This is a draft of the presentation that will be given at the HEA Social Sciences annual conference - Teaching forward: the future of the Social Sciences. For further details of the conference: http://bit.ly/1cRDx0p Bookings open until 14 May 2014 http://bit.ly/1hzCMLR or external.events@heacademy.ac.uk ABSTRACT Global citizenship, embracing the norms of the Only Connect World, is a central component of the graduate attributes that we seek to inculcate in our students at Oxford Brookes, but what do students really make of global citizenship? What does it mean to them and how best can we engage students with these ideas? More specifically, what sort of assessment strategies best engage students in developing the skills and perspectives associated with global citizenship? This paper relates to a small HEA funded project running in semester 2, Spring 2014 at Oxford Brookes within the Business and Management programmes. The project brings staff and students together to explore what (if any) assessment activities within the Business School have generated moments that trigger greater insights into global citizenship. The team will explore with delegates the process of working with Student Research Assistants, of coming to a shared understanding of global citizenship and will share initial findings of what works in assessing global citizenship.

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 GC’s 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
one’s 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 don’t 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,