Innovative non-traditional mobility formats - recommendations and measures


Non-traditional and innovative forms of mobility require a broad understanding: it is about embedding learning experiences in the curriculum that create space for international and culturally reflective learning. New technologies open up possibilities for transcultural encounters in virtual spaces. HMIS2030 sets a forward-looking accent with >>Aim 3 - Develop and implement innovative digital forms of mobility .


Furthermore, integrating research experiences from different contexts and countries into students' education creates the conditions for future careers as researchers or highly qualified experts in the non-academic sector. Short-term mobility in various forms - e.g. research work, internships, excursions, international weeks - provide opportunities for international and culturally reflective experiences and can serve as door openers for longer stays abroad. Local diversity enables a variety of perspectives and is used as a culturally reflective resource "at home" (Internationalisation@Home).


Recommendation 1

Establishment of a broad spectrum of mobility formats with corresponding resource allocation and supportive framework conditions


The universities are recommended to provide a wide range of mobility formats to ensure access to international and culturally reflective learning for all students (e.g. through mobility windows). Higher education institutions should flexibly adapt different forms of mobility to their specific institutional and subject-related context as well as to the needs of students, including the needs of underrepresented groups, and also implement non-traditional and innovative mobility in a quality-assured manner. In terms of quality implementation, resources (time, financial and human) should be planned for the implementation of these non-traditional and innovative forms of mobility in order to enable maximum flexibility and create space for innovative development.

Recommendation 2

Curricular integration and further development


It is recommended that non-traditional and innovative forms of mobility be placed on an equal footing with traditional forms and be valued, and that international and culturally reflective learning and teaching thus be perceived as a necessity and obligation in the university's self-image. In doing so, the needs of underrepresented student groups must be taken into account. Adequate curricular opportunities should be created for these groups, thus preventing a prolongation of studies or a significantly increased workload in subsequent semesters. The development and communication of good practice examples for various disciplines is suggested.

(see also the recommendations and measures for >> Mobility of underrepressented student groups).

Within the framework of the >> subject area groups of the >> HMS-Mobility forum, the participatory process for the further development of the HMS2016 into the HMIS2030, proposals for recommendations including respective measures were developed on the topic of innovative non-traditional mobility formats, which were thematically bundled and prepared as a basis for the formulation of the HMIS2030. They are documented here in this form as valuable results of the professional discussion process and reflect the views of the higher education experts represented in the thematic field groups.