This section includes models of specific curricula that have been designed to improve global competence, as well as overviews that offer suggestions and considerations for campuses and programs seeking to internationalize their campuses and help students improve their global competence. While most of these articles are discipline-specific, their perspectives may help inform programs in other fields.

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These selections provide a sample of current research on this complex topic. Articles are listed with the most recent year first, then alphabetically.

Daly, Donna M., Suzanne Baker, and Stephen J. Williams. 2013. "An International Experience Mandate for Undergraduates in a College of Health and Human Services: Initial Assessment." Journal of Education and Learning 2 (1): 44–55. doi:10.5539/jel.v2n1p44 Abstract
All graduates of the College of Health and Human Services at San Diego State University are required to spend at least two weeks abroad. This essay describes the program development, implementation, goals, and assessment tools designed by the college, and, in particular, describes the development of a course for undergraduates offered by the college that includes an international component.
Dieck-Assad, María de Lourdes. 2013. "Globalization and the Business Schools: Toward Business and World-Sustainable Leadership." Journal of Teaching in International Business 24 (3/4): 168–187. doi:10.1080/08975930.2013.860347 Abstract
Dieck-Assad identifies different aspects of globalization that should be addressed by a business school curriculum, including sustainability, inequality, interconnectivity, global knowledge and social responsibility. She also cites case studies from different university programs around the world that design projects and programming to focus attention on one or more aspect of globalization. She mentions the CAGE Distance Framework, courses that teach regionally specific information, and experiential learning projects like the Social Enterprise Knowledge Network and the One Planet MBA Sustainability Challenge.
Leask, Betty. 2013. "Internationalizing the Curriculum in the Disciplines--Imagining New Possibilities." Journal of Studies in International Education 17 (2): 103–118. doi:10.1177/1028315312475090 Abstract
This article describes the stages needed to internationalize curricula in different disciplines at universities in Australia. After gathering information from different academic units and members of the academic community engaged in the internationalization of the curriculum process, Leask explains the elements that both encouraged and hindered the process at different institutions.
Silver, Carole. 2013. "Getting real about globalization and legal education: potential and perspectives for the U.S." Stanford Law and Policy Review 24 (2): 457–501.
This article provides an outstanding summary of the various ways law schools in the United States have internationalized their curriculums. In this 44-page article, law professor Carole Silver covers several areas including: the effects of globalization on legal education; challenges to providing an internationalized legal education (pp. 470-475); reflections on survey results that illustrate the lack of success among law schools to offer an environment that encourages interaction between international and domestic students (pp. 475-486); ways to create improved internationalization at home (pp. 486-491); and models that law schools can adopt to globalize their curriculum (pp. 491-494).
Hayward, Lorna and Ann L. Charrette. 2012. Integrating Cultural Competence and Core Values: An International Service-Learning Model. Journal of Physical Therapy Education 26 (1): 80-89.
This case study involves 28 fifth-year physical therapy students in an urban institution in the northeast United States from two separate cohorts. The study describes the students' participation in a program that includes background study of Ecuador and pediatric physical therapy; Spanish language learning; and an international service learning component (p.80). The researchers identify significant changes in the scores of the quantitative measurements of professional competence and cross-cultural adaptability, as well as increased interest among students who desired to work internationally after the program. Students also recognized that the experience in Ecuador would help them work with patients back in the United States.