CAPÍTULO 12

GLOBAL CITIZENSHIP AT THE INTERNATIONAL

BUSINESS ADMINISTRATION FACULTY OF
UNIVERSIDAD PONTIFICIA BOLIVARIANA

Data de aceite: 02/05/2022 of a qualitative, analytical, non-experimental

nature, which allowed a deliberation on the
subject of study to be developed. To achieve
Julio Ramirez Montañez
this purpose, the literature was inspected,
Universidad Pontificia Bolivariana
Bucaramanga, Colombia and approaches to perceptions on the topic of
https://orcid.org/ /0000-0003-0116-3330 global citizenship. Global citizenship within the
International Business Administration program
Gladys Mireya Valero Córdoba is built through several academic activities such
Universidad Pontificia Bolivariana as the integration of training processes into the
Bucaramanga, Colombia cultural, social, economic, political, historical,
https://orcid.org/0000-0001-9733-5306 scientific and technical spaces; Likewise, with
Rafael Jesús Calle Moreno the implementation of explicit complementary
Universidad Pontificia Bolivariana training experiences such as Free Curricular
Bucaramanga, Colombia Activities and the development of investigative
skills through the SIGI research hotbed. Finally,
Alejandra Suarez Quintero global citizenship is built through international
Universidad Pontificia Bolivariana agreements and networks to which the program
Bucaramanga, Colombia
is effectively affiliate and the participation of the
https://orcid.org/0000-0002-8950-0217
main negotiation models in the world such as
Valentina Rico Jaimes the National Model of United Nations and the
Universidad Pontificia Bolivariana Washington Model of American States.
Bucaramanga, Colombia KEYWORDS: Global Citizenship, Competencies,
https://orcid.org/0000-0002-4097-2184 Faculty of International Business Administration.

Yesica Fernanda Vertel Revueltas

Universidad Pontificia Bolivariana CIDADANIA GLOBAL NA FACULDADE
Bucaramanga, Colombia DE ADMINISTRAÇÃO DE NEGÓCIOS
INTERNACIONAIS DA UNIVERSIDADE
PONTIFÍCIA BOLIVARIANA
RESUMO: O objetivo deste artigo foi caracterizar
ABSTRACT: The purpose of this paper was
as práticas pedagógicas de educação para
to characterize the pedagogical practices of
a cidadania global implementadas em uma
education for global citizenship implemented
instituição educacional de ensino superior
within an educational institution of higher
no leste da Colômbia, membro do Programa
education in eastern Colombia, a member
Acadêmico de Alto Impacto das Nações Unidas.
of the United Nations High Impact Academic
A metodologia implementada foi de natureza
Program. The methodology implemented was
qualitativa, analítica, não experimental, que

A educação enquanto fenômeno social: Aspectos pedagógicos e socioculturais 3 Capítulo 12 132

 permitiu desenvolver uma deliberação sobre o objeto de estudo. Para atingir esse objetivo,
foi feita uma revisão da literatura e abordagens de percepções sobre o tema da cidadania
global. A cidadania global dentro do programa de Administração de Negócios Internacionais é
construída por meio de diversas atividades acadêmicas, como a integração dos processos de
formação nos espaços cultural, social, econômico, político, histórico, científico e técnico; Da
mesma forma, com a implementação de experiências formativas complementares explícitas,
como Atividades Curriculares Livres e o desenvolvimento de habilidades investigativas através
do viveiro de pesquisa do SIGI. Por fim, a cidadania global é construída por meio de acordos
e redes internacionais às quais o programa está efetivamente filiado e da participação dos
principais modelos de negociação do mundo, como o Modelo Nacional das Nações Unidas e
o Modelo Washington dos Estados Americanos.
PALAVRAS-CHAVE: Cidadania Global, Competências, Faculdade de Administração de
Negócios Internacionais.

INTRODUCTION
The purpose of this article was to characterize the pedagogical practices of global
citizenship education implemented within an educational institution of higher education in
eastern Colombia. According to the United Nations High Academic Impact Program (2021)
Global citizenship is a term that encompasses social, political, environmental, and economic
actions on the part of individuals and communities with global thinking, on a worldwide scale.
The term can also refer to the belief that individuals are members of multiple, diverse, local
and non-local networks, rather than lone actors impacting isolated societies. Promoting
global citizenship in sustainable development will enable individuals to embrace their social
responsibility to act for the benefit of all societies, not just their own.
For her part, the former President of Chile and United Nations High Commissioner
for Human Rights Michelle Bachelet points out that the concept of global citizenship has
antecedents since the creation of the United Nations Organization in 1945 and the Universal
Declaration of Human Rights of 1948, with the adoption of the Sustainable Development
Goals and the Paris Agreement on Climate Change in 2015. It is precisely a period of
learning, tragedies and progress, where the idea and institutions that appeal to an intrinsic,
universal dignity of the human person have been maturing. (Bachelet, 2017)
Similarly, Bachelet (2017) indicates that for more than 70 years the United Nations
has been the key for the concept to mature, adapting to the reality of globalization in its
different facets. And today we understand it as a type of citizenship that transcends the
space of the national, subtracts itself from a specific identity and/or territorial scope, and
embraces a global ethic in constant development.
Likewise, global citizenship, according to UNESCO (2016), is a multidimensional
concept. some have called global citizenship a ‘citizenship without borders, or a citizenship
beyond the nation-state. Others have pointed out that cosmopolitanism, as a term, may

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 be broader and more inclusive than global citizenship, while still others prefer ‘planetary
citizenship’, which emphasizes the global community’s responsibility to preserve planet
Earth.
On the other hand, the concept of global citizenship is contemplated in the Sustainable
Development Goals through SDG 4: Ensure inclusive and equitable quality education and
promote lifelong learning opportunities for all, which includes global citizenship as one of its
targets. By 2030, the international community has agreed to ensure that all students acquire
the knowledge and skills necessary to promote sustainable development, including global
citizenship. Universities have a responsibility to promote global citizenship by teaching their
students that they are members of a vast global community and that they can use their skills
and education to contribute to that community.
Another concept of global citizenship is raised by Martha Nussbaum in her article
“Cosmopolitan citizenship” when she relates it to the ability of human beings to conceive
themselves as members of a heterogeneous nation (as are all modern nations) and of an
even more heterogeneous world, as well as the ability to understand, at least in part, the
history and characteristics of the various groups that inhabit this planet. (Prudencio, 2010)

METHODOLOGY
The methodology implemented was of an analytical, non-experimental, qualitative
nature, which allowed the development of a deliberation on the subject of study. To this
end, the literature was inspected, as well as approaches to perceptions on the subject of
global citizenship. In order to fulfill the stated objective, the exploration, classification and
analysis of scientific articles on the area of analysis and consultation of secondary sources
were carried out. Theoretical references, categories, and trends about the research problem
were also identified. Based on the arguments and theoretical postures, the appraisals and
interpretations of the present article emerged.

THEORETICAL FRAMEWORK
Globalization, citizenship and development are key facts in the current debate, and
education must reflect this and help to understand the impact of globalization in the local
context. The need to incorporate these issues was already officially raised in 1974, when an
international body such as UNESCO urged to think of education as a means to contribute to
solving the problems that condition the survival and welfare of humanity, inequality, injustice,
global relations based on the use of force and to walk towards international cooperation
measures that facilitate their solution (UNESCO, 2016).
From this objective, framed in Development Education (DE), progress has been made
in the last two decades and several authors, in these years, have created a gateway from
this to Global Citizenship Education (GCED). Authors such as Ortega (2007) and Aguado

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 (2011) speak of Development Education as an education that tries to relate the local with
the global, highlighting the interdependence of both dimensions; as an integral education,
based on showing the problems and their causes; an education that takes the moral values
of the Universal Declaration of Human Rights as its axiological horizon. In this way, the EFA
strategy aims to promote Global Citizenship.
We are entering an era in which the new term “Global Citizenship Education”
(UNESCO, 2016) is already being used, which “aims to be a transformative factor, instilling
the knowledge, skills, values and attitudes that learners need to be able to contribute to a
more inclusive, just and peaceful world” (Unesco, 2015, p. 15). It thus highlights a special
function of education, that related to the formation of citizenship in an interconnected and
interdependent world, driven by the multiple processes associated with globalization (Tawil,
2013).
Higher education institutions have always been interested in educating their students
as active citizens, although this mission has not always been successful (Arango, 2011).
Meanwhile, as the mobility of people increases, the homogeneity of the nation-state is
dissolving, as pointed out by (Stuart, 2008) Many nations [...] have become multicultural
societies: they are no longer ethnically and culturally homogeneous, which has shaped their
“national” systems of higher education. (Stuart, 2008)
This suggests that Higher Education Institutes need to look differently at the social
context of students, not only in terms of similar/different experiences of national/international
students but also in terms of how societies are becoming increasingly interconnected and
interdependent.
The higher education sector is attempting to respond to these economic, social,
technological and political changes. Across the sector and in different parts of the world,
the focus has shifted from the recruitment of international students, which was initially seen
as the appropriate response to globalization, to an orientation towards the development of
more international perspectives and practices, which has led to an evolution of curricula
(Bourne et al., 2007).

GLOBAL CITIZENSHIP EDUCATION

The United Nations (UN) has been formally promoting global citizenship education for
years. In September 2012, then UN Secretary General Ban Ki Moon included the promotion
of global citizenship awareness in the Global Education First Initiative. This task of forming
global citizenship is one of the three priorities that the United Nations has set for the 21st
century in the field of education (UNESCO, 2016).
UNESCO proposes the following definition of global citizenship: “Global citizenship
refers to a sense of belonging to a wider community and a common humanity. It emphasizes
political, economic, social and cultural interdependence and interconnections between local,

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 national and global levels” (UNESCO 2015).
UNESCO does not enter into the discussion on the legal status of this citizenship
or into the controversy of whether it “extends” traditional citizenship defined in terms of the
nation-state or “competes” with it. Although he is aware of this discussion, he believes that
all perspectives have in common this “sense of belonging” to which he refers. He situates
global citizenship in terms of the identity of the individual and his or her way of being in the
world.
Thus defined, an education project that promotes global citizenship seeks to be
a transformative factor: “Global citizenship education aims to be a transformative factor,
instilling the knowledge, skills, values and attitudes that learners need to be able to contribute
to a more inclusive, just and peaceful world” (UNESCO, 2016).
Reimers (2020) describes global education as a set of actions and strategies that are
implemented with contemporary problems as the object of study. Hence the commitment to
consider the SDGs as a point of departure and arrival. Reflection and action are combined
in these 17 goals, which, in the author’s view, require an inter- and multidisciplinary work
effort.
Global citizenship education is rooted with the Universal Declaration of Human
Rights, the Education 2030 Agenda and the Framework for Action, especially with Target
4.7 of the Sustainable Development Goals (Education Goal 4).
Global citizenship education is education that is transformative, enduring, and
involves both elements of formal education and experiential learning. Global citizenship
education helps people of all ages to:

• Respect cultural, gender, religious and other differences.

• Becoming more aware of the world beyond your immediate environment

• Understand our responsibilities as members of a global community.

• Embrace our role in protecting our planet for a more sustainable future.

• Be aware of how our actions at the local level impact the world.

DISCUSSION
Competencies for the purpose of building global citizenship can be classified into
soft skills and professional competencies. Within the soft skills and according to the revised
proposals of the general profiles of a global professional, the following stand out: i) teamwork,
ii) emotional intelligence, iii) working in diverse contexts, iv) intercultural sensitivity, v) global
citizenship, vi) ethical behavior.
As for international competitions they suggest that they should be:

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 Knowledge Attitudes Skills
• Awareness of the complexity • Openness to learning, • Techniques (research)
and interdependence of different ideas and ways of • Creative, critical and
world events and issues. thinking. comparative thinking.
• Understanding of the • Tolerance for ambiguity and • Communication, including
historical forces that have ignorance. the ability to use another
shaped the current world • Sensitivity and respect language effectively and
system. for personal and cultural interact with people from
• Knowledge of their own differences. other cultures.
history and culture. • Empathy or the ability to • Coping and resilience in
• Knowledge of effective take multiple perspectives. the face of unfamiliar or
communication: foreign • Self-awareness and self- challenging situations.
languages, intercultural esteem towards self-identity
communication, international and self-culture
business etiquette.

Table No 1 Soft skills and professional competencies in the construction of global citizenship
Own elaboration

The promotion for the development of global citizenship, is contemplated in the 2030
Agenda for Sustainable Development, in Sustainable Development Goal 4 and, specifically,
in target 4.7, and is called Education for Global Citizenship -ECM-. An important source of
information for GCED is UNESCO, which proposes the following competencies to teach
students:

COMPETENCIES FOR THE CONSTRUCTION OF GLOBAL CITIZENSHIP

Global competence: global competence is the ability to examine problems locally,
globally and cross-culturally, to understand and appreciate the perspectives and worldviews
of other human beings, to interact appropriately and effectively with people from different
cultures, and to act for collective well-being and sustainable development. (OECD, 2018)

Collective Identity Global Issues Systems Thinking Interculturality Collaborative

And Critical Work
It comprises Is aware of global issues Thinks critically, Develops social skills Acts
multiple levels of and universal values creatively and such as empathy and collaboratively
identity, and the such as justice, equality, systematically, including conflict resolution, and responsible
possibility of a dignity and respect the adoption of a multi- communication for finding global
collective identity (e.g. understanding the perspective approach, skills, and skills solutions to
that transcends process of globalization, which recognizes the for networking global problems,
cultural, religious, interdependence/ different dimensions, and interacting and strive for the
ethnic or other interconnectedness, perspectives and with people with collective good
differences (e.g., a the challenges of angles of problems different histories, (e.g., sense of
sense of belonging globalization that cannot (e.g., reasoning and backgrounds, commitment,
to humanity, be adequately or solely problem-solving skills cultures and decision-making
respect for diversity, solved by nation-states, underpinned by a multi- perspectives (e.g. skills).
and respect for sustainability as the main perspective approach) global empathy,
the diversity of concept of the future). sense of solidarity).
cultures).
Table No 2 Competencies for the construction of global citizenship
Own elaboration

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 The academic and academic-administrative units of the Institution of higher
education can offer their own activities to foster the development of global citizenship in
their community of students and teachers:

• Organization of events on global citizenship.

• Organization of international academic missions.

• Organization of international cultural fairs.

• Offering cross-cutting subjects of citizenship, sustainability, global issues, inter-

culturalism, environment, digital citizenship.

• Offering of cultural and artistic workshops/song, dance, arts and literature fes-
tivals.

• Offering of social volunteer programs.

• Encouragement of student participation in collegiate bodies and student groups.

Promotion of student participation in city projects.

RESULTS
Global citizenship within the International Business Administration program is built
through various academic activities. The first of these is through the contextualization of the
curriculum, which is achieved through the integration of the training processes to the cultural,
social, economic, political, historical, scientific and technical spaces of the city, the country
and the world. The International Business Administration program has achieved regional
positioning in the internationalization and regional logistics working groups and through its
institutional agreements has been inserted in the participation of regional development in
the field of internationalization and business consulting.
Currently, the program is a regional leader in the participation of learning practices
based on the simulation of professional environments such as the Diplomatic Models
(WMOAS and NMUN), which allow future professionals to develop the ability to evaluate and
assess the decisions of international business managers in their professional performance.
Another activity where global citizenship is built is through the linkage of students of the
program in companies, within the framework of business practices, which has allowed the
program to be recognized in the productive sector and to characterize its professionals in
the humanistic and professional training.
Similarly, flexibility as “the possibility for the curriculum to be modified and adapted
to respond to the conditions, interests, needs and aspirations of the students”. In search of
such flexibility, a wide range of formative experiences known as elective courses, optional
subjects, free curricular activities, which give students the opportunity to deepen their
knowledge in areas of professional knowledge according to their interests and motivations,
come into contact with disciplines and professions different from their own and complement

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 their comprehensive training in fields as varied as the humanities, arts, politics, philosophy,
history, languages and sports, are established.
Explicit complementary formative experiences include:
Free Curricular Activities: These are learning experiences specially designed for
students to reinforce their humanistic formation through the link to the university’s artistic
and cultural groups and participation in free courses (modules), workshops, conferences,
symposiums, forums, film cycles, exhibitions, videos, etc. In the case of International
Business Administration, an 8-semester course, students will advance 15 hours per
semester, deducting 50 hours corresponding to communicative competencies for a total of
70 free hours.
The Practice of Sports: The student must participate in organized sports practice,
more recreational than competitive. This participation can be done in the academic periods
determined by the student and in the sport he/she selects.
Proficiency in a Second Language: In order to obtain a professional degree, all UPB
Bucaramanga Sectional students must demonstrate proficiency in a second language other
than Spanish.
In the same way, the construction of global citizenship is conceived as the possibility
of establishing relationships between disciplines, rescuing the sense of totality, breaking
disciplinary enclosures to allow organizational articulations between separate disciplines
and building integrationist models beyond disciplines. Interdisciplinary in the International
Business Administration Program would materialize in the theoretical, research and
methodological interrelationships between the training areas that make up the curricular
structure, as well as the organization of activities that allow the development of interactions
between students of the different programs offered by the Universidad Pontificia Bolivariana.
Likewise, the Professional in International Business Administration, expert of the
globalized context of his field must understand interdisciplinary also as interculturality of
the different countries, which can generate greater complexity and competitiveness to his
capacity to develop the activities of his program and giving account of the professional
profile that is required.
Similarly, the development of the study plan and the investigative exercise allow the
construction of global citizenship through transversal training elements that complement the
solid training in the fundamentals. Aspects of administration, law, economics, international
relations, allow to adequately involve integrality as an important part of the curriculum, which
must be understood as a constant project of construction by all the educational sectors.
Within the construction of global citizenship, it is essential to study within the Faculty
of International Business Administration the level of knowledge of the students of the
program regarding the incidence of the intercultural factor and thus propose new processes
in which cultural competence is a key issue for the study of the different areas of international
business administration.

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 Additionally, research as a transversal axis in the program, establishes favorable
conditions to train in and for research; creativity and innovation from the understanding of
the problems of training. Research in the School of International Business Administration
is developed through the research group GRICANI and the research group SIGI, linked
together by research lines.
Research in the program responds to the marked trend towards globalization of
regional and national companies to face new managerial challenges. Likewise, each of the
opportunities offered by this trend and the multiple free trade agreements with Colombia,
require professionals who advocate for the social and economic development of the region
and who are prepared to face the challenges that arise in the dynamic and changing
environment of international business.
To achieve this, their skills are clearly identified especially in the management
and research of topics such as: globalization, international trade of goods and services,
international economic integration, market expansion, finance and international, cultures
and negotiation, which are found in the Program’s Curriculum.
The production and impact that has been developed from these components refers
to projects, knowledge production and knowledge management; as well as the production of
articles, book chapters, papers, posters, and other means of dissemination. Additionally, it
has been developed through research networks, agreements and extension projects, which
have functioned transversally to this research structure of the program.
The students of the School of International Business Administration are related to
research through participation in the SIGI International Management Research Group. The
achievements of the SIGI seedbed are related to the great scientific production carried
out in the period between 2014 and 2021 where the development of 27 research projects
in the period between 2014 and 2021 stands out, where 70 students from the Faculty of
International Business Administration participated. Three of these projects qualified for the
international RedColsi and one of them obtained external funding from the Ministery of
Sicence Waves Program.
Similarly, the researchers of the seedbed and have published 8 book chapters
resulting from research conducted in recent years, and have made 41 presentations at
national and international conferences, highlighting those held in Abu Dhabi (United Arab
Emirates), Monterrey (Mexico), San Jose (Costa Rica) and Cancun (Mexico) where the
results of research conducted by students of the program have been socialized.
Finally, global citizenship is built through international agreements and networks
to which the program is effectively affiliated. The International Business Administration
Program has several agreements and international networks. Regarding the agreements,
the following can be highlighted. In Germany: Fachhochschule Münster, Hochschule
Bremen,Flensburg Universitat,Fachhochschule Kempten,Hochschule schmalkalden
university,University of Konstanz; In Argentina: Universidad Nacional de Quilmes,

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 Universidad del Salvador, Universidad de Congreso, Universidad Privada del Valle; In
Brazil: Universidade Sao Paulo,Universidad Federal de Santa Catarina,Universidad Federal
de Pernambuco,Pontificia Universidade Católica do Río de Janeiro. In Chile: Universidad
de Valparaíso and Universidad Central de Chile. In Spain: Universidad San Pablo CEU,
Universidad de Nebrija, Universidad de Alicante, Universidad de Málaga. In Mexico:
Universidad Nacional Autónoma de México, UNAM, Universidad de Guadalajara, Instituto
Tecnológico de Estudios Superiores de Monterrey, Universidad Autónoma del Estado de
México, Universidad Autónoma de Yucatán. Autonomous University of Sinaloa. Instituto
Tecnológico de Estudios Superiores de Occidente, ITESO, Colegio de la Frontera Norte,
COLEF, Universidad Autónoma de Guadalajara, Universidad del Valle de Atejamac, UNIVA,
Universidad Regional del Norte, Universidad Latinoamericana. Universidad Iberoamericana
de León. In Peru: Universidad Científica del Sur, Universidad Peruana Unión, Universidad
Privada Antenor Orrego, Universidad Privada del Norte, Universidad Nacional del Centro del
Perú. In Puerto Rico: Universidad Interamericana de Puerto Rico and Pontificia Universidad
Católica de Puerto Rico.
Likewise, global citizenship is built through courses shared with other universities:
through agreements signed through the Office of International and Inter-Institutional
Relations, students have the opportunity to attend courses at other national and international
universities with which they have agreements in force.
The above can be summarized in the following table:

Competencies Activities
Collective Identity • Comparison of the teaching of disciplines in different countries.
• Study of the history of the country and other countries of the world.
• Conversation on issues such as diversity and discrimination
World Problems • Study of the Sustainable Development Goals.
• (SDGs) Identification of the SDGs that can be addressed from the discipline.
• Competition to propose solutions to global problems.
• Building a world scenario after COVID-19
Systemic and • Development of interdisciplinary academic or research projects.
Critical Thinking • Development of inter-institutional academic or research projects.
• Making critical and respectful judgments on national and international social
and environmental policies.
Interculturality • Participation in an international learning community. Learning other
languages.
• Role-playing for the solution of world problems assuming the perspectives of
different cultures and geopolitical interests.
• Offer of mirror classes with professors from foreign universities.
• Discussion on the different theoretical approaches to global citizenship.
• Presentations by incoming international mobility students.
Collaborative • Formation of study groups with collaborative work rules.
Work • Elaboration of a coexistence manual.
• UN and OAS Multicampus Model
• OAS UPB Model
Table No. 3 Global citizenship building activities in the School of International Business Administration of
the Universidad Pontificia Bolivariana
Own elaboration

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 CONCLUSIONS
Global citizenship within the International Business Administration program is built
through various academic activities such as the integration of training processes to the
cultural, social, economic, political, historical, scientific and technical spaces of the city, the
country and the world; as well as with the implementation of explicit complementary training
experiences such as Free Curricular Activities, the Practice of Sports and Competence in a
Second Language and research competencies.
Similarly, the development of the study plan and the research exercise allow the
construction of global citizenship through transversal training elements that complement
the solid training in the fundamentals. Research in the program responds to the marked
trend towards globalization of regional and national companies to face new managerial
challenges. Also, each of the opportunities offered by this trend and the multiple free trade
agreements with Colombia.
Finally, global citizenship is built through international agreements and networks
to which the program is effectively affiliated. The International Business Administration
Program has several agreements and international networks. Likewise, global citizenship
is built through courses shared with other universities: through agreements signed through
the Office of International and Inter-institutional Relations, students have the possibility
of attending courses in other national and international universities with which they have
agreements in force and the participation of the main negotiation models in the world such
as the National Model of United Nations and the Washington Model of American States.

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