As decolonization?of the curriculum in higher education (HE) gains traction, academics?may question?their positionality and role as actors in the field. The concept of decolonization is contentious, but primarily focuses on uncentering the?Western?filter through which the world is viewed both socially and academically. Just as Gavin Sanderson has argued, that internationalization of HE requires the internationalization of the academic self, so we discuss how decolonizing the internationalized HE curriculum must begin with the decolonization of the individual. The strategic directions of our three European institutions reflect the tensions reported in international literature between HE as an income generator, and as a public good. In the autoethnographic project underpinning this article, we employed the unconventional Collaborative Analytics methodology and its iterations of "share data, share results, share decisions" to explore institutional strategy as experienced by academics. Our novel approach may help others reflect on decolonizing as a process of 'forever becoming'.