Since 1996 the European Union's Socrates/Erasmus programme has employed a new administrative system based on the Institutional Contract (IC). The application of the IC includes a three-page European Policy Statement, the purpose of which is to make the actual application of the IC intelligible and to serve as a "brochure", that sketches out the strengths and areas of special expertise of the higher education institution.

In this article, the European Policy Statements of the 93 Finnish Socrates IC applications on the first application round based on the Institutional Contract (deadline 1st July 1996) are examined. Answers to the following research questions are sought: What are the underlying rationales for the internationalisation of higher education institutions within the framework of their Socrates strategies? What combination of international activities do these institutions wish to exercise? Do they advance internationalism on all fields of study, or are there certain prioritisations? How much institutional support is given to internationalisation? How much emphasis is given to certain topical and potentially sensitive issues (gender equality and disabled students)? How is internationalisation monitored and evaluated?

Most of the higher education institutions had succeeded in compiling a coherent European Policy Statement - although they had employed different strategies of self-profiling. The universities operating in the metropolitan area underlined their national significance for Finnish science, culture and industry and for their recognition abroad. Universities, polytechnics and vocational colleges operating in peripheral regions underlined their importance for the local export industry, local economy and the community in general.

Throughout the field of Finnish higher education institutions, the most important rationale for internationalisation was the enhancement of the quality of education. The second most prominent rationale was economic: improving the professional abilities and the labour market prospects of the students and thus supporting the regional or national economy. The third most prominent rationale made reference to developing the cultural communication capabilities and the personal profile of students. The political rationale of supporting peaceful international relations and a deeper integration of Finland into the European Union was mentioned only occasionally.

There was also a clear order of priorities among the measures to be developed. Student exchange is the cornerstone of international cooperation and is pursued by practically all institutions. Teacher exchange is also very popular and seems to benefit from contacts initially established for student exchange. Implementation of the European Credit Transfer System (ECTS) forms a natural and necessary supplement to exchanges. Curriculum development and intensive programmes, on the other hand, were present in fewer strategies.