Even as an increasing number of universities commit to producing graduates possessing the attributes of "a global citizen", discussions between academics suggest it is common practice to design programme outcomes which include the attribute of global citizenship without advancing discussion as to ways of embedding them in deeper learning. This presents a potential risk of defaulting to "empty rhetoric" when trying to meet institutional agendas relating to graduate attributes. To address this issue, this paper opens up discussion about how to assess global citizenship within and across disciplines by offering an example of a four-step method. To support a further goal of framing global citizenship in contemporary Higher Education Institutions as an object of pedagogic and social theory, emergent findings of a discourse of interculturality in student work are presented. Findings serve to identify the ways in which students articulate the contested concept of interculturality, a key attribute of the "global citizen".