Encouraging global citizenship amongst kinesiology students in higher education: a Canadian perspective
global citizenship, study abroad, internationalization
While 83% of Canadian universities identify global citizenship education as a top five priority and 97% provide opportunities for their students to participate in study abroad, only 3% of students take advantage in any given year. Faculty-led study abroad courses that are for-credit, short in duration, focused in a student’s disciplinary area of study, peer based, well supervised, and based on pre-established partnerships and relationships with local stakeholders can be effective in providing global citizenship education. This paper explores the facilitation of faculty-led international study abroad for those studying in kinesiology and related fields. We make eight recommendations based on having led hundreds of students in for-credit kinesiology courses in international settings over the past 20 years. These recommendations are: 1) engaging students in faculty research; 2) group dynamics; 3) preparation; 4) local partnerships; 5) decision-making and communication; 6) teachable moments; 7) preparing to return home; and 8) assessment as learning. These recommendations, while not exhaustive, are meant to provide colleagues with “insider information” based upon our collective experience.
James Mandigo, John Corlett & Joanna Sheppard (2021). Encouraging Global Citizenship Amongst Kinesiology Students in Higher Education: A Canadian Perspective, International Journal of Kinesiology in Higher Education, 5:2, 68-78, DOI: 10.1080/24711616.2020.1846477
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