Internationalization of the curriculum is arguably a key strategy to developing and sustaining campus-wide internationalization. Using Becher and Trowler's (2001) categorization of the disciplines, Melanie Agnew, assistant dean, College of Education and Professional Studies, University of Wisconsin-Whitewater, examines how 37 faculty members situate internationalization in the context of the disciplines. Disciplinary knowledge is viewed here as reflecting real-world differences in subject matter relative to internationalization.
Findings indicate that internationalization manifests in different ways relative to the subjective-objective and the applied or pure qualities of the discipline categories, specifically in value of local culture and language, and the influence of global forces. It is argued here that institutions will be well served if specific qualities of academic disciplines, a sub-set of university culture, and its subsequent impact on organizational development were considered in the strategic planning process supporting internationalization.