We have at least three ‘curricula’ in Glasgow that we need to know more about in terms of internationalisation:

1.The curriculum ‘proper’: and this is subdivided into our discipline areas, and further into modules, teaching teams etc.

2.The soi-disant ‘hidden curriculum’: by which we mean social practices, power assumptions, roles, language, norms, expectations. Transcends the studio into interactions with the whole of GSA.

3. What we might call ‘the Glasgow curriculum’: the unique (and marvellous) mess of all the art stuff in Glasgow that makes it special being here, living here, creating here.

If we are to derive principles or guidelines or ‘knowings’ about these three curricula (and there may be more) then we need to find ways of understanding them.

We have two big questions right now:

1. How can we learn about what is going on already across these widely-defined spaces of learning?
2. How can we learn from developing pilot and nascent practices to extend what we do, and where, further?