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Results indicate that study abroad experiences organized through the program are viewed as the most important driver for students’ global identities and their enactment of cosmopolitan ideals. The paper situates cosmopolitanism in relation to education, discusses conceptions from key scholars, and outlines students’ perceived attributes of global citizenship within the program context.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/study-abroad-and-development-of-global-citizen-identity-and-cosmopolitan-ideals-in-undergraduates/600573/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/study-abroad-and-development-of-global-citizen-identity-and-cosmopolitan-ideals-in-undergraduates/600573.png","ImageObject",300,407,{"name":92,"@type":93},"OmBimo","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study examine regarding undergraduates?","Question",{"text":112,"@type":113},"It examines students’ perceptions of how global citizen identity develops within an undergraduate global citizenship program, and which aspects students believe contribute to that growth.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which program element do students view as most important?",{"text":117,"@type":113},"Students perceive organized study abroad experiences—gained through program planning—as the most important element in developing global citizen identities and cosmopolitan ideals.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the paper describe the global citizen based on student responses?",{"text":121,"@type":113},"Students describe a global citizen as engaging in activism, being open-minded and respectful toward other cultures, pursuing knowledge and understanding, feeling part of the human community, and having awareness of connections between local and global issues.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600573,1792165481,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893581,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Study Abroad and Development of Global Citizen Identity and Cosmopolitan Ideals in Undergraduates  \nKaren Hendershot  \nLehigh University  \nJill Sperandio  \nLehigh University  \nThis paper reports selected results from a broader study which focused on determining students’ perceptions ofthe development of their global citizen identity within the context of an undergraduate global citizenship program, and what students believed were aspects of the program that contributed to this growth. Findings suggest that experiences with other cultures and places gained through program-organized study abroad were perceived as being the most important element in developing students’ global citizen identities and practice of cosmopolitan ideals.  \nToday’s increasing focus  \nindividual and societal  \non the phenomenon of globalization has revived discussion about responsibilities. Scholars and academics, including those in higher  \neducation in the United States, are re-examining the philosophical origins of social constructs that appear to be grounded in principles deriving from those of the ancient Greek Stoics, especially those which contributed to early notions of cosmopolitanism. They are exploring how these concepts relate to contemporary life. These discussions are exemplified inNussbaum’s 1996 work, For Love of Country: Debating the Limits of Patriotism, and contrast political citizenship, in which the citizen has a distinct, bounded, legal affiliation with a geographical state or locality (Dower, 2003), with the move toward a universal moral order (Fujikane, 2003; Benhabib, 2006) .  \nCosmopolitanism as it is received today is a concept which has several meanings. Nussbaum (1996) wrote “... we should make all human beings part of our community of dialogue and concern, base our political deliberations on that interlocking commonality, and give the circle that defines our humanity special attention and respect (p.9).” Extending that conception, Appiah (2006) stressed that while we should seek to come to an understanding that we share a common humanity, we must also recognize the legitimacy of differences – both among people and among different cultures. Others (Benhabib, 2006) go so far as to envision a world order, or even a global or super-national government based upon cosmopolitan norms.  \nAgainst this backdrop, educational leaders must consider that 21st century students have to prepare to live and work in an increasingly complex world. An educated person may need to develop the knowledge base, skills, and attitudes required to function in and contribute to a global society. Schools, colleges, and universities in the United States are developing specialized curricula designed to educate for global citizenship.1 Therefore, it is appropriate at this time in history to reconsider the meaning of cosmopolitanism ideals and their relationship to the practice of global citizenship.  \nNussbaum (1996) writes that in a cosmopolitan education students would be taught that they are citizens of the world, which they share with other human beings. What, then, is a global citizen?  \n© 2009 Current Issues in Comparative Education, Teachers College, Columbia University, ALL RIGHTS RESERVED Current Issues in Comparative Education, Vol. 12(1): 45-55.  \nK. Hendersot and J. Sperandio  \nData gathered directly from students in this study suggest they perceive a global citizen to bethe following: one who engages in activism; is open minded and accepting of other cultures in a respectful, tolerant and non-judgmental fashion; pursues knowledge and seeks understanding; feels part of the human community; and possesses a sense of awareness, which includes not only self-awareness, but also awareness of the interconnections between local and global issues and of the impact of one’s actions on the world.  \nThese findings derived from a doctoral dissertation which examined undergraduate students’perceptions of their global citizen identity development within the con","cbCaimBzQHRQwbMP","https://ap.wps.com/l/cbCaimBzQHRQwbMP","pdf",176390,11,"English","# Overview of the study and key findings\n## Conceptual foundations: globalization, citizenship, and cosmopolitanism\n## Defining the global citizen through student perceptions\n## Program context and curriculum structure","[{\"question\":\"What does the study examine regarding undergraduates?\",\"answer\":\"It examines students’ perceptions of how global citizen identity develops within an undergraduate global citizenship program, and which aspects students believe contribute to that growth.\"},{\"question\":\"Which program element do students view as most important?\",\"answer\":\"Students perceive organized study abroad experiences—gained through program planning—as the most important element in developing global citizen identities and cosmopolitan ideals.\"},{\"question\":\"How does the paper describe the global citizen based on student responses?\",\"answer\":\"Students describe a global citizen as engaging in activism, being open-minded and respectful toward other cultures, pursuing knowledge and understanding, feeling part of the human community, and having awareness of connections between local and global issues.\"}]","Study Abroad and Development of Global Citizen Identity and Cosmopolitan Ideals in Undergraduates | PDF",1792090966,28]