through media and IT, private and public governance, trade and finance flows, demography and population movements, economic and security conflicts defined both traditionally and non-traditionally, and the reciprocal impact of cultures and interaction effects.
Building on the Global Capacities of George Mason University
The proposed MA in Global Affairs builds on a significant capacity for global education in the institution. An appreciation for global issues and concerns is developed in undergraduates from their first days at Mason. As part of the University General Education Program, all undergraduates are required to take a course in global understanding. George Mason University also offers students the opportunity to major and minor in a range of programs with a global outlook. The marquee program for students with this interest is the BA in Global Affairs. An undergraduate social science degree approved by SCHEV in 2003 and launched by George
Mason University in the fall of that year, by 2006-07, the undergraduate program boasted an enrollment of 385 students and graduated 44 students.
After initial exposure to the conceptual framework of global affairs, students in the proposed program will have the opportunity to pursue emphases in a number of areas. These emphases will take advantage of the global expertise of the faculty across the institution.
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Target audience
Because of the advanced inter- and trans-disciplinary character of the program, the program is designed to target both individuals who have just completed an undergraduate degree in the liberal arts or social sciences as well as individuals in early and mid-career. These individuals may pursue this degree as a foundation for further graduate work, a change in career paths or advancement. These individuals will come from many backgrounds, they will be pursing this academic degree on a part-time basis.
Implementation timeline
The first students are scheduled to be admitted in the Fall 2009 and complete the twoyear timeline of the part-time framework at the end of Spring 2011. There is to be a single intake of students, in the fall of each academic year.
Resources brought to bear
George Mason University has faculty with the depth and breadth to cover the range of classes offered by the program. Moreover, the provost has committed one tenure line to the new program. A committee of faculty from across the institution developed the plan for the program, and we have created six new courses that build upon current resources.
Curriculum structure
The curriculum is constituted by a total of 30 credit-hours distributed among the following categories of classes: core courses (15 credits), elective specializations (12 credits), and a capstone, seminar, or thesis course (3 credits).
Core Courses
• GLOA 600 Anchor course: Global Competencies
• GLOA 610 Economic Globalization and Development
• ITRN 602 International Financial Institutions and Globalization or ITRN 603 International
Trade Relations
• GLOA 620 Human Systems
• GCH 560 Environmental Health
• GLOA 710 Seminar Abroad
• GLOA 720 Capstone Seminar or Thesis
Elective tracks
• Global governance and public management track
• Global economics and development track
• IT/media track
• International management track
• Global conflict and security track
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• International education track
• International health track
• Demography/geography track
• Area studies track
• Globalization of culture and society: histories, theories and disciplines
Special note: All courses for these tracks are drawn from approved lists constituted by pre-existing courses at George Mason across all relevant colleges, departments and units.
The proposed program is intended to be offered primarily to part-time students. Appendix A provides a sample schedule for a part-time student.
• Other note: Required language competency:
Prior to matriculation, students will have to demonstrate an advanced professional competency in reading, writing and speaking a 2 nd
language other than English, defined as a modern foreign language widely used in international communication and assessed by the foreign service language proficiency exam at level 3 or via equivalent testing at the same level.
NEW COURSE SYLLABI PENDING CHSS APPROVAL. (See Appendix B.)
Admissions
Admission to the Global MA program will be based on required GRE scores, quality of prior degrees (such as the undergraduate BA across many disciplines), relevant work experience
(in a large variety of possible settings), and intellectual and academic motivation, as assessed by essay instruments.
Faculty
George Mason University has five full-time faculty committed to the proposed program.
Their scholarly expertise covers the range of instruction in the program. Appendix C provides abbreviated biographies of the five faculty. The proposed program will also take advantage of the diverse talents of adjuncts employed in global organizations in the metropolitan Washington,
DC area.
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Assessment
Learning outcomes
Graduates of the proposed program will know, understand and be able to analyze and use various dimensions necessary for decision-agents to function effectively in the global environment:
• How does one think and act “globally” when operating in many of numerous, often conflicting global settings, frequently where ambiguity and opposing imperatives reign?
• How does one adapt to various contexts across nations and cultures?
• How does one analyze the rapidly changing variables and great flows of intellectual, financial and social capital across the globe?
Graduates of the proposed program will be able to:
• Pursue advanced graduate study.
• Work in academic programs requiring analysis of diverse global variables.
• Work in governmental agencies requiring knowledge of the rapidly changing global environment.
• Work in private and public sectors in analysis and research relating to current global trends.
Learning will be assessed through:
• Standard testing instruments of each student in each course, both quantitative and qualitiative ones.
• Written work in each course of a advanced analytical nature.
• Faculty assessment of students’ qualitative participation and learning in the program.
How the program fits into the institution’s overall program review:
The proposed program will be reviewed on the seven-year cycle typical of programs within the College of Humanities and Social Sciences (CHSS). Program review takes place under the guidance of the Office of Institutional Assessment and requires three semesters to complete. The outcomes of the process are a series of deliverables—a self-assessment report and academic plan written by program faculty and a report by a review team external to the program—and changes made to enhance the program. The College of Humanities and Social
Sciences is scheduled for review of its programs beginning in the Fall 2012.
The proposed MA in Global Affairs will also be included in the university’s 2011 reaffirmation of accreditation.
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Finally, the Board of Visitors will conduct its initial review of the program in 2013.
Benchmarks of Success
Benchmarks of success of this master’s degree program will include qualitative standards common to the mainstream social science disciplines (quality of admitted applicants; quality of faculty; quantity and quality of options for placement and promotion available to and achieved by graduates of the program).
Quantitatively, the proposed Global Affairs MA will establish the following benchmarks of success:
50% of admitted applicants will have a combined GRE score of 1200 or above
70% of students will complete the program in two years (as its design calls for)
85% of graduates will have earned jobs within the field or received promotions in their current job within three years.
In addition, periodic qualitative reviews of multiple dimensions of success by internal and external faculty review committees will be implemented. Follow-up surveys will evaluate the success of graduated students in the job market. It is expected that for individuals who enter the program from a career position, they will most likely derive the benefit of promotion upon completion of the master’s. For students who desire to enter academia, relevant faculty will assist graduates with obtaining entrance into a doctoral program at an appropriate institution of higher learning. If program benchmarks are not achieved, the program faculty will examine its marketing and recruiting practices, admissions requirements, curriculum, instructional methods, advising practices, and course evaluations to determine where modifications to the program need to be made. It is anticipated that as the program continues, higher benchmarks in the areas of admission requirements and job placement will be developed and applied
Expansion of an Existing Program
Not applicable.
Collaborative or Stand-alone Program
The MA in Global Affairs is a stand-alone program at George Mason University. No other university was involved in its development, and no other organization will collaborate in its operation.
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Justification for the Proposed Program
Response to Current Needs
In addition to being important nationally and regionally, and to being a key element in the
Board of Visitors adopted “Spire of Excellence” for George Mason University, this proposed
Masters of Arts in Global Affairs is also specifically important to the development and future of the Commonwealth of Virginia, especially its economy.
No one makes this argument better than Ambassador Randolph Bell, now president of the
World Affairs Council of Richmond, Virginia. The Council is a non-profit organization that works to increase public understanding among Virginia’s citizens about the importance of global issues to this region and its economy. Global trends have specific impact on the Commonwealth, its businesses and its economy, not just in Northern Virginia, where many multinationals have substantial and growing operations, but throughout the Commonwealth, north, south, east and west.
“I don’t know of any major companies here that don’t have global exposure,”
Ambassador Bell has said. “The global economy is growing and it’s not going to go away. . . .
We are trying to strengthen the knowledge base and the environment in which economic development unfolds” (cited in Richmond Times Dispatch, January 2, 2007). Education is the key factor in strengthening the workforce and making it more competitive in the global economy. The president of Duke University, Richard Brodhead, insists American competitiveness does not lie solely in a college degree—colleges around the globe are now graduating students at levels competitive with the United States. Instead, after reviewing many programs around the world, Brodhead contends “schooling that trains students in many different disciplines makes them more flexible at shifting among a range of challenges and approaches. It also equips them to bring different sets of tools to bear on complex problems, allowing them to improvise new solutions by making new connections” (Brodhead, 2006, pg.A19). This transdisciplinarity, at once between the disciplines, across the different disciplines, and beyond each individual discipline, is the very approach the Global M.A. seeks to instill in its students. Its goal is the multifarious understanding of the present world, along many crosscutting dimensions that no single discipline can, on its own, fully grasp.
A knowledgeable, globally savvy student is not a product in itself. At its core, an education benefits students and communities fiscally as well as intellectually. The Council on
Competitiveness’ 2006 report “The Competitive Index: Where America Stands” recorded that households headed by college graduates had four times the average net worth in 2004 than those households headed by high school graduates. In the global economy high school graduates “do worse and worse,” while “the educated do well,” according to the report’s co-author Michael E.
Porter, a professor at Harvard Business School (Montgomery, 2006, pg. D06). The well-educated workforce is one of the main reasons such global corporations as Rolls-Royce, Volkswagen, and
Computer Sciences are relocating their main corporate offices and production facilities to
Northern Virginia (Lopes, 2008, pg. C08; States News Service September 6 and November 20,
2007). Governor Tim Kaine’s statement on Rolls-Royce’s choice of Virginia saluted education’s role in this competitive project:
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Rolls-Royce's investment is transformational for the Commonwealth of Virginia and the future of our economy. The company, which operates in four global markets, will bring international focus to our state's aerospace industry as well as the research and development capabilities of our universities. Rolls-Royce's decision to locate these operations here is strong affirmation of the talent and professionalism of our educated, high-tech workforce and Virginia's competitiveness globally (States News Service, 2007).
Growth and global outreach in Northern Virginia is not isolated to these few corporations. Northern Virginia’s proximity to Washington D.C. and all the companies dependent on the federal government puts it in a unique position to host a variety of for-profit and non-profit organizations. David Rubenstein, co-founder of the Carlyle Group, commented in
2007 that even in a period of economic downturn, he believed the Washington metropolitan area would continue to grow. He cited the expanding federal budget, the growth in aerospace and technological industries, and especially the need to rebuild and retool the Defense Department as reasons his corporation and others like it still look to this area as a good investment ( Washington
Post , 2007, pg. D03). The Richmond Times Dispatch backs up his contentions with a report that shows the urban areas of Northern Virginia accounted for almost half of all the jobs created in the Commonwealth or almost 22,500 between February 2006 and February 2007. This figure was better than the state average and on par with national trends.
Northern Virginia has been a welcome home to an expanding number of foreign firms. In
1997, only 17 foreign countries had offices in Fairfax County, in 2006 over 350 foreign firms called Fairfax County home. Part of this growth can be attributed to aggressive outreach programs, instigated both locally and through the Commonwealth. Fairfax County and Prince
George’s county have opened satellite offices in Asia to advertise the benefits of doing business in Northern Virginia (Kirkham, 2006, pg. D 04). Several countries, most notably South Korea,
Hungary, and Israel have established business incubators in the county to help their fellow countrymen start businesses here (Hart, 2006, pg. T20).
As a competitive suitor for international businesses and a hub for government-based organizations, Northern Virginia is in a unique location to service a variety of global institutions.
Students who wish to enhance their careers can find a bounty of opportunities in the field of global affairs with the right sort of training. The Global MA program at George Mason
University provides a natural advantage in this setting.
Spin-off Proposal
Not applicable.
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Employment Demand
Evidence of employment demand comes from two sources: 1) a sampling of representative job announcements requiring the knowledge and skills of the proposed MA in
Global Affairs, and 2) an analysis of employment projections at both the national and
Commonwealth levels.
A survey of job announcements done on the Internet during July of 2008 revealed a variety of openings for global affairs specialists. These openings were not just Foreign Service opportunities through the United States Department of State. The sampling of 25 job announcements in Appendix ( ) of this proposal include a variety of opportunities through the
United States government, the United Nations, non-governmental organizations (NGOs), nonprofit groups, and for-profit corporations. These employers are looking for analysts, managers, controllers, technicians, media experts, economists, and specialists in fields ranging from healthcare to international trade to agricultural practices. Of the 25 announcements; eighteen of the jobs were based in Washington DC and Northern Virginia; four of the jobs were based in
New York City; and three of the positions required the employee to relocate to Uganda,
Khartoum, or Jamaica.
The educational and skill demands for these positions had several things in common.
They all required a Bachelor’s of Arts or Sciences degree, and each employer asked for experience with global affairs and transnational institutions—either governmental or NGOs.
Fifteen of the positions required graduate [Master’s] degrees, while four additional employers found graduate degrees desirable. For those jobs with the federal government, the pay scale and promotions were directly tied to amount of education beyond the undergraduate level. Fluency in at least one foreign language was necessary for eight of the jobs and highly desirable in four others.
The search for job announcements was performed on national search engines, and shows the need for global specialists centers on the capital of our Nation. Additionally, the search suggests that specialists of many separate fields could find work here, as long as they commit themselves to advanced study. Finally, the variety of companies hiring global specialists shows the effect of globalization on domestic corporations and not-for-profit organizations. These companies, in turn, are reaching out to find employees with transnational experience and knowledge beyond their core skill set. The Global M.A. program is designed to provide just such credentials.
Job prospects and growth.
The Global M.A. emphasizes training for management positions, with further specialization in various fields relating to governance, economics, education, health systems, security, and media. The United States Bureau of Labor Statistics (BLS) does not have specific statistics for projected growth in the field of global affairs. However, they do foresee continued growth in all management fields to remain at 10.4% through the year 2016 (Dohm and Shniper,
2007, p. 88). The Chief Economist for the Commonwealth of Virginia, while he divides the occupational titles differently than the national definitions, also foresees a growth in
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2009 (Mezger, 2008, p. 26).
Economic growth is only part of the job increase in this area. Dohm and Shniper found that Net replacement needs for all occupations over the 2006-16 period are expected to total 33.4 million job openings, as opposed to 17.4 million due to growth. While most replacement openings are generated when workers change occupations either through a promotion or a career change, or when they simply leave the work-force, in the coming decade a greater number of openings than usual will result from baby boomers retiring (Dohm and Shniper, 2007, p. 102).
Workers over 45 represent 52% of the management workforce, and the analysts at the BLS project more than 1.7 million job openings in the next ten years because of replacement. In contrast, during the same period, the analysts project only 632,000 openings created by growth
(Dohm and Shniper, 2007, p. 102).
The openings provided by large groups of retirees mirrors an aging trend in the ranks of
NGO specialists. Canadian scholar Alison Van Rooy, in an article on changes within the NGO community, noted the very success of the programs to encourage civic societies in the 1990’s made the NGOs redundant. She highlighted the importance of creating new networks between developed and developing countries. She also uncovered
… another factor of occupational obsolescence is generational. For some countries’ cadres of NGO leaders—certainly so in Canada—many have had no other jobs in their professional lives. In Canada, most of today’s leaders, now approaching retirement, went directly from university to volunteer posts in Africa in the mid-1960s. Moreover, with the clamp on funding to NGOs in the mid-
1990s in Canada, at least, almost no new hiring has taken place. With few jobs, despite a large cadre of development students coming from today’s universities, the development NGO community has become grey (Van Rooy, 2000, p. 314).
With impending retirements and restructuring of programs, a student trained in these new systems would have a decided advantage in the global affairs job market.
Specific Job Prospects for Graduates of the Global MA Program.
All statistics taken from the Bureau of Labor Statistics Occupational Outlook Handbook and reflect the 2006-2016 projections. Average job growth for all jobs during this period is 8%.
URL http://www.bls.gov/oco/ Accessed July 24, 2008.
Occupation Percentage of Change Relation to Average
Administrative Services Manager
Advertising, Marketing, Promotions
Public Relations, and Sales Managers
12% growth
12% growth
Average growth
Average growth
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Budget Analysts 7% growth
Computer and Information System Managers 16% growth
5% growth Conservation Scientists and Foresters
Economists 7% growth
8% growth Engineering and Natural Sciences Managers
Financial Analysts
Financial Managers
Human Resources, Training, and Labor Relations
Managers and Specialists
Average growth
Faster than Average
Slower than Average
Average growth
Average growth
34% growth Much Faster than Average
13% growth
17% growth
Average growth
Faster than Average
Management Analysts
Medical and Health Services Managers
Public Relations Specialists
Social Scientists
22% growth Much Faster than Average
16% growth
18% growth
6% growth
Faster than Average
Faster than Average
Average growth
Statistician 9% growth Average growth
Many of the job announcements in Appendix D (to be appended) require advanced degrees, multiple years of experience working overseas, or a combination of both. The value of a
Master’s degree in Global Affairs may increase with information from the BLS. Their projections show an 18.9% increase in employees with Master’s degrees between the years 2006 and 2016 (Dohm and Shniper, 2007, p. 103). The economists explain the growth in terms of employers’ reluctance “to provide long-term training to workers out of the concern that they will leave once they are trained, the burden of becoming trained in a profession will increasingly rest on the individual (Dohm and Shniper, 2007, p. 104).” The Global M.A. program will be in a perfect position to serve the motivated student.
Educating a student in global affairs prepares that person for a career based on service, both worldwide and local. Helping a business or organization succeed overseas can have profound ramifications domestically. In 2007, Virginia native and former ambassador Randolph
Bell told the Richmond Times Dispatch “I don’t know of any major companies here that don’t have global exposure . . . [d]espite terrorism and all the conflict that rivets our attention, the global economy is growing and it’s not going to go away.”(Rayner, 2007, p. B-6) As the president of the World Affairs Council of Richmond, Bell works to educate Virginian schoolteachers about international affairs. The Times Dispatch article states “Bell believes that’s
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Bibliography:
Brodhead, Richard (2006). The U.S. Edge in Education [Electronic Version]. The Washington
Post . September 4, 2006. Editorial; A19.
Chmura, Christine (2007). Urban Areas lead way in Virginia job growth [Electronic Version].
The Richmond Times Dispatch. April 16, 2007. Metro Business; F-30.
Dohm, Arlene and Lynn Shniper (2007). Occupational employment projections
to 2016. Monthly Labor Review , November 2007, 86-125.
Hart, Kim (2006). More Foreign Firms Calling Fairfax Home; ‘It Just Makes Sense to Come
Here.’[Electronic Version]. The Washington Post.
December 7, 2006. Fairfax Extra; T 20.
Kirkham, Chris (2006). Prince George’s to Open Offices in India, China [Electronic Version].
The Washington Post.
July 26, 2006. Financial; D 04.
Lopes, Gregory (2008). Computer Sciences to move to Virginia [Electronic Version]. The
Washington Times . January 31, 2008. Business; C 08.
Mezger, William F. (2008). Fourth Quarter 2007 Data, Virginia Economic
Indicators.
Retrieved July 12, 2008, from
http://www.vawc.virginia.gov/gsipub/index.asp?docid=280
Montgomery, Lori (2006). U.S. Competes Well in Global Economy; College Graduates Reap
Higher Wages, but Others Are Loosing Ground, Report Says [Electronic Version]. The
Washington Post.
November 14, 2006. Financial; D06.
Rayner, Bob.(2007, January) . Foreign service continues; A former ambassador now serves as the president of the World Affairs Council of Richmond [Electronic Version]. The Richmond
Times Dispatch, January 2, 2007, B-6.
Van Rooy, Alison (2000). Good News! You May Be Out of a Job: Reflections on the Past and Future 50 Years for Northern NGOs. Development in Practice , Vol.
10, No. 3-4, August, 2000, 300-318.
States News Service (2007). Governor Kaine Announces Volkwagen to Locate U.S.
Headquarters in Fairfax County [Electronic Version]. States News Service.
September 6, 2007.
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States News Service (2007). Governor Kaine Announces 500 New Jobs for Prince George
County; Rolls-Royce to Build World-Class Engine Facility [Electronic Version]. States News
Service.
November 20, 2007.
------(2007). An Area Ripe for Buyouts [Electronic Version]. The Washington Post.
November
12, 2007. Financial; D03.
Student Demand
Provide evidence of student demand to support projected enrollments. Evidence of demand should include at least two of the following requirements:
A descriptive narrative/full report of student survey results. Provide a copy of any surveys administered. See Appendix C for an example of a survey instrument. You will need to describe in the body of the proposal how you developed the survey population.
Summarize the results of the survey in the body of the proposal and provide a copy of the survey results as an appendix.
This survey is to be administered to a pool of 100 or so students from university at the beginning of the Fall semester 2008.
Letters and/or e-mails of support from prospective students that include a statement of need for the program and indicate possible enrollment in the program. Letters must be signed.
[Seven (7) student support messages currently with Wendy Payton for proper cataloguing and presentation.]
A summary, with citations, of any other sources that document student demand.
The estimated headcount and FTE (full-time equivalent) students, including sources for the projection, with the assistance of the institution’s planning or Institutional Research office, complete the Summary of Projected Enrollments in Proposed Program.”
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______________________________________________________________________________
S TATE C OUNCIL OF H IGHER E DUCATION FOR V IRGINIA
SUMMARY OF PROJECTED ENROLLMENTS IN PROPOSED PROGRAM
Projected enrollment :
Year 1
2000 - 2010
HDCT
10
FTES
4
Year 2
2010 - 2011
HDCT
28
FTES
12
Year 3
2011 - 2012
HDCT
53
FTES
22
Year 4
Target Year
(2-year institutions)
2012- 2013
HDCT
71
FTES
29
GRAD
--
Year 5
Target Year
(4-year institutions)
2013 - 2014
HDCT
78
FTES
32
GRAD
21
Assumptions:
80% retention
10% full-time students/90% part-time students
Full-time students average 9 credit hours/semester
Part-time students average 4.5 credit hours/semester
Full-time students graduate in 2 years
Part-time students graduate in 3 years
Duplication
A truly interdisciplinary, social science Global Master of Arts degree, resolutely designed to train elite generalists, does not currently exist in ANY competing institution in the
Commonwealth of Virginia or in the Washington DC area. A canvass has indicated that the closest competitors nationally to this model are at the Fletcher School of Law and Diplomacy at
Tufts University in Boston, at Rutgers in New Jersey and at New York University.
A canvass did not indicate any other similar programs in the Midwest, South, Far West or
West Coast of the United States.
Projected Resource Needs
The proposed MA in Global Affairs relies on significant existing resources of faculty, administrative staff, library resources, and equipment. The following subsections detail the resources required to operate the program from its initiation in the fall 2009 semester through the target year 2013-2014. Assessments of need for full-time faculty, part-time faculty, and adjunct
14
page 15 faculty are based on the following ratio of student enrollment to faculty effort for master’s programs: 11 FTE of enrollment requires one FTE faculty for instruction.
Full-time Faculty
The total effort required for instruction for the MA in Global Affairs is 0.4 FTE in 2009-10, rising to a total of 3.0 FTE by 2013-14. Of this effort, 0.25 FTE will come from the College of
Humanities and Social Sciences in 2009-10, with an additional 0.25 FTE for program coordination. By the target year, full-time faculty effort within the college will rise to a total of
2.25 FTE. The provost has committed a tenure-track faculty line to the effort by the target year.
The remaining effort can be accommodated through a combination of reallocation of college resources and the additional revenue that comes from premium-priced tuition.
Part-time Faculty from Other Academic Units
Because the MA in Global Affairs is an interdisciplinary program, a significant portion of its instruction will come from outside the College of Humanities and Social Sciences. We project that 0.25 FTE of instructional effort in 2009-10 will come from faculty outside the college, rising to a total of 0.5 FTE by 2013-14. Because the courses in the proposed program are typically deployed for more than one program, and the enrollments projected for the Global Affairs program are relatively modest, the colleges providing this instruction can absorb the increases in enrollment through an internal reallocation of resources.
Adjunct Faculty
George Mason University is fortunate to be able to augment its pool of full-time faculty with adjuncts whose professional expertise contributes significantly to the classroom experience. The
MA in Global Affairs is no exception. Although we plan on using no adjuncts initially, by 2013-
14, we project that the proposed program will require 0.5 FTE of adjunction instruction. This effort can be accommodated through revenues from premium-priced tuition.
Graduate Assistants
The proposed program does not require graduate assistantships.
Classified Positions
The MA in Global Affairs requires 0.25 FTE of classified support in 2009-10, rising to a total of
0.5 FTE by 2013-14. The college can accommodate the costs of the part-time position through an internal reallocation of resources.
Targeted Financial Aid
The proposed program requires no targeted financial aid.
Equipment
The part-time classified support position will be provided with office equipment, including a computer. The new full-time faculty line projected by the target year will also be provided with office equipment. The costs of the equipment will be paid for through a reallocation of internal resources.
15
page 16
Library
The University Libraries routinely provides new academic programs with $3,000 for the purpose of adding to relevant collections. These funds can be accommodated through a reallocation of internal resources.
Telecommunications
The part-time classified support position and new faculty member will be provided with the standard telephone system. The costs of this system will be paid for through a reallocation of internal resources.
Space
No additional space will be required to launch or maintain the program.
Other Resources
No resources other than those described above will be required to launch or maintain the program.
16
page 17
______________________________________________________________________________
PROJECTED RESOURCE NEEDS FOR PROPOSED PROGRAM
Part A: Answer the following questions about general budget information.
Has or will the institution submit an addendum budget request to cover one-time costs?
Has or will the institution submit an addendum budget request
Yes to cover operating costs?
Will there be any operating budget requests for this program
Yes that would exceed normal operating budget guidelines (for
Yes example, unusual faculty mix, faculty salaries, or resources)?
Will each type of space for the proposed program be within projected guidelines?
Will a capital outlay request in support of this program be
Yes forthcoming? Yes x
No
No
No
No
No x x x x
17
page 18
Part B: Fill in the number of FTE positions needed for the program
Full-time faculty*
Program Initiation Year
2009 - 2010
On-going and reallocated (New)
0.50
Expected by
Target Enrollment Year
2013 - 2014
(New)**
1.75 positions
2.25
Part-time faculty (faculty FTE split with other unit(s))
Adjunct faculty
0.25
0.00
0.00
0.00
0.25
0.50
0.50
0.50
Graduate assistants 0.00 0.00 0.00
0.00
Classified positions 0.25 0.00 0.25
TOTAL 1.00 0.00 2.75
0.50
3.75
* Faculty dedicated to the program
** Added after initiation year
18
page 19
Part C: Estimated resources to initiate and operate the program
Full-time faculty
salaries
fringe benefits
Part-time faculty (faculty
FTE split with unit(s))
salaries
fringe benefits
Program Initiation Year
2009 - 2010
0.50
$45,000
$13,811
0.25
$22,500
$6,905
0.00
$0
$0
0.00
$0
$0
Expected by
Target Enrollment Year
2013- 2014
1.75
$157,500
$48,337
0.25
$22,500
$6,905
2.25
$202,500
$62,147
0.50
$45,000
$13,811
Adjunct faculty
salaries
fringe benefits
Graduate assistants
salaries
fringe benefits
Classified Positions
salaries
fringe benefits
Personnel cost
salaries
fringe benefits
Total personnel cost
Equipment
Library
Telecommunication costs
Other costs (specify)
TOTAL
$75,000
$23,874
$98,874
$0
$3,000
$0
$0
$101,874
0.00
$0
$0
0.00
$0
$0
0.25
$7,500
$3,158
0.00
$0
$0
0.00
$0
$0
0.00
$0
$0
$0
$0
$0
$5,000
$0
$1,000
$0
$6,000
$201,900
$59,502
$261,402
$5,000
$0
$1,000
$0
$267,402
0.50
$14,400
$1,102
0.00
$0
$0
0.25
$7,500
$3,158
$276,900
$83,376
$360,276
$10,000
$3,000
$2,000
$0
$375,276
0.50
$14,400
$1,102
0.00
$0
$0
0.50
$15,000
$6,317
19
page 20
Part D: Certification Statement(s)
The institution will require additional state funding to initiate and sustain this program. x
Yes
No
Signature of Chief Academic Officer
Signature of Chief Academic Officer
If “no,” please complete Items 1, 2, and 3 below.
1. Estimated $$ and funding source to initiate and operate the program.
Program initiation year Target enrollment year
Funding Source 2009 – 2010 2013 – 2014
Reallocation within the department or school (Note below the impact this will have within the school or department.)
Reallocation within the institution (Note below the impact this will have within the school or department.)
$75,469
$32,405
$189,844
$61,811
Other funding sources
(Please specify and note if these are currently available or anticipated.)
0 0
2. Statement of Impact/Other Funding Sources.
Reallocation within the department or school. The College of Humanities and Social
Sciences can accommodate the costs of additional full-time and adjunct faculty, part-time classified support, equipment, and telecommunications systems through a combination of reallocation of internal resources and a portion of the revenue from premium-priced tuition.
Reallocation within the institution. The provost has committed one tenure-track faculty line to the proposed MA in Global Affairs by the target year 2013-14. The University Libraries routinely allocates $3,000 to new degree programs for the purpose of enhancing relevant collections. Schools other than the College of Humanities and Social Sciences will also contribute instructional effort. These costs will be absorbed through an internal reallocation of resources.
Other funding sources. No other sources of funds will be required to launch or maintain the proposed MA in Global Affairs.
20
page 21
3. Secondary Certification.
If resources are reallocated from another unit to support this proposal, the institution will not subsequently request additional state funding to restore those resources for their original purpose. x Agree
Signature of Chief Academic Officer
Disagree
Signature of Chief Academic Officer
21
Appendix A – Sample Schedule for a Part-time Student
15 credit-hours • Year 1
Fall semester
GLOA 600
GLOA 610
Spring semester
ITRN 602 or 603
GCH 560
GLOA 710
• Year 2
15 credit-hours
Fall semester
2 electives from elective track:
GSOM 530
GSOM 540
Spring semester
2 electives from elective track:
GSOM 551
MBA 716
GLOA 720 or Thesis page 1
A-1
Appendix B – Syllabi for GLOA Courses
See following pages for GLOA syllabi. page 1
B-1
page 2
Anchor Course
GLOA 600 Global Competencies
Globalization is not new, but the extent of global interconnectedness today is extraordinary and unprecedented. Finance flows freely and quickly. Massmanufactured goods congest sea-lanes in huge container ships, linking newlyindustrialized regions and affluent consumer centers. Mass media and information technologies permit the near instantaneous circulation of ideas and images around the world. Migration and human mobility challenge conventional models of citizenship, culture, and belonging, while natural ecosystems strain under the burdens of industrialized production and capital accumulation.
The benefits of contemporary globalization are readily apparent, but so are the costs.
Gains from economic globalization are diffuse, whereas losses are immediately felt by localized populations. Manufacturing industry and services are decimated in high-cost countries. Traditional cultures are perceived to be under threat, and various forms of risk—environmental, economic, cultural—seem pervasive today.
How should “global citizens” respond to these movements, shifts and effects? Coping with a complex world requires, first, the development of global competencies— knowledge of the global system; of the forces shaping the world around us; of the political, economic, social, and cultural components and consequences of globalization; of the strategies pursued by individuals, organizations, businesses, and governments in response to the threats and opportunities of intensifying interdependence; of the sources and uses of data and other information on global factors and trends.
Course objectives
This course explores the nature of globalization so that students will understand the history and evolution of the characteristics of the current global system; be familiar with key global issues and debates; have an internatized understanding of and appreciation for organizations, languages, cultures in many global contexts; and be better habituated to thinking across disciplinary lines.
Key Newspapers/Magazines (to be followed throughout the semester)
Financial Times
Economist
Foreign Policy
Key Websites (explore during semester and link to course segments)
Yale Global Online http://yaleglobal.yale.edu/index.jsp
The Globalist http://www.theglobalist.com/
B-2
page 3 openDemocracy http://opendemocracy.net/ global-e http://global-ejournal.org
Key Texts (link to particular course segments)
(See below)
Course Segments
Introduction and Overview I.
Frank Lechner and John Boli, The Globalization Reader, 2 nd ed., (Blackwell 2004)
II.
Sources and Uses of Data
Finding and evaluating data on global trends and developments….statistical techniques for policy analysis and program evaluation ….presenting data and statistics …major data sources and indicators related to globalization, including trade data, balance of payments, exchange rate economics and financial indicators, migration flows…..
Economist, Numbers Guide: The Essentials of Business Numeracy, 5 th edition (Bloomberg
Press, 2007)
Economist, Guide to Economic Indicators: Making Sense of Economics, 6 th edition
(Bloomberg Press, 2007)
Economist, Markets and Data http://www.economist.com/markets/
Library of Economics and Liberty, Data and Research Sources http://www.econlib.org/library/data.html
Foreign Policy, the Globalization Index 2007 http://www.foreignpolicy.com/story/cms.php?story_id=3995
III.
The Emergence of Contemporary Globalization
Bruce Mazlish and Akira Iriye (eds.), The Global History Reader (Routledge 2005)
IV.
Theories of Globalization (and their Discontents!)
Jan Aart Scholte, Globalization: A Critical Introduction (Palgrave 2007)
Anthony Giddens, The Consequences of Modernity (Polity 1989)
Justin Rosenberg, The Follies of Globalisation Theory (Verso 2000)
B-3
page 4
V.
Globalization and the Social Order: Intimacy, Risk & Knowledge
Ulrich Beck, Anthony Giddens & Scott Lash, Reflexive Modernization: Politics,
Tradition, and Aesthetics in the Modern Social Order (Polity 1994)
Ulrich Beck, World Risk Society (Polity 1999)
Dennis Altman, Global Sex (University of Chicago Press 2002)
VI.
Global Technologies of Governance and Social Control
Michel Foucault, ‘Governmentality’ (essay to be distributed)
Timothy Mitchell, Rule of Experts: Egypt, Techno-politics, Modernity (University of
California Press, 2002)
Partha Chatterjee, The Politics of the Governed: Reflections on Popular Politics in Most of
the World (Columbia University Press 2004)
VII.
Global Communication and Social Networking
Armand Mattelart, Networking the World (University of Minnesota Press 2000)
Mark Nunes, Cyberspaces of Everyday Life (University of Minnesota Press 2006)
VIII.
Consumption, Commodification and Popular Culture
Jonathan Friedman, Consumption and Identity (Routledge 2005)
Walter Lafeber, Michael Jordan and the New Global Capitalism (WW Norton 2002)
Sangita Gopal and Sujata Moorti (eds.), Global Bollywood: Travels of Hindi Song and
Dance (University of Minnesota Press 2008)
IX.
Contesting Globalization
David Harvey, Spaces of Global Capitalism: A Theory of Uneven Geographical
Development (Verso 2006)
Jagdish Bhagwati, In Defense of Globalization (Oxford University Press 2007)
B-4
page 5
X.
Alternative Globalizations
Peter McLaren and Nathalia E. Jaramillo, “Alternative Globalizations: Toward a
Critical Globalization Studies,” Rhizome, Vol. 1-2, 2008.
Joseph Stiglitz, Making Globalization Work (WW Norton, 2007)
REQUIREMENTS
• Full and regular participation in class discussion 15%
• Two analytical papers during semester on narrowly focused topics (to be approved by instructor) (8-10 pages) 25% each
• Broad research paper (to be approved by instructor (~ 25 pages) 35%
Core Course: GLOA 610
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Economic Globalization and Development
This course studies international trade, investment, and finance, focusing on the interplay between the global market and political authorities on different levels and on the prospect and challenge for economic development in such a globalizing environment. It also studies whether and how much countries have converged or diverged in their economic policies and development.
The course introduces analytical tools and knowledge developed by political economists mainly in the social science fields of economics and political science.
REQUIREMENTS
Attendance and participation: 30%
First analytical paper (12-15 pages): 35%
Second analytical paper (12-15 pages): 35%
SCHEDULE
I.
Current state of the global political economy
Robert Gilpin, Global Political Economy: Understanding the International Economic Order
(Princeton: Princeton University Press, 2001).
II.
Crises: The example of Asia, late 1990s
Iyanatul Islam and Anis Chowdhury, The Political Economy of East Asia: Post-Crisis
Debates (New York: Oxford University Press, 2000), Chapter Two.
Stephan Haggard, Political Economy of the Asian Financial Crisis (Washington, D.C.:
Institute for International Economics, 2000), Introduction, pp. 1-14.
IMF Staff, “The Asian Crisis: Causes and Cures,” Finance & Development , Volume 35,
Number 2 (June 1998) found at the IMF Homepage: http://www.imf.org/external/pubs/ft/fandd/1998/06/imfstaff.htm
III.
Global money
Ronald I. McKinnon, Dollar Standard: Living with Conflicted Virtue (Cambridge, Mass.:
MIT Press, February 2005).
B-6
page 7
George S. Tavlas, “The Economics of Exchange-Rate Regimes: A Review Essay,”
World
Economy , Vol. 26, No. 8 (August 2003), pp. 1215-1246.
Benjamin J. Cohen, “Balance-of-Payments Financing: Evolution of a Regime,”
International
Organization , Vol. 36, No. 2 (Spring 1982), pp. 457-478.
IV.
Global production
James R. Kurth, “The Political Consequences of the Product Cycle: Industrial History and
Political Outcomes,” International Organization , Vol. 33, No. 1 (Winter 1979), pp. 1-34.
Raymond Vernon, “International Investment and International Trade in the Product Cycle,”
Quarterly Journal of Economics , Vol. 80, No. 2 (May 1966), pp. 190-207.
R. H. Coase, “The Nature of the Firm,” Economica , Vol. 4, No. 16 (November 1937), pp.
386-405.
Theodore H. Moran, Edward M. Graham and Magnus Blomstrom, eds., Does Foreign Direct
Investment Promote Development?
(Washington, D.C.: Institute for International Economics,
2005).
“Corporate Inversion Transactions: Tax Policy Implications,” Office of Tax Policy,
U.S. Department of the Treasury.
V.
Global finance
Frederic Mishkin, The Next Great Globalization (Princeton: Princeton University Press,
2006).
Eswar Prasad, Ken Rogoff, Shang-Jin Wei, and Ayhan Khose, “Financial Globalization: A
Reappraisal,” IMF Working Paper WP/06/189.
Edward S. Shaw, Financial Deepening in Economic Development (New York: Oxford
University Press, 1973).
Benjamin J. Cohen, “Phoenix Risen: The Resurrection of Global Finance,” World Politics ,
Vol. 48, No. 2 (January 1996), pp. 268-296.
VI.
Global trade
Gordon Tullock, “The Welfare Costs of Tariffs, Monopolies, and Theft,” Western Economic
Journal , 5 (June 1967), pp. 224-232.
Jagdish Bhagwati, In Defense of Globalization (Oxford University Press, 2007).
B-7
page 8
Richard Baldwin, “Multilateralizing Regionalism: Spaghetti Bowls as Building Blocs on the
Path to Global Free Trade,” Center for Economic Policy Research, CEPR Discussion Papers,
No. 5775, August 2006.
James D. Morrow, Randolph M. Siverson and Tressa E. Tabares, “The Political
Determinants of International Trade: The Major Powers, 1907-90,” American Political
Science Review , vol. 92, no. 3 (September 1998), pp. 649-661.
Jared Diamond, Collapse: How Societies Choose to Fail or Succeed (Viking, 2005).
VII.
Development strategies
Jared Diamond, Collapse: How Societies Choose to Fail or Succeed (Viking, 2005).
Paul Collier, The Bottom Billion: Why the Poorest Countries Are Failing and What Can Be
Done About it (Oxford University Press).
Paul Krugman, “Cycles of Conventional Wisdom on Economic Development,”
International
Affairs , Vol. 71, No. 4 (October 1995), pp. 717-732.
Robert Wade, “East Asia’s Economic Success: Conflicting Perspectives, Partial Insights,
Shaky Evidence,” World Politics , vol. 44, no. 2 (January 1992), pp. 270-320.
Paul Krugman, “The Myth of Asia’s Miracle,” Foreign Affairs , Vol. 73, No. 6
(November/December 1994), pp. 62-78.
B-8
page 9
CORE COURSE
GLOA 620 Human Systems: Migration and Mobility in a Global World
Course Summary & Objectives
Peoples and communities have moved across borders for many centuries, but globalization processes have given rise to a new political economy of migration and a new politics of identity in terms of how people understand their sometimes multiple national (or sub-national…perhaps now even post-national?) affiliations. This course will introduce graduate students to the recent history of global migration and related issues such as refugees and diaspora communities. The focus will be on the changing nature of the international state system and the various ways in which governments seek today to regulate the inflows (and outflows!) of bodies across their borders. We will consider these questions from the perspectives of international law and institutional politics, but will also engage insights from sociology, anthropology and cultural studies. A series of case studies of “communities on the move” will be used to provide tangible illustrations of the various ways in which world politics can prompt people to move their lives and livelihoods from one place to another, or to structure them across multiple settings.
How will these challenges and our ability to meet them in terms of institutional and regulatory arrangements evolve in the coming years? What kinds of new identities are emerging through increased people flows? By the end of this course, you will have a thorough understanding of the theoretical and empirical issues involved in transnational migration (concepts, key issues, institutions, cases) and the ability to critically analyze and evaluate arguments related to the same.
Assignments & grading
Your grade for the class will be determined by the following evaluated components:
1.
Theory paper
2.
Policy analysis
20%
20%
3.
Research paper
4.
Final exam
5.
Class participation
30%
20%
10%
Each assignment will be explained in detail in class.
Textbooks
Students are required to purchase the following textbooks:
B-9
page 10
1. Stephen Castles & Mark J. Miller, The Age of Migration: International Population
Movements in the Modern World, New York: Guilford Press, 3 rd edition, 2003.
2. Douglas S. Massey et al., Worlds in Motion: Understanding International Migration at the
End of the Millennium, New York: Oxford University Press, New Edition, 2005.
3. Course reading pack (available from campus bookstore)
The following texts are recommended as supplementary reading:
Saskia Sassen, Guests & Aliens, The New Press, 2000.
Wayne Cornelius et al. (eds.), Controlling Immigration: A Global Perspective, Stanford:
Stanford University Press, 2 nd edition, 2004.
Caroline Brettell & James F. Hollifield (eds.), Migration Theory: Talking Across the
Disciplines, London: Routledge, 2000.
Stephen Castles: Citizenship & Migration: Globalization and the Politics of Belonging,
London: Routledge, 2000.
Douglas S. Massey & J. Edward Taylor, International Migration: Prospects and Policies in a
Global Market, New York: Oxford University Press, 2004.
Pete Stalker, Workers Without Frontiers: The Impact of Globalization on International
Migration, Boulder: Lynne Rienner, 1999.
The following reference works will also be helpful:
Gerard Chaliand et al., The Penguin Atlas of Diasporas, London: Penguin Books, New
Edition, 1997.
The International Organization for Migration’s World Migration Report 2005.
Class topics & readings
CRP = to be found in the Course Reading Pack
Week 1 Course Introduction
Reading: Castles & Miller, The Age of Migration (hereafter TAOM),
Chapters 1 & 2
Week 2 A Brief History of Global Migration
B-10
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9 page 11
Readings: 1. TAOM, Chapter 3
2. Wang Gungwu, “Migration History: Some Patterns
Revisited” in Wang Gungwu (ed.), Global History and
Migrations, Boulder: Westview Press, 1997. [CRP}
Theorizing Migration
Readings: 1. Douglas S. Massey et al., Worlds in Motion (hereafter
WIM), New York: Oxford University Press, 2005, Chapters 1
& 2
2. Caroline Brettell, “Theorizing Migration in Anthropology:
The Social Construction of Networks, Identities,
Communities & Globalscapes” in Caroline Brettell & James
F. Hollifield (eds.), Migration Theory: Talking Across the
Disciplines, London: Routledge, 2000. [CRP]
Migration to the North Since WWII
Readings: 1. TAOM, Chapter 4
2. WIM, Chapters 3 & 4
Globalizing Migration: Trends in the South & the Developing World
Readings: 1. TAOM, Chapter 6
2. WIM, Chapters 5 & 7
Global Migration Key Issue 1: From Regulation & State Control…
Readings: 1. TAOM, Chapter 5
2. Saskia Sassen, Guests & Aliens, Chapters 5 & 7 [CRP]
Global Migration Key Issue 2: …to Regional & Global Governance of
Migration
Readings: Douglas S. Massey & J. Edward Taylor, International
Migration: Prospects and Policies in a Global Market, New York:
Oxford University Press, 2004, Chapters 15 & 16. [CRP]
Global Migration Key Issue 3: Migration, Labor and the World
Economy
Readings: 1. Peter Stalker, Workers Without Frontiers [CRP]
2. Zimmerman & Bauer (eds.), The Economics of Migration
[CRP]
Global Migration Key Issue 4: Brain Drain & National Development
Readings: 1. WIM, Chapter 8
B-11
Week 10
Week 11
Week 12
Week 13
Week 14
Week 15 page 12
2. Ozden & Schiff (eds.), International Migration, Remittances
& Brain Drain [CRP]
Global Migration Key Issue 5: Human Trafficking & Human Rights
Readings: 1. Noleen Heyzer (ed.), The Trade in Domestic Workers. [CRP]
2. David Kyle & Rey Koslowski (ed.), Global Human
Smuggling, Baltimore: Johns Hopkins University Press, 2001.
[CRP]
3. TAOM, Chapter 8
Migration Case Study 1: Filipina Domestic Workers in the Arab Gulf
Reading: Ehrenreich et al., Global Woman: Nannies, Maids, and Sex
Workers in the New Economy [CRP]
Migration Case Study 2: Displaced Persons in Central Africa
Reading: Catherine Phuong, The International Protection of Internally
Displaced Persons [CRP]
Migration Case Study 3: New Eastern European Diasporas
Reading: 1. Claire Wallace, “Opening and Closing Borders: Migration
& Mobility in East-Central Europe” [CRP]
2. Elmar Hönekopp, “The New Labor Migration From
Eastern Europe” [CRP]
Identity, Citizenship & Belonging
Readings: 1. Stephen Castles: Citizenship & Migration: Globalization and
the Politics of Belonging, London: Routledge, 2000, Chapters 1
& 4. [CRP]
2. Aihwa Ong, “Flexible Citizenship Among Chinese
Cosmopolitans” in Pheng Cheah & Bruce Robbins (eds.),
Cosmopolitics: Thinking and Feeling Beyond the Nation,
Minneapolis: University of Minnesota Press, 1998. [CRP]
Toward Post-National Affiliation?
Readings: 1. Yasemin Soysal, “Toward a Postnational Model of
Membership” in Gershon Shafir (ed.), The Citizenship Debates,
Minneapolis: University of Minnesota Press, 1998. [CRP]
2. Kwame Anthony Appiah, “Cosmopolitan Patriots” in
Pheng Cheah & Bruce Robbins (eds.), Cosmopolitics: Thinking
and Feeling Beyond the Nation, Minneapolis: University of
Minnesota Press, 1998. [CRP]
B-12
B-13 page 13
3. Arjun Appadurai, “Patriotism and its Futures” in
Modernity at Large: Cultural Dimensions of Globalization,
Minneapolis: University of Minnesota Press, 1996. [CRP]
page 14
MA in Global Affairs: Core Course
GCH 560
Environmental Systems
Core requirement for Global MA: GCH 560, Environmental Health
(Department of Global and Community Health, College of Health and Human Services)
Catalogue Course Description: Examines principles and methods, risk factors, prevention and control, and policies related to the aspects of human health determined by biological, physical, and chemical factors in the environment at the local, regional, and global levels—all at worldwide levels.
What is Global Environmental Health?
The World Health Organization (WHO) defines environmental health as “those aspects of human health, including quality of life, that are determined by physical, chemical, biological, social, and psychosocial factors in the environment” and “also refers to the theory and practice of assessing, correcting, controlling, and preventing those factors in the environment that can potentially affect adversely the health of present and future generations.” Thus, this course will seek both to define environmental health problems and to identify steps that can be taken to create and sustain an environment that promotes human health to its fullest – “complete physical, mental, and social well-being and not merely the absence of disease or infirmity.”
Environmental health science is one of the five core disciplines of public health recognized by the Association of Schools of Public Health (ASPH), the organization that represents the schools of public health in the United States that have been accredited by the
Council on Education for Public Health (CEPH). ASPH further breaks down environmental health into academic and professional sub-disciplines: air quality, food protection, radiation protection, solid waste management, hazardous waste management, water quality, noise control, environmental control of recreational areas, housing quality, and vector control. This course will address each of these areas as well as assessing the effects of local and global environmental change on human health.
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Learning Objectives:
1.
Explain the principles of environmental health related to key disciplines in the field, including water quality, air quality, solid waste management, hazardous waste management, vector control, and food protection.
2.
Explain how human health is dependent upon environmental health.
3.
Identify specific environmental hazards that are risks to human health.
4.
Apply epidemiologic methods to the assessment of environmental and occupational exposures.
5.
Explain environmental approaches to disease prevention and control.
6.
Examine local, regional, and global environmental health laws, policies, and regulations.
7.
Identify the human health effects of local and global environmental change.
8.
Explain how the health of the environment is impacted by human actions.
9.
Identify steps that can be taken to create and sustain an environment that promotes human health.
10.
Communicate environmental health problems and possible solutions based on scientific evidence.
11.
Critically review published literature in the field of environmental health.
Resources:
Our Global Environment: A Health Perspective (6 th
edition) by Anne Nadakavukaren
(Waveland Press). Approximate cost for a new textbook: $40.
Articles published in professional scientific journals such as Environmental Health
Perspectives, Nature, and Science.
Articles published in newspapers and the popular press that relate to current events and the environment.
Academic Honesty: George Mason University operates under an honor system, which is published in the University Catalog and deals specifically with cheating, attempted cheating, plagiarism, lying, and stealing. Please familiarize yourself with the honor code, especially the statement on plagiarism (http://www.gmu.edu/facstaff/handbook/aD.html). If you have questions about when the contributions of others to your work must be acknowledged and appropriate ways to cite those contributions, please talk with the professor.
Students with Disabilities: All students with questions or concerns about this class are encouraged to set up a time to meet with the professor, preferably during the first 2 weeks of the semester. Students with disabilities should work with the Disabilities Resource Center (DRC) to identify appropriate accommodations and communicate those with the professor.
B-15
Assessment:
Component
Participation /
In-Class Reading Quizzes
Article Review 1
% of Final Grade
10%
Article Review 2
Exam
15%
15%
20%
Response to Case Study 1 20%
Response to Case Study 2 20%
Due Date
Continuous
Week 4
Week 7
Week 9
Week 11
Week 15 page 16
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page 17
Core Course
GLOA 710 Required Seminar Abroad – 3 credit-hours
In Year 1 of the Global MA program, each student is required to take part in the Seminar Abroad.
It is of two weeks intensive duration in a foreign setting, focusing on a deep overview of the research specialization of the supervising faculty member. There is a required pre-departure component (one intensive preparatory weekend) to set the intellectual, logistical and culture terms of the two-week abroad period.
The Seminar Abroad is scheduled for either the last two weeks of May of the academic year or, alternatively, during the January intersession period.
The topic specialization covered is established in advance, along with readings and local liaison arrangements, and organized logistically and substantively for it, by the designated supervisory professor—who changes each academic year.
Hence, both the topic and the venue (world-wide) are expected to be different each term. Supervisory faculty are to be designated for the seminar 12 months in advance of it, so that all substantive and logistical arrangements can be prepared in a timely fashion.
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page 1
Appendix C – Faculty Committed to the Program
Shaul Bakhash, D. Phil, 1972, Oxford University; Clarence Robinson Professor of
History, George Mason University, specializing in the history of the modern Middle East and in modern Islamic political thought.
Terrence Lyons, PhD, 1993, Johns Hopkins University, Associate Professor, conflict analysis and resolution, comparative politics, global studies.
Peter Mandaville, Ph D, 1998, University of Kent at Canterbury (UK), Associate Professor,
International relations, globalization, Islamic Studies.
Beverly D. Shaklee, Ed.D., 1985, Mississippi State University, Professor and Director, Center for International Education, international teacher education, assessment and underrepresented populations.
David Wilsford, Ph D, 1987, University of California San Diego, Professor, international and comparative political economy.
D-1
Appendix D – Sample Job Announcements page 2
D-2
page 1
Appendix E – Survey Instrument
George Mason University is developing a [name of degree program] for implementation in
[initial term]. [Brief description of program]. As a result of successfully completing this program, students should be able to: [bulleted list of learning outcomes]
We have prepared the survey below to gauge interest in the program. Your answers to the following questions will be used in summary form only. No personally-identifiable information will be released. Please feel free to contact us at [e-mail address] if you would like more information about the proposed program.
Thank you.
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1. Would you be interested in enrolling in a program like this? (If no, then skip to question 3.)
2. If yes, would you prefer to attend the program on a full-time or part-time basis?
3. Have you ever applied to an institution offering a similar program?
If so, which program, at which school?
4. Are you currently attending George Mason University? If so, in what program:
5. FOR STUDENTS CURRENTLY IN MASON PROGRAMS AT
THE SAME LEVEL: If this program had been available when you initially applied to Mason, would you have applied for admission to it?
6. FOR STUDENTS WHO LEFT MASON TO PURSUE
EDUCATION ELSEWHERE: If this program had been available when you completed your current program, would you have applied for admission?
7. FOR STUDENTS WHO LEFT MASON BUT HAVE NOT
PURSUED FURTHER EDUCATION: If this program had been available when you completed your current program, would you have applied for admission?
8. In which state do you currently live?
Yes
Full-time
Not sure
Yes
Yes
Yes
Yes
Yes
9. Do you plan to live in this state for the next three or four years?
10. Are you currently employed? (If no, then skip to 14.)
11. If you are employed, please identify the state in which you work.
12. If you are employed, are you employed full-time or part-time?
13. If you are employed, would the proposed program help you in your work?
14. Please feel free to provide additional comments about the program.
Virginia
DC
Yes
Yes
Virginia
DC
Full-time
Yes
No
No
No
No
No
Maryland
Other
No
No
Maryland
Other
Part-time
No page 2
Part-time
No
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