Resources for IoC:

Questionnaire for Internationalisation of the Curriculum (QIC)

The purpose of the ‘Questionnaire on the Internationalisation of the Curriculum’ (QIC) is to stimulate reflection and discussion amongst teams of teaching staff about internationalisation of the curriculum in their PROGRAM. It should not be used to simply collect data, or to measure performance, but rather to stimulate discussion, and understanding, which are essential for the ‘Imagine’ phase of the IoC process.

Two versions of the QIC have been developed following feedback from different disciplines that participated in the IoC in Action Fellowship and the Extension projects. QIC1 contains many open-ended questions, which invite comments and reflection. QIC2invites individual members of the team to complete a survey via a five point Likert scale with little scope for written comments and reflections. When both QICs were trialed with a wide range of disciplines, it was found that QIC1 was preferred by those disciplinary teams, which take a more qualitative approach to research, while more quantitatively oriented disciplines tended to prefer QIC2.

Disciplinary team leaders are advised to assess which version of the QIC is likely to resonate with their team before using them for the purpose of reflection and review.

Both QIC1 and QIC2 can be transcribed into online survey formats such as Survey Monkey.

Both QIC1 and QIC2 can be downloaded in Microsoft Word formats: QIC1 and QIC2 and PDF formats: QIC1 and QIC2.

For the purpose of the facilitated discussion, it is important that all members team involved in the discussion complete the questionnaire in the chosen format prior to the team meeting where the team’s individual and collective responses will be discussed.

  • Step 1: Identifying the Team

    This would generally be the group that teaches in the ‘core’ of the PROGRAM, or the COURSE COORDINATORS of the COURSES constituting the ACADEMIC MAJOR. Staff teaching on the PROGRAM with an interest in internationalisation could also be invited to join the review. You may also want to involve an academic or professional development lecturer with some expertise in internationalisation of the curriculum in your team at this point – as well as, or alternatively, at Step 3 and Step 4

  • Step 2: Completing the Questionnaire

    Individual team members should complete the questionnaire, on their own, as best they can. Team members should be advised that it is possible that the answers to individual questions will vary considerably across the team.

  • Step 3: Discussing the Responses

    The team should come together soon after having completed the questionnaire. If using QIC1 (qualitative approach), team members should share their responses and discuss the rationales for their answers and any similarities and differences between them. This discussion can be facilitated by the PROGRAM Director or another trusted colleague with some knowledge in the area of internationalisation of the curriculum. It is useful to keep a summary of the key points – you may want to record the discussion or nominate a note-taker. If using QIC2, the results should be analysed by the PROGRAM director and/or facilitator and key findings identified. These can be presented to the whole PROGRAM team in order to provide them with a clear snapshot of current IoC strengths and gaps. As with QIC1, this analysis should be used to prompt discussion and reflection, before moving on to the ‘Imagine’ phase.

Tip: Throughout the questionnaire expressions in upper case refer to common higher education concepts that often have different names in different universities. A glossary is provided at the end of the QIC for clarification.


Publications arising from the ‘IoC in Action’ ALTC Fellowship

A special edition of the Journal of Studies in the Internationalisation of Education entitled 'Internationalisation of the curriculum and the disciplines' (vol. 17 no.2) contains the following four articles authored by internationalisation practitioners involved in the IoC in Action Fellowship.

Leask. B. (2013). Internationalization of the Curriculum and the Disciplines: Current Perspectives and Directions for the Future, Journal of Studies in International Education, 17 (2), 99-102.

Leask, B. (2013). Internationalizing the Curriculum in the Disciplines—Imagining New Possibilities, Journal of Studies in International Education, 17 (2), 103-118.

Breit, R., Obijiofor, L. & Fitzgerald, R. (2013). Internationalization as De-Westernization of the Curriculum: The Case of Journalism at an Australian University. Journal of Studies in International Education, 17 (2), 119-135.

Fitch, K. (2013). A Disciplinary Perspective: The Internationalization of Australian Public Relations Education. Journal of Studies in International Education, 17 (2), 136-147.

Green, W. & Whitsed, C. (2013). Reflections on an Alternative Approach to Continuing Professional Learning for Internationalization of the Curriculum Across Disciplines. Journal of Studies in International Education, 17 (2), 148-164.

Also see: Leask, B. & Bridge, C. (2013). Comparing internationalisation of the curriculum in action across disciplines - theoretical and practical perspectives. Compare: A Journal of Comparative and International Education, Volume 43, Issue 1, 79-101

Presentations and keynotes: IoC in Action ALTC Fellowship

Leask, B. 8 February 2013 Public Lecture: Internationalizing the curriculum and student learning: Preparing graduates for the 21st century, Mestenhauser Lecture Series on Internationalizing Higher Education, University of Minnesota, Twin Cities

Leask, B. 
7 Mar 2013 Keynote: 2nd Warwick Integration Summit University of Warwick/Warwick Students’ Union, the UK Council for International Student Affairs (UKCISA) and the National Union of Students (NUS) Warwick University, UK

Leask, B. Internationalisation of the Curriculum in Action, ALTC National Symposium, 10 October 2011.

Leask, B. Internationalisation of the curriculum: What does it really mean? Liverpool University.

Leask, B. How to internationalise a curriculum, School of Medicine, University of Tasmania

Leask, B. Internationalisation of the accounting curriculum, RMIT.

Presentations: IoC Symposium, Murdoch University, October 2012.
Presentations: OLT ‘IoC in Action Extension’ Project


  • IDP Database of Research on International Education
    This searchable database is managed by the Australian Council for Educational Research (ACER) and contains details of more than 13,000 books, articles, conference papers and reports on various aspects of international education from publishers in Australia and abroad.

  • University World News
    University World News comprises a network of some five dozen education journalists based in more than two dozen countries, with representation in all regions. Our journalists are respected senior reporters who have been prolifically published in international and national newspapers and magazines.

  • Global Higher Education
    Global Higher Education is a source of information regarding college and universities with a multi-national presence.

    This site is maintained by the Cross-Border Education Research Team (C-BERT) at the State University of New York at Albany. C-BERT aims to make available the most recent literature on issues and topics related to trans national education.


Useful websites

  • Bringing the learning home: Programs to enhance study abroad outcomes in Australian universities
    Authors: Jan Gothard, Greg Downey, Tonia Gray.
    This Office of Learning and Teaching funded project provides learning and teaching materials that support study abroad and exchange amongst Australian students. Ten learning teaching modules are framed around appropriately structured and conceptualised learning outcomes.

  • Finding common ground: Enhancing interaction between domestic and international students
    Authors: Sophie Arkoudis, Chai Bail, Shanton Chang, ian Lang, Kim Watty, Helen Borland, Amanda Pearce, Josephine Lang (2008-2010).
    These resources were developed as part of an ALTC project which investigated local and international student interaction within teaching and learning contexts. A key outcome from the project was the development of a six-dimension conceptual framework, the Interaction for Learning Framework. This framework underpins each of the resources produced through the project, including a DVD and Guide for academics.

  • Centre for Academic Practice and Research in Internationalisation
    The Centre for Academic Practice and Research in Internationalisation (CAPRI) is concerned with forward-looking research, as well as the implementation and evaluation of IoC. This website offers resources for enhancing practice in international education.

  • The international student lifecycle, Higher Education Academy
    This site offers a comprehensive bank of resources aimed at enhancing international students’ learning outcomes through the formal and informal curriculum.

  • Cross-cultural supervision
    This site contains resources developed from interviews and focus groups with international higher degree research candidates and supervisors about their experiences. These resources were developed as part of a Australian Learning and Teaching Council (ALTC) project.

Good practice guides

  • Promising practice for inclusive teaching and learning
    Author: Wendy Green (2011)

    ‘Promising practices’ are teaching practices that enable all students to become active confident learners. The literature on this topic stresses that there is no single set of practices that will be effective with every student.

  • Good practice report: Learning and teaching across cultures
    Authors: Betty Leask and Jan Wallace, Australian Learning and Teaching Council (2011)

    This report provides an overview of good practices which were developed through ALTC projects and fellowships.

Networks and communities of practice

Disclaimer & copyright

Support for Betty Leask’s Fellowship was provided by the Australian Learning and Teaching Council, an initiative of the Australian Government Department of Education, Employment and Workplace Relations.

Support for the IoC in Action Extension project was provided by the Office of Learning and Teaching, Australia.

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