Internationalisation is a process that has been going through universities globally since the last 40 years. In particular, the most traditional form, embodied in academic mobility, has concentrated the greatest weight of institutional efforts and research carried out so far. In this century, new forms of training become relevant, which find its most concrete expression in the Internationalisation of the Curriculum. The scientific work carried out so far, describes successful experiences in different institutions, and explores very specific alternatives on the inclusion of the international dimension in the curriculum. This approach proposes 5 dimensions of analysis that make it possible to monitor the process of internationalisation of curricula in universities: the institutional context, comparable and compatible curricula, the use of a system of credits, joint degrees and dual degrees, and teaching in a language other than native language. Given the truly dynamic and multidimensional nature of the internationalisation of the curriculum, qualitative methods, and especially the case study, were considered as a viable option for recording relevant information and understanding the process at its various stages of development without losing the complexity and specificity of each case, analysing in depth two Argentinian public universities: the National University of Saint Martin and the National University of Cuyo. One of the central aspects of this work was linked to the tension between the individual, disciplinary and institutional levels that are going through the analysis of each individual case, and assume an important role in comparison, allowing conclusions to be drawn on Argentinian public universities and the way in which the internationalisation process in the higher education system takes place.