James Cook University · ROSETE – Research Oriented School Engaged Teacher-researcher Education (ROSETE) ... , and how the agentic qualities of these students could be ... pedagogical

LocalGlobalLearning:communitybasedlearningforglocalcitizenship,2016 i

LocalGlobalLearning:

Community-basedlearningforlocalandglobalcitizenship

FinalReport2016

JamesCookUniversity

WesternSydneyUniversity

ProjectLeaders:DrKelseyHalbert,DrPetaSalterandProfessor

MichaelSingh

ProjectManager:EliseHoward

ProjectTeam:AssociateProfessorDebraMiles,PeterJones,Dr

CarolineWong,AssociateProfessorAbhishekBhati,DrJingheHanand

ProfessorAngelaHill.

ReportAuthors:DrPetaSalter,DrKelseyHalbert,EliseHowardand

ProfessorMichaelSingh

https://www.jcu.edu.au/learning-and-teaching/university-wide-

projects/local-global-learning

LocalGlobalLearning:community-basedlearningforlocalandglobalcitizenship,2016 ii

SupportfortheprojecthasbeenprovidedbytheAustralianGovernmentOfficeforLearning

andTeaching.Theviewsexpressedinthisreportdonotnecessarilyreflecttheviewsofthe

AustralianGovernmentOfficeforLearningandTeaching.

WiththeexceptionoftheCommonwealthCoatofArms,andwhereotherwisenoted,all

materialpresentedinthisdocumentisprovidedunderCreativeCommonsAttribution-

ShareAlike4.0InternationalLicensehttp://creativecommons.org/licenses/by-sa/4.0/.

ThedetailsoftherelevantlicenceconditionsareavailableontheCreativeCommons

website(accessibleusingthelinksprovided)asisthefulllegalcodefortheCreative

CommonsAttribution-ShareAlike4.0InternationalLicense

http://creativecommons.org/licenses/by-sa/4.0/legalcode.

Requestsandinquiriesconcerningtheserightsshouldbeaddressedto:

DepartmentofEducationandTraining

StudentInformationandLearningBranch

GPOBox9880,

LocationcodeC50MA7

CanberraACT2601

LocalGlobalLearning:community-basedlearningforlocalandglobalcitizenship,2016 iii

<[email protected]>

2016

ISBN PRINT

ISBN PDF

ISBN DOCX

Citeas:Salter,P.,Halbert,K.,Howard,E.,&Singh,M.(2016)LocalGlobalLearning:communitybasedlearningforlocalandglobalcitizenship.Canberra.ACT.FinalReport

LocalGlobalLearning:community-basedlearningforlocalandglobalcitizenship,2016 iv

AcknowledgementsTheprojectteamwouldliketothankthestudentsandstaffwhoparticipatedinthisresearch

andsharedtheirexperiencesand insightswithgreatgenerosityandhonesty.Theseviews

haveshapedtheprojectfindingsandwithoutwhichtheprojectwouldnothavebeenpossible.

Anumberof staff contributed to thedevelopmentof theproject case studies, organising

projectevents,consolidationoftheprojectwebsiteandproductionofvideos.Manythanks

gotoNurhidayaEkbal,ThomasChan,IvanaOng,HarryTeohandKaleneTanfromJamesCook

University in Singapore, Shannon Hogan, Daniela Vavrova, Adrian Van Rossum and Jo

Bentley-DaveyfromJamesCookUniversityinTownsvilleandLinBrown,NhungNguyenThi

Hong,HaiboShenandSiyiLufromWesternSydneyUniversity.ManythanksalsotoJCUDVCA

ProfessorSallyKiftforhermentoringsupport.

Theproject benefited from thewisdomandgenerous adviceof an active and committed

referencegroupandmanythanksgotoProfessorStephenBillett,DrReynaZipfandProfessor

LindyMcAllisterfortheirinvaluablecontributions.

The project team is also indebted to the Local Global Learning Network members who

participatedenthusiasticallybothon-lineandinprojectsymposiumstoprovidefeedbackon

earlyprojectresourcesandpotentialresearchdirections.ParticularthanksgotoDrVinesh

Chandra(QUT)andSallyParrott(RMIT)fortakingthenetworkforwardandsustainingactivity

throughthedevelopmentoftheGlobalPerspectivesEducationForum.

Finally, thanks to our Project Evaluator Helen McLean (RMIT) who kept us on-track

throughouttheprojectandregularlyprovidedvaluablesupportandadvice.

LocalGlobalLearning:community-basedlearningforlocalandglobalcitizenship,2016 v

ListofAcronyms

ABS–AustralianBureauofStatistics

CADAD–CouncilofAustralianDirectorsofAcademicDevelopment

HERDSA–HigherEducationResearchDevelopmentSocietyofAustralasia

JCU–JamesCookUniversity

PAR–Preparation,Action,Reflection

QUES–QueenslandUniversityEducatorsShowcase

QUT–QueenslandUniversityofTechnology

MBA-MasterofBusinessAdministration

RMIT–RoyalMelbourneInstituteofTechnology

ROSETE–ResearchOrientedSchoolEngagedTeacher-researcherEducation(ROSETE)

WSU–WesternSydneyUniversity

TEEP–TaiwanExperienceEducationProgram

TESOL-TeachingEnglishtoSpeakersofOtherLanguages

LocalGlobalLearning:community-basedlearningforlocalandglobalcitizenship,2016 vi

Definitions

Agency:capacityforself-reflection,autonomyandactionthroughdevelopmentofpersonal

epistemology,maximisinglearningopportunities,self-concept,assertivenessandresilience

(Richards,Sweet&Billett,2013).

Criticalservicelearning:apedagogicalapproachthatfocusesontransformativelearning,

throughreflection,criticalthinking,problemsolvingandalocalandglobalfocus.It

encouragesstudentstoengagewithsocialissuesandcriticalanalysisbyquestioningexisting

structuresandfacilitatingstudentreflectionandaction(Westheimer&Kahne2004;

Gilbride-Brown2011).

Flexiblelearning:recognisesthatarangeofexperienceswillcontributetodiverselearningoutcomesandencouragesstudentstoconsiderbothintendedandunintendedlearning

outcomesas‘valid’.

Globalcitizenship:involvesdeveloping‘globalperspectives’indiversestudentcohorts,positioningstudentsasethical,activeandcontributingmembersoftheirlocalandglobal

communities,basedonsoundinterculturalknowledgeandunderstanding.

Glocalisation:thetermoriginatedinmicromarketingandwastakenupbycultural

sociologiststoacknowledgethelocal–globalproblematic(Robertson2012).Service-learning

isresponsivetoaplace,aparticular‘home’oranunfamiliarcommunityandthese

communitiesarenotsimplylocalorglobalbutinterconnectedsitesofcosmopolitan

learningaboutthe‘other’.

Multilingualism:anintellectualresourceforengenderingglobalperspectiveswhere

studentsbecomeproficient,literateandknowledgeableintwoormorelanguages.

Multilingualismispracticedacrossacontinuumwherestudentsfirstlylearnaboutlanguageandthenlearnalanguagebeforelearningthroughlanguage.

Partnerorbuddyprograms:connectingstudentswithpeersduringtheirservicelearningexperienceorensuringvisitingstudentsmixwiththehostculturetoprovidesupport,

informationanddialogue,andopportunitiesforrecognising‘sameness’.

Personalepistemology:involvesanindividualdevelopinganawarenessofwhatisknowledgeandhowtheyusethatawarenesstounderstandthemselvesandtheirworld.

Reciprocalrelationships:relationshipsbetweenuniversitiesandhostorganisations,includingpartneruniversitiesorcommunityagencies,whicharedevelopedovertimeand

movebeyondsuperficialencounters.Partnersdevelopmutualunderstandingofgoalsand

LocalGlobalLearning:community-basedlearningforlocalandglobalcitizenship,2016 vii

prioritiesforallpartiessothatbenefitsfromtheexperiencearenotassumedbutnegotiated

andequitable.

Reflectivepractice:canbeusedtoassiststudentstoconnectlocalandglobalexperiences,reflectontheirpositionintheworldandrelationshiptopoliticalandsocialinstitutions,and

theirtendenciesto“other”andtoconsidertheagencyofcommunitypartners(Batistoni,

Longo&Jayanandhan2009;Rizvi2009;Lilley2014;Kistler2011;Merry&Ruyter2011).

Learningfromstaffandpeersisalsoimportanttothisreflection(Carrington2011;Merrill,

Braskamp&Braskamp2012;Enberg2013).

Rhizomaticlearning:usesthebotanicalmetaphoroftherhizometodescribethecomplex

andoftenmessynatureoflearning.Deleuze&Guattari’s(1980)socialtheoriesofmapping

andtracingadopt‘rhizome’and‘rhizomatic’totheorisemultiple,non-hierarchicalentryand

exitpointsindatarepresentationandinterpretation.Rhizomaticimaginingcaptures

complexity,interconnectednessandamultiplicityofpossibilitiesinmappingratherthan

tracingcurriculum(Wang,2014).

Servicelearning:isaformofcommunity-basedlearning,combiningacademicstudywith

learninginacommunitycontext.Itmayalsobeknownaswork-integratedlearning,cultural

exchange,community-basedlearning,placements,fieldeducation,internships,volunteering

orstudytoursandtakesplaceineitheralocalorglobalinterculturalcommunitysetting,

Studentbarriers:barriersorchallengesthatpreventordiscouragestudentsfromtakingup

servicelearningopportunitiesoffered.

Subject:adiscreteunitofstudyandacombinationofsubjectsmakeupacourseofstudy.

Troublesomeknowledge:knowledgethatcancreatediscomfortforstudentsasaresultof

immersioninnew,challengingandunfamiliarexperiencesduetoincreasedawarenessof

poverty,inequity,colonisation,imperialismandprivilege–thedevelopmentofa‘saviour

complex’isafrequentreaction(Power&Bennett,2015).

LocalGlobalLearning:community-basedlearningforlocalandglobalcitizenship,2016 viii

ExecutiveSummaryTheaimoftheLocalGlobalLearningProjectwastoexploretowhatextentstudentsfrom

diverse backgrounds and unique dispositions engage in service learning experiences to

develop global perspectives, and how the agentic qualities of these students could be

promotedandfosteredtowardsfuturedevelopmentofglobalperspectives.Inparticular,it

focusedonidentifyingthepedagogicalelementsofservicelearningcurriculumthatsupport

thisdevelopment.Theprojectwasdesignedtoidentifyandsynthesiserobustcurriculumand

pedagogicalpracticesintoagoodpracticeguidethatcouldextendcapacitybuildingaround

mobilityexperiences,and‘non-mobile’experiencesaliketodevelopglobalperspectives.

Theresearchgeneratedbythisprojectestablishestheimportanceofcurriculumdesign,and

the benefit of linear curriculum narratives to guide students and support their learning

experiences. In response to the top four barriers to participationnominatedby students:

finances, time, work and family commitments, it is important that ‘non-mobile’, or local

experiencesareequallyprivilegedwithmobilityexperiencesastheycanallowstudentsto

engage with experiences while maintaining finances, work and family commitments.

Intentional curriculum design and enactment is critical in orientating students to and

preparing them for their experiences. Likewise, purposeful ‘in-placement’ activities that

expose students to potentially disruptive experiences, andopportunities for dialogue and

collaborationthatfacilitatein-depthreflectionareessentialpedagogictools.Consequently,

‘in-placement’isalsoapointofdeparturefromlinearnarrativesthatdonotreflectstudents’

livedexperiences,whereflexibilityandrecognitionofunintendedlearningrequiresresponses

fromindividualsratherthanfromthecohortasawhole.Andeducatorsmustrealisethatto

engage students as active, agentic learners on the path to becoming global citizens, the

curriculummustalsobeinformedbythestudentvoice.Meaningfulassessmentthataligns

withstudentexperienceplaysastrategicroletocreatespaceforstudentstoreflectonthe

implications of their experiences for future personal and professional actions. A delicate

balanceofstructure,spaceandstudentagencyenhancesthedevelopmentofstudents’global

perspectives.

Outcomes

Thisprojecthasdeveloped,modelledandstrengthenednationalapproachestocurriculum

structures that best supportmobile and non-mobile intercultural community experiences

thatcanfosterglobalperspectives.Inparticular,theprojecthas:

1. Identifiedtheoreticalframesandgapsintheexistingfieldthroughaliteraturereview.

2. Mapped publicly available curriculum documentation of 73 subjects across 26

institutionsand13disciplinestoidentifythewaysinwhichmobilityandcommunity

experiences are currently positioned in higher education acrossAustralia and thus

LocalGlobalLearning:community-basedlearningforlocalandglobalcitizenship,2016 ix

identifiedcommonlabelsandpurposestoworktowardsamorecommonlanguageof

servicelearningforglobalperspectives.

3. Identifiedenablersandbarrierstostudentengagementwithmobileandnon-mobile

intercultural experiences to better inform future efforts tomobilise students both

locallyandglobally.

4. DevelopedanddisseminatedaGoodPracticeGuide(GPG)basedonsixcasestudies.

5. Builtcapacity inandfosteredconnectionsbetween160academicsandcommunity

partnerssubsequentlyengaged insymposiumsandworkshopstoprovidefeedback

andrefinetheGPG.

6. Established a network of 48 members across 18 institutions that serves as a

communityofpractice to raiseawarenessof theneed for,andeffectivedesignof,

curriculumthatbestsupportsexperiences.

7. Facilitatedandcapturedthestudentexperienceofglobalperspectivesofinternational

andlocalstudentcohortsinsixcasestudiesacrossSingapore,TownsvilleandSydney.

Atotalof76studentsparticipatedfromJCUandWSU.

Deliverables

Theprojecthasachievedalltheplanneddeliverables.Resourcesproducedaspartofthe

LocalGlobalLearningprojectareavailableathttps://www.jcu.edu.au/learning-and-

teaching/university-wide-projects/local-global-learningandinclude:

o Aninteractivee-booktitled“LocalGlobalCitizenshipinHigherEducation:A

frameworkandcasestudiesforcurriculumdevelopment”.

o Theprojectwebsite:www.localgloballearning.edu.au

o AGoodPracticeGuide:Facilitatingglobalperspectivesindiversestudentcohorts

throughtheircommunity-basedlearningexperiences.

o CurriculumMapping:Community-basedlearningexperienceswithafocuson

globalperspectives(alsoavailableinAppendixF).

o Asummarycriticalliteraturereview(alsoavailableinAppendixG).

Furtherprojectoutputsincluded:

o Thedevelopmentofanetworkof48practitionersfrom18institutions:Local

GlobalLearningNetwork

o CurriculumdevelopmentsymposiumsinSydneyandSingaporeandaworkshop

atHERDSA2016.

o Scholarlypublications(todate)–Twobookchaptersandtwoarticlesinpress.

o Fourconferenceandnon-refereedpresentations.

LocalGlobalLearning:community-basedlearningforlocalandglobalcitizenship,2016 x

Recommendationsforinstitutions

Developingagencyforglobalperspectivesindiversestudents

1. That local alternatives to international mobility experiences are created. This can

negotiate student barriers to participation, reflect global perspectives through

interconnected and intercultural communities, and foster agency for mobility

experiencesinthefuture.

2. Thatbothlocalandglobalmobilityexperiencesaresupportedwithrobustcurriculum

structuresunderpinnedbyfourdomains:intentionaldesign,lookingout,navigating

engagement,andtransitionsandtransformations.

3. Thatgreaterinstitutionalsupportisneededduetotheresourceintensivenatureof

theseexperiences.Engagement,internationalisationandcoreacademicworkneeds

to be unified in approaches rather than being operationalised through distinctive

policiesandresourcing.Furthermore,theseexperiencesoftenrelyonstaffgoodwill

and commitment, posing workload and sustainability challenges that need to be

addressedwithinstitutionalsupport.Thereisalsoworktobedonetofostergenuinely

reciprocal relationshipswith the community hostswithwhom institutions seek to

placetheirstudents.

Futureresearchdirections

Furtherresearchcanfocuson:

• Alongitudinalstudyofgraduatestoprovidefurtherinsightintothepersonal,

professionalandsystemicimpactofmobilityandcommunity-basedglobal

citizenshipexperiences.

• Longer-termstudiestoassessthelong-termimpactandintegrationofthe

frameworkandglobalperspectivesasacorecurriculumconsideration.

• Thecumulativeimpactoncommunitypartnersfromhostingstudentsand

maintaininglong-termuniversitycommunitypartnershipstoprovideanimportant

foundationtostudentlearningduringtheircommunity-basedlearningexperiences.

LocalGlobalLearning:community-basedlearningforlocalandglobalcitizenship,2016 xi

TableofContents

Acknowledgements..................................................................................................................iv

ListofAcronyms........................................................................................................................v

ExecutiveSummary................................................................................................................viii

Outcomes...........................................................................................................................viii

Deliverables..........................................................................................................................ix

Recommendationsforinstitutions........................................................................................x

Futureresearchdirections....................................................................................................x

Tablesandfigures..................................................................................................................xiii

ProjectContext:GlobalCitizenshipforDiverseLearners.........................................................1

Aims..................................................................................................................................2

Projectapproach......................................................................................................................4

PhaseOne[Feb–May,2015]–Explorationandestablishment..........................................4

PhaseTwo[Jun2015–Jan2016]–Datacollection.............................................................5

PhaseThree[Jan–May2016]–Analysis.............................................................................7

PhaseFour[Jun–July2016]–Engagementanddissemination..........................................7

ProjectOutputs....................................................................................................................8

Projectfindings......................................................................................................................10

Curriculumframeworksfor‘glocal’citizenship..................................................................10

Curriculummap:service-learningforlocalandglobalcitizenship.....................................13

Enablersandbarriers.........................................................................................................14

Domainsofgoodpractice..................................................................................................18

Intentionaldesign...........................................................................................................18

Lookingout.....................................................................................................................19

Navigatingengagement.................................................................................................20

Transitionsandtransformations....................................................................................22

LocalGlobalLearning:community-basedlearningforlocalandglobalcitizenship,2016 xii

Impactandfuturedirections..................................................................................................25

Links....................................................................................................................................25

Disciplinaryandinterdisciplinarylinks...........................................................................25

LinkswithotherprojectsandfellowshipsintheOLT’spriorityareas............................25

Criticalsuccessfactors.......................................................................................................25

Impedimentsorchallenges............................................................................................26

Applicabilityoftheimplementationofprojectfindingsinarangeofcontexts.................27

FutureResearchDirections................................................................................................27

Long-termimpacts.........................................................................................................27

Ongoingresearchofframeworkimplementation..........................................................28

Communitypartnerships................................................................................................28

AppendixAReferences..........................................................................................................29

AppendixBCertification.........................................................................................................33

AppendixCAchievementStatement.....................................................................................34

AppendixDCaseStudies........................................................................................................35

AppendixEEvaluationReport................................................................................................37

AppendixFCurriculumMap...................................................................................................42

AppendixGLiteratureReview................................................................................................43

AppendixHImpactPlan.........................................................................................................44

LocalGlobalLearning:community-basedlearningforlocalandglobalcitizenship,2016 xiii

Tablesandfigures

TablesTableOne:LocalGlobalLearningOutputs…………………………………………………9

FiguresFigureOne:ContinuumofGlobalCitizenship……………………………………………..13

FigureTwo:BarrierstoInterculturalExperiences……………………………………….15

FigureThree:Futureintentsforinterculturalexperiences………………………….16

FigureFour:Motivatorsandenablersforinterculturalexperiences……………17

LocalGlobalLearning:communitybasedlearningforlocalandglobalcitizenship,2016 1

ProjectContext:GlobalCitizenshipforDiverseLearnersTheNewColomboPlanandmorerecentlytheNationalStrategyforInternationalEducation

2025aspire to increaseengagementbetweenAustralianhighereducation institutionsand

their Indo-Pacific counterparts. Universities Australia (2013a) refer to a ‘third-wave’ of

globalisationinhighereducationemphasisinglong-termsustainable,reciprocalpartnerships

builtoncross-institutionalactivityandglobalisedcurriculum(UniversitiesAustralia2013b).

These important policy initiatives aim to develop ‘global perspectives’ in diverse student

cohorts,positioningstudentsasethical,activeandcontributingmembersoftheirlocaland

global communities, based on sound intercultural knowledge and understanding. These

perspectivesaretraditionallyassociatedwithglobalmobility,often intheformofstudent

exchangesandstudyabroadexperiences,whosevalueisclearbutwhichfailtorecogniseand

capitaliseonnetworksofculturalexchangewithinparochiallearningcontexts.

Whilestudyabroadparticipationisclearlyontherise(particularlyinshort-termprogramsof

lessthanonesemester),increasingfromoneinthirteenbachelorgraduatesin2009toonein

six in2014,participation is limitedoverall at11per centof thehighereducation student

cohort(Potts2016).Atapracticallevel,studentswithprevioustravelexperienceandahigher

socio-economicstatushaveagreaterpropensitytostudyabroad,whereaspart-timestudents

arelesslikelytoengageinstudyabroad(Nerlich2015;Lawrence2016).Adisconnectbetween

studyabroadintentionsandfulfilmentisalsoevident.While31percentoffirstyearstudents

plantostudyabroad,bysecondyearonly12percentplantostudyabroadandsubsequently,

only 8 per cent do experience study abroad (Nerlich 2015). Participation data does not

provideabreakdownon theuptakeof theseopportunitiesbymetropolitanand regional

universitystudents.

Thenarrativeofincreasingstudyabroadparticipationmaymasktheinequityintheuptakeof

these opportunities. Spivak (cited in Andreotti 2011)warns of the risk that study abroad

opportunities will be predominantly accessed by students already experiencing privilege,

creating an “international class, with nationalist knowledge bases consisting of

transnationallymobile people who think nationally, but operate at an international level

imposingwhatbelongstotheirclass...uponthewholeworld”(p.307).Inaddition,student

mobilityexperiencescanoccurwithinavacuumoflocalconnectionsandmissopportunities

forstudentlearningandlong-termrelationships(Ang,Tambia&Mar2015).

The ability to operate effectively in culturally diverse environments has been widely

recognisedasanessentialgraduateattribute(Barker2011)andforegroundstheimportance

ofembeddingglobalperspectivesthroughoutdegrees,ratherthanrelysolelyonperipheral

electivesorinternationalmobilityexperiences.However,universitypolicythatincludessuch

LocalGlobalLearning:community-basedlearningforlocalandglobalcitizenship,2016 2

benchmarks,onitsown,isnotenoughtoeffectcurriculuminternationalisation(Leask2011)

and internationalisation cannot be solely determined by exchange students (Gothard,

Downey & Gray 2012). Gaps exist in the development and application of multicultural

educationframeworksandtheoriesofgloballiteracywithinhighereducation.Thisindicates

the importance of integrating intercultural experiences, whether they occur locally or

internationally,asacorepartofhighereducationdegrees(Walters,Garrii&Walters2009)

andwithinwellresearchedcurriculumandpedagogicalframeworks.

Servicelearningisacurriculumandpedagogicalframeworkthatcanbeintegratedintohigher

educationtoprovidethisstructure.Asacurriculumstructure it requiresstudentstowork

withahostcommunityororganisationto:

• firstpreparefortheexperience,permittingstudentstochallengethemselvesthrough

theoreticalpreparationandchoicesforservice,

• actthroughmeaningfulparticipationinmutuallybeneficialwayswiththeirhost,and

• criticallyreflectontheirlearningandthelinksbetweentheirexperiencesandtheory(StanfordUniversity1996).

Service learning has been introduced to tertiary education in the Indo-Pacific Region,

however, research that provides theoretically informed curriculum and pedagogical

frameworks in this area is still in its infancy (Permaul 2009). There is an assumption that

students’interestsalignwithopportunitiestodevelopglobalperspectives(Billet2011),yet

internationalmobilityforstudentscanbefinanciallyandlogisticallyprohibitiveasmuchas

intellectually.Furthermore,students’uniquedispositions,includingattitudes,beliefs,values

andpreviousexperiences,shapetheirpreparednesstobeinternationallymindedandmobile.

Thisprojectdrewonservicelearningresearchandsixdiversecasestudiesasalenstoevaluate

the potential of service learning to develop critical global perspectives in diverse student

cohortsthroughlocaland/orinternationalexperiences.Overall,theresearchindicatesthat

good practice occurs when educational institutions and teachers develop and enact

well-considered,criticalcurriculum(combinedwith investment incommunity),particularly

transformativelocalandglobalpartnerships(GraduateSkillsn.d.;DepartmentofEducation

andTraining2016).

Aims

Thisprojectaimedtoidentifyhowstudentglobalperspectivetakingcanbemaximisedwhen

grounded in robust curriculum theory. This included considering which aspects of the

intended,enactedandexperiencedcurriculum(Billett2011):

• transformtheorientationsofstudentstowardsculturalexchange(normaliseitrather

thanviewitasoptional)tochallengedispositionsresistanttoglobalperspectivesand

developinterculturalcompetence;

• embedglobalperspectivestobetterprepareandorientstudentstowardscareersina

globalenvironment;and


• facilitate thesharingofexperiences tomaximisepositiveoutcomesofexperienced

curriculumandimplementationstrategies.

Theresearchaddressedtheseaimsbyexploringakeyresearchquestion:

Howcantheagenticqualitiesofadiversestudentpopulationbeeffectivelypromotedandengaged to assist them to secure global perspectives through their service learningexperiences?

Andthreesub-questions:

• Howdostudentsfromdiversebackgroundsviewthemselvesasglobalcitizens?• Whatpedagogicelementsofservice learningcurriculumandexperiencearemost

effectiveindevelopingglobalperspectivesfordiversestudents?• How can the experiencing of service learning curriculum promote and develop

studentmobilityfordiversegroups?

Asaresultofexploringtheseresearchquestions,LocalGlobalLearningdevelopedtheGoodPracticeGuide:Facilitatingglobalperspectivesindiversestudentcohortsthroughcommunity-based learning experiences. The research found that the pedagogical elements and

curriculum to promote global perspectives in diverse cohorts work across four domains:

Intentional Design, Looking Out, Navigating Engagement, and Transitions andTransformations.Thesedomainsareexplainedfurther intheProjectFindingssection(see

page31).


ProjectapproachTheproject’sapproachwasunderpinnedbytheoverallaim:toinvestigatehowtheagentic

qualitiesofadiversestudentpopulationcanbeeffectivelypromotedandengagedtofacilitate

globalperspectives through service learningexperiences. The complexnatureofexploring

effectivepedagogicalandcurriculumapproachestodevelopingglobalperspectivesinformed

themixed-methodsresearchapproachwithafocusonaqualitativeparadigmtogaininsight

into students’ experiences. An emphasis on qualitative data collection “grounded in an

epistemologyofcomplexity”(Kincheloe&Mclaren1994,p.317)thatdrewondistinct,yet

complementary,theoreticalperspectivesenabledin-depthconsiderationofthedataacross

fourprojectphases.

PhaseOne[Feb–May,2015]–Explorationandestablishment

This firstphaseestablisheda theoreticalandpractice-based foundationand informedkey

pointsofinquiryforcasestudiesinthefollowingphase.Thisincluded:

• Curriculum mapping. A desktop survey of publicly available information on

Australianuniversitywebsitescapturedinformationthatindicatedthekindsand

extent of explicit treatment of global perspectives through community-based

learningexperiences, thecurriculumsurrounding theexperiences, subjectaims

andanyreferencestostudentagency.Thismappingofcurriculumrepresentedthe

endorsedwaysinwhichuniversitiesengagedwith‘global’learningexperiencesas

wellascapturinganoverviewofrelatedpedagogical/curriculumframeworks. It

mapped curriculum and pedagogical frameworks for global mobility and

associated learning experiences in Australian higher education (and affiliated

educationproviders,e.g. JCUSingapore) to identifyexplicit focion ‘local/global

perspectives’through‘servicelearning’experiences.Thereviewwasbasedona

content analysis of subject outlines and descriptions publicly available through

websites.(seeAppendixF)

• A network being established and sustained. Higher education staff members

identifiedthroughthecurriculummappingwereinvitedtoestablishaLocalGlobal

LearningNetworktosharepractice.Of82staffinvited,48acceptedtheinvitation

andparticipatedactivelyinthenetworkthroughonlinemeetingsandtheface-to-

facesymposiums.

• Acritical literaturereview.Thefocusofthereviewwastoidentifyandcritically

analysetheeducationalandculturaltheorythatinformscurrentpractice.Thisalso

provided a theoretical basis to survey development, focus group guides and

analyticaltoolsforthefollowingphase.(seeappendixG)

• External engagement. Relationships were established with experienced

practitioners,includingareferencegroupandtheLocalGlobalLearningNetwork

for ongoing review and feedback on project outputs. The projectwebsitewas

established to facilitate information sharing amongst and beyond the targeted

network.


PhaseTwo[Jun2015–Jan2016]–Datacollection

In the secondphase, a seriesof six case studieswere compiled that focusedon the lived

experience of students enrolled in subjects offered at James Cook University (JCU) and

Western Sydney University (WSU). Each case served as an empirical inquiry of the

contemporary phenomenon of global/local learning experiences in real-life contexts (Yin

2009).Seekingthe“particularmorethantheordinary”(Stake2005,p.447),casesweredrawn

fromarangeofdisciplineswithdistinctivecohortsandcontextsandselectedbasedontheir

incorporationoflocalandglobalexperienceswithinacurriculumframework,asopposedto

disconnected and unstructured cultural tourism experiences. Each case had the following

characteristics:

• Participationofdiverselearnersindiversecommunities(refertocasestudies

forcohortdemographics);

• Developmentofglobalperspectiveswasakeycurriculumfeature;and

• Engagementwith service learning phases of Preparation, Action, Reflection

(PAR).

Datacollectionforthecasestudiesaimedtodevelopapictureoftheintended,enactedand

experiencedcurriculum(Billett2011).Casestudydatacomprisedof:

• Asurveyofstudentsinthesixcasestudycohorts(76respondents)togauge

their dispositions to cultural exchange and their intellectual agency as

local/global citizensby identifying inhibitors andenablers anddemographic

andculturalprofile;

• Adocumentanalysisofsubjectmaterialsandresources,focusingonintended

andenactedcurriculum;

• Focusgroupswitheachofthesixcasestudystudentcohortstoexploretheir

experiencesofcurriculumenactment;

• Adocumentanalysisofstudentcohortreflectiveassessmenttasks;and

• Focus groupswith staff in each case study subjectoffering toelaborateon

intention and enactment of curriculum, and perceived experiences of

students.

Thesixcasestudies,threefromJCUandthreefromWSU,aresummarisedinthefollowing

table:

JamesCookUniversity WesternSydneyUniversity

ServiceLearningforSustainableFutures,acoresubjectintheBachelorofEducation

This subject focuses pre-service teachers on the

pedagogyandpracticeofservicelearningunderpinned

bysustainabilitygoals.Pre-serviceteachers integrate

meaningful community service (minimum 50 hours)

withlearningexperiencesandreflectiontoenrichtheir

understandingoftheirownteachingrole.Theservice

learningprojectsaimtostrengthencommunitiesand

TertiaryExperienceEnhancementProject

The Tertiary Experience Enhancement Project

offers short-term international service learning

experiences to students majoring in TESOL or

related fields. Students provide service in

communityschoolsinTainancityforthreeweeks,

with opportunities for home stays and learning

aboutlocalcommunitylife.Aspartofthissubject,

studentsintegrateMandarincourses,intercultural


interculturalunderstandingwitha focusonactivities

thatpromotesocialandenvironmentalresponsibility.

Experiences include options for local, national and

internationalexperiences.

studies, cultural visits and an English teaching

practicum(104hours)inTaiwan.

InternationalisationofthecurriculuminSocialWorkandHumanServices

SocialWorkandHumanServicesatJCUhasapproached

internationalisation through a number of initiatives,

including embedding global perspectives in existing

curriculum, facilitating reciprocal staff and student

exchanges, establishing the subject WS2008:International Exchange, and developing interculturallearning materials for outbound mobility students.

Theseinitiativesaimtoexposesocialworkstudentsto

diverse global perspectives and to support them in

developing a contextual awareness of the genesis,

perpetuation and experience of social and

environmental issues that extends beyond the local

andparochial.Placementexperiences,eitherlocallyor

internationally,offeropportunitiesforthe integration

of global perspectives into students’ learning

experiences.

Intercultural Experience for Local and GlobalCitizenship

The Western Sydney University Overseas

ProfessionalExperienceProgramenablesstudents

toattendablockplacement inNingbo (China)as

part of their final practicum. In the previous two

years,2academicstaffand20MasterofTeaching

studentshaveparticipatedintheprogram.Whilst

in Ningbo students participate in intercultural

studies and stay on campus in student

accommodation. Their experiences include

assistingotherstudent’sEnglishlanguagelearning,

providingserviceincommunityschools,attending

community events and buddying with local

studentstolearnaboutlifeinNingbo.

BusinessPlancourseforMBAstudentsatJCUSingapore

The business plan course LB5218 is one of two

alternativecapstonesubjectsforMBAstudentswhich

bringstogethertheoreticalframeworkscoveredinthecourseandappliesittopracticebasedlearning.Inthis

course, students (in diverse teams coming from

different parts ofAsia and Europe) design a business

plan for one or more social, community groups or

organisations.Thisformoflearningemphasisescritical

thinking and personal reflection while encouraging a

heightenedsenseofcommunity,civicengagement,and

personalresponsibility.More importantly,suchforms

of service learning projects with diverse groups of

students from Asia and the European countries

immersing in a Singaporean context help to foster

global perspectives where cultural dynamics and

identitydevelopmentallowsforself-reflectionofone's

roleasaglobalcitizen.

Research Oriented School/industry EngagedTeacher-researchEducation(ROSETE)Program

The ROSETE Program represents a strategic,

coordinated partnership in teacher-researcher

educationthattargetsakeyareaofimportancefor

Australia/China relations. The ROSETE Program

enables the Ningbo volunteers as teacher-

researcher candidates, the partnership

organisations and Australian school students to

develop skills, knowledge and experience that

extendtheirresearchskills,disciplinaryknowledge

andacademicexperiences.Thereareanumberof

ways in which the capabilities of the Ningbo

volunteers are enhanced to prepare them for

careers in a range of employment sectors. These

include internships in schools, interdisciplinary

research training courses, and joint

university/department professional learning

activities.


PhaseThree[Jan–May2016]–Analysis

Thethirdphaseofdataanalysisadoptedaniterative‘spiralling’approach(Denscombe2007;

Kvale2007)toenrichtheconnectionsmadebetweenallaspectsoftheresearch.Thisanalysis

wasfocusedbythethreeresearchsub-questions:

• Howdostudentsfromdiversebackgroundsviewthemselvesasglobalcitizens?

• Whatpedagogicelementsofservicelearningcurriculumandexperiencearemost

effectiveindevelopingglobalperspectivesfordiversestudents?

• How can the experiencingof service learning curriculumpromote anddevelop

studentmobilityfordiversegroups?

Theanalyticstructurewasdeveloped fromthe followingkey theoretical framesor lenses:

Billett’s (2011) intended, enacted and experienced curriculum, the Global Citizenship

Continuum (Enberg 2013), Taxonomies of Service Learning (Britt 2010, Service Learning

Framework(StanfordUniversity1996)andaFrameworkforAgency(Richards,Sweet&Billett

2013). These frameworks supported an analysis of student movement along the global

citizenship continuum (Figure One), students’ development of agentic capacities and the

tensions that exist between educators’ intentions and their ability to enact the planned

curriculumandtheengagementofstudentswiththatexperience.

PhaseFour[Jun–July2016]–Engagementanddissemination

The final project phase involved a series of activities to share and disseminate the good

practice guide working document, refining its relevance and presentation in response to

feedback.Thisphaseinvolved:

• January – June 2016 Online Local Global Network activity. The Local Global

LearningNetworkwasdevelopedintheleaduptoprojectsymposiumsthrough

onlinemeetingsandnetworkingtoolstoshareearlyprojectfindingsandresources

forfeedback.Havingthisnetworkinplaceledtohighnumbersofparticipantsat

the project symposiums and interest shown in ongoing engagement in these

issues.Thenetworkhassinceevolvedandparticipantshavetakenownershipof

itsfutureform,becomingtheGlobalPerspectivesEducationForumonFacebook.

• June8–92016SydneySymposium.CollaborationwithotherOfficeforLearning

and Teaching (OLT) funded projects capitalised on synergies through the

DevelopingGlobal Perspectives symposium in Sydney.Other projectswere the

ClassroomofManyCulturesandEPITOME.

• June242016SingaporeSymposium.TheFacilitatingGlobalPerspectivesinDiverse

LearnerssymposiumheldinSingaporedrewtogetherhighereducationcurriculum

developersandlocalcommunityagencieswithaninterestinservicelearning.This

symposium offered the opportunity to explore the research and test its

applicability in an Indo-Pacific context, with different cultural dynamics and

legislative constraints to the Australian environment. Discussions revealed the

extenttowhichthecasestudyanalysisincorporatedatwo-wayculturalexchange


ofglobalperspectives,valuingbothperspectives inAustralianhighereducation

settingsandtheperspectivesoftheIndo-Pacific.

• July 4–7 2016 HERDSA. A pre-conference workshop at the Higher Education

ResearchandDevelopmentSocietyofAustralasia(HERDSA)annualconferenceto

furthertestandrefinetheprojectresources.

ProjectOutputs

The project outputs aremappedwith the research questions and project findings on the

followingpage.All finalprojectoutputsareavailableat:https://www.jcu.edu.au/learning-

and-teaching/university-wide-projects/local-global-learning


TableOne:LocalGlobalLearningOutputs

Keyresearchquestion

Howcantheagenticqualitiesofadiversestudentpopulationbeeffectivelypromotedandengagedtoassistthemtosecureglobalperspectivesthroughtheirservicelearningexperiences?

Subquestions Howdostudentsfromdiverse

backgroundsviewthemselvesas

globalcitizens?

Whatpedagogicelementsofservice

learningcurriculumandexperienceare

mosteffectiveindevelopingglobal

perspectivesfordiversestudents?

Howcantheexperiencingofservicelearning

curriculumpromoteanddevelopstudent

mobilityfordiversegroups?

Outputs • Sixcasestudies(presentedine-book)

• Surveyof76studentsacrossmetropolitan,regionalandinternationallocationstodocumentstudentagencyanddispositiontowardsglobalperspectives.

• GoodPracticeGuideutilisingtransformativepedagogyinservicelearningthrough:

o Fourdomainsofgoodpractice

o Keyconsiderationsinimplementingcurriculum

• Sixcasestudiesdocumentingstudentlivedexperiences–personalandstudy.Howstudentsperceivechangestotheirdispositiontowardsglobalperspectivesthroughtheexperiencedcurriculum.

• Anunderstandingoftheinhibitorsandenablers,includingstudentmotivationandthetools/supportsrequired(surveydata).

• Reviewofcurriculumframeworkstobestdevelop,sustainandutilisestudents’personaldispositions,includingtheircriticalengagementwithandreflectiononglobalperspectives(Curriculummappingacross26institutionsand13disciplines,literaturereview,casestudyanalysisandexplanatoryvideos).

Developed,validatedandpublishedtopromotesectorchangethrough:

EightpresentationstonetworksatsymposiumsinSydneyandSingapore,LocalGlobalLearningNetwork(48membersacross18

universities),QUES2016,HERDSA2016pre-conferenceworkshop,CouncilofAustralianDirectorsofAcademicDevelopment

(CADAD)ConferenceMarch2016,HERDSAQueensland2015,andHERDSAannualconference2015.

Twobookchaptersandtwojournalarticles(inpress)andtheLocalGlobalLearninge-book.


ProjectfindingsThekeyprojectfindingssupportcurriculumdevelopmentbypresenting:

• Curriculumtheoriesandanalyticalframessynthesisedinthecontinuumofglobalcitizenship(FigureOne).

• Curriculummapofcommunity-basedservicelearningforglobalcitizenshipacrossAustralianhighereducationinstitutions.

• Enablersandbarrierstostudentparticipationinlocalorinternationalinterculturallearningexperiences.

• Domainsofgoodpractice.

• Keyconsiderationstosupportcommunity-basedlearningthroughinstitutionalsupportandreciprocalpartnerships.

Curriculumframeworksfor‘glocal’citizenship

The literature review (seeAppendixG) identifies thedominantnarrativesof internationalmobilityandglobalperspectivesinAustralianhighereducationandhowthisprojecthasbuilton existing research. Beyond this, the literature review critically analyses and furthertheorises curriculum structures for fostering global citizenship. Prominent themes in theexistingfieldidentifythatglobalcitizenshipisvaluedinhighereducationandattentionhasbeen given to how staff can facilitate this. Key to this facilitation is the opportunity formobility.However, there are two assumptions common to the focus onmobility: that allmobility leads to learning, and students need to experience mobility to internationalisecurriculum.Inthisstudyservicelearningisexploredforitspotentialasarobustcurriculumtheory that can support student learning experiences regardless of the involvement ofmobility.

Previousstudiesfocusedonhowstaffenactandembedinternational,interculturalandglobalperspectives (Leask 2011; Leask&Wallace 2011; Gothard, Downey&Gray 2012;Mak&Barker2013)butnotonstudentdispositionstowardsinterculturalunderstandingandglobalperspectives, as a necessary precursor to engaging with these initiatives. There is anassumptioninsuchinitiativesthattheyalignwithstudents’personalinterests(Billet2011).However,withanincreaseinvarietyofstudentpopulationsinAustralianuniversities,wherediversityisanormratherthantheexception(Leask&Wallace2011),comesamultiplicityofstudent dispositions. Student interest and engagement are salient in order to enact andrealiseeffective learningoutcomes inpracticesettings (Billet2011)and therefore, it isanimportantgoaltoidentifyfactorsthatinhibitandenablestudentinterestandengagementtowardsglobalperspectives.The‘BringingtheLearningHome’project(Gothard,Downey&


Gray 2012) delivered demographic and cultural profiles of out-bound students, however,thereisalsoaneedtoconsiderthelearningopportunitiesforstudentswhochoosenottotakeupout-boundoptionsandtodevelopadeeperunderstandingofpotentialinhibitorsandenablers to taking up global perspectives. To date, examining how students’ uniquedispositions, including attitudes, beliefs, values and previous experiences, shape therealisationofstudy-abroadgoalsandtheirabilitytodevelopglobalconsciousnessisunderresearched (Trilokekar & Kukar 2011). This is significant as curriculum frameworks thatdevelop students’ capacity and predisposition to actively engage in, learn from, andintentionally focus on their development are central to maximising learning and makingconnectionstoglobalperspectivesinprofessionalpractice(Billet2011).Shiftingthefocustostudents’developmentofglobalperspectives,ratherthanparticipationinmobilityexperiences,willassistinbringingthisimportantlearningfromtheperipherytothecoreofhighereducationdegrees.Afocusonglobalperspectivesbroadenstheoptionsthat could be offered to students, either locally or internationally, yet agreement on thepurposeoftheseopportunitiesistenuous.Globalcitizenshipisacontestedconceptandwillbeshapedandinfluencedbydisciplinarynormsandstructures(Lilley,Barker&Harris2014;Westheimer & Kahne 2004, p. 245). Theoretical and philosophical frameworks informingthese experiences vary from a neoliberal production of entrepreneurial or savvy globalcitizens (Rizvi 2009; Camicia & Franklin 2011) to engagement with “democraticcosmopolitanism” based on principles of social justice deliberative democracy (Camicia&Franklin 2011, p. 313). For example, alternative conceptualisations of citizenship mayemphasise responsibility, volunteering and abiding by social systems and structures;competitivenessintheinternationalmarketplace;orsocialjustice,inwhichtheactivecitizenchallenges the statusquobasedon theirunderstandingof global issues.Andreotti (2011)asserts that education with global citizenship aims should encompass decolonisationpractices,suchasdevelopingawarenessofthedominanceofWesternthinkinginknowledgeconstruction; encouraging reflexivity; developing comfort with difference, complexity,ambiguityanduncertainty;andanexplicitintenttomovebeyondethnocentrism.Thefocuscanalsobeshiftedawayfrommobilityitselfasanincreasingemphasisonmobilitycanriskrenderingthelocaloptionsinvisible.Steppingbackfromdominantconstructionsofglobalisation,Santos(2006)assertsthatglobalisationisacollectivetermusedtocapturethemultiplicityofsocialrelationshipsthatconstructglobalconditionsandevents.Inthissense,globalisation should be referred to in the plural, as ‘globalisations’, in recognition of themultiple local constructions that build our global context and impact on our daily lives.Therefore,curriculumframeworksthatsupporttheinternationalisationofhighereducationmustbeinclusiveof“globalperspectivesandhowtheseintersectandinteractwiththelocalandthepersonal”(Clifford2009,p.135)andthepossibilityofdevelopingglobalperspectivesinparochialcontexts.A‘glocalised’approach(Robertson2012)createsspacetoexplorehowlocalexperiencescanbeusedtomakeglobalconnectionsbylinkinglocalissueswithglobal


contexts(Roberston2012;Bamber&Pike,2013;Batistoni,Longo&Jayanandhan2009;Rizvi2009;Lilley2014).Service learningbasedon social justiceand sustainabilityaimshas thepotential toorientstudents to global perspectives through local or international experiences by engagingstudentswiththeirowncommunityanddevelopingstudents’intellectualagency(Bamber&Pike 2013; Petray & Halbert 2013). Service learning can be broadly characterised with apedagogicalframeworkofthreephases:preparationforservice,actionofserviceitself,andreflection on service or action (also known as PAR). It offers the opportunity to engagestudentswithcriticalandtransformativepedagogyderivedfromintersectionsoftheworkofDewey(1966),Mezirow(2000)andFriere(1970)andhasthepotentialtoempowerstudentsasglobalcitizens(Baldwin,Buchanan&Rudisill2007).Itcan‘destabilize’identitiesandallowstudentstorecogniseandreflectontensionsandambivalencesintheconstructionofidentityofselfand‘other’(Farnsworth2010)pointingtotheservicelearningexperienceasacatalysttodevelopandattimeschallengestudents’dispositions(Baldwin,Buchanan&Rudisill2007).(For more detail on pedagogies informing service learning, see Appendix G – summaryliterature review, available at https://www.jcu.edu.au/learning-and-teaching/university-wide-projects/local-global-learning/resources).Educatorsneedtoremainopentothepotentialthatstudentswillachievevaryingoutcomesat different points in time as a result of a service learning experience. The educator’sintentions aroundglobal citizenshipneed tobe reconciledwith a student’sowngoals foracademicandpersonaldevelopment,recognisingthattheseexperienceswillnotachievethesameoutcomes forall students (Britt2011).Criticallyembracing thisdifferenceaspartofservicelearningallowsforengagementincomplexity,moregenuinecommunitypartnershipsandafocusonlonger-termoutcomes(Butin2010).The theoretical frame informing analysis of the Local Global Learning case studies andproduction of the Good Practice Guide aimed to respond to these gaps and tensions.Recognisingthatcurriculumcomponentswillalterfromthepathofapredeterminedrubric,awidernotionofcurriculummappingwasadoptedthatseesthecurriculumrhizomatically(Wang2014).DrawingonBillett’s(2011)theoreticalframeworkswhichhighlightthepotentialfordivergencebetweentheintended,enactedandexperiencedcurriculum,thecasestudyanalysistracedthetensionsbetweentheeducator’sorcurriculumintentions,theirabilitytoenactthoseintentionsandthelivedexperienceforstudents.Thisalignswiththeborderlessnatureofexperientiallearning,thatis,theexperiencedcurriculummustbecapturedinwaysthatgobeyondwhatwasmerely intendedandaddressthemultidimensionalityofculturalexchange as a cognitive, social and physical experience. For these approaches to besuccessful,studentsneedtobeplacedastheagentsoftheirtransformation(Bamber2015;Billett2009)andtheanalyticalframeoftheagentic learnerwasusedto identifystudents’demonstrations of resilience, assertiveness, personal epistemology, ability to maximise


learningopportunitiesandself-concept (Richards,Sweet&Billett2013).Furthermore, thepotential forservice learningtofacilitateglobalcitizenshipwasanalysedthroughStanfordUniversity’s(1996)conceptualisationofservicelearning,drawingonEnberg(2013)andBritt’s(2009)conceptualisationsofglobalcitizenshipasapathwayextendingfromlearnertocitizentoagentofchange.Theseconceptshavebeenintegratedintothecontinuumbelow(Figure1)whichwasappliedasananalyticalframeforthecurriculummappingandcasestudies.

FigureOne:ContinuumofGlobalCitizenship

Curriculummap:service-learningforlocalandglobalcitizenship

TheprojectcapturedasnapshotofcurrentAustralianhighereducationsubjectsthatfacilitateglobal perspectives for students through their community-based learning experiences. AmappingundertakenfromMarchtoMay2015canvassedexistingcurriculumpracticesandidentifiedemergingthemesto informdatacollectionandanalysis tools.ThemappingwasbasedonpubliclyavailableinformationonAustralianhighereducationinstitutionwebsitesidentified through the following search terms: service learning, work integrated learning,studentplacement,internship,mobility,globalcitizenandintercultural.Thefollowingcriteriawerethenappliedtodeterminewhichsubjectswouldbeincludedinthecurriculumreview:

• anexperiencethatprovidesopportunitiesforserviceinaninterculturalcommunitysetting(localorinternational);

• supportedbyastructuredprocessofpreparation,sensemaking,engagementinsocialissuesandreflection;and

• withinAustraliaandtheAsiaPacificRegion.Informationcapturedintendedtorevealthekindsandextentofexplicittreatmentofglobalperspectivesthroughcommunity-basedlearningexperiences,thecurriculumsurroundingtheexperiences,subjectaimsandanyreferencestostudentagency.Overall,73subjectsacross26institutionsand13disciplineswerefound.ThefullreportfromthemappingisprovidedinAppendixF.


OfmobilityexperiencesoccurringwithintheIndoPacificregion,Indiawasthemostpopulardestination, followed by Indonesia,Malaysia,Nepal andVietnam. Experiencesweremostfrequentlyofferedwithinthehumanitiesandsocialsciencesorteachereducation,however,theywere found across a range of disciplines including: architecture/urban environment,language and literature, business and management, medical or public health studies,rehabilitationtherapies,engineeringandinformationtechnology.Inasignificantnumberofcases(12),subjectswereofferedasanelectiveacrossalldisciplines,meaningthatstudentswouldaccesstheexperienceaspartofamulti-disciplinarygroup.

IndicativeoftheemergentnatureofservicelearninginAustralia,andsimilarlytotheLocalGlobal Learning case studies, a number of labels are applied to a broad concept of acommunity-based learning experience.While the pedagogical and curriculum approachesmaybesimilar,theexperiencesaregivenarangeoflabelsincluding:actionresearch,fieldeducation, professional experience, volunteering, study tour, researcher education orcapstoneexperience.Thediversityoflabelsreflectsthelackofanationalapproachtoservicelearninginthehighereducationcurriculum.Takingintoaccountthatthiscapturespracticeoverarangeofdisciplines,ithighlightsthepotentialchallengetocreateaneasilyidentifiableand shared approach to facilitate citizenship, agency and global perspectives throughcommunity-basedlearningexperiences.Whileanumberofacademicstaffsharesimilargoalsaroundtheircommunity-basedlearningsubjects,thediversityof labels indicatesthatstaffmaynotidentifyasagroupwithsharedintentions.

As a final pointof analysis, thedata collected for the curriculummappingwas reviewedagainst the Continuum of Global Citizenship (Figure 1) to highlight any examples wheresubjectsidentifiedanintenttobuildstudentagency(informedbyRichards,SweetandBillett,2013) including personal epistemology, maximising learning opportunities, self-concept,assertivenessandresilience.Examplesofagencywerefoundin26subjects,withtheintenttofacilitatestudents’awarenessofthemselvesanddevelopapersonalepistemologymostfrequently cited, followed by emphasis on developing resilience and assertiveness andstudentagencytomaximisetheirownlearning.Overall,themappingrevealsthatthroughthesubjectsofferedanumberofacademicsareseekingtodevelopagencyinstudentsonaspectrum from developing resilience and awareness of self, through to expectations ofcitizenshipandstudentactionrelatedtosocialjusticeissues.

Enablersandbarriers

The case study survey captured the experiences of 76 students across three universitycampuses located inSydney,TownsvilleandSingapore.Studentshaddiversebackgroundsincluding regional or remote students studying through JCU Townsville, Chinese studentsstudyinginSydneywithWesternSydneyUniversityandinternationalstudentsfromarangeof locationsstudyingattheJCUSingaporecampus.Further informationaboutthestudentdemographicsisavailableineachcasestudy.Despitethediversityinstudentbackgrounds,


therewascommonalityinthemainfactorsthatstudentsnominatedasbarrierstoparticipateininterculturallearningexperiences:finances,time,workandfamilycommitments.ThekeybarrierresonateswithLawrence’s(2016)reportintostudentmobilitywhichhighlights“theabsolutedominanceofcostasabarrier”(p.64)acrossAustralianandinternationalstudents,including those participating in the New Colombo Plan. Broadly, the survey findings areillustrativeofthenatureofhighereducationwheremoststudentsrelyonawageorsalaryastheirmainsourceofincomewhilststudying(AustralianBureauofStatistics2013)andagapexistsbetweenaspirationsandfulfilmentforstudentsintakingupinternationalexperiences(Nerlich2015).

Financeisalwaysanimportantfactorwhenmakingsuchabigdecision.Somepeoplemaynotbeinapositiontoleavetheirfamilyforanylengthoftimeormaybeguaranteedtheirjobwillbetherewhentheyreturn,givenmanyemployersofstudentsarealreadyworkingaroundlectureandexamtimetables.

N=76,n=52

FigureTwo:BarrierstoInterculturalExperiences

Financesareasignificantbarrier,butcanalsobeanenabler.Studentsengagedwithmobilityexperiences revealed that access to finances not only helpedwith the trip itself, but thepreparationrequiredpriortogoingoverseas:

051015202530354045

Barrierstoparticipating inintercultural learningexperiences


WithfinancialsupportIcanensuremycaringresponsibilitiesaremetwhileaccessing:skillbuilding,languageclasses,[and]interculturallearningexperiences

Familycommitmentswereofparticularconcernformatureagestudents:

Iamalreadyinvolvedinvolunteeringformylocalcommunity.However,asamatureagestudent,Ialsohaveresponsibilitieswhichwillnotallowmetotakeupvolunteeringoverseasunlessitrelatedtomyfamily.

Highereducationpolicycaninfluencefinancialbarrierstosomedegree,butstudents’timepressures,andfamilyandworkcommitmentsarealloutsideofthecontrolofpolicymakers.Given these barriers are difficult to address, it is feasible that despite recent growthexperienced in student mobility due to the financial boost of the New Colombo Plan,internationalexperiencewillremainoutofreachforthemajorityofstudents.

Further survey responsesconfirmed that interest in interculturalexperiences ishigh,withstudentsshowinggreaterinterestintakingupalocalopportunity.Thisindicatesthatlocationcanbeanenabler.

N=76,n=52

FigureThree:Futureintentsforinterculturalexperiences

Offeringlocalexperiencescantosomedegreeaddressthebarriersoffinances,time,workandfamilycommitments,potentiallyenablingstudentstomaintainworkcommitmentswhileengaginginalocallearningexperience.

Myfamilysituationconstrictsmetolocalplacements,however,Ifeelitisbeneficialtometolearnaboutallculturesandlearningneeds.

051015202530354045

Studyoverseas Doaplacementorinternshipoverseas

Volunteeroverseas

Volunteerlocallyininterculturalenvironments

Doaplacementorinternshiplocallyinaninterculturalenvironment

Participateinaprojectto

improvemylocalcommunity

Participateinaprojecttoassistcommunitiesoverseas

Inthefuture,wouldyoubelikelytotakeupanopportunityto:

Likely Maybe DefinitelyNot Don'tknoworN/A


surveyparticipantswerepartofHowever,localopportunitiesalonedonotprovideafinitesolutiontostudentbarriers.Someacompulsorysubjectundertakingalocalservicelearningexperience and their comments are indicativeof the concerns students facewhether theexperienceislocalorinternational:

Havingalreadytaken10weeksoffworkthisyearaloneforuni,Ithinkitisverysteeptoaskstudentstodoeither50hourscommunityservice,orafour-weekinternshipforoneassignment.…Universitiesforgetthatstudentsarenotalllivingathome–wehavebillstopayandneedmoneytocomefromsomewhere.

Furthersurveyquestionsrevealedstudentsfeltconfidentintheirawarenessofglobalissuesand saw the relevance of global perspectives to their future careers, indicating thatconfidenceandperceivedrelevancearenotasignificantbarriertotheuptakeofinterculturalexperiences.Inaddition,integratinginterculturalexperiencesaspartofdegreeswasseenasimportanttothecohort.

N=76,n=52

FigureFour:Motivatorsandenablersforinterculturalexperiences

Finally,qualitativesurveyandfocusgroupresponsesrevealedthatpeersorbuddiesserveasadistinctenabler,allowingsomestudentstoovercometheirfearsofnavigatingadifferentenvironment,andbuddyingupwithstudentsfromadifferentculturalgroupisanenablerformixing,whethertheexperienceislocalorinternational.

Ithinkgoinginagroup…anditwassowellorganised…thatpushedmeovertheedge.

05

10152025303540

Universitysubjectsthatdevelop

interculturalcompetencyarenotrelevanttomycareer

Futurecareerswillrequireusalltobeawareof

globalperspectives

Ilackconfidenceandawarenessaroundglobal

issues

Employersprefergraduates

whohaveoverseas

experiences

Experiencesininterculturalenvironments

willhelpmewithmyprofession

Interculturalplacementexperiencesshouldincludeassessments

thatarecreditedtowardsmydegree

Interculturalplacementexperiencesshouldsitoutsideofdegrees

Motivatorsandenablersforinterculturalexperiences

Stronglyagree Agree Disagree Stronglydisagree Don'tknoworN/A


Myparentsdidn’twantmegoingtherebutIbroughtthreeboyswithme,sotheywereokayafterthat.

WhileIwasinitiallyscaredtointeractwithdifferentpeoplewhenIfirstcamehere,theperspectivechangedonceweweremadetoformgroupswithpeoplefromdifferentculturesforgroupassignments.Afterthat,Iwasencouragedtoworkwiththemmore.

Domainsofgoodpractice

Emergingthemesidentifiedineachcasestudyweresubjecttoameta-analysisacrossallsixcasesstudies.Thisanalysisrevealedbothcommonanddivergingelementsofstudentagency,curriculumandpedagogy. The case studies demonstrated that community-based learningexperiencesrequirestructured,intentionaldesign,well-informedorientationandassistancetostudentstonavigatetheirexperiencetofacilitatetransitionsandtransformationstowardsglobalperspectives.Commonalitiesacrossthecaseswerecategorisedintofourdomainsofpracticethatcouldbeclearlyidentifiedineachcase:

1. Intentionaldesign2. Lookingout3. Navigatingengagement4. Transitionsandtransformations

However,howthesedomainsmanifestedwereoftendistinct,andfurtheranalysisfocusingonthesedomainsrevealedcomplexrhizomaticrelationshipsbetweenthedomainsandtheelementsthatalignedwitheach.ThesedomainsandelementsweredevelopedintotheGoodPracticeGuide.Threekeyelementshavebeenidentifiedforeachofthefourdomainsandthesearepresentedinthebelow.

Intentionaldesign

Community-basedlearningthatisstructuredwithinintentionallydesigned,criticalcurriculumandcombinedwithexplicitpositioningofglobalcitizenshipasasocialjusticeissuehasthepotential to facilitate students’ reflexive understandings of culture, poverty, injustice andinequality. Intentional design serves to identify and clarify the meaning and purpose oflearningexperiencestostudentdevelopment.Initially,thiscanestablishthebenefitoftheexperiencetostudents,movingbeyondseeminglydisjointedandrandomisedopportunitiesto ‘go overseas’ or ‘do something different’ to articulate clear links to how learningexperiences contribute to student personal and professional development. Furthermore,integrating experiences into degree structures will raise the perceived legitimacy ofexperiences. Finally, once themorepragmatic elementsof thebenefit and legitimacyareestablished,thephilosophyofthecriticallearningintentcanbeclarified.Thelatteriscrucialasitinformsthedesignoftheexperienceincurriculumintheremainingdomains.Thetablebelowelaboratesonevidence from the case studies thathave informedeachelementofintentionaldesign:


Goodpracticeelement Keycasestudylessons

Establish benefit tostudents by explicitlyidentifying the linksbetween the experienceand students’ personalandprofessionalgoals.

• Design curriculum and subject aims intentionally tomaximiseopportunitiestoacknowledgeandfosterstudentknowledge, skills and dispositions as part of their ownpersonalandprofessionaldevelopment.

• Position students to take up the experience as personallearning to enhance the potential for transformativeoutcomes.

(See for example,Teacher Education for Sustainable Futures,TEEP,GlobalPerspectivesintheAsianTropics,andInterculturalExperienceforGlobalCitizenship).

Integrate communitybased learningexperiences as a corepartofdegrees.

• Shiftexperiencesfromperipheral,‘add-ons’todegrees,toacore integratedpartofcurriculumtoensuresustainableresourcing, allow students to seek funding (e.g. OS Helploans) and maximise learning opportunities for travellingandnon-travellingstudents.

(Seeforexample,InternationalSocialWorkStudentExchange,ROSETE,andTeacherEducationforSustainableFutures).

Identifycriticalintent • Critical pedagogy takes studentsbeyond the surface levelcommunity-basedexperiencetoreflectonthesignificanceof theirexperiences to their identitydevelopment,and torecognise the influence of privilege and imperialism andother influences on their interpretation of criticalincidences.

• Educators need to reflect on their commitment to trulydevelopglobalperspectives, rather thanaproliferationofWesternvalues.

(Seeforexample,InternationalSocialWorkStudentExchangeandROSETEcasestudy).

Lookingout

Thecasestudiesfoundthatitisimportanttoorientstudentstotheirupcomingexperience,thecontexts,communitiesandsituationstheymayexperience,andenactcurriculumdesignthatpreparesstudentsto‘lookout’totheirexperience.Thiswasachievedinsomecasesbyencouraging students todevelop learning goals for the experience tomotivate and guidelearning and enact intentional design. Encouraging students to exploremultilingualism isimportant as language skills enable deeper two-way learning and can improve students’abilitytoengagewiththeirexperience.Thetablebelowelaboratesonevidencefromthecasestudiesthathaveinformedeachelementoflookingout:



Orientation is animportant part ofcommunicatingintentional design tostudents and enablesthem to internalise andmake sense of subjectaim.

• Explore the position of the students as ‘outsiders’ andencouragestudentstobe‘open’,flexibleandadaptable.

• Provide mentoring from staff and peers to cultivate anattitudeofopennesswithinstudents.

• Allowforcontactwithhostspriortoanexperiencetoenablestudentstoclarifyexpectations.

(See for example, Intercultural Experience for GlobalCitizenship,InternationalSocialWorkStudentExchange,TEEPandGlobalPerspectivesintheAsianTropics).

Developlearninggoalsduringapplicationprocessesorpreparationactivities.

• Studentintentionsheadingintotheexperiencearelinkedtotheirsubsequentdevelopmentofagenticcapacities.

• Allowforvarianceinlearninggoals,rangingfromdevelopingan awareness of self and place in theworld, interculturalawareness, becoming active citizens or increasingemployability.

• Scaffold learning goals through assessment tasks andscreeningprocesses.

(Seeforexample,InternationalSocialWorkStudentExchange,TEEP, Global Perspectives in the Asian Tropics, and TeacherEducationforSustainableFutures).

Explore multilingualismby enabling students tounderstand differentcultural contexts bylearning about andthrough differentlanguages.

• Multilingualism isan intellectual resource forengenderingglobal perspectives in local and/or internationalenvironments.

• Developlanguageskillstoenabledeepertwo-waylearning,reciprocal activities and to improve students’ ability toengageascriticalglobalcitizens.

• The taken-for-granted concepts or metaphors withinlanguage,usuallyevidentinthosewordsthataredifficulttotranslate, canprovide thegreatest learningaboutculturaldifferences and place students into the worldview of the‘other’.

(Seeforexample,ROSETE).

Navigatingengagement

Navigating engagement aims to support students to navigate the learning experience orplacementitself.Thisdomainfocusesonpedagogicaltoolstosupportstudentstonegotiatedemandsandtraversecontextswhileonplacement.Afundamentalpedagogictoolidentifiedforthisdomainistocreateopportunitiesfordialogue.Dialogueisacritical‘sense-making’


tool and can support students to reflect on their experience and tomove towardsmoresophisticatedelementsofnavigation.Engagingwithflexiblelearningisoneoftheseelementsand recognises that a range of experienceswill contribute to diverse learning outcomes.Furthermore,dialoguefacilitatesreflectionon‘troublesomeknowledge’whichemergesfromimmersion in unfamiliar or challenging situations and can challenge personal concepts orepistemologies. The table below elaborates on evidence from the case studies that haveinformedeachelementofnavigatingengagement:


Facilitate opportunitiesfor dialogue as a sensemaking tool throughregular individual andgroup reflection withhosts, staff or otherstudents.

• The opportunity for a dialogic process with communityagencystaff,educators,peersorbuddiesmakesasignificantdifferencetostudentlearning.

• While the experience itself is the catalyst for learning,withoutthisextrasense-makingstep,thereispotentialforlearningtobelostorfortheexperiencetohaveanegativeimpact.

• Critical curriculum, combined with ‘invisible’ facilitationthrough questioning and probing students in relation tocritical incidents and daily observations is an importantlearningprocess.

• Skilled facilitation by staff of dialogic processes canchallengethewaysstudentsobserve,interpretandanalysetheirexperiencestomovebeyondthepracticalaspectsofacommunity-based learning experience and reflect on themeaningoftheirexperiences.

(Seeforexample,InternationalSocialWorkStudentExchange,TEEP, Teacher Education for Sustainable Futures andGlobalPerspectivesintheAsianTropics).

Engage with flexiblelearning by providingsupportforstudentswhoare challenged bynavigating unfamiliarand uncertainenvironments andextend learningopportunities for moreexperienced or agenticstudents.

• Cultural exchange is a cognitive, social and physicalexperience and students, staff and curriculum structures(timeframesandassessment)requireadegreeofflexibilityto respond to and capture the unknown outcomes ofexperientiallearning.

• Disorientation alone can lead to positive or negativelearningoutcomes.Thedifferenceincreatingarichlearningexperience for students is a kind of ‘supporteddisorientation’, in the formof critical preparation, regulardebriefingwithpeersandstaff,andreflection.

• Balance the level of support provided to students withallowingroomtodeveloptheiragenticcapacities.


(See for example, Intercultural Experience for GlobalCitizenship,GlobalPerspectivesintheAsianTropics,TEEPandROSETE).

Reflect on troublesomeknowledgethatstudentsmay be exposed tothrough immersion innew, unfamiliar andchallenging situations,both locally andinternationally.

• Development of agency goes beyond students’development of personal epistemology and self-concept,and is about enhancing students’ resilience, assertivenessandmotivationtomaximisetheirlearningopportunities.

• Providesupporttostudentstoworkthrough‘troublesomeknowledge’anddevelopcriticalconsciousness.

• Preparationandreflectiveactivitythatrequiresstudentstostepoutside taken-for-granted,dominantconstructionsofsocialissuesassistsstudentstoappreciatethecomplexityoffindingsolutionstocomplexsocialissues.

(Seeforexample,InternationalSocialWorkStudentExchange).

Transitionsandtransformations

Transitionsandtransformationsreferstothereflectiveprocessofestablishingpersonalandprofessional links to future careers and facilitating transformation towards globalperspectives.At a fundamental level thispoints to thedevelopmentofeach studentas a‘learner’,focusingoncognitivedevelopment,self-efficacyandtransitionstofuturecareers.Moving forward in the transformative process, students may be able to articulate theirdeveloping citizenship. At this level students can reflect on relational development anddemocracy.Attheideallevel,thisreflectiveprocessdevelopsstudents’capacitytobecomechangeagentsandhighlightsthetransformationalpotentialoflearningexperiencessustainedbycriticalandsupportivedialogueprocesses.Thetablebelowelaboratesonevidencefromthecasestudiesthathaveinformedeachelementoftransitionsandtransformations:

Goodpracticeelement KeycasestudylessonsBuild knowledge andskillsthroughfacilitatingreflection on cognitivedevelopment and self-efficacy.

• Community-based learning experiences can contribute topracticalskills(e.g.communication,negotiation,projectandtimemanagementskills)development for students that inmanycaseswilllinktofutureprofessionalcareers.

• Elements of a community-based learning experience thatdevelopstheseskillsincludetheexperienceoflivingoutsideoftheirhomesortravelling,developinglearninggoals,andworking in diverse groups on ‘real-life’ projects withdeadlines.

(See for example, TEEP, Intercultural Experience for GlobalCitizenshipandGlobalPerspectivesintheAsianTropics).


Develop citizenship byreflecting on relationaldevelopment anddemocracy, andunderstandingsofglobalcitizenship. Encouragestudents to considerfutureactions.

• Enactanexplicitintenttodevelopcriticalglobalcitizenshipthroughcriticalpreparationactivitiesthatrequirestudentstoreflectontheirpositionintheworld,attitudes,knowledgeofotherculturesandimperialism.

• Follow-up critical preparation processes with facilitateddiscussion(eitherinpersonoron-line)toassiststudentstoconfronttheirreactionsanddeep-heldassumptionsthatcansurfaceduringtimesofdiscomfort.

• Work with students to recognise their development ofcitizenship across a continuum. Some students may feeldriventoconsiderpossibilitiesforchange,whileotherswilldemonstrate a change ofmind-set, confronting their ownattitudestowardsdifferentcultures.Somestudentsmaybeabletositwithcitizenshiponamicro-scale,consideringthateven the ‘tiniest’ amount of help can make a difference,whileforothers,their inabilityto‘help’or‘contribute’canbeasourceoffrustration.

(Seeforexample,InternationalSocialWorkStudentExchangeandTeacherEducationforSustainableFutures).

Facilitate agents ofchange by reflecting onbehaviouraldevelopment and socialjustice activism,particularly howstudents havedeveloped a criticalconsciousness of globalperspectives to promptfutureactions.

• Use a combination of critical preparation materials,structuredsupportanddialogicalprocessesthroughouttheexperience as key tools to facilitate the development ofpotentialfuturechangeagents.

• While international travel and immersion are seen astransformative, disruptive experiential learning does notneedtotakeplaceinanexoticorremotesetting.Asafutureorientation, longitudinal research would provide furtherevidenceofhowglocalactivismistakenup.

(See for example, Global Perspectives in the Asian Tropics,ROSETE, TEEP, Intercultural Experience for Global Citizenshipand International SocialWork Student Exchange and TeacherEducationforSustainableFutures).


Recommendationstoinstitutionalleadersforimplementingcommunity-basedlearningexperiencesforglobalperspectives:

1. InstitutionalsupportEducatorsand institutionsneed toprovide the institutional support andpolicies thatwillenable time, energy and resources to support partnerships, navigate risk management,adhere to legislative constraints and logistics, and maximise the legitimacy of theseexperiences by linking to sector and institution-wide policies. In addition, establishedprofessionalpractice,coursedesignsandaccreditationprocessesshouldaimtosupportandremoveconstraintstothedevelopmentofcommunity-basedlearningprograms.

Thecasestudiesdemonstratedthatsecuringinstitutionalsupportandmovingthedevelopmentofglobalperspectivesfromthe‘periphery’tothe‘core’ofhighereducationcurriculumremainsachallenge.Theintensiveworkloadrequiredtodesign,plan,buildpartnerships,facilitateandassesscommunity-basedlearningprogramsoftengoesunrecognisedininstitutionalcontextsandreliesonthecommitmentofcommunity-basedlearning‘champions’.Educatoreffortstoestablishcommunity-basedlearningexperiencesareresourceintensiveandrequireinstitutionalsupportintermsofpolicyandresources.

2. ReciprocalpartnershipsandsupportivelearningcontextsGreaterinstitutionalsupportandresourcesneedtobedeployedtocreatesupportivelearningenvironmentsforstudentsandreciprocalcommunitypartnershipsasthesearecriticaltothesuccessofcommunity-basedlearningexperiences.

Partnerships and reciprocity with host organisations are key to facilitating an authenticlearning experience, however, this requires time and space for long-term partnershipdevelopment. Sending a number of students into a community for service learningexperiencesonaregularbasiscancreateaburdenforcommunityagencies ifnothandledappropriately. It can also create a burden for those staff looking to incorporate suchexperiences into their subjects/courses, and/or to manage previously establishedrelationships.Despitetheperceivedbenefitsofsuchexperiences,theprocessofestablishingand maintaining such relationships can make the incorporation of these experiencesprohibitive.

Student barriers to participation can be heightened in a community-based learningexperienceduetotheregularcommitmentofhourstoacommunityorganisation.Institutionsneed to address the barriers students negotiate in taking up these experiences, such asfinancialpressures,timeconstraints,andfamilyandworkcommitments.


Impactandfuturedirections

Links

Disciplinaryandinterdisciplinarylinks

LocalGlobalLearninghasestablishedinterdisciplinarylinksandcreatedreadinessforchangeacross the sector. The project is interdisciplinary, bringing together the Social Work,Education and Business disciplines at James Cook University aswell as partneringwith anumberofcasestudiesfromtheSchoolofEducationatWesternSydneyUniversity.Furtherinterdisciplinary links were established through the Local Global Learning Network(developed as part of the project) and also project symposiums which brought togetheracademics from a number of disciplines including indigenous studies, physical education,environmental education, health sciences, midwifery, law, nursing, business, social work,educationandlinguistics.TheselinksenabledtheprojecttotestthefindingsandtheGoodPracticeGuidefortheirinterdisciplinaryapplicabilityandpreparesectorreadinessforchange.Academics across disciplines were able to establish common ground through theircommitmenttothedevelopmentofequitable,sustainableandcriticalglobalcitizenship.ThenetworkhasnowevolvedwiththedevelopmentoftheGlobalPerspectivesEducationForumonFacebookandfollowingthesuccessofprojectsymposiums, isseekingopportunities tobringmemberstogetheragain.

LinkswithotherprojectsandfellowshipsintheOLT’spriorityareas

The research draws from and builds on previous OLT fellowships and projects includingBringing the learning home: Programs to enhance study abroad outcomes in AustralianUniversities (Gothard, Downey & Gray 2012), Developing agentic professionals throughpractice-based pedagogies (Billett 2009), Curriculum and pedagogic bases for effectivelyintegrating practice-based experiences (Billett 2009), and Learning and Teaching AcrossCultures(Leask2011).

The Local Global Learning collaborated with two other OLT strategic priority projects,EPITOMEandClassroomofManyCultures,fortheSydneysymposium.Thesymposiumwasanopportunitytodrawoutprojectsynergies,andsharefindingsandopportunitiesforfuturecollaborations.AbookresultingfromtheSymposium,DevelopingGlobalPerspectives, is inpress,withallsymposiumpresenterscontributingchapters.

Criticalsuccessfactors

Anumberoffactorspromotedthesuccessoftheproject:

• IdentifyingLocalGlobalNetworkmembersthroughthecurriculummappingexercise.ThisensuredinvitationstojointheNetworkwerepersonalisedandtargetedat


participantswhoseinterestareasweredirectlyrelevanttothenetwork.Onlinetechnologybroughttogethermembersfromarangeoflocations,includingSingapore,Indonesia,Townsville,Rockhampton,Sydney,MelbourneandPerth.

• CollaborationwithtwofurtherOLTstrategicprojects,EPITOMEandClassroomofManyCultures,intheSydneyprojectsymposiumextendednetworksanddrewoutsynergiesacrosstheprojects.

• Drawingonmultipleforumstotestprojectoutputs,includingtheLocalGlobalLearningNetwork,ReferenceGroup,ProjectTeamMentors,theProjectEvaluator,participantsattwoprojectsymposiumsandaworkshopattheHigherEducationResearchandDevelopmentSocietyofAustralia(HERDSA)annualconference.

• AninternationalsymposiuminSingaporetestedtheprojectfindingsandtheirapplicabilitytotheAsia-PacificcontextandhighlightedanytendenciesordominanceofWesternperspectivesintheprojectoutputs.

• Anengagedprojectreferencegroupwhoprovidedtargetedfeedbackonkeyprojectmilestones.

• Teamstructure.Whiletheoverallprojectteamwaslarge(attimesupto14staff),teammemberswereresponsiblefordiscreteprojectoutputs,thatis,theproductionofthesixcasestudies.Wholeteamcollaborationoccurredtodevelopprojectmethodology,analysisframeworks,casestudytemplatesandtheGoodPracticeGuide.Themixofsmallgroupandlargegroupworkenabledtimelycompletionandpromotedownershipofprojectoutputs.

• Mentoringsupport.KeyacademicstafffromJCUwithpriorexperienceinprojectmanagementacrosslargeteamsmentoredtheprojectteam.

• Across-disciplinaryfocustothecasestudiesbroughtaricherdepthofanalysisandacross-disciplinaryapplicabilityofthefindingsandforgednewconnections.

Impedimentsorchallenges

• Opportunitiesforface-to-faceinteractionwerelimitedastheprojectteammemberswerelocatedinSingapore,TownsvilleandSydneyandreferencegroupmemberswerelocatedinRockhampton,BrisbaneandSydney.Onlinetechnologywasanimportanttool for team communication and multiple platforms were trialled to countergeographicdisadvantage.Geographicallocationalsoimpactedontheabilityofprojectteammembers toparticipate inbroadereventswhich couldhavebeenaddressedthroughgreateruseofonlinetechnologytoallowforremoteparticipation.

• Studentparticipationinresearchcanbechallenging.Insomecasestherelevantcohorthad graduated or were on placement, creating difficulties in encouragingparticipation.Anumberofstudentswerealsoexternal,withtheJCUcohortsscatteredacross a range of locations, including Townsville, Ingham and Cairns. Flexibleapproachestodatacollection,suchasonlinesurveytoolsandtelephoneinterviewsenabledbroaderparticipationbythestudentcohort.


• Lifeevents,bothpositiveandnegative,occurredthroughouttheprojectresultinginteammembersslippinginandoutoftheprojectatvarioustimes.Therefore,flexibilityintimelinesisimportanttoallowforunforeseenevents.

Applicabilityoftheimplementationofprojectfindingsinarangeofcontexts

Thecross-disciplinarynatureoftheprojectaswellasprojectoutputsbeingsuccessfullytestedbyacademicstafffromarangeofdisciplinesindicatestheprojectfindingsareapplicableinarangeofcontexts,both inAustraliaand inSingapore.Curriculummappingestablishedthebroadextentofcommunity-basedlearningbeingofferedacrossinstitutionsandthescopeforthese to be further integrated and intentionally designed to maximise transformativeopportunitiesandstudentagencyasglobalcitizens.TheGoodPracticeGuidewasdevelopedthrough an iterative process in response to data, feedback from Local Global LearningNetwork members and Sydney and Singapore symposium participants as well as otherconferencepresentations.Thisprocessrevealedthatpractitionersareoperatingatarangeof levels,withvaryingexperiencesand lengthsof time involved in facilitatingcommunity-based learning experiences. Furthermore, all participants were navigating differentinstitutionalcontextsandlevelsofresourcingandsupportfortheirprojects.Asaresult,theGoodPracticeGuiderespondstomulti-disciplinaryneeds,forexample,throughuseofgenericlanguagethatmaybeapplicableinarangeofcontextsandprovidingideasforpracticeatarangeoflevelsdependingonexperienceandlevelofinstitutionalsupport.

FutureResearchDirections

TheLocalGlobalLearningprojectresearchpointstoanumberoffuturedirectionstoallowforgreaterdevelopmentofservicelearninginAustralia,withanintenttofostercriticalglobalcitizenship.

Long-termimpacts

Thecasestudiescapturedthelivedexperienceandattitudesofstudentsatapointintime,shortlyaftertheirexposuretoacommunity-basedlearningexperience.LocalGlobalLearningNetworkmembersalsopointedtotheneedtounderstandthelong-termimpactsoftheseexperiencesonstudents,forexample,toconsiderwhetherlearningandattitudinalchangesaresustainedandincorporatedintofutureprofessionalpractice.Alongitudinalstudyofgraduateswouldprovidefurtherinsightintothepersonal,professionalandsystemic impactofmobilityandcommunity-basedglobalcitizenshipexperiences.Thiscouldcanvasdirectimpactsonthoseinvolvedaswellasindirectimpactsonthosestudentswhomaynothavetravelled.Linkageswithprofessionalorganisationscouldalsocapturethe


perspectivesoforganisationsandemployersabouttheimpactandongoingdevelopmentofglobalcitizenship.

Ongoingresearchofframeworkimplementation

AnumberofearlyadoptershaveexpressedinterestinimplementingtheGoodPracticeGuideintheirwork.Researchintothelonger-termstudiesoftheimplementationofthisframeworkwouldassistinassessingthelong-termimpactandintegrationoftheframeworkandglobalperspectivesasacorecurriculumconsideration.

Communitypartnerships

Community partners’ experiences of hosting students and facilitating their learning areunder-researched as evidenced in the literature. While this project was focused on thestudent experience and curriculum development, a key finding is the critical role of thecommunitypartneranddialogicprocesses involved inassistingstudents tomakesenseoftheir experienceand toquestion theirownassumptions.Considerationof the cumulativeimpactoncommunitypartnersfromhostingstudentsandlong-termuniversitycommunitypartnerships would provide an important foundation to student learning during theircommunity-basedlearningexperiences.


AppendixAReferencesAndreotti,VO2011,‘Thepoliticaleconomyofglobalcitizenshipeducation’,Globalisation,

SocietiesandEducation,vol.9,p.30.Ang,I,Tambia,Y&Mar,P2015,SmartengagementwithAsia:Leveraginglanguage,researchandculture,ReportfortheAustralianCouncilofLearnedAcademies,<http://www.acola.org.au/PDF/SAF03/SAF03%20SMART%20ENGAGEMENT%20WITH%20AS

IA%20-%20FINAL%20lo%20res.pdf>.AustralianBureauofStatistics(ABS)2013,Hittingthebooks:Characteristicsofhigher

educationstudents,<http://www.abs.gov.au/AUSSTATS/[email protected]/Lookup/4102.0Main+Features20July+2013>.

Baldwin,SBuchanan,A&Rudisill,M2007,‘Whatteachercandidateslearnedabout

diversity,socialjustice,andthemselvesfromservicelearningexperiences’,JournalofTransformativeEducation,vol.13,no.1,2,pp.6–45.

Bamber,P2015,‘BecomingOther-wise:TransformingInternationalService-Learning

ThroughNurturingCosmopolitanism’,JournalofTransformativeEducation,vol.13,no.1,pp.26–45.

Bamber,PM&Pike,MA2013,‘Towardsanethicalecologyofinternationalservicelearning’.

JournalofCurriculumStudies,vol.45,no.4,pp.535–559,doi:10.1080/00220272.2012.675354.

Barker,M2011,TheGIHEGoodPracticeGuidetoInternationalisingtheCurriculum,Griffith

InstituteforHigherEducation,<https://www.griffith.edu.au/__data/assets/pdf_file/0006/345291/Internationalising-the-Curriculum.pdf>.

Battistoni,RLongo,N&Jayanandhan,S2009,‘ActingLocallyinaFlatWorld:Global

CitizenshipandtheDemocraticPracticeofService-Learning’,JournalofHigherEducationOutreachandEngagement,vol.13,no.2,pp.89–108.

Billett,S2009,Developingagenticprofessionalsthroughpractice-basedpedagogies,Office

forLearningandTeaching,DepartmentofEducationandTraining,AustralianGovernment,<http://www.olt.gov.au/resource-library?text=developing%20agentic%20professionals%20through%20practice%20base>.

Billet,S2011,Curriculumandpedagogicbasesforeffectivelyintegratingpractice-based

experiences,OfficeforLearningandTeaching,DepartmentofEducationandTraining,AustralianGovernment,<http://www.olt.gov.au/resource-integrating-practice-based-experiences-griffith-2011>.


Britt,L2010,‘Communicatingaframeforservice-learning:Engagingstudentsaslearners,citizens,and/orchangeagents’,Ph.D.Thesis,UniversityofColorado,Boulder,AnnArbor,<http://gradworks.umi.com/34/19/3419440.html>.

Butin,DW2010,Service-LearninginTheoryandPractice:TheFutureofCommunity

EngagementinHigherEducation,<http://jcu.eblib.com.au/patron/FullRecord.aspx?p=661198>.

Camicia,SP&Franklin,BM2011,‘Whattypeofglobalcommunityandcitizenship?Tangled

discoursesofneoliberalismandcriticaldemocracyincurriculumanditsreform’,Globalisation,SocietiesandEducation,vol.9,no.3–4,pp.311–322,doi:10.1080/14767724.2011.605303.

Clifford,VA2009,‘Engagingthedisciplinesininternationalisingthecurriculum’.

InternationalJournalforAcademicDevelopment,vol.14,no.2,pp.133–143,doi:10.1080/13601440902970122.

Deleuze,G&GuattariF1980.AThousandPlateaus.Trans.BrianMassumi.LondonandNew

York:Continuum,2004.Vol.2ofCapitalismandSchizophrenia.2vols.1972-1980.Trans.ofMillePlateaux.Paris:LesEditionsdeMinuit.

Denscombe,M2007,TheGoodResearchGuide,OpenUniversityPress,Maidenhead.DepartmentofEducationandTraining2016,‘Pillar2–Makingtransformativepartnerships’,

NationalStrategyforInternationalEducation2025,AustralianGovernment,<https://nsie.education.gov.au/node/13>.

Dewey,J1996,Democracyandeducation:anintroductiontothephilosophyofeducation,TheFreePress,NewYork.

Enberg,ME2013,‘TheInfluenceofStudyAwayExperiencesonGlobalPerspective-Taking’,

JournalofCollegeStudentDevelopment,vol.54,pp.466–480.Farnsworth,V2010,‘Conceptualizingidentity,learningandsocialjusticeincommunity-

basedlearning’,TeachingandTeacherEducation,vol.26,pp.1481–1489.Freire,P1970,PedagogyoftheOppressed,NewYork,Continuum.Gothard,J,Downey,G&Gray,T2012,Bringingthelearninghome:Programstoenhance

studyabroadoutcomesinAustralianUniversities,<http://www.tlc.murdoch.edu.au/project/btlh/finalreport.html>.

GraduateSkillsn.d,CriticalThinking,<http://graduateskills.edu.au/critical-thinking/>.Kavale,KA2007,‘Quantitativeresearchsynthesis:Meta-analysisofresearchonmeeting

specialeducationneeds’,inLFlorian(ed.),TheSAGEHandbookofSpecialEducation,SAGEPublications,ThousandOaks,CA.


Kincheloe,J&McLaren,P1994,‘Rethinkingcriticaltheoryandqualitativeresearch’,inNDenzin&YLincoln(eds),HandbookofQualitativeResearch,SAGE,ThousandOaks,CA.

Lawrence,R2016,Reportintostudentmobility,UniversitiesAustralia,

<https://www.universitiesaustralia.edu.au/ArticleDocuments/191/Final%20Universities%Australia%20Report%20into%20Student%Mobility%20-%20Prospect%20Research%20and%20Marketing.pdf.aspx>

Leask,B2011,LearningandTeachingAcrossCultures,OfficeforLearningandTeaching,

DepartmentofEducationandTraining,AustralianGovernment,<http://www.olt.gov.au/resource-good-practice-report-learning-and-teaching-across-cultures-2011>.

Leask,B&Wallace,J2011,LearningandTeachingAcrosscultures.Goodpracticereport,

OfficeforLearningandTeaching,DepartmentofEducationandTraining,AustralianGovernment<http://www.olt.gov.au/resource-good-practice-report-learning-and-teaching-across-cultures-2011>

Lilley,K2014,‘EducatingGlobalCitizens:Translatingthe“idea”intouniversity

organisationalpractice’,FosteringGlobalCitizenshipandGlobalCompetence:ANationalSymposium.IEAA,22August2014,Melbourne,Australia.

Lilley,K,Barker,M&Harris,N2014,‘ExploringtheProcessofGlobalCitizenLearningand

theStudentMind-Set’,JournalofStudiesinInternationalEducation,doi:10.1177/1028315314547822.

Mak,A&Barker,M2013,InternationalisationatHome:EnhancingInterculturalCapabilities

ofBusinessandHealthTeachers,StudentsandCurricula,OfficeforLearningandTeaching,AustralianGovernment,Canberra.

Mezirow,J2000,Learningastransformation:criticalperspectivesonatheoryinprogress,

Jossey-Bass,SanFrancisco,California.Nerlich,S2015,‘StudentsfromAustralianuniversitiesstudyabroad:ademographicprofile’,

AustralianUniversities'Review,vol.57,pp.52–59.Permaul,J2009,‘Theoreticalbasesforservice-learning:implicationsforprogramdesignand

effectiveness’,NewHorizonsinEducation,vol.57,pp.1–7.Petray,T&Halbert,K2013,‘Teachingengagement:Reflectionsonsociologicalpraxis’,

JournalofSociology,vol.49,pp.441–455.Potts,D2016,Outcomesoflearningabroad.UniversitiesAustraliaandInternational

EducationAssociationofAustralia,<https://www.universitiesaustralia.edu.au/uni-participation-quality/students/outbound-mobility/IEAA-Research-on-Learning-Abroad#.V-DAAvl97mF>.


Richards,J,Sweet,L&Billett,S2013,‘Preparingmedicalstudentsasagenticlearners

throughenhancingstudentengagementinclinicaleducation’,AsiaPacificJournalofCooperativeEducation,vol.14,pp.251–263.

Rizvi,F2009,Towardscosmopolitanlearning.Discourse:StudiesintheCulturalPoliticsof

Education,vol.30,pp.253–268.Robertson,R2012,‘Globalisationorglocalisation?’,JournalofInternationalCommunication,

vol.18,pp.191–208.Santos,BDS2006,‘Globalizations’,Theory,Culture&Society,vol.23,pp.393–399.Stake,R2005,Theartofcasestudyresearch,SAGEPublications,ThousandOaks,CA.StanfordUniversity1996,ServiceLearningQuadrants,ServiceLearning2000Centre,TAPIA,California.Trilokekar,RD&Kukar,P2011,‘Disorientingexperiencesduringstudyabroad:Reflections

ofpre-serviceteachercandidates’,TeachingandTeacherEducation,vol.27,pp.1141–1150.

Walters,LM,Garii,B&Walters,T2009,‘Learningglobally,teachinglocally:incorporating

internationalexchangeandinterculturallearningintopre-serviceteachertraining’,InterculturalEducation,vol.20,pp.S151–S158.

Wang,CL2014,‘Mappingortracing?Rethinkingcurriculummappinginhighereducation’,

StudiesinHigherEducation,pp.1–10.UniversitiesAustralia2013a,GlobalEducation,

<https://www.universitiesaustralia.edu.au/global-engagement/Global-Education/Australia-Educating-Globally#.WBAUk5fAuiy>.

UniversitiesAustralia2013b,GlobalEngagement,<https://www.universitiesaustralia.edu.au/global-engagement>.

Westheimer,J&Kahne,J2004,‘WhatKindofCitizen?ThePoliticsofEducatingforDemocracy’,EducationResearchJournal,vol.41,pp.237–269.

Yin,R2009,Casestudyresearch:designandmethods,SAGE,LosAngeles.


AppendixBCertification

CertificationbyDeputyVice-Chancellor(orequivalent)

IcertifythatallpartsofthefinalreportforthisOLTgrant/fellowship(removeasappropriate)provideanaccuraterepresentationoftheimplementation,impactandfindingsoftheproject,andthatthereportisofpublishablequality.

Name: Date:21/12/2016

ProfSallyKift,DeputyViceChancellor(Academic)


AppendixCAchievementStatement


AppendixDCaseStudies

ThefollowingsixcasestudiesareexploredindetailinLocalGlobalCitizenshipinHigherEducation:Aframeworkandcasestudiesforcurriculumdevelopment,availableathttps://www.jcu.edu.au/learning-and-teaching/university-wide-projects/local-global-learning/resources

JamesCookUniversity

WesternSydneyUniversity

ServiceLearningforSustainableFutures,acoresubject

intheBachelorofEducation

This subject focuses pre-service teachers on thepedagogyandpracticeofservicelearningunderpinnedby sustainability goals. Pre-service teachers integratemeaningful community service (minimum 50 hours)withlearningexperiencesandreflectiontoenrichtheirunderstandingof their own teaching role. The servicelearning projects aim to strengthen communities andintercultural understanding with a focus on activitiesthat promote social and environmental responsibility.Experiences include options for local, national andinternationalexperiences.

TertiaryExperienceEnhancementProject

The Tertiary Experience Enhancement Project offersshort-term international service learning experiencesto students majoring in TESOL or related fields.Students provide service in community schools inTainan city for three weeks, with opportunities forhomestaysandlearningaboutlocalcommunitylife.Aspart of this subject, students integrate Mandarincourses, intercultural studies, cultural visits and anEnglishteachingpracticum(104hours)inTaiwan.

InternationalisationofthecurriculuminSocialWork

andHumanServices

SocialWorkandHumanServicesatJCUhasapproachedinternationalisation through a number of initiatives,including embedding global perspectives in existingcurriculum, facilitating reciprocal staff and studentexchanges, establishing the subject WS2008:International Exchange, and developing interculturallearningmaterialsforoutboundmobilitystudents.Theseinitiativesaimtoexposesocialworkstudentstodiverseglobalperspectivesandtosupportthemindevelopingacontextualawarenessof thegenesis,perpetuationandexperience of social and environmental issues thatextends beyond the local and parochial. Placementexperiences, either locally or internationally, offeropportunitiesforthe integrationofglobalperspectivesintostudents’learningexperiences.

Intercultural Experience for Local and Global

Citizenship

TheWesternSydneyUniversityOverseasProfessionalExperienceProgramenablesstudentstoattendablockplacement in Ningbo (China) as part of their finalpracticum.Intheprevioustwoyears,2academicstaffand20MasterofTeachingstudentshaveparticipatedintheprogram.WhilstinNingbostudentsparticipateinintercultural studies and stay on campus in studentaccommodation. Their experiences include assistingother student’s English language learning, providingservice in community schools, attending communityeventsandbuddyingwithlocalstudentstolearnaboutlifeinNingbo.


BusinessPlancourseforMBAstudentsatJCU

Singapore

The business plan course LB5218 is one of twoalternative capstone subjects forMBA students whichbrings together theoretical frameworks covered in thecourseandapplies it topracticebased learning. Inthiscourse,students(indiverseteamscomingfromdifferentpartsofAsiaandEurope)designabusinessplanforoneormoresocial,communitygroupsororganisations.Thisform of learning emphasises critical thinking andpersonal reflection while encouraging a heightenedsense of community, civic engagement, and personalresponsibility.More importantly, such formsof servicelearningprojectswithdiversegroupsof students fromAsia and the European countries immersing in aSingaporean context help to foster global perspectiveswhere cultural dynamics and identity developmentallowsforself-reflectionofone'sroleasaglobalcitizen.

ResearchOrientedSchool/industryEngagedTeacher-

researchEducation(ROSETE)Program

The ROSETE Program represents a strategic,coordinated partnership in teacher-researchereducation that targets a key area of importance forAustralia/Chinarelations.TheROSETEProgramenablesthe Ningbo volunteers as teacher-researchercandidates, the partnership organisations andAustralianschoolstudentstodevelopskills,knowledgeand experience that extend their research skills,disciplinary knowledge and academic experiences.ThereareanumberofwaysinwhichthecapabilitiesoftheNingbovolunteersareenhancedtopreparethemfor careers in a range of employment sectors. Theseinclude internships in schools, interdisciplinaryresearch training courses, and jointuniversity/departmentprofessionallearningactivities.


AppendixEEvaluationReport

SP14-4613–JamesCookUniversity

DevelopingGlobalPerspectives

Educatingdiverselearners:curriculumandpedagogicalframeworksthatbringglobalfromthe

peripherytothecore

Background

The aim of this project was to identify how student global perspective taking can bemaximisedthroughservice learningexperienceswhengrounded incurriculumtheory.Theprojectalsoconsideredhowtheagenticqualitiesofstudentscouldbepromotedandfosteredtowards future development of global perspectives in intercultural experiences that aremobile and non-mobile. The study identified and synthesised robust curriculum andpedagogical practices that develop global perspectives. It should be noted that on itscompletion,theprojectalsochangeditstitletoLocalGlobalLearning.

Theintendeddeliverablesoftheprojectwereallachievedandinclude:

• eBookprovidingsixcasestudies• Good Practice Guide providing guidelines, examples and recommendations for [students,

academicsanduniversityleaders]• Projectwebsite• LocalGlobalLearningnetwork• Onenationalsymposiumandoneinternationalsymposium• Conferencepresentations• Journalarticles,bookchapters(inpress)

TheprojectwasallocatedanevaluatorfromtheindependentevaluationteamcommissionedbytheOfficeforLearningandTeaching(OLT)forStrategicCommissionedProjects.Theroleof theevaluatorwas to conduct formativeevaluationactivities throughout the lifeof theprojectaswellasformsummativejudgementsabouttheoverallmeritoftheprojectatitsconclusion.

The guiding focus of the formative evaluationwas to ensure that the project’s aims andoutcomeswerebeingachievedwiththeupmostimpactandwouldbedeliveredwithinbudgetontime.Theevaluativeactivitiesareoutlinedinmoredetailinthefollowingsections.

The summative evaluation that forms the content of this report has been guided by thefollowingquestions:

• Didtheprojectachieveitsstatedoutcomes?• Wastheprojectmanagedandconductedinwaysthatcontributedtoprojectsuccess?• Didtheprojectachieveasmuchimpactasitshouldhave?• Howcouldtheprocessesassociatedwiththeprojectbeimprovedandreplicated?


EvaluationReflections

This project team and the evaluation team were first introduced at the OLT EvaluationworkshopinMarch2015forall2014StrategicCommissionedProjects.TheDevelopingGlobalPerspectivesclusterareawascomprisedoffourprojectteamsandincludedthisprojectledby,DrKelseyHalbertandDrPetaSalter(JamesCookUniversity)andProfessorMichaelSingh(WesternSydneyUniversity).

The Local Global Learning project team comprised members who were new to the OLTStrategicCommissionedProjectprocess.Fromtheoutset,theprojectteamwasenthusiasticandcommitted.Membershoweverhadtoworksteadilytoensuretheyremainedontrackandmetmilestone goals, given that ethics approval had not been obtained for the datacollectionphasepriortothecommencementoftheprojectinMarch.Theyalsohadtodeviseatightcommunicationstrategytoensurethatallparticipantsintheteam,includingstaffinJCUSingapore,were consistently informedandup-to-datewithproject requirements anddecisionsthroughoutthedurationoftheproject.

Theevaluator foundseveral factorsthatcontributedtothesuccessfulachievementof theprojectaimandgoals.Thesefactorsinclude:

• Phoneandface-to-facemeetingswiththeteaminvolvingtheevaluatoratthebeginningoftheproject

• Strong project management, including appropriate documentation such as flowcharts ofactivitiesanddeadlinestomanagethemultisitelocationofprojectteammembers

• AprojectReferenceGroupwithexpertiseinthepedagogicalleaningsoftheproject• Experienced OLT researchers who provided onsite mentor support to the early career

membersoftheteam

Itistobenotedthatastrengthofthisprojectwastheintellectualrigouroftheprojectleaderswho incorporated their knowledge and expertise from the relevant fields of pedagogythroughoutthestagesofdataanalysisanddevelopmentofresources.

The team was also supported by a committed and experienced project manager, EliseHoward,whowasthoroughinmanagingtheprojectbyprovidingcleardocumentationandherinsightfulinput.

FormativeEvaluationStrategies

Inordertodeterminethattheproject’saimswereachievedandoutcomesweredelivered,formative and summative evaluation strategieswere conductedby the evaluator and theevaluation team throughout the research. Theevaluatorwasprovidedwith access to theproject team’s shared document space on DropBox and included in project teamcommunications.Theevaluatorwaspresentatkeyface-to-facemeetingswiththeteamandwasamemberoftheprojectReferenceGroup.Theevaluationteammembersparticipatedinvariouscommunicationsoftheproject,includingvirtualandface-to-faceprojectmeetings,project emails, reference group meetings and inter-cluster meetings. During the project


lifecycle, theevaluation teamprovidedongoingadviceand feedback forprogress reports,developmentofframeworks,analysisofdataanddevelopmentandrefinementofresources.

ProjectManagement

Ithaswellknownthateffectiveprojectmanagementpracticeincorporatesprinciplesthat:

• Identifyprojectrequirements• Establishclearandachievableoutcomes• Balancethecompetingdemandsforquality,scope,timeandcost• Managetheexpectationsofvariousstakeholders• Adaptplanstoovercomechallenges

Thisprojectevidencedtheseprojectmanagementprinciples. Inparticular,theprojectwaswellmanagedwithclearlydefinedoutcomesanddeliverables,andflexibilitytofinetuneandmakeadjustmentstoaccommodatechallenges.Forinstance,toenhancethequalityoffinaldeliverablesachievedthroughconsultingandincorporatingfurtherstakeholderfeedback,theteamformallyextendedtheirtimelinewiththeOLT,thusimprovingtheoverallapplicabilityandpotentialimpactofresources.

Arangeofstakeholdergroupswereinvolvedassourcesofdataandinprojectadvisoryroles.The project Reference Group was comprised of academics of high repute at local andinternationalscaleswhowereprovidedwithopportunitiestoprovidefeedback.Forinstance,the projectwas informedby a number of theoretical frameworks and therefore requiredsubstantialconversationtoconsolidatetheperspectivesthatunderpinnedthepedagogicalapproachunderinvestigation.TheReferenceGroupandmentorswereusefulforclarifyingtheseperspectivesandthefocusoftheresources.Theteamwasalsoproactive inmakinglinks and forming collaborations with two other project teams in the Developing GlobalPerspectives cluster of 2014 Strategic CommissionedProjects, evidenced in the combinedsymposiumheldinSydneywiththeseotherprojects.

AchievementofOutcomes

Thisprojecthas identified fivekey findings. Ithasdevelopedandmodelledapproachestocurriculum structures that support intercultural community experiences that foster globalperspectivesinstudents.Ithasrecognizedgapsandframesinexistingliteratureandmappedhow mobility and community experiences are positioned in current higher educationcurriculum.Theprojecthasalsoidentifiedlabelsforacommonlanguageofservicelearningfor global perspectives. It has raised awareness of the enablers and barriers to studentengagementwithinterculturalexperiences,bothmobileandnon-mobile.Theseissues,alongwithprinciplesfortheeffectivedesignofcurriculumthatsupportstheseexperiences,informfuture efforts and improvements to practice for the student experience of globalperspectives.

Thesefindingsemergedfromengagementwith76studentsacrossthreeuniversitycampusesinSydney,TownsvilleandSingapore.Studentscompriseddiversedemographicsandincluded


regional, remote and international backgrounds. To meaningfully capture findings andcontextualisepractice,narrativesintheformoflocation-basedcasestudiesweredevelopedtoexpresstheculturalnuances.Theevidencebasis,alongwiththepedagogicalframeworkbasedonthefourdomainsofIntentionaldesign,Lookingout,NavigatingengagementandTransitions and transformations, provides a robust basis that facilitates the adoption ofinformedpracticeacrossthesector.

The project extended the findings to distil three recommendations for the sector. Theevidence-based insights underpinning the recommendations reinforce their potentialinfluenceandimpactinthesectorandtheoverallvalueoftheprojecttotheAustralianhighereducationsector.

Impact

Theprojectachievedtheintendeddeliverables.

Outcomes

ProjectSymposiums 2

Website 1

CaseStudies 6

GoodPracticeGuide 1

Publications(inpress) 4

ConferencePresentations 8

FinalReport 1

At all times in the development of the project artefacts, the imperative for ensuring themaximumimpactoftheseresourcesacrossthesectorwasatoppriorityfortheteam.

Acombinedone-daynationalsymposiumwasheld inSydney inJune2016withtwootherStrategicProjectsintheDevelopingGlobalPerspectivescluster.AnindividualsymposiumwasalsoheldinSingaporeinJune2016totestprojectfindings.

A website was established early in the project and provides access to a wide range ofresourcesandcommunicationnetworkingopportunitiesrelevanttotheproject.

Anetwork,theLocalGlobalNetwork,initiatedbythecurriculummappingactivitycomprised48participantsfromSingapore,IndonesiaandAustralia.

Sixcasestudiesweredeveloped.Thecasestudiesarecampus-basedtopreservethevoiceandintegrityofcomplexitiesthatwereraisedintheperspectivesofferedbystudents.Analysisofthecasestudiesrevealedcommonanddivergingthemesofstudentagency,curriculum


andpedagogy.ThecasestudiesalsodemonstratepracticerelevanttothefourdomainswhicharefurtherdevelopedintheGoodPracticeGuide.

TheGoodPracticeGuideextendsthefourdomainswiththreeelementsandpresentsstagedstrategies for designing curriculum that fosters global perspectives. The layoutprovides acoherentwholeanddistinctivelyaddressesanddeliverstheissuesrelevanttotheintendedaudienceofacademicandprofessionalstaff.Theguidealsoincludesrecommendationsforstrategiesatacommencinglevelthroughtobestpractice.

Two book chapters and two journal articles were in press at the time of the projectcompletion.

TheconferencepresentationswereconductedatconferencesinAustralia.

Dissemination also occurred through the informal networking that emerged through theReference Group, symposiums, Local Global Network and linking engaged peers whoexpressedinterestintheevolvingworkoftheproject.

Summary

Theprojectactivities,and inparticular thesymposiumsandnetworkensured thata largenumberofstakeholderswerenotonlyconsulted indevelopingthefindings,butwerealsoengagedwiththecriticalquestionsofsupportingstudentstodevelopglobalperspectivesininterculturalexperiencesthataremobileandnon-mobile.TheprojectoutcomeshavestrongpotentialtoinfluenceandimpacttheoverallAustralianhighereducationsectorandcreateamorenuancedandinformedapproachtosupportingstudentstodevelopglobalperspectives.

Thisprojectwasconducted inaprofessionalandcollegialspirit thatwasenhancedbythewillingnessoftheteamtoengagewithand learnfromothers.Therelationshipsthathavebeenformedduringthisprojectthroughthenetworkingrequiredofparticipantsareanassetandkeystrengththatshouldalsocontributetoensuringtheproject’sfutureimpact.

Overall, the evaluators appreciated the opportunity to work with this project team. Theextentofinterestinthesymposiumandthenetworkandthepotentialimpactofsector-wideapplicationofprojectfindings,stronglyreflectthevalueofthisprojectintheAustralianhighereducationsector.


AppendixFCurriculumMap

AcurriculummapofhighereducationsubjectsinAustraliathatofferdiversestudentstheopportunitytodevelopglobalperspectivesthroughlocalorinternationalcommunitybasedlearningexperiencesisavailableat:https://www.jcu.edu.au/learning-and-teaching/university-wide-projects/local-global-learning/resources


AppendixGLiteratureReview

TheLocalGlobalLearningliteraturereviewprovidesanoverviewofrecentliteraturerelatingtoservicelearningforglobalcitizenship:theories,pedagogies,andstudentandcommunityexperiences.Thefullversionisavailableat:https://www.jcu.edu.au/learning-and-teaching/university-wide-projects/local-global-learning/resources


AppendixHImpactPlan Projectcompletion Sixmonthspost-completion Twelvemonthspost-completion Twenty-fourmonthspost-completion

1. Team members

Indicators:ChangestoteammemberpracticetoenhanceopportunitiesforglobalperspectivesInstitutionalrecognitionofTMscontributionsExpectedimpact:ChangesandenhancementtoTMcoursedesign.

Indicators:ProjectteaminvolvementindevelopmentofamultidisciplinaryservicelearningapproachJCUCollegeofArtsSocietyandEducationintroductionofaCollege-wideServiceLearningsubject.Expectedimpact:Increasedintegrationofglobalperspectiveswithincoursestructures.

Intentionallyleftblank Indicators:Increasingintegrationofglobalperspectivesthroughoutdegrees.Servicelearningisrecognisedinstitutionwide,forexamplethroughaccreditationprocesses.Expectedimpact:IntegrationofSLunitsascoreuniversitybusiness.

2. Immediate students

Intentionallyleftblank IndicatorsPositivestudentlearningoutcomes(asindicatedthroughreflectivejournals)asrestructuredcurriculumandpedagogyisimplementedforservicelearningexperiences.Expectedimpact:Studentexperienceoccurswithinevidencedbasedcurriculumandpedagogyandcoordinatedapproachesacrossdisciplinesandhavegreatercapacitytonavigateambiguousexperienceswithsupportfromeducators.

Indicators:StudentshaveaccesstomultidisciplinaryandintradisciplinaryservicelearningsubjectsatJCU.JCUroleoutofSLsubjects–collaborativemodelsaswellasdisciplinarymodels–howtotapintointerdisciplinarypush???Gaintractionwithincollegefirst?RemoveEDfromcodeandre-brandwithCASE?Expectedimpact:Studentexperienceoccurswithinevidencedbasedcurriculumandpedagogyandcoordinatedapproachesacrossdisciplines.

Indicators:Increasingdemonstrationofagencybystudents(asevidencedthroughreflectivejournalsandsubjectfeedback)includingenhancedknowledgeandwaysofengaging–supportedbystrongcurriculumframeworkthatpromotesrigorousreflectionExpectedimpact:Increasedglobalperspectivetakingingraduatesandtheproductionofpotentialfuturechangeagents.

3. Spreading the word

Indicators:EngagedLocalGlobalLearningNetwork.PresentationsatHEforumscompleted–QUES,HERDSA,CADAD.Publicationanddisseminationofe-book,websitematerialsandjournalarticles.Impact:Increasingconnectednessbyhighereducationstaffinvolvedinfacilitatingcommunitybasedlearningexperiences,ideasandresourcesharing.Uptakeofprojectoutputsbyearlyadopters.

Indicators:Ongoingpublicationproduction.Feedbackonuptakeofprojectoutputs.Impact:Improvedpracticewithinthesectorandincreasinginstitutionalawarenessofresourcingandsupportrequiredforcommunitybasedlearningexperiences.

Intentionallyleftblank Intentionallyleftblank


4. Narrow opportunistic adoption

Intentionallyleftblank Indicators:Ongoingpublicationproduction.Feedbackonuptakeofprojectoutputs.Follow-uptoCADADpresentationtopreparereadinessforbroaderadoption.Impact:Improvedpracticewithinthesectorandincreasinginstitutionalawarenessofresourcingandsupportrequiredforcommunitybasedlearningexperiences.

Indicators:JCUEducation–incorporationofServiceLearningsubjectsintonewMastersprogram.Ongoingpublicationproduction.Feedbackonuptakeofprojectoutputs.CADADfeedbackonbroaderadoption.Impact:Improvedpracticewithinthesectorandincreasinginstitutionalawarenessofresourcingandsupportrequiredforcommunitybasedlearningexperiences.

Indicators:IncreasedawarenessofandtakeupacrossJCU/WSUservicelearningcoursesatdisciplinelevelslinkedtocasestudies.SharingpracticewithotherHEpractitionersthroughconferencepresentations.Impact:Improvedpracticewithinthesectorandincreasinginstitutionalawarenessofresourcingandsupportrequiredforcommunitybasedlearningexperiences.

5. Narrow systemic adoption

Intentionallyleftblank Indicators:Changestocurriculumandpedagogicalapproachesinthecasestudysubjects.Expectedimpact:Morestructuredandinclusivecurriculumopportunitiesforstudentswithinthecasestudies

Indicators:ChangingcurriculumandpedagogicalpracticeacrossLocalGlobalLearningNetworkandCADAD.Expectedimpact:StronglinkageswithCurriculumdevelopmentandengagementtosupportcurriculumrenewalforglobalperspectives.

Indicators:ChangingcurriculumandpedagogicalpracticeacrossLocalGlobalLearningNetworkandCADAD.Expectedimpact:StronglinkageswithCurriculumdevelopmentandengagementtosupportcurriculumrenewalforglobalperspectives.

6. Broad opportunistic adoption

Intentionallyleftblank Indicators:Changestocurriculumandpedagogicalapproachesinsubjects,unitsorofferingsatotherHigherEducationinstitutions.Expectedimpact:MorestructuredandinclusivecurriculumopportunitiesforstudentsacrossAustralianHE.

Indicators:Changestocurriculumandpedagogicalapproachesinsubjects,unitsorofferingsatotherHigherEducationinstitutions.Expectedimpact:MorestructuredandinclusivecurriculumopportunitiesforstudentsacrossAustralianHE.

Indicators:Changestocurriculumandpedagogicalapproachesinsubjects,unitsorofferingsatotherHigherEducationinstitutions.Expectedimpact:MorestructuredandinclusivecurriculumopportunitiesforstudentsacrossAustralianHE.

7. Broad systemic adoption

Intentionallyleftblank Indicators:RecommendationsprovidedtosupportColomboPlanprogramimplementation.Recommendationsprovidedtorelevantprofessionalaccreditationbodies.AITSL,QCT,AASWonthevalueofwiderprofessionalexperienceandappropriatecurriculumandpedagogicalstructures.Expectedimpact:Increasingintegrationofglobalperspectivesandcommunitybasedlearningwithindegreestoassistwithachievingthisessentialgraduateattribute.