In the process of imparting such skills and values in our students, we've spent lots of time and energy attempting to become more "global," whether by attending conferences and workshops, writing grants, revising curricula, developing new metrics, undertaking international benchmarking exercises, assessing and evaluating, etc. At a time when the degree of preparation among many of our students is dubious, and when the degree of international academic competition is an all-time high, we seem to be less concerned about making sure our students are truly competent verbally, have high-level quantitative skills, are analytical, and can write, than that they're all respectful of the "global commons" and that cultural differences are valorized.
Tangible Global Competency Peter A Coclanis International Educator; Nov/Dec 2009; 18, 6; Docstoc pg. 56 Reproduced with permission of the copyright ow
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