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In Asia, as in other regions of the world, there are both similarities and differences in

approach to internationalisation. In Japan internationalisation of university curricula is a
highly valued and significant component of higher education. A key focus of activity has
been on providing increasing numbers of programs taught in English, but the recruitment of
international students to study in Japan and sending Japanese students abroad to study

have also been important (Huang 2006). In China the focus has also shifted. From 1978-
1992 the focus was on sending academic staff, scholars and students abroad to study,

inviting foreign scholars and experts to China and teaching and learning foreign languages,
especially English. From 1993 the focus has been on encouraging Chinese scholars to
return to China, attracting foreign students to come to China and ensuring staff and students

have access within China to the most recent original English textbooks used in universities
such as Harvard, Stanford and MIT (Huang 2003).

There are many other approaches and regions of the world not covered here. However, the
point made by the Association of Universities and Colleges of Canada in 2009 is evident in

the above examples. In their practical guide to internationalization of the curriculum for
Canadian universities, the Association observed that while internationalization of the
curriculum has been linked for some time to the development of the international knowledge,

perspective and skills students will need to excel in an increasingly globalized economy and
society, a single definition of “internationalization” and “internationalization of the curriculum”
is, “by no means universally applied by universities in Canada and abroad” (p.5).

We conclude that approaches to internationalisation of the curriculum are determined to

some extent by national political and social conditions, and as with the parent concept of
internationalisation in higher education, variations are also evident across institutions in the
same nations. A relatively recent, emerging phenomenon is the focus on difference between

approaches to internationalisation of the curriculum in different disciplines (Clifford 2009).
Studies of the nature of an internationalised curriculum in different disciplines are more

common now than in the past.

Future priorities

The above discussion highlights points of similarity as well as points of difference. Policies,
accepted practice, values and priorities within the disciplines, the institution, local

communities, the nation, the region and the world all influence approaches to
internationalisation of the curriculum (Leask 2013). Internationalisation of the curriculum will

continue to emerge and develop as a concept in context. We propose some priorities for
future action as this occurs.

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