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This paper aims to explore Chinese female international students’ construction of global citizenship identity by examining their accumulation of cultural capital in different forms from transnational higher education in the UK.

Participant observations and in-depth semi-structured interviews were conducted with Chinese female international students at a British university to explore their experiences with transnational higher education, cultural identities, the construction of global citizenship and perceived future job opportunities.

In this research, participants revealed that accessing a global elite university helps them accumulate institutionalised cultural capital. Embodied cultural cultivation acquired from transnational higher education is justified by students’ experiences in the context of transnational higher education. Rising confidence is shown by the participants’ narration and global-oriented awareness, which is their ability to understand and respect people from diverse cultural backgrounds, which was developed during their studies in the UK. However, they still realise the potentially difficult conversion of cultural capital to real job competitiveness. Recognition of global citizenship identity may be complicated if students plan to return home after studying.

This study provides further insight into the single-child generation of globally mobile Chinese female international students. Participants were aware of the positive accumulation of cultural capital in its embodied and institutionalised forms obtained from the UK higher education system and its contribution to the construction of global citizenship identity. However, the newly constructed global citizenship identity remains complex. Participants question the extent to which the new identity fits into the Chinese social context if they decide to return home.

To the best of the author’s knowledge, the originality of the paper lies in expanding the global citizenship framework with the specific application of Bourdieu’s theory of cultural capital to show Chinese female international students’ study experiences in UK transnational higher education, rather than addressing the Chinese international student experience in general.

Contemporary international migrations are changing the global labor landscape. However, not all labor migration results are beneficial. Some home countries lose a great amount of home-educated labor to host countries that offer better working and living conditions, consequently lowering the available amount of critically needed intellectual capital for national utility. Ideally, host countries seeking workers should strive to develop a national policy that maximize “brain gain” by attracting workers with complimentary skills and knowledge to fill local employment gaps. Conversely, donor countries that send workers abroad should develop policies that minimize its brain drain by encouraging their skilled citizens to return home after acquiring enhanced skills and knowledge, thus taking advantage of “brain circulation” effects. Therefore, a nation’s best interest, either a host or donor country, may be best served through the development of protocols that minimize friction during the migration process for preferred migrants. Using Malaysia, as an example, we argue that the recognition of dual citizenship would be the appropriate prescription in reducing the “Great Brain Drain” problem afflicting the local labor market. This recognition serves several purposes: (1) provide labor with economic opportunities while retaining their ability to adjust to political climate by taking advantage of the global mobility of talent with favorable immigration policies; (2) increase Malaysia’s financial and human capital stock by leveraging its diasporas; and (3) alleviate friction in the migration process between Malaysia and host countries that will smooth travel between countries and increase economic transactions back to the country in the form of social and economic remittances. This paper examines this allowance and discusses the implications of a potential Malaysian dual-citizenship policy.

This study examines models of traditional and alternative citizenship such as legal, flexible, global and cultural citizenship, as a foundation for understanding “liminal citizenship”. The study identifies international students based in the United States as liminal citizens and examines the role of theatre in encouraging their civic engagement. It creates a model for using applied theatre techniques to raise international students’ awareness of the possibilities of inclusion within their host communities and to empower them to become active community members.

The purpose of this paper is to analyse the major development of global citizenship education (GCE) as part of Hong Kong’s secondary school curriculum guidelines, which reveals how it has developed from, first, asking students to understand their responsibilities as citizens to now challenging injustice and inequality in the world. Hong Kong’s curriculum guidelines started to teach GCE as a result of the last civic education guideline issued just before the return of sovereignty to China in 1997. Through documentary analysis, this paper examines how GCE has developed against the backdrop of globalization in Hong Kong’s various secondary school curriculum guidelines.

This study used documentary analysis to examine the developments in the teaching of GCE via Hong Kong’s official secondary school curriculum guidelines. It has studied the aims, knowledge and concepts that are related to GCE by coding the GCE literature and categorizing the findings from the curriculum guidelines.

From the coding and categorizing processes employed, it has been found that GCE in Hong Kong’s official curriculum guidelines has evolved from learning about rights and responsibilities in the 1990s to challenging injustice, discrimination, exclusion and inequality since the late 1990s. Indeed, understanding the world and especially globalization, in terms of comprehending the processes and phenomena through which people around the globe become more connected, has presented challenges for the teaching of civic education. For example, categories of GCE have developed from the simpler expression of concerns about the world to encompass moral obligations and taking action. Similarly, the concerns for the maintenance of peace that were studied initially have since grown and now include work about challenging inequalities and taking action on human rights violations.

This study would have implications for the understanding of GCE in Hong Kong as well as other fast-changing societies in this age of globalization, as civic education curricula need to respond to the impacts of globalization. GCE is an under-researched area, but topics concerning world/international/global affairs have been covered in Hong Kong secondary school curriculum guidelines for several decades.

Corporate social responsibility is one of the earliest and key conceptions in the academic study of business and society relations. This article examines the future of corporate social responsibility. Bowen's (1953) key question concerned whether the interests of business and society merge in the long ran. That question is assessed in the present and future contexts. There seem to be distinctly anti‐responsibility trends in recent academic literature and managerial views concerning best practices. These trends raise significant doubts about the future status of corporate social responsibility theory and practice. The vital change is that a leitmotif of wealth creation progressively dominates the managerial conception of responsibility. The article provides a developmental history of the corporate social responsibility notion from the Progressive Era forward to the corporate social performance framework and Carroll's pyramid of corporate social responsibilities. There are three emerging alternatives or competitors to responsibility: (1) an economic conception of responsibility; (2) global corporate citizenship; and (3) stakeholder management practices. The article examines and assesses each alternative. The article then assesses the prospects for business responsibility in a global context. Two fundamentals of social responsibility remain: (1) the prevailing psychology of the manager; and (2) the normative framework for addressing how that psychology should be shaped. Implications for practice and scholarship are considered.

The changing articulation of citizenship is traced, both in relation to the national and the global. Conceiving of citizenship as an incompletely theorized contract between the state and the citizen, and locating her inquiry at that point of incompleteness, the author opens up the discussion to the making of the political. The central thesis is that the incompleteness of the formal institution of citizenship makes it possible for the outsider to claim for expanded inclusions. It is the outsider, whether a minoritized citizen or an immigrant, who has kept changing the institution across time and space. Times of unsettlement make this particularly visible. The current period of globalization is one such period, even though this is a partial unsettlement. New types of political actors are taking shape, changing the relationship between the state and the individual, and remaking the political.

The purpose of this paper is to compare the curriculum developments of civic education in three emerging Chinese societies: China and two Special Administrative Regions of Hong Kong and Macao, which are increasingly under the impacts of globalisation in this information world.

The analytical method is used and the following are identified: active and global civic education-related learning units and key themes and main contents in official curriculum guidelines and updated textbooks related to civic education.

A major finding is that elements of both active and global citizenship, such as participation in the community and understanding about the world and thus forming multiple identities, can be found alongside their emphasis on enhancing national citizenship. Thus, ideas of global citizenship and multiple levels of citizenship from local, national to global start to develop in these three Chinese societies.

The implications of such findings of both active and global citizenship, as well as multiple identities, found in these three Chinese societies could be huge for informing civic literature and sociological point of views, in particular, pointing to the next generations receiving a broadened and transcended notion of multiple levels of citizenship, apart from local and national citizenship.

The significance of this paper is that it argues that ideas of active citizenship in terms of community participation and global citizenship have been found in China, Hong Kong and Macao civic education curriculum and textbooks because of the expectations placed on students to compete in a globalized world, though national citizenship and patriotic concerns have been primary concerns. Globalisation makes the world society by impacting on these three Chinese societies for active and global citizenship, though they still retain their particular curricular focusses.

The purpose of this study is to examine middle school students’ citizenship behavior.

The study involved an open-ended survey.

In a previous study, when asked about citizenship, youth typically emphasized the importance of helping others. However, in this study, a different pattern of citizenship behavior emerged. Overall, 30 per cent of youth discussed personally responsible citizenship, 27 per cent emphasized disengaged citizenship, 25 per cent focused on personal development citizenship and only 3 per cent embraced patriotic citizenship. In addition, ethnic differences occurred. Among the Mohawk students, disengaged citizenship was the most popular form of citizenship. This finding contradicts the previous study on southwestern middle school Native Americans, who emphasized personally responsible citizenship.

This study was limited to students in the northeastern USA, and the results cannot be generalized to all middle school students.

Compared to previous research, the students expressed a different attitude about civic engagement. Among the Native American students, disengaged citizenship was the most common expression of citizenship. In addition, the middle school students’ very limited interest in patriotic citizenship (3.70 per cent) suggests that a strong interest in patriotism during the US Civil War may be more of the past than their present. Although attitudes about citizenship are changing, by understanding students’ perceptions about citizenship, citizenship education curriculum can be recalibrated to better meet the needs of students in the twenty-first century.

There is widespread debate about the nationalistic top-down approach of citizenship education. By using the notion of cultural citizenship as a useful theoretical lens, citizenship education research tends to focus on the process of subjectivity construction among students’ citizenship learning process. The Communist Party of China plays a dominant role in cultivating citizens in the form of ideological and political education (IaPE) in Chinese universities. The research problem thus focuses on the dynamics and complexity of how Chinese university students construct their subjectivities regarding citizenship learning through IaPE. The main purpose of the study is to provide some research directions for understanding students’ citizenship learning today.

With the case study of one university in China and interview data from 25 students, this paper examines the ways in which students understand and respond to dominant discourses.

The findings revealed there is a deficit of citizenship learning in IaPE, and students felt ideologically pressurized. This study suggests students’ complex subjectivities of active participants but confused minds as a phenomenon in Chinese higher education, in which they must involve in IaPE for personal academic and career development, while they adopted covert strategies for self-conscious citizenship learning expectations. These strategies took the form ranging from obediently completing basic curriculum requirements and distancing away by studying abroad, to actively searching for learning opportunities from other courses and media society.

This paper contributes to citizenship education research by recognizing the complexities of how subjectivities are formed in formal university settings.

The aspects of global citizenship, education and diversity are framing a paradigm that encapsulates how education can develop the knowledge, skills, values and attitudes of learners needed for securing a world which is more just, peaceful, tolerant, inclusive, secure and sustainable. The determination of students’ attitudes toward global citizenship education and diversity is a phenomenal issue of the past several decades. This study aims to develop an attitude scale to quantify the attitudes of students, the content of courses and instructors toward global citizenship education and diversity.

In this study, the factor structure and internal consistency of “Global Citizenship Education and Diversity Scale” (GCEDS) were analyzed, and validity and reliability of the scale were assessed. Two sample groups of participants were used in the assessment of the scale. The first sample group (exploratory factor analysis group) was composed of 147, and the second group (confirmatory factor analysis [CFA] group) was composed of 257 undergraduate students from three different large public universities in Turkey.

CFA confirmed the structure that emerged in the explanatory factor analysis. In this context, “GCEDS” is a valid and reliable scale.