Universities around the world have embraced internationalisation at the policy level, but struggle to put that policy into practice, particularly at the coalface of teaching and learning. To date, faculty voices have been largely silent in the literature on internationalising the curriculum. This book begins to address this gap. What does 'internationalisation of the curriculum' (IoC) mean in practice? How is it conceived, implemented and assessed within specific disciplines, locales and types of institutions? Why does it matter? These questions are addressed in this book by academics teaching in the fields of business, education and health, in a range of institutions across North America, the Middle East, Europe, East Asia and Australia. Reflecting critically on personal experience, through a scholarly engagement with current research, each chapter offers new ways of thinking about internationalising curricula in an increasingly interconnected world. The editors' commentaries draw out the tensions between personal, disciplinary and institutional motivations, imperatives, and interests - in other words, tensions between the ideal and the do-able - which come into play in the practice of internationalising the curriculum, and offer insightful suggestions for future research and practice. Critical Perspectives on Internationalising the Curriculum in Disciplines: Reflective Narrative Accounts from Business, Education and Health is essential reading for academics and administrators invested in exploring new ways to better prepare students for life and work in the 21st century.

Foreword: Internationalisation, the Curriculum and the Disciplines; Acknowledgements; Introduction; Introducing Critical Perspectives on Internationalising the Curriculum; Stories from Business; Internationalising the Curriculum in Business: An Overview; ‘Yes! That Means Get out of Your Seat’: Interactive Learning Strategies for Internationalising the Curriculum in Postgraduate Business Education in an Australian University; A Window to the World: The Challenges and Benefits of Transnational Joint Masters Programmes for Internationalising the Curriculum in Business; All Systems Go to a Global Outlook: A Journey to Internationalisation through Refocussing an Undergraduate Business Program in a British University; The Business of Intercultural Competence Development: Internationalising the Curriculum in Australian Business Schools Using Professional Development Strategies; Stories from Education; Internationalising the Curriculum in Education: An Overview; The Flying Faculty: Internationalising Curriculum in an Arabic Context; Internationalising a Transnational Higher Education Programme: Pursuing Sameness or Disrupting Educational Imperialism?; A Cross Modular Approach to Internationalisation of an Education Curriculum in a British University; Developing a Master’s Programme and a Research Community in Multicultural and International Education; Stories from Health; Internationalising the Curriculum in Health: An Overview; From Training Initiative to Fully-Fledged Innovative International Programme: A Story of Staff and Student Cooperation at the University of Groningen’s Medical School; Experiences of Creating Internationalized Curricula through Global Health Programs at the University of Saskatchewan; Internationalising Nursing Education from the Ground up: The Case of Northern Arizona University; Internationalisation of the Curriculum in an Undergraduate Nursing Degree; First Steps towards Internationalising the Curriculum in a Dutch School ofMidwifery; The Experience of Internationalising the Curriculum in a Spanish Nursing Degree Program: The Role of Civic Humanism; Starting with Transitions: Internationalisation for a Post Graduate Physiotherapy Course; Cultures and Languages across the Curriculum in Global Health: New Curricular Pathways toward Internationalization; Conclusion; Critical Reflections on the Internationalisation of the Curriculum; Biographical Notes.