Globalization of Foreign Academic Credential Placement
GLOBALIZATION OF FOREIGN ACADEMIC CREDENTIAL PLACEMENT RECOMMENDATIONS FOR GRADUATE STUDY IN THE UNITED STATES, 1932- 2015 by George F. Kacenga Bachelor of Arts, Saint Vincent College, 2002 Master of Science, Saint Vincent College, 2005 Submitted to the Graduate Faculty of School of Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Pittsburgh 2017 UNIVERSITY OF PITTSBURGH SCHOOL OF EDUCATION This dissertation was presented by George F. Kacenga It was defended on March 23, 2017 and approved by Dr. Michael Gunzenhauser, Associate Professor, Department of Administrative and Policy Studies Dr. Maureen McClure, Associate Professor, Department of Administrative and Policy Studies Dr. Martin Staniland, Professor, Graduate School of Public and International Affairs Dissertation Advisor: Dr. John C. Weidman, Professor, Department of Administrative and Policy Studies ii Copyright © by George F. Kacenga 2017 iii GLOBALIZATION OF FOREIGN ACADEMIC CREDENTIAL PLACEMENT RECOMMENDATIONS FOR GRADUATE STUDY IN THE UNITED STATES, 1932- 2015 George F. Kacenga, PhD University of Pittsburgh, 2017 Foreign educational credential assessment is responsive to assessors’ social, economic, and cultural stimuli. Academic institutions, industries, and governmental bodies treat placement specialists’ recommendations as signals of cross-cultural productive capacity, giving significance to the methodology of foreign education-system analysis. A conceptual framework incorporating globalization, internationalization, massification, and marketization (GLIMM) helps explain how and why paradigms have shifted. GLIMM forces can help explain changes in international higher education and illustrate the fluidity of education in an evolving global society. This study employs a naturalistic qualitative research design with a two-step analysis of the target resource documents, constructivist typological study and substance analysis.
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