Cebu Institute of Technology-University

Natalio B. Bacalso Ave, Cebu City, 6000 Cebu

A Research Proposal on Awareness of College Students in

Cebu Institute of Technology-University towards
Contemporary Diaspora and Globalization and its Facets
A.Y. 2019-2020

Submitted by:

Janine S. Abano

Jean Clarice Miral

Philip Joshua Mirasol

Keziah Joy Reas

Arman Suan

BSCE-1

Submitted to:

Mr. Rey Dela Victoria

March 18, 2019

I. Introduction and Rationale of the Study

Some see globalization as a good thing. Indeed, a Nobel-Prize winning

economist Amartya Sen connotes globalization “has enriched the world scientifically

and culturally, and benefited many people economically as well”. But how far have we

gone to know what it really meant and how would it affect one’s life? We are all heading

to diaspora and globalization and no one can escape this process. These phenomena

of globalization simply not overlooked. It is inevitable and there is enough evidence to

support this claim.

From the Greek word meaning 'to scatter,' a diaspora is defined as a community

of people who do not live in their country of origin, but maintain their heritage in a new

land. Many of you can probably relate to this issue, since the ancestral roots from one

country but reside in a different place. For instance, in the Philippines, a plenty of ethnic

communities exist. Filipinos can be classified according to sub-cultures, such as

Filipino-American, Filipino-Australians, Filipino-Chinese, Filipino-Japanese and more.

Inclusion of emigrants, or people who have left their homelands to settle permanently in

a different one, is a major characteristic of a diaspora (Thaxton, 2016).

Globalization is about the interconnectedness of people and businesses across

the world that eventually leads to global cultural, political and economic integration. It is

the ability to move and communicate easily with others all over the world in order to

conduct business internationally. The word, globalization, is relatively new, coined in the

late 1970s. The airplane, the telephone, and the Internet are just three inventions, which

are attributable to the spread of globalization. Due to the increased demand in the high
tech industry around the world, business and industry have the potential for huge profits

working globally (Fox et.al., 2016 ).

So in today’s world, globalization is an important concept for students in higher

education to understand and appreciate because of the demand in business and

industry to hire people who can work with people of other nations and cultures and if

need be can travel independently internationally to promote their business or industry.

In addition, the world faces global challenges that will take interdisciplinary groups to

solve these challenges; providing access to clean water for everyone on this planet and

making clean renewable energy affordable just to name a few. These global challenges

will need to be solved through the gathering and sharing of knowledge across

disciplines, institutions, and other entities institutions on a global scale (Fox et.al.,

2016).

Given these facts, we can conclude that globalization is indeed an inescapable

process and that there is a need for us to be aware on the said topic so that we would

know where we stand. We cannot allow ourselves to get left behind on international

issues especially when it comes to matters as economic survival, global politics,

environmental concerns, and more because who knows, other countries might already

be exploiting us because of our ignorance .In preparing for a global career, students in

their undergraduate studies should try to acquire global competencies and multicultural

skills. Included in the global competencies would be workable knowledge of global

leadership skills which are essential to succeed in a globalized world (Dev, 2017).
 The purpose of this study are to: (1) to determine how students conceptualize

and understand contemporary diaspora and globalization, (2) to outline the political,

economic, cultural, and social factors affecting it, and (3) raise consciousness to college

students on the significance of diaspora and globalization and how to expound

opportunities in global world.

Rationale

This research is designed to address the understanding of college students on

the distinct features of two economic terms: Diaspora and Globalization in the academe

and other facets comprehended in the study.

In this context, Globalization and Diapora are the independent variables of

primary interest. The researchers seek to capture both the influence of contemporary

diaspora and globalization as a whole as well as its relevant sub-facets: political,

economic, cultural, and social dimensions.

II. Literature Reviews

As early as 800-600 BC, the word diaspora was used to describe by the ancient

Greeks during the colonization of Asia Minor and Mediterranean Period in the Archaic

Period (Reis, 2004). Diaspora has now conceptualized in so many ways and it has been

comprehended to scattering of people outside of his homeland (Reis, 2004). Diaspora

also introduced new ways of considering human migration in international domain. The

difference between diaspora and other kinds of migration is that diaspora is a system of

a certain particular networks. It also has its sharing of culture and language, and an

invented relationship with the homeland (Kapur, 2001).

 To establish a successful research on awareness of college students about

contemporary diaspora and its facets, it must be observe in the proposal all about the

activities of people pertaining on the facets of contemporary diaspora. The primary

purpose of this research is to explore in a very reliable and student-friendly context

about the underlying activities on political, economic, cultural, and social facets.

It is possible to process this research if several questions should be answered

first before the start of exploring the facets in a reliable and student-friendly context.

This will lead to the first question which is whether college students are aware of the

term “diaspora”. The second question might be formed thus: “does the student have

heard about the contemporary diaspora and its facets?”. By answering these questions,

important details can be collected. Prior to these questions, this will help organize the

related literature review.

The scope of the literature review is limited to college students. This literature will

only provide the information essential to college students. This will be out of scope on

information beyond the research proposal’s purpose.

To furthermore explain about the concept of diaspora, it has been expanded with

the phenomena of diaspora that through cultural, economic and political participation,

homeland relations is being continuously developed. Recently, the interest in examining

the roles and contributions of diaspora to individual’s country of origin has been

increasing. The reason for this interest to grow is from the rapid rise of conflict, war

refugees, easy access of communication and the increased of cultural and political

boundaries (Demmers, 2002).

 Diaspora has built a strong connection between their origin and host country this

is due to increased level of global interconnection. This could lead to the factors

affecting diaspora to the students. Students can easily communicate relatives away

from them with the use of modern technologies. Without having to travel from their

original place, through the use of phones, it can keep their homeland relation active.

According to Shao (2015), individuals deal with CGM in three ways: consuming,

participating and producing. Consuming refers to behaviors like watching, reading and

viewing, but never participating. Participating means user-to-user interaction and user-

tocontent interaction, such as ranking the content and posting comments, but does not

include actual production. Producing encompasses online contents creation as well as

publication including text, images, audio and video. Shao suggested that these three

activities may represent a path of gradual involvement with CGM. People begin their

relationship with CGM as consumers or lurkers but gradually evolve to the next stage of

participating and then finally come to produce CGM contents. Similarly, a number of

previous studies understood CGM behaviors in terms of the level of participation.

These studies also suggested three different types of CGM engagement. The

most prevalent way of involvement is browsing and consuming CGM contents but not

contributing. The second type of involvement is mere content contribution like asking

specific questions when CGM users do not find the specific type of information they

want. The individuals who engage in these two types of CGM use are called ‘‘lurkers”

(Nonnecke & Preece, 2015). The final type of engagement is active participation

including responding to other individuals’ questions, engaging in social interactions and

making content contributions. Individuals who engage in CGM at this level can be
referred to as CGM creators. Focusing on travel-related CGM, Wang et al. (2015)

explained levels of participation in online tourist communities in terms of need

fulfillment. They posited that tourists participate in online tourist communities motivated

by functional, social and psychological needs. To satisfy functional needs, online

travelers gather, seek and consume information. To meet their social needs, they

interact with other community members and build relationships. To cater to

psychological needs, they make the community a part of their lives and actively engage

in various activities including relationship building and creative forms of communication.

These factors are not labeled automatically as positive and negative effects on

students. It can be a positive effect if the attitude of the student towards a place acts a

beneficiary on his part and is carried by feelings of pride, love and comfort. On other

hand, it can be a negative effect if the attitude of the student towards the place is

reflecting an unsatisfactory and is also carried by feelings of shame and guilt (Blank &

Schmidt, 2015;Schatz & Lavine, 2014;Smith & Kim, 2014;Tartakovsky,2009, 2015).

Student’s attitude towards a place has a reflection of individual’s evaluation of the

place whether it is satisfying of unsatisfying to their needs and also individual’s

emotions related to the place (Barrett & Davis, 2008;Schatz & Lavine,

2007;Tartakovsky, 2012). With regards to the theory of multifaceted ethnic identity and

the two-dimensional acculturation theory, the members of diaspora group have two

independent attitudes as an assumption, and it also both affect the diaspora intentions.

This will lead to the behavior of the students affecting diaspora. There is an assumption

that an individual who is not satisfied to their needs in his place of residence will form a

negative attitude towards the place and will likely to leave. If the student is not happy in
his place of residence, he will likely to leave the place. In contrary, if the student is

satisfied to his place of residence, he will likely stay and leave his place of origin. To

summarize this, if the student is satisfied or unsatisfied to his place, it can affect his

behavior towards the place and the diaspora intention.

Geography and the social sciences were also changing sharply in the light of

decolonisation, the Vietnam War and the rise of Marxist theories. In geography these

swept through mostly economic geography which became possibly the centre of human

geography through into the 1980s as various ideas of political economic interpretation

developed. By the late 1980s though cultural geography in the UK at least was

assuming a new and probably unexpected centrality- with a so-called 'cultural tum'

spreading out to reformulate not only cultural geography but other subdisciplines. A

reformulated cultural geography was taking up ideas of Marx and humanism in looking

at the struggles and contests over interpreting cultures. Alongside these ideas the whole

of the human sciences were having to consider a 'post-colonial' critique which asked

questions about how much of conventional thinking was still in thrall to ideas that

dominated during imperialism - whether such ideas were Eurocentric or fatally flawed.

Fundamentally it questioned some of the most stable landmarks of the

intellectual landscape and asked whether they fitted in a new pluralistic world. From

another direction, by and large French or Continental philosophy (as opposed to

Anglophone schools), came a post-structuralist critique of how models of society

operated. The ideas of rational and scientific, reductionist accounts of society came

under intense scrutiny as did the grand stories of social evolution and economic

development. If the intellectual landscape was 12 • Locating culture thus shifting, in

society at large the categories of class and labour mobilisation seemed to be being

supplanted by identity politics. Movements for women's rights, gay rights, civil liberties

and indigenous peoples were using ideas of shared identity or sub-cultures. In the UK

this inspired the rise of a cultural studies informed by the work of the Chicago school, in

the US a cultural studies that was perhaps a little more literary in outlook (Crang, 2016).

III. Research Questions

This research entitled to Awareness of College Students in Cebu Institute of

Technology-University towards Contemporary Diaspora and Globalization and its

Facets A.Y. 2019-2020 will answer the following questions:

 What are the factors affect Diaspora and Globalization to students?

 How does the factors of Diaspora and Globalization affect the students?

 Does Diaspora and Globalization have its positive or negative effect to students?

 What is the importance of different types of media in influencing diasporic

behavior to students?

 What is the potential effect of these behavior to the college students?

 How does diaspora and globalization negatively affect culture?

 Does Diaspora and Globalization help to improve education sector? In what

way? And

 Is it possible that the international education can rise up to the challenges of

diaspora and globalization and also protectionism?

IV. Scope and Limitations

This research is conducted to determine the contemporary diaspora and

globalization and its facets as perceived by the instructors and students in every college

department of Cebu Institute of Technology-University to raise awareness to the college

students of the said institution in the school year 2019 - 2020. The facets that were

going to determine are the political, economic, cultural, and social factors.

V. Research Methodology (Sampling, Data Collection Process, Plan for Data

Analysis)

Research Methodology

In this chapter the research methodology used in the study is described. The

geographical area where the study was conducted and the sample are described. The

instrument used to collect data, process on how data was collected and analyzing of the

data collected are described.

5.1 SAMPLING

The researcher used random sampling is a way of selecting a sample of

observations from population in order to make inferences about the population

(Displayr,2018).The researcher randomly selected 2 teachers and 2 students in Cebu

Institute of Technology-University from each different college departments to be the

interviewed by the researcher.

5.2 DATA COLLECTION

5.2.1 Data Collection Process

 Interview was personally conducted by the researcher to the participants. Before

conducting the interview, the researchers made a letter to asked permission to the

teacher who will be interviewed. The data was collected within 1 week because some of

the participants were busy. So, the researchers decided to rescheduled the other

participants. The researchers used recorder and notes to list and record the answers of

the participants.

5.2.2 Data Analysis

The data collected was organized and analyzed. The in-depth interviews carried

out with the teachers and students will be transcribed using Microsoft Word. The

transcribed interviews will be closely studied to determine and identify the contemporary

diaspora and globalization and its facets as perceived by the instructors and students.
VI. References

Crang, M. (2016) 'Envisioning Urban Histories: Bristol as Palimpsest,

Postcards, and Snapshots', Environment and Planning A 28 3: 429-52.

Retrieved from: https://bit.ly/2CpA3nE on March 17, 2019

Dev, M. (2017). The Importance of Studying Globalization and Development.

Retrieved from: https://bit.ly/2W5IgF2 on March 18, 2019

Fox, et.al., (2016). The Importance of Globalization in Higher Education, New

Knowledge in a New Era of Globalization, Piotr Pachura, IntechOpen, DOI:

10.5772/17972. Retrieved from: https://bit.ly/2Ov9Ok5 on March 18, 2019

Thaxton, C. (2016). What is Diaspora? - Definition & Meaning. Retrieved from:

https://bit.ly/2Fa8Ztb on March 17, 2019

Tim Bock (2015). What is random sampling. Retrieved from:

https://www.displayr.com/what-is-random-sampling/ on March 17, 2019