Global Citizenship: Building a Competency for an International Generation-
International Perspectives on the University’s Role in Building a Global
Perspective Campus
The wide-ranging process of internationalization has an effect on today’s political, economic and cultural life along with its impact on higher education institutions, making them sensitive to international developments while they contribute to the overall internationalization of society.
The increased flow of people and capital, which has been driven by the forces of globalization of the last 30 years, has resulted in social and economic issues, problems, and solutions reaching a global scale, and leading to the rise of certain transnational obligations and rights. The rise of these obligations and rights has led to the concept of global citizenship being endorsed by a large and varied group of:
- Governments
- Corporations
- Grassroots Organizations
- Political Philosophers
Over the past decade- plus the concept of educating for global citizenship (also known as world or cosmopolitan citizenship) has become a main focus of educators and policy makers throughout the world, at all levels of the educational ladder, as a means of building and maintaining a globally competitive workforce. This serves the main economic interests of the United States and other industrialized nations, and is also seen as the natural response to the globalization and internationalization of world markets.
(Shultz; 2007; George-Jackson, 2008; Stromquist, 2009; Ghasempoor, Liaghatdar, Jafari, 2011, Rhodes and Szelenyi, 2009 and 2011)
Universities around the world are aware that they function in an internationalized and globalized atmosphere, and are some of the main promoters of the international and global development of intellectual knowledge production. Both globalization and the advent of the knowledge economy runs parallel to these forces and thus internationalization has become a major trend in higher education and a force in the global marketplace.
This increasingly international character of higher education means that institutions must work together in shaping a worldwide knowledge-base. More institutions of higher education around the world are emphasizing the presence of an international focus in their academic offerings, thus acknowledging the importance of internationalization in their institutional policies and strategies, which is increasing its influence as one of the strongest forces behind the higher education policies in many countries
(Ghasempoor, Liaghatdar, Jafari, 2011)
As global realities combine with the internationalization of higher education a turning point in the concept of global citizenship education is occurring with respect to the way we see difference with many educators promoting pedagogies that emphasize a common reality amongst people and cultures.
(Fanghanel, 2010; Brigham, 2011)
The increased flow of people and capital, which has been driven by the forces of globalization of the last 30 years, has resulted in social and economic issues, problems, and solutions reaching a global scale, and leading to the rise of certain transnational obligations and rights. The rise of these obligations and rights has led to the concept of global citizenship being endorsed by a large and varied group of:
- Governments
- Corporations
- Grassroots Organizations
- Political Philosophers
Over the past decade- plus the concept of educating for global citizenship (also known as world or cosmopolitan citizenship) has become a main focus of educators and policy makers throughout the world, at all levels of the educational ladder, as a means of building and maintaining a globally competitive workforce. This serves the main economic interests of the United States and other industrialized nations, and is also seen as the natural response to the globalization and internationalization of world markets.
(Shultz; 2007; George-Jackson, 2008; Stromquist, 2009; Ghasempoor, Liaghatdar, Jafari, 2011, Rhodes and Szelenyi, 2009 and 2011)
Universities around the world are aware that they function in an internationalized and globalized atmosphere, and are some of the main promoters of the international and global development of intellectual knowledge production. Both globalization and the advent of the knowledge economy runs parallel to these forces and thus internationalization has become a major trend in higher education and a force in the global marketplace.
This increasingly international character of higher education means that institutions must work together in shaping a worldwide knowledge-base. More institutions of higher education around the world are emphasizing the presence of an international focus in their academic offerings, thus acknowledging the importance of internationalization in their institutional policies and strategies, which is increasing its influence as one of the strongest forces behind the higher education policies in many countries
(Ghasempoor, Liaghatdar, Jafari, 2011)
As global realities combine with the internationalization of higher education a turning point in the concept of global citizenship education is occurring with respect to the way we see difference with many educators promoting pedagogies that emphasize a common reality amongst people and cultures.
(Fanghanel, 2010; Brigham, 2011)