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Global Learning for Engaged Citizenship: A Model for Internationalizing the Curriculum
Unformatted Document Text:  The practicality of global learning is that students must be competitive in every way possible in order to compete in a global job market. Our Kennesaw State model recognizes this, but also states that the term ‘globalization,” is not synonymous with the QEP’s focus on “global learning.” Globalization is a concept that is often used to describe an economic phenomenon and a controversial geopolitical ideology operating in the contemporary world. Globalization is not the principal focus of KSU’s QEP. Instead, the QEP focuses on the learning of important and essential, international/intercultural perspectives, skills, and attitudes needed to become an informed and effective global citizen in the twenty-first century (QEP 2007, 12). To be honest, few academics and administrators would seek to educate effective global citizens if globalization were not the driving force. Indeed, globalization is the catalyst for our model, and we are reacting to its momentum. The goal is to educate “informed and effective” graduates who can successfully function in this rapidly changing world. The failure to achieve this goal will result in national competitive disadvantage. Thus, completion of our global learning objectives for as many students as possible contributes to a country’s national interest. We also attempt to shape an informed mindset for many students especially those prone to isolationist and protectionist attitudes – what I call the make-it-go-away syndrome – that can sink their chances for success after graduation. Instead, we hope they become globally empowered, flexible, and equipped with knowledge, skills and a global outlook – for their own good, and for the good of the world. Diffusion of these objectives into all majors is our goal. This ultimately contributes to a greater political good, whether we consciously realize it or not. 12

Authors: Zebich-Knos, Michele.
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The practicality of global learning is that students must be competitive in every
way possible in order to compete in a global job market. Our Kennesaw State model
recognizes this, but also states that
the term ‘globalization,” is not synonymous with the QEP’s focus on “global
learning.” Globalization is a concept that is often used to describe an economic
phenomenon and a controversial geopolitical ideology operating in the
contemporary world. Globalization is not the principal focus of KSU’s QEP.
Instead, the QEP focuses on the learning of important and essential,
international/intercultural perspectives, skills, and attitudes needed to become an
informed and effective global citizen in the twenty-first century (QEP 2007, 12).

To be honest, few academics and administrators would seek to educate effective global
citizens if globalization were not the driving force. Indeed, globalization is the catalyst
for our model, and we are reacting to its momentum. The goal is to educate “informed
and effective” graduates who can successfully function in this rapidly changing world.
The failure to achieve this goal will result in national competitive disadvantage.
Thus, completion of our global learning objectives for as many students as possible
contributes to a country’s national interest. We also attempt to shape an informed
mindset for many students especially those prone to isolationist and protectionist attitudes
– what I call the make-it-go-away syndrome – that can sink their chances for success after
graduation. Instead, we hope they become globally empowered, flexible, and equipped
with knowledge, skills and a global outlook – for their own good, and for the good of the
world. Diffusion of these objectives into all majors is our goal. This ultimately
contributes to a greater political good, whether we consciously realize it or not.
12


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