Fachhochschule JOANNEUM Bad Gleichenberg

Enabling Mobility in Dietetics: From Exception to Structure

Despite strict legal requirements, the dietetics degree program at FH JOANNEUM succeeds in embedding international mobility structurally – innovative, sustainable, and a model for others.

International Day Bad Gleichenberg

Objectives

This measure aims to systematically internationalise the curriculum of the Bachelor's degree programme in Dietetics at FH JOANNEUM, with particular regard to the legal framework governing medical-therapeutic-diagnostic health professions (MTDHP). The statutory anchoring of many course contents significantly limits the possibilities for a semester abroad. In addition, the integration of internship phases into each semester and the specific nature of practical training in therapeutic professions make international mobility more difficult for dietetics students. Therefore, the degree programme places particular emphasis on providing students who do not undertake a longer stay abroad with opportunities to learn in an international context. The internationalisation of the programme focuses on enabling a semester abroad in the 5th semester, the integration of international collaborative online learning (COIL), the strategic implementation of a blended intensive programme (BIP) as an elective, and raising awareness among students and lecturers of the relevance of international and intercultural competencies. The target groups are both dietetics students and the programme’s academic staff. Through a structurally embedded, systemic approach, the degree programme creates exemplary framework conditions for internationalisation within the MTDHP sector, positioning itself as an innovative pioneer for mobility and intercultural competence. This measure is closely aligned with the strategic goals of the national higher education mobility and internationalisation strategy, particularly the aim of promoting a comprehensive culture of internationalisation at universities.

Background

The Dietetics degree programme at FH JOANNEUM enables a semester abroad – a solution developed within the tension between high-quality standards, legal regulations, and the aim of internationalisation. While other MTDHP programmes often rule out mobility, especially semesters abroad, due to legal barriers, the Dietetics team at FH JOANNEUM implemented an innovative solution within the framework of a curriculum revision: the 5th semester was deliberately structured so that nearly all legally required content was relocated to other semesters. This created a mobility window allowing students to complete a full semester abroad without extending their studies. At the same time, it became apparent that international universities offering dietetics in English are rare. Therefore, a culture of recognition was established, accepting equivalence even when content differs. This cultural shift is based on openness and a willingness to be flexible with established structures. It was ensured that all competencies defined in the FH MTD training regulation can still be acquired in full and with assured quality, despite this content flexibility. In addition, the BIP “VULCANO” was embedded directly into the curriculum as an international teaching and learning context. As one of two elective subjects in the 6th semester, the BIP combines physical and virtual mobility and enables international, interprofessional exchange within a regular semester. By integrating the BIP into the curriculum, internationalisation is implemented not as an optional extra, but as an equivalent, sustainable component of regular studies. It reflects the embedding of international collaboration into the regional context of the Styrian Vulkanland, where the campus is located.

(Implemented) Activities

Curriculum revision: The 5th semester was adapted to enable a semester abroad. Legally mandated content is now covered in other semesters. Involving international coordination in curriculum development can promote internationalisation by creating mobility windows and enabling international learning opportunities. For example, the most recent curriculum revision increased the ECTS allocation for electives to 3 ECTS to allow BIPs. The 4th semester is also available for an internship abroad, and is structured to meet the requirements for an Erasmus+ grant. Establishing a BIP: A BIP is embedded in the curriculum as an elective in the 6th semester. The BIP aims to strengthen students’ competencies in working with vulnerable groups by enabling them to expand their perspectives through exchange with international peers and lecturers. Flexible recognition of semesters abroad: A mindset shift was fostered internally, prioritising equivalence over identical content. Flexibility in recognising courses completed abroad enables individual learning paths and encourages mobility. Integration of virtual mobility (COIL): In the 1st and 6th semesters, students collaborate virtually with international partner universities. This provides low-threshold initial contact with international learning. Awareness raising among lecturers and students: Lecturers’ international experiences are highlighted as role models, showcasing their added value. The international coordinator and programme director actively support the mobility process. Students are sensitised to internationalisation already in their 1st semester through activities such as an “International Day”, which promotes engagement with mobility options and the relevance of internationalisation.

Results

The results of the structural internationalisation measures are manifold. Outbound mobility among dietetics students has been significantly enhanced: despite legal and structural constraints, 25, 5 % of students completed a mobility period abroad (study or internship) within the past three years. In addition, since 2023, one-third of all dietetics students have participated in the BIP “VULCANO”, now a part of the curriculum. This BIP integrates an international mobility phase into the programme without additional organisational burden. The Dietetics programme at FH JOANNEUM thus serves as a role model, particularly within the MTDHP field, where legal requirements are often seen as obstacles to international mobility. The model developed here is considered “good practice” within the university and is inspiring other health programmes to structurally enable mobility. Virtual international collaboration is now a permanent feature of the curriculum and complements physical mobility through digital learning environments. By consistently embedding international perspectives in the curriculum, teaching and staffing, the programme supports students’ competency development and strengthens the internationalisation strategy of the programme as a whole. The programme’s network now comprises 16 partner universities, including two non-European institutions. In summary, the bundle of measures is tailored to the specific needs of dietetics students and addresses structural barriers with solution-oriented approaches. The project demonstrates how structural internationalisation can be achieved even in highly regulated fields, with a signalling effect that extends beyond the institution itself.

Lessons learned

Several key insights emerged during implementation. One of the most important: legal frameworks can be shaped – provided action is taken early, strategically, and with institutional support. The intentional design of the mobility semester was a key lever in this. Virtual formats like COIL have proven effective low-threshold entry points, particularly for students facing mobility barriers. They foster international contacts and help establish internationality as a natural part of higher education. At the same time, it became evident that internationalisation is not only about structural measures, but also a matter of mindset. Openness to other education systems, languages and teaching approaches is the foundation for long-term success. Both students and lecturers need to be engaged and supported – through awareness raising, exchange of experience and the creation of supportive structures. Early, active engagement with international opportunities and the values of internationalisation, especially from the 1st semester onwards, can positively influence students’ attitudes. Finally, the BIP “VULCANO” proved especially impactful, as it allowed for the seamless integration of international experiences into the existing curriculum without additional effort. Dismantling structural barriers to international mobility in healthcare education requires a long-term development process. The guiding principle should be to establish a comprehensive culture of internationalisation by replacing isolated measures with curriculum-anchored and sustainable structures.

Internationalisation Award 2025

1. place in category „Internationalisation of the Curriculum“ – Internationalisierung von Studium und Lehre

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