Description: Considering the internationalisation of higher education, the Bologna-process and drawing from intrinsic internationalisation ideologies in higher education the first aim of this paper is to discuss contents and ideas behind a recently proposed pedagogical programme - the IPSO FACTO PROGRAMME (Stier 2006). The Programme identifies twelve significant fields of consideration when international educators work with students and consists of two interrelated parts: Intercultural Programmes' Student Outputs (IPSO) and Features of Academic Curricula and Teaching Orientations (FACTO). Using a student survey, the second aim is to exemplify, discuss and suggest possible modifications - with the objective to increase the programme's quality for practical "application". Special attention is also given to intercultural competence as a potential student outcome of the programme. Methodology: Accounting for three underlying ideologies on the internationalisation of higher education identified by Stier (2004), a critical reading of the discourse on intercultural education and democratic competence, university policies on internationalisation and, particularly of the underlying ideas of the IPSO-FACTO-programme, a questionnaire with a mixture of open-ended and fixed response-alternatives will developed and distributed to a group of international students from a dozen countries studying at Mälardalen University. Questionnaire themes emanate from be above mentioned twelve fields of consideration and are, in turn, broken down to specific questions. Findings will then be used to identify inherent weaknesses and strengths of the programme. Conclusions: A possible outcome is that the suggested - and modified - model is adequate for educational praxis. More specifically, this means that it serves a resourceful tool for international educators as well as facilitates student's self-development, enriches their education and enabled them to acquire adequate intercultural competencies for the future.