What is Internationalization?

In our Internationalization and Global Engagement Plan, Durham College has adopted the definition of Internationalization as "the intentional process of integrating an international, intercultural or global dimension into the purpose, functions and delivery of post-secondary education, in order to enhance the quality of education and research for all students and staff, and to make a meaningful contribution to society"(De Wit, 2015).

In addition, internationalization "is inclusive, pervasive and comprehensive, encompassing all aspects of the work of the institution (teaching, research, service and community outreach) and the full range of institutional goals and actions, including curriculum and program design; teaching and learning development; student, faculty and staff mobility; language education and training; research and innovation; projects and services; community outreach and local economic development." (CBIE, 2014).

At CTL we are supporting faculty and helping to achieve Goal Three in our Academic Plan and our Internationalization at Home pillar of the Internationalization and Global Engagement Plan. We are achieving this by:

  • Developing and delivering PD workshops addressing internationalization challenges and opportunities
  • Engaging faculty in how to use the Global Classroom to foster internationalization
  • Working one-on-one with faculty interested in teaching/research abroad
  • Developing resources for faculty to learn more about internationalization more broadly

What is intercultural competence?

In order to define intercultural competence, we must first define ‘culture’. Culture, is "the sum of a way of life, including expected behaviour, beliefs, values, language, and living practices shared by members of a society. It consists of both explicit and implicit rules through which experience is interpreted" (Herbig, 1998).

Intercultural Competence is defined as the "ability to develop targeted knowledge, skills and attitudes that lead to visible behaviour and communication that are both effective and appropriate in intercultural interactions" (Deardorff, 2006).

Intercultural competence requires specific knowledge, skills and attitudes, including:

  • Cultural self awareness
  • Grasp of global issues and trends
  • Viewing the world from others’ perspectives
  • Viewing differences as a learning opportunity, and
  • Valuing other cultures

In order to assist faculty in guiding students through the developmental process of acquiring intercultural competence and global citizenship at Durham College, the CTL has assembled a number of practical resources and workshops intended to help faculty build intercultural competence in the classroom. As well, CTL assist faculty interested in utilizing the global classroom to enhance student engagement and build intercultural competence.

Ready to get started adding intercultural competence into your courses? Not sure where to start? Check out the FAQs below!


Here are a few of the most frequently asked questions received from faculty about intercultural competence in the classroom. There are also some ideas and articles from educators and scholars of of internationalization of the curriculum. They are great articles and reference material!


Canadian Bureau for International Education, (2014). Internationalization Statement of Principles for Canadian Educational Institutions, Ottawa Canada, p. 1

Deardorff, D. K. (2006). The Identification and Assessment of Intercultural Competence as a Student Outcome of Internationalization at Institutions of Higher          Education in the United States, Journal of Studies in International Education 10:241-266

De Wit, H. (2015). INQAAHE conference, Chicago, U.S. Retrieved from:

Herbig, P. (1998). Handbook of Cross-Cultural Marketing, New York: The Haworth Press