Preparing students for global citizenship: the effects of a Dutch undergraduate honors course

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

Using a mixed method approach, this case study investigates effects on the participating students () of an undergraduate honors course in the Netherlands, aimed at global justice citizenship. Knowledge about effects of global citizenship courses is still limited. The Ethical Sensitivity Scale Questionnaire and the Global Citizenship Scale were used in a pre- and posttest design to measure possible development in the moral and civic domain among the participants of the course. In the qualitative part, deductive content analyses of students’ work and students’ written reflection on the course, utilizing the theory-based curriculum guidelines Global Justice Citizenship Education, were performed. In addition, a follow-up blog and interview were analyzed to learn students’ perception on the effects of the course after half a year. Quantitative results show increased ethical sensitivity as well as global civic engagement and global competence among the participants. Qualitative results point in the same direction and provide deeper insights in the content of students’ learning and the perceived impact of the course on their attitudes and behavior. Results are discussed in relation to theory on justice-oriented global citizenship and honors pedagogies.
Original languageEnglish
Article numberhttps://doi.org/10.1155/2017/3459631
Number of pages12
JournalEducation Research International
Volume 2017
DOIs
Publication statusPublished - 27 Aug 2017

Keywords

  • education

Cite this

@article{08b5f4b92c554fe5af08d15045dd2f85,
title = "Preparing students for global citizenship: the effects of a Dutch undergraduate honors course",
abstract = "Using a mixed method approach, this case study investigates effects on the participating students () of an undergraduate honors course in the Netherlands, aimed at global justice citizenship. Knowledge about effects of global citizenship courses is still limited. The Ethical Sensitivity Scale Questionnaire and the Global Citizenship Scale were used in a pre- and posttest design to measure possible development in the moral and civic domain among the participants of the course. In the qualitative part, deductive content analyses of students’ work and students’ written reflection on the course, utilizing the theory-based curriculum guidelines Global Justice Citizenship Education, were performed. In addition, a follow-up blog and interview were analyzed to learn students’ perception on the effects of the course after half a year. Quantitative results show increased ethical sensitivity as well as global civic engagement and global competence among the participants. Qualitative results point in the same direction and provide deeper insights in the content of students’ learning and the perceived impact of the course on their attitudes and behavior. Results are discussed in relation to theory on justice-oriented global citizenship and honors pedagogies.",
keywords = "education, onderwijs",
author = "Schutte, {Ingrid W.} and Elanor Kamans and Marca Wolfensberger and Wiel Veugelers",
year = "2017",
month = "8",
day = "27",
doi = "https://doi.org/10.1155/2017/3459631",
language = "English",
volume = "2017",
journal = "Education Research International",
issn = "2090-4010",
publisher = "Hindawi Publishing Corporation",

}

Preparing students for global citizenship: the effects of a Dutch undergraduate honors course. / Schutte, Ingrid W.; Kamans, Elanor; Wolfensberger, Marca; Veugelers, Wiel.

In: Education Research International, Vol. 2017 , https://doi.org/10.1155/2017/3459631, 27.08.2017.

Research output: Contribution to journalArticleAcademicpeer-review

TY - JOUR

T1 - Preparing students for global citizenship: the effects of a Dutch undergraduate honors course

AU - Schutte, Ingrid W.

AU - Kamans, Elanor

AU - Wolfensberger, Marca

AU - Veugelers, Wiel

PY - 2017/8/27

Y1 - 2017/8/27

N2 - Using a mixed method approach, this case study investigates effects on the participating students () of an undergraduate honors course in the Netherlands, aimed at global justice citizenship. Knowledge about effects of global citizenship courses is still limited. The Ethical Sensitivity Scale Questionnaire and the Global Citizenship Scale were used in a pre- and posttest design to measure possible development in the moral and civic domain among the participants of the course. In the qualitative part, deductive content analyses of students’ work and students’ written reflection on the course, utilizing the theory-based curriculum guidelines Global Justice Citizenship Education, were performed. In addition, a follow-up blog and interview were analyzed to learn students’ perception on the effects of the course after half a year. Quantitative results show increased ethical sensitivity as well as global civic engagement and global competence among the participants. Qualitative results point in the same direction and provide deeper insights in the content of students’ learning and the perceived impact of the course on their attitudes and behavior. Results are discussed in relation to theory on justice-oriented global citizenship and honors pedagogies.

AB - Using a mixed method approach, this case study investigates effects on the participating students () of an undergraduate honors course in the Netherlands, aimed at global justice citizenship. Knowledge about effects of global citizenship courses is still limited. The Ethical Sensitivity Scale Questionnaire and the Global Citizenship Scale were used in a pre- and posttest design to measure possible development in the moral and civic domain among the participants of the course. In the qualitative part, deductive content analyses of students’ work and students’ written reflection on the course, utilizing the theory-based curriculum guidelines Global Justice Citizenship Education, were performed. In addition, a follow-up blog and interview were analyzed to learn students’ perception on the effects of the course after half a year. Quantitative results show increased ethical sensitivity as well as global civic engagement and global competence among the participants. Qualitative results point in the same direction and provide deeper insights in the content of students’ learning and the perceived impact of the course on their attitudes and behavior. Results are discussed in relation to theory on justice-oriented global citizenship and honors pedagogies.

KW - education

KW - onderwijs

U2 - https://doi.org/10.1155/2017/3459631

DO - https://doi.org/10.1155/2017/3459631

M3 - Article

VL - 2017

JO - Education Research International

JF - Education Research International

SN - 2090-4010

M1 - https://doi.org/10.1155/2017/3459631

ER -