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also changed over time, as scholarly activity has raised questions around the effectiveness

of different strategies and national and regional priorities have changed.

2. Developing intercultural competence

The second theme to emerge in the literature is that the development of intercultural
competence is a central focus and a key outcome of an internationalised curriculum (Leask
2009; Deardorff and Jones 2012). A number of definitions of internationalisation have been

elaborated (see, for example Knight and de Wit, 1995; van der Wende, 1997; Hamilton,
1998; Teichler, 2004). A common element in these definitions is to link internationalisation in
universities with globalisation and with ‘the intercultural’ – the interface of different cultures

and the need for appropriate and effective communication and behaviour at these sites of
interaction (Deardorff, 2009; Spencer-Oatey & Franklin, 2009). The development of
intercultural competence is identified in graduate attributes related to global citizenship and

preparation of graduates for both life and work in a globalised world (see for example Leask
2001; Jones & Killick 2013). It is closely associated with the ability to communicate

effectively in social and professional situations and the ability to work in teams. Much
research into the knowledge, skills and attitudes that comprise intercultural competence has
been conducted in the US over more than 50 years, although terminology and definition still

vary across disciplines (Deardorff 2006).

Amidst ongoing debate over the meaning of the term ‘intercultural competence’ as well as

how to assess the knowledge, skills and attitudes associated with it, embedding its
development into academic programs and campus activities is increasingly a focus of the
process of internationalisation of the curriculum. This occurs against a background of

growing concern at the small percentage of students participating in study abroad programs
(Paige 2003) and challenges to bold assumptions about the extent to which those students

who did participate in study abroad actually developed intercultural competence (Bennett
2008; Paige 1993).

3. Engaging academic staff
The third theme to emerge is the importance of engaging academic staff (or ‘faculty) in the

process of internationalisation of the curriculum. This theme is related to the first two. A
focus on preparing all graduates for life in a globalised world through embedding the

development of international and intercultural knowledge, skills and attitudes into the
learning program locates internationalisation of the curriculum in the academic as well as the
administrative domain of universities. International office staff have a role in working with

academic staff to organise and manage study abroad and exchange for a small percentage

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