I Studied Abroad, therefore I am a Global Citizen? An Initial Study on Relationship between Global Citizenship and International Mobility Experiences

Chang, Chen-Wei

doi:10.15753/aje.2016.05.17s.131

Cited by 6 publications

(3 citation statements)

References 7 publications

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“…Overseas activities not only enrich students' study abroad experiences but also promote a deeper understanding of cultural differences, beliefs, and perspectives from around the world (Miller-Perrin & Thompson, 2014). Various types of practical activities can cultivate students' cross-cultural communication skills, adaptability, openness to learning, and global awareness (Miller-Perrin & Thompson, 2014;Chang, 2016).…”

Section: Discussionmentioning

confidence: 99%

Understanding and practices of global competence in Sino-foreign cooperative universities

Zhuang,

Hu,

Guo

2024

JUTLP

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In this new era of multiploidization, economic globalization, and cultural diversification, countries are actively advocating the joint construction of a community of shared futures for mankind. This value has led countries pay more attention on global competence (GC). To nurture GC, different higher education institutions have been in action. The nine Sino-foreign cooperative universities (SFCUs) have made outstanding achievements in the cultivation of international talents. However, few studies have assessed how these SFCUs correspond to GC. Therefore, qualitative content analysis was conducted to identify talent cultivation in SFCUs by analyzing the objectives and curriculum documents collected from the websites of these universities. Firstly, the five representative indicator systems were summarised based on the logic of modular elements, subject-object relationships, and action procedures and 20 operational indicators. Second, the objectives of SFCUs were compared to the GC indicators and found to be highly aligned with GC. Finally, the curricula were organized into language courses, literacy courses, and applied courses, which aligned with 20 indicators of GC, reflecting the cultivation of various aspects such as students' global thinking, knowledge of the world's humanities, adaptability, creativity, leadership, respect for cultural diversity, and concern for cultural diversity. This indicator system can support the global competence cultivation of universities in China, creating better alignment with global competence indicators. The results of the study on nine SFCUs can help us understand the current status of global competence in talent cultivation of these universities, and provide recommendation for SFCUs to optimise their talent cultivation strategies.

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Section: Discussionmentioning

confidence: 99%

Understanding and practices of global competence in Sino-foreign cooperative universities

Zhuang,

Hu,

Guo

2024

JUTLP

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“…Focusing on introducing students in HEIs to GCE that underlines the three different dimensions helps to prepare them to be global citizens. Chang (2016) mentioned that students who are not exposed to GCE encounter difficulty in identifying themselves as global citizens. Boni and Calabuig (2015) attempt to discover the influence of three spaces: international cooperation, a mobility programme that took place mainly in Latin American countries and a student-led university group on developing a sense of GC among university students at the Universitat Politècnica of Valencia.…”

Section: Study Frameworkmentioning

confidence: 99%

Educating for ‘glocal’ perspectives at Sultan Qaboos University: Studying students’ perceptions after studying a global citizenship education course

Al-Maamari

2020

Citizenship, Social and Economics Education

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Today, globalisation expands the affiliation of the individual from a national level to an international level. Global citizenship has been regarded as an important outcome for students in major universities around the world, yet there is little literature about how it is integrated at universities in the Arab world, although some of them emphasise it in their policies. This article reports on how one Omani University, namely Sultan Qaboos University, interpreted and implemented global citizenship education in their undergraduate programmes. Particularly, this study seeks to identify the perceptions of students who studied a course entitled Global Citizenship Education in the academic year 2018–2019. The data were collected using two tools: a questionnaire which was administered to a sample consisting of 49 students and semi-structured interviews with 10 students. The data analysis was conducted by calculating the medium for the questionnaire and by employing an inductive process where the data were coded and then the themes that emerged from the data were highlighted. The results indicated that Omani University students had different perceptions of global citizenship and their perspectives tended to be more cosmopolitan and humanistic . In addition, they highlighted the impact of the course on developing three dimensions of global citizenship education: the cognitive, socioemotional and behavioural dimensions.

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“…를 의미한다 (김판석, 2000). (유성상, 2016;Chang, 2016;Misiaszek & Misiaszek, 2016, Sim, 2016 (Andreotti, 2006;Johnson, 2010;Oxley & Morris, 2013;Schattle, 2008;Shultz, 2007;Stein, 2015;Veugelers, 2011) (Johnson, 2010;Oxley & Morris, 2013;Stein, 2015;Veugelers, 2011). 먼 저, 능력 기반 접근에서는 신자유주의와 인적자본이론 (Shultz, 1975) 참고문헌 경기도교육청(2012).…”

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International Exchange and Cooperation Programs as Global Citizenship Education: A Case Study of the Gyeonggi Provincial Office of Education

이¹,

김²,

문³

et al. 2019

J. Educ. Int. Underst.

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This study examines the implementation of international exchange programs conducted within public education, focusing on the Gyeonggi Provincial Office of Education from the standpoint of global citizenship education. It also proposes the feasibility and direction of international exchange programs based on the analytical framework that analyses the global citizenship education as the competency-based approach, moral approach, and critical approach. The research questions are: first, 'what is the aspects of the implementation of international exchange programs in 172 국제이해교육연구 14(2) terms of global citizenship education?' and second, 'what is the possibility of implementing international exchange programs as global citizenship education?' To find the answer to the questions, documents related to the international exchange program and data from interviews with the person in charge and the participants of programs were analyzed. This paper found that there is a feasibility for implementing the competency-based approach and moral approach in the international exchange programs. However, in order to invigorate international exchange as the practice of global citizenship education, it is recommended that: first, international exchange from the viewpoint of critical approach should be developed. Second, every student should have the opportunity to participate in the programs regardless of their economic status. Lastly, target nations for international exchange should be chosen not only from the competency-based approach but from the various perspective of global citizenship education.

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I Studied Abroad, therefore I am a Global Citizen? An Initial Study on Relationship between Global Citizenship and International Mobility Experiences

Cited by 6 publications

References 7 publications

Understanding and practices of global competence in Sino-foreign cooperative universities

Understanding and practices of global competence in Sino-foreign cooperative universities

Educating for ‘glocal’ perspectives at Sultan Qaboos University: Studying students’ perceptions after studying a global citizenship education course

International Exchange and Cooperation Programs as Global Citizenship Education: A Case Study of the Gyeonggi Provincial Office of Education

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