The changing demographic of the student body in higher education today poses new challenges to traditional methods of teaching and learning. Notions of the non-traditional student incorporate students belonging to diverse ethnic, linguistic, cultural and religious backgrounds. In addition universities are charged with the responsibility of producing graduates who are global citizens and can operate effectively in the 21st century (Shiel, 2006). The learning experience must be designed to ensure that students develop the intercultural competence needed for professional careers in a globally interconnected world. Internationalisation is the process by which universities hope to achieve this aim.