The purpose of this paper is to examine how internationalization as a governing discourse operates upon curricular knowledge dimensions in recent PhD Education reform. PhD Education is here regarded as a site where academic disciplines and societal knowledge demands are translated and performed into PhD Education curriculum and knowledge production. Presumingly, internationalization has always taken part of such transformations, even though national regulations often are described as characteristic for PhD Education. Hence, PhD Education could both reproduce and go beyond the past and future of traditional disciplines and knowledge. During the latest decade, organizational reforms of PhD Education, in particular in programs like Doctoral Schools have become influential. Interestingly, the reforms intervene in the knowledge organization and curricular content of PhD Education, reinforced by internationalization discourses. For example, thematic project-oriented cross-border collaborations to meet societal knowledge demands are suggested, more competitive profiles and outputs to fit with the Knowledge Economy, and changed cultures of communication and knowledge dissemination. International and European policy agreements and “principles” (the Salzburg and Banff principles, the Bologna project, etc.), information portals (e.g. www.eurodoc.net) are vital here. In this paper, these policies are analyzed and reflected onto Swedish changes in Educational Science PhD Education.