A Construction of Global Literacy Indicators for Undergraduates
In the era of glocalization and logloblization, only university graduates who are globally literate can effectively deal with international affairs or work overseas. Therefore, this study aimed to construct a set of global literacy indicators for undergraduates in Taiwan. The global literacy indicat...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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National Taipei University of Education
2017-06-01
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| Series: | Journal of Educational Practice and Research |
| Subjects: | |
| Online Access: | http://jepr.ntue.edu.tw/contents/list/detial.asp?id=129 |
| _version_ | 1818511874296119296 |
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| author | Lung-Sheng Lee Chun-Chin Lai Ying-Ju Pan Yu-Hua Liang Mei-Tyng Wang |
| author_facet | Lung-Sheng Lee Chun-Chin Lai Ying-Ju Pan Yu-Hua Liang Mei-Tyng Wang |
| author_sort | Lung-Sheng Lee |
| collection | DOAJ |
| description | In the era of glocalization and logloblization, only university graduates who are globally literate can effectively deal with international affairs or work overseas. Therefore, this study aimed to construct a set of global literacy indicators for undergraduates in Taiwan. The global literacy indicators can be used as a guide to assess undergraduates’ global literacy level and serve as the foundation for developing global education curriculums. Employing a theoretical framework, this study drafted global literacy dimensions and indicators from reviewing related literature, and invited 18 practitioners with international experience to participate in this study. During the item development process, fuzzy Delphi method (FDM) and analytic hierarchy process (AHP) were applied to select and weight global literacy indicators respectively. Consequently, a set of global literacy indicators for undergraduates were constructed, which include the following four dimensions: communication, context, career development, and culture. “Communication” is the most important dimension among them, while “communicate with foreign languages” and “use information and communication technology (ICT) to communicate with others” are the most important indicators and items at the second and third hierarchical levels, respectively. |
| first_indexed | 2024-12-10T23:38:58Z |
| format | Article |
| id | doaj.art-27c1216cfbd64c4cbace7b9778235d6d |
| institution | Directory Open Access Journal |
| issn | 1993-5633 1993-5633 |
| language | English |
| last_indexed | 2024-12-10T23:38:58Z |
| publishDate | 2017-06-01 |
| publisher | National Taipei University of Education |
| record_format | Article |
| series | Journal of Educational Practice and Research |
| spelling | doaj.art-27c1216cfbd64c4cbace7b9778235d6d2022-12-22T01:29:05ZengNational Taipei University of EducationJournal of Educational Practice and Research1993-56331993-56332017-06-01301132A Construction of Global Literacy Indicators for UndergraduatesLung-Sheng Lee0Chun-Chin Lai1Ying-Ju Pan2Yu-Hua Liang3Mei-Tyng Wang4Graduate Institute of Cultural and Educational Management, Central Taiwan University of Science and TechnologyDepartment of Infant and Child Care, National Taipei University of Nursing and Health SciencesDepartment of International and Comparative Education, National Chi Nan UniversityDepartment of Technology Application and Human Resource Development, National Taiwan Normal UniversityDepartment of Technology Application and Human Resource Development, National Taiwan Normal UniversityIn the era of glocalization and logloblization, only university graduates who are globally literate can effectively deal with international affairs or work overseas. Therefore, this study aimed to construct a set of global literacy indicators for undergraduates in Taiwan. The global literacy indicators can be used as a guide to assess undergraduates’ global literacy level and serve as the foundation for developing global education curriculums. Employing a theoretical framework, this study drafted global literacy dimensions and indicators from reviewing related literature, and invited 18 practitioners with international experience to participate in this study. During the item development process, fuzzy Delphi method (FDM) and analytic hierarchy process (AHP) were applied to select and weight global literacy indicators respectively. Consequently, a set of global literacy indicators for undergraduates were constructed, which include the following four dimensions: communication, context, career development, and culture. “Communication” is the most important dimension among them, while “communicate with foreign languages” and “use information and communication technology (ICT) to communicate with others” are the most important indicators and items at the second and third hierarchical levels, respectively.http://jepr.ntue.edu.tw/contents/list/detial.asp?id=129analytic hierarchy process (AHP)fuzzy Delphi method (FDM)global literacyhigher education |
| spellingShingle | Lung-Sheng Lee Chun-Chin Lai Ying-Ju Pan Yu-Hua Liang Mei-Tyng Wang A Construction of Global Literacy Indicators for Undergraduates Journal of Educational Practice and Research analytic hierarchy process (AHP) fuzzy Delphi method (FDM) global literacy higher education |
| title | A Construction of Global Literacy Indicators for Undergraduates |
| title_full | A Construction of Global Literacy Indicators for Undergraduates |
| title_fullStr | A Construction of Global Literacy Indicators for Undergraduates |
| title_full_unstemmed | A Construction of Global Literacy Indicators for Undergraduates |
| title_short | A Construction of Global Literacy Indicators for Undergraduates |
| title_sort | construction of global literacy indicators for undergraduates |
| topic | analytic hierarchy process (AHP) fuzzy Delphi method (FDM) global literacy higher education |
| url | http://jepr.ntue.edu.tw/contents/list/detial.asp?id=129 |
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