1. ASSESSING GLOBAL CITIZENSHIP: WHAT WORKS? Higher Education Academy Social Sciences Conference 21-22 May 2014 Birmingham, United Kingdom Presenters: Jo Feehily; Vanessa Jaramillo Lopez; Tu Nguyen Oxford Brookes University Faculty of Business

2. PRESENTATION OUTLINE Introduction: why global citizenship and why assessment? Project outline: starting point and development Findings and ideas What do you think?

3. INTRODUCTION

4. WHY GLOBAL CITIZENSHIP? Business Schools are under increasing pressure to fix business education: by propagating ideologically inspired amoral theories, business schools have actively freed their students from any sense of moral responsibility (Ghoshal 2005, p. 76). Rather business education should be one that inculcates a professional approach to business practice, one that: commits its practitioners, as all professions do, to serve ideal values and social benefit (Colby et al 2011, p. 58). Arguably global citizenship is a potential vehicle to support such a fix.

5. A PARTICULAR FOCUS: ASSESSMENT Assessment: a focus on assessment that measures the effectiveness of the program (Sperandio et al., 2010); BUT to what extent does the assessment approach involve individualized student learning and assessment rather than obtaining mere class or overall levels of learning? (Payne 2011, p. 236); Assessment as central component of student learning activities (Gibbs and Simpson, 2004); Assessment characteristics should include being systematic; aligned; and formative.

6. PROJECT STARTING POINT AND DEVELOPMENT

7. MAPPING GRADUATE ATTRIBUTES Knowledge: pervasive issues - sustainability, globalisation, corporate social responsibility, diversity,(QAA 2007) Skills: - cognitive skills of critical thinking, analysis and synthesis. This includes the capability to identify assumptions, evaluate statements in terms of evidence, to detect false logic or reasoning, to identify implicit values, to define terms adequately and to generalise appropriately - interpersonal skills of effective listening, negotiating, persuasion and presentation - self reflection and criticality including self awareness, openness and sensitivity to diversity in terms of people, cultures, business and management issues.

8. EMBEDDING GLOBAL CITIZENSHIP Teaching Fellowship Project: Embedding global citizenship in a way that models GCs respect for diversity

9. PROJECT OUTLINE The project Context Aims Methodology

10. WORKING DEFINITION Global Citizenship incorporates knowledge, skills and values and the willingness to act upon them. Knowledge at a personal level: having cross- cultural awareness, beginning with an understanding of our own culture and perspectives and the development of the confidence to question ones own values and those of others responsibly and ethically, valuing human diversity.

11. Knowledge within a disciplinary area: having an understanding of global perspectives on how your business learning is represented and understood within other cultures. An awareness of global interdependencies relevant for business graduates; the implications of globalisation and sustainable development for business practice and of the consequences of our actions as business people.

12. SKILLS: the ability to work effectively, and responsibly in all walks of life, in a global context, this will include the capacity to: think critically (evidence argument); argue effectively; feel empowered to challenge social injustice and inequalities; demonstrate respect for people and things; and engage in cooperation and conflict resolution.

13. WILLINGNESS TO ACT: actively promoting social justice and sustainability; challenging prejudice, stereotyping and discrimination, by participating at a range of levels from local community to global, including within a business context.

14. INITIAL FINDINGS AND IDEAS

15. INITIAL FINDINGS Preconceived notions of global citizenship influence perceptions of its inclusion in any learning and assessment activities Examples of assessment that are identified relate to cross cultural experiences (group work and international experience) or subjects that have direct relevance to ideas of global citizenship such as Environmentally Sustainable Business or Ethics in Business (both elective modules) Students dont feel that there is systematic focus on these ideas across Business School modules- they develop relevant skills elsewhere.

16. WHAT MIGHT WORK? WHAT DO YOU THINK?

17. BIBLIOGRAPHY Colby, A., Ehrlich, T., Sullivan, B., & Dolle, J. (2011). Rethinking Undergraduate Business Education: Liberal Learning for the Profession. San Francisco: Jossey-Bass. Ghoshal, S. (2005). Bad management theories are destroying good management practices. Academy of Management and Learning Education, 4 (1), 75-91. Gibbs ,G. and Simpson, C. (2004) Conditions under which assessment supports students learning. Learning and Teaching in Higher Education, (1) pp. 3-31. Payne, S (2011). Planning and Personalising Course Assessment. In D. Fisher, & D. Swanson (Eds.) Assessing Business Ethics Education (pp. 13-28). Charlotte: Information Age Publishing. Swanson, D., Fisher, D., &Niehoff, B. (2011) The case for assessing ethcis in a standalone course and results from a pilot study. . In D. Fisher, & D. Swanson (Eds.) Assessing Business Ethics Education (pp. 13-28). Charlotte: Information Age Publishing QAA 2007, Subject benchmark statements, Quality Assurance Agency for Higher Education, Gloucester, accessed 25 June 2007 [http://www.qaa.ac.uk/academicinfrastructure/benchmark/default.asp]. Sperandio, J, Grudzinski-Hall, M, & Stewart-Gambino, H (2010), 'Developing an Undergraduate Global Citizenship Program: Challenges of Definition and Assessment', International Journal Of Teaching & Learning In Higher Education, 22, 1, pp. 12-22,