Introduction
Higher education institutions recognise the value of an internationalised curriculum, aiming to prepare graduates who are globally aware, competent, and capable of working with culturally and linguistically diverse people (Arkoudis et al., 2012). Bremer and Van Der Wende (1995, as cited in Fragouli, 2020) recommend that curricula prepare students for a globalised workforce. At Charles Sturt University, developing global citizens is a key graduate learning outcome (GLO). Charles Sturt’s student cohort includes regional students that belong to several equity groups.
Aims/Objectives
This research project assessed the level of internationalisation within the subjects in the Faculty of Arts and Education (FoAE) from both academic and student perspectives. The goal was to determine how effectively the global citizenship GLO is being achieved and how it is valued by predominantly regional students.
Methods
A two-year mixed-method research project was conducted, involving surveys and interviews with academics and students. This project was part of a larger initiative at the University of Melbourne, using the same approved survey and interview instruments. A total of 40 survey responses from academic staff and 77 from students were received. Additionally, six academics and seven students were interviewed. Thematic analysis of interview transcripts identified strengths and areas for improvement. Survey responses provided further insights into these themes.
Results
Both academics and students highly valued an internationalised curriculum. Survey questions for academics focused on curriculum design and teaching and learning (T&L) activities, while student questions focused on their T&L experiences. Thematic analysis of academic interviews revealed two key themes: intentional curriculum design to embed internationalisation and the need for professional development. From the students’ perspective, fostering intercultural competence and curriculum aspirations were key themes. Challenges faced by distance and online students emerged as a significant theme for both groups.
Discussion
Staff and students valued the internationalised curriculum regardless of geographical location or future workplaces. To ensure consistency and enhance the student experience, intentionally designed courses with an internationalised curriculum were considered crucial. Academics called for professional development to effectively deliver internationalised content. Additionally, a centralised pool of supporting resources, an ongoing Community of Practice, and exemplars were recommended to improve practice. Students emphasised the importance of improving their intercultural competency to work effectively in a globalised world, despite 87% being domestic students and 91% native English speakers. They expected the curriculum to help them achieve this goal. Both staff and students acknowledged the challenges of engaging online students and creating opportunities for meaningful peer interactions to develop intercultural skills.
Conclusion
This study evaluated how well the FoAE subjects at Charles Sturt deliver an internationalised curriculum to prepare graduates for a globalised workforce. While some aspects worked towards this goal, it was not consistently met. Areas for improvement include curriculum design, professional development of academic staff, facilitating students’ intercultural competency, and addressing challenges faced by distance and online students. These findings reinforce the importance of the global citizenship GLO and identifies areas to strengthen the courses across the university to enhance students’ experience and employment opportunities.
