In this article, we conduct a discourse analysis of the strategic plans of two universities, one from the global South and the other from the global North, to understand how the constitution of space and place reconfigures human experience in the two institutions. We argue that universities do not simply respond to dominant logics of globalization but are active participants in its production. We draw on feminist geographers to elaborate how these universities' discourses of internationalization reify a division of higher education as local "place" and globalization as abstract global space, "out there". This imaginary spatiality obscures the work of the "local" in producing the "global" with important implications for the redefinition of the student-citizen, useful knowledge, and managerial practices. (Contains 3 notes.)