ABSTRACT
There have been many developments within higher education over recent years that are directly attributable to effective internationalization reforms. Strategies and mission statements abound, committees have been established and in many institutions the ‘international strategy’ primarily focusing upon international student recruitment has been replaced by ‘internationalization strategies’ covering every service within the university. However, despite these developments and the helpful reviews of provision that such change encourages, questions remain about the consequences of conflating the ‘internationalization’ of ‘higher education’ with ‘curriculum’ and the epistemological implications of that.
