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The study explores diverse and critical understandings of “international” in a higher education curriculum context, situated in a curriculum review of a postgraduate taught programme entitled “International Education” at a university located in England. Our study problematises and decentres some dominant, normalised notions of “international”, exploring critical possibilities of engaging with the term for higher education internationalisation.

We examined a set of programme curriculum documents and conducted a survey exploring teaching staff’s uses and interpretations of “international” in their design and delivery of course units. Through a thematic analysis of the dataset, we identify what “international” might mean or how it may be missing across the curriculum.

Our findings suggest a locally-developed conceptualisation of “international” beyond the normalised interpretation of “international” as the inclusion or comparison of multiple nations, and different, other countries around the global world. More diverse, critical understandings of the term have been considered, including international as intercultural, competences, ethics, languages and methods. The study provides an example approach to reflective scholarship that programmes can undergo in order to develop clarity, depth and purposefulness into internationalisation as enacted in a local curriculum context.

The study provides a first step towards establishing clearer guidelines on internationalising the curriculum by higher education institutions and individual programmes in order to challenge a superficial engagement of “international” within internationalisation. It exemplifies a starting point for making purposeful steps away from normalised notions and assumptions of international education and facilitates development towards its critical, ethically-grounded opportunities.

This chapter provides a critical and comprehensive review of internationalisation models and strategies in higher education and offers a conceptual model for internationalising the curriculum, taking educational administration and leadership as an example of its implementation. The chapter starts with an introduction and overview of globalisation and how higher education institutions respond to its increasing effects by adopting different internationalisation strategies. This is followed by a discussion on the different forces and rationales involved and the various models and strategies adopted by higher education institutions as well as the many challenges and obstacles they encounter when implementing these strategies. The third section focuses on ways of internationising the curriculum and how it is a complex, dynamic and developmental process that requires the implementation of most internationalisation strategies. The chapter concludes with a discussion of the IHEC model which is created for internationalising the higher education curriculum, focusing on educational administration and leadership as an example. The IHEC model aims to provide students with a universal and holistic learning experience that prepares them for the increasingly competitive and diversified working environment. It also attempts to overcome the Westernisation indigenisation debate by adopting a holistic approach to knowledge and cultural practices that appreciates and integrates different perspectives, knowledge traditions and work practices into the curriculum.

Tourism is one of the most notable features of the contemporary globalised world. The tourism industry is becoming increasingly vital to the economy of many developing and developed countries around the globe. The demand of the tourism industry has posed a challenge for tourism training providers to move towards a more responsive and internationalised curriculum to enhance work readiness for tourism graduates who are expected to work with an increased number of international tourists. The purpose of this paper is analyse whether and how internationalisation has been implemented in the tourism training programmes across six institutions in Vietnam.

The research deployed case studies as research strategy with interviews and document analysis as two instruments of data collection.

The major findings show that even though the tourism industry demands graduates to possess global competency, knowledge and skills, the curriculum does not prioritise the internationalisation dimensions and the faculty members are not facilitated to be internationally active in their roles. Overall, internationalisation is still fragmented and ad hoc in these institutions even though the private institutions in this research appear to be more responsive to the trend of internationalisation in education than their public counterparts.

The paper provides recommendations on how to effectively embed internationalisation components into local tourism training programs in Vietnam.

The research bridges the gap in the literature on internationalisation of the local tourism programme in non-English-speaking countries.

This chapter provides a critical and comprehensive review of the internationalisation literature. It starts with a brief discussion of the main factors and features that need to be considered when internationalising the educational administration and leadership field. This is followed by a critique of the internationalisation of education and the many challenges that hinder the achievement of proper internationalisation. The third section provides an overview of the internationalisation models and practices in different disciplines such as psychology, sociology and political science, which is followed by a discussion on the internationalisation of education organisations in different countries with some examples from Arab and non-Western countries. The final section presents a critical review of literature on internationalising the curriculum and how culture competency and knowledge acquisition are key factors in achieving effective internationalisation. The chapter concludes with an overview of the book collection and the main ideas and concepts discussed in each chapter.

This study explores faculty members’ (FMs’) perceptions of the internationalization of curriculum (IoC) at the undergraduate level through the collection of data from two countries: Pakistan and the UK. The similarities and differences in internationalization strategies were explored. Historical and existing educational ties between the two contexts and an equally emerging focus on internationalization at home (IaH) provided a major cornerstone for this study.

Quantitative data were collected from two universities using a cross-sectional and comparative research design by employing a reliable and valid scale with three subscales: curriculum embedded in labor market information, curriculum embedded in employability skills and curriculum embedded in global citizenship (CGC). A comparison between the perceptions of these two universities, by taking perceptions of FMs across their disciplines, and experienced and less experienced FMs was made.

The findings indicate a global influence on the local context for IaH and the importance of experienced FM. Various disciplines in these universities are congruent with respect to these three subscales, except for one, the CGC for engineering and design. The findings reveal the global influences on the local contexts in the internationalization of curriculum and the relevance of experienced FMs in terms of curriculum and labor market experiences rather than years of service. The findings examine the importance of IaH in both contexts. Since the study was quantitative in nature, an in-depth understanding of FMs’ experiences could not be obtained.

Globalization and intercultural ties have led to IaH, as intercultural ties and connections seem to contribute to IoC. Context- and discipline-related differences provide implications for IoC, considering sociocultural and institutional factors.

This study provides a new perspective to help understand the influence of globalization on internationalizing higher education.

Scholarly literature on the Internationalization of Education has generated important theories, debates, and insights supporting in-depth understandings of the field, yet we lack comprehensive reviews exploring the design, implementation, and impact of practical approaches. The present review addresses this gap, mapping the literature on international curriculum design, identifying trends and themes across approaches and pedagogies while revealing limitations and lack of attention to issues that inhibit practice in the field. It highlights the privileging of “instrumental,” or quantifiable skills-based curricula, over “transformative” internationalization dedicated to social justice and equity, and observes important disconnects between theory and practice: publications in the field offer critical conceptualizations of what internationalized curricula should achieve and why but with little attention to specific content and teaching practice that would lead to achieving these objectives. The review further analyzes such disconnect in the literature dedicated to decolonial internationalizing pedagogies, while simultaneously illuminating how prevailing decolonial theories of international education erase and ignore parts of the world. It concludes by contending that approaches to the internationalization of curriculum would benefit from increased practical frameworks that could guide educators, practitioners, and students in crucial conversations at the intersections of social justice and International Education.

Purpose – There are few means of measuring whether universities have effective international programmes or policies in response to increasing globalisation. The purpose of this paper is to report on the development and testing of a model for measuring the internationalisation of universities and to assist with the strategic planning of interationalisation. Design/methodology/approach – The 11‐dimension model was developed as a result of a literature search and interviews with academic and non‐academic university staff. The model was trialled with a range of New Zealand and overseas universities. Findings – The model received widespread support as a useful way of conceptualising and visualising the internationalisation of universities. Measurement of internationalisation was demonstrated. The model was useful for the facilitation of the planning of investment in the various dimensions that make up internationalisation. The “star” model displayed both the current and ideal levels of internationalisation in visual form for an institution. It can be used to make systematic decisions about future institutional activity resource investment. Research limitations/implications – The testing is limited and will need to be extended to other countries, types of universities, faculties, departments and programmes. Originality/value – The model is useful to those who manage the intenationalisation of univerities, clarifying the concept and making systematic action to increase internationalisation possible.

Higher education institutions have a critical role in creating and disseminating the knowledge required to address the complex global challenges faced by global society, as summarized in the Sustainable Development Goals (SDGs). This role of higher education is linked with the concept of internationalization, which has recently been called upon to help contribute to tackle the global challenges and meet the SDGs, particularly through more attention to “Internationalization at Home” (IaH). This paper aims to examine the role of higher education in addressing the SDGs, especially with respect to the links between IaH and the SDGs.

A case study of the International Campus of Zhejiang University (iZJU) is conducted to illustrate how iZJU, which is a pioneer of “Internationalization at Home” and an exemplar of sustainable campus in China, contributes to the value of the SDGs and makes an impact.

The authors examine the practice of IaH at iZJU in the dimensions of organization, curriculum, people and campus, and the authors find evidence from the iZJU model in addressing the value of the SDG4, 6, 7, 11, 13, 14, 15, 16 and 17.

First, the authors contribute to the literature on the role of higher education in addressing the SDGs, especially with respect to the links between IaH and the SDGs. Second, the authors contribute to the IaH literature by examining IaH from a Chinese perspective, as there has been little exploration of what IaH means beyond the European context. Third, the authors build on the analytical framework in the IaH literature in the dimensions of organization, curriculum and people and extend with a new dimension of campus. Fourth, the authors show that IaH is a comprehensive approach to include both curriculum internationalization and campus internationalization.

This paper aims to stress the importance of international and intercultural opportunities in serving as essential components in educating and training library and information professionals. More specifically, it provides an overview of issues and trends in internationalization of higher education (HE) in general and illustrates how the concept of and approaches to internationalization have affected library and information science (LIS) educational settings and programs primarily in Europe and the USA.

Based on a literature review, the paper discusses the meaning and definition of the concept of internationalization. Using a framework that draws on theoretical work on internationalisation of HE programs/contexts an analysis is then presented of the changing nature of internationalization in HE environments. The theoretical analysis is coupled with illustrations of current internationalisation practices, projects, strategies and players within LIS education communities in Europe and the USA. Finally, a discussion of the principal issues of internationalization of the LIS curriculum is presented

A synthesis is provided of the body of knowledge on the topics of internationalisation in general and within the HE sector in particular. Also presented is an overview of the multifaceted internationalisation activities taking place within LIS education. A range of thoughts and suggestions are given on how LIS schools can respond to the challenges of an increasing global world and, more specifically, how they can develop LIS programs and create classroom settings that are truly international in orientation and scope.

The geographical scope is limited to Europe and North America and the focus of the study is particularly on issues and challenges within the LIS education community.

Exposure to international educational environments and acquisition and absorption of intercultural values and skills serves to enhance and enrich the academic background of LIS students/graduates and add to the employability and career development of the coming LIS professionals. International outlook, networking and intercultural communication skills are essential for practitioners, policy makers, leaders, decision makers, researchers and educators in the LIS field.

No comprehensive study of the internationalization of LIS programs in the context of HE sector‐specific internationalization theory has previously been published. The paper makes a difference in the way it reflects on LIS internationalization issues and tasks from the perspective of the published literature on internationalization of HE.

Investigates the increasing interest by educators to provide students with the international management and research skills that are becoming more necessary as we enter the twenty‐first century. Highlights the need for the internationalisation of curriculum, as well as the faculty and instructors who teach such courses. Presents two cases of such internationalisation efforts in Iran and Sweden. Explores the internationalisation of the courses and the instructors who taught them over a three‐year period; certain positive and negative aspects to these experiences are identified and presented. Suggests that such research on the successes and failures in such cases serve as a foundation to continue research in other settings, so as to learn more about how to continue with efforts to internationalise both curriculum and faculty.