Internationalisation of studies and teaching - recommendations and measures



The following recommendations and measures have been developed on the topic of Internationalisation of studies and teaching. They are based on the >> premises, strategic anchoring (institution), contextualisation (programme), allocation of resources (personnel etc.) as well as support and connection to internationalisation measures (environment); >> guiding questions complement these.


Recommendation 1

Strategic anchoring of the internationalisation of studies and teaching as well as allocation of resources


It is recommended that, on the basis of a critical reflection of the following questions


- What do international and cultural reflective competences mean in the context of our institution and study programmes?

- Which international, global and culturally reflective competences are relevant for our future graduates?

- Which global issues influence our fields of study?


Which global issues influence our internationalisation of studies and teaching as an essential design principle and thus the promotion of international and culturally reflective competences in the university strategy for all university members?  


In order to promote the commitment and identification of all university members with the desired goal, representatives of all stakeholder groups should be involved in this reflection.


Furthermore, it is suggested to ensure the necessary allocation of resources in terms of personnel, time and financial means for a quality implementation, and to take into account the resource time - for reflection, for international engagement, for further education, etc. - accordingly. - Areas of study?


Recommendation 2

Discipline- and study-appropriate understanding and curricular integration of international and culture-reflective competences.


It is recommended to conduct an internal university discussion with the relevant committees and stakeholders in order to achieve a common understanding of the subject/programme-relevant international and culture-reflective competences. Based on this, international and culturally reflective content and learning outcomes appropriate to the discipline/programme are to be anchored in each curriculum and thus in the respective qualification profile of the graduates. In doing so, a corresponding scope for design (discipline and subject adequacy) is to be taken into account (no one-size-fits-all approach). It is also recommended to propose suitable assessment tools for the defined learning outcomes.

Various possibilities for forms of mobility, including mobility windows, which support the acquisition of international and culturally reflective competences for the respective disciplines/subjects/study programmes and the student groups represented at the higher education institution, should subsequently be critically reflected and anchored in the curriculum.

Recommendation 3

Promotion of Joint Programmes including the designation as European Universities


It is recommended that more high-quality international joint programmes, also within the framework of European Universities, be initiated at Austrian universities and secured in the long term.  

The diversity and complementarity of the partners should be used for innovative and future-oriented study programmes - including the development of new professional profiles. The European Approach for Quality Assurance of Joint Programmes is recommended as a reference framework for the accreditation and quality assurance of joint programmes.

Furthermore, it is suggested that the European Approach for Quality Assurance of Joint Programmes be anchored in the recommendations of the BMBWF for the implementation of joint study programmes and that the legal and study law framework conditions be designed in such a way that access for the best-qualified applicants is ensured regardless of their origin or background.

Recommendation 4

Qualification and professional development of university staff


It is recommended that appropriate accompanying measures be taken at staff level, whereby the promotion of so-called international engagement (e.g. teaching staff mobility or international teaching) should be defined as a task and responsibility of the institution.

Furthermore, it is suggested that care be taken to promote the international and culturally reflective competences of general university staff, e.g. through further education or mobility, in order to anchor an international and culturally reflective dimension in the university culture (across the university).

Recommendation 5

Establish a university culture that supports the acquisition of international and intercultural competences


To support the comprehensive approach of internationalisation of studies and teaching, it is proposed to set relevant measures at the level of the higher education environment - also involving the general higher education staff - in order to promote the development of the international and cultural-reflexive dimension also outside the formal curriculum.

Recommendation 6

National framework conditions to promote the acquisition of international and culturally reflective competences


It is suggested that the responsible federal ministries support higher education institutions in the implementation of recommendations 1 to 5 with appropriate measures.

As a basis for the formulation of HMIS2030, the proposals for recommendations developed in the  >> subject area groups of the  >> HMS-mobility forum, together with the corresponding measures, premises and guiding questions, were thematically bundled and processed. They are documented here in this form as valuable results of this professional discussion process and reflect the views of the higher education experts represented in the thematic field groups.