International Journal of Higher Education Management (IJHEM), Vol. 6 Number 2 February 2020 18 A Journal of the Centre for Business & Economic Research (CBER) www.cberuk.com Internationalizing the Curriculum Evangelia Fragouli School of Business, University of Dundee, UK Institutions of higher education have placed increasing importance on internationalizing their curricula over the past 10 years. The present work, through application of literature review and review of the Higher Education Framework for internationalization, presents a critical reflection of the challenges addressed in order a curriculum in Higher Education to be internationalized and provides a practical guide regarding the required steps that need to be followed. The example of internationalizing a business management curriculum is used in this study. The above assist educational leaders and educational decision makers to understand what is important to be considered when they plan, organize, design and implement activities for internationalizing a curriculum. The study also challenges that a more comprehensive framework is needed towards internationalization and through reflection upon personal experience provides practical guidance and recommendations to academics and educators how HE curricula can become international in context and in practice. Corresponding author: Evangelia Fragouli Email address for corresponding author: e.fragouli@dundee.ac.uk First submission received: 25 th September 2019 Revised submission received: 31 st December 2019 Accepted: 10 th January 2020 1. Introduction Internationalization of curriculum is concerned with the curriculum in its broadest sense. As Leask (2009) (cited in Beelen & Leask, 2011, p. 8) states: “Internationalization of the curriculum is the incorporation of an intercultural and international dimension into the content of the curriculum, as well as, the teaching and learning processes and support services of a program of study. An internationalised curriculum will engage students with internationally informed research and cultural and linguistic diversity. McCormick and Murphy (2000, p. 204) present three modes of how curricula operate: the ‘ specified, the enacted, and the experienced’. The first two modes regard the perspective of people who design and teach the curriculum, the third regards people who experience it as learners. The main focus on curriculum regards the way it is intended and enacted by teachers than as it is experienced by students, so, in Universities, the typical focus has been the specified curriculum meaning ‘the aims and content of what [is] to be taught’. An internationalised specified curriculum might challenge for a critical understanding of the ‘sociohistorical influences on the production and validation’ of one’s disciplinary knowledge, and how it is ‘selected, organized, transmitted and evaluated’, (McCormick & Murphy, 2000, p. 204). Moving forward, someone would ask ‘which are the important steps for internationalizing a postgraduate (PG) curriculum/module, and, more specifically, in the area of Business Management? The students of business management programs are about 90% international and 10% home based/local students. Internationalizing the curriculum is a very important issue regarding effectiveness of higher education programs and activities, adding also value to students’ satisfaction. Key words Internationalization curriculum, students, higher education, business studies