Cultivating cosmopolitanism and promoting belonging in Scottish higher education internationalisation

Background: In the contemporary world, characterised by unprecedented mobility and interconnectedness, educators play a critical role in shaping student experiences and a sense of belonging within higher education (HE). This paper examines the multifaceted relationship between educators' professional identity, the internationalisation of Scottish HE, and Ulrich Beck's concept of cosmopolitanism (Beck, 2007; Beck and Sznaider, 2010). Drawing on insights from Beck’s cosmopolitan theory, this paper explores how educators navigate their professional identities in response to the challenges and opportunities presented by the HE internationalisation.

Method: Using a qualitative approach, this paper examines interviews with educators representing diverse disciplinary backgrounds and from three Scottish HE institutional contexts. It seeks to clarify how educators perceive and negotiate their roles within cosmopolitan learning environments, where individuals from varied backgrounds come together. Central to this examination is an exploration of how educators' professional identities are shaped by their adherence to cosmopolitan values such as openness to diversity, intercultural competence, and a commitment to global citizenship education.

Results: The findings deepen our understanding of educators' roles within the globalised HE context. They shed light on how Scottish educators perceive and negotiate their roles amidst the challenges and opportunities posed by HE internationalisation, and how these perceptions shape their contributions to the global HE landscape.

Implications: This interdisciplinary analysis offers insights that can inform policies and practices aimed at cultivating cosmopolitanism and promoting a sense of belonging within HE institutions, thereby enriching the educational experiences of students and preparing them to thrive in an interconnected world.