ABSTRACT
This chapter outlines ways of developing an institutional approach to internationalisation of curriculum. The development of curriculum to take account of internationalisation has been driven, for the most part, by teachers ‘at the chalkface’ confronting a variety of issues. Such issues have been occasioned by universities expanding their ‘on-shore’ international student numbers, by expansion to offshore campuses and partnership arrangements, by the growing diversity of the domestic student cohort and by the general desire to have curriculum keep pace with the issues and concerns provoked by internationalisation. At some point, therefore, universities as institutions have come to realise that an overall approach to internationalisation of the curriculum may be desirable in guiding the efforts of staff confronting such issues in the everyday context of the classroom.
The need to explain why internationalisation of the curriculum is an important issue, and an especially important one for an organisation such as a university, is a primary requirement that needs to be in place prior to the systematic development of strategies. Academics generally require compelling reason and argument before accepting any institutional strategy. So too do students, and articulating a compelling reason for the development of students who will be better equipped to face the modern world is another aspect of the rationale for internationalisation.
