ABSTRACT
This chapter suggests three key concerns regarding leading teaching and learning. In looking at graduate outcomes as defined in institutional teaching and learning strategies from across the globe, both the UK and Australia refer to global citizenship as a key graduate attribute. In a recent survey undertaken by the HEA and the Higher Education Policy Institute (HEPI), students were surveyed as to their views on their international peers; the majority believed international students enhanced their undergraduate study. Institutional teaching and learning strategies refer to interdisciplinarity, but vice-principals (VPs) are reliant on committed individuals to make it happen. A fresh, new, creative and dynamic curriculum is required, which promotes interdisciplinarity and graduate attributes such as global citizenship. Learners should benefit from global and diverse cultural perspectives through being able to access a range of both virtual and real networks.
