Felicity Rawlings-Sanaei

Educating the Global Citizen

Today humanity is witnessing a remarkable shift in its perception of the world. Inexorable processes of globalisation are apparent, world problems are perplexing, and the pace of change unparalleled. Also of significance is the emergence of the concept of global citizenship; the focus of this chapter. The core of my argument here is that Professional and Community Engagement (PACE) is a powerful vehicle for developing graduate capabilities associated with global citizenship. Designated by Macquarie University as ‘a signature transformative learning program that distinguishes this University’ (Macquarie University, 2014a, p. 12) the PACE program seeks to provide transformative learning opportunities which contribute to the development of global citizens. The chapter examines research data which supports this assertion and investigates why PACE is particularly well-placed to induce such learning.

‘All of us together in a blurred space’: principles for co-creating curriculum with international partners

ABSTRACT This paper shares an innovative methodology to ‘co-create’ a curriculum with eleven international community development organisations from seven countries to prepare undergraduate students for international work-integrated learning activities. The co-creation process was complex, messy, and always evolving. Here we reflect on and document the process, identifying three key methodological principles that might guide the co-creation process for others. These principles embrace the unpredictable, emotional, and personal reality of bringing together diverse ideas and perspectives, as well as opening up possibilities for more creative ways of communicating and listening to what is seen, heard, and felt.

Introduction: Where is the Narrative around Academic Migration?

The introductory chapter highlights the lack of scholarly attention given to the contribution of academic migrants in the teaching and learning arena in higher education. It discusses the rationale behind the editors’ working definition of ‘academic migrant’; the selection of the contributors; and the adoption of the Asia-Pacific region as the context of enquiry. It raises questions about perceptions of academic migrants and the part they play in the reshaping of pedagogy in the twenty-first Century. It also provides a summary of the chapters highlighting the key themes to be explored. Further, in setting out the editors’ aspirations for the book, the introductory chapter seeks to highlight the rightful place of alternative cultures of knowledge and learning in the academy.

“Classroom of Many Cultures”: Educational Design Opportunities in Intercultural Co-creation

Many international programmes include work-integrated learning (WIL) and community-based service learning (CBSL) in order to teach students to collaborate and increase their intercultural sensitivity. The support curriculum for these experiences, however, may implicitly emphasize a divide between overseas “experience” and “reflection” facilitated by staff from home. This chapter describes the Classroom of Many Cultures project, a curriculum design project that used principles of co-creation for a series of learning modules to support international WIL and CBSL. These modules use pedagogical principles and activities that originated with host country staff, incorporating intercultural respect and collaboration into pedagogical design. The project involved significant refining of the co-creation method itself over time; the chapter explores the lessons that the research team learnt during the co-creation process.

Co-creating support curriculum with PACE international community partners

PACE has been the work of many people – students, university staff, industry and community partners foremost amongst them. The challenge for the future development of PACE is, given what we have learned from our past and current activity, how do we use the learnings, insights and unintended outcomes to shape and optimize imagined futures for the program? There will be many challenges to confront in the years ahead as the program continues to ‘engage and serve the community’ and ‘improve and refine a curriculum that has personal transformation at its very core’ (Sachs, J, Preface. In: Sachs J, Clark L (eds) Learning through community engagement: vision and practice in higher education. Springer, Dordrect, 2016). How best can we meet these challenges, key amongst them being to ensure that PACE continues to deliver quality experiences and impact for its key constituencies as the number and diversity of students, partners and activities grows? Befitting the centrality of reflective practice to PACE (Harvey M, Baker M, Semple AL, Lloyd K, McLachlan K, Walkerden G, Fredericks V, Reflection for learning: a holistic approach to disrupting the text. In: Sachs J, Clark L (eds) Learning through community engagement: vision and practice in higher education. Springer, Dordrecht, 2016, Chap. 11), this chapter looks both back and forward to offer reflections on this and related questions.

Exploring the reciprocal benefits of community-university engagement through PACE

Multiple understandings of reciprocity inform and underscore diverse ways of engaging in community-university partnerships. Although the benefits to students of such engagement are relatively well-documented in the literature (Eyler J, Giles DE, Jr. Stenson CM, Gray CJ, At a glance: what we know about the effects of service-learning on college students, faculty, institutions and communities, 1993–2000, 3rd edn. Vanderbilt University, Nashville, 2001; Tryon and Stoecker, J High Educ Outreach Engage 12(3):47–59, 2008), little empirical research currently supports claims that programs and partnerships result in reciprocal learning and engagement opportunities, especially from the perspective of community partners. This chapter conducts a preliminary empirical inquiry into the diverse ways reciprocity manifests as benefits for key stakeholders in the PACE context, taking the analytical framework proposed by Dostilio et al. (Mich J Commun Serv Learn 19(1):17–32, 2012), and Hammersley’s (2016) favourable critique of it as primary points of departure. We draw on the reflections and perceptions of a range of staff, students, and partners involved in PACE activities in local, regional and international settings and identify, organise and articulate some of the diversity and complexity of the relationships that exist within the PACE program and the beneficial outcomes it has spawned for different stakeholders.