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  • Bringing forth the graduate as a global citizen: an exploratory study study of masters-level business students in Australia

    Author(s)
    Barker, MC
    Hibbins, RT
    Woods, P
    Griffith University Author(s)
    Barker, Michelle C.
    Woods, Peter R.
    Year published
    2012
    Metadata
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    Abstract
    This research aims to assist researchers and practitioners to integrate internationalisation principles into the formal and informal curricula of higher education so that university graduates possess the knowledge, skills and attributes of a "global citizen". Internationalisation has been defined in the literature as "the process of integrating an international, intercultural or global dimension into the purpose, functions or delivery of post secondary education" (Knight, 2003). Although definitional approaches vary widely among scholars (Francis, 1993; Knight and de Wit, 1995), there is general academic consensus that ...
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    This research aims to assist researchers and practitioners to integrate internationalisation principles into the formal and informal curricula of higher education so that university graduates possess the knowledge, skills and attributes of a "global citizen". Internationalisation has been defined in the literature as "the process of integrating an international, intercultural or global dimension into the purpose, functions or delivery of post secondary education" (Knight, 2003). Although definitional approaches vary widely among scholars (Francis, 1993; Knight and de Wit, 1995), there is general academic consensus that successful internationalisation involves the integration of three interrelated aspects: "international" (relationships between and among nations), "intercultural" (interaction between cultures within countries, communities and institutions; the 'at home' aspect of the process) and "global" (worldwide scope). Within this framework, internationalisation involves a culmination of strategies to embed an international, multicultural and/or multilingual dimension into curricula and pedagogy, extracurricular activities, research, community and organisational policies and management systems. When designed and delivered successfully, a fully internationalised curriculum enriches the emotional, attitudinal, cognitive and behavioural elements of learning. Moreover, it builds the human and social capital that an inclusive educational institution - and the global community more broadly - requires for long-term social cohesion, economic prosperity, political stability, and environmental sustainability.
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    Book Title
    International Students Negotiating Higher Education: Critical perspectives
    Publisher URI
    http://www.routledge.com/books/details/9780415614696/
    Subject
    Higher education
    Other commerce, management, tourism and services not elsewhere classified
    Publication URI
    http://hdl.handle.net/10072/52857
    Collection
    • Book chapters

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