Localisation vs. universalism of professional practice in curriculum internationalisation

![CDATA[Curriculum internationalisation has become increasingly important in tertiary education. Various debates arise regarding the strategies to ensure student inclusivity; delivery mode; as well as the theoretical discourse on ethical and pedagogical dilemmas as mono cultural universities strive for student diversity. This paper discusses the challenges faced when delivering the same program to student cohorts at both an Australian and Vietnam campus. The School of Property, Construction and Project management is increasing its offshore offerings, within the Project Management discipline through the delivery of its Master of Project Management. To improve the student experience and graduate outcomes we reviewed content towards integration of localised industry based problems. The program was initially delivered onshore and little work to localise content to the Vietnamese context had been undertaken until this project. Project management theoretical principles are universal however application changes with regional variances. Course design across this discipline typically involves theoretical principles being illustrated with professional practice scenarios. Our program had evolved in RMIT Melbourne and exemplars are typically drawn from Melbourne, Victoria or acrossAustralia. The lack of locally based industry exemplars needed addressing. The Vietnamese cultural, regulatory, procurement and professional practices needed capturing and describing to enhance student learning. We sought to achieve curriculum internationalisation through the production of a series of culturally contextualised multimedia online videos portraying industry based problems, people, organisations and projects derived from the Vietnamese project management profession. We describe challenges faced, inclusivity strategies and lessons learned and discussion on the theoretical discourse within the field.]]