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The term includes all persons who work in an administrative, technical or other support function in the administration and/or in the area of support services at a higher education institution. The term is synonymous with other terms such as non-academic, non-artistic or administrative-technical staff, which are also used for this group. The recommendations and measures address both outgoing and incoming students from this group.
refers to the linking of physically and virtually conducted teaching and learning activities.
designates accompanying measures and innovative didactic-methodical approaches (in the sense of blended learning) in combination with and in support of physical mobility (Cf. the statement by Ramp, Orr & Knoth in the White Paper Bologna Digital 2020 (2019)„Therefore, increasing physical mobility numbers should still be the top priority, safeguarding and fostering the chance to benefit from a longer period of staying abroad, enriched and complemented by manifold collaborative, cross-campus teaching and learning opportunities that digitally support the student journey at best” ( S. 18)
is understood as a process that reviews aims and measures for their intended effectiveness and serves as a basis for improvement and further development.
refers to responsible, ethical and sustainability-oriented action in local, national and global contexts in the awareness that one's own actions have an impact on the interests and rights of others. It refers to political, economic, social and cultural dimensions and their interdependence and influence. (Lilley 2014, Leask 2015, UNESCO 2015)
here refers to critical, networked thinking and an attitude that is based on responsible action in the sense of global citizenship.
is used in HMIS2030 as a collective term for students, teachers and general university staff.
the term includes all public and private universities, universities of applied sciences and universities of teacher education in Austria. For reasons of better readability, this term is used in this comprehensive sense.
encompasses abilities and skills that enable communication and social interaction in a diverse, often cross-border environment. "International" competences are defined as knowledge-based in the sense of recognising the causes and effects of global contexts as well as different approaches and perspectives on them. The "intercultural" competences refer to social-communicative abilities and skills that make it possible to act effectively and adequately with people from other cultural backgrounds or in diverse teams. According to Jones (2013), on the one hand, this is about self-efficacy, which is based, for example, on the awareness of one's own cultural conditionality. on the one hand, it is about self-efficacy, i.e. self-efficacy that is demonstrated, for example, by an awareness of one's own cultural conditionality, openness to new things and respect for the "other", tolerance of ambiguity and resilience or problem-solving skills; on the other hand, it is about people skills, such as general cultural and culture-specific knowledge and the corresponding adaptability in communication and conflict resolution, the ability to change perspectives and empathy or tolerance as well as non-judgemental assessment (see also CIMO 2014, Deardorff 2009, Jones 2016).
A taxative enumeration does not seem to make sense for two reasons: Firstly, there is no clear demarcation from and partial overlap with other terms such as social, transversal, transferable, general, employability, entrepreneurial skills in the literature. Secondly, especially in the internationalisation of studies and teaching, the contextualisation and thus the focus on certain aspects of these competences plays an essential role in the design of individual curricula. In practical implementation and for the formulation of international and intercultural learning outcomes, the Global Learning or the Intercultural Knowledge and Competence Value Rubrics of the Association of American Colleges and Universities (AACU) or the Developmental Matrix of Intercultural Competence developed by Ridings, Simpson and Leask and based on knowledge, skills and attitudes (figure in Leask 2015, p. 65) can be helpful.
is understood here in the sense of the definition by de Wit, Hunter, Howard and Egron-Polak (2015), whose definition is a further development of the original definition by Jane Knight, as “the intentional process of integrating an international, intercultural or global dimension into the purpose, functions and delivery of post-secondary education, in order to enhance the quality of education and research for all students and staff, and to make a meaningful contribution to society” (p. 29).
is to be understood as a comprehensive approach to the internationalization of study and teaching and is based on the 3-pillar model of the Australian educational scientist Betty Leask (2015), who defines IoC as follows: „Internationalization of the curriculum is the incorporation of international, intercultural, and/or global dimensions into the content of the curriculum as well as the learning outcomes, assessment tasks, teaching methods, and support services of a program of study” (p. 9). The 3 pillars of the curriculum are formal, informal and hidden curriculum, which influence each other and are experienced by students as a "dynamic interplay of teaching and learning processes, content, and activities in and out of the classroom". The informal and hidden curriculum also imply all measures of internationalisation at home.
is defined according to Beelen and Jones (2015) as follows: "Internationalisation at Home is the purposeful integration of international and intercultural dimensions into the formal and informal curriculum for all students within domestic learning environments" (p. 69). In the context of this strategy, IaH is subsumed under the internationalisation of studies and teaching, as this is seen comprehensively (see definition). The informal and hidden curriculum thus imply the range of measures of IaH".
as defined by the European Consortium for Accreditation (ECA) as "An integrated curriculum coordinated and offered jointly by different higher education institutions and leading to a (double/multiple or joint) degree". (Aerden & Reczulska, 2012, p. 11) The key feature is thus the joint development and implementation of the curriculum by a consortium of different or several international higher education partners. The type of degree, either in the form of a joint document for all participating higher education institutions (joint degree) or as individually issued documents of the participating higher education institutions (double / multiple degree) is not decisive. This definition corresponds to that of the Yerevan Communiqué 2015 with the restriction that in the context of the European Approach for Quality Assurance of Joint Programmes only "higher education institutions from EHEA countries" (p. 1) are mentioned.
all persons who teach in a study programme at a higher education institution, regardless of their specific function or the nature of their employment contract. The focus on the internationalisation of teaching and its importance for the acquisition of international and culturally reflective competences is thus underlined. Academic and artistic staff are included. This group is the same as that of WIBI 1.A.1. Measures in this strategy address both outgoing and incoming teachers.
this includes all those forms of mobility that are not to be counted among the traditional ones of a duration of at least 3 months or an extent of 15 ECTS credits (cf. also the clarification of the term "study-relevant stay abroad").
refers here to the internal structure and processes of a higher education institution, which start from the setting of quality objectives, emphasise the importance and responsibility of the actors and end with the evaluation of the achievement of objectives, in order to work towards further quality development. A detailed description of this can be found in the description of strategic aim 5.
includes all groups of people and functions involved in the implementation of recommendations and measures of this strategy or directly / indirectly affected by the impacts. "Internal stakeholders" refers to all university staff. External stakeholders" refers to all other relevant groups of people.
for the sake of clarity and comprehensibility, the term "degree programme" refers to all study options offered at Austrian higher education institutions for obtaining an academic degree. The term chosen is based on the English study or degree programme, which is used in many official documents at European level.
includes all persons enrolled in a degree or doctoral programme at an Austrian higher education institution. The recommendations and measures of this strategy address outgoing and incoming students, the latter in the context of both credit and degree mobility. Students who are employed as PreDocs at a university alongside their doctoral studies have a special situation.
the definition of this term was agreed by UNIKO, FHK, RÖPH and ÖPUK and published on 21.12.2018 with the following content (cf. clarification of the term "non-traditional and innovative forms of mobility"):
"Study-relevant stays abroad are study stays within the framework of mobility programmes or bilateral cooperation agreements as well as self-organised stays abroad taking into account the criteria formulated below. The acquisition of subject-related and international/intercultural competences is at the forefront of the learning process. The duration or scope of the stays abroard depends on the requirements of the respective curriculum or regulations set by the higher education institution / the degree programme."
is used in the sense of the English cross-border to explicitly include mobilities with neighbouring countries with the same mother tongue, such as Germany. However, "transnational" is basically synonymous with "international".
are to be understood as those student groups that are underrepresented in higher education mobility These are not listed taxatively or defined uniformly in this strategy, as they can present themselves very differently in the respective context of a higher education institution. Within the framework of the National Strategy on the Social Dimension, the following groups of people were recorded as being underrepresented in mobility (See Strategy on the Social Dimension (pp. 12-15), Report on International Mobility (Grabher et al., 2016) as well as presentation "Student Mobility in Austria Underrepresented Groups" by Angelika Grabher (IHS) as part of the participative process on HMIS (working title ))
- Student groups that are already underrepresented in access to higher education (e.g. women/men in certain study groups, students from educationally disadvantaged households, etc.).
- Student groups with specific requirements, e.g. care needs, disabilities, occupation, etc.
- Student groups in certain disciplines, e.g. law, etc.