A cross modular approach to internationalisation of an education curriculum in a British University

Abstract

Internationalisation is asserting an influence on the higher education sector globally. The definition for internationalisation is contested (de Wit, 2011; Whitsed & Green, 2013). However, the scope and broad meanings associated with internationalisation are less so. Due to increased student and staffmobility, there is an increasing pressure on universities to develop internationalised curricula (Leask, 2001). Consequently, this has raised issues for academics responsible for internationalising their curricula, such as, adapting curricula to the local and global demands, meeting academic standards and ensuring quality assurance (Smith, 2010). What is clear from a survey of the literature related to internationalisation of the curriculum (IoC), is that there appears to be some distance still to travel towards an understanding of what it means to internationalise a curriculum in practice.