Dr David Killick

© 2018, Emerald Publishing Limited. Purpose: This paper aims to question the terminology, modelling and vagueness surrounding the notion of “global citizen” and argues for the more holistic construct of global selfhood as a legitimate goal for graduates who must make their way in a multicultural and globalising world. Design/methodology/approach: This paper draws upon established education and global citizenship theories to present a model of global graduate attributes. Using this theoretical model, practice implications for learning and teaching in higher education are presented. Findings: This paper proposes some radical transformations to current practice. Practical implications: Proposals within the paper offer academics and academic developers tools for reflection on and transformation of practice. Originality/value: This paper takes forward the often reductive construct of “global citizen” and demonstrates how a more holistic notion of global self can be applied to higher education and graduate outcomes.

This chapter illustrates how UK undergraduate students on a semester study abroad programme in Australia experienced space and location as a driver and an inhibitor to their identity development. As students whose first language and previous experience of higher education and of international travel arguably offered stronger preparedness and familiarity with their new study homes, their lived experience offers a different lens through which to view the international student experience. This chapter makes extensive use of the participant’s voice to show how the serendipitous spaces they each inhabit impacts upon how they experience and identify themselves in the world. The importance of spaces and the people who inhabit them, as shown in the participant narratives, suggests a need for greater attention to framing university spaces which will better facilitate the development of the intercultural self.

Significant attention is rightly given in literature concerning institutional curricular change to the design and delivery of the formal curriculum. Particularly influential in this area has been Biggs’ work on constructive alignment (Biggs, 1999, and subsequent editions) and the learning taxonomies which higher education has sought to utilise in the alignment process (Biggs & Collins, 1982; Bloom, 1956). However, the role of the hidden curriculum (Giroux & Purpel, 1983), much discussed in the context of school education for many years, has barely featured in the discourse around learning and teaching in higher education. In this reflective analysis, I consider the question, ‘To what extent do the learning communities we create and the hidden curriculum which frames them foster or fight the development of capabilities needed by our global students?’ and propose the hidden curriculum to be an area we can no longer neglect.

Developing the Global Student addresses the question of how students of higher education can emerge from their university life better equipped to dwell more effectively, ethically, and comfortably amidst the turmoils of a globalizing world. It does this from a number of theoretical perspectives, illustrating the nature of the personal and educational challenges facing the individual student and the teaching professional. The book explores the massive social changes wrought by the technologies and mobilities of globalization, particularly how present and future generations will relate to, work with and dwell alongside the global other. It outlines a range of social, psychological and intercultural perspectives on human tendencies to seek out comfort among communities of similitude, and illustrates how the experience of life in a global era requires us to transcend the limits of our own biographies and approach university education as a matter of knowledge deconstruction and identity reconstruction, rather than reproduction. This book brings these considerations directly into the daily business of higher education by drawing out the implications for practice at a number of levels. It examines: the implications of a globally interconnected world and individual biographies for the design of the curriculum; a holistic view of learning in the context of the need to develop the global self; what the impact on non-academic practice will be if universities as institutions are to enable these changes; ways in which the broader student community can transform to offer an experience which is more supportive of the development of global selves. Linking theoretical perspectives to present a model of learning as change, this book will be of great interest to those working in higher education, and particularly to anyone involved in policy design and the delivery of the student experience.

Developing the Global Student addresses the question of how students of higher education can emerge from their university life better equipped to dwell more effectively, ethically, and comfortably amidst the turmoils of a globalizing world. It does this from a number of theoretical perspectives, illustrating the nature of the personal and educational challenges facing the individual student and the teaching professional.

A visual representation of the dimensions of the UKPSF which can be used by those preparing for recognition or review to summarise their evolving areas of achievement/evidence.

This PowerPoint presentation explores student diversity and internationalisation. It is aimed at those working with students in HE. It covers ALT implications, global perspectives and working with disability.

This resource sets out to help staff supporting learning to develop inclusive learning activities, environments and programmes to support the development of a global outlook. A global outlook is broadly defined as the capabilities for “effective and responsible engagement in a multicultural and globalising world” and comprises the two inter-related dimensions of inclusivity and global relevance (D Killick, 2011). The focus in this resource is specifically upon helping domestic and international students to develop the willingness, the confidence, and the skills to study together and so to live and work together after graduation – but all the principles which are explored here should serve to bring students together across the broader range of diversity represented on our campuses. In an era when peer learning is finding strong advocates in higher education, it may be that cross-cultural interactions will (at long last) find their place. Rather than only providing tips and techniques for bringing students together, the resource seeks to give a broad outline of why this is a matter which all staff concerned with student learning should consider part of their own work with students. It is therefore divided into three components which collectively set out to show why connections with those we see as different to ourselves are difficult and need deliberate structured intervention if they are to take place, what objectives we might have and the benefits which can derive from our efforts to make this happen, and how we can structure our learning and teaching work to facilitate the process. As a brief guide covering a lot of ground, topics are not covered in great depth, and colleagues with specialist knowledge in, for example, social or cognitive psychology are asked to be understanding of the short cuts taken and areas of contested theory unexplored. It is hoped that this resource will help challenge those deficit models and demonstrate the common issues faced by home and international students which it comes to crossing cultural boundaries, the common benefits which can be derived from successful cross-cultural interactions, and some of the mechanisms by which those responsible for facilitating student learning might contribute to their success (or, at the very least, not conspire in their failure). Helping students connect across their cultural boundaries is not the only mechanism through which we might help them develop a global outlook, but it has the potential to be a powerful one, and the continuing neglect not only misses that opportunity, but serves to negate or dilute the potential of whatever other work we might undertake. “We need to move away from deficit models of engagement, which position international students as interculturally deficient and home students as interculturally efficient, when in reality both need support and encouragement and both have skills and knowledge relevant to the task” (Leask, 2009, p. 218). You will find reflective questions at regular points throughout the resource. They are directed at you as a member of university staff, but in the main they echo the questions which students also need to engage with if they are to leave university prepared to live and work in a diverse, globalising world. This resource has been produced in conjuntion with the HEA(Higher Education Academy) and UKCISA (UK Council for International Student Affairs)

This exercise sheet is designed for use with academic staff as part of a session on diversity and ALT. It explores diversity and ALT practices, policies and provision.

This PowerPoint presentation is aimed at those teaching in HE. It explores various learning theories and styles.

Tutorial: Key concepts - The way people organise and present themselves and the environment around them has both social and symbolic meaning. Includes observation exercises

This document presents guidelines for curriculum review, as discussed in Aim 5 of the Leeds Metropolitan University Corporate Plan. It has been reviewed in response to: feedback, the new Education Strategy for Assessment, Learning and Teaching, and other developments within the University. In particular, the document makes more specific the linkages between cross-cultural capability and global perspectives, and indicates how these relate to internationalisation, diversity, widening participation and sustainability. The document has three sections: 1. An introduction to cross-cultural capability and global perspectives, and their relevance as graduate attributes for the twenty-first century in a university seeking to achieve an ethos which is both international and multi-cultural. 2. Key questions for course review, supported by example responses. 3. Practical help for course review teams, which includes a proforma for review, practical tips provided by Teacher Fellows from across the University, and related internet links. This document and the review process it supports are intended to stimulate debate on the ethical and educational issues raised, as well as providing a practical stepping stone to facilitate the incorporation of cross-cultural capability and global perspectives across our assessment, learning and teaching practices. This in turn will support and be supported more broadly through non-academic practices, such as improving the sustainability of our facilities, applying ethical purchasing policies, widening participation, and engaging in support work with communities, both regional and international. Curriculum review, the recruitment of students from diverse cultural backgrounds, both home and international, and increasing opportunities for international and intercultural experiences for students and staff, are essential elements in providing an environment to support the development of world-wide horizons and promotion of global citizenship.

This little book sets out to provide an overview of internationalisation, illustrated through examples of ongoing work in one UK university: Leeds Metropolitan. It is not a blueprint for other institutions, but we hope that the use of our own examples against assertions about the components of a developed view of internationalisation will provide a useful map of the territory.

This is an ice-breaker activity for groups of multinational students. Follow up activities can be based around discussing the socio-cultural consequences of some of the responses in mixed groups.

Dr. David Killick from Leeds Metropolitan University gave one of the keynote speeches at the conference and the first contribution in this special issue is a paper written by David that interrogates the idea of the ‘global citizen’. David’s discussion piece focuses on how global citizenship is a matter of dwelling in ‘alterity’ amongst global ‘others’ and he presents the university as the place where this should happen.

This PowerPoint presentation explores student diversity and internationalisation. It is aimed at those working with students in HE. It covers ALT implications, global perspectives and working with disability.

discusses characteristics and dimensions of culture

© The Author(s) 2020. This article presents a critical analysis of key elements within the conference question as the basis for proposals for an inclusive and systematic approach to the development of mainstream disciplinary higher education curricula designed to meet the needs of students and societies in a multicultural globalizing world. The critical analysis considers key objectives, understandings and limitations of GII ‘competencies’, how we conceptualize ‘students’ within a globalizing higher education, how ‘effective’ strategies might be framed, and how internationalization abroad and at home might be re-envisioned in the era of the post-national university. The article illustrates how this critical analysis points to the need to embed internationalization efforts, and their success indicators, within the mainstream curriculum across the disciplines.

This book examines the impact of internationalization and diversity in higher education and provides practical guidance on how to manage an increasingly varied range of expectations and needs, and ensure that academic practice best serves the needs of all students across diverse learning spaces.

Chapters cover areas such as: Internationalization, intercultural, and equitable practice Academic development and internationalization Deficit modelling and the value of diversity Norms and rituals of academic cultures Modelling ...

Internationalisation is a complex and contested term, which UK higher education is only now defining for itself. I focus on specific rationales for internationalisation, arguing that it is to be interpreted as the educational response to globalisation. It is argued that curriculum internationalisation can enable students to situate themselves, and be helped to responsibly navigate the ‘liquid flows’ which challenge their self-identity. This paper proposes that self-identification as a ‘global citizen’ and the ‘attributes’ of cross-cultural capability and global perspectives can form the basis for a values-based internationalised university curriculum across the disciplines, enabling students to make their way in the world.

Taking a model of global citizenship that is primarily a matter of seeing the self-in-the-world as one dwelling among others, this article focuses on experiences of students with individual “significant others” and among international student communities, drawing on a 3-year study into U.K. undergraduate students participating in international mobility activities. Participants reveal how lived experience of Otherness in such intersubjective encounters enables moves to identify Self with others and to personalize hitherto distant places and practices. Even in the context of international mobility, encountering difference does not depend on the crossing of national cultures but on recognizing Otherness in all we may engage with and in ourselves. Most of the encounters in this study take place outside of the host culture or the “designed” features of the international mobility activities, suggesting opportunities for multicultural/international campuses to develop spaces for similarly rich learning for the nonmobile majority.

The presentation begins with a short exploration of the notion of global citizenship as it relates to the role and purpose of higher education in a globalising world. Taking student mobility (study abroad, international volunteering, teaching assistantships) as a potentially rich site for the development of global citizenship attributes, I will outline key findings emerging from a doctoral study of the lived-experience of UK students abroad. As universities continue to resource and encourage international mobility for home students, it is important that we seek to determine its relevance to the new foci of the internationalised curriculum - both at institutional and at discipline level. Mobility activities are resource-intensive, and arguably non-inclusive - can we continue to justify their place and/or should we be arguing for wider access to such experiences through the mainstream curriculum? Drawing evidence from a three-year phenomenological study of students on a range of international mobility experiences, I will suggest that these experiences do, indeed, offer potentially rich learning and development, but if our students are to take full value in terms of global citizenship development, greater support may be needed within the formal curriculum preceding and following the period abroad.

The paper argues for situating today's students as ‘global citizens’, emphasising self-in-the-world identity over act-in-the-world agency. It draws upon a three-year investigation into the lived-experience of sojourning UK undergraduate students, which surfaced examples of significant learning among new communities of practice. Their experiences of crossing learning thresholds is presented as change to the lifeworld, and argued to have enhanced their sense of self-in-the-world. Because primary sites of learning identified within the narratives were within inter-subjective encounters outside the host culture and beyond what was planned within their mobility programmes, I suggest that similar learning might be enabled among diverse campus communities at home.

© Journal of International Students. Universities fail to offer equitable learning experiences for their diverse students. At the same time, the value of diverse student identities and perspectives remains largely unrealized. In a globalising higher education context, these issues are exacerbated while the post-national university is increasingly complicit in advancing the neoliberal project and neglecting its potential to enable its diverse students to enhance social justice locally and globally. Although much current practice in outcomes-based higher education contributes to each of these processes, its underpinning theories of learning and its design features are compatible with more expansive and inclusive aspirations. Drawing upon critical and culturally relevant pedagogies, this article presents principles for the development of “critical intercultural practice” to empower all students in and for a multicultural globalizing world.

Internationalization of the curriculum attracts considerable interest, yet often remains in the hands of enthusiasts or is relegated to the periphery of personal skills modules. While academics may be “happy to ‘tinker around the edges’ of their course content and classroom pedagogy” they still frequently ask, “What does it really mean for me and my classroom?” This article outlines the experience of one U.K. university, which has been seeking to internationalize the curriculum through two phases. The overarching development framework of the first phase (Jones & Killick, 2007) is now being embedded through the university’s adoption of a global outlook as a graduate attribute. This attribute interlinks inclusivity and global relevance and connects equality and diversity with internationalization to form a cohesive construct for graduate development. The authors describe the process of working with academics across the institution to design and implement learning outcomes at modular and program levels within disciplines, to support student achievement of this attribute through the process of constructive alignment.