Exploring what Being and Becoming a Global Citizen Means in Contemporary Universities: International Industry Key Informant and Mobility Student Perspectives

Abstract

The nature of contemporary society is characterised by global complexity, change and ongoing challenges. Flexible and adaptive local and global employees of the future need to be equipped with a global mindset and disposition that extends beyond competencies and vocational skills. Educating global citizens is a popular aim of contemporary universities, yet there is little organisational evidence showing how the concept translates to practice. The overarching question explored in the research program was What does being and becoming a ‘global citizen’ mean in contemporary universities from concept to practice? Two studies gathered in-depth information from international industry key informants and international mobility students through semi-structured interviews. The integrated findings extend our understanding of the philosophical and theoretical foundations of the global citizen, as well as providing a clearer understanding of the role and responsibility of the university. The studies were designed to capture multiple perspectives to build an explanation of the global citizen and reveal new knowledge that could inform the internationalisation of the curriculum (IoC). Study One examined key informant perspectives of the conceptual and practical aspects of the global citizen, and the university role in and responsibility for translating the aim of educating global citizens into practice. Study Two explored Australian and European mobility students’ experiences, focusing specifically on their stories of change, personal growth and development, as well as their mindset for thinking during the change process. The integrated analysis of findings provides considerable insight into what being and becoming a global citizen means in contemporary universities.