Global Competency (Certificate)

Curriculum Guideline

Effective Date:
Return to Program
Print Guideline
Program Code
CTGCC
Discontinued
No
Program
CTGCC
Faculty
Language, Literature & Performing Arts
Department
Global Learning Global Citizenship
Credential Type
Certificate
Transcript Title
Global Competency Certificate
Date of First Offering
Start Term
202230
End Term
202320
Credential
Certificate in Global Competency
Length of Program
Self-paced
Credits
15.00
Admissions Requirements

Applicants must meet the admission requirements listed below:

 

Curriculum Framework

Graduation Requirements

Academic Requirements:

  • Successful completion of 15 credits of coursework:
    • 12 credits of coursework deemed GCC eligible (see list of GCC-eligible courses below and notes 1,2), and
    • 3 credit global citizenship course: GLGC 1101 or equivalent (3 credits) (note 3)
  • 50% (7.5 credits) of all coursework must be completed at Douglas College

Non-academic Requirements:

  • Completion of a GCC-eligible international and/or intercultural learning experience (see list of GCC-eligible experiences below)

 Notes:

1.     Global competency courses are designated as “GCC-Eligible” on the curriculum guideline

2.     No more than 6 credits from a language or intercultural communications courses.

3.     Global citizenship courses are designated as “GCC-Citizenship” in the course description.

 

List of GCC-Eligible Courses

Applied Community Studies

  • CFCS 1112 Working in Communities
  • CFCS 1142 Introduction to Aboriginal Child, Youth and Family Practice
  • CFCS 2332 Strengthening the Family Spirit - Working from Aboriginal Perspectives with Elders' Teachings
  • CFCS 2432 Understanding Indigenous Perspectives and Experiences
  • CFCS 3040 International Service Learning Experience
  • CFCS 3900 Perspective in International and Community Development
  • CSSW 1100 Introduction to Social Work Practice
  • CSSW 1122 Interviewing and Counselling Skills
  • CYCC 1142 Introduction to Aboriginal Child and Youth Care Practice
  • CYCC 2452 Enhancing Resilience in Aboriginal Children and Youth
  • INTR 1102 Allyship and the Deaf Community
  • INTR 2110 Positionality in the Deaf Community
  • INTR 2201 Deafhood: Pathways to Identity & Diversity 
  • THRT 2306 Inclusive Leisure Practice
  • THRT 3601 Community Development Concepts and Applications in Health and Social Services

Commerce and Business Administration 

  • BLAW 3700 Fundamentals of International Trade Law
  • FINC 3305 International Financial Management

Health Sciences 

  • NURS 3315 Leadership: Partners in Health Promotion
  • NURS 3411 Nursing Art & Science: Vulnerable Populations
  • NURS 3415 Applied Nursing Ethics, Leadership and Moral Courage
  • NURS 4515 Leadership: Influencing Health Care Reform
  • PNUR 2171 Family Health Promotion of Psychiatric Nursing Practice
  • PNUR 2285 Psychiatric Nursing in Addictions and Mental Health
  • PNUR 4501 Psychiatric Nursing Leadership and Management 
  • PNUR 4562 Psychiatric Nursing Clinical Practice IV (Episodic and Complex Health Challenges)
  • PNUR 4572 Psychiatric Nursing Community Concepts 

Humanities and Social Sciences

  • ANTH 1100 Introduction to Social & Cultural Anthropology
  • ANTH 1101 World Prehistory: Ancient Peoples and Places
  • ANTH 1130 The Anthropology of Religion
  • ANTH 1160 Indigenous Cultures of Canada
  • ANTH 1170 Anthropology in Developing Countries
  • ANTH 2020 Visual and Sensory Anthropology
  • ANTH 2220 Anthropology of Healing
  • ANTH 2230 Ecology and Culture: Global Diversity and Inequality
  • ANTH 2240 The Anthropology of Gender and Sexuality
  • ANTH 2250 The Anthropology of Music
  • HIST 1101 History of World Societies, 3000 BCE to 1500 CE
  • HIST 1102 A History of World Societies, 1500 to 1914
  • HIST 1103 World History, 1900 - 1945
  • HIST 1104 World History Since 1945
  • HIST 1105 Global Issues in Historical Perspective
  • HIST 1113 Canada Before Confederation
  • HIST 1114 Canada After Confederation
  • HIST 1120 Modern Africa
  • HIST 1125 The Modern Middle East
  • HIST 1140 American History: An Introduction
  • HIST 1155 Asian History: An Introduction
  • HIST 1165 Health and Medicine in History
  • HIST 1170 Global Indigenous Histories
  • HIST 2201 Early Modern Europe
  • HIST 2206 History of the British Isles
  • HIST 2210 History of British Columbia
  • HIST 2215 Canadian Lives: An Introduction to Social and Cultural History
  • HIST 2250 Modern China: An Introduction
  • HIST 2252 Modern South Asia: An Introduction
  • HIST 2260 Women, Gender, and Sexuality in Canada, 1600-1870
  • HIST 2261 Women, Gender, and Sexuality in Canada, 1870 to the Present
  • HIST 2270 History of Indigenous People in Canada
  • HIST 3300 The Atlantic World: Africa, Europe and The Americas, 1500 - 1900
  • HIST 3305 Europe Since 1945
  • HIST 3306 Modern Germany: From 1871 to the Present
  • HIST 3315 Canada Since 1945
  • HIST 3325 Immigration, Diversity and Multiculturalism in North America
  • HIST 4480 The Holocaust in Modern Memory
  • INST 1100 Introduction to International Studies

Language, Literature and Performing Arts 

  • CMNS 1104 Foundations of Intercultural Communication
  • CMNS 1217 Intercultural Communication in the Workplace
  • CMNS 1220 Communication and Social Change
  • CMNS 2200 Global Media and Communication
  • CMNS 2317 Intercultural Conflict in Interpersonal Relationships
  • GSWS 1101 Contemporary Issues in Gender, Sexualities and Women's Studies
  • LING 1102 Linguistic Diversity and Cultural Diversity

Science and Technology 

  • ENGR 1100 Engineering and Technology in Society
  • SPSC 1105 Introduction to the Study of Sport and Leisure in Society
  • SPSC 2205 Socio-Cultural Aspects of Health and the Body
  • SPSC 2281 Sociological Aspects of Sport
  • SPSC 2292 Introduction to the Administration and Management of Sport, Recreation and Leisure Services
  • SPSC 2381 The Rise of Modern Sport and Physical Education
  • SPSC 5398 Dance Education
  • SPSC 5499 Curriculum Issues: Physical and Health Education

 

List of GCC-Eligible Experiences

  • Belize Field School
  • Greece Field School
  • Iceland Field School
  • Italy Field School
  • Mexico Field School
  • Philippines Field School
  • Scotland Field School
  • Switzerland Field School
  • Wales Field School (Early Childhood Education)
  • Wales Field School (HSS/LLPA)
  • Uganda Field School
  • Hawaii Field Trip (Biology)
  • Disney Work and Learn Program
  • Global Engagement-Approved International Exchange Programs
  • Global Engagement-Approved International Work Co-op Placements
  • Global Engagement-Approved Summer Study Abroad Programs 
  • Japan Hotel School Specialized Academic Program
  • Shanghai Normal Specialized Academic Program

 

Learning Outcomes

Upon completion of the Global Competency Certificate, student will be able to:

 

1) Critically examine global and intercultural issues

Globally competent individuals effectively combine specific knowledge about global issues and localities and critical reasoning to form their own opinions about global issues1.

2) Engage in open, appropriate, and effective cross-cultural interactions  

Globally competent individuals understand a variety of cultural norms, interactive styles and degrees of formality of intercultural contexts and they can flexibly adapt their behavior and communication to suit3.

3) Take action for collective well-being

Globally competent individuals are engaged to improve living conditions in their own communities, the communities of others, and strive to build more just, peaceful and inclusive communities3.

4) Take action for a sustainable environment

Globally competent individuals understand the uneven impacts of human activity on the environment and actively attempt to improve the environment by following sustainability principles and practices.

5) Link local actions and global issues

Globally competent individuals understand global interdependence and effectively connect environment, cultural, political or economic issues to their local context. They understand that their local actions align with specific worldviews and positions on issues such as sustainable development.

 

Global Understanding

Worldviews of others:

Demonstrates understanding of the complexity of elements important to members of another culture in relation to its history, values, politics, communication styles, economy, beliefs and practices2.

Sustainable and inclusive Economies

Demonstrates understanding of sustainable and inclusive economic engagement with human and natural systems and the concept of ecological interdependence3.

Global systems, contexts, and issues:

Analyzes major elements of global systems and issues, including their historic and contemporary interconnections and the differential effects of human organizations and actions, to pose solutions to complex problems in the human and natural worlds3. 

 

Global Competencies

Intercultural communication:

The complex skills and ability that one requires in order to interact effectively and appropriately when dealing with members of another culture; including patience, humility, empathy, tolerance for ambiguity, & target language understanding4.

Perspective taking:

The ability to process, weigh and synthesize a range of cultural, disciplinary, ethical and emotional interests to inform decision making regarding natural and human systems. High importance is placed here on intercultural empathy and personal reflexivity.

Critical thinking:

The ability to systematically think through problematic situations regarding what to believe or how to act. Critical thinking often requires collecting background information, weighing evidence, suspending judgement and using criteria to evaluate options in order to reach a reasoned decision5.

Global self-awareness:

The ability to objectively evaluate the global impact of one’s own and others’ specific local actions on integrated social and ecological systems.


1Adapted from:Organization for Economic Development. (2018). Preparing our youth for an inclusive and sustainable goal. https://www.oecd.org/education/Global-competency-for-an-inclusive-world.pdf 

2Adapted from: AACU Intercultural Knowledge and competence Value Rubric, https://www.aacu.org/value/rubrics

3Adapted from: Michael Jacobs and Mariana Mazzucato (editors), Rethinking Capitalism: Economics and Policy for Sustainable and Inclusive Growth (Chichester, West Sussex, UK: Wiley-Blackwell Publishing, 2016).

4Adapted from: Fantini, Alvino. (2020). Research in Comparative & International Education, Vol. 15(1) 52–61

5Adapted from: Case, R. & Daniels, L. (n.d.). Introduction to the TC2 Conception of Critical Thinking, https://tc2.ca/pdf/About%20Critical%20Thinking/Online%20Articles/Understanding%20Critical%20Thinking/Introduction%20to%20the%20TC2%20Conception%20w_%20new%20copyright.pdf