ABSTRACT
Internationalisation is often described as a positive force in higher education by educators and policy makers. It is seen as important in preparing graduates for participation in an increasingly globalised society, the creation of an ‘open, tolerant and cosmopolitan university experience’ (Kalantzis & Cope, 2000, p. 31) and the development of ‘the cultural bridges and understanding necessary for world peace’ (Larkins, 2008, p. 25). The internationalisation agenda in higher education is seen as one of international, national, institutional and personal significance based on reciprocal relationships and a ‘flow of knowledge and cultures across national boundaries’ (Slethaug, 2007, p. 5).
