Embedding internationalisation, employability and inclusive education through graduate attributes: A case study of “ A

1. Embedding internationalisation, employability and inclusive education through graduate attributes:A case study of “A Global Outlook” Laura Dean David Killick

3. “Education has been redefined as primarily a means of skilling more and more young workers… …rather than about expanding the minds and developing the capacities of citizens” (Leonard 2000, 182. Cited in Morley, 2011) .

4. “Corporate interests play a more powerful role in determining the purposes of higher education. There is a more explicit concern with universities producing new workers and the values of the consumer society are now embedded in educational relationships” (Morley 2001, 131).

5. “…with the Higher Education Funding Council for England (HEFCE) taking on a new role as consumer champion for students” (BIS 2011, 6). “Sadly many universities have embraced the student-as-consumer model. For example the 1994 Group of UK-based universities has adopted the idea that the customer is always right and that flattering them is the way forward” (Furedi 2011, 3)

6. …universities…can be characterised as performing three functions: • produce the knowledge that underpins economic growth • produce the worker/consumer citizens…on which such growth depends. • represent important areas of profitable business opportunity in a globalised HE environment. (Adapted from Boden and Nedeva 2010, 40).

7. “There is a rationalist, modernist certainty embedded in these employability discourses that might, ironically, be out of step with the turbulence of the market forces that employability is supposed to serve.” (Morley 2001, 132)

8. communicate with the diversity of people they are likely to encounter in the wider world • understand who they are themselves, what their own values are, and why it's important to recognise these things in others • take a critical stance towards how things are, and to see things as they appear from other perspective. • see how what they study, and what they do as specialists in that subject fits into the wider world • recognise the possible value of doing things differently • recognise their responsibilities when they take decisions which affect other people

9. Level playing field Inclusive environments Working across socio-cultural boundaries

10. Source: Tan MengChwen

11. Graduate Attributes “… the skills, knowledge and abilities of university graduates, beyond disciplinary content knowledge, which are applicable in a range of contexts and are acquired as a result of completing any undergraduate degree” (Barrie 2006, 217).

13. Enabling effective and responsible engagement in a multicultural and globalising world. A Global Outlook

14. Inclusivity The subject is being studied by students who (will) carry out their lives, in a globally interconnected world. Meeting diverse needs AND affording others equal respect. • valuing diverse perspectives and experiences brought into the course (whether in informal discussions, in seminars, or in assessed work, for example); • enabling students also to see the value in these; • providing meaningful integration into class/group activities (i.e. avoiding ‘tokenism’); • building sensitivity towards/ acceptance of/respect for different ways of working together • ensuring the student sees how their discipline and the professions to which it relates fit into this rapidly evolving global context; • equipping them with attributes such as cross-cultural capability and global perspectives; • enabling them to ‘make their way’ responsibly in this world, professionally and personally. • Global Relevance

15. how does [this issue or action] look to or impact upon somebody living in a different country, on a different continent, etc? • how does [this issue or action] look to or impact upon somebody living locally who has a different belief system, etc? • how is [this issue or action] impacted by concerns or events in other global contexts? • how will the way I respond to [this issue or action] impact upon the way others see it/respond to it?

16. how does my own culture represent, judge, value [this issue or action]? • how is [this issue or action] dealt with by relevant institutions, industries, governance or political structures elsewhere? • what are the practical, ethical, social, professional and personal consequences of [this issue or action] for a diverse local and/or global community?

18. a global outlook is not limited to ‘international’ knowledge Original Learning Outcome Students will be able to … Modified Learning Outcome Students will be able to … analyse market opportunities in two contrasting international business environments analyse market opportunities in the international business environment

19. where multicultural/international dimensions are very likely to be assumed/inherent/understood/deeply embedded in the discipline/profession Original Learning Outcome Students will be able to … Modified Learning Outcome Students will be able to … debate the ethical responsibilities of science with reference to current issues in a multicultural society debate the ethical responsibilities of science in society with reference to current issues

20. where multicultural/international dimensions are very likely to be assumed/inherent/understood/deeply embedded in the discipline/profession Original Learning Outcome Students will be able to … Modified Learning Outcome Students will be able to … consider how different kinds of bodies [for example, fat, thin, old, impaired, sporty, ‘fit’], and their various meanings, are socially constructed by different communities consider how different kinds of bodies [for example, fat, thin, old, impaired, sporty, ‘fit’], and their various meanings, are socially constructed

21. UK-centric subject areas, where students are focusing on UK/English practice Original Learning Outcome Students will be able to … Modified Learning Outcome Students will be able to … identify and describe key issues which have been created and debated due to changes in the modern British education system since 1988 with reference to contrasting practice in one other national context identify and describe issues which have been created and debated due to changes in the modern British education system since 1988    

22. How a local context can be given a more global and/or multicultural focus Original Learning Outcome Students will be able to … Modified Learning Outcome Students will be able to … review the role of sustainable construction within the changing local and global contexts of the wider sector review the role of sustainable construction within the changing context of the wider sector  

23. Can you suggest a learning outcome from your own subject area? Original Learning Outcome Students will be able to … Modified Learning Outcome Students will be able to …