The next few years represent a critical moment for universities. Around the world there is increasing interest in understanding how universities can train students to become global citizens. However, many people wonder - what is meant by the term "global citizenship"? A useful perspective on global citizenship is provided by the "Profile of a Service-Learning Programme in India" which explains that: "Those who live in the 21st century will have dual citizenship---one, each person's national citizenship and the other the global citizenship. The former is a legal status represented by documents such as the passport while the other is more a set of personality traits, attitudes and values operating in the relationships with peoples of other cultures and countries." The key point illustrated by this quote is that global citizenship transcends nation-state boundaries. It requires an open mind, dedication and experience to develop certain attitudes, values and acquire skills for participation. The premise here is that higher education today can contribute to the public good by training more global citizens who enter society not only with technical know-how, but also with cultural awareness, a strong sense of civic responsibility and the skills needed to participate as active citizens in a globalized world. The development of the global citizenship agenda in higher education is becoming more common across North America, the UK and Asia. Much of the original thinking about global citizenship education and many innovative practices in global citizenship education in universities have emerged out of the US. Within the UK many universities are substantially engaged in broader internationalisation efforts and boast very diverse student enrolments. It is therefore not surprising that within the UK there is increasing receptivity to the global citizenship agenda in higher education. In the case of Asia, Hong Kong universities are undergoing massive restructuring of their undergraduate degree programmes - moving from a three-year to a four-year undergraduate degree programme that offers more opportunities for international and multidisciplinary curricula. The changes in higher education in Hong Kong are underpinned by greater focus on general education and the integration of civic engagement and global citizenship into the curriculum. It should be noted that Hong Kong is of particular interest given their current investment in redesigning the undergraduate curriculum, but we are also seeking to include practices in Taiwan and mainland China as they too are undergoing curricular change and are looking to internationalise their curriculum. Our project proposes to bring together top scholars and practitioners from Europe, Asia and North America to comprehensively explore the existing pedagogical theories and models that are guiding universities' focus on developing students as global citizens. The participation of researchers from a diverse array of countries will culminate in a three-day symposium to explore how universities are promoting global citizenship and analyse what research is needed to guide the future development of the concept in higher education. This networking project will provide a unique opportunity for researchers and practitioners to investigate: o How is global citizenship conceptualised in universities and how can general education foster the development of citizen scholars? o How do existing pedagogical theories and models promote global citizenship and how can their effectiveness be measured? o How are universities attempting to better prepare students to be global citizens who will compete in a global marketplace? o What further research is needed to inform future higher education policymaking? All of these questions will be posed with the intent of developing a coherent and meaningful programme for future comparative research on global citizenship policy and practice.