Citizenship In Higher Education Research Articles

Civic Purpose among Higher Education Students – A Study of Four Dutch and Finnish Institutions

Abstract Given the increasing interest in academic citizenship in higher education, this study examines the civic purposes of higher education students in two European countries, namely the Netherlands and Finland, and relations between students’ worldviews and their civic purposes. The majority of students was categorized as so-called disengaged or dreamers, respectively either not civically interested or active or then visioning but not actualizing civic interests. Students with a purposeful profile referring to high civic interest, action, and identity, were most prevalent among Dutch students with a humanistic worldview and Finnish students reporting religions other than Christianity. Students from both countries not identifying with any organized worldviews were more likely to be allocated to the disengaged profile. Possible explanations for differences in student profiles are discussed.

Incorporating collaborative learning in teacher education to foster self-efficacy to implement environmental citizenship: an action research

PurposeEngaging students in environmental citizenship to promote education for sustainability (EfS) as an explicit goal of academic courses is not common, notwithstanding wide consensus on its importance. Collaborative learning has rarely been investigated using action research methods in the context of environmental citizenship in higher education; the purpose of this study is to fill the gap.Design/methodology/approachAdopting Bandura's (2012) theory of self-efficacy and collective efficacy, this study explores how collaborative learning, used throughout an action research-based course, encouraged students’ efficacy to implement environmental citizenship in their communities. Data were collected through multiple sources: students’ written reflections, instructors’ reflective journals and continuous discussions, interviews with students and different documents (course syllabi, lesson plans and students' scientific posters).FindingsThe findings of this study indicate that the authors succeeded in creating an appropriate social academic setting for the students to become acquainted with each other and to share ideas, successes and challenges in an accepting atmosphere, which proved beneficial to developing their self-confidence to promote EfS in practice. Adopting collaborative learning in the context of environmental citizenship also increased students' self-efficacy and collective efficacy. Self-efficacy was strengthened in the four sources discussed by Bandura (2012): mastery experiences, social modeling, social persuasion and emotional states. Collective efficacy was developed both in the academic and practical domains.Originality/valueThe findings of this study suggest that collaborative learning could serve as a powerful way to promote EfS in higher education, especially in teacher education. This contribution was achieved through integrating academic and practical knowledge foundations, which are required to implement environmental citizenship successfully, supporting learners’ initial steps towards becoming change agents in the society.

Global citizenship development in higher education institutions: A systematic review of the literature

Institutions of higher education continue to emphasize the need to create and develop global citizen graduates who will face challenging global issues in the workforce. A systematic literature review of empirical studies on global citizenship in higher education was conducted to understand the various ways this term is being studied, measured, and operationalized. The process of inclusion and exclusion criteria identified 57 studies. A content analysis revealed global citizenship is being included into higher education through scales of measurement, studying abroad, faculty and student perceptions, coursework, and university programs. The results are discussed in relation to the current literature on global citizenship along with future avenues of research.

Mapping Environmental Citizenship in Higher Education

Environmental citizenship can be obtained as a requirement to enhance pro-environmental behavior among university students. It takes a bottom-up tactic by including the shared views of all actors – students, ENGOs, university leaders, and governments - in an attempt to achieve lasting environmental outcomes. Before there were no models for higher education based on environmental citizenship and this paper, thus, is trying to fill this gap and suggest some issues necessary for achieving environmental citizenship. The model is derived and it explored the inter-linkages on how to involve the students in pro-environmental activities through the features of environmental citizenship that can affect the environmental outcome. Based on the model, one of the tasks of universities is to improve their strategy and curricula towards more participatory actions and decision-making concerning the environment and to act accordingly.

Education of Citizenship in Higher Education as A Fortress of Nation Characters in Facing Era Society 5.0

This article is the result of thinking about the position of citizenship education in higher education as a bastion of the nation's character in facing the era of Society 5.0. The national education system Citizenship Education is an integrative part that is realized in the form of curriculum and learning in all lines and levels of education. Various functions and roles of citizenship education in the context of achieving national education goals are designed, and implemented as a form of manifestation. The nation's character is absolutely necessary in the middle of Era Society 5.0 which demands that society be able to control and balance the ability of artificial intelligence and social intelligence to solve all kinds of national problems. Society 5.0 provides an illustration that everything can be mobilized and linked through data, including as an effort to overcome social problems. In conclusion, students are equipped with skills needed in the era of society 5.0, including: leadership, digital literacy, communication, emotional intelligence, entrepreneurship, global citizenship. Citizenship education has the challenge of presenting critical, constructive and innovative thinking knowledge and skills by not leaving emotional, social and spiritual intelligence firmly entrenched as mandated in the Pancasila and the 1945 Constitution.

Exploring Students’ Knowledge and Practice of Digital Citizenship in Higher Education

The purpose of this study is to investigate undergraduate students’ knowledge and practice of eight of the nine elements of digital citizenship: digital commerce, digital communication, digital literacy, digital etiquette, digital law, digital rights and responsibility, digital health and wellness and digital security. The sample population for this descriptive study comprised 204 undergraduate students selected by purposeful sampling. The results show that undergraduate students have an insufficient level of knowledge about good digital citizenship. A significant number of undergraduate students do observe eight digital citizenship elements through several ethical practices; however, the study revealed several concerns among participants in regards to security and safety, such as verifying the reliability and credibility of digital resources, checking the accuracy of information on the Internet, interpreting laws and penalties related to using digital resources, reporting irresponsible behaviour to the appropriate authorities and limiting the time and duration of daily digital device use. The results of this study show that an individual’s extent of experience using the Internet is not a factor that affects the level of knowledge and practice of digital citizenship among undergraduate students. Conversely, the nature of academic specialisation, particularly technology-heavy courses (e.g. Educational Technology), are among the factors that affect the knowledge and practice of good digital citizenship. This article offers several recommendations for future study, policy development and practice.

Nurturing Citizenship in Higher Education: Public Achievement-style Education at Tokai University

Nurturing Citizenship in Higher Education: Public Achievement-style Education at Tokai University

Building Empathy and Intercultural Citizenship through a Virtual Exchange Project

Building Empathy and Intercultural Citizenship through a Virtual Exchange Project

Geographies of citizenship in higher education: An introduction

This special section explores multiple ways of thinking about citizenship as informed by higher education students’ experiences. The papers collectively examine universities as a locus of citizenship production and consumption among students, but also highlight the role of young people in enacting alternative expressions of citizenship. All the papers locate experiences of higher education within their national contexts operating within broader geopolitical and geo‐economic practices, even as they take into consideration “postnational” forms of citizenship construct as well as a growing range of educational institutions and actors occupying subnational terrains that mediate citizenship values, ideals and norms. Drawing on these insights, we point towards three promising avenues for further research in the geographies of citizenship in higher education, while maintaining that this an area of studies that requires a plurality of perspectives.

KEBIJAKAN HUKUM PENATAAN KURIKULUM MATA KULIAH KEWARGANEGARAAN DI PERGURUAN TINGGI GUNA REVOLUSI KARAKTER MENTAATI HUKUM BAGI MAHASISWA

The purpose of this paper is to build a model realignment curriculum courses of study materials Citizenship in Higher Education to be optimized to develop character in the students obey the law. Character is rooted in the principle of the Deity, Humanity, Unity, Democracy and Justice. These characters can only be fulfilled if every law-abiding citizen. To achieve this required observance of exemplary education providers. Structuring the curriculum in this first formulate the vision, mission and goals of citizenship course, determine the profiles and the formulation of competence and competence synchronize efforts with the study material. Citizenship material substance awareness and observance of the law is derived from the principle of divinity, humanity, unity, democracy and justice and includes the study of God's law, the law of Nature and the ethical and legal principles of the positive law of Indonesia. Positive law in question is the contextual Regulations Invite occurring in the community / region / town and village. Structuring the study material of citizenship in the legal aspect is emphasized in addition to the legal knowledge, content, attitudes and behavioral patterns of law, but also the values of law / Act. So the emphasis on stransfer legal value and not solely the transfer of legal knowledge. Follow-up of the implementation of the study need to be tested in the learning process on campus, as well as extra-curricular activities laboratory practice can be done both on campus and off-campus universities in accordance with their respective capabilities.

A curriculum for action in the community and intercultural citizenship in higher education

The purpose of the project described here is to demonstrate how the introduction of subject matter and principles from citizenship education into foreign language education combines objectives from both in order to give meaning to language education on the one hand and extend citizenship education beyond a focus on the local and the national on the other. In doing so, the educational aims of foreign language teaching – as well as its instrumental purposes – can be met and the scope of citizenship education is extended to include intercultural citizenship. The project was located in Higher Education in Argentina, where 76 students were learning English, and in Britain, where 23 students were learning Spanish. It focused on human rights violations during the football World Cup that took place in Argentina in 1978 during a period of military dictatorship and it was carried out in 2013 during a fourth-month period. Data were collected then and comprise documentary data (posters, PowerPoints, videos, etc.) and conversational data (online communication between the Argentinian and British students using Skype). This article describes the processes of the project and the ways in which students reacted, particularly the Argentinian students who felt personally involved, and demonstrates how the combination of language and citizenship education, when given the additional viewpoint of an insider and outsider perspective, leads to significant developments in learners' lives: an identification with a transnational group and perspective, and a willingness to become directly and critically involved in action in the community.

The civic classroom in higher education: Contested terrain

Abstract In order to better understand the college classroom as a site of potential citizenship education, this article connects the delimited literature of the contested purposes of citizenship in higher education with scholarship on education for citizenship and provides empirical evidence from an analysis of how macro contextual influences are worked out in the micro practices of pedagogy and curricular design. By analysing two interdisciplinary college classrooms both with civic aims, this research offers a potential typology for understanding citizenship education at institutions of higher education.

Tweet Up? Examining Twitter's Impact on Social Capital and Digital Citizenship in Higher Education

Twitter is a highly accessible communication venue that is embraced by great numbers of traditionally aged and ethnically diverse college students. Danielle Morgan Acosta challenges us to turn our research and teaching attention to the potential of Twitter to support student learning.

Re‐thinking Global Citizenship in Higher Education: from Cosmopolitanism and International Mobility to Cosmopolitanisation, Resilience and Resilient Thinking

AbstractDeveloping graduates as global citizens is a central aim of the internationalised university of the 21st century. International student mobility premised on notions of cosmopolitanism is regarded as a key component of the student learning experience. Yet there is little evidence to suggest the benefits of international mobility for intercultural understanding, which is an essential quality of the global citizen. This paper reports the findings of a Higher Education Academy‐funded project exploring how students draw on their diverse backgrounds in developing resilience within multicultural learning environments. The research findings suggest that student diversity provides a rich source of lived experience that can be harnessed as a resource in developing graduates as global citizens. The paper therefore suggests that institutions re‐conceptualise global citizenship as a concept embracing diversity, belonging, community and solidarity and support the development of pedagogies that embrace cultural biography and storytelling.

Opening spaces for citizenship in higher education: three initiatives in English universities

While there has been widespread international attention paid to the promotion of citizenship in schools, the civic dimension of higher education study has been less prominent. This article assesses three cases of provision for the teaching of citizenship in English universities, encompassing both discrete modules and embedded approaches. The cases are analysed using the framework of ‘curricular transposition’, focusing on the problematic movements from underlying ideals to realisation in practice. Findings from the studies suggest that lecturer involvement is a key factor, and that top-down initiatives are unlikely to succeed. In relation to location in the curriculum, both dedicated taught courses and whole institution approaches are seen to present distinct challenges and opportunities. Finally, implications are drawn out for the prospects of promoting democratic citizenship in higher education.

Capabilities for a cosmopolitan citizenship in higher education The experience of the Technical University of Valencia

The capability approach (CA) has focused on how universities can enhance cosmopolitan students’ capabilities in order to contribute to a fairer and more inclusive human development model (Nussbaum, 1997). The aim of this paper is to analyze two different initiatives developed at the Universidad Politécnica de Valencia (UPV) in Spain, which have contributed to the creation and expansion of those capabilities amongst the student community. The first one is a formal space in which, since 1997, a cosmopolitan citizenship curriculum has been implemented (Boni, 2007). The second experience refers to an informal space called Mueve created by UPV students. Based on the analysis of 12 in-depth interviews we will provide some insights into the differences, similarities and synergies amongst those two spaces.

Difference and Conflict in Global Citizenship in Higher Education in Canada

This paper presents a multi-voiced response to the question: how might conflict and difference be conceptualised in global citizenship education (GCE) imaginaries in Canada? It offers responses from six educators engaged with GCE research and practice in higher education institutions in Canada. The responses address different angles and issues related to difference and GCE, such as multiculturalism, (neo) colonialism, paternalism, indigeneity, internationalism, neoliberalism, benevolence and national identity building in Canada.

Reflections on active learning and active citizenship: Using a writer’s workshop as a dissemination event

Active Learning/Active Citizenship (ALAC) was a three-year project concerned with producing multimedia materials to assist in the teaching of citizenship in higher education. The major outcome was a website containing a range of multimedia resources on citizenship. As part of the dissemination activity, the ALAC team held a whole-day workshop, where the participants were invited to join with them in exploring the utility and functionality of the site with the aim of producing a jointly written journal article. This piece describes the activities of that day and suggests this method as a useful and innovative dissemination tool.

Teaching Citizenship in Higher Education

Following the establishment of citizenship as a compulsory component of the National Curriculum for pre-16 year-olds in England in 2002, attention has turned to the role that universities can play in cultivating civic values. Against this background, the POLiS project has been developing, piloting and evaluating free-to-access, web-based learning activities that aim not only to teach students about current academic debates on citizenship, but also to challenge them to consider their own role as citizens. This article describes the ambitions and principles of the project and the educational context within which it has evolved before turning to an analysis of the lessons that can be learnt from our experience for those wishing to promote the teaching of citizenship in higher education.

A Crash Course in Learning Communities for the Political Scientist

A Crash Course in Learning Communities for the Political Scientist