Higher education across the globe tends to operate in a liquid environment with few static periods of any length. The ability to rapidly respond to global economic and academic trends (globalization) is a key driver for leadership and sustainability. Internationalization is one aspect of globalization that has emerged more recently. Internationalization in higher education is a strategic response to the global market. While motivations may vary amongst institutions, common motivators for internationalization include; commercial advantage, market share of fiscal and knowledge economies, and to enhance the educational outcomes of graduates. While an institution may adopt any number of approaches to internationalization, this poster presents an insight into the motivations and initiatives employed by the Medical Radiation Science program at Charles Sturt University. Charles Sturt University (CSU), based in rural Australia, has 6 major campuses over a large area of rural NSW, several metropolitan smaller campuses in Australia plus campuses in Canada (Ontario) and South East Asia; serving 38000 students in 400 programs. The Medical Radiation Science (MRS) program offers a four year undergraduate degree with specializations in nuclear medicine, radiation therapy and radiography, advanced practice master’s degree courses with generic streams plus specializations in nuclear medicine, molecular imaging, CT, MRI, and image interpretation, and research higher degree programs (research masters, professional doctorates and doctor of philosophy). Students come to study nuclear medicine at CSU (internal or by distance) from North America, Europe, the Middle East and South East Asia. Local graduates of MRS programs at CSU are employed across Australia, New Zealand and Europe in the main. CSU has both independent and collaborative internationalization strategies that have successfully delivered graduate attributes and competencies in global citizenship, knowledge transfer, curriculum diversity and sustainability, and graduate mobility. This has largely been driven by concordance of core education philosophies and industry demand for mobilization. Furthermore, these initiatives have contributed to academic collaboration with both individual and team competencies in global citizenship, international knowledge economy, skill diversity, academic sustainability, and academic mobility.