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In Aim 2, HMIS2030 defines mobility as a core element of internationalisation, as the acquisition of international competences is particularly effective in the course of a stay abroad. It therefore also provides for >> Mobility support for all university employees.
Study-related stays abroad are a valuable enrichment for the personal development of >> students. In addition to deepening their subject knowledge, students also acquire international competences. Innovative thinking and a broadening of their world view go hand in hand with critical reflection on their own perspectives and culture.
In order for these competences to be imparted, an appropriate curriculum is needed, as well as the corresponding qualifications of >> teachers and >> general university stuff. This in turn increases the competitiveness of higher education institutions as institutions in the European and global environment.
>> Innovative and non-traditional mobility formats
In order to ensure a quality-assured acquisition of international and culturally reflective competences for all, it makes sense to complement "traditional" forms of mobility (e.g. Erasmus+ study visits of 3 months), which cannot be taken up by all students, with non-traditional and innovative mobility formats. The different needs, backgrounds and lifestyles of students make it necessary to develop and implement accessible and affordable forms of mobility for all students.
>> Underrepresented students groups
This applies to underrepresented groups of students who, according to current data, are (able to be) significantly less likely to spend time abroad for study purposes. These underrepresented groups include students who are often already underrepresented in accessing higher education (e.g.: Students from educationally disadvantaged households, students from socio-economically disadvantaged backgrounds, students with a migration background, first generation students), students with specific needs (e.g. students with custodial or other care obligations, students with impairments or chronic illness), students with work commitments, and students from specific study groups.
Support before - during - after the mobility
International mobility undoubtedly has positive effects on the academic-subject-related as well as the personal and professional development of all university members and on the institution as a whole. However, the desired increase in competence can only be achieved if university members, especially students, are accompanied before, during and after the mobility in the sense of the principles of the >> European Quality Charter for Mobility 2006.
The added value of mobility
The added value of mobility is therefore reflected in the numerous opportunities for individual benefit and institutional learning, as also suggested in
>> Aim 4 Effective skills improvement and institutional learning of HMIS2030. At the individual level, the focus is on the acquisition of international competences in addition to professional development. Higher education institutions as institutions can benefit from the mobility experiences of their teaching and general university staff. In this way, new innovative impulses can flow into the further development of a higher education institution's orientation.
Where physical mobility cannot take place for a variety of reasons, the measures for internationalisation (including those for Internationalisation@Home) take effect.