Global Perspectives in Higher Education: Taking the Agenda Forward in the

The economic, social, and cultural interests of the nation demand that graduates have sound knowledge of global issues, the skills for working in an international context, and the values of a “global citizen. ” Research funded by the British government’s Department for International Development sought to assess how such “global per-spectives ” are currently integrated into undergraduate learning and teaching across a variety of disciplines, departments, and institutions in the United Kingdom. The findings suggest that there are a wide variety of opportunities for students to develop global perspectives, and there are some excellent examples of innovative approaches; however, the extent to which global perspectives are embedded in departmental and institutional practice largely depends on individual enthusiasm and discretion. For global perspectives to become an integral part of higher education, there needs to be a coordinated strategy for developing activities that foster global perspectives and resources to implement the strategy, as well as ensuring that there is sufficient recog-nition and rewards for doing so