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The Higher Education Mobility Strategy 2016 was further developed with a view to expanding the focus beyond transnational mobility to HMIS2030, which aims to internationalise study and teaching.
The factor >> mobility plays an important role in this. Mobility leads - in addition to the professional deepening - to a direct confrontation with other cultures, (educational) systems and perspectives and represents the most efficient way for the acquisition of international and culturally reflective competences. In addition to the classic physical mobility (usually lasting 3 months), the various forms of mobility - the so-called
>> non-traditional mobility concepts – woffer further opportunities to take a valuable "look beyond one's own nose".
However, "traditional" mobility in particular can often not be used to the desired extent for various reasons (e.g. financial, external) or due to personal life circumstances. This is precisely where HMIS2030 comes in: it serves as a framework to promote the acquisition of culturally reflective competences for all university affiliation groups and understands mobility as a core element of internationalisation. The HMIS2030 follows the model of the Internationalisation of the Curricula (IoC) by Betty Leask, an Australian educational scientist, in the >> promotion of a comprehensive culture of internationalisation at universities.
“Internationalization of the curriculum is the incorporation of international, intercultural, and/or global dimensions into the content of the curriculum as well as the learning outcomes, assessment tasks, teaching methods, and support services of a program of study.”
Leask, B. (2015). Internationalizing the curriculum. London: Routledge, S.69
Of fundamental importance here is that the term "curriculum" goes beyond the formal curriculum as defined, for example, by the Universities Act (UG), the Universities of Applied Sciences Studies Act (FHStG) or the Higher Education Act (HG). It is based on the three pillars:
enables the competences addressed to be attainable for all students through its internationalised design as well as defined learning outcomes and the associated content, teaching and assessment methods.
supports the acquisition of competences through learning experiences outside the formal study setting, e.g. through extracurricular activities and the design of the higher education environment.
encompasses the university culture, shaped by value attitudes and associated implicit assumptions and cultural norms, such as the understanding of the role of teachers, the norms for student cooperation, assessment criteria or literature selection, and also contributes to the acquisition of international and culturally reflective competences.
In the commonality of these three components, the broad approach of IoC permeates all levels and areas of a university and ideally involves all (groups of) university members in the development and implementation of internationalisation measures. This not only promotes commitment to IoC but also takes into account the respective context of institutional or subject-specific characteristics as well as the (diverse) composition of university members.
Internationality is therefore not an end in itself, but creates concrete added value at the individual, institutional and also overall societal level.
The internationalisation of study and teaching in the sense of Leask's definition is not just another internationalisation measure, but primarily represents an essential design principle of the study programmes: Students broaden their radius of perspective and are thus encouraged to critically reflect on their own culture and related perspectives. They are enabled to act adequately in culturally diverse situations and in an international context.
As a core element in the internationalisation of higher education institutions, the approach of "Internationalisation of the Curriculum" is intrinsically linked to Internationalisation@Home in its many forms. On the one hand, this strengthens the university's visibility in its external image and, on the other hand, brings an increased international reputation as well as improved cooperation opportunities.
Incomings - students as well as teachers and general university staff - are perceived as an important resource for the implementation of measures in terms of the internationalisation of studies and teaching, including Internationalisation@Home. They bring essential aspects that are conducive to the acquisition of international and culturally reflective competences into everyday university life.
Internationality is therefore not an end in itself, but creates concrete added value at the individual, institutional and also overall societal level.
The HMIS2030 was developed on the basis of the results of the discussions in the >>subject area groups of the >> HMS-mobility forum, the participatory process for the further development of the HMS2016 into the HMIS2030. On the topic of "Internationalisation of study and teaching", there are >> proposals for six recommandations including respective measures, premises and >> guiding questions guiding questions, which represent the views of the higher education experts represented in the subject area groups.