Internationalisation of the curriculum

​Developing the cultural capacity of Cardiff Metropolitan University students through internationalising the curriculum is a key theme in our learning and teaching strategy.  The main focus of this development is on:

    • providing opportunities for students to explore their own cultural identity and values so they are more attune to valuing others' cultures
    • using resources that provide an alternative cultural perspective to the curriculum
    • encouraging and enabling students to explore the discipline from other cultural perspectives
    • including global citizenship in our graduate attributes so encouraging students to also consider extra-curricular opportunities
    • making the most of existing diversity in the student and staff population, and in our international links

We are developing the capacity of staff to engage with internationalising the curriculum through several initiatives:

    • Ongoing workshops where internationalisation is considered within the wider frame of the inclusive curriculum
    • Engaging staff through an online resource which includes pedagogic aspects of internationalisation, and case studies and vodcasts of staff talking about their own practice of internationalising their curricula
    • Using a self-evaluation tool to engage discipline teams in discussions about their curricula and to consider further developmental changes 
    • Explicitly including global citizenship in our graduate attributes
    • Providing additional support for individuals and teams as needed
    • Encouraging staff to develop their own cultural capacity through international exchanges, and links with international partners

Internationalisation of the Curriculum Evaluation Tool

Internationalisation of the curriculum is a key objective in the Learning, Teaching and Assessment Strategy at Cardiff Metropolitan University, and an evaluation tool has been developed to gauge the progress towards meeting this objective.  It was recognised that internationalisation is a complex issue, and so the evaluation tool was designed to not only audit progress but also to develop lecturers' conceptions of internationalisation, and assist lecturers by providing links to resources and case studies of good practice.

The evaluation tool is framed around ten questions.  The e-Reflect web application (Kerrigan et al., 2011) was identified as an appropriate platform to not only gain quantitative and qualitative data on progress towards internationalisation, but also through the developed responses, to provide an opportunity for programme teams to discuss ​​and reflect on their current provision. 

The tool is provided here​ for information.  Please feel free to adapt to your current university situation (with appropriate citation) and insert your own links as appropriate - the links within the tool, such as those to the LTDU Internationalisation website, can only be accessed by Cardiff Met staff.

Grace, S. & Gravestock, P.  (2009) Inclusion and diversity: meeting the needs of all students.  London: Routledge.  

Jones, E. & Killick, D. (2007). Internationalisation of the curriculum.  In E. Jones & S. Brown (Eds). Internationalising higher education (pp. 109-119).  Abingdon: Routledge.  

Kerrigan, M.; Walker, S.; Gamble, M.; Lindsay, S.; Reader, K.; Papaefthimiou, M.; Newman-Ford, L.; Clements, M. & Saunders, G.  (2011).  The Making Assessment Count (MAC) Consortium – maximising assessment and feedback design by working together.  In ALT-C 2011 Conference Proceedings

​Kitano, M. K.  (1997).  What a course will look like after multicultural change.  In A. I. Morey & M. Kitano (Eds.).  Multicultural course transformation in higher education: A broader truth.  Bost​on: Allyn and Bacon

Citation information
Tangney, S  (2015)  Internationalisation of the curriculum.  Cardiff: Cardiff Metropolitan University.  Available from​​​