Kathleen Lilley - Academia.edu (original) (raw)

Papers by Kathleen Lilley

Universities’ aims for educating global citizens are rarely supported by a theoretical underpinni... more Universities’ aims for educating global citizens are rarely supported by a theoretical underpinning or evidence of outcomes. This study explored how international higher education experts conceptualize the global citizen or related terms representing the ‘ideal global graduate’. A global notion of citizenship was accepted by the majority (24/26) of participants. Four participants used other terms to describe the ‘ideal global graduate’, yet the knowledge, skills and attitudes described by all participants were highly consistent and provide a close ‘fit’ with the epistemology and ontology of moral and transformative cosmopolitanism. This evidence could suggest that terms describing the ‘ideal global graduate’ are of less consequence then the underpinning values and mindset they represent. This paper suggests the inevitable ambiguity surrounding the global citizen term could be tolerated. As such, future discourse and research could be directed towards organizational and pedagogical strategies that foster ethical and transformative thinking citizens and work-ready professionals.

Identity of Experience: …

Increasingly the health sector is facing workforce shortages which will be exacerbated by changin... more Increasingly the health sector is facing workforce shortages which will be exacerbated by changing demographics with an aging population, and increased burden of chronic disease[1],[2],[3]. It follows that industry partners should be keen to take students on WIL placements. However, the successful integration of international students in work placements is a new and challenging area which requires investigation, if we are to understand and effectively support this growing student population. This paper is one response to addressing this significant imperative. Griffith University's School of Public Health is increasingly attracting large numbers of international students who are looking for work experience. These cohorts occupy varying health disciplines (mainly medical), and consist of students from varying nationalities, cultures and with a broad range of communication skills. Many employers express some concern in regard to the successful integration of international students...

Journal of International Education in Business, 2014

ABSTRACT Global citizenship, social responsibility and sustainability are constructs increasingly... more ABSTRACT Global citizenship, social responsibility and sustainability are constructs increasingly used in Business Schools. Yet, there is no widely accepted definition or conceptualisation of the global citizen, nor is there strong evidence of how the global citizen is effectively translated into university ethos, culture and practice. This paper provides a broad conceptualisation of the global citizen in higher education broadly and more specifically, in regard to Business Schools. It is argued that the global citizen, viewed through a moral and transformative cosmopolitan lens, provides an alternative to the rhetoric frequently paid to the construct. This paper describes ‘global citizen learning’ underpinned by the social imaginary, relationality and reflexivity. These virtues equip the students’ global mindset for complexity and ambiguity. Global citizen learning provides the ‘conceptual glue’ to link social responsibility, sustainability and ethical principles with business curricula. Also, the paper outlines how ‘global citizen learning’ can be utilized in existing curricula from a practical perspective.

Higher education emphasises training and skills for employment, yet while the ‘idea’ of educating... more Higher education emphasises training and skills for employment, yet while the
‘idea’ of educating global citizens appears in university discourse, there is
limited evidence demonstrating how the ‘idea’ of the global citizen translates
into practice. Recent research emphasises a desire for graduates to be local and
global citizens with ethical and critical capacities for global workforce
preparedness. The purpose of this paper is to explore the university
responsibility for translating the ‘idea’ of the ethical thinking global citizen into
practice. Semi-structured interviews were undertaken with higher education
experts (n = 26). The interpretive research is discussed through the themes:
Constructing the global citizen, Enacting the global citizen, Legitimating the
global citizen and The sidelining context (italics used to distinguish research
themes in text). The paper contributes to higher education discourse on a
contested and topical issue.

There has been limited exploration of the global citizen as an organising principle and curricula... more There has been limited exploration of the
global citizen as an organising principle
and curricula outcome in universities. The
complexity of the global citizen is discussed
in this paper conceptually, organisationally
and pedagogically. Theory and evidence are
provided to explain how the ambiguity of the
term can be tolerated.
The global citizen is explained as a critical
and ethical disposition that is underpinned by
moral and transformative cosmopolitanism. The
transformative benefits of a mobility experience
are unpacked and explained through a process
model of global citizen learning. It is suggested
that mobility comparable experiences could be
promoted in teaching and learning for all students
through greater intercultural and ‘out of the
comfort zone’ learning experiences.
Organisation constraints that can sideline the
translation of the global citizen into practice are
discussed and enablers that could address these
constraints are suggested. An organisational
framework for instituting the global citizen across
the university is proposed and a teaching and
learning plan for Business Schools is presented to
stimulate symposium discussion. The education
of critical and ethical thinking global citizens in
universities is a work in progress and this paper

Increasingly, university and employer discourse identify a need for graduates to have an intellec... more Increasingly, university and employer discourse identify a need for graduates to have an intellectual and global ‘mindset’ beyond disciplinary competencies and national boundaries. Universities aiming to educate global citizens show limited outcomes. Global citizen research has investigated the mobility experience, yet limited attention has been paid to the theoretical process of student change to inform how domestic students could engage in comparable learning experiences. The purpose of this study was to expand knowledge on the process of global citizen learning and the student mindset. Two phases of research gathered in-depth information from international higher education key informants and mobility students. The research resulted in a conceptual model for global citizen learning and an ‘identikit’ of recognisable markers for a global citizen disposition. The model identifies facilitators and manifestations of ‘student change’ and identifies reflexivity, relationality, criticality and the social imaginary as capacities of global mindset. These findings suggest that educating all students as global citizens could be more closely aligned to the internationalisation of education and employability agendas.

Key Words
global citizen, higher education, cosmopolitanism, mindset, disposition

Global citizenship, social responsibility and sustainability are constructs increasingly used in ... more Global citizenship, social responsibility and sustainability are constructs increasingly used in Business Schools. Yet, there is no widely accepted definition or conceptualisation of the global citizen, nor is there strong evidence of how the global citizen is effectively translated into university ethos, culture and practice. This paper provides a broad conceptualisation of the global citizen in higher education broadly and more specifically, in regard to Business Schools. It is argued that the global citizen, viewed through a moral and transformative cosmopolitan lens, provides an alternative to the rhetoric frequently paid to the construct. This paper describes 'global citizen learning' underpinned by the social imaginary, relationality and reflexivity. These virtues equip the students' global mindset for complexity and ambiguity. Global citizen learning provides the 'conceptual glue' to link social responsibility, sustainability and ethical principles with business curricula. Also, the paper outlines how 'global citizen learning' can be utilized in existing curricula from a practical perspective.

Universities frequently claim to educate global citizens yet there is limited policy-to-practice ... more Universities frequently claim to educate global citizens yet there is limited policy-to-practice evidence.
This study examined how 26 international industry key informants conceptualise the global
citizen in higher education. The qualitative interpretive study supported the moral and transformative
cosmopolitan nature of the global citizen as the ‘ideal global graduate’. This contribution proposes
that the holistic disposition of the global citizen is underpinned by the thinking capacities of
the social imaginary, reflexivity, relationality and criticality. These capacities enable the student
mindset to flourish as global citizens and offers insight to educating global citizens for uncertain
futures.

Developing a common understanding of ‘global citizen’ is a key challenge to the Australia–Chin... more Developing a common understanding of ‘global citizen’ is a key challenge to the Australia–China relationship.
While the term is frequently used in higher education circles, rarely is it conceptualised in any depth, particularly
in regard to the future of the Australia–China relationship, a future that holds many possibilities.
Australia and China should strive for a bilateral relationship that maintains our respective national identities, but
also fosters reciprocal trust and respect. I believe that developing a mutual understanding of what it means to be
a global citizen, in the context of our relationship, will lead to a smoother path into our collaborative future. This
paper discusses possibilities we have to develop a mutually beneficial notion of what global citizenship means,
within the context of our relationship.
‘Global citizen’ is a complex concept, as is the Australia–China relationship. For the purposes of this paper, I raise
the possibility that Australian and Chinese cultures are fundamentally based on similar basic moral virtues. I will
discuss briefly how the conflict between neoliberalism and cosmopolitanism influence the interpretation of
‘global citizen’. I also introduce ‘hybridity’ and the ‘social imaginary’ as new terms that can help us engage with
globalisation and are fundamental to our understanding of the global citizen. I hope that by raising these issues
Australia and China are able to create a deeper, respectful and mutual understanding of our relationship.

Australia and New Zealand Health Policy, 2010

Australia and New Zealand Health Policy, 2009

The formation of the National Health and Hospitals Reform Commission (NHHRC) and the National Pre... more The formation of the National Health and Hospitals Reform Commission (NHHRC) and the National Preventative Task Force in 2008, demonstrate a renewed Australian Government commitment to health reform. The re-focus on prevention, bringing it to the centre of health care has significant implications for health service delivery in the primary health care setting, supportive organisational structures and continuing professional development for the existing clinical and public health workforce. It is an opportune time, therefore, to consider new approaches to workforce development aligned to health policy reform. Regardless of the actual recommendations from the NHHRC in June 2009, there will be an emphasis on performance improvements which are accountable and aligned to new preventive health policy, organisational priorites and anticipated improved health outcomes.

Physical Therapy in Sport, 2002

Objectives: A 5-year retrospective injury survey was conducted with 45 female elite soccer player... more Objectives: A 5-year retrospective injury survey was conducted with 45 female elite soccer players from the Queensland Academy of Sport (QAS), to record the anatomical distribution, diagnosis and incidence of injury and identify possible risk factors in elite female soccer players at the QAS from 1993±1998. Methods: Data were gathered from medical, physiological, coaches and team managers' records. Results: The study recorded 239 injuries. Incidence of injury was highest in 1994 (12.2 per 1000 h) and lowest in 1995 (5.0 per 1000 h). Athletic exposure almost doubled between 1994 and 1995. Incidence of injury per 1000 athletic exposure hours decreased from 12.2 to 5 between 1994 and 1995. The leg accounted for 81.5% of all injuries and 52% of injuries involved the foot, ankle and shin. Strains (35%) and sprains (31%) were the most common diagnoses. Most injuries were of a mild nature (61%), with major injuries accounting for 19% of total injuries over the period 1993±1998. The most common major injuries were stress fractures (29%), with tibial stress fractures being the most common type. Injuries to the ankle, shin or both these areas were sustained by 66% of players. Seventy-six percent of ankle injuries and 100% of shin injuries were recurrent. Twenty-two percent of players had both ankle and shin injuries, in 90% of cases ankle injury was sustained before the shin injury. Conclusions: Ankle and shin were the most common injury in this group of high performance female soccer players with high recurrence. Incidence of injury may be related to athletic exposure. *