Mobility experiences strengthen responsible action in a globalised world. They prepare students for social changes and thus for complex challenges and demands of future working and living environments, which increasingly require acting in a culturally diverse and internationally networked context. In addition to a high level of professional competence, this requires international and culturally reflective skills and abilities that enable critical global and innovative thinking, entrepreneurship and a high level of social competence and empathy.
In the further development of the HMS 2016 into HMIS 2030, the focus with regard to student mobility was primarily placed on those students who, for a wide variety of reasons, can only become mobile to a limited extent. Nevertheless, they should be enabled to acquire international and culturally reflective competences. The development of >> innovative, non-traditional mobility formats can open up alternatives for this.
In this context, it is of great importance to address the needs of the increasingly heterogeneous student body, which can vary considerably depending on the university. It is important to define the student groups that are underrepresented at the respective higher education institution in terms of >> mobility of underrepresented student groups and to support them with concrete measures to promote mobility.
Within the framework of the >>subject area groups of the >>HMS-mobility forum, the participatory process for the further development of the HMS 2016, the following proposals for recommendations, including the respective measures, were developed for these thematic fields, which served as the basis for the formulation of the HMIS 2030 and reflect the views of the higher education experts represented in the thematic field groups: