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Internationalisation of studies and teaching or of teaching is a process in which critical reflection on the "why" and "how" play an essential role. Writing down an "internationalisation strategy" and the associated goals is meaningless if these are not communicated (within and outside the higher education institution), lived and evaluated and reflected upon in the sense of further development and improvement.
The quality management process should support higher education institutions in ensuring that they fulfil their mission as a "knowledge organisation". An essential sign of a robust quality management system is the definition of core processes as well as clear and evaluable goals and the associated responsibilities. Quality management for the internationalisation of curricula and mobility is to be understood as part of the core processes of teaching and internationalisation. It thus also requires clear goals and broadly anchored responsibilities, as well as open communication and opportunities for discourse, in order to strengthen the common understanding of internationalisation of studies and teaching on the one hand, and to counteract "working at cross purposes" on the other.
The guiding questions listed below can support higher education institutions in this process as well as in surveying the status quo and critically reflecting on the questions: "Where do we stand?" and "How can we further develop internationalisation, especially in teaching? How can we evaluate the impact achieved? The guiding questions are examples, make no claim to completeness or exclusivity and reflect the views of the higher education experts represented in the thematic field groups.
Guiding questions for recommendation 1: Strategically anchoring internationalisation as a quality objective for teaching and evaluating the achievement of objectives
1. On what rationale and what objectives are internationalisation and internationalisation of studies and teaching based?
2. What impact should this have on the university, its stakeholders and its environment?
3. In which strategic paper(s) is internationalisation of studies and teaching anchored and who was involved in its development?
4. Who is responsible for implementing the quality goals associated with internationalisation of studies and teaching?
5. What does internationalisation of studies and teaching mean as a quality objective for the respective studies/programmes of the higher education
institution? How and when is the evaluation of these goals carried out?
6. What does internationalisation of studies and teaching mean as a quality objective for the respective studies/programmes of the higher education
institution? How and when is the evaluation of these goals carried out?
7. How are the necessary resources ensured - who is responsible for this and what do these resources refer to?
8. What importance is attached to staff mobility in this context? How does it contribute to the achievement of objectives?
9. How and at which levels are responsibilities defined?
10. Where does the decision-making responsibility lie, how are the academic managers/leaders involved in this process?
11. How is the effectiveness of the defined measures evaluated?
12. How does a reflection on effectiveness take place at the meta-level?
13. How is the communication process between those responsible structured?
Guiding questions for recommendation 2: Reflection and curricular anchoring of international and culturally reflective learning outcomes
1. How was it done to anchor the (relevant) international and culturally reflective learning outcomes in the study programmes?
2. Which groups of people were involved in this process? Which were not involved - why not?
3. What goals are associated with the anchoring of International Learning Outcomes and how are these documented?
4. How is the achievement of objectives determined? What measures are associated with this determination?
5. How and with what is the development of international and culturally reflective competences promoted in the study programme?
6. Which procedures/methods are used/appear to be suitable for evaluating international and culturally reflective competences?
Guiding questions for recommendation 3: Curricular integration and evaluation of mobility measures
1. How is the opportunity for mobility embedded in the curriculum? Which forms of mobility - traditional, non-traditional and innovative - already exist
at the university? Which other forms would also be possible and purposeful?
2. How is it determined whether the forms of mobility are "study/programme-appropriate" and appropriate for the target group? How are the
underrepresented student groups at the university identified and taken into account?
3. How do the skills and experiences acquired by students abroad feed into the study programme/university?
4. What tools are used to evaluate mobility and related learning outcomes? How do the results feed into the further development of the study
programme?
5. Which aims does the university associate with the mobility of university staff, what incentives does it offer for mobility?
6. How is the mobility experience of the university staff used in the sense of a multiplier effect in the university?
7. How are opportunities to acquire culturally reflective competences beyond traditional mobility, e.g. through contacts with culturally diverse
communities, promoted and used by the university?