• Move from traditional learning outcomes
(knowledge, skills etc.) to graduate attributes.
• By the end of 2011/12 all programmes
included learning outcomes on global
citizenship and these were analysed.
• Global citizenship proved the trickiest of the
five graduate attributes to understand.
• What does Global citizenship mean?
1. Working with a partner,
write a learning outcome
based on one of these for
your own subject.
2. How would you teach and
• You might draw upon those
you already use.
• “The ability to work effectively, and responsibly, in a global
• This was the most common aspect of GC – 160
references in 90 programmes.
• Example: “Draw upon an awareness of the
complexity of global cultures developed
through the study of a range of periods and
cultural areas…” (BA History of Art)
• “the development of the confidence to question one’s own
values … actively engaging with issues of equity, social justice,
sustainability and the reduction of prejudice, stereotyping and
• 114 references
• Examples: “Demonstrate a capacity for causal
analyses of particular events or issues in a way that
treats them as case-studies in the major historical
processes that have shaped modern British,
European, Atlantic, and colonial societies” (BA
• “Demonstrate an understanding … as well as issues
around sustainability in the production of published
materials.” (BA Publishing)
• “Knowledge of global perspectives on how disciplinary
knowledge is represented and understood within other
cultures; cross-cultural capability beginning with an
awareness of our own culture and perspectives.”
• Least referenced = 104
• Examples: “Acquire a flexible appreciation of human
diversity through the study of Drama as a mode of
expression with distinct variations across times,
places and cultures.” (BA Drama)
1. Does this capture global
citizenship? What is
2. What is the challenge in
3. What is the challenge in
citizenship in learning and
SUMMARY OF FINDINGS
• Some ILOs (23 in total) labeled as Global
Citizenship did not correspond to any aspect
of the definition.
• ‘Global’ was more prevalent that ‘citizenship’
• Variability in terms of ‘level’ of global
citizenship (e.g. focus on knowledge,
comprehension and application rather than
higher levels of Bloom’s taxonomy in some
EMBODIED & CONNECTIVE
• How worthwhile is global citizenship as a
graduate attribute if not embodied in our
practice and connective?
• This means moving beyond learning
A WAY FORWARD
• Contextualise in the subject
• Define for ourselves and for students
• Embodied in the teaching and learning