In this timely new contribution, Koehn and Rosenau develop their transnational-competence framework and demonstrate the promise of its application across six critical professions: teacher education, engineering, business management, social work, sustainable-development (encompassing agricultural sciences, public administration, and natural-resources management), and medicine/health. Transnational Competence offers higher-education leaders around the world useful ideas for enhancing and transforming professional programs so that graduating practitioners will be prepared with the skills needed to manage horizon-rising challenges that connect populations, ecosystems, and fields of study. Aimed principally at higher-education leaders and graduating professionals throughout the world, Transnational Competence focuses on the skills that tomorrow's practitioners will need to deal with what the authors term horizon-rising transboundary challenges.

Offers the definitive study of United States-Japan educational exchange relationship.

In this timely new contribution, Koehn and Rosenau develop their transnational-competence framework and demonstrate the promise of its application across six critical professions: teacher education, engineering, business management, social work, sustainable-development (encompassing agricultural sciences, public administration, and natural-resources management), and medicine/health. Transnational Competence offers higher-education leaders around the world useful ideas for enhancing and transforming professional programs so that graduating practitioners will be prepared with the skills needed to manage horizon-rising challenges that connect populations, ecosystems, and fields of study. Aimed principally at higher-education leaders and graduating professionals throughout the world, Transnational Competence focuses on the skills that tomorrow's practitioners will need to deal with what the authors term horizon-rising transboundary challenges.

This report, based upon studies carried out from 1994-96 by a task force of international educators, focuses on efforts to identify a language and a strategy for improving U.S.-Japan "international education." Several conclusions are reached and discussed in the text: (1) international education can be stimulated by a new transnational rationale and greater nongovernmental involvement; (2) current international education standards in Japan and the United States are divergent, leading to unnecessary misunderstandings; (3) American concepts of personal enrichment and mutual understanding tend to lead them to establish exchange and look for balance when they should be asking "What level of Japan-related transnational competence is 'sufficient' for the United States?" (4) more opportunities have been created for young people, both from the United States and other nations, to gain exposure to Japan; (5) although participation in study-abroad programs is rising, both the rate of increase and the total numbers are insufficient to meet needs; (6) the Japanese educational system prepares its youth to seek admission in U.S. institutions, but does not prepare them for study in Asia; and (7) students in both Japan and the United States face many obstacles when seeking to study in the other country. A list of task force attendees is appended. (Contains 75 references.) (CH)

The Journal of International Students (JIS), an academic, interdisciplinary, and peer-reviewed publication (Print ISSN 2162-3104 & Online ISSN 2166-3750), publishes scholarly peer reviewed articles on international students in tertiary education, secondary education, and other educational settings that make significant contributions to research, policy, and practice in the internationalization of higher education.

The new comparative research in this volume explores the global flow of competence-based education, curricular policy, and frameworks for instructional practice. Taking critical perspectives, the chapters trace the pathways through which educators and policy actors adopted and reshaped competence-based education as promoted by the OECD, the World Bank, and the European Union. The authors ask: What purposes do competence-based educational reforms serve? How are competence-based models internationally deployed and locally modified? What happens as competence-based reforms get re-contextualized and contested in particular cultural, social, and political contexts? In their nuanced examination of these global flows, the authors theorize how competence-based reform strategies variously produce hybridity, silent borrowing, “loud borrowing,” and new social imaginaries. Although entangled with other “hot topics” in educational research —skills and dispositions for citizenship and employment; higher-order and critical thinking; and socio-emotional learning—competence itself has multiple, fluid meanings. The authors dissect this polysemy while documenting the pivotal role of key actors in the development, design, and deployment of reforms in diverse international contexts. Contextualizing Global Flows of Competency-Based Education will be a key resource for academics, researchers, and advanced students of comparative education, educational research, curriculum studies, sociology, and education leadership and policy.This book was originally published as a special issue of Comparative Education.

Transnational Litigation is a useful country-by-country reference tool responsive to a litigator's daily need for a convenient and accurate guide on litigation crossing international borders - from the beginning to the end of a dispute. This set provides detailed analysis of cross-border litigation procedure and strategy, strategic advice and insight into the procedural, tactical, and substantive issues of over twenty-eight major legal systems. Written by litigation practitioners with leading reputations internationally and in their respective jurisdictions, this work provides in-depth analysis of important details relating to all aspects of cross-border litigation.

Involvement of employees in the social dialogue has always been an ongoing and vigorous concern of the European Union. Over the years since the European Works Councils (EWCs) were established in 1994, expectations regarding their role have grown, particularly in anticipating and managing change as corporate activities have become increasingly internationalized. Finally, after fifteen years of ongoing debate, Directive 2009/28/EC, establishing a new legal framework for EWCs, took effect in June 2009, with Member States obligated to implement the new rules at national level by June 2011. The 2009 Directive is intended to ensure that employees' transnational information and consultation rights are effective, to increase the number of European Works Councils established, to strengthen the legal certainty of negotiated outcomes involving EWCs, and to ensure that the directives on information and consultation of employees are better linked. This essential guide is the first publication to annotate and analyze the new Directive. It describes the many changes from the previous Council Directive 94/45/EC, and expertly traces the legislative history through all the intervening preparatory documents. It examines the most important provisions in depth, shedding clear light on such issues as the following: - the new definitions of 'information' and 'consultation'; - the nature of the stronger links between national and transnational levels of employee information and consultation; - employers' obligation to pass on information to local representatives of employees; - training of EWC members; - the composition of the Special Negotiating Body (SNB); - the presence of experts, including trade union representatives, in negotiation meetings; - employee representatives' right to collectively represent the employees; - the role of EWCs and workers' representatives in the EU's merger control procedures; - fall-back rules that improve EWCs' consultation in case of restructuring; and - provisions ensuring that EWCs are informed and consulted without calling into question the company's capacity to adapt. The author's insightful perspectives - e.g., on how the courts are likely to interpret such phrases as "rights arising from the directive" in specific contexts - add greatly to the practical value of the analysis. Annexes include virtually all relevant primary documents, encompassing pronouncements of the Commission, the Parliament, the social partners, and the European Economic and Social Committee. Beyond a doubt, this timely bulletin is essential reading for representatives of multinational enterprises operating in the EU, labour law and industrial relations scholars, representatives of trade unions and employers' associations, human resources professionals, lawyers negotiating EWC agreements, and concerned policymakers and government officials.