ABSTRACT
This research aims to assist researchers and practitioners to integrate internationalization principles into the formal and informal curricula of higher education so that university graduates possess the knowledge, skills and attributes of a ‘global citizen’. Internationalization has been defined in the literature as ‘the process of integrating an international, intercultural or global dimension into the purpose, functions or delivery of post secondary education’ (Knight 2003: 1). Although definitional approaches vary widely among scholars (Francis 1993; Knight and de Wit 1995), there is general academic consensus that successful internationalization involves the integration of three interrelated aspects: ‘international’ (relationships between and among nations), ‘intercultural’ (interaction between cultures within countries, communities and institutions; the ‘at home’ aspect of the process) and ‘global’ (worldwide scope). Within this framework, internationalization involves a culmination of strategies to embed an international, multicultural and/or multilingual dimension into curricula and pedagogy, extracurricular activities, research, community and organizational policies and management systems. When designed and delivered successfully, a fully internationalized curriculum enriches the emotional, attitudinal, cognitive and behavioural elements of learning. Moreover, it builds the human and social capital that an inclusive educational institution — and the global community more broadly — requires for long-term social cohesion, economic prosperity, political stability and environmental sustainability.
