As you attempt to design a curriculum for a multinational corporation instead of a brick and mortar school, please consider some of these attributes within your proposal:
1. Possible stakeholders:
In order to foster a "spirit of internationalism," these schools integrate various stakeholders. First, collaboration with local business people, local nationals, parents, teachers, counselors, local agencies, community members, and family members ensures success just as in traditional schools. However, the use of the Internet further empowers multinational schools; they are able to communicate and collaborate with personnel all over the world about technical and educational issues. Specific issues indicative of multinational stakeholders might also include membership in the The International Baccalaureate Program or contacting the Office of Overseas Schools and the US Department of State.(http://mason.gmu.edu/~lshafer/ASOSpublications/schoolsetting.html#international). Educational scholar, M.C. Hayden, also suggests that schools should also have "a multinational student body, faculty/staff, board, and administration" His research comes from the 1996 article, "Potential Difference: The Driving Force for International Education." International Schools Journal, 25(1), 46-57.
Another possible stakeholder is The European Council of International Schools (http://mason.gmu.edu/~lshafer/ASOSpublications/schoolsetting.html#international) because they create guidelines to assist schools with curricular needs.
Finally, obvious stakeholders include the various branches of the U.S. Dept. of Education and also the National Educators Association. These services provide specifics about personnel, legal, and other educational ramifications.
2. What impact does each have on the development and implementation of the planned curriculum?
These stakeholders promote a sense of internationalism. They ensure that tolerance is a main objective. Collaboration with local business people assists the curriculum with guest speakers for classroom projects, funds for curricular projects, and ways to infuse more community service and real world applications into the scope of the curriculum. Local nationals also provide the curriculum with a strong sense of multiculturalism or diversity. These stakeholders are able to provide interdisciplinary connections for the curriculum as well as linguistic assistance for translating and sharing of their cultures. Parents always serve as vital stakeholders. Not only are they the most integral parts of family literacy, they also ensure that kids are completing benchmarks and curriculum goals through homework accountability, grades, and projects. Parents communicate with teachers and administrators to provide feedback on the curriculum. Teachers and counselors are also important stakeholders for influencing curricular areas both in content, context, and feasibility. Other local agencies (hospitals, police, ...
This posting helps to design a sales curriculum for a large multinational corporation instead of a brick and mortar school.
The Organizational Context of Curricula
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