ABSTRACT
This chapter discusses the societal context of higher education internationalisation, the competences needed to internationalise curriculum development and delivery, and the different factors that should be considered in this development process and in the iterative evaluation and revision of academic practices. The model includes the critical role of lecturers and students in the co-creation of this opportunity and in the delivery of employable, globally and interculturally competent graduates to society. Student engagement may, however, be influenced by a student’s previous international experiences and other personal characteristics, e.g. cultural background, fluency in the language of instruction, or age. Frequency, timing, and appropriateness of feedback are examples of lecturer engagement, while international teaching competences may be operationalised for instance by the relevant teaching qualifications or the years of experience with teaching in the international classroom.
