262 Ethics in Higher Education: Values-driven Leaders for the Future
speak out on ethical, cultural and social problems completely
independently and in full awareness of their responsibilities, exercising a
kind of intellectual authority that society needs to help it to reflect,
understand and act” and that “(f) they must play a role in helping
identify and address issues that affect the well-being of communities,
nations and global society.” (Unesco 1998a: 2(b), 2(f)).
Institutions of higher education also need to ensure that they are
producing graduates who are competent in their disciplines and fields of
study, as well as well-rounded global citizens, cognizant of the changing
international employment environment and employer expectations,
while meeting the demands of the professional labour market
(Bridgstock 2009; McIlveen 2010; Archer & Chetty 2013; Knight &
Yorke 2004). These demands are by no means novel, but have received
much attention in research on employability and graduateness, with the
idea of citizenship often linked to the idea of transferable skills, aimed at
equipping graduates to adapt to a dynamic work-environment
(Bridgstock 2009; Glover et al. 2002; Institute for the Future 2011; UK
Comission for Employment and Skills 2014).
Citizenship, as such, has thus not enjoyed particular emphasis in
higher education as it is often seen as part of a growing list of demands
placed on universities, especially in emerging economies. The emphasis
on this particular concept, and the responsibility of higher education to
inculcate citizenship, is however growing and is increasingly assuming
prominence in the corporate university (Unesco 1998; Ahier, J, Beck, J,
and Moore, R: 2003; Robbins, A: 1963; Dearing. 1997; DoE 1997).
15.2 Discussion
15.2.1 Global Citizenship
There is relatively little clarity on the transmission of citizenship, in
particular, to the student, be it via curricular content or pedagogical
(andragogical) process, or both (DoE, 1997, Robbins, A, 1963; Dearing,