Global learning is defined as the “process of diverse people collaboratively analyzing and addressing complex problems that transcend borders” (Landorf & Doscher, 2015, p. 24) and underpins the increased internationalisation of curricula in higher education. Killick (2015) describes students emerging from global learning programs as better equipped to deal with the social, economic and political turmoil of the globalised world, and more responsible global citizens.

In practical terms, how has the new digital learning informed and enhanced global learning? A good example is the global Executive MBA(EMBA) program at The University of Sydney. The program is largely experiential with participants spending only two weeks in a traditional MBA classroom setting and the rest of the time being immersed in project-based learning around the world. The global EMBA is co-created and delivered with industry and university partners in India, England, Israel and the US (Silicon Valley). The entire program is supported by a sophisticated e-learning platform allowing students to undertake differentiated learning according to their varying needs and aspirations. The sophisticated online delivery means that students can largely work at their own pace:

"The design of the program also meant that I could break my study into five blocks of two to three weeks. Being able to create dedicated time for these short periods meant that I could maximise my learning and study workload, while being light touch throughout the three to four months between each module." (Terence Koo, EMBA class of 2017).

However, even beyond just the time and place constraints, the EMBA provides personalised, flexible learning journeys can enable very different program outcomes for individual students. For example, one student created her own medical technology start-up, whereas another student wrote a new strategic plan for a large financial services firm; to take up a new CEO position in Hong Kong. However, this degree of personalisation does come at a cost, even whilst being underpinned by the e-learning components. The global EMBA program is not that scalable – being limited to 20 students per cohort, due to the very ‘high touch’ overseas modules that require considerable mentoring and support for the students during those visits. 

For more information about the global EMBA visit: https://sydney.edu.au/business/study/mba/global-executive-mba.html

References

Killick, D. (2015). Developing the global student. Higher education in an era of globalization. Routledge: London, UK.

Landorf, H. & Doscher, S.P. (2015). Defining global learning at Florida International University. Diversity and Democracy 18 (3), 24-25.