Developing the Global Student
Higher education in an era of globalization
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Book Description
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.
Table of Contents
Glossary Introduction
Chapter One – Questions of Context
INTRODUCTION
SECTION ONE – Global Contexts
SECTION TWO – Conceptions of Higher Education
SECTION THREE – Education for Citizenship, Social Justice, and a Better World?
SECTION FOUR – Internationalization
SECTION FIVE – Internationalization of the Curriculum
SECTION SIX – The Global Self
Chapter Two – Questions of Alterity
INTRODUCTION
SECTION ONE – Social Consequences of Globalization
SECTION TWO – Social Identity and Ethnocentrism
SECTION THREE – Intercultural Competence & Communication
SECTION FOUR – Contact & Conflict thoeries
Chapter Three – Questions of the Lifeworld
INTRODUCTION
SECTION ONE – A Model of the Lifeworld
SECTION TWO – The Habitus and the Ready-to-hand
SECTION THREE – Capital, Capability & Agency
SECTION FOUR – Cultural Icebergs
SECTION FIVE – Schemata, Scripts and Types
SECTION SIX – Attitudes & Heuristics
Chapter Four – Questions of Learning
INTRODUCTION
SECTION ONE – (Re)forming the Lifeworld
SECTION TWO – Holistic Learning
SECTION THREE – Learning Triggers
SECTION FOUR – Situated Learning & Communities of Practice
SECTION FIVE – Learning Stages
Chapter Five – Questions of Practice
INTRODUCTION
SECTION ONE – Shaping the Environment: Inclusivity and The Hidden Curriculum
SECTION TWO – Shaping the Curriculum: Content and Outcomes
SECTION THREE – Shaping the Delivery: Learning Experiences and Communities
SECTION FOUR – Shaping Broader Institutional Practice
Endword
Appendix 1 Selected resources and Links to Support Practice
Bibliography
Author(s)
Biography
David Killick is Head of Academic Staff Development at Leeds Metropolitan University, UK, and has worked on institutional internationalization initiatives for several years.
Reviews
"The book is a thought-provoking and extensively referenced discussion of the internationalisation of campus-based university provision and experience." — Linda Robson, Educational Developments