Faculty Members’ Perceptions of Internationalization of Curriculum: Globalization and Localization, a Comparative Study

This study explores FM members’ (FM) perceptions of the internationalization of curriculum (IoC) at the undergraduate level through the collection of data from two countries: Pakistan and the UK. The similarities and differences in internationalization strategies were explored. Historical and existing educational ties between the two contexts and an equally emerging focus on internationalization at home provided a major cornerstone for this study. Quantitative data were collected from two universities using a cross-sectional and comparative research design by employing a reliable and valid scale with three subscales: curriculum embedded in labor market information, curriculum embedded in employability skills, and curriculum embedded in global citizenship. A comparison between the perceptions of these two universities, by taking perceptions of FM across their disciplines, and experienced and less experienced FM was made. The findings indicate a global influence on the local context for internationalization at home and the importance of experienced FM members. Various disciplines in these universities are congruent with respect to these three subscales, except for one, the curriculum embedded in global citizenship for engineering and design. The findings reveal the global influences on the local contexts in the internationalizing curriculum and the relevance of experienced FM in terms of curriculum and labour market experiences rather than years of service. The findings examine the importance of internationalization at home in both contexts. Since the study was quantitative in nature, an in-depth understanding of FM experiences could not be obtained. Globalization and intercultural ties have led to internationalization at home, as intercultural ties and connections seem to contribute to IoC. Context- and discipline-related differences provide implications for IoC, considering socio-cultural and institutional factors. This study provides a new perspective to help understand the influence of globalization on internationalizing higher education