Conceptualising cosmopolitan values in internationalised higher education: a capabilities approach

The increasingly internationalised nature of higher education has enhanced the potential for students to benefit from a more diverse student body, yet there are gaps between the rhetoric and ideals of internationalisation and the lived realities for both home and international students. This paper advances the idea that fostering cosmopolitan values might be an educational focus for internationalisation. In this study I construct an intercultural ‘capability set’ as means of operationalising cosmopolitan values within higher education, by drawing on Kwame Anthony Appiah’s conception of cosmopolitanism, on the ‘capability approach’ of Amartya Sen and on data from 44 interviews with undergraduate home and international pharmacy students. Findings illustrated the value of the capability approach a means of evaluating students’ intercultural capabilities and potential of the capability set to be used as a heuristic tool for informing thinking about the creation of academic environments which promote justice, student agency and capability development

Integrating academic, professional and personal learning through multicultural group work

Multicultural group work is an element of pedagogy which presents rich opportunities for helping students function more effectively within the intercultural contexts of their worlds. Drawing on theories of cosmopolitanism and the ‘capability approach’, this action research project aims to evaluate and enhance the role of multicultural group working to promote not only academic learning, but simultaneously to act as a platform upon which students can explore and develop more cosmopolitan-aware professional and personal selves. Semi-structured interviews with 17 pharmacy undergraduates identified four main themes which helped to explain the benefits of learning in diverse groups, which provided opportunity for students to integrate their subject knowledge with greater understanding of others and their situations, and a re-evaluation of their own knowledge and perspectives. Based on findings, changes will be implemented in the first year of the course, with follow-up evaluation to inform further review and potential changes throughout the course

Conceptualising, evaluating and supporting the development of cosmopolitan values in internationalised higher education: A capabilities approach

Internationalised higher education literature draws attention to the tension between the economic returns of recruiting overseas students and the personal, social and cultural possibilities offered. This paper advances the idea that fostering cosmopolitan values might be an educational focus for internationalisation. However, it appears that the creation of higher education learning environments which promote such values, offering opportunities for students to become more interculturally aware is yet to be achieved. Drawing on the ‘capability approach’ of Amartya Senand Martha Nussbaum, an ‘intercultural capability set’ was constructed as a means of operationalising cosmopolitan values within higher education. Analysis of data from 44 interviews with undergraduate home and international pharmacy students through the lens of capability enabled the identification of factors within the academic environment which act to promote or inhibit the development of intercultural relationships, learning and more cosmopolitan selves. Curriculum, pedagogy and assessment should be therefore examined for their potential to enhance opportunities for intercultural engagement and capability expansion, with participatory dialogue, including staff, students, university departments and stakeholders, about valued outcomes for a university education. It is argued that the capability approach provides a sound basis for operationalising and evaluating efforts to develop students with cosmopolitan values for the present and contributing as future members of society

Intercultural capability: exploring first year HE students' reflections on and experiences of their higher education experience

This round table discussion presents the initial stages of a cross-institution project exploring the reflections and expectations of first year international and home students. This study aims to capture students' early experiences in higher education (HE), their sense of 'belonging' and development of intercultural capabilities embedded in international-home student interactions. This is the first study to adopt Sen's (1992) 'capability approach' as a means of framing exploration of these intercultural capabilities. Results are intended to shed light on the processual development of intercultural capabilities during students' first year in HE, and their perceptions of how these contribute to their employability. Although this discussion is based on one joint proposal developed by the research team, several themes emerge which may be of interest to HE academics and practitioners concerning 'Student Experiences', 'Employability, Enterprise and Graduate Careers' and 'Learning, Teaching and Assessment'

Professional identity development: learning and journeying together

Background: Pharmacy students start to develop their professional values through engagement with the course, practice exposure, staff and fellow students. Group working is an element of pedagogy which draws on the social aspects of learning to facilitate knowledge and skills development, but its potential role in facilitating professional identity formation has as yet been under researched.Objectives: This study aimed to explore the potential of mutual learning through group work to contribute not only to academic knowledge and understanding, but also to the development of students’ professional values and selves. Methods: Semi-structured interviews were conducted with 17 home and international first year undergraduate pharmacy students in a UK School of Pharmacy, to explore their experiences of interacting for learning with other students on the course.Findings: Thematic analysis of the interview data highlighted four main benefits of mutual learning, which are that it: promotes friendly interactions; aids learning about the subject and the profession; opens the mind through different opinions and ways of thinking; and enables learning about other people. Through working together students developed their communication skills and confidence; reflectively considered their own stance in the light of others’ experiences and healthcare perspectives; and started to gain a wider worldview, potentially informing their future interactions with patients and colleagues. Some difficulties arose when group interactions functioned less well.Conclusions: Opportunity for collaboration and exchange can positively influence development of students’ professional outlook and values. However, careful management of group working is required, in order to create a mutually supportive environment wherein students feel able to interact, share and develop together

Developing pharmacists' competencies in Saudi Arabia: A proposed national competency framework to support initial education and professional development

Introduction: With the currently accelerating changes in pharmacists' roles in Saudi Arabia, evidence-based developmental tools are required to guide initial pharmacy education and define competencies for early career (foundation level) pharmacists' progression. This study aimed to develop a profession-wide competency framework for foundation level pharmacists in Saudi Arabia using the International Pharmaceutical Federation (FIP) Global Competency Framework (GbCF) as the source framework. Methods: An online nominal group technique was used to develop consensus on a profession-wide national competency framework in Saudi Arabia. Purposive sampling was used to recruit experts from local various pharmacy sectors. A combination of self-administered surveys and online meetings was used to measure and develop consensus. The survey items were adopted from the FIP GbCF version 2. Results: Nine pharmacy experts participated in five iterative rounds of consensus measurement and development between July and November 2021. Consensus was achieved on appropriateness to Saudi pharmacy practice for all the behaviours in the “Pharmaceutical Public Health,” “Pharmaceutical Care,” and “Professional/Personal” clusters. The “Organisation and Management” cluster caused most differences of opinion. The final consensus generated a list of 125 behavioural statements for inclusion in the national competency framework. Conclusion: This study proposes the first competency framework for foundation level pharmacists in Saudi Arabia. The developed framework represents a consensus on competencies for foundation level pharmacists working across all pharmacy sectors and is eligible for supporting further improvement of initial pharmacy education and support excellence in pharmacists' performance to address the country's needs from pharmaceutical services

The relevance of the International Pharmaceutical Federation Global Competency Framework in developing a country-level competency framework for pharmacists: A cross-sectional study

BackgroundIn the ever-changing roles of pharmacists, the evidence shows that the use of competency frameworks could aid in achieving professional performance development and ensuring a consistent quality pharmacy education. However, there is no national competency framework for pharmacists in Saudi Arabia. This study, therefore, uses an evidence-based method to identify the competencies required to support and facilitate the pharmacists' training and career development.ObjectiveTo assess pharmacists' perception of the relevance of the International Pharmaceutical Federation (FIP) Global Competency Framework (GbCF v1) to their own practice.MethodsA cross-sectional online survey of pharmacists in different practice settings was conducted between August and November 2020, in Saudi Arabia. The survey was adopted from the GbCF v1. A combination of purposive and snowball sampling was used. The relevance to the GbCF v1 was assessed using a four-point Likert scale. Data were analysed using descriptive and inferential statistics.ResultsA total of 522 pharmacists participated in the survey. The study showed broad agreement on relevance to practice for 84% of behaviours included in the GbCF v1. The ‘pharmaceutical public health’ cluster scored the highest percentage of relevant responses (91.42%), followed by the ‘professional/personal’ cluster (87.08%), whereas the ‘organisation and management’ cluster scored the highest percentage of ‘not-relevant’ responses (18.40%). The observed non-relevancy was associated with gender, nationality and area of pharmacy practice (p < 0.05).ConclusionThe competencies and behaviours included in the GbCF v1 are relevant to pharmacy practice in Saudi Arabia. However, some behaviours of the GbCF v1 require modification to be appropriate for the local needs of the Saudi pharmacy practice. The findings from this exercise will be used as a base to develop a foundation-level competency framework to inform initial pharmacy education development and address knowledge gaps and learning needs required to attain and maintain pharmacists' competence to practise

Introduction to Human Development (GHC)

This Grants Collection for Introduction to Human Development was created under a Round Nine ALG Textbook Transformation Grant. Affordable Learning Georgia Grants Collections are intended to provide faculty with the frameworks to quickly implement or revise the same materials as a Textbook Transformation Grants team, along with the aims and lessons learned from project teams during the implementation process. Documents are in .pdf format, with a separate .docx (Word) version available for download. Each collection contains the following materials: Linked Syllabus Initial Proposal Final Reporthttps://oer.galileo.usg.edu/psychology-collections/1023/thumbnail.jp

HyFlex pedagogy: six strategies supported by design-based research

Purpose–This study investigates the following research question: What pedagogical strategies are necessary for the success of the project? The findings to this question are based in new media literacies and help to further pedagogy in an emerging HyFlex model while also grounding in needed theorization. Design/methodology/approach–This study uses design-based research(DBR) across two iterations and four doctoral, higher education courses, using mixed methods of data collection and analysis. Findings–Six pedagogical strategies influential for HyFlex research are presented, each grounded in a new media literacy skill. Originality/value–These six pedagogical strategies help practitioners grappling with the HyFlex or blended learning model merge traditional pedagogy with how this might be tailored for students entrenched in a participatory culture