IBQH001 International Board for Quality in Healthcare course outline | http://babelouedstory.com/ Sat, 15 Aug 2020 06:29:00 -0500entext/htmlhttps://www.rit.edu/study/international-and-global-studies-bs International Expansion: Expanding Your Business


International trade is increasingly important to many growing businesses. It is equally attractive to both B2B and B2C firms. This session will shed light on what you need to know when expanding internationally.

  • International Trade as a Growth Opportunity
  • A Tool for Hollow Corporations
  • International Franchising
  • Advantages and Disadvantages of International Trade
  • Common Mistakes Made in International Trade
  • Helpful Tools
    • Get advice from experts
    • Online resources
    • U.S. Government resources
    • Non-government resources
  • Top Ten Do's and Don'ts 

Franchisors in the United States have been expanding globally for decades. As they saturate their domestic markets, they depend more on global expansion. Many franchisors avoided dealing with individual franchisees and instead have signed up area licensees or even country licensees.

Complying with taste and other preferences is important. South American countries have a taste for sweets and hence are a good expansion territory for Dunkin Donuts©. In other parts of the world, recipes as well as products have been tweaked to satisfy local tastes.

Get advice from successful business experts

Preparing for and keeping abreast of international trade can be secured by seeking out advice from the following resources:

  • Export counselors, export seminars and workshops
  • International trade consultants
  • Seasoned exporters
  • Trade associations

Online Resources

Since countries throughout the world benefit by international trade, federal and state governments everywhere have assessment and training resources. For example, the U.S. government provides many valuable resources of information. The U.S. Small Business Administration offers aid to small international businesses through two major programs: business development assistance and financial assistance. Our first recommended resource is, therefore, the U.S. Small Business Administration's Office of International Trade.

U.S. Government resources

  • The U.S. International Trade Administration's website www.trade.gov seeks to increase jobs in the U.S. by increasing the number of companies exporting and expanding the number of markets current U.S. companies sell to. It offers market information, trade leads, and overseas business contacts.
  • The Department of Commerce Web site www.commerce.gov furnishes trade opportunities for U.S. Business and export-related assistance and market information. Trade specialists will work with businesses to identify key markets, build market-entry strategies and provide the guidance needed to take products and services from the U.S. to global markets. Their activities include participation at trade shows online.
  • The U.S. Government Export Portal www.export.gov provides online trade resources and one-on-one assistance for your international business. Training and counseling is a multi-phase step. Counselors can help you design a training program to match your specific needs.
  • You can find articles about protecting your Intellectual Property abroad at www.stopfakes.gov as well as toolkits for Brazil, China, Korea, Malaysia, Mexico Peru, Russia and Taiwan.

Non-governmental resources:

  • Search engines such as Google, Yahoo or bing provide a huge database of information (type in "international trade") that will require selectivity to retrieve the most helpful information.
  • The Federation of International Trade Associations www.fita.org provides portals to trade leads, market research, a global trade shop, and even a job bank.
  • www.worldbid.comis a large network of international trade marketplaces, providing trade leads and new business contacts.
Sun, 16 Aug 2020 04:52:00 -0500 en text/html https://www.scu.edu/mobi/business-courses/business-expansion/session-11-global-expansion/
International Field Courses

If you're interested in traveling and learning at the same time, an Internatoinal Field Course might be the option for you. Some professors take their students on a three-week International Field Course to a variety of locations around the world. Locations have included Cuba, Czech Republic, Central Europe, The United Kingdom and South Africa. 

 Contact Dal AC International for latest information.


Classes with international travel

ANSC 3007: African Wildlife Ecology - Port Elizabeth, South Africa

Run collaboratively by Rhodes University’s Wildlife and Reserve Management Research Group, South Africa. Every alternate year, a group of students visit Rhodes and the Eastern Cape for an intensive 3 week course on African Wildlife Ecology based at the Amakhala GameReserve.This course is one of the most popular courses for Dal-AC students. Every cohort has up to 15 students participate and travel to South Africa. Contact us to find out the next cohort date (possibly 2024), express your interest and get more information.

Katie Stokes, an Environmental Science student, took the African Wildlife Ecology field course and shared her experience with us. Check out her video testimonial and others on our Student Testimonials page!


IAGR 3000: Tropical Agriculture

Stay tuned! IInformation on the next cohort in 2024 coming soon!
Students will get hands-on learning about tropical agriculture in a tropical country. This class will introduce the student to food production, storage, and handling systems in tropical and subtropical countries. The sustainability of these systems and issues that limit the use of the environment for long-term food production will be identified. Farming systems and the role of national/international research centres are examined. The instruction will include resource people from several disciplines. 

Tue, 16 Dec 2014 08:59:00 -0600 en text/html https://www.dal.ca/faculty/agriculture/international-office/international-students/international-courses.html
MA International Education / Overview
Degree awarded
Master of Arts (MA)
1 year
Entry requirements

We require a UK Honours degree with a First or Upper Second (2.1) classification or the overseas equivalent  in Education, Teaching or English.

Applicants without an education, teaching or English-related degree should have at least six months of relevant professional experience.

When assessing your academic record we take into account the grades you have achieved and the standing of the institution where you studied your qualification.

Full entry requirements

How to apply
Apply online

Course options

IBQH001 course outline - International Board for Quality in Healthcare Updated: 2023

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Exam Code: IBQH001 International Board for Quality in Healthcare course outline June 2023 by Killexams.com team
International Board for Quality in Healthcare
IBQH International course outline

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IBQH001 International Board for Quality in Healthcare

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International Board for Quality in(R) Healthcare
Question: 289
The written document that is considered the teams license to operate as it defines the
task, scope, time frames and boundaries the team will work in, is called:
A. Team charter.
B. Team plan.
C. Team strategy.
D. Team declaration.
Answer: A
Question: 290
In well-functioning teams, all the following is observed except:
A. Every member has an identity.
B. Members compete one another to reach excellence.
C. Members support one another.
D. All members enjoy each other's interaction in meetings.
Answer: B
Question: 291
In poorly functioning teams you can find all the following except:
A. Members don't have an identity within the team.
B. Members compete one another.
C. Members interactions are defensive.
D. Conflicts are resolved.
Answer: D
Question: 292
During the first meeting of the team some members are shy, what should the leader do to
manage this?
A. Having a private discussion with them.
B. Encouraging them to be more positive.
C. Direct the conversation to them or arrange small groups to encourage more
interaction and participation.
D. Advise them to Excellerate their communication skills.
Answer: C
Question: 293
Which of the following team types usually select their own leader?
A. Performance improvement.
B. Cross-functional.
C. Virtual.
D. Self-directed.
Answer: D
Question: 294
A team should not include more than 8 members because:
A. Conflicts may arise between team members.
B. Active participation of team members may be lost.
C. The team would be difficult to control.
D. It would lead to communication problems.
Answer: B
Question: 295
Which of the following teams has members from different departments or specialties?
A. Cross-functional teams.
B. Performance Improvement teams.
C. Self-leading teams.
D. Project management team.
Answer: A
Question: 296
Put in order the stages of performance improvement team:
I- Norming.
II- Performing.
III- Storming.
IV- Forming.
A. VI, III, I and II.
B. I, III, IV and II.
C. I, II, IV and III.
D. IV, I, III and II.
Answer: A
Question: 297
A Prospective review may be beneficial in all the following except:
A. A patient that will have an elective total hip replacement.
B. A patient that will be readmitted for a bypass surgery.
C. A patient which was admitted to the ER with a fractured hip.
D. A patient who has a health insurance.
Answer: C
Question: 298
With advances in medical technology, we can apply managed care through:
A. Increasing care in outpatient settings.
B. Lowering preventive care.
C. Increasing in patient care.
D. Increasing length of LOS.
Answer: A
Question: 299
The greatest benefit of concurrent clinical review is:
A. Ability to focus on patient outcomes.
B. Ability of discovering overutilization..
C. Timely assessment of the healthcare provider to check if he is following clinical
D. Timely intervention to reduce the risk of adverse outcomes.
Answer: D
Question: 300
The family of a patient admitted to a hospital is considered to be
A. End users
B. Intermediate customer
C. Other affected parties
D. Internal customers
Answer: C
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IBQH International course outline - BingNews https://killexams.com/pass4sure/exam-detail/IBQH001 Search results IBQH International course outline - BingNews https://killexams.com/pass4sure/exam-detail/IBQH001 https://killexams.com/exam_list/IBQH Course Outline List Component

The Course Outline List component allows you to display a list of course outlines from the central Course Outlines Repository. The list can be filtered by term, course level, section and more to only show specific outlines.

Note: If a course outline is not available at www.sfu.ca/outlines, it will not appear in the Course Outline List component.

When should it be used?

Use this component when you need to display multiple related course outlines on a single page. Be aware that the course outline list can get very long, depending on the filters.


Current - Two options, Year and Term, can be set to current, which refers to the current registration term. The current registration term will automatically rollover to the next term approximately 10 weeks prior to its start.

In-Component Editing Options

Course Outline List Tab

Title Header - Insert a title above the course outline list. (If you wish to insert a title with a different size or style of heading, use a Text component.)

Year - Filters outlines by year. If left blank, it will use the current year.

Term - Filters outlines by term. If left blank, it will use the current registration term.

Dept - Filter outlines by department. This is option is required.


Click the Options toggle to reveal additional display options:

Split list - Adds a header above each course. See example 2 for a preview.

Show all sections - This option displays the outlines for all the sections, including tutorials and labs (e.g, D100, D115, D116, D118). Leaving this unchecked will display one outline for each parent section (e.g., D100, D200), regardless of how many child sections a parent may contain. This helps to reduce duplicate outlines.

CSS Class - Allows an author to provide an optional class name that will apply a style to the contents.

Filters Tab

Course Levels - Filter outlines by course level. Check each level you wish to display. If no levels are checked, the component will list all levels.

Sections - Filter outlines by sections. By default, the component will list all sections.

Columns Tab

Columns - Allows you to choose which columns to display. Please enable the “Note” column, if the “Short Note” field was filled in within the Course Outlines Application.

Examples of the Course Outline Component

Example #1

This example was set up to show outlines for all 100-level Chemistry courses scheduled for Spring 2014.

Sun, 06 Dec 2015 07:41:00 -0600 text/html https://www.sfu.ca/cms/howto/components/sfu-course-outline-list.html
Course Outlines and Syllabi

Course Outlines and Syllabi

Course Outlines

A one-page course outline is required by university policy for every course offered by the Faculty of Health Sciences. Instructors will receive an email reminder through TRACS to upload their course outlines. Outlines must be available to students at least two weeks prior to the start of the registration period or two months before the semester begins (March, July and November). Note that the one-page outline is different than the syllabus. See below for syllabus information.

Instructors upload their course outlines online. Please follow these instructions:

1.    Log in to outlines.sfu.ca.
2.    Select semester, course and section.  Click the round icon.
3.    Input data to the fields.  (This can be done by free-format typing or cutting & pasting)
4.    Save.
5.    Scroll back up to the top of the page to confirm that the outline was saved successfully. (See green box)
6.    Once the outline is finalized, click “Continue”, go to the next page, and click “Submit”.
7.    The system will automatically advise the program assistant that the outline is ready to be activated.

Before your outline is activated online, the program assistant will review to ensure that all required fields are complete. 

If you have taught the course before, you may want to use the previous outline as a starting point and make any desired changes. The course content should correspond to the SFU Calendar description. If it does not conform closely, you must apply for approval before any changes can be published. Contact the appropriate program assistant, depending on whether you are teaching an undergraduate or graduate course, if you have not taught a course before and would like a copy of a previous course outline for your reference, or if you would like to apply for approval to upload content that does not closely conform to the SFU Calendar description.

Refer to this link to search for the archived course outlines: http://www.sfu.ca/outlines.html. The system has archived outlines starting from Fall 2015 onwards.

Course Syllabi and Syllabus Policies

Refer to the Policies and Procedures Related to Syllabi Review, Development and Distribution (this link requires your ID to login) for more guidance about drafting a syllabi and to locate a syllabi template.

All HSCI courses at both the graduate and undergraduate levels must have a detailed syllabus that delineates course objectives and means of assessment. Attached to this policy is a template to help you design of a syllabus so that it outlines the appropriate level of detail in terms of content, objectives, and assessment tools. The recommended text in regards to grading distributions, student conduct, and other policies are also provided.

All new and substantively updated/revised courses must be reviewed as indicated below. Syllabi submitted for review do not need to be in the final draft.  The GSC and UGSC are generally concerned with the review of the following:  1) the statement of learning objectives; 2) an outline of topics; and 3) a list of required readings/texts.

You will receive an email from the TRACS system to upload your syllabus, in accordance with the following schedule:


Fall Semester

(September – December)

Spring Semester

(January – April)

Summer Intersession

(May – June)

Summer Semester

(May – August)

New, revised courses, new instructors

August 15

December 15

April 1

April 15

Ongoing courses not requiring review

First day of semester

First day of semester

First day of semester

First day of semester

For new or substantially revised courses, feedback will be provided to instructors three weeks prior to the start of the term. Notably for graduate courses, where accreditation requirements demand that courses meet certain core competency requirements, it is expected that faculty will comply with requests for revision.

The course syllabus represents a contract between the instructor and student. It is important that it clearly outlines expectations, grading and attendance policies, and appropriate student conduct guidelines to all students enrolled in the course.

 A syllabus does not need to be provided in hard copy and can be distributed through Canvas or through other online formats. The scheduling of syllabus may be changed after the start of a term, but once the syllabus has been circulated to students, it is strongly advised not to make further changes to: a) grading policies; b) policies regarding student conduct and academic honesty; or c) the timing of key exams.

For more resources and guidelines, refer to the links below:

FHS course planning and syllabus checklist

Sample course syllabus

Syllabus template

Mon, 26 Oct 2020 12:54:00 -0500 text/html https://www.sfu.ca/fhs/faculty-staff-resources/teaching/instructor-resources/course-outlines-and-syllabi.html Best Cryptocurrency Trading Courses

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Tue, 16 Feb 2021 04:28:00 -0600 en text/html https://www.investopedia.com/best-cryptocurrency-trading-courses-5111984
ESF International Courses

ESF offers several faculty-led, short-term international academic courses throughout the academic year. Since the courses are offered by ESF, students enroll in the course directly with the college and credits and grades earned appear on students’ transcripts. Most courses will meet a few times throughout the semester and travel over spring break or following the end of the semester.

Short-Term International Course Offerings

Spring 2019

Travel over Spring Break

ERE 311/511 Ecological Engineering in the Tropics in Costa Rica

Course Highlights & Facts:

  • Students will study and create ecological engineering designs that include appropriate technologies and permaculture approaches for the sustainable delivery of water, food, energy, and health resources.
  • Students will complete 5 homework assignments prior to leaving for Costa Rica to build core knowledge and be ready to use ecological engineering principles on the weeklong field trip.
  • Students will spend several days in a stunning rural setting at Rancho Mastatal with trips planned to tropical forests and waterfalls, coastal mangroves and beaches, fruit and chocolate farms, and a volcano.
  • Students will complete all course requirements before returning to ESF from spring break, so this course should not interfere with other spring semester courses during March and April.
  • Fees for the course are estimated at $1,400, which includes in-country lodging, travel, and meals, but does not include airfare to Costa Rica.
  • Enrollment is limited to between 12 and 16 students to justify, but not exceed, use of the in-country facilities.

Questions? Please contact Dr. Timothy Morin.

EFB/FOR 523 Tropical Ecology in Ecuador

  • Learn Tropical Ecology in the Amazon rainforest and high Andes of Ecuador over Spring break.
  • Explore the principles of tropical ecology, nature conservation, and sustainable resource management during an intensive field study in Ecuador over Spring break and in weekly on-campus meetings during the Spring semester.
  • Learn about theories explaining the high biological diversity of the tropical terrestrial and freshwater ecosystems in some of the most biodiverse places on our planet (the Tropical Andes Biodiversity Hotspot and Yasuni Biosphere Reserve). Our main base in Ecuador is at the Tiputini Biodiversity Station, deep in the rainforests of the Yasuni Biosphere Reserve, but our field explorations include diverse tropical ecosystems across the Andes (from 300 to 4,000 m above sea level): tropical dry forests, cloud forests, paramo, montane tropical forests, and lowland rainforest with aquatic whitewater river and lagoon ecosystems.
  • We will canoe and hike in the wilderness where one can observe elusive giant river otters, river dolphins, arapaima, tapir or jaguar, as well as ten species of monkeys and countless bird, insect, and plant species.
  • The ability to swim and a fee covering travel and lodging in Ecuador are required. The course has a 25 year tradition (since 1992), with field trips to the Caribbean until 2017 (see here).
  • Prerequisites: one year of college biology and a general ecology course. [3 credits; counts toward EFB field experience]

Questions? Please contact Dr. Martin Dovciak and Dr. Donald Stewart.

FOR 404 - Ecotourism Abroad

  • Five 1-hour lectures plus 9- to 10-day field trip.
  • This service learning course introduces students to the field of ecotourism through a short-term study abroad program held during spring break.
  • Students will travel to several ecotourism destinations within a selected country, meet with destination managers, and complete a service learning project related to ecotourism.
  • Additional fees required to cover cost of travel and lodging during field portion of course.

EFB 500: From Ridge to Reef: Invertebrate Conservation Biology

This course will introduce students to the complexities of the conservation biology of invertebrates in a small tropical country. We will emphasize the similarities and differences in doing conservation biology in terrestrial, freshwater, and marine habitats. We will review foundational concepts in ecology and evolution as they relate to conservation biology, and will touch upon the interplay of geology, anthropology, geopolitics and economics that have conspired to make the Republic of Palau such an interesting place. Relevant aspects of the biology of invertebrates will be reviewed.

EFB 434: Ecosystem Restoration Design

This course comprises two parts: a ten-day field component in Chiapas, Mexico in August, and an on-campus component during the fall semester. Students are introduced to the complexities of ecosystem restoration through a variety of different means: field work at research sites in the rainforest, working alongside restoration professionals, visits to both degraded and pristine ecosystems, and participating in culturally educational activities (e.g., a Mayan poetry reading). After returning to the US, students will continue learning ecosystem restoration principles and practice through textbook learning, seminar discussions, and design workshops.

ENS 596: Interdisciplinary International Ecosystem Design Workshop

This course comprises two parts: a two-week component abroad in to cities in Spain: Vitoria-Gasteiz and Madrid, and an on-campus component during the fall semester. The Spain component of the course is necessary training for the longer, in-depth fall project. In the fall semester, students will prepare a poster presentation on the work done in Spain and then engage a team project addressing urban forestry, watershed conservation, biodiversity, ecological restoration, urban / regional open space systems, etc. for one or more local municipalities in Upstate New York or elsewhere in the Northeast.

Questions? Please contact: Dr. Diane Kuehn

Summer 2019

Travel in May following the end of the semester

EFB 500 Invertebrate Conservation Biology in Palau: From Ridge to Reef

  • This course will introduce students to the complexities of the conservation biology of invertebrates in a small country.
  • We will emphasize the similarities and differences in doing conservation biology in terrestrial, freshwater, and marine habitats.
  • We will review foundational concepts in ecology and evolution as they relate to conservation biology, and will touch upon the interplay of geology, anthropology, geopolitics, and economic that have conspired to make the Republic of Palau such an interesting place.

Questions? Please contact: Dr. Rebecca Rundell.

Past International Courses

FOR 404 Ecotourism Abroad in Nicaragua

EFB 500 Tropical Conservation Biology - Field Research in Peru

EFB 500 Biophysical Field Methods in Namibia

EFB 500 Visitor Education as a Wildlife Management Tool in Yellowstone National Park

LSA 496 Field Work in Urban Ecosystem Design in Spain

EFB 434 Ecosystem Restoration Design in Mexico

Fri, 10 Feb 2023 04:18:00 -0600 en text/html https://www.esf.edu/studyabroad/shortcourses.php
Course Outline course outline

greenpin.gif (1016 bytes) Introduction

greenpin.gif (1016 bytes) Part 1: How To Begin a Deaf History and Culture

In this part of the course, we will introduce the idea of history and why it is important for deaf people. This part is designed to make you think about history in general and challenges you to try to interpret information - not just to accept it as true because it has been written. You will need about 6 hours for this part.

greenpin.gif (1016 bytes) Part 2: Historial Fact in Deafness

The second part of the course considers the history of deafness and deaf people as we know it from the writings which have appeared in the literature. The vast majority of these were written by hearing people. We have to discover what are the important features of this and be able to weigh up the facts which are missing in these accounts. For this part you will need time to watch the videotapes and you will need to read some of the books on the history of deafness. There are copies in our library, in the resource room and there are many other sources such as the papers which are kept in deaf schools and in deaf clubs. You will need 12 - 20 hours for this part.

greenpin.gif (1016 bytes) Part 3: Famous Deaf People

In the third section we examine what we can find out about famous deaf people. It used to be that there were none of these available but now there is much more interest. You will find references to important books which tell us a great deal about what deaf people were like in the old days. In this part we will also discuss how to interview old deaf people and how to record what they have to tell us. The famous deaf people part will cover deaf people, or events, or school’s histories ad how the lives of deaf people were involved. This idea of getting deaf people to explain their views will appear again later in the context of culture. We will hope to provide stories by deaf people on video which explain about their lives but this is not yet ready and will have to be sent out later. This is a very big section and some people will spend a lot of time thinking and working on this. You should aim to use a minimum of 20 hours but a maximum of 40 hours.

greenpin.gif (1016 bytes) Part 4: Deaf History to Culture

In the fourth section we will make the bridge between history and culture. When we think of ourselves and our culture we are describing our identities and our behaviour. These are based partly in our experiences and partly on what we think we are. This second part comes from our knowledge of history. History is the past, but it is us in the past. That is what is so exciting. Just which us we are is the aspect which we must establish.

We will then go on to talk about culture and what it is for deaf people. There are examples of deaf behaviour and there are practical exercises to work on the way deaf people have rules for what they do. Again this could take a lot of your effort to think about. However, we predict about 15 hours for this work. This work will help to prepare for the assignment part.

greenpin.gif (1016 bytes) Part 5: Deaf Culture to its Roots

Now we want to discuss Deafhood - the feeling of being deaf and all the components - experience, culture, language. After many hundreds of years of denying its existence, the opportunity has arisen to try to explore it. Deaf people should know much of this section from their own experiences and feelings. But it will still need a good deal of thinking. Allow 10-15 hours.

You will have a chance to prepare for the assignment through the optional tutorials. The tutorials will cover different aspects of the way in which you study and how to research deaf history. It will deal with the methods.

activity.gif (1060 bytes)

Activities: It is hard to make specific demands for homework when the course has a distance component - so it is nearly all homework! But there are actions and researches you can carry out which will help you in this study. Here are some examples.

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  • (For Section 3) Read one article from the book by Fischer and Lane (1993). You will find some extracts in the resource room. Prepare one page of notes on your ideas of what it means. How reliable do you think the view of history is? Hand in your one page of notes if you want to have feedback.
  • General work needed throughout the course - use the material in the resource room and in your library to look for stories of deaf history. Make some notes. This will be essential for your final presentation.
  • Collect information on your local deaf club. Use the article on the Bristol Deaf Club (in the resource papers) as a model of the type of information which you need. Set your deaf club out in a similar way.
  • Collect information on a deaf school which is near your home. It might be a deaf school which you attended or which a friend attended. Find out when it opened and about the pupils who attended it. supply a short history of the school and supply your ideas on the importance of this particular school. This can be used for your assignment.
  • Interview a deaf person over the age of 60 years about their time at school. Try to form a view of what it was like at that time when they were young. Make some notes and then you could prepare for the assignment.

Read a section of Jackson’s book on British Deaf Heritage (you should really read this all the way through, so you could buy it or use some extracts in our resource room) and prepare a report on it for the group. You should be prepared to explain what you have found. Pay particular attention to the question of whether the accounts represent what deaf people were like or whether they are all to do with what hearing people thought of deaf people.

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Sat, 19 Mar 2022 00:58:00 -0500 text/html https://www.bristol.ac.uk/Depts/DeafStudiesTeaching/dhcwww/outline.htm
International and Global Studies

Culture and Globalization

By exploring critical issues of globalizing culture, we examine how ideas, attitudes, and values are exchanged or transmitted across conventional borders. How has the production, articulation, and dissemination of cultural forms (images, languages, practices, beliefs) been shaped by global capitalism, media industries, communication technologies, migration, and tourist travels? How are cultural imaginaries forged, exchanged, and circulated among a global consumer public? How has the internationalizing of news, computer technologies, video-sharing websites, blogging sites, and other permutations of instant messaging served to accelerate cultural globalization? Students will be introduced to anthropological perspectives on cultural globalization, the transmission of culture globally, and the subsequent effects on social worlds, peoples, communities, and nations. Lecture 3 (Fa/sp/su).


Immigration to the U.S.

This course examines immigration to the U.S. within the context of globalization. We examine the push- and pull-factors that generate immigration, and changing immigration policies and debates. We consider how changes in the American workplace have stimulated the demand for foreign workers in a wide range of occupations, from software engineer to migrant farmworker and nanny. We review the cultural and emotional challenges of adapting within the American cultural landscape, transnationalism and connections with the homeland, the experiences of refugees, and how immigration has changed since 9/11. Special attention is given to immigration from Latin America, the largest sending region. Lecture 3 (Fall or Spring).


Cuisine, Culture, and Power

Physically, culturally, and socially, humans live through food and drink. Spanning the globe, as nearly limitless omnivores, humans have developed myriad ways of collecting and cultivating food and taking advantage of local environments. We also put food to work for us socially by creating cuisine. Through cuisine, we forge and nourish relationships, commune with deities, and through luxury choices, demonstrate our "taste" and lay claim to elite status. Through the cultural practices of production and consumption of food and drink, we wield power. Food and drink consumption patterns have sustained slavery, poverty, malnutrition, and illegal immigration, and have laid waste to the environment. In this class, we explore physical, cultural, social, political, and economic dimensions of food and become more aware of how the private, intimate act of a bite connects us to the rest of humanity. Lecture 3 (Fa/sp/su).


Global Public Health

Global health is a term that reflects a complex series of problems, policies, institutions and aspirations that have only recently made their way to the global stage. From its earliest days, global health was guided by principles in public health that situate the nation-state as responsible for the health of its population. While international health and tropical medicine, the precursors to global health, was driven by the distinction between wealthy and poor nations, global health today, as this course explores, is oriented to the unequal burden of disease around the world. The course will consider major global health challenges, programs, and policies through an integrated social science lens. After placing global health in historical context, we will focus on how the science of disease cannot be dissociated from the social context and policies that both drive the emergence of disease(s) and respond to the unequal burden of disease around the world. We will analyze current and emerging global health priorities, including emerging infectious diseases, poverty, conflicts and emergencies, health inequity, health systems reforms, and major global initiatives for disease prevention and health promotion. Lecture 3 (Annual).


Global Addictions

This course evaluates global forms of “addiction” in medical, cultural, national, and transnational situations of encounter. Though primarily a EuroAmerican concept of illness, addiction is now discursively and experientially widespread, assuming the status of a “global form.” Addiction narratives and experiences shape people and social life everywhere, as scientific and cultural or national knowledge intersect to form subjectivities, identities of addicts, and communities of addicted bodies. Concepts of will, morality, the addicted self and other, and living and dying also impact the cultural, national and international infrastructures we build—whether and how, for instance, we put resources into medical or criminal justice systems and networks. A closer look at the intimate lives of addicts thus enables us to consider identity boundaries and crossings; addiction languages; family relations and parenting; self-made communities and social bonds; work at the economic fringes of society; personal and institutional violence; policing and navigating enforcement or incarceration; homelessness and legal, medical and social service bureaucracies; as well as transnational production, trafficking, forms of addiction, and policing. By the end of the course, students will comprehend concepts and theories of addiction, and global perspectives on people living with addiction. Lecture 3 (Fall, Spring).


Genocide and Transitional Justice

The destruction and survival of societies hinges on collective ideas of identity. In times of social stress, identities—whether racial, ethnic, religious or national—become critical “sites” of conflict over the sovereignty of nation-states, and the legitimacy of social, cultural practices. When ideas fail to incorporate people, essentialist categories of identity, historical grievances, and accounts of extreme violence become interrelated, potent sources of destruction. Slavery and exclusive ownership of resources leave people starving or living in perilously polluted environments. Global cultural economies threaten local systems and self-representation. In this course, we will take critical, anthropological approaches to studies of ethnocide, genocide and transitional justice. Students will assess the destruction and survival of societies, from the 19th century slaughter of Native Americans and Amazonian Indians to more recent genocides in Cambodia, Bosnia, Rwanda, the Sudan, Iraq, Myanmar, Bangladesh and China. Students will consider similarities and differences in the social experiences of mass violence, and the ethics of protecting particular identity-based groups, and not others, in international, national and local laws. Students will become familiar with multiple inter-related justice systems, for instance, the International Criminal Court, national and United Nations-backed tribunals, and local justice systems such as the Rwandan Gacaca courts. recent developments in legal ethics and international law will enable students to see how public sentiments, legal advocacy and other social, political processes facilitate enhanced protections for the world’s most vulnerable people. Lecture 3 (Fall or Spring).


Humans and their Environment

Humans and their societies have always been shaped by their environment, but as human societies became more complex, their relationship with their environment changed from one of simple adaptation to one in which they had the power to change their environment. Often, the changes they have wrought have had unintended consequences, forcing societies to adapt to the changes that they themselves have brought about. Although we tend to think that this is a relatively recent phenomenon, humans have been altering their environment since the first human societies made the transition to agriculture over ten thousand years ago, if not longer. In this class, we will use the tools of environmental archaeology to explore the history of human interactions with their environments and to draw lessons on how we could manage that interaction today. Lecture 3 (Fall or Spring).


Global Cities

This course examines the impact of global dynamics on cities from the early 20th century to the present. By tracing urban formations from metropolis to global city, emphasis will be placed on the making of identities, communities, and citizens in the architectural spaces, cultural places, ethnic zones, and media traces of urban life in the context of globalization. Lecture 3 (Fall or Spring).


Global Sexualities

By exploring issues of gender and sexuality in a global context, students will be introduced to anthropological perspectives on the experience of men and women, as gendered subjects, in different societies and historical contexts, including colonialism, nationalism, and global capitalism. In turn, we will explore how cultural constructions of masculinity and femininity are configured by race, class, ethnicity, and sexual orientation. Course materials are drawn from an array of sources, reflecting various theoretical perspectives and ethnographic views from different parts of the world. Lecture 3 (Fall or Spring).


Visual Anthropology

We see others as we imagine them to be, in terms of our values, not as they see themselves. This course examines ways in which we understand and represent the reality of others through visual media, across the boundaries of culture, gender, and race. It considers how and why visual media can be used to represent or to distort the world around us. Pictorial media, in particular ethnographic film and photography, are analyzed to document the ways in which indigenous and native peoples in different parts of the world have been represented and imagined by anthropologists and western popular culture. Lecture 3 (Fall, Spring).


Global Media

An introduction to media technologies from a global perspective. Major theories about the media, current trends in media, journalism practices, and governmental challenges and restrictions are reviewed. Students will use various media technologies both locally and abroad through site visits, readings, and online resources resulting in a media production (mini-documentary, movie trailer, and/or international film review). Special focus on the growing importance of the internet and digital media on news flow, advertising, and entertainment. Lec/Lab 3 (Fall or Spring).


Principles of Macroeconomics

Macroeconomics studies aggregate economic behavior. The course begins by presenting the production possibilities model. This is followed by a discussion of basic macroeconomic concepts including inflation, unemployment, and economic growth and fluctuations. The next Topic is national income accounting, which is the measurement of macroeconomic variables. The latter part of the course focuses on the development of one or more macroeconomic models, a discussion of the role of money in the macroeconomy, the aggregate supply-aggregate demand framework, and other syllabus the individual instructor may choose. (Prerequisites: ECON-101 or completion of one (1) 400 or 500 level ECON course.) Lecture 3 (Fall, Spring, Summer).


International Trade and Finance

This course first surveys the sources of comparative advantage. It then analyzes commercial policy and analyzes the welfare economics of trade between countries. Some attention is paid to the institutional aspects of the world trading system. Finally, the course introduces the student to some salient notions in international finance such as national income accounting, the balance of payments, and exchange rates. (Prerequisites: ECON-101 or completion of one (1) 400 or 500 level ECON course and ECON-201 or equivalent course.) Lecture 3 (Fall or Spring).


Global Economic Issues

This course is focused on understanding economic problems in a global perspective. The students will study the impact of globalization on economic growth and income disparity among countries. Global economic issues such as poverty, hunger, refugees, and transnational terrorism will be studied. We will also discuss global efforts to attain progress such as the United Nations Millennium Development Goals. The course work will emphasize the analysis of international economic data. (Prerequisites: ECON-101 or completion of one (1) 400 or 500 level ECON course.) Lecture 3 (Spring).


Development Economics

This course provides an introduction to development economics, which focuses on the problems and challenges faced typically but not exclusively by the developing countries. In this course we will study the economic transformation of developing countries by focusing on the characteristics of land, labor and credit markets in rural areas of developing countries. We will survey the large literature on modeling economic growth and discuss relevant case studies from developing countries. (Prerequisites: ECON-101 or completion of one (1) 400 or 500 level ECON course.) Lecture 3 (Fall).


Histories of Globalization

Globalization is a human process, influenced by contemporary and historical issues that are routinely conceived of as affecting or pertaining to the world’s population in its entirety, such as human rights, humanitarianism, environmental degradation, trade, and military power. We use the world and its population as the unit of analysis with an emphasis is placed on issues that appear to be in tension with the role of the nation-state and nationality, and highlight world and global citizenship. We explore critiques of the conceptualization of globality and worldliness as a factor in determining social, cultural, and historical change. Lecture 3 (Biannual).


Global History of Technology

Modern technologies make our daily lives pleasant and convenient; yet, many people around the globe lack access to these technologies. In this course, we will examine the origins and implications of technical developments throughout human history and across the globe—from digging sticks and pyramids, cathedrals and steam engines to atom bombs and electronic computers. We will consider the circumstances in which innovations emerge and move from one location to another, discuss how technologies influence the ways humans understand themselves, and examine how they affected the relations between different societies throughout history. In this course, you will gain a better understanding how societies around the world have shaped their technologies, and how technologies in turn have shaped them. Lecture 3 (Fall).


Technology and Global Relations in the American Century

This class explores the role of technology in US foreign relations during the twentieth century, when the United States rose to global power. American engineers, scientists, missionaries, executives, and diplomats used technologies to gain strategic advantages, uplift other peoples around the globe, or open new market opportunities. We will look at how Americans employed a wide range of military, development, and consumer technologies, from torpedoes and airplanes to dams, schools, automobiles, and computers. Technologies projected superiority and serve in civilizing missions; they also often reflected on relations of power, gender, and race. Sometimes, technologies moved freely from one place to another, and at other times their circulation was impeded. Based on historical sources and assigned readings, the class discussions will investigate how technologies shaped US foreign relations and were in turn shaped by them. Seminar 3 (Fall).


Global Information Age

The internet and cell phones seem to have turned us into world citizens of cyberspace. Programmers in Bangalore or Chennai now write software for U.S. companies, and doctors in India or Australia interpret the Cat-Scan or MRI images of US patients overnight. As bestselling author Thomas Friedman argues, the world is flat, that is competition for intellectual work is now global. Others have suggested that information technologies have led to global homogenization, with people around the world memorizing the same news, listening to the same music, and purchasing the same products. In this class, we will investigate the history of information and communication technologies to cast new light on these claims about our present-day technologies. This class is a small seminar which includes a research project. Lecture 3 (Spring).


Topics in Global Studies

This course focuses on specific themes or issues in global studies, chosen by the instructor, vetted by the department chair, announced in the course subtitle on SIS, and developed in the syllabus. The syllabus of this course will vary, but the course number will remain the same. Students may repeat the course for credit, but may not repeat the same topic. Lecture 3 (Fall, Spring, Summer).


Comparative Politics

The course provides a mode of analysis for the study of political systems. Basic concepts of political science are utilized to present a descriptive and analytical examination of various political systems that can be classified as liberal democracies, post-communist, newly industrializing countries, and Third World. Particular attention is paid to the governmental structure, current leadership and major issues of public policy of those selected political systems under review. Lecture 3 (Spring).


Global Political Economy

Examines the interplay between states and markets, as well as the interaction of the global economy and international politics. The course will cover political economy, political ideology, global trade, international capital investment, debt, the integration of national financial markets, and the impact of globalization on society and the environment. Lecture 3 (Fall or Spring).


International Law and Organizations

The study of international law and organizations is the study of international cooperation and governance. The course will cover a variety of theoretical and substantive syllabus including the theories of international law and organizations, the historical development of international organizations, how these organizations work in practice, and whether they are effective. Emphasis will be placed on the United Nations and the role and usefulness of nongovernmental organizations in international organization. Several of the substantive issues discussed are interstate violence and attempts to address humanitarian concerns, globalizations, and the environment. Lecture 3 (Fall).


Human Rights in Global Perspectives

This course explores the theoretical meaning, both domestically and internationally, and the institutional and political aspects of human rights. Issues covered include the definition of human rights; the relationship between civil and political rights and economic, social and cultural rights; the meaning and impact of humanitarian and international human rights law; the impact of cultural relativism in the definition and assessment of the promotion and protection of human rights; the significance of different religious perspectives; the question of the legitimacy of humanitarian interventions and the effects of globalization on human rights perceptions and practices. Lecture 3 (Fall, Spring).


Politics in Developing Countries

This course explores the ways in which the historical, cultural, economic and political contexts of societies of Africa, Asia and Latin America determines the patterns of their political processes. Focus is directed to such factors as history, religion, economic underdevelopment, and culture and their impact on the efforts to promote liberalization and democratization, economic and social modernization, and political and social stability. Lecture 3 (Fall).


International Political Thought

The course provides a general overview of international themes, ethical principles, and issues that are taken into consideration in international political thought. Possible syllabus may include theoretical analyses of the ideas of sovereignty, nationalism, hegemony, imperialism, global civil society, political theology, balance of power, collective security, just war, perpetual peace, and human rights. Guiding themes of the course will be a reflection upon the nature of political legitimacy in the international context and the tension between political justifications based upon necessity and those based upon justice. In memorizing the major political thinkers students will be encouraged to reflect upon the challenge of reconciling ethical obligations to one’s own community with those of humanity in general. Lecture 3 (Fall, Spring).


Global Public Health

Global health is a term that reflects a complex series of problems, policies, institutions and aspirations that have only recently made their way to the global stage. From its earliest days, global health was guided by principles in public health that situate the nation-state as responsible for the health of its population. While international health and tropical medicine, the precursors to global health, was driven by the distinction between wealthy and poor nations, global health today, as this course explores, is oriented to the unequal burden of disease around the world. The course will consider major global health challenges, programs, and policies through an integrated social science lens. After placing global health in historical context, we will focus on how the science of disease cannot be dissociated from the social context and policies that both drive the emergence of disease(s) and respond to the unequal burden of disease around the world. We will analyze current and emerging global health priorities, including emerging infectious diseases, poverty, conflicts and emergencies, health inequity, health systems reforms, and major global initiatives for disease prevention and health promotion. Lecture 3 (Annual).


CyberActivism: Diversity, Sex, and the Internet

Sociologists look to cyberspace to test theories of technology diffusion and media effects on society. This course explores the Internet’s impact on communities, political participation, cultural democracy, and diversity. How have digital technologies and electronic information flows shaped or diminished inequalities of gender, sex, and race? For instance: new electronic technologies have pushed the cultural and physical boundaries of how we have sex; with whom we have sex; and with what we have sex and/or have observed having sex, such as sex toys and avatars. The sociological implications of this new technology depend on economic, legal, and policy decisions that are shaping the Internet as it becomes institutionalized. The course analyzes such new forms of cyber-democracy with a focus on issues of gender, sex, and race. Lecture 3 (Spring, Summer).


Borders: Humans, Boundaries, and Empires

Borders are more than walls; they are social constructions with real consequences. This course examines the creation and consequences of borders. It discusses how borders developed historically, how borders function as tools of population management in places and systems far from the borderlands, and the politics and experiences of border crossing. We will look for borders both between and within nation states when addressing these issues. The course will utilize a variety of materials including but not limited to scholarly sources, policy transcripts, popular cultural products (e.g. films and TV shows), and art (e.g. poetry, paintings). Students will play an active role in determining specific course topics, though they can expect to discuss a range of relevant issues including contemporary immigration politics, Indigenous rights, the war on terror, border disputes and armed conflicts, privatization of immigration management, displacement and segregation of domestic populations, and border activism. This course provides students with tools that ground and expand their understanding of borders, preparing them for participation in one of the most important public debates of our time. The purview of this course is relevant for those who aspire toward professions in public policy, law enforcement, public service, law, and community-organizing, among others. Seminar 3 (Fall, Spring).

Full-time Part-time Full-time distance learning Part-time distance learning

Course overview

Open days

The University holds regular open days , where you will have the opportunity to tour the campus and find out more about our facilities and courses. 

You will find out more about the School of Environment, Education and Development, our resources, and meet academic and admissions staff who will be able to answer any questions you have.


For entry in the academic year beginning September 2023, the tuition fees are as follows:

Further information for EU students can be found on our dedicated EU page.

The fees quoted above will be fully inclusive for the course tuition, administration and computational costs during your studies.

All fees for entry will be subject to yearly review and incremental rises per annum are also likely over the duration of courses lasting more than a year for UK/EU students (fees are typically fixed for international students, for the course duration at the year of entry). For general fees information please visit  postgraduate fees

Self-funded international applicants for this course will be required to pay a deposit of £1,000 towards their tuition fees before a confirmation of acceptance for studies (CAS) is issued. This deposit will only be refunded if immigration permission is refused. We will notify you about how and when to make this payment.

Policy on additional costs

All students should normally be able to complete their programme of study without incurring additional study costs over and above the tuition fee for that programme. Any unavoidable additional compulsory costs totalling more than 1% of the annual home undergraduate fee per annum, regardless of whether the programme in question is undergraduate or postgraduate taught, will be made clear to you at the point of application. Further information can be found in the University's Policy on additional costs incurred by students on undergraduate and postgraduate taught programmes (PDF document, 91KB).

We offer a number of postgraduate taught scholarships and merit awards to outstanding applicants and international students, including:

For further information on available scholarships and bursaries as well as their full eligibility criteria, please visit our funding page.

Courses in related subject areas

Use the links below to view lists of courses in related subject areas.

Wed, 24 May 2023 02:29:00 -0500 en text/html https://www.manchester.ac.uk/study/masters/courses/list/13005/ma-international-education/ Master of Arts (M.A.) in International Higher Education

As a student in the IHE program, you will gain access to the Center for International Higher Education’s extensive global network. CIHE’s partners from around the world frequently participate in classes as guest speakers, visit campus for CIHE-sponsored events, and offer to host students for their final project. Over the years, students have completed final projects with universities in the United States, the United Kingdom, Ireland, Germany, the Netherlands, Singapore, Hong Kong, Lebanon, Mexico, and Colombia, as well as at a broad range of organizations in the field, including Diversity Abroad, the Institute of International Education, the American Council of Education, the Qatar Foundation and the International Association of Universities.

You will also study with peers from around the world through a range of international partnerships, including a dual degree program with the University of Guadalajara (Mexico), a streamlined admissions process for students from Sophia University (Japan), and an exchange option for students from Yonsei University (South Korea).

Wed, 19 Jan 2022 15:36:00 -0600 en text/html https://www.bc.edu/bc-web/schools/lynch-school/academics/departments/elhe/ma-international-higher-education.html

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