As internationalization of higher education (HE) reaches a forty-year trajectory point, its community of scholars recognize an ever present fragmentation in the field. Four decades of worldwide conceptual and pedagogical incentives have not yielded consensus about successful policy to practice implementation (Ninnes & Hellstén, 2005), nor of its impact upon intercultural understanding (Marginson & Sawir, 2012) or language gains (Grin, 2012). Indeed, the overall advantages of internationalization as a measure of coercive responsiveness to the social justice and civic needs imposed by globalization, remain uncertain.  The outcome of such to date is an uneven distribution of HE provisions on account of the recent world economic crises. The responsiveness of international higher education (HE) to current global flows in employability, mobility and competitiveness has been articulated in national, regional and local level policy guidelines over the past decades. The Swedish government has recently formulated international dimensions in public HE policy, as a need to inform intercultural diversity and innovation, and as a crucial feature of academic provision in the 21^st Century (HSV, 2008; European Unit, 2000; Minister of Education, Research and Culture, 2005). One consensus account is a recent collaborative forum initiated by the Swedish Research Council (VR), introducing international mobility as an Action plan strategy (VR, 2012). At the public policy level however, internationalization remains caught in the conflict between the degree of internationalization and academic quality, breaking the assumption that merely having international policies in place provides for higher academic excellence.  The ethical element of implementation of international policies remains a valid imperative, as addressed in the current contributions in the collection of this symposium. This paper reports one aspect of a Swedish case study, as based on survey data from one public HE institution. Surveys were collected from students in three academic discipline areas, education, humanities and sciences on the responses of the international education system and upon the processes affecting its actors. The survey data is discussed from the perspective of identifying processes that provide alternatives to profit-seeking, unethical, and market driven internationalization approaches, and in relation to the body of the larger international empirical research consortium data framework.