ABSTRACT
This chapter addresses how the internationalisation process may enhance the quality of higher education (HE) programmes, and how educational developers (EDs) can support the design and delivery of inclusive internationalised programmes. The example of EARTH University in Costa Rica evidences how internationalisation has the potential to function as the integrating principle for educating students as responsible global citizens and professionals; this is done in an inclusive and multidisciplinary way and through meaningful engagement with their local community. The case story of the University of Warsaw, Poland, illustrates how a focus on quality enhancement and on providing an internationalised curriculum for all students, goes hand in hand with attracting international students. In Oman, the College of Engineering at the National University of Science and Technology has been established in response to the government’s aim of building national capacity and training a national workforce.
