Introduction

Higher education institutions across the globe are confronted with increasingly varied and sometimes contradicting expectations from the societies in which they are situated. The internationalisation of higher education (HE) is typically seen as an institutional strategy to achieve this. Even as internationalisation is considered a quality driver in higher education, many HE leaders find it a challenge to move the internationalisation process forward in very concrete terms. Concrete manifestations in curriculum delivery will take different forms in different disciplines, and the link between institutional policies and lecturers’ academic practice is typically not linear. Educational developers (EDs) are a very disparate group of people – a ‘family of strangers’ in the higher education sector. Traditionally, EDs have only rarely been involved in or trained to develop internationalised curricula.