Internationalization of higher education at home (IHEH) is a relatively new phenomenon for Russia but, as a concept, it is one that is both broad and varied. The internationalization of higher education at home has been influenced by the globalisation of economies and societies and the increased importance of knowledge. It is driven by a dynamic and constantly evolving combination of political, economic, socio-cultural and academic rationales. These motives take different forms and dimensions in different regions, in institutions and their programmes.

The study covers intensive programmes and their impact within Tempus, Erasmus+ and other funding programmes. The study focuses on 3 higher education institutions of the Volga region. The essential data of the study was collected by theme interviews. In addition, the researchers collected feedback and statistics to be utilised for research purposes.

The impact of the intensive courses is evaluated through several approaches. The starting point is to consider, on the one hand, how the intensive courses are taken into account in the strategies of higher education institutions, and on the other hand, how the intensive courses have advanced the implementation of these strategies. Another approach concerns internationalisation at home and helps find out how, specifically, intensive courses advance internationalisation at both personal and institutional levels. The third approach deals with the development of education and teaching and shows what role intensive courses have in the transfer of teaching methods, materials and whole course concepts in Russian higher education institutions. The study is concluded with a survey of different ways in which intensive courses are affecting cooperation between higher education institutions.

The research demonstrates that attitudes toward intensive courses are positive within Russian higher education institutions as the courses offer students and educators an easy way to internationalize on grounds because of their short duration and precise planning. In addition to this, the intensive courses are expected to produce other types of cooperation between higher education institutions, e.g. publications, cooperation projects, common teaching modules and joint degrees. It is thus possible to think about intensive courses as a way of stepping stone between student and staff mobility and a means of deeper cooperation between higher education institutions.