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ITF Evaluation Study, 2010 48understand that the fates of nations, individuals and the planet are inextricably linked. Theneed for America to overcome the parochialism of its students is addressed."31. Haigh, M. J. (2002). Internationalisation of the curriculum: Designing inclusive educationfor a small world. Journal of Geography in Higher Education, 26(1), 49.Responding to the globalisation of commerce and communication and driven bycompetition in the multi-billion dollar international market for higher education, manyuniversities are seeking to market their educational provision internationally. Feedback fromsome disappointed 'customers' has created pressure for change in the way that instruction isdesigned and delivered. This pressure is beginning to affect teachers in subjects perceived asinternational in perspective. This paper reviews the strategies suggested by Westernuniversities to achieve internationalisation of the curriculum. Internationalisation is a majorproject that affects all aspects of a university's provision, including its priorities for staffdevelopment and career rewards. The challenge for course developers is to design acurriculum that serves global rather than national priorities, which does not rely on priorknowledge of local provenance, where students from all sources share equal opportunities foradvancement in an inclusive learning environment, and which serves to introduce stay-athomestudents to the demands of an increasingly multinational world of work32. Astiz, M.F., Wiseman, A.W., & Baker, D. P. (2002). Slouching towards decentralization:Consequences of globalization for curricular control in national education systems.Comparative Education Review, 46(1), 66-91.An analysis of how globalization has influenced the spread of reforms fordecentralizing school governance and the consequences these reforms have had on modelsof curricular administration and implementation of curricula in classrooms across nations ispresented. It is argued that curricular governance and implementation are indicators of amixing of centralized and decentralized models of curricular administration in nationaleducation systems.33. Fuess, S.M. (2001). Globalization the economics curriculum: A view from JapanAmerican Economist, 45(2), 40-51.―In recent years Japanese universities have been under pressure to internationalizetheir curricula and make undergraduate studies more cross-disciplinary. Many reforms haveinvolved simple adjustments to existing programs; only a few institutions have gone so far asto develop entirely new programs of study. Senshu University, a leading private university inTokyo, has undertaken a bold commitment to use economics as a foundation for integratedglobal studies. Senshu's experience suggests that there is an important role for usingeconomic studies to internationalize undergraduate education."34. Zeszotarski. P. (2001). ERIC review: Issues in global education initiatives in thecommunity college. Community College Review, 29(1), 65-79.