Graduates and Global Citizens

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Graduates and Global Citizens

• Perspectives on Learning Teaching
• David Killick
• Leeds Metropolitan University

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Internationalisation

• What is it?
• How is it related to globalisation?
• What might be some appropriate graduate
  attributes for global citizens?
• Cross-cultural capability global perspectives

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Basic PropositionsInternationalisation -

• is about all students
• must be embedded across the disciplines
• requires a strategic approach
• requires a whole institution approach
• is not an optional extra

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Basic PropositionsInternationalisation -

• is about all students
• must be embedded across the disciplines
• requires a strategic approach
• requires a whole institution approach
• is not an optional extra

• Meeting the needs of diverse students
• Capitalising on the diverse perspectives and
  knowledge of those students
• Our own development to help achieve these

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Graduate attributes for effective and
responsible engagement with a globalising world

• Cross-cultural capability
• Intercultural awareness and the associated
  communication skills.
• International and multicultural perspectives on
  ones discipline area.
• Application in practice

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Global Perspectives

• the relationships between local actions and
  global consequences, highlighting inequalities
• helping us reflect upon major issues such as
  global warming, world trade, poverty, sustainable
  development, and human migration, and
• promoting a response based on justice and
  equality not charity.

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critically examine how the student, through
participation on the course and as a member of
the university community, is enabled to develop

• the awareness, knowledge and skills to operate in
  multicultural contexts and across cultural
  boundaries
• the awareness, knowledge and skills to operate in
  a global context
• values commensurate with those of responsible
  global citizenship.

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Interaction

• Read the instructions on your card
• Immediately begin
• Carry out the instructions with everybody in the
  room
• When you have finished please sit down again

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Barriers to engaging with the other
Individualism Power Distance Uncertainty-
Avoidance Masculine/Feminine Time Orientation
Haptics Proxemics Chronemics Kinesics Oculesics
Prototypes, Stereotypes Misattribution
World View
Schema
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For each, think of a nationality who are said

• to treat their wives very badly.
• to be very hypocritical.
• to be cruel to their children.
• to be un-hygienic.
• not to have proper meals
• to be cold and hard, like their weather

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Stereotyping

• International Students ?
• Asians ?
• Chinese students ?

6,706,993,152 731,000,000
1,330,044,544
4,050,404,000


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Classic Misattribution Error

• When we do good its down to us.
• When we do bad its down to circumstance.
• When they do good its down to circumstance.
• When they do bad its down to them.

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Misattribution
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Prototype Theory
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Schema
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Supply Chain Management
In pairs quickly note key features in supply
chain management as it applies to the
agricultural industry
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Crossing the line
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Procedural Schema
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A man went to the doctor
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Watch Your Tongue!

• Whose language is it anyway?
• International English

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English as an International Language Kachrus
Model

• 0.5 billion speakers of English in inner and
  outer circles
• 1.0 billion in expanding circle
• 80 of conversations in English involve no native
  speaker

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Sounds

• OK
• She lives in London
• Final falls
• The importance of stress
• .and
  impotence

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Get
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Sentences Pragmatics
Im in the bath.
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Issues and Impact

• Communication
• Schema
• Cultural norms
• Stereotyping

Culture Shock
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Aspects of Culture Shock

• anxious, confused, apparently apathetic
• lacking points of reference, social norms and
  rules to guide their actions
• powerlessness, meaninglessness, normlessness,
  self and social estrangement, and social
  isolation
• a continuous general free-floating anxiety
  which affects peoples normal behaviour

Adrian Furnham, The experience of being an
overseas student, in McNamara Harris (Eds) 1997
Overseas Students in Higher Education Issues in
teaching and learning, Routledge, pp14-15
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Culture Shock continued

• confusion in role, role expectations, values,
  feeling and self-identity.
• surprise, anxiety, even disgust and indignation
  after becoming aware of cultural differences.
• feelings of impotence due to not being able to
  cope with the new environment.

Adrian Furnham, The experience of being an
overseas student, in McNamara Harris (Eds) 1997
Overseas Students in Higher Education Issues in
teaching and learning, Routledge, pp14-15
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How good is your world knowledge?

• Sketch a map of the world

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Geographic projection
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GDP Projection
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Internet projection
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Population projection
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critically examine how the student, through
participation on the course and as a member of
the university community, is enabled to develop

• the awareness, knowledge and skills to operate in
  multicultural contexts and across cultural
  boundaries
• the awareness, knowledge and skills to operate in
  a global context
• values commensurate with those of responsible
  global citizenship.

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Review

• Internationalisation is about higher education
  responding to a globalising world
• One model proposes the twin dimensions of
  cross-cultural capability and global perspectives
• Communication across cultures is a key aspect of
  cross-cultural capability
• Understanding the barriers erected by our own
  cultural norms, values, schemas, and practices is
  an important attribute

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Review

• May be more relevant to our home students than
  our international students
• Home students further disadvantaged by speaking
  English as a first language
• We need to develop model good practice
• Perhaps effective intercultural group work is a
  key tool to enable our students to be more
  effective in this dimension of global citizenship

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Diamond Ranking

• Diamond rank each of the statements on the
  requirements for an internationalised curriculum
  according to how important you think each to be.

Most
Least
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Diamond Ranking II

• Review your ranking on the basis of your
  choices, have you given most/ least importance
  to
• Knowledge
• Skills
• Values Attitudes
• Equal ranking 1 from each