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This chapter develops a framework of literature focused on the evolution of internationalisation of higher education. One of the deepest forms of internationalisation is a process approach, in which institutions engage in a comprehensive strategy of integrating international perspectives into all aspects of teaching and learning (de Wit ; ). It is now also referred to as comprehensive internationalisation. Against this framework, the chapter explores some of the implications of international developments on the varying institutional practices of internationalisation in Romania. We focus on two key dimensions of internationalisation of higher education: the importance of the European context and the call for more comprehensive strategies for internationalisation. Related issues are the focus on internationalisation abroad and the lack of strategies to enhance internationalisation at home. Although mobility is a significant mechanism for the further development of internationalisation, we argue that mobility alone is not likely to lead to the development of global competence and mind-set for the majority of students in Romania, nor assist its universities in developing more comprehensive internationalisation strategies. For this analysis we draw on select findings from the - project.

National strategies and practices in internationalisation of higher education vary across countries. So does their efficiency and impact. For countries that, like Romania, are considering adopting a national internationalisation strategy and are deliberating what exact model to choose (or develop), valuable lessons can be learned from a well-calibrated cross-country comparison. The present study was invited by the Romanian Executive Agency for Funding of Higher Education, Innovation and Development specifically for this purpose. The study is based on a comparative analysis of four European countries: Estonia, Germany, Poland, and Romania. It focuses on aspects such as: existence or not of a national strategy; content of strategies, where they exist, from principles and priorities to legal provisions and budgets; main internationalisation practices, whether linked to a formal strategy or not; main actors at national level; student mobility data. The comparison provides concrete elements for a possible framework informing the choices of the relevant stakeholders/policy makers in Romania. At the same time, it provides surprising insight that may be of interest for policy makers and higher education actors in other countries, as well as for scholars of internationalisation, for example by outlining policy approaches and “country profiles” with regard to internationalisation.