Enhancing global mindsets

Abstract: Many universities include a graduate attribute focused on internationalisation with the aim of enhancing employability and global citizenship. Undergraduate engineers therefore could reasonably be expected to develop global mindsets and mobility aspirations as well as intercultural capabilities. Whilst most universities offer global mobility programs, there is scope for curriculum responses that promote global awareness that might or might not translate into global mobility. One way this might happen is through connecting domestic and international student cohorts in particular subjects. Central Queensland University (CQUniversity) was one of six universities to explore and extend students' global mindsets. This was part of an Office for Learning and Teaching grant called: The Global Canopy. The participant universities were diverse and included ATN, Go8 and RUN institutions. Further, whilst we focused on engineering education, other disciplines included medical science, architecture, computing, health, mathematics, construction and a range of subdisciplines. Each university adopted a case study approach. CQU introduced a series of disruptive teaching/learning activities that engaged domestic undergraduate students in thinking as global engineers and connected them with international post-graduate students. Whilst most students engaged enthusiastically in the activities that connected domestic and international cohorts, data suggest a marginal attitudinal change. The initiative highlighted the challenge faced by educators to enhance global mobility aspirations, particularly for those teaching in regional locations. Our work also reinforced the need for embedded rather than ad hoc approaches to developing global mindsets.