Fueled by globalisation, the internationalisation of higher education in Canada is happening at a rapid pace. Globalisation is having substantial effects on education, as manifested in the homogenisation, commodification, and marketisation of higher education (Welch, 2001). Furthermore, globalisation does not nurture global citizenship (Pike, 2008). On the contrary, propelled by the pursuit of economic competitiveness, and profitability, globalisation works against the higher ideals of global citizenship (Pike, 2008). In the light of the negative consequences of globalisation, some scholars are turning to international education as a possible alternative in educating for global citizenship (Gacel-Ávila, 2005). Internationalisation is a contested term. For some, it means a series of international activities (e.g., academic mobility of students and faculty), international linkages and partnerships, and new international academic programmes and research initiatives (Knight, 2004). Knight (2004) specifically describes the internationalization of higher education as the process of integrating an international, intercultural or global dimension into the purpose, functions or delivery of post-secondary education. The role of higher education in preparing global citizens is unclear, however, because the voices of students are often missing from such deliberations. Methodology This research examines students’ interpretations and experiences of internationlisation at a university in Western Canada. Three sources of data were utilized: a) policy analyses of public documents related to internationlisation; b) a survey with 200 undergraduate students in education and biology; and c) interviews with 20 undergraduate students. Outcomes Most participants referred to internationlisation as the increasing enrolment of international students in Canadian institutions of higher education and their international experiences, but few commented on internationlisation of curriculum. Most students viewed internationlisation has a positive effect on society such as it promotes global connectiveness and helps to cultivate respect for diversity. Others reported that internationlisation also has challenges because western cultural imperialism represents a threat to traditional cultures and ways of life of some groups and nations. The findings suggest that educators of higher education must make more purposeful attempts at the internationalisation of research, curricula, and pedagogy that would highlight and contest the hegemonising effects of globalisation on individuals and societies and work to prepare graduates for responsible global citizenship in a civil society.

Gacel-Ávila, J. (2005). The internationalisation of higher education: A paradigm for global citizenry. Journal of Studies in International Education, 9(2), 121-136. Knight, J. (2004). Internationalization remodeled: Definition, approaches, and rationales. Journal of Studies in International Education, 8(1), 5-31. Pike, G. (2008). Citizenship education in global context. Brock Education, 17(1), 38-49.