Embracing and resisting border pedagogies:
Student views of internationalising the
curriculum in higher education

Universities have responded to changes in the social, political and economic environments by repositioning themselves as internationalised institutions. There has been a new focus on producing graduates fit for living and working in multicultural, global environments. This focus requires changes in the curriculum i.e. internationalisation of the curriculum (IoC). While the perceptions and practices of staff have been studied and student feedback has been sought on specific units of work, little attention has been paid to the student view, or understanding, of internationalising the curriculum and its challenges. This paper presents the perceptions of IoC of students from three different countries. It shows that IoC fits with students' expectations of their university education and that they see the abilities of staff, the curriculum content and delivery as areas of concern. However, contradictory views of knowledge are evident and there appears to be a parallel need for staff and students to be challenged to engage in critical pedagogy and 'border crossing'.