Challenges of internationalisation: Enhancing intercultural competence and skills for critical reflection on the situated and non-neutral nature of knowledge

This paper examines the overall educational, social and cultural aims of internationalisation and internationalised curricula. Two specific goals expected to enrich graduates' generic attributes are identified: Intercultural competence and skills for critical reflection on the situated and non-neutral nature of knowledge. The challenges of fostering intercultural competence embedded within the curriculum are discussed first, with reference to research on group work in culturally diverse groups. The issues of cultural-emotional connectedness and language proficiency are identified as major inhibiting factors for the success of such activities. Enhancing students' skills for critical reflection on the situated and non-neutral nature of knowledge is discussed next. A set of learning objectives and principles for designing internationalised curricula that promote such skills is outlined. The significance of utilising internationalisation to enhance the quality of higher education is stressed.