Exploring the Process of Global Citizen Learning and the Student Mind-Set
Exploring the Process of Global Citizen Learning and the Student Mind-Set
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探索全球公民学习的过程和学生的心态
DOI：
10.1177/1028315314547822
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发表时间：
2015
影响因子：
2.4
通讯作者：
N. Harris
中科院分区：
文献类型：
--
作者：
Kathleen Lilley;M. Barker;N. Harris
越来越多的大学和雇主的话语确定毕业生需要有一个知识和全球的“心态”超越学科能力和国界。旨在教育全球公民的大学成果有限。全球公民研究已经调查了流动性的经验，但有限的关注已经支付给学生的变化，以告知国内学生如何能够从事可比的学习经验的理论过程。本研究的目的是扩大对全球公民学习过程和学生心态的了解。两个阶段的研究收集了来自国际高等教育主要信息提供者和流动学生的深入信息。这项研究产生了一个全球公民学习的概念模型和一个全球公民性格的可识别标记的“identikit”。该模型确定了“学生变化”的促进者和表现形式，并确定了反身性，关系性，批判性和社会想象力作为全球思维模式的能力。这些研究结果表明，将所有学生教育为全球公民可以更紧密地与教育和就业能力议程的国际化保持一致。
Increasingly, university and employer discourse identify a need for graduates to have an intellectual and global “mind-set” beyond disciplinary competencies and national boundaries. Universities aiming to educate global citizens show limited outcomes. Global citizen research has investigated the mobility experience, yet limited attention has been paid to the theoretical process of student change to inform how domestic students could engage in comparable learning experiences. The purpose of this study was to expand knowledge on the process of global citizen learning and the student mind-set. Two phases of research gathered in-depth information from international higher education key informants and mobility students. The research resulted in a conceptual model for global citizen learning and an “identikit” of recognizable markers for a global citizen disposition. The model identifies facilitators and manifestations of “student change” and identifies reflexivity, relationality, criticality, and the social imaginary as capacities of global mind-set. These findings suggest that educating all students as global citizens could be more closely aligned to the internationalization of education and employability agendas.