Citizen Diplomacy: A Principle-Based Conceptual Framework for Enhancing Global Learning in Higher Education

Abstract

Global learning has been a defining feature of higher education in the United States since the onset of globalization and its demand for a global workforce. Despite its significance for student learning, the application and practice of global learning across higher education institutions (HEIs) remain challenged by its conceptual ambiguity and unclear requirements across individual institutions. This conceptual limitation has given rise to shifting institutional support of key global programs, resulting in uneven student success and preparation for global learning outcomes (GLOs). The current theoretical study examines the conceptual challenges and derivative effects surrounding the notion of global learning, employing a qualitative review methodology to analyze and assess contemporary literature on the core concepts, foundational ideas, and conceptual barriers that have shaped its epistemology. Following this discussion, the article proposes a principle-based framework to overcome and enhance the current approach to GLOs, drawing on the concept and principles of citizen diplomacy. The article argues that the three pillars of citizen diplomacy–reciprocity, relationship-building, and the search for common ground–offer a more cohesive framework, given their relevance, utility, and best practices for global learning in HEIs.