Engaging the gatekeepers: Faculty perspectives on developing curriculum for globally responsible citizenship

Internationalising the curriculum (IoC) for globally responsible citizenship calls for a profound re-orientation of teaching and learning in universities. While universities worldwide have embraced this challenge at the level of policy, a gap between rhetoric and practice is commonly observed. This paper investigates the gap from the perspective of academics responsible for implementing change 'at the coalface'. Findings from a study conducted at a large Australian research-intensive university, which included interviews with academics in leadership positions within faculties, highlight two interrelated issues which were inhibiting academics otherwise motivated to internationalise curricula. Firstly there was a pervasive sense of uncertainty about the 'correct' or legitimate definition of IoC. Secondly, legitimate leadership and responsibility within the faculties was a concern. Even many of those who were actively engaged with IoC perceived themselves to be 'informal' leaders, operating without clear direction or support from the University. Implications for practice and further research are discussed.