Sixteenth International Conference on New Directions in the Humanities

Abstract

This qualitative study analyzes the higher education experience of global citizenship at the university level, examining areas such as student programs, intercultural sense of belonging, faith/mission statements, integration of global citizenship in the classroom, and student and educator diversity. To better engage and teach global citizenship, the self-evaluation framework of Definition, Do, and Direction at individual, departmental, and institutional levels establishes the means by which to support, teach, and engage in global citizenship. In the case study of Northwest University (NU), it is apparent that NU is aware of global citizenship’s importance, but it is not integrated holistically on campus. To accomplish global citizenship integration, higher education institutions must first self-evaluate their institutional values, principles, and definitions of global citizenship. Then, through implementing transformative learning, they must engage in the process of identity definition and establish global citizenship within their institution. Finally, institutions must develop a self-evaluation framework to evaluate the implementation of global citizenship. Only then can they demonstrate and measure their global citizenship support, engagement, and growth for students, employees, and the institutional environment.