Universities have a responsibility to prepare all graduates to live as well as work in a global society – a complex interlocking world where the local and the global are increasingly connected (Nussbaum 2002). An internationalised curriculum will recognise that as graduates, all students will have social and cultural as well as economic roles and responsibilities. Wherever they are their lives and their work will be inﬂuenced by the global environment. International and intercultural skills and knowledge, an awareness of and commitment to connecting positively with cultural others, and the ability to think ‘locally, nationally and globally’ (Rizvi & Lingard 2010, p. 201) will be important in this world.
As a process, internationalisation of the curriculum is an important part of the periodic, critical review of the curriculum. It should include reﬂection on the impact and outcomes of teaching and assessment practices on student learning and a review of content and pedagogy. In this process it is important to recognise past successes as well as imagining new possibilities and striving to improve the curriculum. The latter is critical given the rapid rate at which the world around us is changing.