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The Farmers Know, So Why Don’t We? Prolegomenas to Working and Living in Global Environments

The Farmers Know, So Why Dont We? Prolegomenas to Working and Living in Global Environments

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Page 1: The Farmers Know, So Why Dont We? Prolegomenas to Working and Living in Global Environments

The Farmers Know, So Why Don’t We?

Prolegomenas to Working and Living

in Global Environments

Page 2: The Farmers Know, So Why Dont We? Prolegomenas to Working and Living in Global Environments

So what does the soy bean farmer & spouse in southeastern Iowa have to know in the

morning?

Weather developments being fed from JapanLondon market prices for soy oil and soy mealWhy Argentine exports have slumped, Brazilian supplies

have declined, what accounts for stronger demand from China

The geo-portrait of fish meal versus soy meal as protein animal feeds

Reefer loading rates to New OrleansPanama Canal Authority dry bulk rates for SeptemberShipping rates for New Orleans to Shanghai, Chinese

tariffs and taxes

Page 3: The Farmers Know, So Why Dont We? Prolegomenas to Working and Living in Global Environments

The farmer and spouse do not live in Iowa. . .

. . .they live everywhere!

Page 4: The Farmers Know, So Why Dont We? Prolegomenas to Working and Living in Global Environments

A different slice of the global

• This is a different kind of presentation and interaction than most of those you have joined at this conference.

• There is no program to show, strut, analyze.• There is, instead, a lot of context, a modicum of

data, and opening of higher education windows.

Cliff Adelman, Institute for Higher Education Policy

October 5, 2013

Page 5: The Farmers Know, So Why Dont We? Prolegomenas to Working and Living in Global Environments

What We’re Going to Do Today

• Review some inescapable global and national demographics and their coming effects on higher education

• Lay out types and locations of migration • Squirm over the language environment• Highlight global environmental factors: water,

agriculture, health in cross-national joint degree programs

• Underscore parallel developments enabling global mobility through degree qualifications

Page 6: The Farmers Know, So Why Dont We? Prolegomenas to Working and Living in Global Environments

And something else we’re going to do:

Your first 1 minute quiz

Page 7: The Farmers Know, So Why Dont We? Prolegomenas to Working and Living in Global Environments

Don’t be embarrassed!

• For how many of the following could you go to a world map, and instantly point to Moldova, Manaus, Mogadishu, and the Maghreb.

• Identify the capital, colonial language, native language, and principal export of Senegal

• Identify the country in which 9/11 is as important a marker as it is in the US—and tell us why

• Provide the exchange rates of Yuan to Dollar and Ruble to Euro, and indicate one reason why each of these are important

• Articulate the origins of the Sunni/Shia split, and identify at least two countries in which each dominates

• Name 4 areas in the U.S. in which some version of Portuguese registers as one of the principal second languages of those areas.

• Name 5 countries in which bilingualism or multilingualism is official.

Page 8: The Farmers Know, So Why Dont We? Prolegomenas to Working and Living in Global Environments

As long as we’re at it---and as a bridge---we can do the 1 minute demography quiz

• Which of the following will be the most populous country in 2050? Argentina, Vietnam, Germany, Russia, Japan

• Given 2nd language populations in the state of Maine, what is the most widely spoken language other than English and Canadian French? How about in Vermont? To what demographic phenomenon do the answers to these questions point?

• Up to 2010, which of the following countries could NOT show positive net migration: Spain, Turkey, Sweden, Canada, Greece

Page 9: The Farmers Know, So Why Dont We? Prolegomenas to Working and Living in Global Environments

Where demography plays directly into higher education policy

• Severe current and coming declines in the “youth age” population: Japan, Korea, Russia, Poland, Czech Republic

• Modest declines or flat “growth”: Germany, Finland, Austria, Hungary, Italy, Portugal, Greece, China

• Slight growth: UK, Denmark, Sweden, Spain • Steady growth to at least 2025: US, Canada, Australia,

New Zealand, Brazil, Chile• Over-the-top growth: India, TurkeyALL OF THIS IS BAKED INTO CURRENT STATUS---

ALL EXCEPT THE FORCES OF MIGRATION, SO

Page 10: The Farmers Know, So Why Dont We? Prolegomenas to Working and Living in Global Environments

Migration stock observations

• Non-voluntary migration (flight, displacement, refuge), e.g. Syria, Sudan, Somalia, puts significant pressures on receiving countries.

• Language affinity, colonial relationships, and geographic adjacency define the bulk of voluntary migration. Economic-driven flows are, at the bottom line, voluntary, too.

• One also finds reciprocities and replacements in the migration universe, e.g. Poland

• Across all cases---the U.S. included---the median age of the migrant stock is considerably younger than the native stock.

Page 11: The Farmers Know, So Why Dont We? Prolegomenas to Working and Living in Global Environments

Migration and Net Migration Feed, including Student Stock

TO FROM:

France Maghreb; Outre-mer

Ireland Poland; UK

Netherlands Turkey; Surinam

Norway Poland; Sweden

Poland Ukraine; Belarus

Portugal Angola; Brazil

Spain Romania; Morocco

Sweden Finland; Iraq

Page 12: The Farmers Know, So Why Dont We? Prolegomenas to Working and Living in Global Environments

And how do we judge what is coming at us from elsewhere in higher ed?

Poverty Rate of the under-18s

Limited English, ages 5-17

College Enrollment Rate, 18-24

Native-born 19.5 3.7 42.8

Mexico 42.9 38.5 11.1

South and East Asia

17.2 28.4 61.7

Caribbean 29.4 33.8 39.2

Central America 27.0 33.2 13.6

South America 18.8 20.1 38.5

Middle East 42.4 34.8 55.7

Other (European, Canada, Africa, etc)

19.5 17.8 53.3

Page 13: The Farmers Know, So Why Dont We? Prolegomenas to Working and Living in Global Environments

How are higher education folks trying to connect these moving

populations?Let’s start with “Tuning”: getting folks

to sing in the same key, though not necessarily with the same song

Page 14: The Farmers Know, So Why Dont We? Prolegomenas to Working and Living in Global Environments

Tuning as a Cross-Border, Cross-Continent Phenomenon

• “Tuning Central” in Europe from 2000--

• EU “Thematic Network” Tuning from 2005---

• Project ALFA, Latin American Tuning since 2005---

• Tuning USA from 2009---

• Australian and Chinese Tuning experiments, 2010-2013

The first 3 were truly cross-border & multi-lingual

All of them face “critical mass” challenges

“Tuned” fields that run into international accrediting challenges: Engineering, Nursing, Business

Page 15: The Farmers Know, So Why Dont We? Prolegomenas to Working and Living in Global Environments

So what is “Tuning,” and why has it taken root on at least 3 continents?

◦ A faculty-based process to establish common reference points for the presentation of an academic field, and a range of student learning outcomes that flow from those reference points

o The initial and principal motivation for Tuning in Europe was to enhance student mobility in a common labor market

o The motivations for Tuning in Latin America and the U.S. were different, and teach us that the reasons one undertakes Tuning determines what one gets.

o In all the cases, though, Tuning involves consultation with employers, recent graduates in the field, current students, and faculty in other fields.

Page 16: The Farmers Know, So Why Dont We? Prolegomenas to Working and Living in Global Environments

Example: what do we see of current Business programs on 3 continents?

• Core reference point of the firm as a “value-chain”:. Procurement (material, human); Product manufacturing or provision of services; marketing (all types, all media); finance, accounting, logistics and delivery; customer service

• Overlying grid of specialty economic area programs: health care, hospitality, retail, maritime.

Page 17: The Farmers Know, So Why Dont We? Prolegomenas to Working and Living in Global Environments

What would Tuning projects on all 3 continents like to see as mid-level

discipline-specific competency statements?

The graduating student will demonstrate competence in:

Designing logistics systems Selecting and applying IT methods for cost

analysis Formulating information systems for quality

control Identifying and evaluating business risks Developing criteria for hiring specialists in

accounting and marketing

Page 18: The Farmers Know, So Why Dont We? Prolegomenas to Working and Living in Global Environments

Move up one level to generic competencies (Tuning does) a graduating student must

master in order to execute those tasks

• Identifies, categorizes, and evaluates multiple information resources necessary to engage in any project

• Disaggregates and reformulates data necessary for making decisions on a course of action

• Prioritizes and explicates approaches to non-standard problems

• Negotiates and collaborates with others, and in whatever languages are necessary, in proposing policies to improve each link in the value chain

Page 19: The Farmers Know, So Why Dont We? Prolegomenas to Working and Living in Global Environments

Wait a minute! Don’t those proficiencies sound like Degree Qualifications Profile

entries?

That’s certainly the point, and why Tuning and DQP are increasingly

intertwined in the U.S.

Page 20: The Farmers Know, So Why Dont We? Prolegomenas to Working and Living in Global Environments

Put together the discipline-specific and the generic and you have analogous SLOs

across borders addressing:

• Analysis of environments both within and outside firms; and of resources (financial, physical, and human) within firms.

• Strategic decision-making, that is, choice: conditioned by articulation of financial risk.

• Communication skills and behaviors in harmony with changing cultural environments.

The students who emerge with these proficiencies can be assigned to Sydney, Copenhagen, Porto Alegre. . . . .Wait a minute! Porto Alegre? That means language, and where does that come from in business?

Page 21: The Farmers Know, So Why Dont We? Prolegomenas to Working and Living in Global Environments

Language, Part I: Beyond Colonial History, How English became the

default 2nd language

Finance fulcrum in London, late 19th-early 20th centuries

Limited and elite circle of users, continuing

Avionics and air traffic control, from 1930s

Specialized users, continuing culture of dependency

Occupation: post WW II, Korea, Vietnam, middle East

Mass impact across range of social and economic classes

Computer hard-drive code, 1960s and 1970s

Specialized users, initial culture of dependency

Mass marketing of music and entertainment, 1950----

Mass impact across range of social and economic classes

Internet codes, then content: 1990s---

From specialized users to global users

Page 22: The Farmers Know, So Why Dont We? Prolegomenas to Working and Living in Global Environments

Language, Part II

• One could add, e.g. scientific and academic journals, but these are outgrowths of an expanding default, and simply condition a dominant class of communicators.

• One certainly has to acknowledge that, structurally, English is easier to learn: analytic, low degree of inflection, gender-neutral, visual commonalities with other major Western user languages.

• That said, it’s not the only language out there.

Page 23: The Farmers Know, So Why Dont We? Prolegomenas to Working and Living in Global Environments

Language, Part III: and here at home:

• 21 percent of U.S. adults speak a language other than English at home (62% Spanish)

• Other languages with more than 900k non-English users (in order): Chinese, Tagalog, Vietnamese, French, Korean, German, Arabic, Russian

• Percentage increase of non-English users, 1980-2010 (in order): Vietnamese, Chinese, Russian, Korean, Farsi, Spanish, Tagalog, Armenian

• For 12 percent of beginning postsecondary students, English is not the primary language

Page 24: The Farmers Know, So Why Dont We? Prolegomenas to Working and Living in Global Environments

And which proficiency in the Degree Qualifications Profile received the most

negative response from higher education?

Under “Communication Fluency, ” bachelor’s level:

“In a language other than English, and either orally or in writing, [the student] conducts an inquiry with a non-English-language source concerning information, conditions, technologies and/or practices in his/her major field.”

Porto Alegre? Whether in business, public health, agricultural organizations, you are not going to survive! I guess U.S. higher ed wants little to do with living in this world. But others do . . . .

Page 25: The Farmers Know, So Why Dont We? Prolegomenas to Working and Living in Global Environments

What else do we see out there through which higher education tries

to cross borders and link today’s students to tomorrow’s world

inhabitants?

Page 26: The Farmers Know, So Why Dont We? Prolegomenas to Working and Living in Global Environments

Joint Cross-Border Degrees: a Promising Recognition of Global Labor Markets and

Challenges, Provided that:

Participating countries are not adjacent

There is no lingua franca, and bilingual development is part of the program

The degree subject is defensible within international taxonomies

Mobility is built into the program, requiring at least one term in a 2nd country.

Page 27: The Farmers Know, So Why Dont We? Prolegomenas to Working and Living in Global Environments

Most of these are Master’s level, and came out of ERASMUS

• Partly fits with Bologna default 3+2 degree cycle structure

• Classic example was Coastal Ecology: Denmark, France, Portugal

• At least one-term residence in all 3 countries required.

• English, French, Portuguese: know one, develop at least one other to proficiency

Page 28: The Farmers Know, So Why Dont We? Prolegomenas to Working and Living in Global Environments

Other examples, problems and openings for non-European participation

• Migration and Intercultural Relations: Sudan, Uganda, Germany, Norway, Czech, Slovenia; English is LOI; primary residence is Germany

• Public Health: France, Spain, Poland, UK, Denmark; choice of 1st yr. in English, French, or Spanish; 2nd yr. in a different language.

• Rural Development: Belgium, France, Germany, Netherlands, Slovakia, Italy. Partnership associations in Africa, and through UN and OECD. English is LOI but students also expected to reach level A2 in French.

Page 29: The Farmers Know, So Why Dont We? Prolegomenas to Working and Living in Global Environments

It’s difficult, but far more effective than:

• Opening satellite campuses in other countries• Poverty-tourism for domestic students• Quasi-interactive MOOCs for casts of

thousands from two dozen countries, held in your own room

• Three week language camps in Besanon • Weekly international dinners with the

international students on campus

Page 30: The Farmers Know, So Why Dont We? Prolegomenas to Working and Living in Global Environments

Third quiz, except this time it’s a conversational challenge

• YOU get 5 minutes to scribble notes and consult with those in either side of you.

• Then, we’ll go around and collect joint degree designs: problem, disciplinary areas involved, proposed countries, language requirements, residency requirements, costs, funding sources

• We’re going to put them up on the board, vote for the best, and you tell us why.