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Internationalisation of the curriculum is a major issue for academics, administrators and policy makers in an era of market-driven changes affecting the higher education (HE) sector. It is a key program strategy within the wider activity of internationalisation of HE. This thesis contains a literature review which indicated that very little is known about the ways in which academics and students experience internationalisation of the curriculum. The research reported herein was designed to fill this gap by documenting and analysing the staff and student experience. The research is therefore grounded in the interpretive paradigm and utilises case study method. The cross-case analysis surfaces common themes and highlights contradictions and tensions that were seen to lead to problems in practice. Academic goodwill was found to be the most critical factor for success of internationalisation of the curriculum initiatives. Other factors that were found to have negative impacts include: the absence of theoretical frameworks underpinning internationalisation of the curriculum and curriculum planning; the non-alignment of assessment policy and practice across partner institutions; and the failure to develop student learning communities. Academic goodwill was found to be the most critical factor for success of internationalisation of the curriculum initiatives. From the themes identified in the cross case analysis a set of recommendations for internationalisation of the curriculum is offered by the author to help academics and administrators develop policy and a disciplinary vision for courses and programs that lead to international outcomes for students. These recommendations refer to the need for: theory-based, education-led models and disciplinary visions for internationalising the curriculum; equity of student access; student engagement within and across institutions; local and transnational student learning communities; policy-based procedures and professional development and support for academics.