1 embedding internationalisation, employability and inclusive education through graduate attributes:...

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Embedding internationalisation, employability and inclusive education through graduate

attributes:

A case study of “A Global Outlook”

Laura DeanDavid Killick

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communicate with the diversity of people they are likely to encounter in the wider world

understand who they are themselves, what their own values are, and why it's important to recognise these things in others

take a critical stance towards how things are, and to see things as they appear from other perspective.

see how what they study, and what they do as specialists in that subject fits into the wider world

recognise the possible value of doing things differently

recognise their responsibilities when they take decisions which affect other people.

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Level playing field

Inclusive environments

Working across socio-cultural boundaries

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Source: Tan Meng Chwen

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Graduate Attributes

“… the skills, knowledge and abilities of university graduates, beyond disciplinary content knowledge, which are applicable in a range of contexts and are acquired as a result of completing any undergraduate degree” (Barrie 2006, 217).

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How did we get them?

Student consultation– Focus groups – Survey

Employer engagement and literature review

History

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A Global Outlook

Inclusivity

Global Relevance

A global

outlook

Enabling effective and responsible engagement in

a multicultural and globalising world.

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valuing diverse perspectives and experiences brought into the course (whether in informal discussions, in seminars, or in assessed work, for example);

enabling students also to see the value in these;

providing meaningful integration into class/group activities (i.e. avoiding ‘tokenism’);

building sensitivity towards/ acceptance of/respect for different ways of working together

ensuring the student sees how their discipline and the professions to which it relates fit into this rapidly evolving global context;

equipping them with attributes such as cross-cultural capability and global perspectives;

enabling them to ‘make their way’ responsibly in this world, professionally and personally.

Inclusivity Meeting diverse needs AND affording others equal respect.

Global Relevance

The subject is being studied by students who (will) carry out their lives, in a globally interconnected world.

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• how does [this issue or action] look to or impact upon somebody living in a different country, on a different continent, etc?

• how does [this issue or action] look to or impact upon somebody living locally who has a different belief system, etc?

• how is [this issue or action] impacted by concerns or

events in other global contexts? • how will the way I respond to [this issue or action]

impact upon the way others see it/respond to it?.

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• how does my own culture represent, judge, value [this issue or action]?

• how is [this issue or action] dealt with by relevant institutions, industries, governance or political structures elsewhere?

• what are the practical, ethical, social, professional and

personal consequences of [this issue or action] for a diverse local and/or global community?.

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Constructive Alignment

developing learning outcomes and assessments to reflect both subject content and graduate attributes

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a global outlook is not limited to ‘international’ knowledge

Original Learning OutcomeStudents will be able to …

Modified Learning OutcomeStudents will be able to …

analyse market opportunities in two contrasting international business environments

analyse market opportunities inthe international business environment

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where multicultural/international dimensions are very likely to be assumed/inherent/understood/deeply embedded in the discipline/profession



debate the ethical responsibilities of science with reference to current issues in a multicultural society

debate the ethical responsibilities of science in society with reference to current issues

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where multicultural/international dimensions are very likely to be assumed/inherent/understood/deeply embedded in the discipline/profession



consider how different kinds of bodies [for example, fat, thin, old, impaired, sporty, ‘fit’], and their various meanings, are socially constructed by different communities

consider how different kinds of bodies [for example, fat, thin, old,impaired, sporty, ‘fit’], and their various meanings, are sociallyconstructed

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UK-centric subject areas, where students are focusing on UK/English practiceOriginal Learning OutcomeStudents will be able to …


identify and describe key issues which have been created and debated due to changes in the modern British education system since 1988 with reference to contrasting practice in one other national context

identify and describe issues which have been created and debateddue to changes in the modern British education system since1988

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How a local context can be given a more global and/or multicultural focus



review the role of sustainable construction within the changing local and global contexts of the wider sector

review the role of sustainable construction within the changing context of the wider sector

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Can you suggest a learning outcome from your own subject area?



1 embedding internationalisation, employability and inclusive education through graduate attributes:...

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