Global Perspectives for Global Professionals in the UK: Engaging Students within Engineering and Health

Autor/inn/en	Blum, Nicole; Bourn, Douglas
Titel	Global Perspectives for Global Professionals in the UK: Engaging Students within Engineering and Health
Quelle	In: Compare: A Journal of Comparative and International Education, 43 (2008) 1, S.37-55 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2013.746555
Schlagwörter	Foreign Countries; Higher Education; International Education; Health Education; Engineering Education; Global Approach; Teaching Methods; Learning Processes; Educational Change; Veterinary Medicine; Pharmacy; Medical Education; Student Attitudes; Professional Development; Global Education; Knowledge Level; Ireland; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Internationale Erziehung; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Ingenieurausbildung; Globales Denken; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Bildungsreform; Tiermedizin; Apotheke; Medizinische Ausbildung; Schülerverhalten; Globales Lernen; Wissensbasis; Irland; Großbritannien
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. (Contains 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10