The Bologna Process is one of the most extensive examples of policy borrowing processes. Based on qualitative data, this article argues in favour of studying part of this process as "global smallness", centring on the organisational effects of the implementation of a globalised curriculum. Through Derrida's notion on hauntology, Fenwick and Edward's analysis of multiple reals, and Barad's understanding of entanglement and time, this article explores how the implementation processes evoke simultaneously existing worlds of practices propelled by the agency of the past troubling present higher education reform. Finally, this article addresses how ongoing reforms tend to increase the stretch between "what is performed on the outside" and "what is practiced on the inside".