About trip

The aim of TRIP is to develop a framework for innovative and quality-assured internationalisation at home, meaning "the purposeful integration of international and intercultural dimensions into the formal and informal curriculum for all students within domestic learning environments" (Beelen & Jones 2015, p.69). First, the model will focus on students by providing inclusive virtual learning modules. Then, it will focus on staff by facilitating access to teaching innovations and curriculum enhancements. Finally, it will target universities as institutions by proposing a new approach to inclusive internationalisation.

TRIP aims to:

  • build capacity amongst teaching staff to develop their curricula in line with the inclusive education pedagogy,
  • make students globally engaged citizens through SDG indexed community-based modules,
  • enhance students’ transversal skills in transnational virtual modules with a specific focus on language and intercultural competencies,
  • deconstruct the artificial boundary between domestic and international student and institution and local community through community engaged teaching,
  • develop a quality assured framework through a Certificate in Quality Assured Inclusive Internationalisation at home,
  • provide a map to higher education to implement the principles of SDGs through operational and strategic policies



TRIP aims to develop a comprehensive and overarching IaH framework following a tripartite action model to build inclusive internationalisation at the macro, meso, and micro levels:

  • At the macro level (institutional and societal), robust and sustainable policies and systems must be put in place at HEIs, enabled by a comprehensive, transnationally accepted definition of a responsible, international university; a toolkit for HEIs to develop inclusive IaH; and a Certificate in Quality Assured IaH. (PR3)
  • At the meso level, staff at HEIs (including academic and support staff) require upskilling in inclusive IaH through raising awareness of diversity; improving intercultural communication; designing, teaching, and assessing in an internationalised HEI; and developing pedagogical skills for inclusive education. (PR1)
  • For students, this led to the design of the IVSC E-MODULE, as a key project output at the micro level, with a focus on intercultural awareness raising around the key themes of environment, gender equality, race equality, and inclusion. (PR2)