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Strengthening Internationalisation of the Curriculum in Higher Education

Internationalisation has become a buzzword in institutions of higher learning today. Universities are challenged to find ways of making their curriculum have international dimensions. This chapter presents a case study on how to enhance internationalisation in an engineering programme piloted at a university of technology in South Africa. Daniel Stufflebeam's Context, Input, Process and Product evaluations model was used as a theoretical framework. Data was collected using semi-structured interviews with the Dean of the faculty, Head of department and a programme coordinator. The findings suggest that a mobile profession like engineering requires purposeful integration of internationalisation in order to increase graduates' chances of being active participants in a global economy.