Creating-entrepreneurial-mindset

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B. Christansen23. Institute of International Education (IIE) (2012). U.S. Higher Education Fairs inAsia. Retrieved November 18, 2013, from:www.iiehongkong.org/ufair/spring%202010/24. Kalender, İ. (2012). Computerized Adaptive Testing for Student Selection to HigherEducation. Journal of Higher Education, 2(1), 13-19.25. Kulik, C., & Roberson, L. (2008). Common Goals and Golden Opportunities:Evaluations of Diversity Education in Academic and Organizational Settings.Academy of Management Learning & Education, Vol. 7, No. 3, 309-331.26. MarketsandMarkets (2012). Market Research. Retrieved from:www.marketsandmarkets.com27. McCready, C., & Tucker, C. (2011). Who Goes Where and Why?: An Overviewand Analysis of Global Educational Mobility. New York: Institute of InternationalEducation.28. McKinsey Quarterly (2010). Five forces reshaping the global economy: McKinseyGlobal Survey results. Retrieved January 23, 2014, from:www.mckinseyquarterly.com/Five_forces_reshaping_the_global_economy_McKinsey_Global_Survey_results_258129. McKinsey Global Institute (2012). Help wanted: The future of work in advancedeconomies. Retrieved January 15, 2014, from:www.mckinsey.com/Insights/MGI/Research/Labor_Markets/Future_of_work_in_advanced_economies30. Metropolitan Center for Urban Education (2008). Culturally Responsive DifferentiatedInstructional Strategies. New York: New York University.31. OECD (2010), PISA 2009 at a Glance, OECD Publishing. Retrieved from:http://dx.doi.org/10.1787/9789264095298-en32. Ohmae, K. (2005). The Next Global Stage: The Challenges and Opportunities InOur Borderless World. Philadelphia: Wharton School of Publishing.33. Özkul, T. (2012). Jump Starting Innovation in University Education. Journal ofHigher Education, 2(1), 20-27.34. Şen, Z. (2011). Fuzzy philosophy of science and education. Turkish Journal ofFuzzy Systems, 2(2), 77-98.35. Şen, Z. (2012). Engineering science and philosophy. International Research Journalof Engineering Science, Technology and Innovation, 1(1), 14-29.36. The World Bank (2012). Labor Markets. Retrieved December 18, 2013, from:http://web.worldbank.org/WBSITE/EXTERNAL/TOPICS/EXTSOCIALPROTECTION/EXTLM/0,,menuPK:390621~pagePK:149018~piPK:149093~theSitePK:390615,00.html37. Turkey Education: Statistical Profile (2014). NationMaster. Retrieved March 1,2014, from: http://www.nationmaster.com/countryinfo/profiles/Turkey/EducationTurkish38. Tyson, L. (2009). World economic forum. Switzerland: Davos19
Enhancing the Global Classroom for Contemporary Globalism39. United States Education: Statistical Profile (2014). NationMaster. RetrievedMarch 1, 2014, from: http://www.nationmaster.com/country-info/profiles/United-States/Education40. University of Southern California (USC) (2012). FAQs: Admission Standards.Retrieved from: http://www.usc.edu/admission/undergraduate/faq/admission_standards.html41. US State Department (2014). Foreign Service Officer Qualifications – 13 Dimensions.Retrieved February 21, 2014, from:https://careers.state.gov/uploads/4c/e8/4ce8ce99d45087fc22dbd582ebab88f7/3.0.0_FSO_13_dimensions.pdfSummaryGlobalization of the 21 st century has changed economic and other realities far beyondthe expectations of most individuals; the worldwide financial meltdown of 2008serves as a particularly pervasive example. Experts in business, education, finance,government, and other fields are still working to revise various systems and infrastructuresthat will operate in a robust manner within the new realities of today. This chapterfocuses on the educational aspect of that massive effort by briefly comparing twocountries with very different cultural, economic, and geopolitical situations: Turkeyand the USA. These two nations can serve as model examples for other countries withsimilar backgrounds from which a general analysis can be derived for future discussionon educational issues. The chapter commences with an introduction to the realities ofcontemporary globalism that underscore the very purpose for this chapter, and the bodythen outlines in some detail the current systems in the two countries. There is also discussionabout the need for culturally responsive teaching (CRT) in the “global classroom”that exists today. The conclusion synthesizes the earlier discussions and providessuggestions to create a paradigm shift in thinking required for most educationalstructures. The author forwards that many papers on education do not sufficiently coverthe practical application of and reasons for educational reforms today. Therefore, itis believed this effort shall assist in rectifying the situation.20
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