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Defining and Developing Global Graduate Attributes
Posted 3:05PM - Wednesday, June7, 2006
Dr. Rimmington presented a case study of University/Industry collaboration in defining and developing Global Graduates – a Videoconference to the University of Melbourne, Australia.
He gave some background on the demographics of Wichita and the number of global companies with headquarters or facilities here. He shared the definition of global learning, its underpinning values and its dialogic nature and what this means for graduate attributes. He pointed to the biggest challenge in helping students become globally oriented, which is to get them to listen and think about the perspectives of people from other backgrounds. The Cage Painting metaphor is crucial as a bridge from mere interaction to the process of accommodating and reflecting on the perspectives of others. This cannot be achieved as a learning outcome from a didactic approach, but can only be emerge from experiential learning. He shared some characteristics of a learning environment in which global learning experiences are fully integrated. Finally, he talked about the Cage Painting Simulation and its role in preparing students for global learning experiences.
This videoconference was conducted using a Polycom Viewstation system, which allowed a connection between Wichita, Kansas and Melbourne, Australia, over the Internet. Using this technology, Dr Rimmington was able to give the presentation and answer questions from the workshop in real time. Such connections are a routine event for global faculty and students.
Posted 3:05PM - Wednesday, June7, 2006
Dr. Rimmington presented a case study of University/Industry collaboration in defining and developing Global Graduates – a Videoconference to the University of Melbourne, Australia.
He gave some background on the demographics of Wichita and the number of global companies with headquarters or facilities here. He shared the definition of global learning, its underpinning values and its dialogic nature and what this means for graduate attributes. He pointed to the biggest challenge in helping students become globally oriented, which is to get them to listen and think about the perspectives of people from other backgrounds. The Cage Painting metaphor is crucial as a bridge from mere interaction to the process of accommodating and reflecting on the perspectives of others. This cannot be achieved as a learning outcome from a didactic approach, but can only be emerge from experiential learning. He shared some characteristics of a learning environment in which global learning experiences are fully integrated. Finally, he talked about the Cage Painting Simulation and its role in preparing students for global learning experiences.
This videoconference was conducted using a Polycom Viewstation system, which allowed a connection between Wichita, Kansas and Melbourne, Australia, over the Internet. Using this technology, Dr Rimmington was able to give the presentation and answer questions from the workshop in real time. Such connections are a routine event for global faculty and students.
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