This paper is a critical reflection on the research work of Sutherland et al. (2015) which explores the experiences of Erasmus exchange students from European Union (EU) countries to answer whether student-centered approaches are adequate to meet their needs. It also examines possible gaps in the tutor student

    pedagogic experience, expectations and perceptions highlighting the need to be adopted a more reflective and reflexive approach to working with Erasmus students, requiring a shift away from a mechanistic focus on systems ,structures and cultural awareness towards cultural intelligence. The present paper, through reflection and critical literature review approach, emphasizes the key learning points of the above research article and on the importance of consideration of cultural intelligence in Higher Education as part of the internationalization process.