Program design proposal for developing globally competent graduates

Pedagogy
and
Program
Design
for
Developing
Globally
Competent
Graduates
Pedagogy
and
Program
Design
for
Developing
Globally
Competent
Graduates:
A
Badge
System
Pilot
Proposal
for
the
University
of
Wisconsin-‐Madison
Michelle Mazzeo
University of Wisconsin- Madison
Educational Leadership and Policy Analysis, ELPA 940
December 9, 2013

A
Badge
System
for
Developing
Globally
Competent
Graduates
Table
of
Contents
Abstract
.......................................................................................................................................
3
Introduction:
The
Demand
for
Globally
Competent
Graduates
...............................
4
Addressing
Global
Competence
in
Real
Time
................................................................
6
Literature
Review
Conclusions
and
Implications
.........................................................
8
A
Proposal
for
Public
Universities:
Applying
Best
Practices
.................................
11
The
Global
Competence
Badge
System:
A
Pilot
for
the
University
of
Wisconsin
.....................................................................................................................................................
12
2

A
Badge
System
for
Developing
Globally
Competent
Graduates
Abstract
This paper reviews and analyses trends in programming for the development of global
competence within higher education systems, and emphasizes the critical role that
pedagogy and program design play. Especially in the context of a public higher education
institution such as the University of Wisconsin-Madison, whose mission is to provide
equal access to all, but whose barrier is limited resources and a decentralized campus
structure, the role of pedagogy and program design takes on unique form. An exploration
of the science of learning in a foreign context, a theoretical shift in popular pedagogy,
and an understanding of current economic demand sheds light on the current overarching
context within higher education and the need to place emphasis on the critical role that
pedagogy and program design must play in order for higher education institutions to meet
goals related to developing globally competent graduates. The implications from the
literature review, as they pertain to the University of Wisconsin- Madison, will inform a
proposal suggesting a general strategy to address the main barriers to making pedagogy
and design central components in efforts to develop globally competent graduates.
Though the University of Wisconsin provides bountiful opportunity for students to
develop global competence, there is no consistent mandate for prioritizing pedagogy and
design. Moreover, the decentralized approach to internationalization pushes pedagogy
and design to a secondary role in the conversation. Bringing clarity to messaging takes
the primary role, especially as the University of Wisconsin has prioritized the restructure
of the Division of International Studies since 2012. It is critical, both to the individual
and society, that we place a high importance on the role of pedagogy and program design
when considering how we will best prepare our graduates to enter the global workforce.
3

A
Badge
System
for
Developing
Globally
Competent
Graduates
Introduction:
The
Demand
for
Globally
Competent
Graduates
Certain understandings underlie the demand for teaching global competence through
higher education institutions: it is a skillset that is necessary for competing in the national
economy, in the global economy, and it is necessary to the progress and development for
our planet that people become global citizens both in and out of the workplace. To
compete in a global economy consisting of 7 billion people and where, of the top 100
wealthiest economies, nearly half are corporations, President Obama recently suggested
that a “world-class education is the single most important factor in determining not just
whether our kids can compete for the best jobs, but whether America can out-compete
other countries around the world.” (Green, 2012) As former Communications Director to
the Division of International Studies at University of Wisconsin-Madison wrote, “trade,
migration, pandemics, global warming, and a radical shift in wealth from the West to the
East — all of these factors and more indicate that we’re living in a world of global
challenges that will require global solutions. Our graduates need a mindset to match the
world around them. But how exactly do we teach and assess these skills?” (Van Eyck,
2012)
Indeed, after acknowledging basic understandings about the need to teach global
competence, the real question becomes ‘how’? Up until recently, the question of teaching
intercultural competence has largely been left to chance. In fact, Higher Education
institutions have been placing substantial responsibility on students to adapt to the needs
of the global economy, without adapting their own models of education and instruction.
4

A
Badge
System
for
Developing
Globally
Competent
Graduates
(Mansilla, 2013) Students commonly returned from learning abroad experiences
“transformed,” but there had been no explicit link to their ability to compete in the global
economy, much less offer effective contributions to global issues. New research, however,
delves deeper into the necessary teaching practices that ensure student learning within
higher education, and even through informal learning environments such as study abroad
or international internships. Assessment of certain high-impact and long-standing
programs laid the groundwork for a national shift in the discussion of ‘how’ to design and
implement programs targeted at teaching intercultural competence (Kuh, 2009). However,
at large public universities, where policies are built to reward research and scholarly
contribution rather than student learning, and where learning goals are often established
by individual departments, the type of investment necessary in programming for the “key
skill of the 21st century- intercultural competence” is debatable and unequal across
disciplines (Bertlesman, 2013) (UW Global Competence Task Force Report, 2008).
5
A
Shift
to
Meet
Demand
Employers indicate that certain skills are equally as desirable as a degree. A 2013 study
undertaken by the British Council, Booz Allen Hamilton and Ipsos Public Affairs
conducted a survey of HR managers at 367 large employers in nine countries: Brazil,
China, India, Indonesia, Jordan, South Africa, the UAE, the United States and the United
Kingdom. The research revealed that employers favor the following intercultural skills in
future employees: an ability to understand different cultural contexts and viewpoints,
demonstrating respect for others and knowledge of a foreign language (pg. 3). To even
the playing field so that everyone has equal opportunity, public education institutions in

A
Badge
System
for
Developing
Globally
Competent
Graduates
6
particular must take the lead in making access to global competence development a
priority.
Educators at all levels are moving away from teacher-directed learning, and toward
meeting students where they are. Like a stationary weather front, as the preference for
learner-centered education meets an economic demand for globally competent workers,
the world of higher education is pushed to transform. A strong economic demand for
globally competent workers calls for increased attention on the quality of pre-professional
training programs. The next section will further address what a high quality
program should look like.
Addressing
Global
Competence
in
Real
Time
Human evolution has brought about incredible advancements in technology, which have
subsequently trickled into the field of education and in particular, teaching and learning.
Because knowledge is now accessible at the drop of a pin, education systems are
beginning to recognize that adopting constructivism paradigms such as the Experiential
Learning Theory (ELT) is the most sensible means to creating ‘high impact education’
(Kuh, 2009); the process of learning is emphasized, rather than the accumulation and
proof of knowledge.
Research continues to prove that more intervention—programs that are based on
experiential learning methodology and offer direct supervision of skill development or
faculty-led programming, rather than random exposure to culture or language regardless

A
Badge
System
for
Developing
Globally
Competent
Graduates
of setting— is directly related to the development of globally competent graduates.
Proficiency in a foreign language does not guarantee intercultural competence (Jackson,
2008; Hemming Lou, 2008). Those who are proficient in a foreign language may still be
unaware or uncomfortable with values and behaviors that are different from their own.
The frequency of international experience, therefore, is not as important as the quality of
experiences (Chang, Yuan, & Chuang, 2013). In other words, cultural adaptability is not
guaranteed by simply sending people overseas. Rather, positive outcomes occur through
deeper engagement and reflection within the new culture (Chang, Yuan, & Chuang 2013)
Furthermore, an international work experience, such as an internship, can enable students
to see their future careers with an international perspective. This is an example of deeper
learning, as it enables a wider array of connections to be made. As a result, students have
a more holistic foundation before entering the world of work (Hannigan, 2008). Thanks
to a sixteen year study from UC San Diego, “solid evidence supports the contention that
students with an experiential international education compete more successfully than
their peers in today’s global workforce” (Adler, 2013). ‘Work Integrated Learning’
(WIL) in an international setting is also becoming an important element of tertiary
educational experience where students learn in the workplace through a range of
mechanisms (Meehan, 2009). In alignment with other case study results, physical therapy
students who participated in a service-learning trip reported positive effects, such as
improved critical thinking and problem solving, greater cultural sensitivity, and an
expanded worldview when dealing with patients (Pechak & Thompson, 2009). Applying
skills in a new context adds an element of complication and difficulty that requires
7

A
Badge
System
for
Developing
Globally
Competent
Graduates
8
creativity and higher order thinking and application skills. It requires students to apply
the content knowledge while monitoring their intercultural and interpersonal
communication skills.
Meehan, Klak and Martin (2003) concluded their study with an assertion that global
citizens are largely developed outside the scope of on-campus education (as cited in
Lumkes, Hallet, & Vallade, 2012). The implications of this last finding call into question
both access and quality. If higher education institutions are called upon to provide equal
access to opportunity, they must make “outside the scope of on-campus education”
accessible to all students. This implies that learning abroad gives students an advantage in
developing these essential skills. However, regardless of access to learning abroad, the
quality of the program determines whether a student will gain essential global
competencies. (Hemming Lou, 2012). Therefore, more emphasis should be placed on
designing quality programs and increasing effective educator participation, rather than
prioritizing the sending of more students abroad.
Literature
Review
Conclusions
and
Implications
Administrators may benefit from adopting a general, campus-wide approach to
programming in alignment with best practices. Based on the current literature, assessing a
program’s ability to develop globally competent graduates lies mainly in testing for
individual students’ gains with one of many assessment tools developed over the last few
decades. Assessment tools, however, only measure the gains made to the student and do
not explicitly link gains to the specific elements of the program’s design. This

A
Badge
System
for
Developing
Globally
Competent
Graduates
individualized approach is also not realistic at large public institutions of over 30,000
students, and where campus units generally have the freedom to test their students
according to their own standards. Though global competence skills do differ by field and
industry (British Council, 2013) prioritizing a departments’ freedom over general
outcomes to the individual may prove to be a disservice to some students, and therefore
the University’s general efforts to provide equal access to high impact activities that lead
to global competence (Kuh, 2009).
Learning abroad is most effective when integrated into the curriculum, facilitated by a
professor and cultural mentor, and is delivered either as a part of the Intentional and
Targeted Online Intervention [ITI] model, or through on-site mentor programs. Gains
made in IDI are significantly higher when these conditions apply. Though on-site mentor
interventions are more meaningful, the ITI model— which involves intervention before,
during and after the international experience— also proves to add significant value to the
learning that takes place abroad. By contrast, students who directly enrolled in University
courses abroad alone, showed the least gain in intercultural competence (Hammer, 2012).
This conclusion lends itself to clarifying the common misconception that the self-reliance
and independence involved in study abroad is linked to the claimed “transformation” of
students. It may be that the combination of experiential learning theory, which
emphasizes reflection, and increasing educators’ role in developing global competence
simply enables students to articulate their experiences more clearly. It is important to note
that the ability to articulate global competence may have led researchers to believe that
9

A
Badge
System
for
Developing
Globally
Competent
Graduates
students make more impressive gains with these conditions- a key validity threat to these
studies.
One meta-analysis of 50 years of research on transformational learning revealed that the
‘sink or swim’, non-interventionist approach to learning abroad shows only a small to
medium significance in reduction of prejudice- a critical element of intercultural
competence. A high (90%) intervention rate from international educators before during
and after is recommended. International educators must be able to provide a balance
between providing opportunity for use of skill and providing challenge for optimal
growth outcomes (Hemming Lou, 2012).
Finally, results from testing the constructivism paradigm within learning abroad
education programs shows that experience itself does not lead to new knowledge. Rather,
the learner must make meaning out of the experience. Without a paradigm for
approaching the process of meaning-making, students gain less from their experiences
abroad and are largely unable to prove global competence in terms of employers’
demands. Neuroscience and psychology research supports the constructivist theory, and
proposes roles and strategies for successful interaction between educators and students so
that students extract more meaning from their experiences abroad and successfully
transfer it to new situations thereafter (Zull, 2012). Previously left to chance, Savicki
(2012) concludes that student learning can be maximized through intentional program
design. Just as curriculum is designed sequentially, to enable clear and coherent learning,
10

A
Badge
System
for
Developing
Globally
Competent
Graduates
learning abroad programs can be designed in alignment with the appropriate pedagogy to
enable maximum transfer of global competencies.
Especially today, in a world where countless bits of information are competing for our
attention, the practice of making information personally relevant is essential for gaining
the “tools needed to operate effectively” (Elspeth, 2013). A program’s design, and the
educator’s role therefore become central to the conversation. If higher education
institutions desire to develop globally competent graduates, administrators must prioritize
the delivery of programs aimed at global competence.
A
Proposal
for
Public
Universities:
Applying
Best
Practices
How can America’s public universities of 30,000 students or more make the most of the
more recent developments in best practices, given the barriers that are unique to large and
often research-focused institutions? Aggressive intervention programs allow for the
extraction of more meaning and value from the “transformative” experiences that
students are having abroad. Perhaps down the line, when the crux of learning abroad is
more closely linked to the development of intercultural competence skills, we will be able
to improve efforts to internationalize the curriculum on campuses at home. Until then, a
continued focus on learning abroad is necessary to gather more informative results. Large
public institutions, especially, have more barriers to success on this path.
This proposal profiles the University of Wisconsin- Madison, a leading global institution
that holds bountiful opportunities for its students to gain global competence skills. As the
11

A
Badge
System
for
Developing
Globally
Competent
Graduates
University of Wisconsin- Madison undergoes a review and restructuring of its Division of
International Studies, it opens itself up to new opportunity to increase both quality of
student learning and quantitative data on its contribution to developing globally
competent graduates.
The
Global
Competence
Badge
System:
A
Pilot
for
the
University
of
Wisconsin
Two critical documents were published in 2008 and 2013 by faculty members at the
University of Wisconsin Madison: the Global Competence Task Force Report to the
Division of International Studies (2008) and the Advisory Board Recommendations
Report to the Division of International Studies (2013). After defining and recommending
how the UW-Madison can best “Develop Globally Competent Graduates” in 2008, the
conversations have been focused on a bigger picture discussion on restructuring of the
Division of International Studies. These conversations continue.
The development of a “Global Competence Badge System” will help the Advisory Board
members envision a clear path for moving forward immediately after formalizing and
implementing the restructure. Before the proposed reorganization, programs and
opportunities for developing global competence were bountiful, but decentralized and
buried. As a response, the reorganization of the Division includes four
administrative/functional sub-units or “pillars”, under the supervision of associate and
assistant deans. As found in the Report (2013):
12

A
Badge
System
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Developing
Globally
Competent
Graduates
• “Research: Led by an Associate Dean (faculty) this pillar would house research
and graduate training, incorporating oversight of existing centers, programs and
initiatives currently included in the International Institute (which would cease
to exist in its current form), in addition to the coordination of programs and
initiatives across campus that are not currently part of the International
Institute.
• Global Student Engagement: Also headed by an Associate Dean (faculty), this
pillar would oversee undergraduate exchanges, study programs, degree
programs, and vocational activities involving international or global study.
13
• Finance and Operations: As its title states, this pillar would manage
administration, budget, human resources, IT, and support activities, under the
supervision of an Assistant Dean (staff).
• External Communications, Advancement and Outreach, under an
Assistant/Associate Dean responsible for coordinating and integrating all
Division activities in these areas.”
On such a large campus, a comprehensive approach aims to bring clarity to the many
paths to achieving global competence on both the individual and institutional level. It is
necessary to establish an end goal that to work backwards from producing globally
competent graduates. As previously mentioned, research shows that not all ‘international’

A
Badge
System
for
Developing
Globally
Competent
Graduates
experiences are created equal and that intervention from faculty and staff is essential. As
we consider how to create clear pathways, we must also consider how to ensure quality
through our programs’ design and faculty’s expertise. As the Division of International
Studies restructures for clarity, it must not lose sight of an opportunity to ensure quality
so that it might more effectively achieve its goal to produce globally competent
graduates.
The Global Competence Badge System will hold each of the many components of the
DIS restructure accountable to its mission by offering a clear method for tracking student
development outcomes.
Goal 1: Profile the University of California-Davis and the Asia Society Badge Systems as
a starting point for visualizing how this system could work at the University of
Wisconsin. Badges are indicators of skills and knowledge gained outside of the
classroom and jumpstart a commitment to lifelong learning- one of the missions that DIS
adopted from Kuh’s [2009] Essential Learning Outcomes.
Goal 2: Visualizing the outcomes for University of Wisconsin will help the DIS
understand the potential value in this comprehensive approach to assessing global
competence. The badge would go on the transcript in the “certificates section” with
designation of mastered skills relating to global competence. The students would also be
invited to put the badge on their LinkedIn profile next to their degree. This would allow
employers to read more about the skill the student developed and to what extent it was
mastered. One of the biggest reasons the DIS should consider this idea is that beyond
14

A
Badge
System
for
Developing
Globally
Competent
Graduates
incentivizing students, staff and departments to put more attention and energy forth on
quality of the many pathways to global competence, it also gives them an ‘easy-in’ for
tracking their students after graduation, to see how the global competence skills may have
‘transferred’ into their careers. Not to mention, this system will get all recent graduates
on LinkedIn, a proven tool for facilitating global networking and employment.
Goal 3: How does a badge system fit into the context of the DIS restructure? The Board
feels that part of a UW ‘branding’ would be the visible, interdisciplinary, fully integrated
nature of global studies at UW. It is reflective of the University’s goals to ensure that
students become world citizens. The Badge System is a clear deliverable and it gives “the
visible, interdisciplinary, fully integrated nature of global studies” a tangible form of
measurement at the program, educator and student level.
15
How will badges be awarded?
“By graduation, UW Madison students should be able to:
• Communicate effectively across linguistic and cultural boundaries
• See and understand the world from a perspective other than one’s own
• Understand and appreciate the diversity of societies and cultures
It will ultimately be left up to each unit (department) to decide how they will interpret the
proposed essential learning outcomes as aligned with global competencies looks like to
their department’s goals. To ensure that all is equal in rigor and quality, the Student
Global Engagement (SGE) Pillar of the Division of International Studies will “approve”

A
Badge
System
for
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Globally
Competent
Graduates
and “accredit” each unit/department’s assessment strategy. The Student Global
Engagement Pillar will be responsible for providing suggestions and recommendations
for designing and assessing each program. Lists of possible assessment tools are readily
available for each department.
The SGE will “accredit” all existing programs that already meet these standards and grant
permission to respective units to award a badge in global competence. Students can earn
badges from other accredited programs not within their department. The Research
division will implement an ELT training for all programs, faculty, units that still need to
be approved for offering a “global competence” badge, and they will pull from the
already-accredited programs as examples- both as a reward to those who are already
moving the UW in the right direction, and also to maintain consistency in approach and
caliber as much as possible. Though the UW is well equipped to design a course in house,
there are online courses being offered for professional development in the field.
By the end of a two-year accrediting and training process, the UW will offer multiple,
clear pathways for students (regardless of major, college etc.) to earn the “global
competence” badge before graduating. Each of the units under the new DIS that serve
students will be responsible for approving the GC badge for each graduate. Graduates
will get a badge on their transcript and a chord at graduation. The first three years it will
not be mandatory, so the University can gather data on the number of students who earn
the badge and those who do not. Ideally, students could earn a global competence badge
as part of the movement toward creating “portfolios” “capstones” “thesis” or other
16

A
Badge
System
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Developing
Globally
Competent
Graduates
campus efforts to help them articulate their experience and skill outside the classroom.
Departments would be held accountable for creating pathways for their students to gain
these skills while still graduating on time. The ethnic studies requirement could be
changed out for approved global competence experiences to enable students to earn the
badge. By bridging an educational innovation with the need to hold global competence-focused
programming to a higher level of quality, the Global Competence Badge system
17
may deliver a comprehensive intervention that is appropriately implemented with the
launch of a new Division of International Studies at the University of Wisconsin-
Madison.

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Competent
Graduates
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