Designing a global curriculum

''Globalising the curriculum seeks to bring together the equity and social justice agendas from multicultural and international contexts to enable all students to gain greatest benefit from their university education and from the peers who share their journey''  Dr. David Killick, (Globalfest, July 2019)

For the curriculum to engender Global engagement and multi-cultural awareness, steps need to be taken to ensure it is; authentic to the discipline; developed progressively across a programme; explicit in learning outcomes; and articulated to students. Here are some sample strategies that may be evident in a globalised curriculum:

• Programme and module level learning outcomes that stipulate global knowledge, competencies and values
• Opportunities for students to consider global perspectives on their subject and its application through global case studies or speakers from more than one country or culture
• Reading lists not limited by the scholarly perspective of one culture or country
• Contextualisation of course material that takes a UK or other country-specific focus through comparison with other cultures and countries
• Discussion of professional practice and integrity in a variety of cultural settings
• Feedback on, and assessment of, global knowledge, competencies and skills
• Exploration of biases or assumptions we may have as a result of our cultural backgrounds
• Training, support and opportunities to work effectively in a variety of cross-cultural group work situations. If your cohort is not particularly diverse, there may be scope to engage in learning activities, either with other students on different programmes, or with students from partner institutions, requiring cross-cultural or interdisciplinary perspectives.