ABSTRACT
Changes in the curriculum in major universities can be understood in relation to global shis in society, politics, economics and education. In the competitive global knowledge economy, nations and institutions compete to attract the best and brightest sta and students. ere is a worldwide trend toward mass enrolment in higher education, knowledge and skill specialisation, and credentialing. Employers expect, and oen require, students to graduate with various skills, attributes and aspects of knowledge, many of which did not exist a generation ago. Many universities have restructured, reconceptualised or reviewed their curriculum to compete for high achieving students, recruit international students and provide all students a more globally oriented student experience. is chapter explores a series of broad curriculum models, or orientations, in the context of globalisation, and resulting issues of intellectual and practical coherence and curriculum structures.
