Team Leader:
Chris Collins (ccollins@apu.edu)
Design:
The ways in which institutions, economies, and communities are influenced by global trends is difficult to understand and map. Some tools for exploring globalization include mapping the ways in which ideas, images, policies, and ideologies flow around the world and are constructed and reconstructed. This team is a research apprenticeship experience for students studying any variety of topics about higher education under the broad umbrella of a global lens. Students will be expected to become familiar with basic terminology and theory distinguishing between between internationalization and globalization. The primary research team activity will be for each member to identify a specific project and make progress toward a product. An initial draft of the product is due six weeks before intensives and students will exchange initial drafts with another team member to offer feedback. During our research team meeting at intensives, each student will make a conference style presentation of their work to get feedback from the entire team. The purpose behind this apprenticeship pedagogy is to cross pollinate the relevant ideas, theories, and research across the team in hopes of incubating and accelerating projects related to globalization and higher education.
Students Needed:
Open
Pre-requisites
Team members are required to be self-starters and be open to approaching their work with a systemic and sociological approach. Matters of policy and institutional structures often take on an important role which creates a need for policy-oriented research. Students entering the team must be open and prepared to explore a topic through these frameworks, which are distinct from individual and psychological-type approaches. A variety of methods will be used, including discourse analysis, policy document analysis, qualitative, and quantitative methods. The method of the team is Socratic.
Meeting and Travel Expectations:
Like much of an intensive-based program, there is room to engage and disengage in a group setting. In order for this model to work well, students must be committed to their project, be open to feedback, and be dedicated to providing feedback. Students should expect to be able to incorporate and expand upon their course work and individual research agendas while at the same time assisting team members in their agendas.