The Importance of Global Citizenship to Higher Education: The Role of Short-Term Study Abroad

An increasing number of institutions actively promote internationalisation as a key strategy, implying that the development of a “global citizenry” is an integral part of their educational mission. To fulfil this strategy, four constructs must be addressed: (1) what is global citizenship?, (2) why is global citizenship important? (3) how do we measure global citizenship?, and (4) how do we foster global citizenship? (1) Although global citizenship is a highly contested and multifaceted term, three key dimensions are commonly accepted: social responsibility, global awareness, and civic engagement. (2) Today’s graduates are critically dependent on an interconnected world, and universities have a responsibility to promote global mindedness, to provide greater employment opportunities for their graduates, and to respond to political calls for enhanced national security. (3) There is a consensus that the natural and built environment is the context in which global citizenship can be best understood. Utilizing the three previously consented upon tenets of global citizenship, Tarrant (2010) developed a Value-Belief-Norm model to assess global citizenship. (4) A number of nations are utilizing international education as an en masse mechanism for nurturing global citizenship. However, the “just do it” model may be ineffective. Conversely, short-term courses, coupled with action-oriented experiences that encourage reflection, critical analysis, and synthesis may be effective catalysts. Since short-term programs are likely to remain the only realistic option for many undergraduate students, there is a growing need to document whether short-term courses can promote higher-order outcomes and, if so under what conditions.