WELCOME
• Global Citizenship as Embodied and
connective practice in the arts & humanities
• Open academic practice / digit...
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...
THE CHALLENGE
• What does Global citizenship mean?
• http://openbrookes.net/global/poem-in-
familia-musings-on-what-global...
ONE DEFINITION
1. Working with a partner,
write a learning outcome
based on one of these for
your own subject.
2. How woul...
GLOBAL CONTEXTS
• “The ability to work effectively, and responsibly, in a global
context.”
• This was the most common aspe...
VALUES
• “the development of the confidence to question one’s own
values … actively engaging with issues of equity, social...
CULTURES
• “Knowledge of global perspectives on how disciplinary
knowledge is represented and understood within other
cult...
DISCUSSION
1. Does this capture global
citizenship? What is
missing?
2. What is the challenge in
articulating Global
Citiz...
SUMMARY OF FINDINGS
• Some ILOs (23 in total) labeled as Global
Citizenship did not correspond to any aspect
of the defini...
EMBODIED & CONNECTIVE
• How worthwhile is global citizenship as a
graduate attribute if not embodied in our
practice and c...
A WAY FORWARD
• Contextualise in the subject
• Define for ourselves and for students
• Embodied in the teaching and learni...
RESOURCES
• https://wiki.brookes.ac.uk/display/GAA/Globa
l+Citizenship
• http://openbrookes.net/global
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Global Citizenship, graduate attributes & learning outcomes

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Lessons from Oxford Brookes University's move to graduate attributes

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Global Citizenship, graduate attributes & learning outcomes

  1. 1. WELCOME • Global Citizenship as Embodied and connective practice in the arts & humanities • Open academic practice / digital media • #GlobalCitizenHE • global@openbrookes.net
  2. 2. Global Citizenship, graduate attributes & learning outcomes – Lessons from Brookes Neil Currant
  3. 3. 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?
  4. 4. THE CHALLENGE • What does Global citizenship mean? • http://openbrookes.net/global/poem-in- familia-musings-on-what-global-citizenship- means-to-me/
  5. 5. ONE DEFINITION 1. 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
  6. 6. 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)
  7. 7. 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)
  8. 8. 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)
  9. 9. 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
  10. 10. 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.)
  11. 11. 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.
  12. 12. A WAY FORWARD • Contextualise in the subject • Define for ourselves and for students • Embodied in the teaching and learning • …
  13. 13. RESOURCES • https://wiki.brookes.ac.uk/display/GAA/Globa l+Citizenship • http://openbrookes.net/global

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