Experiences of creating internationalized curricula through global health programs at the university of saskatchewan

Abstract

Over the past 15 years, academic institutions have been adjusting their policies and programs in attempts to engage students and faculty with an increasingly globalized world through internationalization. In contrast to many other countries, internationalization in the Canadian university sector demonstrates a high degree of local institutional autonomy (Shubert & Trilokeker, 2009). As such, models for internationalization and approaches to internationalising curricula can and do vary across and within universities and faculties. The majority of the schools and faculties of the University of Saskatchewan (UofS) for example, operate under a more mainstream market-driven approach to internationalization, while the College of Medicine1 internationalisation process uses a social transformation approach (Hanson, 2010).