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Internationalisation of higher education is very topical. Internationalisation of higher education can be discussed for hours, interpreted in multiple ways, praised or skewered, but it has existed since the dawn of universities due to the international character of knowledge and has always played a role in the development of higher education. In the recent century this process gained importance as an instrumental part of higher education serving the development of international relations of countries and regions, where international cooperation and exchange were aimed at political expansion–Hans de Wit (1995, pp. 6-9) analyzed this correlation in his review of the stages of internationalisation development. The latest stage of internationalisation of higher education development started in the 1980s and exploded in the 1990s (Söderqvist, 2007, p. 14), mirroring the fantastic speed of economic globalisation and the increasing role of higher education in providing globally economically competitive workforce–“global citizens with global competences”(Altbach, 2009, p. 17).

With the rise of the “knowledge society”, the de-colonisation of the developing world, the expansion of higher education, the decrease of public funding and the quick development of global economic process, internationalisation added the function of updating and improving higher education systems in response to globalisation, since national higher education systems are supposed to contribute heavily in nations’ economic competitiveness on the international arena. De Wit remarks that “the third period [of internationalisation] is characterized by the emphasis on economic arguments …