An investigation into best practices in internationalizing curricula

The number of international students at UCA has doubled since last academic year. With the targets for international recruitments moving ever higher, additional opportunities for international students to study at UCA have been created through short courses, exchange and transfer opportunities along with the development of UCA course franchises with partnership universities. As a result, there has been a growing interest in the significance of an international curriculum, but the struggle to define its purpose, meanings and practices among academics continues. The majority of advice on designing internationalised curricula guide university practitioners with long lists of dos and don’ts.

However, what seems to be missing are the insights which transcend the arguably overused terms. In order to provide a deeper understanding, there is a need or a broader perspective on the curriculum ­– one not limited to international students but concerned with offering an international learning experience to all working in the higher education (HE) landscape of internationalisation. In an attempt to investigate the ‘internationalisation of curriculum’, this review of a larger case, including broader aspects of internationalisation will shed light onto several relevant popular theoretical frameworks, provide UCA staff and students’ insights on the issue and, make a number of recommendations.