I will be presenting a plenary with Erich Dietrich, Assistant Vice President of Global Programs & Associate Dean of Global Affairs, New York University at The British Universities’ International Liaison Association (BUILA), a membership organisation of 139 the UK higher education institutions and over 2,000 international recruitment and promotion professionals.
The overall theme of the conference is ‘A brave new world?’ will look at the competitiveness of strategies of British higher education institutions on a range of dimensions including rankings, recruitment, marking, study abroad and international partnerships. It is especially an interesting timing with Brexit which has a strong anti-immigration and anti-globalization rationales.
Larry Elliott, Guardian’s economics editor noted that “Brexit is a rejection of globalisation…The EU has failed to protect its population from a global economic model that many believe is not working for them.” Alan Ruby in his opinion piece in University World News wrote “…the signalling effect of a ‘leave’ vote is just another way of saying ‘they are not the same as us’, not equal, not to be trusted. It is a restatement of difference between self and other, them and us. And it will be perceived as insular and unwelcoming.”
In this context talking about virtues of global citizenship and translating them into institutional strategies in the UK will not be easy, but it will be very important. Here is the brief description of our plenary on Global Citizenship and Student Success.
Global citizenship is a broad goal used to justify much educational activity in higher education, from curriculum design to student support. But what is global citizenship in the age of high rates of student mobility and shifting institutional demands? We argue that true global citizenship confers a sense of agency within the context of the larger macro forces of globalization. We then discuss ways in which institutions have harnessed this ideal for student success, defined according to a variety of metrics, drawing on examples from the United States. Finally, we consider the implications for universities of achieving–or not–global citizenship at both the mission level and the strategy level.