GLOBAL PERSPECTIVES IN HIGHER EDUCATION: the
contribution of development education
Introduction
This paper builds on the work developed by the DEA and a range of universities on the
Global University (Bourn,D,MacKenzie,A & Shiel,C, 2005) It will make reference to a
framework on Global Perspectives developed at Bournemouth University and other
institutions and demonstrate the relevance of development education principles and
practices to the debates on internationalisation. It will finally outline through a research
project entitled The Global Engineer, (Bourn,D & Neal,I 2008) how development
education and global perspectives can contribute to the debates on the future direction
of engineering courses within higher education.
Globalisation, Internationalisation, Global Perspectives and Sustainable
Development
Over the past decade universities around the world have begun to address their role and
relationship to the wider world beyond merely the recruitment of students and the
sharing of academic debates. These influences have come in part from the influence of
globalisation, the impact of new technology and increased economic mobility, the
recognition of the need to address issues around sustainable development
and interest from students in wider world issues.
Within the UK there is evidence from universities as diverse as Bournemouth,
University College London, Leeds Metropolitan, Salford, Birmingham, Kingston,
Gloucester and Plymouth of policy and curriculum reviews to address global and
sustainability concerns (Caruana and Spurling, 2007; UCL 2007; Lamie, 2006; Roberts
and Roberts, 2007; Bourn, McKenzie and Shiel, 2006; Dyer, Selby and Chalker, 2006).
There is also evidence from elsewhere in the world that universities are re-thinking their
role in relation to the impact of globalisation and the environmental challenges of the
twenty first century (Abdi, Hannemann and Schultz, 2007; Corcoran and Wals, 2004;
Carroll and Ryan, 2005; International Association of Universities, 2005).
These trends cannot be divorced from the recognition by policy-makers, students,
employers and increasingly by higher education institutions themselves of the
increasing impact of globalisation on people’s lives. Combined with the impact of
global terrorism and recognition of the value of the diversity agenda and concerns about
climate change and the need to invest in learning to live sustainably, global issues have
never been higher on the agendas of policy-makers and practitioners in education.
Terms like ‘preparing students to be global citizens’ are becoming part of the
vocabulary of higher educational institutions in the UK and elsewhere in the world.
(UCL 2007; Richardson, Blades, Kumano, and Karaki, 2003; University of Hong Kong,
2007; Bourn, 2007). Such terms are also being increasingly debated within the
discourses around globalisation and citizenship (Apple, Kenway, Singh, 2005; Kenway
and Bullen, 2008; Edwards and Usher, 2008; Dower and Williams 2002; Dower 2003;
MacIntyre-Mills, 2000; Urry, 2007). As Carter has stated, ‘the idea of world citizenship
is fashionable again’ (Carter, 2001).
It is within this wider discourse and policy debates that the discussions on
Internationalisation need to be considered. The term ‘internationalisation” could be
interpreted as about building links with institutions in other countries and establishing
international or global networks. Such relationships in the past have often been
influenced by an economic rationale and have not always been strategic (Middlehurst,
2005) in the sense of their contribution to enhancing learning. But if international
strategies are seen within the framework of global perspectives, the emphasis can
become much more based on collaboration and reciprocity. Staff and student exchanges
can enhance the sharing of ideas and perspectives, and development of collaborative
research. Networks based on greater mutuality can offer new perspectives and
international diversity enriches the experience on campus and contributes to the ‘global
in the local’. The international network can in turn, contribute to ‘integrating an
international, intercultural, or global dimension’ into education (Knight, 2005). In the
words of Paul Luker (2006, 12):
‘Let’s work with a range of partners to develop global networks that provide
higher education with global perspectives, where having students studying on all
continents is seen as diversification of perspectives, not of markets.’
‘Internationalisation’ could also be said to be about developing cross-cultural capability
(Killick, 2006b). Similarly, ‘respect and tolerance among peoples…commitment to
international solidarity, human security’ and building a ‘climate of global peace’
(International Association of Universities, cited in Black, 2004) are identified as aspects
of internationalisation that also contribute to the global perspective. While very few UK
students will undertake language learning, what seems critically important is that they
have opportunities to learn to communicate across cultures in the context of their
subject.
As ‘internationalisation’ is becoming more important for institutions (IAU 2005)
resulting in an ‘evident shift from an approach that focuses on a more-or-less narrow
range of disparate international or international facing activities to one that seeks to
integrate and leverage across activities to add value’ (Middlehurst and Woodfield 2007
.59), it is therefore suggested that there is an opportunity to align agendas under the
banner of developing a ‘global perspective’.
However, exercising a cautionary note is also important: the educative goals and aspects
of empowerment that sit at the heart of global perspectives may not be fully embraced
by those leading the internationalisation agenda. Just as ‘Putting the World into WorldClass Education’ is fraught with contradictions in its focus (export and education) the
same tensions are apparent at an institutional level, when ‘internationalisation’ buys into
the advantages of global perspectives. This could lead to situations where global
perspectives are espoused at a surface level, without a full understanding of the roots
and connections to critical thinking, range of voices and perspectives and models of
learning, rooted in the practice of movements such as those in development education.
The need to critique and explore what lies behind these concepts, including education
for sustainable development, needs to be given higher prominence within institutions.
As Scott and Sterling (2007) have commented, it is often the ‘education’ and the
‘learning’ that has been lost from policies and initiatives. If the debates around Global
Perspectives are to recognise their educative roots, then they need to address, as
Andreotti (2006) has posed, discussions around approaches to learning and links with
questions of identity and culture.
Enabling graduates to develop the appropriate knowledge, skills and values to be
effective in a globalised world would seem to be a necessary component of being
‘world-class’ (an aspiration of so many higher education institutions (HEIs). Graduates
with a ‘broader world view’ will not only be attractive to employers (Archer 2005) but
where they are empowered to challenge inequity, injustice and unsustainable
development, they might also contribute to ‘sustainable progress’ for the benefit of all.
It is suggested here that higher education has much to contribute and a significant
amount to gain: developing a global perspective can enhance the learning experience;
enrich campus life; and by maximising opportunities for cross-cultural learning, better
prepare graduates for global employability (Shiel and Mann 2005). This in turn, impacts
upon recruitment, where the university is seen as more attractive to applicants.
However, the benefits of embedding a global perspective across all functions of a
university are not only financial but intellectual and cultural. It is suggested that ‘global
communities’ enable greater reciprocity in learning and open up possibilities to ‘learn
interact, and collaborate, in new and previously incomprehensible ways’ (Pillay
2006.1).
The themes and material referred to in this paper build on research of a project on
Global Perspectives in Higher Education initially led by the Development Education
Association (DEA). This project included gathering evidence from a range of
universities on how they were addressing global perspectives within their institution,
dialogue with a range of national stakeholders; and recognising the contribution of the
underlying pedagogical approaches behind development education in terms of
approaches towards learning about the wider world (McKenzie, Bourn, Evans, Brown,
Shiel, Bunney, Collins, Wade, Parker and Annette (2003); Bourn, McKenzie, Shiel,
2006; Lunn, 2006).
Developing a global perspective is seen essentially as being about broadening curricula
and incorporating pedagogic approaches that empower students to develop as critical
beings who are able to challenge orthodoxy and bring about change. It involves a ‘shift
in approach, rather than a radical change of content’ (Shiel and Jones, 2005) and a
focus on pedagogy that is more appropriate to the context of diversity (Shiel, 2007).
This pedagogic approach aligns well with the internationalisation agenda for those who
see ‘internationalisation of the currculum’ as more than just the inclusion of some
international case studies.
Framework for Global Perspectives
Underpinning the concept of ‘global perspectives’ developed by the DEA (Bourn et. al,
2005, Shel, McKenzie, 2008) is the interconnectedness of internationalisation,
globalisation and sustainable development but with an additional emphasis on critical
thinking and a values based approach to education.
Elements of this framework could be found from a reading of ‘Putting the World into
World Class Education’ where there is reference to the links between‘sustainability’
and ‘global citizenship’, emphasizing that ‘we live in one world’ and ‘face issues that
can only be addressed internationally’ including: ‘sustainable development, climate
change, the changing world economy, security and the widening gap between those that
have and those who do not’ (DfES,2004). The Sustainable Development Action Plan
also stresses that education providers must not only ‘operate in a more environmentally
responsible way’, but must ‘teach it [sustainable development] as well’, ensuring that
learners are ‘given the opportunities and inspiration to think about and really
appreciate their role as world citizens’ (DfES, 2003).
If these documents were considered together the following concepts could be identified
as summarising the type of learning outcomes a university might be developing for
students to take forward these challenges. Thus a student would be able to:
 understand what it means to be an active responsible global citizen;
 understand the importance of social justice as an element of sustainable
development but also with regard to improving the welfare of all;
 understand the need for sustainable development (in the sense used by
Brundtland);
 understand and respect difference/diversity;
 develop a critical appreciation of values and attitudes, with specific
regard to how other parts of the world are perceived and the images held;
 understand the impact of ‘interdependence’ and our ‘interconnected
world’ (the global/local connection);
 understand how to resolve conflict and promote harmony; and
 have knowledge of human rights and the UN convention.
Chris Shiel from Bournemouth University one of the main architects of this framework
suggests however that a global perspective is more than bringing various policy
statements together. It must have learning at its core. A global perspective contributes to
enhancing the development of such skills, facilitating students who are:
Self Reliant – where global awareness heightens self-awareness, confidence, the
ability to respond positively and pro-actively to personal and professional
change in today's globalised world. Increasing a sense of empowerment and
ability to bring about change are developed through a global perspective
approach.
Connected - global citizens work well as part of a team, recognising the value
and role of each member, inspiring others and developing cross-cultural
capability and sensitivity to others.
Well-rounded - a graduate's range of skills can only be considered as wellrounded when they reflect the global environment in which we all operate.
Critical reflectors – a global perspective requires a student to challenge
knowledge, reflect on the economic, social and political contexts that shape
experience and adopt a critical pesrpective in analysis and decision-making,
reflecting on self and others. (Shiel, Williams and Mann (2005
Bournemouth Example
The work at Bournemouth University (BU) provides an example of a strategic approach
that takes account of all the various agendas such as internationalisation, sustainable
development and frames the activities within both a learning and an employability
context.
There strategy aligns with preparing graduates for global employability but also
supports the ethos that ‘We live in one world. What we do affects others and what others
do affects us, as never before’ (DfES 2005.5), with a commitment to enabling students
to explore their role in the global context.
A variety of initiatives have been taken forward as part of this strategic approach (Shiel,
2007) to change organised around three themes:



Corporate responsibility and behaviour – the university as a global
citizen.
Curricula and pedagogy – embedding global perspectives into the
curricula.
Extra-curricular activities to support citizenship and international
awareness.
At BU, it is suggested that examining a subject or issue through a global perspective
means to take a broader approach to the subject that:




values methodologies, techniques and academic analysis from other
cultures;
challenges and discards prejudice;
considers with sensitivity the effect of our actions on others locally and
globally, both now and in the future;
questions Eurocentric, rich world, restricted perspectives and takes into
account viewpoints and circumstances from all regions of the world;




presents learners with the capacity to calculate the risks of decision
making;
acknowledges the global forces that affect us all and promotes justice
and equality;
empowers learners to bring about change;
provides an international curriculum and seeks opportunitites to develop
students’ international awareness and competence (Shiel 2007)
Within the context of Bournemouth University, this conscious attempt not only to make
connections between strands on internationalisation and sustainable development but
also to develop a strategy based on global perspectives has already resulted in
significant progress. (Shiel, McKenzie, 2008) For example, curriculum change has
been influenced through embedding global perspectives within the Learning and
Teaching Strategy and through the development of guidelines for course development
and review. In the meantime, ‘extra-curricular’ seminars and workshops contribute to
the learning experience, filling the gaps and contributing to the ‘University as Global
Citizen’ ethos. Extra-curricular seminars provide learning about ‘global issues’ and
‘global processes’ and sustainable development, which is particularly helpful for those
subject areas where such concerns are not easily addressed.
Influence of Development Education
The work at Bournemouth and other HEIs that have engaged in the debates on ‘global
perspectives’ have been influenced by principles and practices that have emerged from
the field of development education.
Development education as a term first emerged in the 1970s as a response to growing
public interest in aid and development. Today it is moved from being perceived as
‘learning about development and global issues’ to an educational methodolology,
influenced particularly by the thinking of Paulo Friere, that emphasises iunderstanding
living in an interdependent world, promotion of critical thinking and empowering
people to work towards a more just and sustainable world. (Bourn 2008)
This field of education that overlaps with similar discourses around global education,
global citizenship, global learning have at their heart a transformative approach towards
learning. (Hicks,2008)
The term global citizenship for example has a number of differing origins including an
interpretation of global social activism, a revival of interest in global governance, a
recognition of social mobility and complex cultural identities, a response to
globalisation or more instrumentally within education, to address inclusion of
citizenship within the curriculum. (Carter, 2001; Cogan & Derricott, 2000; Edwards &
Gaventa, 2001; Heater, 2002; Mayo, 2005; Osler & Starkey, 2005)
Within the UK probably the leading academic writer in the area of global citizenship
over the past decade has been Nigel Dower. His approach to the subject is from an
ethical and moral perspective with an emphasis on social responsibility (Dower, 2003).
He breaks down the status of being a global citizen to three elements: normative (about
how humans should act); existential (relationship to the world); and aspirational (role in
the future) (Dower, 2003)
This discourse has influenced a number of bodies in responding to growing public
interest in the wider world. In the context of the UK and education, probably the most
influential has been Oxfam who first began using the term ‘global citizen’ in the late
1990s as a deliberate precursor to citizenship becoming a curriculum subject within
schools.
Oxfam sees the Global Citizen as someone who:
is aware of the wider world and has a sense of their own role as a world
citizen
respects and values diversity
has an understanding of how the world works
is outraged by social injustice
participates in the community at a range of levels, from the local to the
global
is willing to act to make the world a more equitable and sustainable place
takes responsibility for their actions (Oxfam 2006)
Global Learning is another term gaining increasing usage. It first emerged within
Germany and Austria led Annette Scheunpflug. Central to her thesis is that the term
‘global learning’ is at pedagogical reaction to the development towards ‘a world
society’ (Scheunpflug 2008). To her social justice is key to global learning within the
context of the challenge of globalisation and to develop a vision for a ‘humanely formed
world society’ (Scheunpflug 2008; Hertmeyer,2008). Similar approaches have recently
been taken by some NGOs in the UK, notably the West Midlands based network, TIDE
in terms of seeing global learning as ‘responding to contemporary events and education
visions of the 21st century. These visions were seen to value participation, a learner
based curriculum, the idea that the next generation will make a difference.
But perhaps the most influential of theorists in the field of development education and
related disciplines over the past few years has been Vanessa Andreotti, a Brazilian
educator, who has revived the importance of Freirean thinking. Central to her approach
towards development education and related concepts is post-colonial theory and notions
of North-South relations that have emerged from the de-colonisation struggles, literary
studies on notions of ‘first and third’ worlds and debates in political and social relations
in relation to power, particularly Foucault, Derrida and Spivak (Andreotti,2006a,b;
2007).
As mentioned earlier, development education practice has historically been influenced
by the work of Paulo Freire and challenging perceptions of colonial North-South
relations. Andreotti recognises these traditions and movements but takes them forward
by posing problems and questions in a form that questions notions of pre-determined
outcomes. Postcolonial theory, Andreotti suggests is important for development
education because it problematises representation of the Third World and notions of
power, voice and inequality, it questions notions of development and visions of reality
that are imposed as universal, it recognises the impact of colonialism and questions
traditional Eurocentric notions of charity and benevolence and related notions of
romanticisation of the South. (Andreotti 2007)
A key element of Andreotti’s approach is the notion of critical engagement and
dialogue. She particularly questions how much of development education practice
uncritically accepts’ Southern voices’ and in the same way reduces notions of Northern
perspectives as linked to ones of common humanity and helping the poor.
Secondly Andreotti in developing her notion of ‘critical literacy’ poses the need for the
development educator to recognise the connections between language, power and
knowledge. Key questions to pose, she suggests, are what are the assumptions
informing this perspective and who decides what is real and in whose name? What are
the implications of this worldview and how are they constructed? (Ibid.2007)
Her thinking has been taken forward through two projects, Open Spaces for Dialogue
and Enquiry (OSDE) and Through Other Eyes (TOE). Key to the OSDE approach is the
opening up of space for enquiry to engage with complex processes and perspectives but
in a form that recognises range of approaches and views but also promotes critical
reflection on the views of others.i TOE is particularly influenced by ‘indigenous’
understandings of development and posing a framework of moving from learning to
unlearn to learning to listen, learning to learn and learning to reach out.ii
Central to her thinking is the development of a new way of thinking and learning that:
Moves from fixed content and skills to conform to a pre-determined idea of
society and the future towards concepts and strategies to address complexity,
difference and uncertainty;
Moves from the mere absorbtion of information, reproduction of received
knowledge and acceptance and adaptation to existing structures and models of
thinking, knowing and being to assessing, interrogating and connecting
information, generating knowledge, living with difference and conflict and
shifting positions and perspectives according to contexts.
Moves from structured, ordered and stable, predictable, comprehensible and
universal meanings and interpretations to complex and changing, uncertain,
multifaceted and interconnected, different meanings and interpretations (quoted
in Bourn and Neal, 2008).
Elements of development education thinking can be seen in the material development at
Bournemouth through its promotion of the ‘valuing of methodologies, techniques and
academic analysis from other cultures’, ‘questioning of Eurocentric, rich
world,perspectives and a taking into account viewpoints and circumstances from all
regions of the world’, ‘acknowledging the global forces that affect us all and promotion
of justice and equality’ and empowering ‘learners to bring about change’. (Shiel,C
2005)
Global Engineer
An initiative that has attempted to bring together all of these debates on globalisation,
global perspectives, internationalisation and development education within a specific
initiative in higher education has been the ‘Global Engineer’ initiaitive’ developed by
Engineers Against Poverty (EAP).
EAP, a small NGO, that works closely with the engineering profession, has been
working with a range of universities and employers to identify how best to promote
global perspectives within degree courses. They recognised that whilst engineering is a
global profession, understanding about international development issues rarely emerges
within courses or if they did they were an optional module and linked to direct work
experience. EAP identified that if you developed a framework that brought together
international development, internationalisation, sustainable development within an
approach that recognises the importance of critical thinking, then there was the basis for
a radically new approach to the teaching of engineering in general.
Sustainable development is recognised within many engineering degree courses but
what often does not happen is the recognition of the connectedness with globalisation
and international development.
EAP identified from a dialogue with engineering academics, there was a recognition of
these issues if you started from the following assumptions:
the need to take broader perspectives and applications across countries;
an appreciation of what we do in developing countries impacts upon
ourselves;
understanding our culture doesn’t have all the answers and there is more than
one perspective and approach;
understanding the local context of development;
coping with uncertainty:
dealing with global issues doesn’t necessarily mean going to developing
countries;
challenging stereoptypes:
recognising impact of globalisation and importance of climate change,
(Bourn and Neal, 2008, 5)
The research on the global dimension for engineering education identified four
perspectives and approaches that cold be identified:
futures perspectives because of the key role universities and engineering
plays within technological development;
business case that recognises corporate social responsibility and its social
role in the economies of the twenty first century;
criticial perspective because unless engineers recognise there are no simple
or easy solutions and that our actions have social consequences, we are not
equipping graduates for dealing with complexity and uncertainty
systems approach that recognises the interconnectedness of actions both
social and economic (Ibid. 5-6)
From the interlinking of these perspectives, the framework for the Global Engineer
emphasises the importance of both understanding generic themes social as globalisation,
sustainable development, poverty and generic skills such as holistic thinking, active
learning and self awareness with a commitment to promoting social justice (Ibid. 12).
What is however clear that whilst the framework for the Global Engineer may have
gained interest and support from professional bodies in the sector, securing its wider
endorsement and support is much more challenging because by its very nature it is
questioning and posing radically different ways to how engineering education is taught
within most universities and there is evidence already that securing wider academic
engagement is going to difficult. (Bourn and Sharma, 2008)
Conclusion
This paper has aimed to demonstrate that a key element of the debates around
internationalisation within higher education has to include posing questions around
perspectives, approaches and the purpose of learning about wider world issues. It is not
sufficient to argue for universities to be more international in outlook. It is suggested
here that it is even more than inter-cultural understanding or making reference to
sustainable development. It has to promote debates and frameworks for ensuring a range
of perspectives and approaches are incorporated within courses and the activities of the
institution.
Bournemouth University is one institution that has gone a long way down this road.
Others such as Leeds Metropolitan, UCL and Leicester looking at the
internationalisation area in a context that makes connections to current social and
educational needs and not as a marketing or recruitment tool.
But as the evidence from the work undertaken within engineering education, whilst
there may be support and the recognition of having amore ‘global perspective’, securing
that endorsement that could lead to curriculum change is much more difficult to
achieve. Shiel (2006b) has suggested that whilst ‘the potential to bring about change
through the learning experience we provide our students seems obvious’ they need to be
‘equipped to face this challenge and to make a positive difference to the way the world
functions’. She concludes however that the ‘immediate challenge is to convince
academics that their teaching should provide: students with the knowledge, skills and
values to participate in a global society; opportunities to explore values, attitudes and
the perspectives of others, and that students are empowered to challenge perspectives.’
References:
Abdi,A, Hannemann,N, Shultz,L, (2007) Building Bridges, Connecting with the World: Global
Citizenship in Post-Secondary Education, University of Alberta, unpublished paper presented at
Institute of Education, Learning Together conference, July 2007
Allan, C. 2005 The Global University: Quality Education for Life in the 21st Century,
Graduates as Global Citizens Conference Report, DEA, http://www.dea.org.uk/publication7be452f431a85caf41db1915e8754044,10-17
Andreotti, V 2006. Soft versus critical global citizenship education, Policy and Practice, 3:4051
Annette, J. 2001. Global Citizenship and Learning in Communities, Development
Education Journal, 8.1:10-12.
Apple, M, Kenway, J, Singh, M Eds. 2005. Globalizing Education: Policies, Pedagogies and
Politics, New York: Peter Lang
Archer W. .2005 The Global University: what are employers looking for? Presentation at
Graduates as Global citizens: Quality Education for the 21st Century, DEA Conference,
London, available at: http://www.dea.org.uk/publication-7be452f431a85caf41db1915e8754044
Black, K/ 2004. Review of Factors which Contribute to the Internationalisation of a Programme
of Study available at http://www.hist.ltsn.ac.uk/johiste).
Blewitt, J and Cullingford, C.2004/ The Sustainability Curriculum-The challenge for Higher
Education, London: Earthscan.
Bourn, D. 2008, Development Education: Debates and Dialogue, London, Bedoford Way
Papers
Bourn, D., McKenzie A. and Shiel C. 2006. The Global University: the role of the curriculum,
London: DEA.
Bourn,D & Neal, I 2008 The Global Engineer, London Engineers Against Poverty
Bourn, D & Sharma, N. 2008 Global and Sustainability Issues Within Engineering Education,
The Municipal Engineer, forthcoming
Burbules, N & Torres, C, eds. 2000 Globalization and Education, Critical Perspectives, New
York: Routledge
Carroll, J & Ryan, J.2005. Teaching International Students, Abingdon, Routledge
Carter, A. 2001 Political Theory of Global Citizenship, London, Routledge
Caruana, V. & Hanstock, H.J. 2003. Internationalising the Curriculum: From Policy to
Practice, Education in a Changing Environment Conference, University of Salford UK
Caruana, V. & Hanstock, H.J. 2005 Internationalising the Curriculum – at home or far away?
Making connections through a holistic approach based on inclusivity. Education for Sustainable
Development - Graduates as Global Citizens Conference Bournemouth University, UK
Caruana, V & Spurling, N. 2007. The Internationalisation of UK Higher Education: a review of
selected material,
http://www.heacademy.ac.uk/assets/York/documents/ourwork/tla/lit_review_international
isation_of_uk_he.pdf (accessed 6/8/07)
Corcoran, P.B, & Wals, A.E.J. 2004. Higher Education and the Challenge of
Sustainability, Dordrecht: Kluwer
DfES (2003) Sustainable Development Action plan for Education and Skills, available at
http://www.dfes.gov.uk/sd
DfES 2004 Putting the World into World-class Education: An international strategy for
education, skills and children’s services, available at
http://publications.teachernet.gov.uk/default.aspx?PageFunction=productdetails&PageMode=pu
blications&ProductId=DFES-1077-2004
De Vita, G and Case, P. 2003 Rethinking the internationalisation agenda in UK higher
education Journal of Further and Higher Education 27(4): 383-398
Dower, N. 2003 An Introduction to Global Citizenship, Edinburgh: EUP
Dower, N. & Williams, J. 2002 Global Citizenship: A Critical Introduction, New York,
Routledge
Dyer, A., Selby, D. and Chalkley, B. 2006 A Centre for Excellence in Education for
Sustainable Development, Journal of Geography in Higher Education 30(2): 307-312
ESECT, Enhancing Student Employability Coordination Team .2004. Learning and
Employability Series, LTSN generic Centre, HE Academy
Freire, P (1972) Pedagogy of the Oppressed, Harmondsworth, Penguin.
Higher Education Academy 2007 Internationalisation,
http://www.heacademy.ac.uk/ourwork/learning/international (accessed 20/8/07)
HEFCE 2005 Sustainable Development in Higher Education: consultation on a support strategy
and action plan, HEFCE
HEFCE 2008 HEFCE strategic review of sustainable development in England- report to
HEFCE by the Policy Studies Institute, PA Consulting Group and the Centre for Research in
Education and the Environment, University of Bath,
http://www.hefce.ac.uk/pubs/rdreports/2008/rd03%5F08/ - accessed February 1 2008.
HEPS 2003 On course for sustainability, Report of the Higher Education Partnership for
Sustainability 2000-2003.
Hicks, D (2008) Reviewing Global Education (unpublished paper)
International Association of Universities .2005 IAU 2005 Internationalization Survey. http//:
www.unesc.org/iau/internationalization/pdf/internationalization 2005.pdf
Jones, E and Brown, S.2007, eds. Internationalising Higher Education, London, Routledge
Jones, L. 2004. Internationalising curricula in Fashion Design: a survey ILIA Innovative
Learning in Action (1), University of Salford, UK
Kenway, J & Bullen, E .2008 ‘The Global Corporate Curriculum and the Young
Cyberflanuer as Global Citizen’ in Dolby, N & Rizvi, F Youth Moves- Identities and education
in global perspectives, New York: Routledge
Killick D 2006a The internationalized curriculum: making UK HE fit for purpose, Academy
Exchange: Supporting the student learning experience, Issue 5, Winter 2006.13-15.
Killick, D. 2006bWorld-Wide Horizon: Cross-Cultural Capability & Global Perspectives
Guidelines for Curriculum Review available at:
http://www.lmu.ac.uk/lsif/RefreshingTheCurriculumFinal.doc.
Koutsantoni, D. 2006 Internationalisation in the UK Paper at the Leadership Summit 2006 The
Leadership and Development Challenges of Internationalisation and Globalisation, The
Leadership Foundation for Higher Education, UK
, Knight, J 2003 ‘Updating the Definition of internationalisation of higher education,
International Higher Education, Fall, 2003
Lamie, J.2006. A Strategy for Internationalisation- Birmingham University, paper presented at
Bournemouth University Conference: Education for Sustainable Development and Global
Citizenship, September 2006,
Leask,B. 200 A holistic approach to internationalisation – connecting institutional policy and
the curriculum with the everyday reality of student life paper presented at Bournemouth
University Education for Sustainable Development Conference, 2007- accessed
www.sky.geocities.jp/globalcitizensprogramme 12 January 2008
Leeds Metropolitan University, (2006) International Strategy, available at
www.lmu.ac.uk/lsif/docs/internationalisation
Leggott, D & Stapleford, J.2007 ‘Internationalisation and Employability’ in Jones, E & Brown,
S.2007 eds. Internationalisation in Higher Education, London, Routledge
Luker, P .2006 Not yet, Prime Minister, Academy Exchange: Supporting the student learning
experience, Issue 5, Winter 2006, pp 11-12, y.
Lunn.J.2006 Global Perspectives in higher education, The Royal Geographical Society with
IBG project report.
Macintyre-Mills, J, J.2000 Global Citizenship and Social Movements, Amsterdam: Harwood
Maxey, L. J.n.d Education for Sustainable Development and Global Citizenship Sustainability
and Global Citizenship Training for Higher Education (Welsh Assembly funded project)
available at: http://www.esd-wales.org.uk/english/higher_ed/higher_ed.htm (accessed 20/8/07)
Mayo, M (2005) Global Citizens: Social Movements and the Challenge of globalisation,
London, Zed Books Middlehurst, R. 2006 A leadership challenge, Academy Exchange:
Supporting the student learning experience, Issue 5, Winter 2006, pp 16-17.
Middlehurst R and Woodfield S.2007 Responding to the internationalisation agenda:
implications for institutional strategy, Research Project report for Higher Education Academy
McKenzie, A., Bourn, D., Evans, Brown, M., Shiel, C., Bunney, Collins, G., Wade, R., Parker,
J., and Annette.J. 2003 The Improving Practice Series: Global Perspectives in Higher
Education, DEA, November
Otter, D., 2007. ‘Globalisation and Sustainability’ in Jones, E and Brown S.2007 eds.
Internationalising Higher Education, London: Routledge
Oxfam (2006) Education for Global Citizenship. Oxford, Oxfam.
Pillay G.2006 Forward in Bourn, D., McKenzie A and Shiel C The Global University: the role
of the curriculum, DEA: London
Richardson, G, Blades, D, Kumano, Y, Karaki, K.2003 ‘Fostering a Global Imaginery: the
possibilities and paradoxes of Japanese and Canadian students’ perceptions on the
responsibilities of world citizenship,’ Policy Futures in Education, Vol.IX, 2……
Roberts, C and Roberts, J .2007 Greener by Degrees: Exploring Sustainability through Higher
Education Curricula, Cheltenham: GDN, University of Gloucestershire,
Scott, W and Gough, S.R.2003 Sustainable development and learning: Framing the Issues,
London: Routledge/Falmer.
Scott, W and Gough, S.R. 2004 Education and Sustainable Development in United
Kingdom Universities: A Critical Exploration in Corcoran, P.B, and Wals, A.E.J.
Higher Education and the Challenge of Sustainability, Dordrecht: Kluwer
Scott, W and Sterling S. 2007 Cultural Shift or Accommodation? A snapshot of education for
sustainable development in English higher education, unpublished paper for UNECE
Scheunpflug, A (2008) Why Global Learning and Global Education; an educational approach
influenced by the perspectives of Immanuel Kant in Bourn,D Development Education, Debates
and Dialogue
Scheunpflug & Asbrand,B (2006), Global Education and Education for Sustainability,
Environmental Education Research, 12,1,.33-46.
Shiel, C and Mann S 2006 ‘Becoming a global citizen’, Bournemouth University Global Local
education (BUGLE), internal news publication.
Shiel C, Williams A and Mann S.2005 ‘Global Perspectives and Sustainable Development in
the Curriculum: Enhanced Employability, More Thoughtful Society?’ in Enhancing Graduate
Employability: The roles of learning, teaching, research and knowledge transfer, Proceedings
of the Bournemouth University Learning and Teaching Conference,
Shiel C.2006a Developing the global citizen, Academy Exchange: Supporting the student
learning experience, Issue 5, Winter 2006, 13-15.
Shiel C 2006b Ways forward in Bourn, D., McKenzie A and Shiel C the Global University: the
role of the curriculum, London, DEA
Shiel 2007’Developing and embedding global perspectives across the university’ in Marshal S.
ed. Strategic Leadership of Change in Higher Education, Routledge, London and New York
Shiel, C and McKenzie, 2008, The Global University: the role of senior managers,
London, DEA/Bournemouth University
Sterling, S.2004 Higher Education, Sustainability and the Role of Systematic Learning,
in Corcoran, P.B, and Wals, A.E.J. 2004 Eds Higher Education and the Challenge of
Sustainability, Dordrecht: Kluwer
University College London 2007 Global Citizenship, http://www.ucl.ac.uk/global_citizenship
(accessed 4/9/07)
University of Hong Kong (2007) Preparing Global Citizens, http://www.hku.hk/liaison/oise/,
(accessed 16/8/07)
,
Author:
Douglas Bourn
Director of Development Education Research Centre, Institute of Education, University
of London. Formerly Director of DEA. Chair of UNESCO UK Committee on Decade of
Education for Suatainable development. Editor of new academic journal International
journal for Development Education and Global Learning. Author of numerous articles
on development education, global citizenship, education for sustainable development.
d.bourn@ioe.ac.uk
i
see www.osdemethodology.org.uk
ii
www.throughothereyes.org.uk