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CALL FOR CHAPTERS

Proposal Submission Deadline: November 10, 2012

International Education and the Next-Generation Workforce: Competition in the Global Economy

A book edited by Victor C. X. Wang, Associate Professor, Florida Atlantic University, USA

To be published by IGI Global:  http://bit.ly/RbJNof

Introduction

As the U.S. economy is being weakened in light of our global competitors, more policy makers and educators have realized that deep/continuous cuts of teachers’ salaries and benefits would be detrimental to the next workforce generation. Teachers at all levels possess the right kind of knowledge, skills,  attitudes and above all the right kind of instructional strategies to turn our next generation into a productive and competitive workforce. In cultures other than the Western cultures, teachers are called “engineers of the soul,” which means one of their major responsibilities is to influence the minds of our students of all ages. Because other countries do not cut funding in education at all levels, and because other countries invest more in education, their students have repeatedly scored higher than U.S. students, including college students, in terms of math, reading and science.  The test results of the 2009 PISA (Program for International Student Assessment) paint a vivid picture of the 15 year olds’ capabilities in reading literacy, mathematics literacy, and science literacy. It is so telling that U.S. students receive lower test scores than students from other industrialized nations including the newly emerged industrialized countries such as China and India. From the 1957 National Defense Education Act, Nation at Risk in 1983, to the most recent No Child Left Behind Act, none of these education acts has helped U.S. students gain an advantage over international students. Now, continuous funding cuts in education at all levels have compounded the existing issues that have plagued U.S. education. Further cuts could make U.S. students lag further behind. Substantial investment in research, infrastructure, and education is one way out of this economic recession in the United States. Investment in education is considered as human capital investment, which is the key driver of any economic competitiveness in the long term.

As universities deliver courses and programs in international education in the United States, they have one common goal, that is, to align education with the next-generation workforce in order to keep the U.S. economy the only super power house, not to be surpassed by any other economy. To attain this goal, we must compare U.S. education with that in other major economies in the world. We must study the opportunities and challenges as revealed by other educational models utilized in other countries. It is in comparison with others that we learn and make progress.

U.S. education at all levels should be designed to be responsive to modern economic challenges to make it possible for every American family to ensure that children and adults are prepared to find a successful niche in the global economy. The motto for policy makes and educators in this country should be: “Where there are jobs/positions, there are Americans.” As other major economies invest more in human capital, policy makers in the United States should realize that human capital investment has three times the positive effect on economic growth as it does physical investment. To keep the world’s best-skilled, most innovative, and most dynamic workforce in one country is sheer nationalism, which clashes with the concept of globalization.

The authors of this book intend to address the relationship between education and the next-generation workforce in different countries to bring out the competition that truly drives education at all levels, from K-12 education, to higher education and adult education. Competition changes business norms and the relationships between countries. To position the United States for the future, we should not be afraid of competition. We should learn from other cultures, especially those educational models that have helped better prepare their next-generation workforce.

Objective of the Book

International Education and the Next-Generation Workforce: Competition in the Global Economy will feature full length chapters (8,000-12,000) authored by leading experts offering an in-depth description of key terms and concepts related to international education and the next generation workforce worldwide.

Recommended Topics:

Topics to be discussed in this publication include (but are not limited to) the following:

• Historical considerations of U.S. education and the next generation workforce
• Philosophical foundations of U.S. education and its competition with that of other industrialized nations
• Current considerations of U.S. education in comparison with education in China and India
• Chinese education and its competition in the global community
• Indian education and its competiveness in the global community
• The current education of Caribbean countries and their position in the global economy
• The Russian education model and its global impact
• European education and its influence in the global community
• Education in Australia and its position in the global village
• Education in New Zealand and its competiveness in the world
• Research examining the impact international education
• Perspectives from international organizations on policies relating to international education
• Current funding sources international education
• Critical teaching and learning issues international education
• Technology and its impact on international education

Submission Procedure

Researchers and practitioners are invited to submit on or before November 10, 2012 a chapter proposal clearly explaining the mission and concerns of his or her proposed chapter. Authors of accepted proposals will be notified by November 20, 2012 through November 30, 2012 about the status of their proposals and sent guidelines. Full chapters are expected to be submitted by February, 10 2013. All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this project.

Publisher

This book is scheduled to be published by IGI Global (formerly Idea Group Inc.), publisher of the “Information Science Reference” (formerly Idea Group Reference), “Medical Information Science Reference,” “Business Science Reference,” and “Engineering Science Reference” imprints. For additional information regarding the publisher, please visit www.igi-global.com.  This publication is anticipated to be released in 2013.

Important Dates

November 10, 2012: Proposal Submission Deadline

November 30, 2012: Notification of Acceptance

February 10, 2013: Full Chapter Submission

March 10, 2013: Review Results Returned

March 30, 2013: Final Chapter Submission/final deadline

Editorial Advisory Board Members:

Valerie Bryan, Florida Atlantic University, USA

Patricia Cranton, University of New Brunswick, Canada

Sandra Daffron, Western Washington University, USA

John Henschke, Lindenwood University, USA

Catherine McLoughlin, Australian Catholic University, Australia

Vivian Mott, East Carolina University, USA

Judith Parker, Columbia University, USA

Gregory Petty, University of Tennessee, USA

Lawrence Tomei, Robert Morris University, USA

Teresa Torres-Coronas, Universitat Rovira i Virgili, Spain

Inquiries and submissions can be forwarded electronically (Word document) to:

Chunxue V. Wang at vcxwang@gmail.com

Chapter Organizational Guidelines (word count per chapter: 8,000-12,000)

For consistency, it is best that you adhere as much as possible to the following guidelines when preparing your research paper:

Abstract

As academic research paper, your paper will need to include an abstract, consisting of approximately 100-150 words, which will provide your readers with an overview of the content of your paper.  It is important that your abstract clearly states the purpose of your paper and summarizes the content. 

Introduction

In this section, you will want to describe the general perspective of your paper. Toward the end of the introduction, you should specifically state your paper’s objectives.

Theoretical Framework

In the section, you’ll want to provide broad definitions and discussions of the theory(ies) and incorporate views of other theorists into the discussion to support, refute, or demonstrate your position on the topic.

Main Thrust of your chapter/article (this should not be your section title; you determine a title based on the content of your main argument)

Here, you’ll want to present your perspective on the issues, controversies, problems, and so forth, as they relate to the theme and arguments supporting your position. Compare and contrast with what has been, or is currently being done, as it relates to your specific topic and the main theme of the book. You should discuss solutions and recommendations in dealing with the issues, controversies, or problems presented in the preceding section. Use other researchers/scholars’ findings to support or refute your position on the topic. The major concern is to voice your own critiques or analysis. When using other people’s work, synthesize it.

Future Research Directions

Future Trends section must include the following:

In this section, you’ll want to discuss future and emerging trends. You should provide insight about the future of the book’s theme from the perspective of your topic. Viability of a paradigm, model, implementation issues of proposed programs, and so forth, may be included in this section. If appropriate, you may want to suggest future research opportunities within the domain of the topic.

Conclusion

Here, you should provide a discussion on the overall coverage of the paper and include your concluding remarks.

References (comb through till you come to the  page  where you have key terms for your chapter)

It is your responsibility to ensure that all information in your paper that is taken from another source is substantiated with an in-text reference citation.  Please also note that your references must strictly follow APA (American Psychological Association) style. References should relate only to the material you actually cited within your paper (this is not a bibliography), and they should be listed in alphabetical order. Please do not include any abbreviations. As far as the number of references is concerned, although there is no “magic” adequate number of references, your paper should be supported by at least 15-25 fully documented references.

While some examples of references in APA style are included in the following pages, it is highly recommended that you reference an actual APA style manual (6^th edition).  If you do not own an APA style manual, you may either 1) consult your library or 2) visit APA’s Web site to order your own copy: http://www.apastyle.org/pubmanual.html.  It may also benefit you to consult the following pages of APA’s Web site for frequently asked questions and other tips:

 http://www.apastyle.org/faqs.html and http://www.apastyle.org/previoustips.html.

Properly formatting sources in your reference list

Book with one author:

Author, A. A. (2005). Title of work (only first letter upper case). Location/City, State: Publisher.

Book with two authors:

Author, A. A., & Author, B. B. (2005). Title of work. Location/City, State: Publisher.

Book with more than two authors:

Author, A. A., Author, B. B., & Author, C. C. (2005). Title of work. Location/City, State: Publisher.

Journal article:

Sawyer, S., & Tapia, A. (2005). The sociotechnical nature of mobile computing work: Evidence from a study of policing in the United States. International Journal of Technology and Human Interaction, 1(3), 1-14.

A publication in press:

Junho, S. (in press). Roadmap for e-commerce standardization in Korea. International Journal of IT Standards and Standardization Research.

Edited book:

Zhao, F. (Ed.). (2006). Maximize business profits through e-partnerships. Hershey, PA: IRM Press.

Paper in an edited book:

Jaques, P. A., & Viccari, R. M. (2006). Considering students’ emotions in computer-mediated learning environments. In Z. Ma (Ed.), Web-based intelligent e-learning systems: Technologies and applications (pp. 122-138). Hershey, PA: Information Science Publishing.

Report from a university:

Broadhurst, R. G., & Maller, R. A. (1991). Sex offending and recidivism (Tech. Rep. No. 3). Nedlands, Western Australia: University of Western Australia, Crime Research Centre.

Published proceedings:

Deci, E. L., & Ryan, R. M. (1991). A motivational approach to self: Integration in personality. In R. Dienstbier (Ed.), Nebraska Symposium on Motivation: Vol. 38. Perspectives on motivation (pp. 237-288). Lincoln: University of Nebraska Press.

Unpublished doctoral dissertation or master’s thesis:

Wilfley, D. (1989). Interpersonal analyses of bulimia: Normal-weight and obese. Unpublished doctoral dissertation, University of Missouri, Columbia.

A presented paper:

Lanktree, C., & Briere, J. (1991, January). Early data on the Trauma Symptom Checklist for Children (TSC-C). Paper presented at the meeting of the American Professional Society on the Abuse of Children, San Diego, CA.

Web site:

VandenBos, G., Knapp, S., & Doe, J. (2001). Role of reference elements in the selection of resources by psychology undergraduates. Journal of Bibliographic Research, 5, 117-123. Retrieved  from http://jbr.org/articles.html

Properly formatting in-text citations

When citing a source in your text, you will need to state the authors’ surnames along with the year of publication.  Please note the following:

• If you have several references cited within the same parenthesis, the citations should be listed in alphabetical order. You’ll note that 1) each citation is separated by a semicolon, and 2) ampersands (&) are used instead of the word “and.”

Example: In most organizations, data resources are considered to be a major resource (Brown, 2002; Krall & Johnson, 2005; Smith, 2001).

• If an author’s name is mentioned directly within the text of your paper as part of a sentence, please note that only the year is placed within parenthesis.

Example: Brown (2002) states that the value of data is recognized by most organizations.

• If you directly quote another individual’s work, you must also provide the page of the source from which the quote was taken.

Example: “In most organizations, data resources are considered to be a major organization asset” (Smith, 2001, pp. 35-36) and must be carefully monitored by the senior management.

Example: Brown (2002) states that “the value of data is realized by most organizations” (p. 45).

• Under NO circumstances should in-text citations be numbered.

Incorrect: In most organizations, data resources are considered to be a major resource [15; 30; 84].

Correct: In most organizations, data resources are considered to be a major resource (Brown, 2002; Krall & Johnson, 2005; Smith, 2001).

• If a direct quote that you wish to include in your paper is more than 40 words long, please be sure to format your quote as a block quote (a block quote uses no quotation marks, and its margins are indented from the left; also, you’ll notice that the period at the end of the sentence comes before the parenthetical in-text citation):

Example: As an ever-growing number of people around the world have gained access to e-mail and Internet facilities, it has become clear that the communicative environment provided by these tools can foster language learning. E-mail facilitates access to speakers of one's target language. (Vinagre & Lera, 2007, p. 35)