1. I NTERNATIONALISING THE CURRICULUM AND THE DEVELOPMENT OF GLOBAL CITIZENSHIP : AN EXPLORATION THROUGH INSTITUTIONAL CASE STUDIES Internationalisation of the Curriculum and Transnational Education Research and Practice Networks Conference, Senate House February 6 th 2014 Jan Bamford Samer Bagaeen Scott Burgess Hilaire Graham Eldrid Herrington Louise Jackson Sally Markwell

2. “I am here because I want to be global” – London Met postgraduate student (2010 ) What does this mean for educators and for those embarking on an international and or higher education journey?

3. W HAT IS G LOBAL CITIZENSHIP – DO WE NEED A DEFINITION ? Oxfam (2014) sees a global citizen as someone who: is aware of the wider world and has a sense of their own role as a world citizen respects and values diversity has an understanding of how the world works economically, politically, socially, culturally, technologically and environmentally is outraged by social injustice participates in and contributes to the community at a range of levels from local to global is willing to act to make the world a more sustainable place takes responsibility for their actions (2014) https://www.oxfam.org.uk/education/global- citizenship/what-is-global-citizenship. Last accessed: February 5thhttps://www.oxfam.org.uk/education/global- citizenship/what-is-global-citizenship

4. W HAT IS G LOBAL C ITIZENSHIP For higher education can we see it as? equipping students to be effective graduates in the global economy, to understand the complex world in which they will be living and working, making sense of the world. It also relates to being informed social activists.” (Bourn, D. (2010) Students as Global Citizens in Jones,E. (ed) Internationalisation & the Student Voice. London: Routledge) Different perspectives The theme of cultural fluencies Development of cosmopolitanism (Sanderson, 2008) being able to critically reflect on one’s own values in order “to dismantle the barriers that obstruct a legitimate understanding and acceptance of the other” (Sanderson, 2008:287) Diversity discourse Development of transferable skills Employability dimension Graduate attributes Example of UCL

5. H OW IS THE CONCEPT OF G LOBAL C ITIZENSHIP BEING APPROACHED BY DIFFERENT INSTITUTIONS ? There is no national approach or policy guidance on this The UCL approach where it is embedded across the institution This paper offer examples of the institutions different approaches We hope to add to the current discourse by providing case studies of activity and raising key points for further reflection and discussion

6. N ORTHUMBRIA UNIVERSITY Institutional strategy: “[Our] Graduates will be…Culturally and ethically aware and equipped to contribute positively to a diverse and global community.” (Northumbria Graduate attribute) & strategic commitment to “Global Graduates” incentives Programme elements: Global themes woven into (some) modules/programmes Additional offerings (volunteering, etc.); role of the Students’ Union Challenges of maintain language provision Student Mobility Integrated versus optional approaches Challenges Global Citizenship as a discipline & the Northumbria Centre for International Development: “Academics in this area undertake research on global poverty and inequality, their effect on individuals and communities, and on policies and approaches to address these issues…Other research areas include: environmental governance and development; environmental politics in developing and emerging economies, including anti-mining activism; Transnationalism, cosmopolitanism and mobility; global citizenship; international volunteering and migrant mobilities and their impacts on development.” Ways forward Implications of the HEAR, embedding of graduate attributes

7. C ASE S TUDY FROM L ONDON M ET Strategic aim for London Met Strategic Plan “To emphasise internationalism as an essential feature of all University engagements, as well as a means of enhancing employability” Was in the top 5 recruiters of international students in the UK Post Tier 4 licence loss – reduction of numbers of international students, partnerships review, loss of international partnerships, rationalisation of Erasmus partnerships, rationalisation of courses Pockets of activity dependant on staff initiatives at module level – no modules with global citizenship in the title

8. C ASE STUDY FROM B RIGHTON U NIVERSITY Specific Projects: Re-connecting town and gown: the role of planning education and global citizenship in supporting neighbourhood planning under Localism. it involves students engaging with a wide range of active and participatory learning methods. These engage the learner while developing confidence, self-esteem and skills of critical thinking, communication, co-operation, community engagement and managing conflict Developing global citizens within the context of localism

9. G LOBAL C ITIZENSHIP SUB - GROUP – THE IMPLEMENTATION WITHIN THE ARTS AND MUSIC FIELD OF STUDY global citizenship in the context of arts, design and communication disciplines to provide a micro level exploration of how these questions can be applied in specific subject areas.

10. GLOBAL CITIZENSHIP AT OXFORD BROOKES UNIVERSITY Celebration of Cultures – MSc in Public Health December 2013 23 countries within one class – here is a selection!

11. E MBEDDING GLOBAL CITIZENSHIP WITHIN THE CURRICULUM (MS C P UBLIC H EALTH - OBU) Introduces global perspectives which relate to how Public Health is represented and understood within other cultures Provides processes for the development of cross- cultural competence through an awareness of student’s own culture and perspectives and the ability to question one’s own values and those of others responsibly and ethically Focuses upon topic areas that support students in their understanding of being a global citizen and the necessity to engage with issues of equity and social justice, sustainability and the reduction of prejudice, stereotyping and discrimination.

12. S TUDENT PERSPECTIVES ON G LOBAL C ITIZENSHIP WITHIN THE P UBLIC H EALTH MS C (OBU) - 1 “I think the first step in educating this subject is through explaining how globalisation is in everywhere; that’s why, there is a need for a bridge to cope with the a pace of such changes which is global citizenship”. “To appreciate that the diversity of the human race requires diverse understanding of cause and effects as regards to health determinants peculiar to communities. Moreover, exchanging ideas with colleagues from different parts of the world especially during team presentations has enabled me to view the world from their eyes and appreciate the synergistic effect of working collectively to achieve a common goal” “Giving examples through students and people who have settled here away from there countries and how they have coped their feelings, culture with the that of their new destination”.

13. S TUDENT PERSPECTIVES ON G LOBAL C ITIZENSHIP WITHIN THE P UBLIC H EALTH MS C (OBU) - 2 “I was struck by the potential of the variety of individuals on the course as we worked in groups with individuals from different backgrounds, cultures and with different ideas.. Although I see myself as a ‘global citizen’ it wasn’t until I came on this course that I realized how the process of working towards a common goal and the development of communication skills, personal and professional relationships would help with future endeavours within the field of global public health.” “GC was achieved through the team and group work we had in classes. Not only this but also having diverse groups nationality-wise. In addition, keeping us familiar with the public health policies, as a public health student, in the UK and allowing us to draw comparisons between the UK and our home countries. This was achieved by trying to apply different health programmes/policies in our home countries which were already implemented elsewhere”.

14. S TUDENT PERSPECTIVES ON G LOBAL C ITIZENSHIP WITHIN THE P UBLIC H EALTH MS C (OBU) - 3 “With a majority of the students being from all parts of the world it was very interesting and engaging to learn about the different health priorities in their countries. There were students from well developed countries to developing countries all sharing and expressing their stories and experiences, yet we were all still one. At the end of the day, no matter where each of us were from, we were working together as future leaders in Public Health, and learning and enlightening one another with the same goal, to improve the lives of communities and populations around the world”.

15. G OING FORWARD ? (1) HEIs across the UK are seeking to embed “global competence” in programme offerings but there is little national understanding of the extent to which students feel that they are global citizens. Currently there is no consistent means to evaluate or recognise or reward excellence in programmes which are able to internationalise the outlook of their students. Within the list of examples of optional institutional specific NSS questions in use at other UK HEIs is the following (scaled or open response): * “My course of study has prepared me for life and work in an increasingly international environment” as a scaled response question. HEIs are free to include this question in their NSS.

16. G OING FORWARD ? (2) The adoption of this optional question into the NSS standard questions would have the following advantages: Recognise and reward success in achieving this objective and allow for targeted enhancement Highlight this issue to students and employers as well as HEIs Positively impact on Outward Student Mobility Provide support for UNILANG/Languages for all schemes and the significance of MFL provision across HEIs Furthermore the inclusion of this question (which specifically speaks to the Global value of a UK degree) would provide international students with an opportunity to comment on the extent to which UK designed programmes are preparing them for future life experiences outside of the UK