This paper examines the current state of tertiary level international curricula and provides groundwork for future research aimed at ongoing needs. Recognized is the premise that existing international curricular programs require maintenance. Burn (1995) called for curriculum reform in international departments two decades ago with the rationale that effective programming will consider both the near and distant future contexts of the business world. Devine (1993) provided some evidence of progress in the same era, but it is uncertain whether or not this was a sustained or isolated event. Additionally, there tends to be a mix in thought about what exactly constitutes an international curriculum: should it focus on students (Ledwith & Seymour, 2001; Mahon, 2007; Martin, 2009) or also involve faculty (Hung, 2000; Bryant, Karney, & Vigier, 2010; Colbert, 2010)? Should it be confined to the classroom or also include extracurricular and foreign exchange programs (Eagan and Benedick, 2008)? What components are characteristic of a functional international curriculum (Devine, 1993)? Lastly, is it possible to achieve an international curriculum model that fits all schools, or is it more appropriate to craft tailored programs according to the particular institution and student/faculty populations (Devine, 1993; Hung, 2000)? This paper explores these issues in the context of relevant literature and recommends directions for future research.

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