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Global Citizenship, graduate attributes & learning outcomes – Lessons from Brookes

Neil Currant

BACKGROUND• Move from traditional learning outcomes

(knowledge, skills etc.) to graduate attributes.• By the end of 2011/12 all programmes

included learning outcomes on global citizenship and these were analysed.

• Global citizenship proved the trickiest of the five graduate attributes to understand.

• Why?

THE CHALLENGE

• What does Global citizenship mean?• http://openbrookes.net/global/poem-in-famili

a-musings-on-what-global-citizenship-means-to-me/

ONE DEFINITION1. Working with a partner,

write a learning outcome based on one of these for your own subject.

2. How would you teach and assess this?

• You might draw upon those you already use.

global contexts

culturesvalues

GLOBAL CONTEXTS• “The ability to work effectively, and responsibly, in a global

context.”

• This was the most common aspect of GC – 160 references in 90 programmes.

• Example: “Draw upon an awareness of the complexity of global cultures developed through the study of a range of periods and cultural areas…” (BA History of Art)

VALUES• “the development of the confidence to question one’s own

values … actively engaging with issues of equity, social justice, sustainability and the reduction of prejudice, stereotyping and discrimination.”

• 114 references• Examples: “Demonstrate a capacity for causal

analyses of particular events or issues in a way that treats them as case-studies in the major historical processes that have shaped modern British, European, Atlantic, and colonial societies” (BA History)

• “Demonstrate an understanding … as well as issues around sustainability in the production of published materials.” (BA Publishing)

CULTURES• “Knowledge of global perspectives on how disciplinary

knowledge is represented and understood within other cultures; cross-cultural capability beginning with an awareness of our own culture and perspectives.”

• Least referenced = 104• Examples: “Acquire a flexible appreciation of human

diversity through the study of Drama as a mode of expression with distinct variations across times, places and cultures.” (BA Drama)

DISCUSSION

1. Does this capture global citizenship? What is missing?

2. What is the challenge in articulating Global Citizenship?

3. What is the challenge in implementing Global citizenship in learning and teaching?

global contexts

culturesvalues

SUMMARY OF FINDINGS

• Some ILOs (23 in total) labeled as Global Citizenship did not correspond to any aspect of the definition.

• ‘Global’ was more prevalent that ‘citizenship’• Variability in terms of ‘level’ of global

citizenship (e.g. focus on knowledge, comprehension and application rather than higher levels of Bloom’s taxonomy in some areas.)

EMBODIED & CONNECTIVE

• How worthwhile is global citizenship as a graduate attribute if not embodied in our practice and connective?

• This means moving beyond learning outcomes.

A WAY FORWARD

• Contextualise in the subject• Define for ourselves and for students• Embodied in the teaching and learning• …

RESOURCES

• https://wiki.brookes.ac.uk/display/GAA/Global+Citizenship

• http://openbrookes.net/global