Lane Perry

Global Citizenship as a Learning Outcome of Educational Travel

Consistent with the Tourism Education Futures Initiative (TEFI) values, universities need to adequately prepare their graduates with the skills and knowledge needed in a global society. Correspondingly, U.S. universities have prioritized the development of study abroad to foster a global mindset. We offer that short-term, experiential educational travel programs provide a critical platform to foster global citizenship when coupled with sound pedagogy. Underpinned by a modified Value-Belief-Norm (VBN) framework, empirical evidence showcases global citizenship as a “value-added” learning outcome of educational travel. Moving forward, an updated model is needed to understand the juncture where students’ perspectives shift and new meanings are made.

Transformational learning through study abroad: US students’ reflections on learning about sustainability in the South Pacific

As leisure studies and higher education more generally embrace the themes of sustainability and global citizenship, it is important to investigate educational initiatives that purport to achieve these goals. Using transformational theory of transformative learning, this study examined the experiences of 150 US university students who participated in three interdisciplinary short-term study abroad programmes that focus on sustainability in Australia, New Zealand and Fiji. The programmes are highly experiential with the curriculum structured around modules targeted at a particular destination, visited on a specific programme. At the conclusion of the programmes, the students were asked to reflect on their experiences in response to four open-ended questions. The data were coded by the research team, and guided by the tenets of sustainability and transformative learning theory. Four themes were identified: a new sociocultural understanding; a new connection with the natural world; economic considerations; and making changes. The findings provide insights into some ways US students have been introduced to the need for, and importance of, sustainable practices in daily life. In turn, support is provided for the supposition that programmes that are highly experiential and involve critical reflection have the potential to shift students’ worldviews.

The Importance of Global Citizenship to Higher Education: The Role of Short-Term Study Abroad

An increasing number of institutions actively promote internationalisation as a key strategy, implying that the development of a “global citizenry” is an integral part of their educational mission. To fulfil this strategy, four constructs must be addressed: (1) what is global citizenship?, (2) why is global citizenship important? (3) how do we measure global citizenship?, and (4) how do we foster global citizenship? (1) Although global citizenship is a highly contested and multifaceted term, three key dimensions are commonly accepted: social responsibility, global awareness, and civic engagement. (2) Today’s graduates are critically dependent on an interconnected world, and universities have a responsibility to promote global mindedness, to provide greater employment opportunities for their graduates, and to respond to political calls for enhanced national security. (3) There is a consensus that the natural and built environment is the context in which global citizenship

Global citizenship is key to securing global health: The role of higher education☆☆☆

Despite growing public awareness, health systems are struggling under the escalating burden of non-communicable diseases. While personal responsibility is crucial, alone it is insufficient. We argue that one must place themselves within the broader/global context to begin to truly understand the health implications of personal choices. Global citizenship competency has become an integral part of the higher education discourse; this discourse can and should be extended to include global health. A global citizen is someone who is (1) aware of global issues, (2) socially responsible, and (3) civically engaged. From this perspective, personal health is not solely an individual, self-serving act; rather, the consequences of our lifestyle choices and behaviors have far-reaching implications. This paper will argue that, through consciously identifying global health within the constructs of global citizenship, institutions of higher education can play an instrumental role in fostering civically engaged students capable of driving social change.

A conceptual framework for managing modifiable risk factors for cardiovascular diseases in Fiji

Aims: The current review will look at modifiable lifestyle (physical inactivity, poor nutrition, risky alcohol behavior and cigarette smoking) and cardio-metabolic (obesity, diabetes mellitus, high cholesterol and high blood pressure) cardiovascular disease (CVD) risk factors among Indigenous-Fijian and Indo-Fijian subgroups. A framework for monitoring and managing these risk factors will be presented. Methods: National health surveys were identified where available. Electronic databases identified sources for filling missing data. The most relevant data were identified, organized and synthesized. Results: Compared to Indo-Fijians, Indigenous-Fijians have higher rates of obesity (17% vs 11%) and hypertension (21% vs 16%), but lower rates of diabetes mellitus (12% vs 21%) and high cholesterol (33% vs 39%). Indigenous-Fijians report higher rates of prescribed physical activity (25% vs 21%), but poorer recommended vegetable intake (48% vs 56%), greater risky alcohol behavior (17% vs 15%) and a much greater prevalence of cigarette smoking (45% vs 24%). Both Indigenous-Fijians and Indo-Fijians report a low prevalence of recommended fruit intake (17% vs 15%). Conclusions: Fiji is progressing through demographic and epidemiological transitions, including a decline in infectious diseases and improved life expectancy. However, in concert with other developing nations, ‘modernization’ is accompanied by increased mortality from non-communicable diseases, with CVD being the most prevalent. This transition has been associated with changes to socio-cultural aspects of Fiji, including poor lifestyle choices that may contribute to a cluster of cardio-metabolic conditions which precede CVD.

Principles and strategies for improving the prevention of cardio-metabolic diseases in indigenous populations: An international Delphi study

The disparity in life expectancy between Indigenous and non-Indigenous populations, including within high-income countries, is driven by a heightened risk of cardio-metabolic diseases. The current study recruited independent panels of experts in Indigenous cardio-metabolic health from Australia, New Zealand and the United States, in order to establish local consensus opinion and initiate dialogue on appropriate prevention strategies. Therefore, a three-round Delphi process was used to consolidate and compare the opinions of 60 experts, 20 from each country. Round one, the experts were asked twelve open-ended questions across six domains: (i) prevention; (ii) consultation; (iii) educational resources; (iv) societal issues; (v) workforce issues; (vi) culture and family. Round two, the experts completed a structured questionnaire based on results from the first round, in which they ranked items according to their importance. Final round, the experts were asked to re-rank the same items after receiving summary feedback about the rank ordering from the previous round. Several themes emerged common to all three countries: (i) socio-economic and education inequalities should be addressed; (ii) educational, behaviour change and prevention strategies should address physical environmental determinants and be responsive to the local context, including being culturally appropriate; and (iii) cultural appropriateness can be achieved through consultation with Indigenous communities, cultural competency training, use of Indigenous health workers, and use of appropriate role models. These findings highlight several key priorities that can be used to initiate dialogue on appropriate prevention strategies. Such strategies should be contextualized to the local Indigenous populations.

Digital media as a reflective tool: creating appropriate spaces for students to become introspective

Global citizenship and competency development have become integral parts of political, economic and education discourses. This is particularly true in the USA, where higher education institutions are answering the global citizenship call through the promotion of short-term study abroad. Unfortunately, the ‘just do it’ analogy too often influences the ideology of study abroad, whereby simply providing students with an international experience is perceived to be sufficient in shaping global citizenship. Global citizenship, as an educational outcome, is optimally facilitated when educational experiences are married with appropriate pedagogy, including the shaping of subsequent understandings and actions with critical reflection. We postulate that reflective experiences can be further enhanced by meeting students on the platforms and forums where they live, communicate and already engage. Specifically, this communication, using the context of short-term study abroad programmes, will argue that: (1) critical reflection is an essential step to fostering global citizenship and (2) digital story telling (mobile pedagogy) can be a powerful tool for enriching the critical reflection process.