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In this chapter we build upon Moed's conceptual contributions on theimportance of the policy context when using and interpreting scientometricindicators. We focus on the use of indicators in research evaluation regardinginternationalisation policies. The globalization of higher education presentsimportant challenges to institutions worldwide, which are confronted withtensions derived from the need to respond both, to their local necessities anddemands while participating in global networks. In this context, indicatorshave served as measures for monitoring and enforcing internationalisationpolicies, in many cases interpreting them regardless of the policy context inwhich they are enforced. We will analyse three examples of indicators relatedto internationalisation. The first one is about international collaborations,under the assumption that a greater number of internationally co-authoredpublications will benefit a national science system as it will result in highercitation impact. The second one relates to the promotion of English language asthe dominant language of science. The third case analyses how different policycontexts shape the selection and construction of indicators, sometimes in apartial way which does not properly reflect the phenomenon under study. Theexamples illustrate that the interpretation and policy implications of the'same' S&T indicators differ depending on specific contexts.

The differing meanings of indicators under different policy contexts. The case of internationalisation