national standards for psychological literacy and global citizenship

Chapter 5: Going Global
5.1 Context and strategies
The chapter title refers to (a) the original Aim 4 of the Fellowship to couch the standards,
pedagogy and network activities in continued two-way interaction with relevant
international and interdisciplinary bodies, and (b) an exploration of transdisciplinary aspects
of global citizenship. With respect to the former, there is an increasing need to take a global
perspective both in HE generally and in psychology specifically, which relates to three
factors: (i) the increased demand for transferability of educational and professional
qualifications (Littlefield et al., 2007, 2009), (ii) the increased emphasis on cost-effective and
sustainable education and training, given both access issues and the increasing demand
from developing countries (e.g., Marsella, 2007; Stevens & Gielen, 2007), and (iii) the
consequent realisation that the sharing of effective educational practices and resources
should benefit everyone, in a similar way to the sharing of scientific knowledge. With
reference to global citizenship, there is increasing recognition that universities should play a
key role in providing students with the opportunities to develop the capacity to become
global citizens (Rhoads & Szelenyi, 2011).
Figure 11: Global Citizenship ALTC Summit, co-chaired by Jacquelyn Cranney and Betty Leask
(National Teaching Fellows)
5.2 Progress toward achieving aims and intended outcomes
As indicated in Chapter 2, international and transdisciplinary (global in both senses) benchmarking
was an integral aspect of this Fellowship.
NATIONAL STANDARDS FOR PSYCHOLOGICAL LITERACY AND GLOBAL CITIZENSHIP 20