Internationalisation of the campus and curriculum: evidence from the US institutions of higher learning

Abstract

This study evaluates the extent to which academic institutions and their curricula are internationalised in the US. The survey instrument incorporates variables that assess the students’ globalisation skills related to international awareness, international competency and international expertise. Generally, findings suggest that a large proportion of students in the US glean their international learning experiences from course-infused content. This allows them to develop international awareness and competency skills, but fall short of the international expertise skills. Furthermore, the probability that students will be exposed to international or cross-cultural learning experiences increases as they advance in their various programmes.