The Global : The Role of the Curriculum argues that high quality higher education should be concerned with preparing students - ethically and intellectually - for active global citizenship. The Global University The role of the curriculum Students increasingly regard this preparation as vital for their future. There is evidence that many of them see it as a hallmark of quality higher education, and actively select courses that feature practical and academic responses to global issues and questions. Recognising their own social and environmental impact in an interdependent world, they are concerned about how their studies prepare them for their future.

Curriculum leaders have a vital role to play in designing and delivering courses and modules that equip students with this global perspective. With this in mind, this book: discusses the concept of global perspectives in diverse higher education curricula records ways that global perspectives can feature in the curricula explores the values of innovative approaches, including experiential and participatory learning showcases examples of good practice in teaching and learning.

Higher education colleagues from a range of institutions present their work to illustrate how the curriculum can contribute to a global university and build on the pioneering work of the Development Education Association and champions in higher education to forward this agenda.

The Global University: The Role of the Curriculum is aimed at curriculum development teams and academics concerned with the delivery of high quality higher education curricula. It is the first in a series of three publications exploring aspects of “The Global University”.

£10.99 Doug Bourn, Aileen McKenzie, Chris Shiel Development Education Association River House Development Education Association 143-145 Farringdon Road December 2006 London EC1R 3AB www.dea.org.uk

December 2006 ISBN-10: 1-900109-28-X ISBN-13: 978-1-900109-28-4 NOW HAVE SENIOR OFFICIALS AS The Global University HIGH AS The role of the curriculum PRO VICE- TASKED TO ENSURE THEIR GLOBAL PRESENCE Doug Bourn, Aileen McKenzie, Chris Shiel Whole administrative departments have been created to promote this globalising endeavour.

© Development Education Association December 2006

Published by Development Education Association (DEA) River House 143-145 Farringdon Road London EC1R 3AB

ISBN 10-1-900109-28-X ISBN 13-978-1-900109-28-4

Acknowledgements We would like to thank all the colleagues in higher education who have contributed case studies and acted as critical readers to this project. The Global University The role of the curriculum Edited and produced by Nadia Mackenzie, DEA Designed by MDM Creative Printed on recycled paper by Axis Europe, London ‘Internationalisation’ and its variant ‘internationalism’ (or ‘globalisation’ for that matter) are new words which have very recently passed into common parlance in the university. Universities now have senior officials as high as Pro Vice-Chancellor tasked to ensure their global presence. PREFACE Whole administrative departments have been created to promote this globalising endeavour. The Global University Internationalisation in higher education has, however, been driven to a great extent by the The role of the curriculum recruitment of students from abroad to study in the UK. In the last 10 years the marketing of our higher education overseas has made significant financial returns to the sector. Some even perceive higher education abroad as big business.

Thankfully, it is becoming increasingly clear to us that the main benefits of the globalisation of higher education are not financial (as valuable as that may be) but intellectual and cultural. The coming together of people from different parts of the world to study has the potential to form creative global communities that learn to interact and collaborate in new and previously incomprehensible ways. Such is the dynamism of life in the ‘global village’.

I for one have been concerned that the presence of students from other cultures within Britain has not markedly fostered the kind of intellectual and academic interchange that transcultural opportunities to study at our universities should bring. A familiar ‘ghetto-isation’ occurs when groups from other countries cohere and live among us with very little to do with local life and culture. We, in turn, lose valuable opportunities to understand other cultures especially since there is a general waning of interest in learning other languages and the commensurate inability to read other texts. It is the inverse of the western tourist who goes to the heart of China or India amidst a range of local cuisine options but seeks out a McDonalds meal as first preference. The isolation from British life and culture is often governed by overseas students needing to live in the poorest part of our cities in order to make education in Britain affordable. This kind of segregation out of necessity, not freedom, undermines intellectual and cultural interchange.

This general concern brings us to the purpose of this collection of essays which focuses on the globalisation of the university itself; its vision and purpose. It is particularly concerned about how the university conceives and shapes its curriculum to include the dimension of the global and international. It could be argued that a university’s curriculum is the best indicator of its international character or lack of it. The authors, therefore, point us to the curriculum time and time again and not the number of international students the university has, or even the number of campuses abroad it has managed to establish.

These essays contain some very helpful examples of how the curriculum can locate the international in the local. It does not pretend to be a comprehensive collection of good practice in Britain but it contains enough to stir the imagination. We are, therefore, indebted to the compilers of this insightful collection.

Professor Gerald J Pillay Vice-Chancellor and Rector Liverpool Hope University

1 SECTION 1 PAGE 5 CONTENTS Introduction The Global University University staff are often involved in an array of initiatives that underpin and inform The role of the curriculum curriculum development. As stated in case study 4.4 ‘Institutional and intellectual developments as much as student interest and changing patterns of post-degree employment and student travel have fuelled this change’.

These case studies point to three types of driver in the integration of global perspectives in the curriculum:

SECTION 2 PAGE 11

[Curriculum development] influenced by students or faculty initiatives motivated academics working together, sometimes with their students, to develop global perspectives programmes, courses and modules.

SECTION 3 PAGE 19

[Curriculum development] influenced by university-wide initiatives university-wide programmes; corporate plans, Teaching and Learning Strategies; multi-disciplinary approaches; student programmes.

SECTION 4 PAGE 27

[Curriculum development] influenced by networks and external initiatives support networks; communities of practice in the UK; strategic work with other organisations and institutions; and collaboration with colleagues around the world.

SECTION 5 PAGE 37

Ways forward

SECTION 6 PAGE 47

References

2 3 SECTION 1 INTRODUCTION

Dr Douglas Bourn Director ENSURING HIGH Development Education Association QUALITY LEARNING IS AT THE HEART OF ALL HIGHER EDUCATION INSTITUTIONS. This means that the methods and forms of learning must develop, challenge and enhance students’ understanding of the world.

The Global University The role of the curriculum 4 5 1 Introduction

Globalisation poses many challenges for higher education A global perspectives approach broadens understanding

Economically, globalisation creates a greater The Higher Education Funding Council for Global perspectives approaches help us to: There is now considerable evidence from opinion flow of markets and labour. The skills graduates England Strategic Plan for 2006-11 notes the key understand our own situation in a wider context polls, research and social movements that young will require to live and work in a global society role higher education plays and must increasingly people are keen to engage with global issues.6 make connections between local and global and economy are very different from the skills play within the UK’s ‘knowledge economy’ Many students want to be active global citizens; events and scales required even a decade ago. Learners need to including acting as ‘a major force for securing they are passionate about combating global be confident in their ability to deal with complexity a democratic and inclusive society.’2 Central to develop skills and knowledge to interpret events poverty and wish to address the threat of climate and uncertainty, and skills in critical thinking must this plan are the following themes: affecting our lives change. Many would like to spend part of their be central. the impact of globalisation and the need for learn from experiences elsewhere in the world studies working or volunteering in a ‘developing high level skills to respond to the changing identify common interests and explore country’. Courses that address wider world issues are welcomed by students. The Newcastle-upon- To live and work in a global society requires nature of the global economy wider horizons. Tyne Medical School and Leeds case studies more than excellent ICT skills or learning another widening participation particularly from (2.4 & 2.3), for example, demonstrate this language. In a world of rapid change, instant under-represented communities These case studies demonstrate that there is no student demand. communication and growing interdependence enhancing excellence in research, learning single model for introducing global perspectives the ability to reflect, understand and listen to and teaching in higher education. The drivers for integrating range of voices and perspectives also becomes Such courses can also be a selling point for start increase the impact of the higher this approach into the curriculum have led to essential. These approaches are particularly students whose cultural origins lie outside the UK. education knowledge base to enhance many interesting and successful initiatives. reflected in the case studies from , Therefore recognising global issues and UK economic development and the strength The HEFCE strategic plan states: “in the context Leeds Metropolitan and Gloucestershire perspectives can be a mechanism for widening and vitality of UK society. of globalisation, the value of an international (2.1, 3.2, & 4.7). dimension to the curriculum and the connections participation and access from social groups who of HE with other parts of the world should be are currently under-represented within higher This publication aims to address these challenges 5 education. Several of the case studies also Globalisation also impacts on how as individuals further supported within the sector.” through demonstrating the central role that show that wider world perspectives can be we see ourselves in relation to the world in ‘global perspectives’ can and should play within a mechanism for engaging civil society and which we live, be it in terms of identities, the curriculum and life of a higher education In rethinking courses and curriculum development, community organisations in the life and work culture, personal and social interactions. institution. It builds on the work of the how one understands views and perspectives from of the institution. (Niezen 2004, Tomlinson 1999) Development Education Association (DEA) with diverse cultures and countries and connections to universities and non-governmental organisations the wider world become critical. This publication Employers are looking for high quality graduates As Cliff Allan from the Higher Education Academy that was brought together in the ‘Global argues that overseas links and connections with who can contribute to the economic wellbeing has commented, “higher education has a key role Perspectives in Higher Education Project’ other institutions are not enough in themselves. of society. This means they need in the era of in creating a student experience, which nurtures (2000-04). Good, successful international partnerships are globalisation to have transferable skills, be the global citizen of tomorrow, which enables built on recognition of mutual learning. culturally sensitive and able to deal with complex students as graduates to make positive Opportunities for students to gain different Curriculum guidance in the form of generic problems in a critical manner.7 contributions to a global society and economy”.1 perspectives on understanding a subject are and indicative learning indicators, partnership essential. Initiatives such as those at Northumbria, initiatives with a range of higher education and institutions, and support from policymaking (3.6, 2.2 & 3.5) demonstrate clearly the 3 bodies were successful outcomes of this work. added value of such approaches. The project culminated in a national conference on ’Graduates as Global Citizens’ in April 2005.4

1. DEA (2005), available at www.dea.org.uk/publications 5. HEFCE (2006) p.18 2. Higher Education Funding Council for England (2006) Strategic Plan March 2006/13 Guide 6. DFID Opinion Polls 2000-2006; Darnton 2005; Mayo 2005; Edwards and Gaventa 2001 3. McKenzie, A. et al (2003) Global Perspectives in Higher Education London: DEA 7. DEA (2005) 4. Conference report available at www.dea.org.uk/publications The Global University The role of the curriculum 6 7 1 Introduction continued

Ensuring high quality learning is at the heart of all higher education institutions Indicators of success

This means above all that the methods and forms Global perspectives provides a mechanism As the case studies in this publication The DEA and with key stakeholders in higher of learning must develop, challenge and enhance for ensuring that the pressures of globalisation, demonstrate, global perspectives can be education are working in partnership to take students’ understanding of the world in which they international programmes, student intake, and embedded in any area of study and research forward these debates. This publication aims to live. Quality learning means addressing ways in widening participation are linked and connected.12 in higher education - physics, business studies, demonstrate through a series of examples how which students learn and engage with issues. These debates and initiatives pose major language learning, medicine and health, this work is developing. If higher education Many of the examples in this publication are challenges for higher education institutions when veterinary science, geography, teacher and youth institutions in the UK are to be ‘world-class based on development education methodological considering their role in the twenty first century. work training, media studies, performing arts - as institutions’ then they need to be global not only principles of participatory learning, critical thinking well as within the institutional policy and practice in outlook but in what and how their courses, and student’s active engagement. of a university or college. degrees and research are developed For the DEA, the principles of development and implemented. education provide a framework for taking this Higher education institutions, it is argued, work forward. Development education is an In the life of a higher education institution two sets also have a social and moral responsibility to approach to learning that leads to a greater of indicators can point to a commitment to global contribute to a more equitable and just world. understanding of global inequalities, why they responsibility: Dr Douglas Bourn As Liz Beaty, Director of Learning and Teaching exist and what can be done about them. It Learning outcomes associated with global Director at HEFCE, commented, “critical awareness of encourages learners of all ages to explore how perspectives (including local-global) in Development Education Association students of the rest of the world, and their global issues, such as poverty and sustainable the curriculum: responsibility within it, including the ethical and development, link in with their everyday lives. knowledge and understanding social basis of the values that they have, should By challenging stereotypes and encouraging be part of what we are talking about.”8 For independent thinking, development education cognitive, social and practical skills graduates to see themselves as global citizens, aims to help people develop the practical skills values and attitudes. The DEA is a national network of 250 member organisations that institutions need to promote a culture that and confidence to make positive changes share a commitment to development education. The DEA fosters values human rights, sustainable development, locally and globally. It aims to bring global and facilitates dialogue between our members and the wider Performance indicators associated with inter-cultural understanding and global human perspectives into all aspects of learning - the education community, and other networks; offers support and higher education institution practice: development.9 These perspectives have become school classroom, universities, local community networking opportunities to our members; and advocates at local important features of university wide initiatives activities and the media. institutional ethos and national levels in order to increase understanding of global at Bournemouth, Manchester and Leeds (mission and values) perspectives in learning and their relevance. Phyllis Thompson, Metropolitan (section 2). accountability systems Deputy Director, leads the DEA’s higher education programme The DEA’s understanding of development (social and environmental) with the support of Amy Dunkley. Dr Aileen McKenzie advises the education, in brief, means promoting ways of DEA, alongside a committee of member organisations working The debates above also build on two important understanding society by making connections economic choices (purchasing and investment).13 within higher education. For more information go to UK Government initiatives, the Department for between local and wider world issues; it means www.dea.org.uk/higher Education and Skills’ (DfES) strategy ‘Putting the learning about an issue or a subject through World into World-Class Education’10 and the the lens of globalisation and international HEFCE initiative on sustainable development.11 development; finally, it means learning that The former acknowledges the need for the global leads to responsible actions. dimension to be reflected within all aspects of learning and promotes principles of active global citizenship. The latter in particular notes the importance of developing curricula and pedagogy on sustainable development.

8. DEA (2005) 13. See www.dea.org.uk/higher 9. See HEFCE document on Corporate Social Responsibility 10. DfES (2004) 11. HEFCE (2005) 12. Lunn (2006), report of a DFID-funded research by the Royal Geographical Society with IBG The Global University The role of the curriculum 8 9 UNDERSTANDING OF SECTION 2 ETHICAL ISSUES STUDENT & FACULTY INITIATIVES ARISING FROM Dr Aileen McKenzie DEVELOPMENT IN Higher Education Adviser to the DEA REPRODUCTIVE SCIENCE University of Newcastle-upon-Tyne AND MEDICINE, University College London (UCL) THEIR IMPACT ON INDIVIDUALS, FAMILIES AND SOCIETY IN BOTH THE ‘DEVELOPED’ AND ‘DEVELOPING’ WORLD, AND TO DEVELOP SKILLS OF COMMUNICATION, PRESENTATION AND CRITICAL ANALYSIS.

The Global University The role of the curriculum 10 11 2 2.1 Bournemouth University: Student & faculty initiatives BA Hons Business Studies and BA Hons Business and Management

Evidence is emerging of an increasing number The University of Leeds’ Life Skills and Spirituality To encourage first year students to start to think Evaluation reveals that an early introduction to of undergraduate and postgraduate degree course is interesting in the way that it offers about global citizenship as well as provide an global issues is crucial. Student feedback indicates programmes across the UK that offer core or students the opportunity to connect contemporary underpinning for work on global perspectives later that they welcome the opportunity to think about elective modules and units featuring global global issues with their own spirituality, as well as in their studies, two activities have been initiated. their role in society and, as one put it, “to realise perspectives. The drivers for this trend include in the origins of the course. Though chaplains The first, a ‘preferred futures’ exercise is part I have responsibility to effect change”. The student demand and interest, the commitment of play an intellectual and spiritual role in the of personal development, while the second, simulation demonstrates that business knowledge course leaders and academics, and the impact of academic and pastoral aspects of HEI life, many a business simulation, provides students with the and skills can help bring about positive change. external factors in the wider economy and society remain an under-utilised resource and are opportunity to think about citizenship in the local Students regard the experience as “empowering” on fields of study and professional development. particularly well-placed to support institutions sense, through engagement with community and an “opportunity to learn about issues that seeking to explore values in the curriculum. issues and volunteering. I might not have thought about otherwise”. In practice, global perspectives are often viewed through a discipline or subject lens. Bournemouth Students are becoming much more vocal in The ‘preferred futures’ exercise is a seminar The next stage will be to extend the simulation University, for example, shows how adaptation their expectations of their learning for the global activity that gets the students to think about activity to enable the students to follow their of a traditional module to incorporate global context. The University of Newcastle-upon-Tyne their personal concerns in the context of the ideas through and bring tangible benefits to the perspectives can improve the quality of the example illustrates how academics are environment, poverty and conflict. Students are local community. Course leaders will also ensure learning. The students themselves describe their responding to demands from the student body. asked to consider their vision of the future in terms that actions identified in the ‘preferred futures’ experience of this curriculum as “empowering”. of their first year at University, their life in ten activity are integrated into Personal years time and the world in twenty years time. Development Planning. The methodologies that universities have chosen The students are then required to consider what Bournemouth University’s BA Hons Business for integrating global perspectives into the they and others will need to do to bring about Studies and BA Hons Business and Management curriculum are varied. How far these approaches their ‘preferred future’. Individual responses and engage students through participatory to learning will become embedded in UK higher planned action is then shared through group Chris Shiel approaches. Participatory activities enable students education curricula is currently uncertain. It is discussion. This exercise is useful in raising Head of Learning and Teaching, Institute of to draw upon their own experience as a way of arguable that this is an approach to learning awareness and getting the students to realise Business and Law, Bournemouth University. exploring links with the wider world. This process whose time has come. The case studies collected that they have an active role to play in email: [email protected] deepens their understanding of the here demonstrate a common commitment by determining not just their life experience but interconnectedness between the social, economic, academics and faculties to equip students with the web: www.bournemouth.ac.uk the future of the planet. environmental and political spheres and the capacity, the skills and knowledge to be active, /global_perspectives/curriculum_example.html impact of any subject in its application to life. informed participants in a global society. The business simulation takes place towards the end of the first year and is an innovative The University of Glamorgan – van Hall Instituut adaptation of a more traditional, BSc Hons Physical Geography and MSc Coastal business-planning scenario. Students work in Science modules have an experiential element. teams to develop a community engagement Students from the two institutions undertake project. They have to apply the knowledge fieldwork together while exchanging opinions and skills they have acquired to a community about global issues, questions and problems improvement context. Outputs include a business related to their field of study. proposal, a poster presentation, a letter of application to secure funds and student curricula The Open University approach illustrates how vitae. The activity is delivered in partnership with a theme has been used to engage staff across the Students Union who bring in expertise with departments and subject disciplines to develop community programmes and Barclays who the curriculum. provide sponsorship.

The Global University The role of the curriculum 12 13 2.2 2.3 University of Glamorgan and van Hall Instituut, University of Leeds: Leeuwarden Netherlands: Level 1, 2, 3 elective module in Life Skills and Spirituality: BSc (Hons) Physical Geography and MSc Coastal Science The Community Context

Within the award structure for both BSc (Hons) Global perspectives are drawn out further through In a post-modern world in which old religious This is a ten credit elective module, run in Physical Geography and MSc Coastal Science is an additional area of interest - the history of two certainties are questioned and a plurality of views semester two and building on a semester one a module that considers Coastal Zone countries that competed for Empire rights for 300 exist on the basic values of life, there is an module, ‘Life Skills and Spirituality in the Management (CZM). A key theme in this model is years. What the Netherlands do not influence in increasing search for life meaning. The Personal Context’, which explores issues of learning from a shared field course abroad that the India-Far East axis, for example, Britain does Chaplaincy Team at the University of Leeds personhood, faith, emotions, health, life, death involves a Dutch institute in a reciprocal field (or did). Consequently, socio-economic issues of have identified a need for an academic course and conflict resolution. The modules are course. The module requires students to develop coastal and population vulnerability is addressed that supports students’ exploration of issues complementary but stand alone and level 1, 2 an understanding of the conflict-based problems in terms of historic links with other global regions of spirituality. and 3 students from many subject areas sign presented in a coastal zone. and considerations of how each country, within up to the modules. This is unusual and makes EU strictures, continues to project political and for a lively class. Students are expected to engage seriously with economic power to those areas. By visiting sites at risk of storm surges or contemporary global issues and deepen their Student comment: “It made you think. vulnerable to flooding the student is introduced to capacity to connect such issues to their own Challenged you.” the actual impact of global climate change. The Sharing field course visits, lectures and workshops spirituality. So, for example, as part of the sites also emphasise global trade in coastal and together, the debate is often fierce and ‘Spirituality and the Earth’ unit, students: The next step is to locate others engaged in simi- marine resources (e.g. between the ‘economically diametrically opposed opinions are often the research issues of wealth and poverty, identify lar work in the University to contribute toward developed’ and ‘developing worlds’) and national starting point when discussing coastal vulnerability, ‘Facts that disturb our spirits’ and compare extending the level of curriculum commitment to economics (e.g. capital cities’ vulnerabilities, port climate change, tsunami protection and managed their own definitions of poverty with Naryan’s global perspectives. and harbour protection, and national planning realignment. Putting a Dutch and a UK student in (2000) ‘Voice of the Poor: Can anyone policies to counter accelerated sea level rise). The a room with a question will generate at least three hear us?’ history of disasters is introduced by exploring the opinions and three answers. focus on sustainability, measure their own eco 1953 storm surge, which affected the Netherlands Gwen Collins, & Nick Baker logical footprint, critique the ideology of and UK, and subsequent national actions. This Chaplains, Universities of Leeds and A fascinating element of the field course is that limitless consumption and ask ‘What are the was a catastrophic (and unforeseen) disaster that Leeds Metropolitan. the shared marine histories of the UK and spiritual implications?’ had regional impact, and students discuss the emails: [email protected] and Netherlands often leads students to agree on likelihood that such a threat is now enhanced analyse the concept of responsible global coastal issues, while, reaching a diverse range of [email protected] by climate change, which changes the future citizenship and debate the question of whether possible solutions to global issues, problems and www.leeds.ac.uk/chaplaincy development of national coastlines. spirituality is essentially attitude or action. questions based on national background. Student comment: “Enjoyed citizenship and global issues. Relevant for everyone …” The field course in the Netherlands, mirrored by a field course on the South coast, comprises a series of site visits involving UK and Dr Simon Jones Delivery is learner-centred. There is a Dutch students in examining CZM issues on the Scheme Leader, Earth and Space Sciences, mandatory one-hour class each week where Dutch coast. In addition to being introduced to School of Applied Sciences, University discussion is encouraged and learners are the coastal management agenda of the Low of Glamorgan. expected to keep a weekly journal that informs Countries, the students share group seminars and email: [email protected] two one-to-one tutorials each semester. workshops that consider many of the ethical and Assessment is 50% essay, 40% journal and practical issues facing coastal managers today. 10% review. Student comment: “It is a lot more interesting Using the 1953 storm surge, comparisons are and you actually go away and reflect.” easily made between two EU countries with differing vulnerabilities. Students are invited to compare the consequences of the managed realignment policy of the UK and the technology based defences of the Netherlands from economic, planning and socio-cultural perspectives. These choices are enhanced by group-work shared by the students, who are brought directly into discussion with each other, and realise their different national and personal prejudices.

The Global University The role of the curriculum 14 15 2.4 2.5 University of Newcastle-upon-Tyne: Open University: Undergraduate Medicine: Global Health Option U212 Childhood

Global health is not part of the core It is now planned for the Global Health SSC to First presented in 2003, this Level 2 course children or those simply interested in how undergraduate medical curriculum at the be included in the list of options approved by the offers Open University students, studying in their young people are treated and understood. University of Newcastle-upon-Tyne. However, from medical school for students in 2007. The SSC will own homes, an introductory, international and Interdisciplinary: Introduces a range of past conversations with medical students, it is clear be structured by students, using a resource pack interdisciplinary understanding of childhood. The perspectives on childhood, drawing on recent that many feel this is a significant omission. of compiled background reading, local contacts course, which is studied by about 900 students research and theories from different disciplines Indeed, as a result of this exclusion/omission and and a curriculum developed by the charity each year, is part of a degree programme in and perspectives including sociology, reflecting a personal interest in international ‘Medact’ to formulate a timetable that allows Childhood and Youth Studies and reflects the anthropology, psychology, cultural studies, health issues, one student used the opportunity them to fulfil the general aims and objectives of Open University’s commitment to this fast social history, philosophy, social policy and provided by fourth year Student Selected the option, and others agreed with the supervisor. developing area of interest and application. children’s rights. Components (SSC) to privately organise an option The aim is to increase understanding of global International: Looks at childhood at different in Global Health in 2006. perspectives on health and reflect on what can Course content includes major cross-national and times and in different places, with modern be learnt about this from everyday practice. global themes, many of which are explicitly linked Western childhood as one among many Assessment will be two-fold, comprising a talk or All fourth year medical undergraduates at the to children’s rights issues. These are presented in examples. Diversity and inequality, poverty, electronic portfolio to be assessed by the medical University of Newcastle-upon-Tyne are required to four course books, co-published with John Wiley, ill-health and violence are central themes, school, and another method agreed with the undertake three consecutive six-week SSCs. and in a range of audio-visual materials as are the way in which childhood is SSC supervisor. There is a list of those officially approved by the co-produced with the BBC. The audio-visual becoming globalised and replaced by medical school, or students can arrange the SSC materials include case studies of childhood in universal standards. privately with supervisors, with subsequent medical Newcastle feel that this is a relatively unique three locations around the world: Chittagong school permission. initiative, which has come about to fill an area in Bangladesh, Cape Town in South Africa, and The course is assessed by seven assignments of perceived need. They are very keen, however, Oakland, CA in the USA. These form a key and an examination. It can be studied as a to promote the establishment and inclusion of linking thread through the course. The privately organised SSC in Global Health one-off course or as part of an Open University international health within the core medical undertaken by Catrin van den Ende and BA (Hons) Childhood and Youth Studies. curriculum so that all students have exposure to supervised by Dr Richard Walker offered the Student comment: “I’ve found Childhood one of this important topic. Student comment: “I have been amazed at opportunity to develop greater appreciation of the the best courses I’ve studied yet. It’s kept me the lengths that the Course Team went to in global context and determinants of health. It was engrossed all year. It’s helped me understand order to provide us with case studies from structured to allow for more in depth pursuit of a lot more to do with my own parenting skills and different cultures. … I liked the example in the particular areas of interest, and for consideration Dr Richard Walker hopefully helped me become a slightly better last chapter of the nursery school children of the local and practical relevance of the issues Consultant Physician, Honorary Clinical Senior parent. It’s been interesting to see what other being given the opportunity to express covered. The student spent time combining Lecturer, University of Newcastle-upon-Tyne. children’s lives are like globally as well.” themselves and it made me realise just how background reading and worksheets with email: [email protected] much adults generally do guide children or ward-rounds and out-patient clinics in general The course asks important questions about even dictate to them. I have learnt far more medicine, infectious diseases and obstetrics and childhood. What does it mean to be a child in how to approach children and value their gynaecology, time at a GP practice for newly today’s world? Do popular images of innocence thoughts and opinions …” arrived asylum seekers and with workers at the and dependence match the reality of children’s regional office of the Medical Foundation for the lives? How are modern lifestyles and technologies Care of Victims of Torture. altering their play and their identities? Do children Prof. Martin Woodhead have different rights from adults, and if so why? Chair of the Childhood and Youth Studies Reflection on how experiences might differ in an What role do children themselves play in shaping Programme, and Dr Heather Montgomery, economically developing country was facilitated by their childhood? Presentation Chair of U212 Childhood. regular meetings with the supervisor, and by using opportunities provided by the well-established email: [email protected] These questions and many others are the starting higher education link between Northumbrian web: www.open.ac.uk point for this broad-based course, which covers Healthcare NHS Trust and Kilimanjaro Christian the 0-18 age range (childhood as defined by the Medical Centre, Tanzania. The potential role of United Nations Convention on the Rights of the this link (especially the reciprocal elective student Child). The approach of the course is: aspect) in global health education is something they hope to further build upon in the future. Introductory: Childhood has a place in every The student also undertook a review of the one’s lives, but personal experiences of being provision of global health teaching (generally a child are very varied. These experiences are lacking) on the undergraduate medical curricula one of the starting points for the course and of all UK universities. relevant to parents, people who work with The Global University The role of the curriculum 16 17 2.6 University College London (UCL) Medical School: Reproductive Medicine, Science and Society Student SSM SECTION 3

This second year Selected Study Module (SSM) Examples of two areas of interest from a global UNIVERSITY-WIDE MODELS enables students to investigate ethical and social perspective are the impact of HIV/AIDS on issues in reproductive medicine and their impact women’s rights in Africa, and female genital on reproductive rights in a global context. mutilation and cultural relativity in ethical The objectives are to develop understanding of discourse. The groups report progress each week ethical issues arising from development in and discuss core philosophical ideas. In their role reproductive science and medicine, their impact as ‘journalists’ group members interview selected Dr Aileen McKenzie on individuals, families and society in both the clinicians or other health care providers in the Higher Education Adviser to the DEA ‘developed’ and ‘developing’ world, and to obstetric hospital, some of whom are invited to develop skills of communication, presentation discuss issues further in group meetings. In the and critical analysis. second term each student completes further Bournemouth University literature research to produce a written Leeds Metropolitan University dissertation of 5,000–6,000 words. An international dimension in reproductive rights, particularly as they affect women in the University of Chester developing world, is made through a web-based The course has been exceptionally well received link with the Biomedical Ethics Unit in the Nelson by students with most saying that it “made us think Mandela School of Medicine in KwaZulu Natal, critically” and provided an opportunity to explore South Africa. The aim, as the module develops, is and see issues in a way they had not formerly to have students enlisted on the course from both been able to do. KwaZulu Natal and UCL so they can interact.

The module runs over two terms. Facilitated Dr Ray Noble study group meetings run in conjunction with Sub-Dean (teaching) Clinical Sciences, an interactive web-based environment, where Medical Sub-Dean Life Sciences, Royal Free discussion boards and topic-based chat rooms and University College Medical School. in addition to interactive materials develop core email: [email protected] concepts and provide links for further research. In the first term students work as an editorial web: www.homepages.ucl.ac.uk/~rmjbnob/ group of 4-5 to produce a magazine article or radio programme on one of the following: Reproductive Rights in the Developing World Family Rights and Genetic Screening Foetal Medicine and Women’s Rights Premature Babies.

The Global University The role of the curriculum 18 19 3 3.1 Bournemouth University: University-wide models Graduates as Global Citizens

It is clear that global perspectives can be Concluding this section, the universities of Chester Bournemouth University has been developing an The university is also ensuring that its own introduced into higher education institution policy and Northumbria provide two examples of the institution-wide approach to global perspectives business practice is more ‘sustainable’. and practice through a variety of different routes. challenges institutions encounter in providing since its early partnership with Development A holistic approach to the agenda will result What may have been started by an enthused authentic curriculum opportunities for Education in (DEED) in 1999. An initial in recommendations for change under student or member of faculty as an innovative engagement in learning that broadens global collaborative project enabled Bournemouth to three categories: faculty or department venture has the potential to perspectives. Both programmes take account of develop a ‘Global Vision for Bournemouth Corporate responsibility and behaviour – the be scaled-up when university–wide collaboration the wider impact and benefits for the institution University’, a document which was subsequently University as a global citizen. takes place. of the participants’ learning. For example, endorsed by Senate. Curriculum and pedagogy – embedding global Northumbria has identified the possibility of perspectives into the curriculum. future research collaborations between the The challenge of how to disseminate global Contribution to the DEA Global Perspectives in partners involved. Extra-curricular activities to support citizenship perspectives policy and practice, enthuse staff Higher Education Project (documented in the and international awareness. across the whole institution and scale-up such Global Perspectives in Higher Education: initiatives remains considerable. The degree Each highlights the underlying prerequisite of Improving Practice Series 2004) has facilitated programmes showcased here suggest that staff at all levels as well as students across the taking this agenda forward, to the extent that multidisciplinary approaches, for example, can university who are committed to the notion of the the development of global citizens and global Chris Shiel have added-value for staff as much as students: graduates as global citizens. perspectives are a strategic priority for the Head of Learning and Teaching, Institute of The work of one department at Bournemouth university and central to its Learning and Teaching Business and Law, Bournemouth University. has led to university-wide changes and specific Strategy. The development is led by the ‘Global email: [email protected] structural strategies to secure its sustainability. Perspectives Group’, chaired by the Pro-Vice-Chancellor (Academic). The group At Leeds Met the strategy is to review the reports to the University’s Learning and Teaching curriculum in a rolling programme and it has Committee. Curriculum development across the also led to new non-academic awards in university has been ongoing since the initial work Global Citizenship, which are available to all with DEED (see also 2.1). students and staff. Staff delivering the University College Winchester course welcomed the opportunity to An HE Leadership Foundation Fellowship work and teach with colleagues from other awarded in 2005, is currently enabling parts of the institution. Students from different Bournemouth to develop its strategy to achieve backgrounds and disciplines have found a step-change, to ensure that by 2010, all learning together interesting and stimulating. graduates understand what it means to be a global citizen and feel confident in dealing with issues relating to diversity, inequality, and injustice As staff at the University of Manchester point out, across all subject areas. however, care and sensitivity and the sense of ownership are critical to achieving any measure of success. One approach here is for four schools to lead on the development of an inter-disciplinary approach which, if successful, the faculty hope to extend in the future.

The Global University The role of the curriculum 20 21 3.2 3.3 Leeds Metropolitan University: University of Manchester: Internationalisation Strategy Teaching, Learning and Assessment Strategy

To ensure penetration across the institution and Because Annual Review processes are embedded A global perspective in higher education offers 4. The Royal Academy of Engineering is throughout the student experience, any significant in quality assurance and curriculum development many benefits, but these need to be balanced with sponsoring an inter-disciplinary project to reform requires a combination of leadership at activities across the University, Leeds Met believes serious responsibilities. A major change towards embed sustainable development in the a senior level and commitment throughout. this to be the most effective possible mechanism interdisciplinary learning and teaching for societal curriculum. Initially students from three Leeds Met is working to provide an educational for ensuring the vision and the ethos become responsibility needs care and sensitivity. engineering schools and the School of Earth, environment which will enable students to develop established at the core of our practice. The review Atmospheric and Environmental Sciences will both an awareness of the global context of their work is now underway in all faculties, and the come together in small teams to work on The University of Manchester's first steps were subjects and of themselves as global citizens, concept of “curriculum” is being extended in problems in sustainable development, for to foster informed opinion that encourages alongside the abilities and perspectives required 2006/07 through the introduction of non a single course unit. If this is successful, the colleagues and students to participate and to to operate effectively and ethically in the cultural academic awards in Global Citizenship, available faculty hopes to embrace a wider range of develop a sense of ownership. The merger complexity of the modern world. The allied to all students and staff. disciplines and to develop a longer between the University of Manchester Institute concepts of Cross Cultural Capability (CCC) programme, possibly running across the whole of Science and Technology and the Victoria and Global Perspectives (GP) are fundamental undergraduate curriculum. University of Manchester in 2004 presented an to this work. David Killick opportunity for new ways of thinking. Professor Head, International Programmes, Leeds Engel delivered ‘The Ultimate Challenge’ at the This is supported at all levels, starting with the Metropolitan University. 2002 Teaching and Research Development Bland Tomkinson aspiration within the Vision Statement to be Network Symposium of the two universities. email: [email protected] University Adviser on Pedagogic Development, a University with “world-wide horizons”. Subsequent activities have included: University of Manchester; The Internationalisation Strategy derives from Rosemary Tomkinson a values-driven approach, and its six areas of 1. Explorations with staff and students, modelling Head of Teaching Support and Development, activity include ‘Internationalising learning, how interdisciplinary groups could discuss Faculty of Engineering and Physical Sciences; teaching and research’, and ‘Enhancing the For further information on the Vision Statement, Internationalisation global issues, workshops with different triggers international experience of home students’, Strategy, Cross-Cultural Capability Guidelines and Corporate Plan Professor Charles Engel (at one the Deputy High Commissioner for both of which draw upon CCC and GP. Both (respectively) visit: Visiting Professor. New Zealand described the challenges to small are further embedded in the new Assessment, www.lmu.ac.uk/about/ataglance/mission_aims.htm For more information contact: www.leedsmet.ac.uk/lsif/docs/Internationalisation.doc island communities) and sessions for new, Learning and Teaching Strategy. email: [email protected] www.leedsmet.ac.uk/lsif/RefreshingTheCurriculumFinal.doc experienced and visiting international staff. www.leedsmet.ac.uk/about/keydocuments/corp_plan_2004-08.pdf. Further sessions are planned to explore current web: www.eps.manchester.ac.uk/tlc/projects/ Fundamental to driving forward this work, world dilemmas. sustainable-development however, is its inclusion within the Corporate Plan through the broad vision set out in Aim 5, “To 2. An exploratory conference on the topic of develop students’ international opportunities and ‘Water’ involving representatives from global perspectives, ensuring that an international, UNESCO, water companies, Manchester multi-cultural ethos pervades the university” to the Museum, academics, students and members of specific work detailed in Outcome 5.2.1: the public. This has opened up potential for curriculum development and involved experts “An agreed percentage of courses in each from other sectors. faculty will be reviewed against ‘Guidelines on Cross-Cultural Capability in the Curriculum’ in 3. The team have presented papers along this 2004-05 through the Annual Review process. theme at conferences in the UK, Ireland, The process will be continued in subsequent Holland, Canada, Australia and New Zealand. years, with all programmes having been reviewed by 2008.”

The Global University The role of the curriculum 22 23 3.4 3.5 University of Winchester: University of Chester: MA in Managing Contemporary Global Issues ‘Get a World View’, International Perspectives in Higher Education

Market research identified a demand for a Students favour local courses that meet their In 1996, the Chaplain of University College On the Kenya/Uganda programme for example, postgraduate course that integrates management needs, suggesting that there may be a similar Chester set up Global Perspective (GP) as an students work with an indigenous NGO, Christian perspectives with socio-cultural analysis. The MA demand for interdisciplinary postgraduate innovative, experiential learning opportunity for Community Services (CCS), in Western Kenya. in Managing Contemporary Global Issues follows globalisation-focused courses in other parts students. Chester releases all second-year students Divided into four groups to match the working a traditional modular structure with units such as of the country. Winchester’s experience is that (except BEd and Nursing students) for the second regions of the NGO, students travel out daily with ‘Theoretical approaches to contemporary global to be pedagogically sound and successful such half of the second semester for Work Based or field workers. In any day they may meet issues of issues: contexts, flows and counter-flows’, courses need to draw upon a wide range of Experiential Learning for a six-week period. HIV/AIDS, water and sanitation, agriculture, ‘Socio-cultural analysis of contemporary global staff and subjects though this in turn presents an Students have the opportunity to stay at home, women’s empowerment, and education. Students issues: power, resistance and authority’ and ongoing source of challenge. In the end, though, travel abroad individually or join a programme observe, participate, discuss issues with local ‘Management responses to contemporary global it is worth it, for staff and students alike. like Global Perspective. people, and gain an understanding of poverty issues: challenges, responsibilities and strategies’. and development issues. They also participate in a drama workshop learning how to send The purpose is to engage students in learning with messages to communities, serving as a learning The first intake in September 2004 drew twelve a wider opportunity, to focus on career objectives Dr Paul Sheeran tool. Students and CCS workers then take their students from England, South Africa, Palestine, or to learn more about themselves and the world. Programme Director, University of message out to the community and present it. Kazakhstan and Nigeria; over twenty students Global Perspective’s primary aim is to introduce Winchester. Environmental awareness goes hand-in-hand with are now enrolled on the course, both from students to issues of the ‘developing’ world email: [email protected] daily visits and students also visit the Kakamega developed and developing countries. Five through partnership projects thereby gaining skills Forest, a heavily encroached area. In Uganda, students from the first cohorts have decided in global citizenship. It has become a key provider there is a similar combination of field visits and to pursue doctoral research. of knowledge, understanding and experience of meetings including visits to and discussion with international issues for students. Most describe GP Agroforestry programme staff and farmers in the as a life changing experience, one that has turned The programme is innovative in the way that it Lake Bunyonyi region. their values and priorities around. was designed and is being delivered by staff from Departments, Schools and Faculties across Every year in October students of the GP the institution. A lecturer from Business GP offers the chance to travel as part of a small programme present their experiences to the wider Management coordinates the delivery role to group to take part in a variety of activities with university population at ‘UMOJA’. Students bring maintain cohesion and integration and prevent established partners. In the eight years that GP artefacts, souvenirs, photographs but most of all disciplinary juxtaposition and confusion. has been offered, students have travelled to their verbal testimony of the experience, what it ‘Globalisation’ does not mean the same thing in Kenya, Uganda, The Gambia, Costa Rica, involves and what it has meant to them. Sociology, International Relations and Performing Honduras, Nicaragua, Brazil, Peru and Arts. Students need to be aware of the different Bangladesh. In 2006, over seventy-five students perspectives associated with globalisation so they are to participate in five programmes in six can benefit from tutors’ inputs. countries including: building infrastructure in the Elissa Williams town of Nosarita and assisting with Leatherback Coordinator, Global Perspective, University Turtle conservation in Costa Rica; working in the Staff delivering the course value the opportunity of Chester. Copacabana favela and the Bola pra Frente to work with colleagues from other parts of the email: [email protected] youth programme in Rio de Janeiro, Brazil; and institution, not just through the odd guest lecture, learning how tourism can be used as a tool for web: www.global-perspective.org as is sometimes the case, but also through poverty alleviation in Uganda. joint preparation and joint sessions. A perfect illustration is a session on gender and globalisation that eventually took the form Students who take part come from a wide variety of a debate, ‘How will feminism save the world?’, of subject areas. It is a cross-university opportunity. with panel members from Social Care, Students also achieve double module credit. Media Studies and Education. Participants are assessed through a Reflective Essay, Development Report and Dialogue Assessment completed during the programme, which is developed around three key themes: Personal Development, Community Interaction, and Environmental Awareness.

The Global University The role of the curriculum 24 25 3.6 Northumbria University: Northumbria/CEDAR Development Education Project SECTION 4

This Project offers students in the School of Arts During this week, students meet and finalise NETWORKS & EXTERNAL INITIATIVES and Social Sciences an opportunity to participate details with their host NGO before undertaking in a short-term development engagement and a series of visits over the coming three weeks education programme in partnership with CEDAR to different types of organisations with diverse (Centre for Education Development Action and development priorities. At each, students Research), a capacity building NGO, and the document their encounter with the projects, American College, a university college, both produce commentaries on the work taking place Dr Aileen McKenzie based in Madurai, South India. and, when appropriate, undertake voluntary work Higher Education Adviser to the DEA for the organisations. Following their placements, the students have a full debrief in-country with the Following extensive research into best practice, host NGO and partners and then another upon Global Perspectives in Higher Education Network the project builds on and strengthens an existing their return to the UK. CEWC and link between the University, the NGO and the Oxford Brookes University Global Dimension Network College to offer education and learning focused and The Open University placements that fit with the diverse needs of As the project develops it is not only evolving and Universities of Southampton students and placement hosts. Working towards developing in the ways that the experience and Keele and Liverpool (John Moores) providing financial support to fit with widening learning are structured, but is also providing the Centre for Global Education and Queen’s University Belfast access principles, the programme already offsets foundation for research collaborations between Global Dimension Trust (UK), Egerton University (Kenya), the costs of training, assessment and organisation. the three partners involved. Kapila Khandvala College of Education (India) and University of Gloucestershire (UK) Skillshare International and Medical School The project reflects a commitment to promoting active global citizenship amongst our students, Dr Matt Smith and to fostering mutually beneficial learning Senior Lecturer, Sociology and Criminology between Northumbria, CEDAR and the American Division, Northumbria University. College. In line with Voluntary Service Overseas’ email: [email protected] (VSO) Youth for Development Programme (YFD), all returning participants are expected to participate in university and local community projects which develop awareness of global issues.

In summer 2005 the first five students visited CEDAR for a month. On arrival, students participated in a week of workshops, interactions and training run in partnership between CEDAR, the American College (a local university) and Northumbria University. These offered introductions to key social, cultural and development issues, as well as providing opportunities for students to meet with NGO teams and Indian students to share experiences and ideas.

The Global University The role of the curriculum 26 27 4 4.1 The Global Perspectives in Higher Education Networks & external initiatives Network, UK

Staff of higher education institutions (HEIs) have Finally, Skillshare International and the Global-ITE The Global Perspectives in Higher Education The email network supports this work by sharing a number of means at their disposal for sharing Project provide examples of the challenges and Network exists to support and encourage serious examples of good practice and giving information information, providing support, accessing potential of sharing and learning across ‘cultural engagement with issues of global social on conferences and publications. There are expertise and reducing duplication. The case and curricular boundaries’ to encourage and responsibility and sustainability through the higher currently members of the network in over studies cited here provide insights into three support the development of curriculum practices education process. It is a university chaplaincy 40 Higher Education Institutions and routes through which networking, research, for a ‘global university’. initiative, launched at the British University partner organisations. and long and short-term collaboration with Chaplains’ conference 2001, and operating external partners can help to shape the through occasional emails. It is encouraging to see networks and design and delivery of the curriculum with communities of practice emerging which involve a global perspective. The network is administered through academics from many disciplines in institutions Since 2001 others have joined, so that in 2005 Leeds Metropolitan University's Leslie across the UK, where a few years ago lone 64% of members were academics or people Silver International Faculty. University chaplains at Leeds Met and the champions were developing global perspectives working for global justice and sustainabili- To join or for further details see: E-Learning Global Welfare Project at Sheffield initiatives in isolation. From DEA’s experience, ty through associated organisations, and 36% and the OU provide examples of networks there may be many more academics still working were university chaplains. Reflection on values at www.leedsmet.ac.uk/gpn/. that are emerging to provide support on global in this way. This emerging collaboration and peer work in higher education in relation to the global perspectives in curriculum development. support can only strengthen the growing context is at the heart of the network’s purpose. Oxford Brookes’ ‘community of practice’ recognition of the value of this approach meanwhile makes a valuable contribution to learning. Network members work within higher education: toward the university’s strategic commitment to internationalising the curriculum. The To promote responsible global citizenship. Southampton, Keele and Liverpool John Moores To raise awareness on issues of sustainability. POLIS online provision enables Politics and To explore causes of global inequities and work International Relations students to access the for change. teaching activities, resources and material that To stimulate debate on learning, teaching and have been pooled by academics from the three research in Higher Education, in relation to universities feeding into the project. these global realities. To challenge values that leave the global status HEIs and organisations sharing a commitment quo intact. to global perspectives in education, most To demonstrate that a global perspectives commonly non-governmental organisations or approach enriches all academic disciplines. NGOs, have evolved a number of successful working relationships. These tend to either be ongoing such as the Centre for Global Education and Queen’s University, Belfast collaboration or short-life programme-based partnerships, as in the Council for Education in World Citizenship (CEWC) and Kingston University project. Such relationships appear to thrive on reciprocity and mutual respect, recognising the power balance. Each partner brings their strengths, perspectives and experiences, which are valued and fully acknowledged.

The Global University The role of the curriculum 28 29 4.2 4.3 Kingston University & Council for Education in Oxford Brookes University: World Citizenship: Global Dimension Network Uniting Humanity: Learning Advocacy for Effective World Citizenship

This project aims to increase understanding and Intended outcomes include an international The Oxford Brookes University Global Dimension MSc in Higher Professional Education participation in critical global issues at a local level trainer-of-trainers programme for European Network (GDN) for academic staff was student comment: “I wasn’t sure about the through a pan-European programme for learning multipliers (adult education trainers), established in the School of Health and Social global dimension at first – thought it was a bit effective world citizenship. The primary target country-based and special interest study circles, Care in 2004. The School included a range of PC – but having thought about it more now I’m group of this training programme are adult links between European groups and other parts initiatives that ‘incorporated a global dimension’ thinking it is relevant. That paper from India was educators working with unemployed people, trade of the world, two inter-related handbooks, or ‘internationalised the curriculum’, in both really relevant to us here. I won’t put a paper unionists, refugees, ethnic minority communities, a website and, where appropriate, the translation pre-registration and post-qualifying programmes. on one side just because it’s from overseas now.” people in economically depressed areas, women’s of core materials into partner languages. These fell into five broad categories: organisations and staff from non-governmental 1. Raising cross-cultural awareness, while in the Drawing upon literature and the experience of organisations engaged in global issues. A European Union (EU) Socrates/Grundtvig UK and through placements overseas. members, the GDN selected the following focuses: (2004-2007) Programme, Learning for Effective 2. Enhancing support for international students. clarifying beliefs, values and terminology The main activity is the development of a World Citizenship involves a number of UK, 3. Offering HE programmes overseas. developing new curriculum initiatives explicitly one-year training and development programme European and Southern partners and involves 4. Explicitly linking the local and global in the linking the local and global with three residential workshops, accompanied by support from the Kingston University Business curriculum with a focus on health inequalities. various forms of research and support. Outputs School Centre for Work Life Research (CWLR), supporting international students and drawing include the increased sharing of knowledge and Kingston University School of Education and the 5. Introducing the global dimension to on their experience to enhance the global skills through networking and the increased Council for Education in World Citizenship, learning into continuing professional learning of all students provision of local level workshops such as: (CEWC). Accreditation will be offered by all three development (CPD). developing strategy and policy ‘PC World’ - a workshop for part-time adult universities involved using the ECTS (European networking and disseminating educators, who work for the WEA, about Credit Transfer System). Though the School and the University had a strategic commitment to ‘internationalising understanding globalisation by looking at how Staff comment: “…I needed somewhere to the curriculum’, opportunities to draw together and where computers are made. explore ideas with other lecturers first before I felt different yet compatible initiatives were limited. Eradicating racism - to train, guide, and The project is being run in partnership sufficiently confident to introduce (such ideas) into Established cross-School bodies had a strong support global justice advocates, learning skills with the Universities of Gavle (Sweden) my sessions. This is an area where we really do interest in the first three categories above, for in cultural competence. It will focus on the out and Bourgas (Bulgaria) and is need some joined up thinking. I’ve been amazed example the Inclusion and Diversity Committee, comes of the 2001 World Conference against coordinated by Titus Alexander, at the amount of experience around which I didn’t the Academic Skills Development Group, the Racism and the 2007 anniversary of abolition Scarman Trust in association with: realise was there to be tapped into.” of the slave trade in the British colonies. Widening Participation Group and the Professor Richard Ennals Collaborative Unit. However, linking the local ‘Human rights’ - a four-day course for teacher Director and global was rare and tended to arise from In April 2006 the Global Dimension Network trainers, then teachers in Eastern Europe on Kingston University CWLR. individual programme teams, often in isolation opened its membership to faculty across Brookes how they can improve their own circumstances email: [email protected] from each other. and has a thriving membership. Initiatives are and society, and how to make global Les Stratton shared via a series of seminars at which ongoing problems personal. Director research projects and curriculum initiatives are Operating as a community of practice, the ‘Culture and Migration’ - working with minority CEWC presented and discussed. Global Dimension Network (GDN) drew upon groups, using cultural tools such as dance, email: [email protected] music, stories, myths, sports. participatory approaches that are often associated Urszula Basini with teaching and learning through the global ‘Biodiversity and climate change’ - introductory email: [email protected] dimension, such as collaborative exchange and sessions on each of these topics, which will be Dr Katy Newell-Jones Cynthia Jones mutual learning. The GDN also provided a forum adapted for different target groups. Visiting Fellowships with Nuffield Department Kingston University School of Education. for debate and conceptual exploration in which of medicine, Oxford University and email: [email protected] expertise and visions were shared. Membership Oxford Brookes University. web: www.unitinghumanity.org was initially open to academic staff across the email: [email protected] School and students on the MSc Higher Sally Davis Professional Education programme and included Programme Leader Rehabilitation. professionals from nursing, midwifery, email: [email protected] occupational therapy, dermatology, social care and education. Mary Woolliams Lecturer in Adult Nursing. email: [email protected]

The Global University The role of the curriculum 30 31 4.4 4.5 University of Sheffield & The Open University: Universities of Southampton, International and Comparative Social Policy Group, E-learning Keele & Liverpool (John Moores): Global Welfare Project Teaching Citizenship in Higher Education

Global perspectives are central elements in social The integration of a global perspective enhances This is a three year consortium-based project There is a dedicated project website providing free policy studies and have contributed to the traditional social policy programmes by drawing financed under phase 5 of the Higher Education access to the learning activities and associated emergence of global welfare studies in the social attention to: new forms of collective action Funding Council’s Fund for the Development of support materials. (The site was undergoing policy curriculum today. Institutional and attempting to address social needs; the range Teaching and Learning (FDTL) initiative. The a makeover at the time of writing.) Likewise the intellectual developments as much as student of factors shaping the development of health project started in January 2005 and its goal is existing activities are being refined in the light interest and changing patterns of post-degree and welfare arrangements; policy responses to to develop a series of on-line learning activities of feedback from students, tutors and employment and student travel have fuelled different country contexts; and the social welfare which will enable students of politics, international educational developers. this change. dimensions and implications of foreign policy relations and related disciplines to engage more in relation to trade, aid, finance and fully with citizenship education. economic development. Global welfare studies is a multidisciplinary Dr Graham Smith field of study that is essentially internationalist, The activities are being designed in such a way Project Director combining cross-national comparative The International and Comparative Social Policy that they can be incorporated into subject-based School of Social Sciences approaches to analysis of social policy with Group (ICSP) is a special interest group operating curricula and either replace or complement University of Southampton. the transnational processes involved in the under the auspices of the UK Social Policy existing modes of teaching and learning. For email: [email protected] development of health and social welfare services. Association. The Group aims to advance global each activity resources are being produced and Roger Ottewill The integration of global welfare studies into approaches to the study of human welfare by suggestions provided as to how they can be Project Manager HEI social policy programmes has generally supporting a wide range of learning and used to best effect. Through engagement with School of Education proceeded in three ways: teaching activities. the activities students will be able to consider University of Southampton. and reflect on different aspects of citizenship email: [email protected] at a number of levels. 1. The most common approach, requiring the The Group’s website (below), part-funded by the web: www.politics.soton.ac.uk/citizened least institutional adjustment, has been HE Academy Subject Centre for Sociology, incorporation within existing modules primarily Anthropology and Politics (C-SAP), provides One of the activities, which is currently being oriented toward British or European social a common pool of resources freely accessible developed, relates specifically to ‘global policy. However, time constraints often mean by lecturers and students. This site is partnered by citizenship’. This aims to raise student awareness only a taster of issues can be covered. a collaborative E-library developed for the Global of the complex and contested nature of what it 2. Modules explicitly addressing the transnational Welfare Project by Dr Theo Papadopoulos at the means to be a ‘global citizen’. By means of dimensions of social welfare issues and policy and Professor Bob Deacon, the a variety of learning resources, including four developments as they affect countries at Director of the Globalism and Social Policy video clips of academics giving their views on different levels worldwide (London Programme run by the University of Sheffield and the topic, and associated questions, students Metropolitan’s ‘Global Social Policy’; Queen’s the National Research and Development Centre will be challenged to clarify their underlying University Belfast’s ‘International Organisations for Welfare and Health (STAKES), Finland. assumptions and to consider how they see their and Social Policy’; Sheffield University’s position in the world. ‘Globalisation and International Policy Analysis’; Sheffield Hallam University’s Dr Zoë Irving ‘European Social Policy in a Global Context’); Lecturer in Comparative Social Policy and taught postgraduate programmes. Department of Sociological Studies 3. Degree programmes on international social University of Sheffield. policy are offered at both undergraduate email: [email protected] (London South Bank University’s ‘International Dr Nicola Yeates Social Policy’) or postgraduate level (Bath Senior Lecturer in Social Policy University’s ‘Globalisation and Social Policy Faculty of Social Sciences Analysis’ or ‘Social Policy and Planning in The Open University. Developing Countries’ at the London School of email: [email protected] Economics), as a single subject or combined web: www.globalwelfare.net with another subject such as international http://globalwelfarelibrary.org relations, health studies, or development studies. www.gaspp.org

The Global University The role of the curriculum 32 33 4.6 4.7 Centre for Global Education (CGE) & The Global-ITE Project: Queen’s University, Belfast (QUB) Global Dimension Trust (UK) in partnership with Egerton University (Kenya), Kapila Khandvala College of Education (India) and the University of Gloucestershire (UK)

The Centre for Global Education in Belfast has The Department nominates a representative to sit The Global-ITE Pilot Project initiative, The total Global-ITE ‘package’ from this pilot a long-standing and mutually rewarding on the CGE Management Board. This helps coordinated by the Global Dimension Trust programme in the three participating countries relationship with the Department of Sociology and maintain the Centre’s profile within the University (a Gloucestershire-based NGO), placed great aimed to develop ‘Shared Sustainable Practices’, Social Policy at Queen’s University. The Centre and has led to CGE making links with other emphasis on the ‘Sharing and Learning’ of local underpinned by educators working in partnership provides a range of educational services for departments, particularly Geography and Politics. and global perspectives between the three across cultural and curricular boundaries. It is students taking ‘The Sociology of Development’ In 2005, the Centre hosted a student from the participating countries. worth noting that in Kenya, project activities module at QUB. The module involves a series of Department of Geography under the new extended to the formation of ‘Global-ITE Clubs’ lectures on development theory and practice and ‘Geography at Work’ placement scheme for in many schools and production of ‘Global’ The aim was to enhance incorporation of the a written assignment which applies a theory of the first time. This form of mutually rewarding school newsletters. A Global-ITE project report is global dimension (DfES et al 2005) within initial development to a developing country through the collaboration may offer an additional element to available from GDT, including a project summary teacher education and training or ITET (termed study of a specific issue (such as aid, debt, HEI-NGO partnerships in the future. The university and details of the action research projects ‘Pre-service Teacher Training’ in India and Kenya) transnational corporations and trade). can broaden its range of study options to students and approach. and so bring a more accurate, up-to-date and and the NGO can benefit from additional real understanding of global citizenship to the voluntary support, particularly in the area The Centre provides students on the course with school curriculum. of research. a reading list of appropriate resources available Greig Whitehead, from the Centre, the requisition of resources Project implementation centred on action Global Dimension Trust (GDT) recommended by QUB staff, the opportunity to The Centre has recently started to extend its research, which was guided by a teacher educator Cheltenham borrow rather than buy specialist resources, services to the University of Ulster at Jordanstown and carried out by a student teacher, during Gloucestershire. research facilities including a computer database where development courses in the context practice teaching in associated secondary schools. email: [email protected] of books and periodicals, photocopying facilities, of Sociology are also being delivered. It is The approach was cross-curricular. Ideally Dr Alison Scott-Baumann and access to box files on countries and issues, encouraging that new opportunities for the study issue-based, it linked the school to local needs Senior Lecturer and professional guidance from the Centre staff. of international development are being created and included global connections. School of Education at third level including Initial Teacher Education University of Gloucestershire. with new courses coming on stream in St. Mary’s An additional benefit to the students is lectures by email: [email protected] University College (Belfast) and the University of This action research centrepiece was supported by development personnel in the NGO sector that Ulster at Coleraine. These courses should, a variety of critical processes: bring a more immediate and insightful perspective in turn, generate further interest in and use of on the issues covered by their course. For exam- An annual launch conference in each country, CGE services. ple, the Centre’s annual lecture is held on campus and a joint international conference, rotating and is normally delivered to students from the between countries each year. Department of Sociology (and other departments) General workshops for PGCE and BEd cohorts, by an activist within the development sector. Stephen McCloskey with more intensive guidance for student Director teachers who selected a global dimension focus. The Centre benefits from this relationship through Centre for Global Education Belfast. The design and development of an interactive access to the 100-plus students who enrol for Madeleine Leonard and dedicated website, including a discussion the course annually, student membership and Department of Sociology and Policy board for teacher educators and student photocopying fees, the promotion of the Centre Queen’s University Belfast. teachers and posting of Action Research and its resources at tertiary level. email: [email protected] Projects (ARPs) and/or lesson plans. web: www.centreforglobaleducation.com Outreach to and incorporation of ideas and initiatives from local and global NGOs to The Department of Sociology benefits from enhance and enliven the ARPs (and the a reference point for students taking courses on teaching curriculum). development. The university library does not provide the breadth of resources on development Study exchange for groups of educators that are available from CGE. Academic staff can (HEI staff, student teachers and practising also call on the Centre to support lecture delivery teachers), including vital experiences within and identify speakers from within the statutory and both education and development sectors, non-statutory development sectors, which helps to to lead to heightened understanding broaden relationships within the NGO sector and empathy. and can lead to further collaboration on course delivery and research partnerships.

The Global University The role of the curriculum 34 35 4.8 Skillshare International & the University of Leicester Medical School: Health and Development Special Study Module (SSM) SECTION 5

This third year module was developed in 2002 to To support and encourage curriculum WAYS FORWARD bring together medical and voluntary sector development for global health education beyond expertise to develop professional skills and Leicester, Skillshare International in partnership increase understanding of how the socio-cultural with the medical school in Nottingham is now and the economic impact upon health care across offering a new special study module on global the globe. Led by Skillshare International’s health and development, first term of running returned health trainers and senior academics, the was autumn 2006. Chris Shiel module also involves Skillshare International staff Bournemouth University based in Africa and India as guest speakers and Chair of DEA Higher Education Committee In addition in 2005, Skillshare International set online mentors. up a Best Practice Network for Global Health Education with health professionals from other Students are exposed to global perspectives HEIs and organisations. Two well-attended on health, access to health care services, meetings took place in 2005. The Best Practice global issues such as human rights, gender Network aim is to focus on sharing practice empowerment, infectious diseases and HIV/AIDS, through , and different sectors’ efforts to achieve inter-professional dialogue, professional bodies, health-related Millennium Development Goals. influencing decision-makers and raising The SSM has been delivered consecutively awareness of the main issues in global from Autumn 2002-2006. Over this period, health education. 64 students (including 12 from developing countries and 10 from continental Europe) enrolled for the module. The continuing evaluations indicate that students’ understanding Dr Raul Pardíñaz-Solís of development and health issues in Africa and Development Awareness Officer India has expanded: Skillshare International. email: [email protected] SSM student: “Before the course started I knew nothing about health issues in Dr Adrian Hastings developing countries. The Health and Senior Lecturer in Medical Education Development Special Study Module has made University of Leicester. me realise the problems people face. I’ve email: [email protected] always wanted to work in Africa and the Module has reinforced my desire to do so.” SSM student: “It has challenged me in a number of ways. It has challenged my views on the way the West actually interacts with developing countries I am more inclined now to believe the West holds the developing countries in poverty rather than what I used to believe which was that we are quite sympathetic to their needs.”

Dr Adrian Hastings, the module leader and senior academic at the medical school, has developed an attitude survey on how student attitudes towards development issues and health have changed.

The Global University The role of the curriculum 36 37 5 Ways forward

World events since 2001 have reinforced the importance of developing global Albeit that the HEFCE publication was not entirely The curriculum progress evidenced here is citizens, who are equipped to live and work in multi-cultural contexts and who welcomed by the sector (many institutions pleasing to note, particularly as the HEPS project displayed resentment, and some outrage, at the concluded that while good progress had been are better stewards of this planet than their forbears. This is critical if we are to interference of the Funding Council in areas which made in some institutions with regard to the use secure a more harmonious and sustainable future. Higher Education (HE) has were seen as ‘outside of their remit’), such interest of ‘natural resources’ (energy efficiency, reducing an important contribution to make and, indeed, a key responsibility with regard should be applauded: one could argue that since waste for example). There was ‘less progress with the Toyne Report, higher education (HE) has regard to human and social capital’ (HEPS 2003 to contributing to change: ensuring that graduates develop the appropriate largely excused its role. That is not to say that p29), with partners reporting that putting knowledge, skills and values to be effective in a globalised world and are there have been no developments with regard to sustainable development into the curriculum was empowered to challenge inequity, injustice and unsustainable development, sustainable development, but real progress has ‘harder’ and had met with ‘barriers’. HEPS17 certainly been patchy. ‘Progress’, it should be recorded disappointment that the curriculum is vital if we are to achieve sustainable progress. acknowledged, has included some excellent issues had not really been addressed. environmental initiatives under HEPS, and the DEA’s Global Perspectives in HE Project18 has As we move forward further into the UN Decade Unfortunately, a historical review of policy This is where the DEA’s higher education work certainly inspired change and established of Education for Sustainable Development and initiatives, with regard to sustainable development has had, and is making, a significant impact, momentum but evidence of substantial change with the emphasis placed by government on and global perspectives, reveals a history of contributing to the change agenda not merely by 14 across the sector, of a coherent and grander global citizenship and sustainability, this emphasising the criticality of the issues, followed raising awareness of global perspectives amongst scale, is hard to identify. publication is timely. It represents just one of a by periods of complete inaction, particularly on HE stakeholders but also seeking to facilitate series of outputs arising from partnership working the part of Higher Education. ‘Inaction’ however, change. Developing global perspectives, and between the DEA and Higher Education can no longer be an acceptable response: the UK A partial explanation for the lack of dramatic seeking to produce graduates who understand the Institutions (HEIs), as part of a progressive Government’s ‘Sustainable Development Plan for change may well lie in the difficulty in agreeing interconnection between the global and the local strategy15 to secure broader engagement with the Education and Skills’ and ‘Putting the World into definitions of the concepts19 and the turbulent and the need for global sustainability, essentially development of global perspectives and education World-Class Education’ present compelling drivers context of higher education, where public funding requires refocusing the curriculum; at the heart of for sustainable development. which seem impossible to ignore. Indeed, the per student has more than halved in the past 25 the DEA’s HE work is a commitment to support HEFCE consultation document ‘Sustainable years, and yet, the number of initiatives that this process. Development in Higher Education’ (HEFCE 2005) The policy context (referred to in the introduction) require attention has increased. A culture where represents not only the growing recognition by and the employability drivers are significant. ‘doing more with less’ has become normative, government of the importance of sustainability They were articulated cogently at the DEA’s HE is hardly auspicious for persuading staff to take and global perspectives but confirms the Conference in 2005: ‘Graduates as Global responsibility for including further issues of global responsibility of higher education in addressing it. Citizens: Quality Education for the 21st century’ concern within curriculum. However, curriculum and reinforced at the follow on conference at change (or broadening of curricula) is what seems Bournemouth, ‘Education for Sustainable “In our view the greatest contribution higher vitally important, if we are to respond to global Development: Graduates as Global Citizens’. education has to make to sustainable development challenges. This publication evidences that some These events, the publication from HEFCE16 and is by enabling students to develop new values, institutions are developing initiatives which take the interest of the HE Academy, underscore the skills and knowledge. The main (though not the global perspectives on board and provides responsibility of HEIs to participate and devise only) way to make this happen is through illustrations of curriculum development. new approaches. curricula and pedagogy.” (HEFCE 2005, p13)

14. DfES (2004) Putting the World into World Class Education; Sustainable Development Action Plan for Education and Skills 17. Higher Education Partnerships for Sustainability (HEPS), was funded from 2000 as a three year project. 15. See DEA website, www.dea.org.uk/higher It established a partnership group of HEIs, achieving their strategic objectives through engaging with the sustainable development agenda, with a view to guiding others in the same direction. 18 higher education institutions participated. 16. HEFCE (2005) Sustainable Development in Higher Education 18. DEA (2005) 19. The Royal Geographical Society project, Global Perspectives in Higher Education, The Global University highlights the ‘multitude of terms’ in use and the ‘lack of mutual understanding’. The role of the curriculum 38 39 5 Ways forward continued

Incorporating ‘global perspectives’ into the As large employers, HEIs have a duty to So if the drivers are fairly obvious, what is the way forward and what can curriculum and the life of a higher education contribute to sustainable development through we learn from the case studies presented in this publication? institution is not without its challenges but the the more efficient use of resources and every rationale and benefits are clear. In summary HEI has an interest in reducing (but not exhaustive): energy consumption. It could be hopefully assumed that the case An explanation for the diversity of approaches The policy context provides an important driver Developing graduates who are empowered to studies represent the ‘tip of the iceberg’. They represented here, and why there seems to be no, for change: policy documents link the terms make a better contribution to society means demonstrate a range of activity going on in the ‘one way’ to do this, lies perhaps in the such as ‘global citizenship’, ‘sustainable that we all stand to gain. “Any democratic sector across a variety of discipline bases. Such importance of champions: the champion development’ and highlight the role that society worthy of the name must ensure that its variety provides confirmation that there are many (as change agent) often initiates action in those education must play with regard citizens have the intellectual tools and cultural ways to engage: from the discipline level, to aspects of the organisation where they have some to developments. space to meaningfully interrogate the validity programme level, to institutional approaches. immediate control and the most opportunity to Learning which includes a global perspective claims of powerful individuals and institutions” A common theme throughout is a commitment influence. Another explanation lies in the ability of addresses more effectively the employability (Blewitt 2002). to embracing a global dimension and enhancing the ‘initiator’, to make the link between the global agenda: ‘employability’ is on the agenda of the learning experience of students, through dimension and their subject area: some subjects every HEI, with ‘global employability’ an And finally, the sector may not be able to ignore a range of pedagogic approaches. may lend themselves more readily to change than 20 important goal . sustainable development indefinitely: HEFCE’s others. The challenge then becomes a question of how to escalate such developments to move Developing a global perspective enhances the intervention might not have been popular but their Perhaps initiatives that directly address sustainable beyond subject and department boundaries, development of the ‘critical’ skills that are at the interest continues (a Strategic Review of SD in the development (in an environmental sense) are less to involve a wider group of learners and subjects heart of learning outcomes for all graduates: sector is currently underway) and UK Government apparent in this publication but an assumption which may not, at first glance, appear amenable it is the very role of education to help students continues to push this agenda. might be made, that such issues are incorporated to incorporating global perspectives. locate knowledge in the wider political, within approaches to develop global perspectives. environmental, social and economic contexts. An important reminder is that: It could also be argued that the very role of HE “A global perspective emphasises ‘human values’ At the level of developing curriculum, the case is to develop students who interrogate studies provide evidence of a variety of new units, conventional wisdom. Can educators claim to but not at the expense of ignoring the need for sustainable development and environmental modules and initiatives, from undergraduate to have fulfilled this function if they do not address postgraduate, to whole programme initiatives. global issues? issues. An understanding of sustainable development is part of the knowledge required of These are excellent offerings for those groups of A global perspective embraces the global citizen who will also comprehend the students who enrol, but if all students need to ‘internationalisation’ which is at the heart of potential impact of local activity on the global and develop global perspectives, how could the institutional strategies to be and become vice versa, with regard to such things as pollution knowledge and experience integral to ‘electives’, ‘world-class’ but is also a key driver in terms of and climate change, exploiting natural resources or ‘named awards’, be developed in other overseas recruitment. Introducing global etc. Adopting a global perspective requires that programmes of study? If the assumption is that perspectives is compatible with, and enhances, actions that secure more sustainable development everyone needs to develop as ‘global citizens’, internationalisation strategies. are pursued; actions that are not sustainable are how could opportunities for learning be opened Global perspectives better prepares students for challenged and; change is sought to ensure that up to students whose course or programme, contexts of ‘diversity’ which in turn enhances development does not compromise the quality of does not include ‘global’ in the title? the student experience of campus life: ‘diversity’ life for future generations.” (Shiel 2005) is an issue that HEIs cannot ignore.

20. Archer (2005)

The Global University The role of the curriculum 40 41 5 Ways forward continued

As some case studies show, ‘internationalisation’ International volunteering is also shown within The holistic approaches adopted at Leeds Met that a context where ‘citizenship education’ is is one aspect of developing a global perspective. this publication as a powerful vehicle to enable and Bournemouth are perhaps examples that all part of the school curriculum, it has given rise to However, it is important to note that perceptions students to experience development issues at first HEIs should be working towards. These two cases openings for global perspectives initiatives across of ‘internationalisation’ should not be limited hand. These opportunities may only be available evidence the substantial progress that these ‘education’ faculty. The challenge then becomes, to sending students overseas or recruiting to a select few, but it is important not to institutions have made since their earlier how to scale up these developments initiated international students (the latter being a common underestimate the learning that accrues from engagement with development education21. within ‘education’ programmes and disseminate perception in HE). Attention to what form volunteering and community activity, at any level A further feature that BU and Leeds Met share, across other subject domains. ‘internationalisation at home’ might take is (Annette 2001). Community engagement is one is that from an early stage both institutions equally important. Internationalisation at the way to engender a sense of citizenship. Activities established Global Perspectives Groups (internally) Various cases provide evidence that developing ‘local’ level needs to be about ‘integrating an for students to contribute to the local community and enjoyed the support of university chaplains, and participating in networks serves as a useful international, intercultural, or global dimension’ are also easier to implement on large in what can be a considerable challenge. vehicle to scale up activities, share learning and into education (Knight 2005). The development undergraduate courses. First-year students may The Manchester case study highlights an build support for change. The Skillshare of courses that are ‘truly international’ in the sense need to explore local citizenship as a starting important issue that institutional approaches International/Leicester University case study, in that course content and pedagogic approaches point, before they engage with broader concerns. always face: working across disciplines is critical particular, shows how a network contributes to incorporate diverse perspectives, examples from Whatever the approach, the development when broadening the curriculum but handling increasing the quantity and quality of global other cultures and opportunities for cross-cultural education principle of ‘starting from where the and encouraging interdisciplinary learning ‘needs health education through a ‘Best Practice learning, is an important step in developing learner is’, seems an important one to note. care and sensitivity’. Network’. Similarly, the Global Dimension a global perspective. Network (Oxford Brookes) for academic staff in It would be easy to assume that university-wide Influencing an institution’s Learning and Teaching health and social care acts as a ‘community of This publication shows that opportunities which approaches suggest the greatest potential to effect strategy certainly seems to be an important goal, practice’ which enables collaborative learning, enable students to study in other countries, as change and bring the most exciting benefits. if a global perspectives approach is to make an and provides a forum for debate and mutual part of their studies, is a valuable approach in Once achieved, they certainly do seem to acquire impact across the entire curriculum; leveraging support for development initiatives. developing a global perspective. The benefits to inspirational momentum, but it is important not to change through internationalisation also seems those students who participate are considerable, underestimate the difficulties of gaining broader a potential entry point for change. Most HEIs will Such networks may be mainly internal in focus but bringing the global into the local is an institutional ‘buy in’. Success is often dependent have an ‘Internationalisation’ strategy so making to draw interested participants together, or extend equally important challenge. UK students who on a few committed academics lobbying for alliances with an institution’s ‘International Office’ across subject specific disciplines externally may never go abroad, also need to appreciate change and aligning bottom up and top-down would seem to offer certain advantages. A case (for example, POLIS, Politics on line and education the global context of their lives, the global approaches. Securing senior management that argues that a global perspective enhances the for citizenship skills; the International Comparative dimension of their subjects, and the importance support to affect process and culture change is experience of all students and makes an institution Social Policy Group). If interest can be inspired of the local-global interconnections. an important stage in developments. a more attractive place for international students across a subject domain, then opportunities will undoubtedly attract institutional favour. become available to influence curriculum Similarly, demonstrating that including a global A campus environment where diversity is Bournemouth University (BU), Leeds Metropolitan provision across the sector. perspective is compatible with being enhanced by the presence of international and the University of Manchester all provide a ‘world-class university’ should be an acceptable students, offers a rich environment for developing evidence where successful change has been rationale to secure support from senior staff. The positive role of Chaplains within these global perspectives in the ‘local’. How many HEIs achieved through strategic approaches (involving networks is highlighted more than once. They can and UK students really capitalise on the potential top-down and bottom-up). BU and Manchester make an important contribution to institutional of learning from international students studying in evidence how change can be levered through Faculty-wide approaches and discipline-based change, but may also bring different perspectives the UK? How many academics ensure that, Learning and Teaching, while at Leeds Met a approaches seem easier if you can sell the links on global issues and curriculum development, in a multi-cultural learning environment, their focus on ‘internationalisation’ has proved an entry between global perspectives and the subject, or for example, University of Leeds (2.3). pedagogic approaches and assessment strategies point for wider change. create new courses that generate new fee income. maximise multi-cultural learning? Teacher training case studies22 provide evidence

21. Both Leeds Met and BU were part of the DEA Global Perspectives in HE project. 22. DEA (2004) Global Perspectives and Teachers in Training London: DEA

The Global University The role of the curriculum 42 43 5 Ways forward continued

So where do we go from here? Achieving change on a grand scale is bound to However, the immediate challenge is to convince take time, but what seems critically important is academics that their teaching should provide that, rather than seeing this as an overwhelming students with the knowledge, skills and values to It is hoped that the variety of case studies As the commitment of senior managers is vital agenda, individual academics and curriculum participate in a global society; create opportunities presented in this publication will serve as to secure strategic change, a further DEA developers reflect on: to explore values, attitudes and the perspectives a springboard for others to consider ways that publication ‘The Global University: The Role of How their particular subject area might be of others; and that students are empowered to global perspectives might be introduced, or Senior Manager’s, is planned for the future. broadened to include global perspectives23? challenge perspectives. If we do not promote activities ‘scaled up’, within their own institutions. Activities are also underway to engage student-led change, then we are responsible for delivering What areas that they could influence, to ensure an education that supports the maintenance of They certainly suggest a range of possibilities to groups. Appreciating the perspective of the that more graduates develop as global citizens? inspire change. Each case study provides contact learner has to inform the change process but is the status quo. details presenting the opportunity to find out also important if development approaches How the curriculum and the extra curricular experience might be developed, such that more, if an initiative described suggests potential are to be deemed inclusive. Two quotes seem particularly pertinent: for transferability. students feel empowered to champion change? What networks they could join, or lever to “As educators we have a unique opportunity and Developments such as these are obviously greatly influence change, remembering that NGOs a clear responsibility to help prepare our students The Royal Geographical Society report, facilitated if initial funding provides a thrust: (both local and national) offer support to be responsible citizens of the future.” commissioned by DFID, highlighted how exploring new sources of funding and support for and inspiration. (Slater 2003). important it is to: “[showcase those] institutions developing the HE agenda will certainly impact who are taking a strategic approach and upon success. However, equally important, is Which ‘significant others’ within their own embedding GP; support those who are interested ensuring that funding initiatives are in themselves institution, such as Chaplains, Heads of However, while “global perspectives are important in taking it further; seek ways to demonstrate sustainable: too much energy is already wasted Learning and Teaching, Pro-Vice-Chancellors, and relevant to Higher Education ... integrating to those who have done very little the across the sector competing for small pots of might provide support and encouragement them across disciplines, departments and significance [of GP].” money, where only one organisation will succeed to establish momentum for change? institutions is a huge challenge”. (Lunn 2006, p6) and many others will be unsuccessful. How to initiate debate about what a ‘global university’ might look like, exhibiting the Hopefully, this publication will stimulate further This publication has gone some way in providing qualities of a responsible ‘global citizen’ a ‘showcase’ for examples of practice. developments across the sector. The challenge (at the corporate level), and how such a vision may be ‘huge’ but with time, ensuring that the might be achieved? curriculum incorporates a global perspective will The DEA’s ongoing higher education work will become commonplace. continue to provide support and brokerage for The potential to bring about change through the those institutions that are interested in developing learning experience HEIs provide students seems these activities further. Exploring ways to increase obvious: graduates can change the world of Chris Shiel capacity across the sector and developing work and have opportunities to influence Bournemouth University examples of how global perspectives relate to the decisionmaking structures throughout their lives. Chair of DEA Higher Education Committee full range of subject disciplines will be important: Higher education in this country needs to ensure activity with the HE Academy and its subject that students are equipped to face this challenge networks is already underway. and to make a positive difference to the way the world functions.

23. The earlier publication, Global Perspectives in Higher Education, McKenzie et al 2003, is a useful resource, providing an articulation of the range of knowledge, skills and dispositions required for a global perspective.

The Global University The role of the curriculum 44 45 Annette, J. (2001) HEFCE (2006) Global citizenship and learning communities, Strategic Plan March 2006/13 Guide Bristol: SECTION 6 Development Education Journal, Vol 8.1, DEA Higher Education Funding Council for England Archer, W. (2005) HEFCE REFERENCES The Global University: What are employers looking for?, Corporate Social Responsibility (CSR) Policy. Graduates as Global citizens: Available from www.hefce.ac.uk Quality Education for the 21st Century. DEA Conference, London HEPS (2003) On course for sustainability, Report of the Higher Education Blewitt, J. (2002) Partnership for Sustainability 2000-2003. London: Higher New learning in the learning age, Education Partnership for Sustainability Development Education Journal, Vol. 8.3, DEA Knight, J. (2003) Darnton, A. (2005) Updating the definition of internationalisation Mass Action and Mass Education, of higher education, Make Poverty History in 2005, Development Education International Higher Education, Fall 2003 Journal Vol.12.2, DEA Lunn, J. (2006) DEA (2005) Global Perspectives in Higher Education. The Royal Graduates as Global Citizens: Quality Education Geographical Society with IBG research project report for for Life in the 21st Century. DFID. Available from www.rgs.org/globalperspectives Conference report available from www.dea.org.uk/publications Mayo, M. (2005) Global Citizens. London: CSPI/Zed Books DfES (2003) Sustainable development action plan for education and McKenzie, A. et al skills. Available from www.dfes.gov.uk/sd (2003) Global Perspectives in Higher Education, The Improving Practice Series. London: DEA. DfES (2004) Available at www.dea.org.uk/publications Putting the World into World-Class Education: An international strategy for education, Niezen, R. skills and children’s services. London: Department for (2004) A World Beyond Difference. Oxford: Blackwell Education and Skills

DfES et al (2005) Shiel, C. and Mann, S. (2005) A Global Perspective at Bournemouth University: Education Developing the Global Dimension in the School Curriculum. for Global Citizens and Sustainable Development. HE DfES 1409-2005DOC-EN Department Leadership Foundation Fellowship project report, for Education and Skills. Available from Bournemouth University www.globaldimension.org.uk

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