ICTs, Global Citizenship, and Education for Sustainable Development
Peterson and Warwick (2015) argue that global technologies represent a major form (and, by implication, force) of globalisation, so are...
Global Logistics and Supply Management: Features of a Global Curriculum
The following outlines the prospective content of an undergraduate business studies unit designed to reflect and address the concepts and...
References for a Global Curriculum Design
Andreotti, V. (2006) ‘Soft versus critical global citizenship education’, Policy and Practice: A Development Education Review, 3 (Autumn), pp. 40-51....
Global Citizens, Global Learners 4. Philosophical Issues Revisited
Falk (1994) identified five categories of global citizens: global reformers elite global business people global environmental managers politically conscious regionalists...
Global Citizens, Global Learners 3. Evaluating Design and Delivery of a Global Curriculum
Operations management exists to fulfil the promises of business by providing manufactured items to customers; supply chains deliver those items....
Global Citizens, Global Learners 2. Curriculum Design Choices
Roger’s trinity (1983) of congruence, empathy, and unconditional positive regard influenced this design. Congruence has a three-fold integrity (pedagogic alignment,...
Global Citizens, Global Learners 1. Values and Premises
Nussbaum (1997) identifies three capacities requisite for global citizenship education: 1. critical examination; 2. empathy; and 3. narrative imagination. All...
