Higher Education Challenges in the 21st Century: Assessing the Effectiveness and Efficiency of Student Programming Designed to Create Effective Global Citizens

Project Lead: 

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Carlos Tasso Aquino, Ph.D.

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Carlos Aquino
First and Last Name: 
Carlos Tasso Aquino

History

Member for
7 years 10 months
Phone: 
(727) 466-7811
Current and Ongoing Research Interests: 

2014 - Present: Worplace Skills: What Employers are Looking For

2013 - Present: Competency-Based Education in Business

2013 - Present: Generational Cohorts in other Cultures and Countries

2011 - Present: Higher Education in the 21st Century – Student-Centered Learning and the Clash of Generations

2006 - Present: Entrepreneurial Competencies

Publications: 
Brazil: A BRIC’s Economic Growth, and Its Recent FDI History in Florida
Observations on the Rising Tide of Brazil/Florida Trade
Diversity in the Classroom - Generational Cohorts and Their Impact on the Quality of Higher Education Learning Processes in the 21st Century
Unconventional ownership and corporate governance models: impacts on best practice standards
Online Education in the United States: Improving Workforce Skills
Problems and Prospects with Respect to China’s Private Sector Firms: Building a Free Market Economy
Entrepreneurial Competencies: KnASTy – An Introduction
Higher Education in the 21st Century - A Learning-Centered Approach
Massive Open Online Courses (MOOCs): Global Education Paradigm Shift?
University of Phoenix Courses: 
DOC/722
DOC/733
DOC/734
DOC/733A
DOC/733B
DOC/734A
DOC/734B
Professional Bio: 
Dr. Carlos Tasso Eira De Aquino was the founding Chair of the Center for Workplace Diversity Research (2014-2016) at the School of Advanced Studies (University of Phoenix) in which he had been a key contributor and leader for research and the communications with faculty and students regarding scholarship opportunities and activities related to all dimensions of Diversity in the Workplace. Dr. Carlos Tasso Eira De Aquino is an accomplished senior executive and professor combining a PhD and two Post-Docs with over 25 years of experience in leading and contributing to scholarship in Business, Education, IT, and Engineering. Along his career, Dr. Aquino accumulated achievements and recognition as Provost, Dean of Business, Dean of Accreditation, in institutions in the USA and abroad, with student and faculty bodies that encompassed a clear diversity of cultures. In his career, he has been strategically building and leading diverse teams to solve complex, systemic problems, besides managing, teaching, developing and supervising relevant research. He has an extensive experience with Entrepreneurship and Innovation and is adept at developing and implementing academic programs, accreditation processes, operational, regulatory and quality procedures and policies, and corporate training programs that foster measurable performance improvements. Dr. Aquino is a multi-lingual professional (English, Portuguese, Spanish), and his educational background includes a B.Sc. in Civil Engineering (Federal University of Rio de Janeiro, Brazil), and a M.Sc. in Structural Engineering (The George Washington University), a Ph.D. in Sciences and Nuclear Technology (University of São Paulo, Brazil), and two post-doctoral degrees – Mechanical Engineering, and Entrepreneurship (State University of Campinas, Brazil). Before moving to the United States in 2008, Dr. Aquino was responsible for the Brazilian version of many business books, published by Pearson Education, Cengage Learning and McGraw-Hill. Dr. Aquino has also authored a book on Adult Higher Education (How to Learn: Andragogy and Learning Skills) for Pearson Education in Brazil in 2008. He is an international accreditation evaluator for ACBSP having participated in site visits, including one in Lima, Peru, in October 2016. Since 2014 he has created, launched, and led centers of excellence dedicated to Diversity and Inclusion in the Workplace, developing programs and solutions in the various dimensions of Diversity and Inclusion, with a substantial focus on companies and organizations that embrace or are willing to launch diversity and inclusion strategies and professional development among internal and external stakeholders.
Degrees Completed: 
Doctoral Degree
Nuclear Engineering Technology
University of Sao Paulo (USP), Brazil
1997
Masters Degree
Structural Engineering
The George Washington University
1984
Bachelors Degree
Civil Engineering
Federal University of Rio de Janeiro, Brazil
1981
Academic Appointments: 
University Research Chair - School of Advanced Studies at University of Phoenix (2014 - 2016)
Center for Workplace Diversity Research - SAS - University of Phoenix
Duration: 
Monday, June 23, 2014 to Tuesday, June 21, 2016
National Assistant Dean - Accreditation and Curriculum Development - (2011-2014)
Graduate School of Business and Management at Argosy University
Duration: 
Friday, October 1, 2010 to Monday, June 23, 2014
Chair of Graduate Business Programs - Tampa, FL (2010-2014)
Graduate School of Business and Management at Argosy University
Duration: 
Friday, October 1, 2010 to Monday, June 23, 2014
Provost (2010)
Schiller International University
Duration: 
Tuesday, June 1, 2010 to Friday, October 1, 2010
Dean of Business - Largo, FL and European Campuses (2008 - 2010)
Schiller International University
Duration: 
Tuesday, July 22, 2008 to Friday, October 1, 2010
Provost (2006-2007)
Business School Sao Paulo, Sao Paulo, Brazil
Duration: 
Wednesday, February 1, 2006 to Monday, November 5, 2007
Professional Education: 
Post-Doctorate in Entrepreneurship
Year Awarded: 
2004
Post-Doctorate in Mechanical Engineering
Year Awarded: 
2000
Professional Suffix: 
Ph.D.
Primary College or School: 

Dr. Carlos Tasso Aquino (University Research Chair, CWDR, SAS) / Dr. Judith A. Smrha (Baker University) / Dr. Aaron Coe (Program Dean, Scholarship Support, SAS)

Higher education institutions around the world have incorporated language within their institutional missions expressing their intent to develop global/international awareness and intercultural competency among their students, to create graduates who are responsible and effective global
citizens. Given this goal, educators are now faced with the challenge of designing and assessing programs that can achieve this goal. The focus of this research is to summarize the current state of these efforts, particularly ones that have facilitated the creation of effective student learning outcomes assessment data, both direct and indirect, that can validate this claim. This study includes a review of how institutions are defining “global citizenship” and “intercultural competency” as well as how they are attempting to measure their achievement. This will include a review of various training and assessment tools used to collect self-reported (indirect) measures of learning that are widely implemented across many different types of institutions. More challenging for many institutions today is development of assessment strategies that obtain direct measures of global learning and intercultural competency. One common approach is the use of the “Global Learning” VALUE rubric developed by the Association of American Colleges and Universities (AAC&U, 2013). While the rubric itself is considered by many to be potentially quite useful, its ability to generate meaningful data requires that an institution create well-designed and appropriately implemented activities/assignments that will generate useful “artifacts” of student learning to be assessed using this instrument. How institutions are addressing this challenge will also be examined by this study.