Exploring the Process of Global Citizen Learning and the Student Mind-Set

Autor/inn/en	Lilley, Kathleen; Barker, Michelle; Harris, Neil
Titel	Exploring the Process of Global Citizen Learning and the Student Mind-Set
Quelle	In: Journal of Studies in International Education, 19 (2015) 3, S.225-245 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1028-3153
DOI	10.1177/1028315314547822
Schlagwörter	College Graduates; Cultural Awareness; Global Approach; Student Mobility; Learning Experience; Universities; Models; International Education; Higher Education; Employment Potential; Constructivism (Learning); Semi Structured Interviews; Foreign Countries; Student Attitudes; Interpersonal Relationship; Attitude Change; Behavior Change; Transformative Learning; Learning Theories; World Views; College Students; Australia + Suchen Sie Ihr Suchwort? Hochschulabsolvent; Hochschulabsolventin; Cultural identity; Kulturelle Identität; Globales Denken; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Lernerfahrung; University; Universität; Analogiemodell; Internationale Erziehung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Ausland; Schülerverhalten; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Attitudinal change; Einstellungsänderung; Pädagogische Transformation; Learning theory; Lerntheorie; World view; Weltanschauung; Collegestudent; Australien
Abstract	Increasingly, university and employer discourse identify a need for graduates to have an intellectual and global "mind-set" beyond disciplinary competencies and national boundaries. Universities aiming to educate global citizens show limited outcomes. Global citizen research has investigated the mobility experience, yet limited attention has been paid to the theoretical process of student change to inform how domestic students could engage in comparable learning experiences. The purpose of this study was to expand knowledge on the process of global citizen learning and the student mind-set. Two phases of research gathered in-depth information from international higher education key informants and mobility students. The research resulted in a conceptual model for global citizen learning and an "identikit" of recognizable markers for a global citizen disposition. The model identifies facilitators and manifestations of "student change" and identifies reflexivity, relationality, criticality, and the social imaginary as capacities of global mind-set. These findings suggest that educating all students as global citizens could be more closely aligned to the internationalization of education and employability agendas. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01