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Global perspectives for global professionals in the UK: Engaging students within engineering and health

Blum, N; Bourn, D; (2013) Global perspectives for global professionals in the UK: Engaging students within engineering and health. Compare: A Journal of Comparative and International Education , 43 (1) pp. 37-55. 10.1080/03057925.2013.746555. Green open access

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Abstract

The discourses around globalisation and internationalisation within higher education to date have tended to focus on institutional change. While recognising the importance of these debates, this paper suggests that issues around curriculum change and teaching and learning through global professions such as health and engineering have so far been largely neglected. Using evidence from the UK and Ireland, the paper looks particularly at how students perceive the importance and value of global perspectives to their professions. It concludes by noting that there is evidence of interest in integrating global perspectives within health and engineering degree courses from students, but that this raises major challenges concerning discipline-based knowledge, valuing differing perspectives and approaches towards teaching and learning.

Type: Article
Title: Global perspectives for global professionals in the UK: Engaging students within engineering and health
Open access status: An open access version is available from UCL Discovery
DOI: 10.1080/03057925.2013.746555
Publisher version: http://dx.doi.org/10.1080/03057925.2013.746555
Language: English
Additional information: This is an Accepted Manuscript of an article published by Taylor & Francis in Compare: A Journal of Comparative and International Education on January 23 2013, available online: http://www.tandfonline.com/10.1080/03057925.2013.746555.
Keywords: globalisation, internationalisation, global perspectives, global citizenship, engineering, medicine, pharmacy, veterinary science
UCL classification: UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment
URI: https://discovery.ucl.ac.uk/id/eprint/1489775
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