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.
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.
- Anchoring and taking into account teacher mobility as an essential factor of the comprehensive approach to the internationalisation of studies and teaching and thus the quality of teaching in all strategies of the higher education institutions (cross-sectional matter for all areas!) with clearly defined goals and regular evaluation cycles involving all relevant higher education stakeholders
- Provision of human, temporal and financial resources to achieve these defined goals and to ensure quality implementation by all stakeholders; inclusion of teacher mobility as an important resource for international and culturally reflective learning already in the development of study programmes, taking into account the defined strategic goals and the individual requirements
- Ensure optimised and unbureaucratic processes as well as support from central service units, taking into account the necessary resources in the development, implementation and handling of teacher mobility
- Ensure data collection on teacher mobility for all higher education sectors at national level
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.
- Creation of a quality-assured framework through
o Embedding in the overall university quality management system and thus
o clear processes and responsibilities, especially with regard to the process and the
preparation and follow-up of teacher mobility
o Creation of a catalogue of criteria for incoming and outgoing mobility to ensure quality
o Clearly define and communicate the conditions under whichunder which teacher
mobility should take place
o Inclusion of teacher mobility as an integral part of goal setting and staff appraisals.
o Accompaniment and support for teachers before, during and after the mobility period
- Structural evaluation, reappraisal and dissemination of the experience gained after the mobility
- Communication of the mobility options and the associated added value for individual teachers and for the institution via a wide variety of channels, e.g.
o Directly to potentially interested parties in the form of information events, blogs, social
media, brochures, international fairs, newsletters, etc.
o or indirectly via teachers with mobility experience who act as role models and/or
o Internationalisation officers, international coordinators, etc.
- Providing different mobility options taking into account the needs of teachers and students, e.g. through short- and long-term mobility within and outside Europe
- Organisational support for mobile teachers with care obligations or special needs, especially with regard to the reconciliation of mobility and family life
- Welcome Centre for incoming teachers; support services for incoming teachers with families or special needs
- Use of digitalisation as an opportunity for new forms of mobility: blended learning offers, virtual exchanges and extended opportunities for team teaching and cooperation with international colleagues
- Recognising and making visible the appreciation of motivated teachers as a basic prerequisite for the success of a higher education institution and for the teaching of international and culturally reflective competences e.g.
o through awards, certificates and prizes
o by collecting and making available examples of good practice as inspiration and
motivation for all teachers
o crediting teaching mobility towards teaching load and for career progression
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.