Graduates and Global Citizens

1. Graduates and Global Citizens Perspectives on Learning & Teaching David Killick Leeds Metropolitan University 1

2. Internationalisation • What is it? • How is it related to globalisation? • What might be some appropriate ‘graduate attributes’ for global citizens? • Cross-cultural capability & global perspectives Leeds Metropolitan University 2

3. Basic PropositionsInternationalisation - • is about all students • must be embedded across the disciplines • requires a strategic approach • requires a whole institution approach • is not an optional extra Leeds Metropolitan University 3

4. Basic PropositionsInternationalisation - • is about all students • must be embedded across the disciplines • requires a strategic approach • requires a whole institution approach • is not an optional extra • Meeting the needs of diverse students • Capitalising on the diverse perspectives and knowledge of those students • Our own development to help achieve these Leeds Metropolitan University 4

5. “Graduate attributes for effective and responsible engagement with a globalising world” Cross-cultural capability • Intercultural awareness and the associated communication skills. • International and multicultural perspectives on one’s discipline area. • Application in practice Leeds Metropolitan University 5

6. Global Perspectives • the relationships between local actions and global consequences, highlighting inequalities • helping us reflect upon major issues such as global warming, world trade, poverty, sustainable development, and human migration, and • promoting a response based on justice and equality not charity.” Leeds Metropolitan University 6

7. critically examine how the student, through participation on the course and as a member of the university community, is enabled to develop: • the awareness, knowledge and skills to operate in multicultural contexts and across cultural boundaries • the awareness, knowledge and skills to operate in a global context • values commensurate with those of responsible global citizenship.” Leeds Metropolitan University 7

8. Interaction • Read the instructions on your card • Immediately begin • Carry out the instructions with everybody in the room • When you have finished – please sit down again Leeds Metropolitan University 8

9. Barriers to engaging with the ‘other’ Individualism Power Distance Uncertainty- Avoidance Masculine/Feminine Time Orientation Haptics Proxemics Chronemics Kinesics Oculesics Prototypes, Stereotypes & Misattribution World View Schema Leeds Metropolitan University 9

10. For each, think of a nationality who are said … • … to treat their wives very badly. • … to be very hypocritical. • … to be cruel to their children. • … to be un-hygienic. • … not to have proper meals • … to be cold and hard, like their weather Leeds Metropolitan University 10

11. Stereotyping • “International” Students = ? • “Asians” = ? • Chinese students = ? 6,706,993,152 731,000,000 1,330,044,544 4,050,404,000 Leeds Metropolitan University 11

12. Classic Misattribution Error • When we do good – it’s down to us. • When we do bad – it’s down to circumstance. • When ‘they’ do good – it’s down to circumstance. • When ‘they’ do bad – it’s down to them. Leeds Metropolitan University 12

13. Misattribution Leeds Metropolitan University 13

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16. Prototype Theory Leeds Metropolitan University 16

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18. Schema Leeds Metropolitan University 18

19. Supply Chain Management In pairs – quickly note key features in supply chain management as it applies to the agricultural industry Leeds Metropolitan University 19

20. Crossing the line Leeds Metropolitan University 20

21. Procedural Schema Leeds Metropolitan University 21

22. A man went to the doctor … Leeds Metropolitan University 22

23. Watch Your Tongue! • Whose language is it anyway? • “International” English Leeds Metropolitan University 23

24. English as an International Language – Kachru’s Model • 0.5 billion speakers of English in inner and outer circles • 1.0 billion in expanding circle • 80% of conversations in English involve no native speaker Leeds Metropolitan University 24

25. Sounds • OK • She lives in London • Final falls • The importance of stress … …….and impotence Leeds Metropolitan University 25

26. Get … Leeds Metropolitan University 26

27. Sentences + Pragmatics I’m in the bath. Leeds Metropolitan University 27

28. Communication Schema Cultural “norms” Stereotyping Issues and Impact Culture Shock Leeds Metropolitan University 28

29. Aspects of Culture Shock • anxious, confused, apparently apathetic • lacking points of reference, social norms and rules to guide their actions • powerlessness, meaninglessness, normlessness, self and social estrangement, and social isolation • a continuous general ‘free-floating’ anxiety which affects people’s normal behaviour Adrian Furnham, The experience of being an overseas student, in McNamara & Harris (Eds) 1997 Overseas Students in Higher Education: Issues in teaching and learning, Routledge, pp14-15 Leeds Metropolitan University 29

30. Culture Shock – continued • confusion in role, role expectations, values, feeling and self-identity. • surprise, anxiety, even disgust and indignation after becoming aware of cultural differences. • feelings of impotence due to not being able to cope with the new environment. Adrian Furnham, The experience of being an overseas student, in McNamara & Harris (Eds) 1997 Overseas Students in Higher Education: Issues in teaching and learning, Routledge, pp14-15 Leeds Metropolitan University 30

31. How good is your world knowledge? • Sketch a map of the world Leeds Metropolitan University 31

32. Geographic projection Leeds Metropolitan University 32

33. GDP Projection Leeds Metropolitan University 33

34. Internet projection Leeds Metropolitan University 34

35. Population projection Leeds Metropolitan University 35

36. critically examine how the student, through participation on the course and as a member of the university community, is enabled to develop: • the awareness, knowledge and skills to operate in multicultural contexts and across cultural boundaries • the awareness, knowledge and skills to operate in a global context • values commensurate with those of responsible global citizenship.” Leeds Metropolitan University 36

37. Review • Internationalisation is about higher education responding to a globalising world • One model proposes the twin dimensions of cross-cultural capability and global perspectives • Communication across cultures is a key aspect of cross-cultural capability • Understanding the barriers erected by our own cultural norms, values, schemas, and practices is an important attribute Leeds Metropolitan University 37

38. Review • May be more relevant to our home students than our international students • Home students further disadvantaged by speaking English as a first language • We need to develop & model good practice • Perhaps – effective intercultural group work is a key ‘tool’ to enable our students to be more effective in this dimension of global citizenship Leeds Metropolitan University 38

39. Leeds Metropolitan University 39

40. Diamond rank each of the statements on the requirements for an internationalised curriculum according to how important you think each to be. Diamond Ranking Most Least Leeds Metropolitan University 40

41. Review your ranking – on the basis of your choices, have you given most/ least importance to: Knowledge Skills Values & Attitudes Equal ranking =1 from each Most Least Diamond Ranking II Leeds Metropolitan University 41