ABSTRACT
The diverse nature of today’s environment requires highly knowledgeable and skilled people to meet global challenges and there is demand for higher education relevant to a globally mobile workforce by an increasing number of students. In response to the compelling requirements of globalization as well as to demands by a growing population in search of better knowledge and skills or internationally accredited qualifications, institutions of higher learning are under pressure to internationalize their curricula. Furthermore, the increased interconnectedness of the world has resulted in the growing significance of relations among nations, which in turn requires universities to infuse the curriculum with international content. Curriculum internationalization is thus ‘a response to the need to prepare graduates for work in the new reality of a globally interconnected world’ (Jones, 2013d, p. 1).
