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Global Learning for Global Colleges: Creating Opportunities for Greater Access to International Learning for 16-25 Year Olds

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Title: Global Learning for Global Colleges: Creating Opportunities for Greater Access to International Learning for 16-25 Year Olds
Language: English
Authors: Bentall, Clare, Bourn, Douglas, McGough, Hannah, Hodgson, Ann, Spours, Ken
Source: Journal of Further and Higher Education. 2014 38(5):621-640.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 20
Publication Date: 2014
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Adult Education
Descriptors: Access to Education, Educational Opportunities, Global Approach, Global Education, Adult Education, Qualitative Research, Curriculum Enrichment, Observation, Questionnaires, Mail Surveys, Telephone Surveys, Social Justice, Sustainable Development, Institutional Characteristics, Semi Structured Interviews, Classroom Observation Techniques, Partnerships in Education, Institutional Mission, Teacher Characteristics, Student Characteristics, Course Content, Graduation Requirements, Performance Factors, Foreign Countries, Colleges
Geographic Terms: United Kingdom (England)
DOI: 10.1080/0309877X.2013.817001
ISSN: 0309-877X
Abstract: This article explores the extent to which it is possible to incorporate global learning within the further education (FE) curriculum, drawing on the findings from the "Global Learning for Global Colleges" (2009-2012) research and development project, funded by the Department for International Development (DfID). Against a background of increasing pressures on the FE sector, the project worked with six colleges in England to develop initiatives to promote global learning in the curriculum. Qualitative data were collected through observations, interviews, questionnaires and phone or email conversations with staff. The research defines global learning as not just a focus on developing skills for responding to an increasingly globalised world, but an approach to learning based on a concern for social justice, developing learners who see the relevance of their learning about global issues for their everyday and future lives. A number of factors are identified as having an influence on the process of incorporating global learning: existing institutional priorities and overseas partnerships; personal experience and enthusiasm of staff; level of subject and profile of students; exam and syllabus requirements. The findings illustrate both an enthusiasm for global learning, with colleges developing creative ways of exploring global issues with learners, and numerous challenges. The research suggests that local factors are critical and that, in the absence of a national policy requirement for global learning, these local factors need to be supported if colleges are to develop their approaches still further.
Abstractor: As Provided
Number of References: 30
Entry Date: 2014
Accession Number: EJ1035588
Database: ERIC
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  Data: Global Learning for Global Colleges: Creating Opportunities for Greater Access to International Learning for 16-25 Year Olds
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Further+and+Higher+Education%22"><i>Journal of Further and Higher Education</i></searchLink>. 2014 38(5):621-640.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
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  Data: This article explores the extent to which it is possible to incorporate global learning within the further education (FE) curriculum, drawing on the findings from the "Global Learning for Global Colleges" (2009-2012) research and development project, funded by the Department for International Development (DfID). Against a background of increasing pressures on the FE sector, the project worked with six colleges in England to develop initiatives to promote global learning in the curriculum. Qualitative data were collected through observations, interviews, questionnaires and phone or email conversations with staff. The research defines global learning as not just a focus on developing skills for responding to an increasingly globalised world, but an approach to learning based on a concern for social justice, developing learners who see the relevance of their learning about global issues for their everyday and future lives. A number of factors are identified as having an influence on the process of incorporating global learning: existing institutional priorities and overseas partnerships; personal experience and enthusiasm of staff; level of subject and profile of students; exam and syllabus requirements. The findings illustrate both an enthusiasm for global learning, with colleges developing creative ways of exploring global issues with learners, and numerous challenges. The research suggests that local factors are critical and that, in the absence of a national policy requirement for global learning, these local factors need to be supported if colleges are to develop their approaches still further.
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        Value: 10.1080/0309877X.2013.817001
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      – Text: English
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      – SubjectFull: Educational Opportunities
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      – SubjectFull: Mail Surveys
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