How Higher Ed Can Prepare Students to Be Globally and Culturally Competent

We live in an era with an increasing need for globalization and cultural diversity. Our society finds itself at an inflection point, particularly as we consider the threat of cultural insensitivity and a diminishing appreciation for diverse perspectives. Global and cultural competence are essential for individuals and organizations alike.

Modeling civility, awareness, and respect for diverse backgrounds and perspectives in an increasingly interconnected world is a social, academic, and moral obligation for today’s higher education institutions. The new imperative for higher education must focus on embracing and delivering culturally sensitive and competent curricula that prepare learners for a more pluralistic society.

The United States population is more diverse than it was in 2010. Since then, we have seen similar trends of racial and ethnic diversity on college campuses, with roughly 40% of undergraduates identifying as students of color.

International student rates have also grown exponentially over the last 40 years, with colleges collectively serving more than a million international college students during the 2022–2023 academic year. Greater racial and ethnic diversity in our country, and the cascading transformation to the composition of college campuses and our workforce, require greater attention to prepare students on how to navigate today’s job market empathically and competently.

But what does global and cultural competence really mean?

Defining Global and Cultural Competence and Their Challenges

First, it is important to note that "culture" and "diversity" are not synonymous. Culture can be described as a set of behaviors, thoughts, norms, and beliefs that are learned and passed on through social interactions, not genetic predisposition. Diversity describes the heterogeneous nature of a given context (e.g., society, organization, etc.).

Second, diversity extends far beyond racial and ethnic identities. In fact, diversity is far more complex than racial and ethnic identity alone and requires us to consider the intersection of identities in a more comprehensive manner (e.g., race, ethnicity, gender, sexuality, etc.).

Finally, while there are helpful frameworks to consider, the idea of global and cultural competence is not absolute. It can be subjective and difficult to measure.

How Higher Education Can Teach Global and Cultural Competence

So, how can higher education prepare students to be globally and culturally competent?

The first lesson in global and cultural competence is rooted in valuing humanity and working to bridge our differences. For too long, social constructs have done more to divide than unite us. Helping students understand our shared humanity can create a powerful bond and sense of kinship that can transform and strengthen our society and workforce.

And before we can help students understand the importance of bridging their differences, we must also help students recognize their unconscious and implicit biases. This is true of educators, too. Authentic reflection compels us to unpack how we approach decision-making and interactions with each other. This process of self-examination and exploration is an essential skill and mindset we must model, to help our students learn.

To recognize our collective unconscious and implicit biases, academic institutions must create “safe spaces” free from judgment that allow all perspectives to be explored and discussed. Safe spaces need to be brave spaces where difficult, or what we’ve embraced at National Louis University, as “courageous conversations,” can occur.

Finally, academic institutions must continue to find ways to integrate and embed these concepts into their curriculum and programming. Preparing students for a more diverse and interconnected world is critical to the vitality of society and our economy. As we build capacity and expertise in these practices, we help our students become more emotionally intelligent and prepared to be globally and culturally competent individuals and professionals.

I like to believe we can accomplish more together than when we are divided. As our world continues to change, so must our roles as educators and our responsibility for creating academic environments that model the world in which we live, learn, and lead.