THE SaPGL Process

The work of engaging students as partners in global learning (SaPGL) is necessarily innovative and open-ended in intent. It needs to create spaces for students and staff to engage imaginatively and critically with the key concepts, ‘students as partners’ and ‘global learning’ and to explore how they might together foster global learning in their own context.

The development of the SaPGL Process was informed Critical Participatory Action Research (CPAR), and Leask’s process model for Internationalisation of the Curriculum in Action , which involves five phases: reviewing, imagining, planning, enacting, and evaluating.

Supported by a Roundtable, Workshop, Symposium, and a community of practice, student-staff partnership teams worked through the five phases as they co-developed new global learning practices throughout the course of one year. Questions were used as prompts for discussion and reflection at each phase. These questions were refined following observation and feedback.

As the Fellowship examples indicate, the SaPGL Process is equally applicable to projects in the formal and co-curriculum, in programs at home and abroad.