The art of not-knowing: Valuing diversity and intercultural competences in international social work education

The article focuses on how international social work education can enable students to become culturally competent social workers. It follows the idea that the vital aspect of internationalizing social work education is not about structural prerequisites. Rather, it is in the specific role of intercultural perspectives and how these perspectives can be integrated into structural frameworks for internationalizing social work education. It is highlighted that the acceptance of not-knowing and not-understanding provides the basis of cultural awareness or global mindedness. Therefore, a model for the development of intercultural competence in social work is presented.

Enhancing social work education’s diversity-oriented perspective by integrating refugees into higher education: Experiences from the ‘refugee crisis’ in Germany

This note describes how integrating refugees into programs of social work education at universities and universities of applied sciences in Germany influenced the education provided, especially in rural areas where student bodies tend to be homogeneous groups. The refugees enrolled in social work courses changed those mostly homogeneous groups of students not only with their presence but moreover by introducing new perspectives on course content. As the changes prompted shifts in the global mindedness of fellow students and the teaching staff, the quality of the programs was enhanced.

Fostering Global Mindedness in Short-Term Community-Based Global Learning Programs: The Importance of Strategic Design, Collaboration, and Reflection

Trends toward short-term academic service-learning abroad necessitate programs designed to maximize effectiveness and measurement of outcomes. The current study sought to strategically foster and measure increases in global mindedness during an immersive community-based global learning program abroad. University students studying either Computer Science or Spanish collaborated to design curriculum and host a technology summer camp for junior-high students in the Dominican Republic. The semester before the two-week travel experience included extensive pre-departure preparation, collaboration, reflection, and communication among students, program directors, on-site program coordinators, and stakeholders in the host community. Results of pre- and post-tests using the Global Mindedness Scale indicate perceptions of five dimensions of global mindedness (i.e., responsibility, cultural pluralism, efficacy, global centrism, and interconnectedness) were significantly increased after participating in this program. Pre-departure activities, curricular design, and logistical elements of the program are discussed, along with recommendations for future research. Abstract in Spanish Las tendencias en los estudios en el extranjero a corto plazo que incluyen el aprendizaje a través del servicio en la comunidad requieren un diseño que maximice la eficacia y medida de los resultados. Este estudio midió un crecimiento en la mentalidad sobre asuntos globales entre participantes en un programa a corto plazo en el extranjero. Estudiantes universitarios con concentraciones en informática y en lengua española colaboraron para diseñar un currículo y ofrecer un campamento tecnológico de verano para estudiantes de una escuela secundaria en la República Dominicana. El semestre antes del programa, que duró dos semanas, incluyó la preparación extensiva, la colaboración, la reflexión y la comunicación entre los estudiantes universitarios, los directores del programa, los coordinadores del programa in situ y miembros de la comunidad local. Los resultados de los cuestionarios antes y después del programa fueron creados con una escala de mentalidad global (Global Mindedness Scale), indicando percepciones en cinco dimensiones de tal mentalidad (responsabilidad, pluralismo cultural, eficacia, centrismo global e interconectividad); se concluyó que la mentalidad fue aumentada significativamente después de participar en el programa. Se examinan aquí las actividades antes del comienzo del programa, el diseño del currículo y los elementos logísticos mientras se recomiendan investigaciones posibles para estudios futuros.

Development of EFL Student Global Mindedness Through Transformative Learning in the Literature Classroom at a Thai University

This study investigated English as a foreign language learners’ global mindedness through the use of transformative learning experiences in the literature classroom. The sample consisted of 50 second-year English major students who were enrolled in the introduction to literature course in the academic year 2018 at a public university in the northern part of Thailand. The instruments included six lesson plans using transformative learning theory to promote global mindedness, a Global Mindedness Scale, a classroom observation schedule, and a list of semi-structured interview questions. The t test was used to compare the participants’ global mindedness before and after engaging in the activities based on transformative learning theory. Content analysis was also performed on the students’ work output to explore their transformational learning experiences. This study found that student global mindedness following participation in activities based on transformative learning theory was significantly higher compared to their global mindedness prior to engaging in the activities.

Effects of interdisciplinary courses on future engineers' competency

PurposeThis study explores the effects of interdisciplinary education on engineering students by observing students' competencies before and after the programme.Design/methodology/approachThe effects of interdisciplinary education were studied over three years through the use of a survey to test the social competencies of organisational life and the interdisciplinary competencies of college students. A total of 5,185 responses were collected from engineering students who took part in interdisciplinary education programmes. The survey was conducted during weeks 3 and 14 of each semester, and a comparison test was used to reveal any changes.FindingsAmong the 12 competencies developed or adapted, leadership significantly improved during all six semesters. Analytical thinking, interpersonal competency, professional attitude, global-mindedness, and creative attitudes also improved in some of the semesters.Research limitations/implicationsIt was not possible to control for the effect of classes that students were attending in addition to the targeted interdisciplinary class. However, this study was able to examine empirically the improvement of competencies for future engineers, and its findings provide a basis for future researchers to elaborate on other competencies as well.Originality/valueThe study recommends competencies needed by engineers working in the Fourth Industrial Revolution, examining the effects of interdisciplinary education on competency development. It contributes to strengthening the current trend in universities that seek to reform interdisciplinary education by empirically verifying its effectiveness.

'It inspires and motivates you to do something that makes a difference': Transformational education experiences and global citizenry in a tertiary travel award

Literature shows that international travel as part of tertiary studies can result in transformational learning and increased global citizenry. There is a growing body of research in this field but most has focused on study abroad programmes, mainly in North American universities, based on the delivery of course content in a setting outside the country of origin. This present study examines the experience of participants from a university on a tertiary travel award with specific educational intent, but not based on a credit-bearing course delivering subject-specific content. Fifteen participants and four chaperones from five annual intakes (2013-2017) were interviewed and themes from the interviews provide evidence of the transformative educational outcomes of such an undertaking, and of how such an experience can nurture global citizenry. Findings provide evidence of all three aspects of global citizenry emanating from the travel award experience: global awareness, global-mindedness and global competence.

Needs Assessment for the Global-Mindedness of Vocational Certificate Students under the Office of the Vocational Education Commission

The objectives of the research are as follows: 1) to study the global-mindedness of vocational certificate students; 2) to compare the global-mindedness of these students by grade level, with a sample group of 361 vocational certificate students studying at the vocational certificate level in the 2016 academic year, obtained by stratified random sampling, and 3) to rank the needs for the global-mindedness of these students. The instruments used in the data collection consisted of a questionnaire on the global-mindedness expectation and authenticity of vocational certificate students, which contained 40 questions, covering four aspects, evaluated for content validity by qualified experts. The statistics used in the data analysis were mean, standard deviation, one-way analysis of variance, and the Modified Priority Needs Index (PNI). The research findings are as follows: 1) the level of global-mindedness of the vocational certificate students is high; 2) there were no differences in the global-mindedness of vocational certificate students studying at different grade levels; 3) the needs, ranked in descending order, consisted of acceptance of cultural diversity, attention to global issues, interconnectedness and peace, and world citizenship.