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Global Perspectives: Aligning Agendas?

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Title: Global Perspectives: Aligning Agendas?
Language: English
Authors: Bourn, Douglas, Shiel, Chris
Source: Environmental Education Research. Dec 2009 15(6):661-677.
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: 17
Publication Date: 2009
Document Type: Journal Articles
Reports - Descriptive
Education Level: Higher Education
Postsecondary Education
Descriptors: Sustainable Development, Global Approach, Student Role, Education Work Relationship, Foreign Countries, Environmental Education, Program Descriptions, Educational Policy, Role of Education, Educational Strategies, Educational Environment, Educational Principles, Policy Analysis, Influences
Geographic Terms: United Kingdom
DOI: 10.1080/13504620903244167
ISSN: 1350-4622
Abstract: In recent years there has been a growth in interest amongst a number of universities in the UK and elsewhere in the world on reflecting upon the contribution of higher education to a global society and exploring ways to broaden the curriculum to enable students to make a positive contribution to the world as "global citizens". This paper will suggest, using the UK as an example, that the policy context provides a favourable environment for such developments. However, policy documents often confuse rather than clarify precisely what needs to be addressed, despite their recognition that change is required. Students are increasingly demanding more opportunities to learn and reflect upon their role and contribution to global society and at the same time employers are seeking graduates who have a "broader world view", who can manage across cultures, and who understand the need for sustainable development. Summarising the influences of these drivers, the paper proposes that through a framework of global perspectives developed at Bournemouth University in the UK, these agendas around internationalisation and sustainable development can contribute to better learning and enhance the broader work of the university. (Contains 1 figure.)
Abstractor: As Provided
Number of References: 57
Entry Date: 2010
Accession Number: EJ870875
Database: ERIC
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  Value: <anid>AN0049234620;eed01dec.09;2019Feb20.14:20;v2.2.500</anid> <title id="AN0049234620-1">Global perspectives: aligning agendas? </title> <p>In recent years there has been a growth in interest amongst a number of universities in the UK and elsewhere in the world on reflecting upon the contribution of higher education to a global society and exploring ways to broaden the curriculum to enable students to make a positive contribution to the world as 'global citizens'. This paper will suggest, using the UK as an example, that the policy context provides a favourable environment for such developments. However, policy documents often confuse rather than clarify precisely what needs to be addressed, despite their recognition that change is required. Students are increasingly demanding more opportunities to learn and reflect upon their role and contribution to global society and at the same time employers are seeking graduates who have a 'broader world view', who can manage across cultures, and who understand the need for sustainable development. Summarising the influences of these drivers, the paper proposes that through a framework of global perspectives developed at Bournemouth University in the UK, these agendas around internationalisation and sustainable development can contribute to better learning and enhance the broader work of the university.</p> <p>Keywords: globalisation; sustainable development; internationalisation; development education; higher education</p> <hd id="AN0049234620-2">Introduction</hd> <p>As we move forward in the 'UN Decade of Education for Sustainable Development', there are a number of universities in the UK who are making connections between this and policy agendas promoted by governments (DfES [<reflink idref="bib15" id="ref1">15</reflink>], [<reflink idref="bib16" id="ref2">16</reflink>]) on internationalisation and sustainability. Evidence from universities as diverse as Bournemouth, University College London, Leeds Metropolitan, Oxford Brookes, Gloucester and Plymouth suggests that an increasing number of universities are broadening their curriculum and enriching their students' experience to embrace a more international and sustainable outlook (Caruana and Spurling [<reflink idref="bib12" id="ref3">12</reflink>]; UCL [<reflink idref="bib53" id="ref4">53</reflink>]; Roberts and Roberts [<reflink idref="bib40" id="ref5">40</reflink>]; Bourn, McKenzie, and Shiel [<reflink idref="bib5" id="ref6">5</reflink>]; Dyer, Selby, and Chalker [<reflink idref="bib18" id="ref7">18</reflink>]). There is also evidence from elsewhere in the world that universities are re‐thinking their role in relation to the impact of globalisation and the environmental challenges of the twenty‐first century (Corcoran and Wals [<reflink idref="bib14" id="ref8">14</reflink>]; Carroll and Ryan [<reflink idref="bib11" id="ref9">11</reflink>]). Some universities as will be outlined have gone further and begun to promote the concept of 'graduates as global citizens' (Bourn, McKenzie, and Shiel [<reflink idref="bib5" id="ref10">5</reflink>]; Jones and Brown [<reflink idref="bib28" id="ref11">28</reflink>]).</p> <p>These trends cannot be divorced from recognition by policy‐makers, students, employers and increasingly by higher education institutions themselves, of the increasing impact of globalisation on people's lives. Combined with the impact of terrorism, concerns about climate change and the need to invest in learning to live sustainably, global issues have never been higher on the agendas of policy‐makers and practitioners in education. Terms like 'preparing students to be global citizens' are becoming part of the vocabulary of higher educational institutions in the UK and elsewhere in the world (University of Hong Kong [<reflink idref="bib54" id="ref12">54</reflink>]; Bourn [<reflink idref="bib4" id="ref13">4</reflink>]). Such terms are also being increasingly debated within the discourses around globalisation and citizenship (Edwards and Usher [<reflink idref="bib19" id="ref14">19</reflink>]).</p> <p>This paper reviews the form and nature of the influence of policy‐makers, students and employers, as drivers in shaping the ways in which higher education institutions are responding to the global and sustainability agendas. From this review and an analysis of the engagement with these issues at Bournemouth University (BU) and other institutions, it is suggested that bringing them together under a framework of global perspectives is one way to develop these agendas so that they become an important component of both the curriculum and the life of an institution. It is suggested that higher education has much to contribute and a significant amount to gain: developing a global perspective can enhance the learning experience; enrich campus life; and by maximising opportunities for cross‐cultural learning, better prepare graduates for employability (Shiel and Mann [<reflink idref="bib46" id="ref15">46</reflink>]). Such an approach also contributes financially: where used as a marketing feature recruitment is enhanced, and where retention (particularly of international students) is improved through an inclusive curriculum.</p> <p>The themes and material referred to in this paper build on research that the authors have developed through a project on Global Perspectives in Higher Education initially led by the Development Education Association (DEA). This project included gathering evidence from a range of universities on how they were addressing global perspectives within their institution, engaging in dialogue with a range of national stakeholders and seeking to recognise the contribution of the underlying pedagogical approaches behind development education (McKenzie et al. [<reflink idref="bib34" id="ref16">34</reflink>]; Bourn, McKenzie, and Shiel [<reflink idref="bib5" id="ref17">5</reflink>]; Lunn [<reflink idref="bib33" id="ref18">33</reflink>]). The issues raised in this paper were also first outlined in a major conference organised by the DEA in 2005, on Graduates as Global Citizens, and subsequently developed via papers and presentations, at conferences at Bournemouth, Leicester, Institute of Education, London and Bradford. An important element of these initiatives was the opening up of a debate around the contribution of higher education to global social change and its relationship to areas such as understanding of global poverty, sustainable development and securing a more equitable world.</p> <p>This paper will first outline the context for such developments, suggesting that the UK policy context encourages higher education to engage with global perspectives and sustainable development, although the messages from government may appear incoherent and in some cases contradictory. The influence of the drive from students and employers for more globally aware graduates will then be considered before outlining from examples at Bournemouth and elsewhere, how universities are responding to these challenges. Finally the paper notes that this area is under‐researched, particularly in terms of how HEIs are interpreting these concepts and that a priority is to take forward themes raised in this paper into in‐depth empirical studies to evaluate how academic staff and students are responding to global perspectives and sustainable development.</p> <hd id="AN0049234620-3">The policy context and 'drivers'</hd> <p>A number of distinct and parallel initiatives have demonstrated the increased enthusiasm of universities for engaging with global and wider world matters. Whilst terms such as 'global citizenship' are being used by some higher education institutions and are referred to in the material highlighted later, the main drivers have been initiatives on sustainable development and what could be summarised as 'internationalisation'. The former has its roots in the UK Government's 'Sustainable Development Action Plan', the latter in its 'Putting the World into World Class Education', both incidentally published within six months of each other in 2003 and 2004.</p> <p>From an initial reading of both policy documents it could appear that there is a degree of synergy in terms of approaches and goals. 'Putting the World into World Class Education' links together 'sustainability' and 'global citizenship', emphasising that 'we live in one world' and 'face issues that can only be addressed internationally' including: 'sustainable development, climate change, the changing world economy, security and the widening gap between those that have and those who do not' (DfES [<reflink idref="bib16" id="ref19">16</reflink>], 5). The Sustainable Development Action Plan stresses that education providers must not only 'operate in a more environmentally responsible way', but must 'teach it [sustainable development] as well', ensuring that learners are 'given the opportunities and inspiration to think about and really appreciate their role as world citizens' (DfES [<reflink idref="bib15" id="ref20">15</reflink>], 2).</p> <p>If these documents were considered together the following concepts could be drawn out as a summary of the type of learning outcomes a university might consider developing for students to take these challenges forward.</p> <p>Thus a student would be able to:</p> <p></p> <ulist> <item> • understand what it means to be an active responsible global citizen;</item> <p></p> <item> • understand the importance of social justice as an element of sustainable development but also with regard to improving the welfare of all;</item> <p></p> <item> • understand the need for sustainable development (in the sense used by Brundtland);</item> <p></p> <item> • understand and respect difference/diversity;</item> <p></p> <item> • develop a critical appreciation of values and attitudes, with specific regard to how other parts of the world are perceived and the images held;</item> <p></p> <item> • understand the impact of 'interdependence' and our 'interconnected world' (the global/local connection);</item> <p></p> <item> • understand how to resolve conflict and promote harmony; and</item> <p></p> <item> • have knowledge of human rights and the UN convention.</item> </ulist> <p>Taken together, these outcomes suggest a role for higher education that is equated with learning for social change, with an emphasis on a values base, linked to social justice and challenging inequalities in the world. While this was not necessarily the intention, there is evidence, as will be outlined later, to suggest that these strategies created the space, opportunities and above all the legitimacy, for some HEIs and academics to develop policies, explore curriculum development and research, on the role of the university in influencing global social change.</p> <p>This was not however, as Sterling ([<reflink idref="bib49" id="ref21">49</reflink>]) noted, how all HEIs initially tended to interpret these government strategies. The goal of the Sustainable Development Action Plan, for example, could be interpreted as promoting changing environmental behaviour. Similar observations could be made about 'Putting the World into World Class Education' with its primary objective being to promote and sell UK education to the rest of the world.</p> <p>An example of this in relation to the government's sustainable development strategy in 2005 was the reference to the need to 'upgrade skills on sustainable development'. This emphasis on 'upgrading skills' was influenced by the work of Forum for the Future and their strategy for making 'sustainable literacy' a core competency for professional graduates (HE Academy [<reflink idref="bib23" id="ref22">23</reflink>]). This as Scott and Gough ([<reflink idref="bib42" id="ref23">42</reflink>]) have noted, results in a minimal recognition of the wider learning goals related to exploring what sustainable development means and how it is connected to areas such as 'developing global citizens'.</p> <p>There is some evidence however to suggest that HEFCE and to a lesser extent the Higher Education Academy, who have been given the responsibilities to take forward the government strategies within higher education, have become drivers for change themselves and begun to encourage a more creative and open‐ended approach, less influenced by outputs and targets. The HEFCE consultation document <emph>Sustainable development in higher education</emph> (HEFCE [<reflink idref="bib25" id="ref24">25</reflink>], 20) is an indication of this suggesting that: 'the greatest contribution higher education has to make to sustainable development is by enabling students to develop new values, skills and knowledge. The main (though not the only) way to make this happen is through curricula and pedagogy'. The HEFCE strategic review ([<reflink idref="bib26" id="ref25">26</reflink>]) notes increasing interest in sustainable development but acknowledges a wide divergence of views and approaches as to what the term means, particularly in relation to teaching and research.</p> <p>The Higher Education Academy (HEA [<reflink idref="bib23" id="ref26">23</reflink>]) has supported a range of initiatives on sustainable development and internationalisation, including within the remit of the latter, reference to preparing students 'to be informed, responsible citizens able to work effectively in a global, multi‐cultural context'. Whilst both HEFCE and the HEA have tended to address sustainable development and internationalisation as separate strategic concerns, there is evidence from the projects that they have supported since 2006 that suggests the encouragement of connections between the two areas. HEFCE for example, in 2007, funded a project for the DEA that included a publication on the global university for senior managers. The Academy has supported through their sustainable development funded projects several that refer to global citizenship.</p> <p>This encouragement of dialogue between sustainable development and internationalisation can also be seen from their support and involvement in a range of conferences between 2005 and 2007 organised by DEA, Bournemouth University, Institute of Education and Leicester University. These events and a special issue of the HE Academy's Exchange magazine ([<reflink idref="bib23" id="ref27">23</reflink>]) suggest that there is not only dialogue but movement in bringing together debates on sustainable development, internationalisation, global citizenship and global perspectives.</p> <p>Universities will address sustainability and international issues in different ways. Some may start from international partnerships, others from campus initiatives around the environment. But there is evidence as Caruana and Spurling note ([<reflink idref="bib12" id="ref28">12</reflink>]) that within debates on internationalisation, a few institutions are recognising that the agenda shares a common territory with other agendas, for example the 'environment' (Lunn [<reflink idref="bib33" id="ref29">33</reflink>]; Killick [<reflink idref="bib29" id="ref30">29</reflink>]; Shiel [<reflink idref="bib43" id="ref31">43</reflink>]).</p> <p>The other driver within the policy context has been the UK government's Department for International Development (DFID) and its desire to secure increased public understanding and support for development (DFID [<reflink idref="bib17" id="ref32">17</reflink>]). DFID has funded since 1997 a range of initiatives linked to this aim within higher education. These have included:</p> <p></p> <ulist> <item> • Funding specific projects that make connections between a subject area and global perspectives including: 'Engineers Against Poverty'; a network of health professional bodies linked to British Medical Association (BMA) and non‐governmental organisations (NGOs) and development of courses on global issues for trainee teachers.</item> <p></p> <item> • Establishing courses and initiatives that make connections between international development and wider study at an institution, including the activities of the University of Ulster and the Institute of Education.</item> <p></p> <item> • Encouraging student led initiatives such as U8 and Engineers Without Borders.</item> </ulist> <p>Key to DFID's engagement in this area has been its support for the work of the Development Education Association (DEA), the umbrella body for development education in England and its higher education strategy and a complementary research project with the Royal Geographical Society (RGS–IBG) on Global Perspectives (Lunn [<reflink idref="bib33" id="ref33">33</reflink>]).</p> <p>DFID's engagement is also important because of the way in which it has intervened. This has not taken the form of promoting policy statements or driving a specific measure such as encouraging universities to support development education, but rather it has sought to resource and work in partnership with appropriate stakeholders to encourage projects and initiatives that build understanding and engagement in global and international development issues. A consequence has been that bodies such as the DEA, in partnership with a number of universities, notably London South Bank, Bournemouth, Leeds Metropolitan and RGS, have been able to explore and assess perspectives and approaches that emerge from within institutions, as opposed to seeing how they have responded to government initiatives. This difference is key because as will be argued later, from these institutions and organisations, a creative and more open‐ended approach has emerged which embraces internationalisation and sustainable development and is called global perspectives. The work of the DEA and RGS–IBG has also highlighted examples of practice that take forward and bring together these different strands, as opposed to those that merely re‐enforce the divisions in approaches.</p> <p>The terms global perspectives and sustainable development are as Otter ([<reflink idref="bib37" id="ref34">37</reflink>], 53) 'linked conceptually'. Both approaches aim to develop students who care about the future of the world. They also aim to develop the knowledge, skills and competences to support students to see themselves as global citizens.</p> <hd id="AN0049234620-4">Students as drivers</hd> <p>Alongside the policy changes and initiatives from university bodies there has been a significant but perhaps less well recognised driver: the interest and enthusiasm from students requesting more opportunities to engage with and make connections between their own studies and broader global issues. As the following statement from a group of student‐led organisations (People and Planet, Development in Action, Students Action for Refugees and Engineers Without Borders) suggests, they have a right to be engaged in the debates about the role of a global university:</p> <p>Students today live in a global society – a society where they cannot ignore global interdependence and global inequalities. How are today's students going to understand and to respond to the freedoms, problems and responsibilities they are inheriting? How are today's students going to find their individual roles in a global society? And where do they start? (Lamb et al. [<reflink idref="bib30" id="ref35">30</reflink>], 17)</p> <p>This statement from students' groups reflects, in part the response from within many universities to the enthusiasm behind Make Poverty History and recent campaigns around climate change and fair trade. But as these student‐led organisations noted, there is a need to make connections between this interest, students' own personal experiences and their learning and political engagement:</p> <p>Awareness of the world has heightened the curiosity of students about their role in the global society. They travel across the world, absorb news from across the world and communicate with people from across the world. Unless students find themselves roles to play, there is a risk of disenfranchisement or of disillusionment: that they are aware of global issues but do nothing about them. (Lamb et al. [<reflink idref="bib30" id="ref36">30</reflink>], 17)</p> <p>Research undertaken for University College London (UCL) suggests a more complex picture. In response to questions related to their identity and role in a global society, a sample of both undergraduate and postgraduate students from a range of subjects stated that whilst they were interested in learning more about the wider world, they were unclear and unsure about seeing themselves as 'global citizens' (Bourn [<reflink idref="bib4" id="ref37">4</reflink>]). Virtually all of them said that they would like to learn and engage more in wider world issues. But on 'being a global citizen', the majority who did respond to this question were dubious about the term. Some didn't like it, feeling that it was an elitist concept. Only a few people could be considered as global citizens, was one observation; others said they saw themselves as 'human beings'. For the majority who did respond, the term 'global citizen' was linked to globalisation. Those who were positive, or at least neutral, saw that the term was about going beyond national boundaries and an ability to communicate with, and learn from, others. Those students who have lived and traveled around the world and who came from more than one specific cultural background were more positive about the term.</p> <p>Similar research at Bournemouth University (BU) highlighted that students welcomed the opportunity to engage in debate about global issues and global processes and that while UK students may not necessarily feel adequately prepared to be global citizens, they shared the same 'top three' personal global concerns as students from other countries (environment, war, poverty). Eighty per cent of students surveyed (sample size 268) saw global perspectives as relevant to their lives and would like opportunities to develop 'broader global perspectives' while at university (Shiel [<reflink idref="bib44" id="ref38">44</reflink>]).</p> <p>Research at Oxford Brookes University suggests that whilst students value opportunities for inter‐cultural dialogue and different perspectives global perspectives poses pedagogical challenges (Spiro and Henderson [<reflink idref="bib48" id="ref39">48</reflink>]; Rollin [<reflink idref="bib41" id="ref40">41</reflink>]).</p> <p>This evidence is re‐enforced by the Higher Education Academy study on the internationalisation experiences of students (Hyland et al. [<reflink idref="bib27" id="ref41">27</reflink>]): home students are less likely to engage in inter‐cultural dialogue.</p> <p>However, UK students are more likely to be concerned and vocal, in expecting universities and employers to address social and environmental responsibility (Cade [<reflink idref="bib9" id="ref42">9</reflink>]). This interest and concern with global issues is reflected in the growth in membership of student led groups across many campuses around the UK, such as Development in Action, People and Planet, STAR and the activities of student networks linked to specific areas of study such as engineering (Engineers Without Borders), medicine (Medisin) and architecture (Architects without Borders). U8, provides an example of a student‐led global university network which 'aims to provide a non‐partisan platform for students to engage, learn, voice their views, and make a positive impact in the field of global development' (U8 [<reflink idref="bib52" id="ref43">52</reflink>].; Newell [<reflink idref="bib35" id="ref44">35</reflink>]). U8 grew out of an initiative developed at Cambridge University by Engineers Without Borders and other student networks who created The Humanitarian Centre. A key feature of the Centre has been bringing together students and academics from across disciplines to discuss globalisation and international development.</p> <p>There are also an increasing number of sites set up by and run for students taking action on global issues. One set up by Kieera Box, entitled Hands Up, is aimed at giving students the knowledge, skills and tools to get involved in 'grassroots action' (Box [<reflink idref="bib8" id="ref45">8</reflink>]). Another, United Youth Development Organisation (<ulink href="http://www.uydo.org">www.uydo.org</ulink>) illustrates a student‐led organisation engaging in social entrepreneurship to tackle poverty.</p> <p>The evidence of increased interest in global issues has not however always translated itself into lobbying for change within courses or policies in higher education institutions. HEFCE ([<reflink idref="bib26" id="ref46">26</reflink>]) notes that whilst there is evidence to demonstrate support from students for courses in sustainable development, the interest appears to be coming from a minority of students: more research is needed to ascertain where the students' interests are located and how it relates to their learning at university. There also needs to be a recognition that engaging with policies such as global perspectives, internationalisation and sustainable development are likely to pose wider social, cultural and ideological challenges to many students, for which they may well be ill‐equipped to deal with.</p> <hd id="AN0049234620-5">Employers as drivers</hd> <p>If the policy context and student demand do not provide sufficient motivation for exploring this agenda, then a further driver is presented in terms of the changing nature of graduate employability.</p> <p>Employability is defined by the Enhancing Student Employability Coordination Team (York and Knight [<reflink idref="bib57" id="ref47">57</reflink>], 3) as:</p> <p>A set of achievements, skills, understandings and personal attributes that make graduates more likely to gain employment and be successful in their chosen occupations, which benefits themselves, the workforce, the community and the economy.</p> <p>The definition highlights that what makes a graduate employable is complex and goes beyond any simple notion of key skills. While the definition does not reference benefits to the planet, it does highlight bringing value to the local community, which is one aspect of developing a global perspective (where local engagement is the starting point for exploring the global, in the local).</p> <p>Taking this broad definition of employability, coupled with an acceptance that it is no longer possible to escape the 'global' in the 'local', it becomes possible to see the importance of a curriculum that includes global perspectives and provides graduates with the knowledge, skills and attributes required to be successful in their chosen occupations, in a world of work that is increasingly interconnected. In order to succeed graduates need to be aware of the wider world and their own role within it, with an understanding of how the world works economically, politically, socially, culturally, technologically and environmentally (Leggott and Stapleford [<reflink idref="bib32" id="ref48">32</reflink>]). Employers are looking for people to 'help them transform their organisations' (Harvey et al. [<reflink idref="bib21" id="ref49">21</reflink>], 1) with the qualities required 'to transform,' changing in the context of globalisation: sustainability, the need to work trans‐nationally and increased diversity within the workplace now impact upon recruitment.</p> <p>Cade ([<reflink idref="bib10" id="ref50">10</reflink>] and [<reflink idref="bib9" id="ref51">9</reflink>]) provides substantial evidence of the increase in demand for knowledge, skills and attributes related to sustainability, which impacts upon the supply chain and means that even small to medium sized enterprises seek graduates with this knowledge (Rhan [<reflink idref="bib38" id="ref52">38</reflink>]). Cade's ([<reflink idref="bib9" id="ref53">9</reflink>]) study of the links between sustainability and employers also suggests an increasingly closer connection between the agendas of environmental and social responsibility. His research identified that over half the larger businesses included some some form of training on social and environmental responsibilties and would be actively recruiting socially responsible graduates; employers suggested that universities should do more to prepare students for social/environmental responsibility.</p> <p>Other studies (Archer [<reflink idref="bib3" id="ref54">3</reflink>]; Financial Services Skills Council [<reflink idref="bib20" id="ref55">20</reflink>]) suggest that unless UK education embraces change and helps students to develop a broader worldview and linguistic skills, then UK graduates will find it harder to compete. Developing a global perspective is confirmed as being increasingly compatible with employability (Archer [<reflink idref="bib3" id="ref56">3</reflink>]) and aligns well with the needs of employers: 'understanding the global context' and the 'connected' world is essential for recruitment. In the 2005 recruitment cycle, employers were looking for graduates who could understand and adapt to an increasingly complex, integrated and interdependent world (Archer [<reflink idref="bib3" id="ref57">3</reflink>]), where it is the norm to work in a multicultural setting, either with colleagues, clients or both.</p> <p>These perspectives have been reinforced by dialogue undertaken with engineering employers for a research project on perceptions of the value of learning about global and sustainability issues for engineering degrees (Bourn and Sharma [<reflink idref="bib6" id="ref58">6</reflink>]). Further, Shiel, Williams and Mann ([<reflink idref="bib47" id="ref59">47</reflink>]) argue that a global perspective contributes to enhancing the development of generic skills which are valued by employers (Harvey et al. [<reflink idref="bib21" id="ref60">21</reflink>]), facilitating students who are:</p> <p> <emph>Self reliant</emph> – where global awareness heightens self‐awareness, confidence, the ability to respond positively and proactively to personal and professional change in today's globalised world. Increased sense of empowerment and ability to bring about change are developed through a global perspective approach.</p> <p> <emph>Connected</emph> – global citizens work well as part of a team, recognising the value and role of each member, inspiring others and developing cross‐cultural capability and sensitivity to others.</p> <p> <emph>Well‐rounded</emph> – a graduate's range of skills can only be considered as well‐rounded when they reflect the global environment in which we all operate.</p> <p> <emph>Critical reflectors</emph> – a global perspective requires a student to challenge knowledge, reflect on the economic, social and political contexts that shape experience and adopt a critical perspective in analysis and decision‐making, reflecting on self and others. (Shiel, Williams, and Mann [<reflink idref="bib47" id="ref61">47</reflink>], 10)</p> <hd id="AN0049234620-6">Taking forward these debates and challenges</hd> <p>If increasing numbers of students are looking for opportunities to learn and understand more about global issues and employers are looking for 'globally transferable skills', in what ways have universities responded to these agendas?</p> <p>The evidence outlined below suggests that where institutions have themselves developed strategies, implemented initiatives and re‐thought curricula in response to employer, student and academic pressure, the starting point has tended to be around themes linked to global perspectives, global citizenship and education for sustainable development. Where the driver has been mainly government or economic forces, or a feeling of having to respond to justify policy‐makers, emphasis has often been in the form of international strategies linked to selling the university and increasing the numbers of overseas students (Caruana and Spurling [<reflink idref="bib12" id="ref62">12</reflink>]) or, in the case of sustainable development, changes in estates management and environmental policies.</p> <p>Developments at Bournemouth University (BU) provide an example of the former, where the starting point was a focus on global perspectives influenced by Development Education in Dorset (DEED) to develop a 'Global Vision for Bournemouth University'. This was followed by a project with the DEA to develop the curriculum and then, extended to embrace the institutional Learning and Teaching Strategy. The global perspectives agenda at BU aligns with preparing graduates for global employability and enhancing the student experience with a commitment to enabling students to explore their role in the global context.</p> <p>A variety of initiatives have been taken forward as part of a strategic approach (Shiel [<reflink idref="bib44" id="ref63">44</reflink>]) to change, around three themes:</p> <p></p> <ulist> <item> • Corporate responsibility and behaviour – the university as a global citizen.</item> <p></p> <item> • Curricula and pedagogy – embedding global perspectives into the curricula.</item> <p></p> <item> • Extra‐curricular activities to support citizenship and international awareness.</item> </ulist> <p>Developing a global perspective at BU is seen essentially as being about broadening curricula and incorporating pedagogic approaches that empower students to develop as critical beings who are able to challenge orthodoxy and bring about change. It involves a 'shift in approach, rather than a radical change of content' (Shiel and Jones [<reflink idref="bib45" id="ref64">45</reflink>]) and a focus on inclusive pedagogy as part of 'internationalisation at home'.</p> <p>It is suggested that examining a subject or issue through a global perspective means to take a broader approach to the subject that:</p> <p></p> <ulist> <item> • values methodologies, techniques and academic analysis from other cultures;</item> <p></p> <item> • challenges and discards prejudice;</item> <p></p> <item> • considers with sensitivity the effect of our actions on others locally and globally, both now and in the future;</item> <p></p> <item> • questions Eurocentric, rich world, restricted perspectives and takes into account viewpoints and circumstances from all regions of the world;</item> <p></p> <item> • presents learners with the capacity to calculate the risks of decision making;</item> <p></p> <item> • acknowledges the global forces that affect us all and promotes justice and equality;</item> <p></p> <item> • empowers learners to bring about change; and</item> <p></p> <item> • provides an international curriculum and seeks opportunitites to develop students' international awareness and competence.</item> </ulist> <p>The initiatives at BU are important because they cover all aspects of life and learning within the institution and as such represent a considerable challenge – engaging staff has been a difficult process that has been ongoing for almost ten years. Aspects of this broader approach can also be seen at Leeds Metropolitan University (Jones and Brown [<reflink idref="bib28" id="ref65">28</reflink>]), Manchester (Bourn, Shiel, and MacKenzie [<reflink idref="bib5" id="ref66">5</reflink>]), Leicester, Birmingham and University College, London.</p> <p>At Leeds Metropolitan students are enabled to 'develop both an awareness of the global context of their subjects and themselves as global citizens' (Killick [<reflink idref="bib29" id="ref67">29</reflink>], 12). Sustainable development is a component of their internationalisation strategy but due to the influence of the Vice Chancellor (Jones and Brown [<reflink idref="bib28" id="ref68">28</reflink>]) the strategy reflects a strong values‐based approach, with the aim of ensuring an international, multi‐cultural ethos and the development of graduates with 'world‐wide horizons' (Leeds Metropolitan University [<reflink idref="bib31" id="ref69">31</reflink>]).</p> <p>At other universities, notably Oxford Brookes (OB) and UCL there is also a close linkage between their internationalisation or global perspectives strategy and overall learning and teaching objectives. At OB, there have been a range of curriculum development initiatives incorporating global perspectives, most notably within health care (Woolliams [<reflink idref="bib56" id="ref70">56</reflink>]). The University also has a Global Perspectives Curriculum Group that has resourced small‐scale projects on aspects of internationalisation within the institution.</p> <p>UCL in 2007, launched its strategy for global citizenship with the aim of developing graduates who are:</p> <p></p> <ulist> <item> • critical and creative thinkers;</item> <p></p> <item> • ambitious – but also idealistic and committed to ethical behaviour;</item> <p></p> <item> • aware of the intellectual and social value of culture difference;</item> <p></p> <item> • entrepreneurs with the ability to innovate;</item> <p></p> <item> • willing to assume leadership roles: in the family, the community and the workplace;</item> <p></p> <item> • highly employable and ready to embrace professional mobility (UCL [<reflink idref="bib53" id="ref71">53</reflink>]).</item> </ulist> <p>Staff development, promotion of curriculum innovation and student engagement are moving the agenda forward at UCL; a specific outcome has been the creation of a Centre of Applied Global Citizenship. The university also has an Institute for Global Health and the Science and Technology studies area is promoting a global citizenship programme based on a student studying overseas for a year. The programme combines areas such as climate change, mass communications and democratic participation. UCL also organises a One World Week and an awards programme for student engagement in extra‐curricula activities.</p> <p>What is distinctive about some of these UK initiatives is that their strategic engagement makes reference to not only bringing international and environmental together with a social justice element, but also to the importance of promoting critical thinking, cross‐cultural perspectives and inclusive approaches. This is something that is not always encompassed by institutions which purport to develop global citizens, for example, the University of Hong Kong promotes graduates as global citizens but limits its focuses to international mobility and 'language ability'.</p> <p>Similarly in North America several universities use the rhetoric of 'students as global citizens'. Initiatives under this banner have largely focused on international volunteering, language learning and exchange programmes with acknowledgement that 'international experience' broadens the perspective of US students and helps them become 'better global citizens' (Annette [<reflink idref="bib2" id="ref72">2</reflink>]).</p> <p>Within the UK there are also examples of institutions who have engaged substantially with 'internationalisation' but with a focus often limited to international students, student mobility, exporting courses and, in the case of Nottingham University, even campus design, to China and Malaysia. Professor Simon Tormey in making a reference and implicit criticism of his own university has stated:</p> <p>A global institution does not impose one view, one way of life, or form of knowledge on the rest of the world. It creates a space in which 'the rest of the world' can examine what we hold to be important and true in a safe, enjoyable and productive relationship of equals. Only once we have created such spaces will we be able to claim that we are becoming global. (Tormey [<reflink idref="bib51" id="ref73">51</reflink>])</p> <p>In the same vein, with regard to interpreting sustainable development, while some universities (for example Plymouth) have indeed focused on a broader agenda, others have adopted a more limited perspective, largely concentrating on environmental performance. The most obvious illustration is the Higher Education Environmental Performance Improvement (HEEPI) initiative developed by Bradford in association with EAUC, Action Energy and funded by HEFCE. This project sees its role largely in terms of 'environmental management' and 'developing the capacity of staff with environment‐related responsibilities to achieve positive environmental change'.</p> <hd id="AN0049234620-7">Towards a framework for global perspectives</hd> <p>The final section of this paper describes a framework of global perspectives that incorporates internationalisation and sustainable development first developed at BU (see Figure 1). It is not suggested as a 'one size fits all' but rather the approach is outlined to suggest how what might seem like separate agendas have the potential to align. The rationale for the framework is the interconnectedness of the various initiatives and trends and their inherent learning and teaching components. For example, this framework is founded on the belief that 'internationalising' the experience of UK students is as important as attracting 'overseas' students, and that the curriculum must include learning about global issues, global processes and sustainable development, in a context where cultural diversity enriches the learning experience. Such an approach to internationalisation embraces a strong focus on 'internationalisation at home' (Caruana and Spurling [<reflink idref="bib12" id="ref74">12</reflink>]) and developing more inclusive pedagogy.</p> <p>Graph: Figure 1 Aspects that contribute to development of global citizens in higher education setting (Shiel and Mann [<reflink idref="bib46" id="ref75">46</reflink>]).</p> <p>Within the context of BU, this conscious attempt not only to make connections between strands on internationalisation and sustainable development but also to develop a strategy based on global perspectives has already resulted in significant progress. For example, curriculum change has been achieved by embedding global perspectives within both the internationalisation and the education strategies and providing detailed guidelines to explain to staff the issues that need to be addressed in course development and review.</p> <p>An extract from BU Academic Development Policy suggests such a curriculum will:</p> <p></p> <ulist> <item> • enable students to understand the links between their own lives and those of people throughout the world;</item> <p></p> <item> • increase understanding of economic, social and political forces which shape life;</item> <p></p> <item> • develop skills, attitudes and values to enable people working together to bring about change for the 'common good' and to take control of their own lives;</item> <p></p> <item> • provide the learner with the knowledge and skills to work towards a more just and sustainable world where power and resources are more equitably shared. (BU Academic Procedures)</item> </ulist> <p>The importance of sustainable development is also reinforced: 'The Global Citizen should understand the nature of sustainable development' and be able to 'evaluate how sustainable development impacts upon their personal and professional context both now and in the future' (BU Academic Procedures).</p> <p>The agenda is led by the Centre for Global Perspectives which has replaced the International Office, with the remit to implement a much broader internationalisation agenda. An important aspect of securing change is the alignment of agendas across the academic and professional services domains, under a common focus: enhancing the student experience in the context of globalisation. The most difficult challenge has been to convince the skeptics that this is an appropriate agenda for HE; staff development and workshops serve to explore the meaning of the concepts and the role of education in relation to globalisation and sustainable development.</p> <hd id="AN0049234620-8">Challenges and moving forward</hd> <p>This paper has attempted to demonstrate that global perspectives might offer a unifying theme for taking forward the internationalisation and sustainable development agendas, based on examples from a number of universities but most notably Bournemouth. The particular framework deployed at BU has been offered to illustrate what might be involved. Evidence from those universities who have made progress in taking forward global perspectives suggests that the approach poses challenges, not least the need to explain how what many see as separate higher education agendas might align, particularly where there are vested interests at stake. Such broad approaches necessitate support at a strategic level and ongoing senior management commitment if they are to succeed.</p> <p>Universities will start developments from different places, depending on the engagement of senior management, the specific focus and enthusiasms of key champions and interests of students. It is suggested here that the challenge is to demonstrate and explore the wider meaning of 'internationalisation' and how a global perspective embraces and enhances 'internationalisation'. Furthermore, a key challenge is to demonstrate how a global perspective contributes to enhanced recruitment, retention and learning: the evidence base needs to be established. Finally, it is suggested that learning which includes a global perspective can enrich the employability agenda however the real challenge, will be to provide the data that demonstrates this.</p> <p>If the promotion of global perspectives within an institution is linked to the development of the 'critical' skills that are at the heart of learning outcomes for all graduates, then the agendas outlined in this paper could be seen as part of the mainstream of university activity, rather than as marginal. The DEA's Global University: the role of the curriculum (Bourn, McKenzie, and Shiel [<reflink idref="bib5" id="ref76">5</reflink>]) and the special edition of the HE Academy Exchange Winter 2006 (HEA [<reflink idref="bib23" id="ref77">23</reflink>]) on internationalisation, offer useful examples and commentaries to support these suggestions.</p> <p>Key to addressing the challenges and obstacles to progress is the recognition of the importance of champions. This has already emerged from the work undertaken by the DEA and HEFCE ([<reflink idref="bib26" id="ref78">26</reflink>]). In the words of the Ella Ritchie at Newcastle: 'You need advocates, enthusiasts and champions who will take forward the policy and enthuse others' (Ritchie [<reflink idref="bib39" id="ref79">39</reflink>], 39). The champion (as enthusiast and change agent) often initiates action in those aspects of the organisation where they have some immediate control. The success of champions often lies in their ability to make the link between the global dimension and their subject area: some subjects may lend themselves more readily to change than others. The challenge then becomes a question of how to escalate such developments to move beyond subject and department boundaries, to involve a wider group of learners and subjects which may not, at first glance, appear amenable to incorporating a global perspective (HEFCE [<reflink idref="bib26" id="ref80">26</reflink>]). Further research is necessary to show at discipline levels, how these concepts might gain traction.</p> <p>A variety of initiatives across the sector are driven by individual academics who espouse a value that education should play a broader role in society. Sometimes such initiatives relate to the development and review of whole courses, as for example at Leeds Metropolitan (Jones and Brown [<reflink idref="bib28" id="ref81">28</reflink>]) but more often than not, the initiative is at the level of inspired academics who have developed a new option module, to ensure more explicit recognition of global perspectives within existing courses (Clifford [<reflink idref="bib13" id="ref82">13</reflink>]). The danger then however, is that the global dimension continues to be perceived as optional rather than core.</p> <p>In many institutions, the champion may well come from a specific subject area or bodies of students, or an area of the institution with responsibility for specific processes, such as international volunteering. Institutions that offer 'teacher training' programmes, for example, are more likely to be addressing the 'citizenship' agenda already, and the academics involved in these programmes may act as a source of support for wider institutional developments (Warwick [<reflink idref="bib55" id="ref83">55</reflink>]). International volunteering has also been a mechanism for promoting wider debate about learning about global and development issues (Northumbria University 2007). Volunteering and community activity at a local level can also include a global dimension through links with diaspora communities and the involvement of international students (Strange [<reflink idref="bib50" id="ref84">50</reflink>]). But it is where these champions become part of wider institutional groups and particularly where they involve senior management that there is more evidence for change (as exampled at UCL, Leeds Metropolitan, Bournemouth and Leicester universities).</p> <p>Finally establishing or joining networks, developing communities of practice and enlisting the support of non‐governmental organisations (with a commitment to global perspectives), are particularly successful ways to establish momentum for change. The DEA and development education NGOs have played an important role in institutions which have developed this agenda. Such alliances provide support but also facilitate the development of new insights useful to curriculum change.</p> <hd id="AN0049234620-9">Conclusion</hd> <p>This paper has outlined the UK policy context where the terms global citizen and sustainable development are inter‐twined and explicit. Although the concepts are far from clear and little guidance is provided in terms of how higher education should engage, it seems evident that HE has a key role to play. The sector has been slow to respond to the challenge but with HEFCE and the HEA now showing greater interest, engagement is likely to increase, although it may not be seen as joined up. Other drivers, including increased student demand and the need to educate students for global employability, have also been considered.</p> <p>Some universities have led change, seeking to develop approaches within their own institutions that align with other institutional strategies, particularly strategies for learning and teaching and internationalisation. Examples have been offered, including the work at BU where the approach has been briefly outlined. It has been suggested that there are benefits to such an approach. However, the authors have also highlighted that it is equally important not to lose sight of the breadth and complexity of the issues under the guise of internationalisation. There is undoubtedly a synergy between global perspectives and the 'internationalisation at home' agenda but alignment has to be more than instrumental, and the theoretical base for global perspectives (with its roots largely in development education) has to continue to receive critical treatment and become established. It might be too easy to overlook the fact that students need knowledge of sustainability and to develop their awareness of possible sustainability solutions, if the agenda is driven by those who focus largely on the internationalisation in HEIs. The latter might lead to an emphasis on 'cross‐cultural' issues and 'diversity' at the expense of the broader issues including global inequality and the environment.</p> <p>The paper has also presented a number of challenges in developing strategic approaches to taking forward global perspectives, drawn from the authors' experiences and suggested areas for further research. This is not an exhaustive list but has been offered as a starting point. A very real challenge will be to gather the evidence to show that developing a global perspective enhances the student experience and employability. Evidence suggests that much of the activity in the sector has been led by inspired champions, who have then sought to enlist the support of others. Engaging with networks, developing 'communities of practice' and seeking alternative perspectives, particularly through collaboration with NGOs, has proved to be an important aspect of successful developments.</p> <p>As Cliff Allan (formerly of the HEA) commented at the DEA's higher education conference: 'Higher Education has a key role in creating a student experience which nurtures the global citizen of tomorrow, which enables students as graduates to make positive contributions to a global society and economy' (Allan [<reflink idref="bib1" id="ref85">1</reflink>], 10).</p> <p>This is by no means an easy agenda but at a time when the world faces so many challenges it is one that needs to be addressed. The task might be more easily achieved if the sector is able to explore ways to align agendas and to seek some joining up between a range of initiatives that are important but largely unaligned. Such separation results in competition for scarce resources in a way that is hardly sustainable: unity of effort might be a challenge but it might contribute to better solutions.</p> <hd id="AN0049234620-10">Notes on contributors</hd> <p>Douglas Bourn is director of the Development Education Research Centre at the Institute of Education, University of London and editor of the <emph>International Journal for Development Education and Global Learning</emph>.</p> <p>Chris Shiel is director of the Centre for Global Perspectives at Bournemouth University, a visiting professor at Glamorgan University and a HE Leadership Foundation Fellow. She has led initiatives on internationalisation, global perspectives and education for sustainable development within BU and nationally.</p> <ref id="AN0049234620-11"> <title> References </title> <blist> <bibl id="bib1" idref="ref85" type="bt">1</bibl> <bibtext> Allan, C.The global university: Quality education for life in the twenty‐first century. 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  Data: Global Perspectives: Aligning Agendas?
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  Data: <searchLink fieldCode="AR" term="%22Bourn%2C+Douglas%22">Bourn, Douglas</searchLink><br /><searchLink fieldCode="AR" term="%22Shiel%2C+Chris%22">Shiel, Chris</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Environmental+Education+Research%22"><i>Environmental Education Research</i></searchLink>. Dec 2009 15(6):661-677.
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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: Y
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  Data: 17
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2009
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Descriptive
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  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Sustainable+Development%22">Sustainable Development</searchLink><br /><searchLink fieldCode="DE" term="%22Global+Approach%22">Global Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Role%22">Student Role</searchLink><br /><searchLink fieldCode="DE" term="%22Education+Work+Relationship%22">Education Work Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Environmental+Education%22">Environmental Education</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Descriptions%22">Program Descriptions</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Role+of+Education%22">Role of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Strategies%22">Educational Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Environment%22">Educational Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Principles%22">Educational Principles</searchLink><br /><searchLink fieldCode="DE" term="%22Policy+Analysis%22">Policy Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Influences%22">Influences</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22United+Kingdom%22">United Kingdom</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/13504620903244167
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1350-4622
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: In recent years there has been a growth in interest amongst a number of universities in the UK and elsewhere in the world on reflecting upon the contribution of higher education to a global society and exploring ways to broaden the curriculum to enable students to make a positive contribution to the world as "global citizens". This paper will suggest, using the UK as an example, that the policy context provides a favourable environment for such developments. However, policy documents often confuse rather than clarify precisely what needs to be addressed, despite their recognition that change is required. Students are increasingly demanding more opportunities to learn and reflect upon their role and contribution to global society and at the same time employers are seeking graduates who have a "broader world view", who can manage across cultures, and who understand the need for sustainable development. Summarising the influences of these drivers, the paper proposes that through a framework of global perspectives developed at Bournemouth University in the UK, these agendas around internationalisation and sustainable development can contribute to better learning and enhance the broader work of the university. (Contains 1 figure.)
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  Data: 57
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  Group: Date
  Data: 2010
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  Label: Accession Number
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  Data: EJ870875
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        Value: 10.1080/13504620903244167
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      – Text: English
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      Pagination:
        PageCount: 17
        StartPage: 661
    Subjects:
      – SubjectFull: Sustainable Development
        Type: general
      – SubjectFull: Global Approach
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      – SubjectFull: Student Role
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      – SubjectFull: Education Work Relationship
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      – SubjectFull: Educational Policy
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      – SubjectFull: Role of Education
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      – SubjectFull: Educational Strategies
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      – SubjectFull: Educational Principles
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      – SubjectFull: Policy Analysis
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      – SubjectFull: Influences
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      – SubjectFull: United Kingdom
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      – TitleFull: Global Perspectives: Aligning Agendas?
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