What is a Global Perspective?

A global perspective is far more than an understanding of worldwide business and international career opportunities.

Developing a global perspective involves taking a broader, more critical view of experience, knowledge and learning and includes seeking to understand the links between our own lives and those of people throughout the world.

To adopt a global perspective, we need to enhance our understanding of the social, political and environmental forces that shape our existence.

We also need to develop the skills, attitudes and values which will enable us to work together (across countries and cultures) to bring about change in the pursuit of a more just and sustainable world, where individuals are empowered and resources are more equitably shared.

The principles of the Development Education Association (DEA) provided an important conceptual resource in eliciting a University Global Perspectives agenda.

Thus, ‘developing a global perspective' means that we aim to:

• Enable people to understand the links between their own lives and those of people throughout the world
• Increase understanding of economic, social and political forces which shape life
• Develop skills, attitudes and values to enable people working together to bring about change for ‘common good' and to take control of their own lives
• Work towards a more just and sustainable world where power and resources are more equitably shared.

Defining the terms

Global Perspectives is an 'umbrella' term embracing four main pillars that are:

• Sustainable development
• Internationalisation
• Global issues
• Global processes.

Each pillar contributes to the development of global citizens.

The broadly encompassing definition of Sustainable Development is: “Development that meets the needs of the present without compromising the ability of future generations to meet their own needs” (Brundtland, 1987).

This reflects the breadth of concerns.

In A Curriculum for Global Citizenship (1997), Oxfam provides a list of the qualities of a Global Citizen, according to which the Global Citizen is 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 economically, politically, socially, culturally, technologically and environmentally
• Challenges social injustice
• Participates in and contributes to 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.

(For a more comprehensive list, see also The Qualities of the Global Citizen )

This has provided a sufficient framework for developing global perspectives at Bournemouth University.

However, as anyone who is familiar with development education will appreciate, the terms are not straightforward (Williams, in Dower & Williams 2002), and the ‘idea of individuals as global citizens poses many challenges’ (O'Neil, in Dower & Williams 2002).

Linking the development of a ‘global citizen’ to the notion of producing more ‘critical beings’ who challenge knowledge and can deal with ‘supercomplexity’ (Barnett) has provided a one way of demonstrating to staff that this agenda aligns with developing ‘graduateness’.

Developing the conceptual base is part of ongoing work at BU.

Linking the development of the ‘global citizen’ to the agenda for enhancing employability is a more recent initiative that will extend debate.

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How the terms relate

The flow chart below depicts the areas that are represented within a Global Perspective:

View: Global Perspective flowchart (PDF 66kb)

Sustainable Development and a Global Perspective

A global perspective emphasises ‘human values’ but not at the expense of ignoring the need for sustainable development and environmental issues.

An understanding of sustainable development is part of the knowledge required of the global citizen who will also comprehend the potential impact of local activity on the global and vice versa, with regard to such things as pollution, climate change and exploitation of natural resources.

Adopting a global perspective requires that:

• Actions which secure more sustainable development are pursued
• Actions which are not sustainable are challenged
• Change is sought to ensure that development does not compromise the quality of life for future generations.

Internationalisation and a Global Perspective

Internationalisation 'refers to the process of integrating an international dimension into the teaching, research and service functions of higher education institutions,' (Knight and De Wit 1997).

Internationalisation and global perspectives are not competing agendas but are seen as compatible and mutually reinforcing.

Internationalisation is one of four aspects of the Global Perspective that contributes to the development of global citizens at Bournemouth University.

Internationalisation describes a process of developing the university to become an international community at a local level, and a key player in a wider network of international partners at a global level.

A vibrant international community facilitates the development of global perspectives: the learning experience is richer and enhanced; opportunities to learn from and work alongside other cultures are increased; the ‘global in the local’ takes on new meaning.

Internationalisation in its widest sense also means the building up of relations with institutions abroad and therefore establishing an international or global network.

This is important in terms of sharing information, ideas, and developing collaborative research. Such networks bring new perspectives: International diversity enriches the experience at Bournemouth University and contributes to the global in the local level.

Internationalisation at the local level is also about ‘integrating an international, intercultural, or global dimension’ into education (Knight 2005).

Internationalisation embraces language learning and developing competence and sensitivity in working across cultures.

These are important attributes of the global citizen.

‘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.

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