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1 Graduates and Global Citizens Perspectives on Learning & Teaching David Killick Leeds Metropolitan University.

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Presentation on theme: "1 Graduates and Global Citizens Perspectives on Learning & Teaching David Killick Leeds Metropolitan University."— Presentation transcript:

1 1 Graduates and Global Citizens Perspectives on Learning & Teaching David Killick Leeds Metropolitan University

2 2 Internationalisation What is it? How is it related to globalisation? What might be some appropriate graduate attributes for global citizens? Cross-cultural capability & global perspectives

3 Leeds Metropolitan University 3 Basic Propositions Internationalisation - is about all students must be embedded across the disciplines requires a strategic approach requires a whole institution approach is not an optional extra

4 Leeds Metropolitan University 4 Basic Propositions Internationalisation - is about all students must be embedded across the disciplines requires a strategic approach requires a whole institution approach is not an optional extra Meeting the needs of diverse students Capitalising on the diverse perspectives and knowledge of those students Our own development to help achieve these

5 Leeds Metropolitan University 5 Graduate attributes for effective and responsible engagement with a globalising world Cross-cultural capability 1. Intercultural awareness and the associated communication skills. 2. International and multicultural perspectives on one s discipline area. 3. Application in practice

6 Leeds Metropolitan University 6 Global Perspectives the relationships between local actions and global consequences, highlighting inequalities helping us reflect upon major issues such as global warming, world trade, poverty, sustainable development, and human migration, and promoting a response based on justice and equality not charity.

7 Leeds Metropolitan University 7 critically examine how the student, through participation on the course and as a member of the university community, is enabled to develop: the awareness, knowledge and skills to operate in multicultural contexts and across cultural boundaries the awareness, knowledge and skills to operate in a global context values commensurate with those of responsible global citizenship.

8 Leeds Metropolitan University 8 Interaction Read the instructions on your card Immediately begin Carry out the instructions with everybody in the room When you have finished – please sit down again

9 Leeds Metropolitan University 9 Barriers to engaging with the other Haptics Proxemics Chronemics Kinesics Oculesics Individualism Power Distance Uncertainty- Avoidance Masculine/Feminine Time Orientation Prototypes, Stereotypes & Misattribution

10 Leeds Metropolitan University 10 For each, think of a nationality who are said … … to treat their wives very badly. … to be very hypocritical. … to be cruel to their children. … to be un-hygienic. … not to have proper meals … to be cold and hard, like their weather

11 Leeds Metropolitan University 11 Stereotyping International Students = ? Asians = ? Chinese students = ? 6,706,993, ,000,000 1,330,044,544 4,050,404,000

12 Leeds Metropolitan University 12 Classic Misattribution Error When we do good – its down to us. When we do bad – its down to circumstance. When they do good – its down to circumstance. When they do bad – its down to them.

13 Leeds Metropolitan University 13 Misattribution ValueAttitudeBehaviour Respect for others Honesty Modesty

14 Leeds Metropolitan University 14 ValueAttitudeBehaviour Respect for others Older people deserve to be shown respect HonestyEverybody should exhibit honesty when interacting ModestyFlirtatious & sexual behaviour is not acceptable

15 Leeds Metropolitan University 15 ValueAttitudeBehaviour Respect for others Older people deserve to be shown respect I do not make eye contact with older people HonestyEverybody should exhibit honesty when interacting I make eye contact with everybody ModestyFlirtatious & sexual behaviour is not acceptable I avoid eye contact with members of the opposite sex outside my family

16 Leeds Metropolitan University 16 Prototype Theory

17 Leeds Metropolitan University 17

18 Leeds Metropolitan University 18 Schema

19 Leeds Metropolitan University 19 Supply Chain Management In pairs – quickly note key features in supply chain management as it applies to the agricultural industry

20 Leeds Metropolitan University 20 Crossing the line

21 Leeds Metropolitan University 21 Procedural Schema

22 Leeds Metropolitan University 22 A man went to the doctor …

23 Leeds Metropolitan University 23 Watch Your Tongue! Whose language is it anyway? International English

24 Leeds Metropolitan University 24 English as an International Language – Kachrus Model Origin Outer Circle Expanding Circle 0.5 billion speakers of English in inner and outer circles 1.0 billion in expanding circle 80% of conversations in English involve no native speaker

25 Leeds Metropolitan University 25 Sounds OK She lives in London Final falls The importance of stress … …….and impotence

26 Leeds Metropolitan University 26 Get …

27 Leeds Metropolitan University 27 Sentences + Pragmatics Im in the bath.

28 Leeds Metropolitan University 28 Issues and Impact Communication Schema Cultural norms Stereotyping

29 Leeds Metropolitan University 29 Aspects of Culture Shock anxious, confused, apparently apathetic lacking points of reference, social norms and rules to guide their actions powerlessness, meaninglessness, normlessness, self and social estrangement, and social isolation a continuous general free-floating anxiety which affects peoples normal behaviour Adrian Furnham, The experience of being an overseas student, in McNamara & Harris (Eds) 1997 Overseas Students in Higher Education: Issues in teaching and learning, Routledge, pp14-15

30 Leeds Metropolitan University 30 Culture Shock – continued confusion in role, role expectations, values, feeling and self-identity. surprise, anxiety, even disgust and indignation after becoming aware of cultural differences. feelings of impotence due to not being able to cope with the new environment. Adrian Furnham, The experience of being an overseas student, in McNamara & Harris (Eds) 1997 Overseas Students in Higher Education: Issues in teaching and learning, Routledge, pp14-15

31 Leeds Metropolitan University 31 How good is your world knowledge? Sketch a map of the world

32 Leeds Metropolitan University 32 Geographic projection

33 Leeds Metropolitan University 33 GDP Projection

34 Leeds Metropolitan University 34 Internet projection

35 Leeds Metropolitan University 35 Population projection

36 Leeds Metropolitan University 36 critically examine how the student, through participation on the course and as a member of the university community, is enabled to develop: the awareness, knowledge and skills to operate in multicultural contexts and across cultural boundaries the awareness, knowledge and skills to operate in a global context values commensurate with those of responsible global citizenship.

37 Leeds Metropolitan University 37 Review Internationalisation is about higher education responding to a globalising world One model proposes the twin dimensions of cross-cultural capability and global perspectives Communication across cultures is a key aspect of cross-cultural capability Understanding the barriers erected by our own cultural norms, values, schemas, and practices is an important attribute

38 Leeds Metropolitan University 38 Review May be more relevant to our home students than our international students Home students further disadvantaged by speaking English as a first language We need to develop & model good practice Perhaps – effective intercultural group work is a key tool to enable our students to be more effective in this dimension of global citizenship

39 Leeds Metropolitan University 39

40 Leeds Metropolitan University 40 Diamond Ranking Diamond rank each of the statements on the requirements for an internationalised curriculum according to how important you think each to be. Most Least

41 Leeds Metropolitan University 41 Diamond Ranking II Review your ranking – on the basis of your choices, have you given most/ least importance to: Knowledge Skills Values & Attitudes Equal ranking =1 from each Most Least


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