Quality management and quality assurance of measures for the internationalisation of studies and teaching incl. mobility
Recommendations and measures

 

The following recommendations and measures have been developed on the topic of quality management and quality assurance of measures for the internationalisation of studies and teaching, including mobility. They are based on the following >> premises 

 

- Strategic anchoring,

- adequate resources,

- Integration into existing quality management systems,

- Internal quality management as a basis and definition of responsibility at university level - Emphasis on quality culture, avoidance of formalisation (no
  one-size-fits-all) and

- Balance between quality and quantity

 

These  >> guiding questions complement these premises.

 

In the conception of the recommendations and measures, three levels were elaborated as relevant for the qualitative promotion of international and culturally reflective competences through mobility and the internationalisation of studies and teaching and placed in relation to the holistic approach of >> Internationalisation of the Curriculum with its three pillars (formal, informal, hidden curriculum):

 

Institutional level

The strategic anchoring of the internationalisation of studies and teaching and the promotion of mobility takes place at the institutional level; thus this level is also of central importance with regard to the overall university responsibility for quality and the evaluation of the defined goals (informal and hidden curriculum).

 

Process level
The process level is given special importance in the context of quality management. This is done against the background that it directs more attention to the processes and thus creates a link between the other two levels (formal, informal and hidden curriculum).

 

Programme level
The "main target groups", students, teachers and general university staff, are of particular importance here, especially since the "formal curriculum" and the associated framework conditions are at stake at the programme level.


As a core element of the >> Internationalisation of the Curriculum, mobility is relevant at all three levels, which is why the thematic field groups developed recommendations for quality management measures specifically in this regard. It seems essential, especially with regard to quality mobility, that quantitative objectives are always linked to qualitative ones.

 

Recommendation 1

Strategic anchoring of internationalisation as a quality goal for teaching and evaluation of goal achievement

 

It is recommended to anchor the comprehensive approach of internationalisation of studies and teaching in the sense of the concept of internationalisation of the curriculum as a quality goal for teaching in the university strategy, to live the commitment to this goal, to communicate it internally and externally and to provide adequate resources for its implementation. It is also recommended to regularly reflect on and evaluate the goals set.

Furthermore, it is suggested to define clear responsibilities for the implementation of the internationalisation of studies and teaching at different levels, to offer appropriate forums for communication between the responsible persons and to regularly evaluate the achievement of objectives within the framework of the existing quality management system.

Recommendation 2

Reflection and curricular anchoring of international and culturally reflective learning outcomes

 

It is recommended that the integration of an international, culturally reflective and global dimension as a necessary design principle and the associated international and culturally reflective learning outcomes be anchored in the study programmes. It is also recommended that the promotion/development of international and culturally reflective competences be regularly evaluated through appropriate procedures and that the results be used for the further development of the curriculum.

Recommendation 3

Curricular integration and evaluation of mobility measures

 

It is recommended to integrate (study programme-) adequate forms of mobility into the curriculum, taking into account also non-traditional and innovative forms, and to consider the diversity of the student groups represented at the higher education institution. With regard to the effectiveness of the defined form(s) of mobility in terms of the intended acquisition of competences, corresponding learning outcomes are to be formulated and their achievement evaluated after the mobility has taken place. Furthermore, it is recommended to promote mobility for both teachers and general university staff through specific incentives and measures, and to use and evaluate the feedback into the institution.

Recommendation 4

Information exchange and data collection on the internationalisation of studies and teaching incl. mobility activities

 

It is recommended that the examples of good and proven practice from this strategy process, as well as future examples, be made available to all higher education institutions as a structured collection via a platform in the sense of "learning from each other".

Furthermore, it is suggested to determine with the higher education institutions which data on the internationalisation of studies and teaching as well as mobility activities, taking into account the diversity of the student body across all higher education sectors at the national level - also on the basis of European obligations - are to be recorded, insofar as corresponding data or their descriptions/definitions are not already available. In any case, all study-relevant stays abroad in the sense of the common definition of the Austrian higher education institutions should be recorded.

However, the above-mentioned basic principle that quantitative indicators should only be interpreted in connection with qualitative aspects and the context of the respective higher education institution or study programme should be observed as far as possible.

 

As a basis for the formulation of HMIS2030, the proposals for recommendations developed in the >>subject area groups of the >>HMS-mobility forums, together with the corresponding measures, premises and guiding questions, were thematically bundled and processed. They are documented here in this form as valuable results of this professional discussion process and reflect the views of the higher education experts represented in the thematic field groups.