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While the demand for HIV integration into higher education curriculum remains consistent, common challenges experienced by practitioners identify research gaps, in 'how' one gains access into core curricula and if successful, 'what' content is considered relevant and integral to the discipline. This article offers an HIV curriculum integration conceptual framework that responds to these challenges, and seeks to guide the process of access and integration. Based on the organisational management theory of collaborative engagement (Daft 1999), the authors describe how they adapted Daft's (1999) four stage process and applied it in one faculty's foundation course. The purpose of this article is to generate 'user-orientated research' (Cooper 2011) that invites HIV educators in South African universities to apply the conceptual framework in their curriculum integration practice.

Creating access and inclusion of HIV education into core curricula