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The process of internationalisation of higher education can be seen as fluctuating between  two main discourses: economic competition and academic internationalisation (Bolsman &amp;  Miller 2008). Within the former type of discourse, internationalisation is constructed as a means to  generate income, in competition with other institutions, through the provision of research and teaching  services of a high quality to as many ‘clients’ as possible. From the point of view of academic  internationalism, internationalisation is represented as a joint enterprise by institutions from different  countries for the advancement of human knowledge and intercultural understanding. In this  paper we aim to explore the views of the teaching staff of two bilingual universities in Spain in  connection with the process of internationalisation of their institution, placing a special  emphasis on its impact on language policy. The sample for this study was made up of 173  university teaching staff who completed a questionnaire in which they were asked to express  their views on issues such as internationalisation at higher education institutions, academic  mobility and their attitudes towards multilingualism. The participants belonged to two officially  bilingual universities in Spain, namely the University of Lleida (UdL) and the University of the  Basque Country (UBC). Variables such as the sociolinguistic context, gender, mother tongue  and age were considered when scrutinising the participants’ answers with a view to drawing  a picture of internationalisation which included opinions on academic mobility and multilingualism  from the teaching staff’s perspective.

Teaching staff’s views about the internationalisation of higher education: The case of two bilingual communities in Spain