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Journal of Hospitality,Leisure, Sport & Tourism Education

Journal of Hospitality, Leisure, Sport & Tourism Education 11 (2012) 79–82

1473-83

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journal homepage: www.elsevier.com/locate/jhlste

Perspectives

Developing global competencies in graduates

Nina Becket n, Maureen Brookes

Department Hospitality, Leisure and Tourism Management, Oxford Brookes University, Gipsy Lane Campus, Headington, Oxford OX3 0BP, UK

a r t i c l e i n f o

Keywords:

Education

Skills

Employability

Gradute attributes

Internationalisation

76/$ - see front matter & 2012 Elsevier Ltd. A

x.doi.org/10.1016/j.jhlste.2012.02.007

esponding author.

ail address: njbecket@brookes.ac.uk (N. Becke

a b s t r a c t

This perspective identifies the necessary attributes to enable graduates to be equipped and

ready to work in a globally competent manner. It is argued that knowledge and under-

standing are not sufficient to facilitate this, and that consideration of the fostering of

appropriate values and attitudes and skills are also required. Therefore curricula need to

encompass these personal development aspects within the delivery of study programmes.

& 2012 Elsevier Ltd. All rights reserved.

Many universities are now considering the graduate attributes of their students and as a result global competencies arebecoming more prominent within degree programmes. This perspective has been written following our investigation ofhow to internationalise programmes of study. It provides a brief overview of considerations about what is meant byinternationalisation and global competencies and then offers recommendations regarding how global competencies mighteffectively be facilitated within programmes.

While the terms globalisation and internationalisation are frequently used interchangeably (Hicks, 2003), they aredistinct and fundamentally different concepts. Globalisation is considered to be the ‘‘widening, deepening and speeding upof world wide interconnectedness’’ (Held, McGrew, Goldblatt, & Perraton, 1999, p. 2) that has been driven by technologicaladvances and the development of knowledge economies. Internationalisation on the other hand, is often considered to bean institutional response to the forces of globalisation (Altbach & Knight, 2007; Caruana & Hanstock, 2008; Van der Wende,2007). While, globalisation reflects the development of homogeneity amongst nations, internationalisation reflects theindividuality of nations and enables nations and institutions to respond to global forces (Knight, 2001). Internationalisa-tion within HE comprises the processes by which HEIs compete for students globally as well as the processes that preparestudents for a globalised world (Hanson, 2010) however, it is the latter process that is the focus here.

As knowledge has become a more critical resource, HE is considered an important medium for cross-border flows ofknowledge as well as people, and HEIs are expected to foster global consciousness (Gacel-Avila, 2005), develop globalperspectives (Lunn, 2008) in their graduates, and produce ‘global ready graduates’ (Hunter, White, & Godby, 2006). Thispreparation includes developing graduates with the capacity to work in a society where cross-cultural capability isessential to employment (Heitmann, 2005; Shiel, 2006). Recognition of the global skills race (Brown, Lauder, & Ashton,2008) and employer demands for graduates with a broader world-view all serve to reinforce internationalisation as a‘critical priority’ (Shiel, 2008). Internationalising degree programmes is one way to achieve this goal and as a result, therehas been growth in their provision. Table 1 outlines ways in which programmes might include international dimensions.

Schechter (1993) identified three goals of an internationalised programme to be:

�

pragmatic (acquiring skills and knowledge for employability in a global context); � liberal (developing an appreciation of cultural differences and intercultural sensibility); � civic (developing multidimensional global citizenship).

ll rights reserved.

t).

Table 1A framework of internationalisation at programme level (Becket & Brookes, 2008).

Dimensions of internationalisation Key indicators

Internationalisation of the curriculum (generally reflective of more formal

elements)

� Programme aims and outcomes

� Teaching which focuses on global business environments

� International case studies and learning materials

� An international perspective in all main functional areas

� Opportunity to study a foreign language

Internationalisation of the student experience (reflective of both formal and

informal elements)

� A concern for intercultural exchange in the classroom

� Opportunity for intercultural exchange in a social or other

informal setting

� The provision of internships or project work across borders

� The involvement of international visiting professors

� The recruitment of non-nationals to the faculty

� The international experience of faculty

� The foreign language skills of faculty

International recruitment � Recruitment of students from other countries

� Support provided for international students

International partnerships and strategic alliances � Courses jointly designed and taught with partner

schools abroad

� The involvement of faculty in international networks

International exchanges (staff and student) � Existence of exchange programmes

� Internships and study abroad as an integral part of programmes

� Courses taught in English in non-English speaking countries

� The opportunity for faculty to serve as visiting

professors abroad

International research � Participation in international conferences

� Research and publication of an international nature

Alumni relations � The international placement of graduates

� The language ability of graduates

N. Becket, M. Brookes / Journal of Hospitality, Leisure, Sport & Tourism Education 11 (2012) 79–8280

Thus the student experience should reflect these goals through the knowledge and understanding, values and attitudes, andskills developed amongst graduates (Mestenhauser, 1998). As students enrol on subject specific degree programmes, developingan understanding of the subjects within different cultural contexts is fundamental in an internationalised curriculum. However, inher study of global perspectives in higher education, Lunn (2008) identifies that students should also develop their knowledgeand understanding of the broader, global contemporary issues reflected in political, economic, social and environmental forces athome and abroad. Furthermore, Hunter et al. (2006) report from their study on global competency that students need tounderstand the priority of sustainable development, as does Shiel (2007) from her examination of the requirements of globalcitizens. Lunn (2008) also reports that developing global perspectives is about developing students’ knowledge about differentpeople, places and cultures to make them aware of different ways of thinking about the world and contemporary issues. Hunteret al. (2006) further identify that students need to develop an understanding of cultural norms and expectations of others, andRollins (2008) suggests that knowledge of foreign languages can aid in this development and is central to an internationaleducation.

However, knowledge and understanding is insufficient on its own to the development of a globally competent graduateto achieve the liberal goals of an internationalised education as identified by Schecter (1993). Previous research highlightsthe need to use the knowledge and understanding gained to cultivate values and attitudes (Lunn, 2008; Mestenhauser,1998). For example, Shiel (2007) reports that knowledge and understanding must be used to challenge and discardprejudice. Gacel-Avila (2005) argues that global consciousness necessitates a respect for humanity’s differences andcultural wealth, and global citizens need to respect and value cultural diversity (Oxfam, 2008). They also should acceptpolitical (Gacel-Avila, 2005) and ethical responsibility (Stevens & Campbell, 2006) as well as feel empowered to bringabout change ‘‘to make the world a more equitable and sustainable place’’ (Shiel, 2007, p. 154). As such, graduates whohave developed global perspectives will also promote justice and equality.

Both knowledge and understanding and values and attitudes are important to the development of graduate skills. Forexample, graduates who have developed an understanding of global contemporary issues and who promote justice andequality, should be better prepared to ‘‘seek out information about the world so they can make well-informed, ethical andresponsible decisions’’ (Stevens & Campbell, 2006, p. 542). These decisions are characterised by mindfulness, partnerships,pragmatic hope and social entrepreneurship (Bellamy and Weinburg, 2008). To do that however, they also require the skills to

Table 2Elements of graduate global competencies.

Knowledge and understanding (of)(1) Core subject/discipline in different cultural contexts

(2) Global contemporary issues (e.g. sustainability)

(3) Different cultures and places

(4) Cultural norms and expectations

(5) Languages

Values and attitudes (that)(1) Challenges and discards prejudice

(2) Respects and values diversity

(3) Accepts political and ethical responsibility

(4) Feels empowered to bring about change

(5) Promotes justice and equality

Skills (ability to)(1) Make well-informed ethical and responsible decisions

(2) See connectivity between global and local dimensions

(3) Work effectively across cultures

(4) Communicate effectively across cultures

(5) Cope with ambiguity in unfamiliar cultural contexts

N. Becket, M. Brookes / Journal of Hospitality, Leisure, Sport & Tourism Education 11 (2012) 79–82 81

see the connectivity between global and local perspectives (Shiel, 2006) and use this to inform decision making. Shiel (2006)also argues that globally competent graduates are those capable of working in a society where cross-cultural capability isessential to employment. Hunter et al. (2006) add that graduates should have the skills to ‘‘leverage the knowledge andunderstanding gained to interact, communicate and work effectively outside one’s own environment’’ (p. 277). In other wordsthey can communicate effectively across cultures and cope with ambiguity in unfamiliar cultural contexts.

To develop globally competent graduates through international curricula therefore requires a structured format todevelop students’ knowledge and understanding, values and attitudes and the skills to use them effectively. Table 2summarises the requirements of a global ready graduate in these respects and provides a framework of factors that shouldbe considered by course teams seeking to facilitate global competencies within their graduates.

It is now time for course teams to consider how they will foster development of global competencies in their graduatesby considering the necessary, knowledge and understanding, values and attitudes, and skills in this respect.

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Nina Becket is a Senior Lecturer in the Business School at Oxford Brookes University. Her research interests focus on enhancing the student learningexperience.

Maureen Brookes is Principal Lecturer in Marketing and Business Futures Coordinator at Oxford Brookes. She sits on the Board of Directors for Eurochrieand on the Executive Committee for CHME. She was the also the Hospitality Liaison Officer for the HLST Network.