ABSTRACT
Internationalisation of the curriculum (IoC) is supposed to be at the core of the internationalisation process of a university because IoC could potentially benefit all students rather than a small group of elites who can afford to travel. Accordingly, IoC is expected to move the internationalisation agenda to become more inclusive and sustainable through curriculum redesign and development. However, this potential of IoC is far from being fully realised due to numerous challenges of promoting and implementing IoC at individual, departmental, and institutional levels. This chapter examined the trends, opportunities, and challenges of IoC in Hong Kong as a case study. The main findings are that IoC in Hong Kong has made progress mainly through: (1) institutional efforts to define the relevant graduate attributes, conduct professional development, and promote various schemes, including mobility programmes; (2) individual academics’ innovations in their own courses and pedagogies. In contrast, coordinated efforts at a programme level that involve curriculum redesign are rarely identified. The findings imply the need for an operational framework of IoC that translates the principles into curriculum design. Such a framework also needs to be situated in the complex socio-political environments in Hong Kong. At the university and programme levels, interventions that involve programme directors and teaching teams would be needed to further advance IoC in Hong Kong.
