Description: This article focuses on problematizing higher education in Europe today in relation to the Bologna process. More precisely, it aims at analysing how texts on the Bologna process construct a specific rationality of governing that produces specific European citizens and practices of exclusion. Who is and who is not a European citizen? I am inspired by Foucault's (2003) notion of governmentality, which is used to analyse how mentalities and ideas about how governing should be practiced is constructed in different narratives and how these ideas operate in a way that constructs specific subjects. Analysis made on European documents are related to analysis made on Swedish documents on the Bologna process as a way to see how "planetspeak" (Nóvoa 2002) discourses operate and are inscribed differently in the local. Methodology: As I'm inspired by the concept of governmentality (Foucault 2003), and my focus is on the discursive level, I' am not interested in explaining how things really are, or in analysing casual relations. Instead, I have conducted a discourse analysis where I map out the central concepts and ideas which construct the discourse of higher education in Europe and in Sweden. Further, I analyze how these ideas are the product and producers of power relations which construct specific European citizens (and non-citizens). Five European official documents and two Swedish official documents have been analysed. Conclusions: By analysing the specific case of the Bologna process I would argue that the process can be seen as an expression of a dominating rationality of governing named advanced liberal rule (Rose 1996). Ideas about comparability, mobility, transparency, flexibility, shared European values and diversity together construct a configuration of thought, one of the effects of which is the construction of a specific adult subject; the active ones taking responsibility for their own lives. Such a subject is fabricated through different techniques of governing. For example, the Bologna process aims at making systems of higher education in Europe more alike, at the same time as diversity is to be respected. Such a pair of ideas seem to be contradictory, but as I argue these ideas act as a technique of governing where each nation are to actively desire participation in the Bologna process. Auditing is another technique of governing where each nation, university, teacher and student (as subjects) are made into visible, calculable and governable spaces. Goals set up (i.e. for good standard) are to be reached, and a peer-review system is to be constructed where everyone is to be monitored. You are to actively desire to reach the goals set up, otherwise you will be excluded.