Transnational Competence: Empowering

Transnational Competenceextends James Rosenau's path-breaking work on the global skill revolution. In this timely new contribution, Koehn and Rosenau develop their transnational-competence (TC) framework and demonstrate the promise of its application across six professional fields of higher-education preparation: teacher education, engineering, business management, social work, sustainable-development (encompassing agricultural sciences, public administration, and natural-resources management), and medicine/health. Aimed principally at higher-education leaders and graduating professionals throughout the world, Transnational Competencefocuses on the skills that tomorrow's practitioners will need to deal with what the authors term horizon-rising transboundary challenges. After exploring emerging twenty-first century challenges from the perspectives of specialists in the six professional fields, the authors focus on tailored curriculum suggestions for educating TC-prepared teachers, engineers, business managers, social-justice workers, sustainable-development practitioners, and physicians/other health-care providers. Chapter 11 presents valuable learning activities that are specifically related to each professional TC curriculum. With reference to resources, administrative support, faculty buy-in, and student interest, the concluding chapter shows how the inevitable obstacles to transforming professional programs in a TC direction can be overcome. Under one cover, Transnational Competenceoffers university educators around the world useful ideas for enhancing and transforming a range of professional programs so that graduates will be prepared with the skills needed to manage emerging challenges that connect populations, ecosystems, and fields of study.

Foreword	p. ix
Introduction	p. xiv
Transnational Skills and Campus Internationalization	p. xiv
Active Skill Expectations	p. xv
Current Curricular Limitations	p. xvi
Portable TC Expectations	p. xvi
Multiple Boundary Interfaces	p. xvii
The Need for Comprehensive Frameworks	p. xvii
Professionals, Professional Education, and Laypersons	p. xvii
Focal Professions	p. xviii
Professional Schools and Associations	p. xviii
Professionals and Laypersons	p. xx
Opportunities for TC Professionals	p. xxi
Transnational Competence and the Skill Revolution	p. 1
The Interpersonal Nexus	p. 2
Governance and Transnational Epistemic Communities	p. 2
Building Transboundary Social Capital	p. 3
Transnationally Empowering Professional Connections and Projects	p. 4
The Case for Transnational Competence	p. 5
Limitations of Cultural and Intercultural Competence	p. 6
The TC Framework	p. 7
Analytic Competence	p. 9
Emotional Competence	p. 11
Creative/Imaginative Capacity	p. 12
Communicative Facility	p. 13
Functional (Project/Task) Adroitness	p. 14
Limitations and Relative Strengths of Transnational Competency	p. 16
Transnational Competence and Professional Education	p. 18
Professional Higher Education and Emerging Global Challenges: Leap Forward or Left Behind?	p. 19
Addressing the Transnational Imperative Through Transprofessional Enhancements	p. 20
Progression and Methods	p. 21
Eyes on the Horizon: Discerning Transnational Challenges	p. 22
International-Relations Perspectives	p. 23
Porosity and Density	p. 23
Fragmentation and Integration	p. 24
Linked Destinies and Proliferating Interdependence Dramas	p. 24
Nonstate Initiatives	p. 25
Specialist Perspectives	p. 26
Teacher Education	p. 26
Business Management	p. 28
Engineering	p. 31
Social-Justice Work	p. 33
Sustainable Development	p. 35
Health and Medicine	p. 38
Tools for Discerning and Preparing for Horizon-Rising Challenges	p. 40
Scanning Ahead	p. 42
A TC Framework for Training Tomorrow's Teachers Today	p. 44
Analytic Competence	p. 45
Emotional Competence	p. 47
Creative Competence	p. 49
Communicative Competence	p. 50
Functional Competence	p. 52
Business Management: Educating MBAs Who Are Ready to take on the World	p. 54
Analytic Competence	p. 56
Emotional Competence	p. 58
Creative Competence	p. 59
Communicative Competence	p. 60
Functional Competence	p. 63
Engineering Education for Interdependent Connections: Technology and Society	p. 65
Analytic Competence	p. 67
Emotional Competence	p. 69
Creative Competence	p. 70
Communicative Competence	p. 71
Functional Competence	p. 72
Educating for Social-Justice Work in a Disparate World	p. 75
Analytic Competence	p. 76
Emotitonal Competence	p. 78
Creative Competence	p. 79
Communicative Competence	p. 80
Functional Competence	p. 81
Transnational Relationships	p. 81
Transnational Performance	p. 81
Transnational Social Justice	p. 82
Preparing for Sustainable International-Development Practice	p. 84
Analytic Competence	p. 86
Emotional Competence	p. 87
Creative Competence	p. 88
Communicative Competence	p. 90
Functional Competence	p. 91
Guiding the Transnational Flow of Health Expertise	p. 94
Preparing for Careers in Medicine and Public Health in an Era of Mobility and Mixing	p. 94
Downstream Interactions, Upstream Forces, and Midstream Mediating Conditions	p. 95
The Need for Curricular Redirection	p. 96
Surging Student Interest 97
The TC Approach and Objectives	p. 97
Preparation for Transnational Practice	p. 98
Analytic Competence	p. 98
Emotional Competence	p. 102
Creative Competence	p. 103
Communicative Competence	p. 104
Functional Competence	p. 105
Concluding Reflection	p. 108
Learning Processes for Enriching the TC Professional Curriculum	p. 109
Common Threads	p. 110
In-Class TC Learning	p. 110
Off-Campus Learning	p. 112
Assessment	p. 112
Pedagogical Tools for Preparing TC Teachers	p. 114
Pedagogical Tools for Preparing TC Business Managers	p. 115
Pedagogical Tools for Preparing TC Engineers	p. 116
Pedagogical Tools for TC Social-Justice Workers
Pedagogical Tools for Preparing TC Sustainable-Development Professionals	p. 119
Pedagogical Tools for Preparing TC Health-Care Practitioners	p. 121
Conclusion: Preparing Transnationally Competent Professionals	p. 123
Obstacles and Initiatives	p. 124
Resources	p. 125
Administrative Support	p. 125
Faculty Buy-In	p. 126
Addressing Disinterest	p. 127
Addressing Perceived Incapacity	p. 127
Addressing Unwillingness to Change	p. 128
Student Demand	p. 128
Conclusion	p. 129
Notes	p. 130
Index	p. 201
Acknowledgments	p. 209
About the Authors	p. 210
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Transnational Competence: Empowering Curriculums for Horizon-rising Challenges

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