Abstract:

Evolution of the knowledge, skills and attitudes needed for success in the current global environment has dramatically changed since the international study abroad programs launched in 1911 by the Institute of International Education (IIE) following World War I (IIE History, 2012). While the programs of the 1920’s, and 30’s focused on student, faculty and teacher exchanges for the purpose of promoting understanding and countering Axis propaganda threats, programs of the 1940’s and 50’s focused on post-World War II exchange programs as vehicle for changing perceptions and enhancing understanding of other peoples and cultures. International programs of the 60’s and 70’s were characterized by the expansion of multiculturalism, social justice and economic development activities in third world countries.
A dramatic shift in the focus of these international program began to take place in 80’s and 90’s, with programs to address fundamental concepts of what should be taught in elementary schools through colleges and universities such as world history, modern languages, working in teams, using technology, etc. Initiatives such as internationalizing the curriculum suggested in reports by the Organization of Economic Co-operation and Development and the Center for Educational Research and Innovation (1996) and the Policy Futures in Education (2003) were launched to cope with the globalization of financial markets and businesses.
Dramatic advances in technology, transportation, communication systems and the interdependence of the global economy in the 1990’s through the present have begun to suggest new skill sets are necessary to compete in the 21st Century. Initiatives such as the top 21st Century Skills trends recommended by the Cisco Internet Business Solutions Group (2008-9) and the Partnership for 21st Century Skills (2009) began to focus more directly on the workforce skills needed to be successful in the global marketplace.
New concepts such as Global Citizenship, the application of citizenship beyond national borders as it relates to stewardship of the environment, human rights and ethics is becoming a topic of interest in higher education. The development of Global Leadership Models (Morrison, Allen 2000) has also begun to dominate the discussion of higher education curriculum needed to meet new economic, environmental and political realities in the post 9-11 era, along with the impact of mobile technology and social media.
This presentation will review the evolution of these initiatives and present the latest research on the knowledge, skills and attitudes our students need to demonstrate to be successful in a dynamic global economic, political and ecological landscape.

Keywords:

Study Abroad, Global Competencies, Global Skills, Global Citizenship, Global Leadership.