Global Citizenship and Cross-Cultural Competency: Student and Expert Understandings of Internationalization Terminology

Autor/inn/en	Cotton, Debby R. E.; Morrison, David; Magne, Polly; Payne, Simon; Heffernan, Troy
Titel	Global Citizenship and Cross-Cultural Competency: Student and Expert Understandings of Internationalization Terminology
Quelle	In: Journal of Studies in International Education, 23 (2019) 3, S.346-364 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cotton, Debby R. E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1028-3153
DOI	10.1177/1028315318789337
Schlagwörter	Global Approach; International Education; Universities; Cultural Awareness; Citizenship; Comparative Analysis; Teaching Methods; Specialists; Student Attitudes; Personal Autonomy; Educational Benefits; Definitions; Correlation; Student Characteristics; Undergraduate Students; Majors (Students); Foreign Countries; Vocabulary; United Kingdom + Suchen Sie Ihr Suchwort? Globales Denken; Internationale Erziehung; University; Universität; Cultural identity; Kulturelle Identität; Staatsbürgerschaft; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Individuelle Autonomie; Bildungsertrag; Begriffsbestimmung; Korrelation; Ausland; Wortschatz; Großbritannien
Abstract	Internationalization of the curriculum is of increasing interest in many universities; yet, the terminology used to describe it is highly varied and it is not clear that students understand its core concepts. This study explores students' understandings of the terms global citizenship and cross-cultural competency, and compares them with use in the literature and by experts. A large-scale questionnaire of students from a range of disciplines is supplemented with qualitative data from pedagogic and internationalization experts. Findings indicate that student understandings of both terms were mixed, and frequently differed from the way the terms are used by experts and in the literature. The concept of cross-cultural competency was more likely to invoke a sense of agency among students than was global citizenship, contrary to how they are depicted in the literature. This suggests that there may be some pedagogic benefits to be gained from using the former term. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01