What is Locally & Globally Connected?

Locally and Globally Connected is the fourth Griffith University course design principle and standard. The Course Design Standards inform the choice, design, and alignment of learning outcomes, learning activities, and assessment tasks, plus learning environments and resources / tools, across all of our courses at Griffith University.

The principle states that the design of our learning experiences and environments will be infused with the partnerships and perspectives of the wider context of work, culture, society and professional practice, so that our students are actively engaging with, and meaningfully contributing to, the world outside of university.

What does a Locally and Globally Connected course look like?

At Foundational level, courses should be informed by industry and professional standards and input from partners.

Students will have opportunities for career development learning, including learning from industry and community partners. They will also be exposed to, and learn from, diverse cultural and social perspectives.

At Enhanced level, courses will incorporate activities and/or assessment designed and/or conducted in partnership with industry and/or community stakeholders and students (e.g., professional associations, peak bodies, alumni).

There should be opportunities for students to engage with and learn from industry, professionals, community representatives and/or clients directly (e.g., mentors, informational interviewing, brief field visits, industry-speakers, clients’ stories and case studies).

Students should have the opportunity to contribute through inquiry and action (e.g., undertaking collaborative projects, presentation of assessment outcomes to industry and community stakeholders).

The course should include opportunities for engaging with contemporary ‘local and global challenges’ through a range of disciplinary-relevant means (e.g., projects). It should include opportunities for trans-disciplinarity, boundary-spanning and exploring different ways of knowing (e.g., cross-disciplinary and/or transdisciplinary projects, inter-professional contact and/or collaboration, working in multi-disciplinary teams).

What digital tools can be leveraged?

Introduction statement.

  • Linkedin, Twitter & other social media to connect with broader communities of inquiry
  • Video-conferencing to access international expertise
  • use of digital resources (e.g., YouTube clips, TED talks) that reflect international experiences or perspectives

Course Design Standards


We infuse our learning environments with the partnerships and perspectives of the wider context of work, culture, society and professional practice so that our students are actively engaging with, and meaningfully contributing to, the world outside of university.

Why are Local and Global Connections important in course design?

Students in courses that are intentionally connected to a broader context or ecosystem are more likely to experience their learning as relevant, form stronger professional identities and career-supportive relationships and networks, and are better able to negotiate and manage differences of perspectives.  

Examples of Local and Global Connectedness

  1. Partnership in design: Curriculum which is industry and community engaged and infused and collaboratively developed with relevant partners
  2. Partnership in delivery:learning and teaching that is delivered (e.g., guest lectures, mentoring, assessing, networking) with the active participation of diverse voices (e.g., alumni, industry, community) 
  3. Industry-connected educators: University educators who are actively connected and engaged with their industry and profession 
  4. Making connections between elements of the program: Opportunities for cross-course and program integration (e.g., providing links between courses and the wider program for coherent and cumulative understanding
  5. Transdisciplinary learning: Opportunities for boundary-spanning and exploring different ways of knowing (e.g., cross-disciplinary/transdisciplinary projects, inter-professional contact and collaboration, working multidisciplinary teams
  6. Diversity and cultural capability:Opportunities for students to have contact with and/or collaborate with people and cultures different from themselves 
  7. Experiential immersion:Opportunities for experience and reflection beyond the classroom (e.g., virtual or actual work-related experiences, internships and externships 
  8. Networking and social capital: Opportunities to work with, learn from and contribute to industry and community
  9. Engaged perspectives: Learning opportunities where students engage with the ‘local and global’ challenges of our times (e.g., climate change and sustainability, social inclusion, technological and economic disruption, bioengineering, etc.) through means such as dialogue beyond the classroom, projects and digital activism.

Where could I learn more?

Learning Futures offers a series of ‘getting started’ seminars and workshops that will help you to interpret the Standards for your learning context. You can find out more and sign up at…<insert link>

You can also try the course design self-reflection tool , which aims to assist you to analyse your course development needs using the Standards, and will recommend targeted resources and opportunities to help.

Specific resources relating to Standard 4 are available at:

Ruth Bridgstock’s National Senior Teaching Fellowship resources are of relevance in designing and delivering a connected course. You can access them at graduateemployability2-0.com