Like many other universities around the world, the universities in Hong Kong put internationalisation high on the agenda in order to stay competitive and relevant in the global era. One key initiative is internationalisation of the curriculum which involves the incorporation of international, intercultural, and global dimensions into many aspects of a curriculum, for example, the content, teaching methods, assessment, delivery, and the support service. While the concept is defined, how it can be translated into practices warrants more studies. There is sometimes a gap between the institutional vision of internationalisation and the actual practices at the curriculum and pedagogical level. A pilot study was undertaken to explore teachers’ perceptions and practices in relation to internationalising the curriculum. The study was based on a newly introduced Common Core Curriculum in a Hong Kong university. Thirteen teachers and the director of the Common Core were interviewed.  The findings revealed five practices shared by a number of the interviewees: (1) offering multiple perspectives and viewpoints; (2) creating the global and local connections; (3) facilitating intercultural and multidisciplinary engagement; (4) using international students as learning resources; and (5) designing flexible assessment tasks. Concerns and challenges facing teachers were also elicited. The study offers practical insights into the advancement of internationalisation by soliciting and discussing existing practices.

Keywords: Internationalisation, common core curriculum, curriculum transformation