Teacher mobility - recommendations and measures

The mobility of teachers is of particular importance for the teaching of international and culturally reflective competences as well as for their own qualification and professional development. The added value of these mobility experiences is thus effective on both an individual and institutional level. From the exchange and networking with international colleagues and partner universities, the experience of teaching in a foreign language, to the planning and development of joint modules and curricula - all this contributes to the implementation of an >> internationalized curriculum with the three pillars (formal, informal, hidden) and thus to the development of an international campus or a global mindset. Considering that - due to the broad spectrum of different backgrounds and life situations - only a minority of students can take advantage of traditional forms of mobility, it is all the more important to make international and culturally reflective learning experiences possible and accessible to all by means of innovative and non-traditional mobilities and/or also "at home". In this context, the transfer of experiences on the part of mobile teachers and their integration into the teaching content and learning setting play an important role. Furthermore, through such mobilities, new knowledge corresponding to the state of research can be acquired and integrated into teaching and further education.


Recommendation 1

Strategic anchoring of teacher mobility, quality and resource allocation


It is recommended that incoming and outgoing teacher mobility be anchored in the strategies of the individual higher education institutions as an important part of internationalisation and as a valuable, quality-oriented and equal contribution to teaching activity, and that it be considered as a cross-cutting issue in all areas.

Furthermore, it is recommended that the necessary allocation of resources in terms of personnel, time and financial means should ensure quality implementation.

Recommendation 2

Creation of incentive systems and supportive framework conditions


It is recommended to communicate commitment and the added value of (incoming and outgoing) teacher mobility at institutional and individual level to all stakeholders and to actively promote it through appropriate incentive systems and support measures.

Furthermore, it is suggested to flexibly enable different forms of teacher mobility by means of appropriate resource allocation and motivating framework conditions, taking into account the specific context of the higher education institutions and individual needs. These measures should cover the entire cycle of mobility, from the idea and preparation to the implementation and the return to the institution and the individual career of the teachers.

As a basis for the formulation of the HMIS2030, the proposals for recommendations on the topic of teacher mobility, together with the respective measures, were thematically bundled and prepared in the >>subject area groups of the >>HMS-Mobility forum, the participatory process for the further development of the HMS2016 into 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.