Abstract
Globalisation, the internationalisation of academia as a whole, and the Bologna Process have recently placed European higher education in a state of change. By critically reading policies and documents on internationalisation from 16 universities in Australia, Canada, Sweden and the US, three internationalisation ideologies (idealism, instrumentalism and educationalism) in higher education are analysed. Areas of similarities and differences are discussed – especially with regard to desired learning outcomes and the ideological rationales for international education. It is concluded that these policies and documents as well as the Bologna Process largely disregard issues pertaining to the teaching methods and contents of international education.
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