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Continuing vocational training measures contribute in many ways to an expansion and strengthening of professional and personal competences. They thus have a direct influence both on the directly affected employees of the organisation (individual level) as well as on the working environment (team, department, division) and, especially with appropriate strategic orientation, on the institution as a whole.
Furthermore, it is undisputed that culturally reflective learning experiences, especially those abroad, lead to the acquisition of additional competences in addition to the described direct expansion of knowledge - for example in the area of the use of foreign languages, in dealing with cultural differences or in self-organisation. This applies not only to students, researchers and other academic/artistic staff, but also explicitly to general university staff.
The European education programmes take this circumstance into account in a special way, as they have already provided financial support for training visits of general higher education staff since 2007. The involvement of this group of staff in initiatives and strategies for the internationalisation of studies and teaching and of higher education institutions as a whole is to be seen as an essential factor for the successful integration of staff development and the global mindset of a higher education institution.
Strategic anchoring and quality of mobility of general university staff as well as resource allocation
The transnational training mobility of staff at higher education institutions represents an essential contribution both to quality staff development and to the implementation of internationalised curricula and ultimately to the comprehensive internationalisation of the institution. It supports higher education institutions in the customised further development of their staff. It is therefore recommended to refer to this dimension in the central strategy and development documents of the higher education institutions in the sense of active motivation and to underpin the corresponding commitment with concrete fields of action. The strategic anchoring should be publicised and supported both within and outside the higher education institution.
It is suggested that transnationally oriented further education offers be underpinned by structured quality frameworks in order to achieve a clearly defined (and identifiable) added value, both on an individual level and for the field of work as well as the higher education institution as a whole. Corresponding indicators are defined internally at the university, regularly reviewed and evaluated with regard to their compliance with the overarching objectives.
- Strategic anchoring in all relevant/overarching strategy documents such as development plans, internationalisation or mobility strategy, Erasmus policy statement, performance agreements (including monitoring discussions), etc. and, as a consequence, adaptation of internal quality and development documents (also of individual faculties, departments, study programmes, etc.)
- Active consideration in staff appraisals
- Active internationalisation of continuing education planning
- Actively promote the internationalisation of the further education offers as well as informing the internal and external public about planned and implemented measures and activities
Creation of incentive systems and supportive framework conditions
Universities and funding bodies are encouraged to identify and remove possible obstacles in the field of transnational training mobility. Universities are encouraged to develop innovative training measures tailored to specific target groups.
Furthermore, it is recommended to develop incentive systems and support measures to enable participation in the offers, to implement them and to regularly review their effectiveness. Universities and funding bodies are also encouraged to develop measures and initiatives to value and recognise transnational training mobility.
- Ensuring quality-assured implementation e.g. by strengthening the cooperation between human resources development and those responsible for internationalisation for the development and implementation of transnational training and mobility activities
- Create innovative formats/focused training for individual professional groups: (e.g. for staff from the library, HR department, secretariat, diversity management, disability officers etc.)
- Development and implementation of qualitative and quantitative indicators
- Evaluation of the measures, analysis of results and implementation of recommendations for further development</div>Evaluation of the measures, analysis of results and implementation of recommendations for further development - Creation of incentive systems, e.g. through:
o Initiating further training mobility for managers and use in the sense of setting an
example and as multipliers
o Motivation on the part of the management towards the employees to be mobile
combined with appropriate encouragement and support
o Identifying and removing obstacles and barriers in internal structures in internal
structures (e.g. in relation to substitution arrangements, the scope of work, focus on
part-time employees, compatibility with care obligations)
o Implementation of support measures e.g. in relation to language shyness,
administrative procedures, care needs, etc.).
o argeted identification of motivational factors
o Active promotion and use of incoming mobilities as a motivating factor for the mobility
of their own employees
o Development of incentives for training in relation to recruiting and career planning
o Development and implementation of mechanisms of appreciation / recognition such
as awards, letters from superiors, certificates, compensation in kind / cash)
As a basis for the formulation of the HMIS 2030, the proposals for recommendations on the topic of mobility of general university staff, together with the respective measures, were bundled and processed thematically in the >>subject area groups of the >> HMS-mobility forum, the participatory process for the further development of the HMS 2016 into the HMIS 2030. 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.