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Brewer and Leask (2012) argue that the learning outcomes of an internationalised

curriculum must be assessable and assessed, providing evidence that graduates are in fact
“able to succeed personally and professionally in an internationalised and globalised world”
(p. 261). As discussed earlier the development of intercultural competence is assuming
greater importance in the internationalised curriculum. While much work has been done on

defining the skills, knowledge and attitudes that comprise intercultural competence, there is
still no agreement on exactly what combination is appropriate and required in different

situations, although Deardorff (2009), in a study based in the United States, has at least
developed a consensus definition of intercultural competence, as “effective and appropriate
behaviour and communication in intercultural situations” (Deardorff, 2009, p.33). As yet there

are few concrete examples of strategies that can be used by academic staff teaching in
different disciplinary based programs to structurally, consciously and sustainably develop,

and assess the development of, intercultural competence in students as they progress
through a program of study. The outcomes of an Australian study focussed on embedding
the development of intercultural competence in Business programs (Freeman et al 2009)

provides evidence that it is possible for academic staff to modify and adapt resources to
specific contexts and situations. However, this is an isolated example and more are needed
in different disciplines and contexts.

Priority 4: Sustaining and building inclusive global networks

As approaches to internationalisation of the curriculum develop across the world in coming
years, and the concept is further developed, there will be much to be gained from ensuring

that the perspectives of the developing as well as the developed world are recognised.
Lessons learned in one context may assist those facing similar issues at different times and

in different contexts. To some extent this can be achieved through collaboration between
established networks such as the EAIE IaH SIG, the Internationalisation of the Curriculum
(IoC) SIG in the International Education Association of Australia (IEAA), the newly formed

IoC SIG in the International Education Association of South Africa and the Teaching,
Learning and Scholarship Knowledge Community of NAFSA. Open sharing of resources
and ideas have enriched the contributions of all in joint presentations at annual conferences

and collaboratively developed and delivered workshops for academic staff on practical
matters associated with internationalisation of the curriculum. As global communities of
practice networks facilitate the sharing of expertise and multiple perspectives resulting in

multiple benefits for all involved. They utilise expertise and engage members in areas of
interest to them and importance to the sector. By doing so, each one offers its members and

the broader global community of international educators and the students they work with an

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