Why is engaging students as partners in global learning (SaPGL) important?

Internationalisation of the curriculum (IoC) is widely regarded as the means by which universities develop students’ international capabilities. Yet little attention has been given to students’ experiences of, and outcomes from IoC. Moreover, the increasing cultural diversity of student cohorts in universities is rarely recognised as valuable cultural capital that could inform the design and enrich the practice of global learning for all.


An internationalised curriculum, as it is understood, intended and enacted by academics can be understood and valued very differently by students. Many students fail to recognize and engage in opportunities for global learning within the formal curriculum (cf, Arkoudis et al, 2010; Zimitat, 2008), while others are disappointed with its narrow interpretations in their courses (cf, Absolom & Vadura, 2006; Heffernan et al, 2018). International students in particular report dissatisfaction with opportunities to interact meaningfully with local students, and initial difficulties in making the transition to studying in a foreign country (cf. Marginson & Sawir, 2011).


‘Engaging students as partners in global learning’ is a fresh approach to the challenges and opportunities of learning in, and for a globalising world. The Fellowship engaged students and staff (academic and professional) as active collaborators and co-producers of global learning programs and resources.