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Introduction Educating for global citizenship has become a shared goal of educators and educational  institutions interested in expanding their own and their students' understanding of what it means  to claim or to have citizenship in the twenty-first century. Efforts toward this shared goal are  complicated by the multitude of definitions and conceptualizations that are, at the least,  contested, and in many cases, in significant tension with one another. If the large and globally  interconnected issues of our time, for example, climate change, increasing intensity and extensity  of poverty, and increased militarization, are to be addressed, we are challenged to create  educational institutions that remain relevant to students as they find their place within this global  context. As Chris Shiel (2008) in The Global University: The Role of Senior Managers, states, it  may seem simpler to focus on the economic and competitive aspects of globalization and the  local working contexts than to take a place in addressing the justice/injustice issues before us.  However, universities, along with other institutions and organizations, are beginning to make  explicit their commitments to accept there is a pivotal role for higher education in resolving the  current and emergent global problems.