Abstract
PurposeThis paper aims to question the terminology, modelling and vagueness surrounding the notion of “global citizen” and argues for the more holistic construct of global selfhood as a legitimate goal for graduates who must make their way in a multicultural and globalising world.Design/methodology/approachThis paper draws upon established education and global citizenship theories to present a model of global graduate attributes. Using this theoretical model, practice implications for learning and teaching in higher education are presented.FindingsThis paper proposes some radical transformations to current practice.Practical implicationsProposals within the paper offer academics and academic developers tools for reflection on and transformation of practice.Originality/valueThis paper takes forward the often reductive construct of “global citizen” and demonstrates how a more holistic notion of global self can be applied to higher education and graduate outcomes.
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