This thesis examines the ways in which educational institutions in rural areas intend to promote motivation for higher education and to contribute to the fostering of a European identity through the implementation of the Erasmus+ programme and in contexts where the programme is not available. The thesis further investigates how the presence and absence of the Erasmus+ programme influence organisational learning. To that end, two educational institutions in rural Sweden are examined: Högskolan Väst, a university in western Sweden, which implements the programme, and Campus Västervik, a small-scale higher education institution in the southeastern part of the country that does not participate in the programme. The study employs a qualitative approach, with data emerging from interviews with faculty members from both institutions, while institutional strategy documents are also analysed to complement and contextualise the findings. The findings regarding Campus Västervik reveal that the institution’s strategy concerning motivation for higher education is primarily aligned with the needs of the local labour market and employability, rather than with an international and European framework, although efforts are made in that direction. Conversely, Högskolan Väst is able to implement the Erasmus+ programme within the context of its resources, contributing, thus, to the internationalisation of higher education, enhancing motivation and reinforcing organisational learning. The study identifies the opportunities and challenges both the implementation and non-implementation of the Erasmus+ programme presents in a rural context, with the results suggesting that European Union policies are not always applicable across Europe nor have the intended effect.