Preparing the next generation of global professional graduates. Insights surrounding global citizenship development from health professionals in different health disciplines
Wednesday 3 July: Conference day one, 4:00pm – 4:30pm parallel session
Venue
Room 7 – 301-G053 Med Chem
Presenters
Shinead Borkovic
La Trobe University, Australia
s.borkovic@latrobe.edu.au
CaraJane Millar
La Trobe University, Australia
c.millar@latrobe.edu.au
Jacqueline Johnstone
La Trobe University, Australia
jacqueline.johnston@latrobe.edu.au
Background/context
Internationalisation of the curriculum has the potential to empower a new generation of global professional graduates through clever curriculum design (Leask, 2015). One way of achieving an internationalised curriculum is through education for global citizenship that has the prospective to be both sustainable and accessible for all students. Achieving associated global citizenship attributes, such as a willingness to dispute social norms (Pike, 2008) and emotionally create change (Mezirow, 2003) can be approached in a number of ways. This roundtable will encourage participants to reflect on the core attributes they desire in health professionals, on pre-conceived ideas of global citizenship attributes and on how they measure these. The panel will then present the findings from Millar et al (2019) outlining core global citizenship competencies and share perspectives from doctoral projects in different health disciplines on the impact of global citizenship education. Specifically, the development of a global citizenship framework and the impact of an internationalised curriculum and mobility opportunities on employability outcomes will be discussed. Additionally, presenters’ journeys as experiences of active global professionals will be discussed in an aim to expand a community of practice and welcome new members and initiatives in preparing our next generation of global professional graduates.
Issue
Little is known about what motivates and assists educators and graduates, to ‘go global’–to seek out opportunities to connect with individuals internationally and make a positive difference. Similarly, little is known about the long-term outcomes of international education opportunities and their contribution in preparing students as global professional graduates skilled to practice in both local and global contexts. On the other hand, how is learning and graduate employability impacted for those in life positions that are unable to seek opportunities to ‘go global’?
Intended outcome
Through an interactive roundtable discussion, attendees will be able to apply their learning from these case studies to other disciplinary and institutional contexts.
Participants will:
- Gain an understanding of the purpose and impact of an internationalised curriculum on post-graduate employability.
- Explore global citizenship competencies attained by ‘global’ tertiary experiences and internationalisation’s ‘at home’ experiences as well as reflect on pre-conceived ideas about global citizenship attributes and how they are measured.
- Develop practical approaches to becoming global professional graduates.
- Explore the journeys of three global health professionals.
- Explore future possibilities for research and collaborative international partnerships.
References
Leask, B. (2015). Internationalising the Curriculum. Abingdon: Routledge.
Mezirow, J. (2003). Transformative learning as discourse. Journal of Transformative Education, 1, 58-63.
Pike, G. (2008). Reconstructing the legend: Educating for global citizenship. In Educating for human rights and global citizenship, ed. A.A. Abdi and L. Shultz, 223–37. Albany, NY: State University of New York Press.
Presentation topic
Students – Global Learning
