ASSESSING GLOBAL CITIZENSHIP: WHAT WORKS? Higher Education Academy Social Sciences Conference 21-22 May 2014 Birmingham, United Kingdom Presenters: Jo Feehily; Vanessa Jaramillo Lopez; Tu Nguyen Oxford Brookes University
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What works in assessing global citizenship? Jo Feehily and Jill Millar (Oxford Brookes University)
This is a draft of the presentation that will be given at the HEA Social Sciences annual conference - Teaching forward: the future of the Social Sciences. For further details of the conference: http://bit.ly/1cRDx0p Bookings open until 14 May 2014 http://bit.ly/1hzCMLR or [email protected]
ABSTRACT Global citizenship, embracing the norms of the Only Connect World, is a central component of the graduate attributes that we seek to inculcate in our students at Oxford Brookes, but what do students really make of global citizenship? What does it mean to them and how best can we engage students with these ideas? More specifically, what sort of assessment strategies best engage students in developing the skills and perspectives associated with global citizenship? This paper relates to a small HEA funded project running in semester 2, Spring 2014 at Oxford Brookes within the Business and Management programmes. The project brings staff and students together to explore what (if any) assessment activities within the Business School have generated moments that trigger greater insights into global citizenship. The team will explore with delegates the process of working with Student Research Assistants, of coming to a shared understanding of global citizenship and will share initial findings of what works in assessing global citizenship.
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1. ASSESSING GLOBAL CITIZENSHIP: WHAT WORKS? Higher Education
Academy Social Sciences Conference 21-22 May 2014 Birmingham,
United Kingdom Presenters: Jo Feehily; Vanessa Jaramillo Lopez; Tu
Nguyen Oxford Brookes University Faculty of Business
2. PRESENTATION OUTLINE Introduction: why global citizenship
and why assessment? Project outline: starting point and development
Findings and ideas What do you think?
3. INTRODUCTION
4. WHY GLOBAL CITIZENSHIP? Business Schools are under
increasing pressure to fix business education: by propagating
ideologically inspired amoral theories, business schools have
actively freed their students from any sense of moral
responsibility (Ghoshal 2005, p. 76). Rather business education
should be one that inculcates a professional approach to business
practice, one that: commits its practitioners, as all professions
do, to serve ideal values and social benefit (Colby et al 2011, p.
58). Arguably global citizenship is a potential vehicle to support
such a fix.
5. A PARTICULAR FOCUS: ASSESSMENT Assessment: a focus on
assessment that measures the effectiveness of the program
(Sperandio et al., 2010); BUT to what extent does the assessment
approach involve individualized student learning and assessment
rather than obtaining mere class or overall levels of learning?
(Payne 2011, p. 236); Assessment as central component of student
learning activities (Gibbs and Simpson, 2004); Assessment
characteristics should include being systematic; aligned; and
formative.
6. PROJECT STARTING POINT AND DEVELOPMENT
7. MAPPING GRADUATE ATTRIBUTES Knowledge: pervasive issues -
sustainability, globalisation, corporate social responsibility,
diversity,(QAA 2007) Skills: - cognitive skills of critical
thinking, analysis and synthesis. This includes the capability to
identify assumptions, evaluate statements in terms of evidence, to
detect false logic or reasoning, to identify implicit values, to
define terms adequately and to generalise appropriately -
interpersonal skills of effective listening, negotiating,
persuasion and presentation - self reflection and criticality
including self awareness, openness and sensitivity to diversity in
terms of people, cultures, business and management issues.
8. EMBEDDING GLOBAL CITIZENSHIP Teaching Fellowship Project:
Embedding global citizenship in a way that models GCs respect for
diversity
9. PROJECT OUTLINE The project Context Aims Methodology
10. WORKING DEFINITION Global Citizenship incorporates
knowledge, skills and values and the willingness to act upon them.
Knowledge at a personal level: having cross- cultural awareness,
beginning with an understanding of our own culture and perspectives
and the development of the confidence to question ones own values
and those of others responsibly and ethically, valuing human
diversity.
11. Knowledge within a disciplinary area: having an
understanding of global perspectives on how your business learning
is represented and understood within other cultures. An awareness
of global interdependencies relevant for business graduates; the
implications of globalisation and sustainable development for
business practice and of the consequences of our actions as
business people.
12. SKILLS: the ability to work effectively, and responsibly in
all walks of life, in a global context, this will include the
capacity to: think critically (evidence argument); argue
effectively; feel empowered to challenge social injustice and
inequalities; demonstrate respect for people and things; and engage
in cooperation and conflict resolution.
13. WILLINGNESS TO ACT: actively promoting social justice and
sustainability; challenging prejudice, stereotyping and
discrimination, by participating at a range of levels from local
community to global, including within a business context.
14. INITIAL FINDINGS AND IDEAS
15. INITIAL FINDINGS Preconceived notions of global citizenship
influence perceptions of its inclusion in any learning and
assessment activities Examples of assessment that are identified
relate to cross cultural experiences (group work and international
experience) or subjects that have direct relevance to ideas of
global citizenship such as Environmentally Sustainable Business or
Ethics in Business (both elective modules) Students dont feel that
there is systematic focus on these ideas across Business School
modules- they develop relevant skills elsewhere.
16. WHAT MIGHT WORK? WHAT DO YOU THINK?
17. BIBLIOGRAPHY Colby, A., Ehrlich, T., Sullivan, B., &
Dolle, J. (2011). Rethinking Undergraduate Business Education:
Liberal Learning for the Profession. San Francisco: Jossey-Bass.
Ghoshal, S. (2005). Bad management theories are destroying good
management practices. Academy of Management and Learning Education,
4 (1), 75-91. Gibbs ,G. and Simpson, C. (2004) Conditions under
which assessment supports students learning. Learning and Teaching
in Higher Education, (1) pp. 3-31. Payne, S (2011). Planning and
Personalising Course Assessment. In D. Fisher, & D. Swanson
(Eds.) Assessing Business Ethics Education (pp. 13-28). Charlotte:
Information Age Publishing. Swanson, D., Fisher, D., &Niehoff,
B. (2011) The case for assessing ethcis in a standalone course and
results from a pilot study. . In D. Fisher, & D. Swanson (Eds.)
Assessing Business Ethics Education (pp. 13-28). Charlotte:
Information Age Publishing QAA 2007, Subject benchmark statements,
Quality Assurance Agency for Higher Education, Gloucester, accessed
25 June 2007
[http://www.qaa.ac.uk/academicinfrastructure/benchmark/default.asp].
Sperandio, J, Grudzinski-Hall, M, & Stewart-Gambino, H (2010),
'Developing an Undergraduate Global Citizenship Program: Challenges
of Definition and Assessment', International Journal Of Teaching
& Learning In Higher Education, 22, 1, pp. 12-22,