“…In a number of reports in 2008 (Bourn, 2008: Bourn andNeal, 2008) and 2010 (Bentall, Blum and Bourn, 2009), I aimed to develop an approach to global skills that was influenced by critical pedagogical, development education and transformative learning thinking. I also aimed to locate an understanding of skills within a broader global context, as seen for example in our work with engineers (Bourn and Neal, 2008: 12) where we suggest that key to understanding global skills is recognising: -willingness to play an active role in society at local, national and international level (Bourn, 2008). However, as Selby and Kagawa commented in critiquing this conceptualisation, it appeared to have accepted the neo-liberal growth model of globalisation and was 'primarily concerned with workforce preparation for technocratic competitive efficacy' (Selby and Kagawa, 2014:147-8).…”