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Internationalization of study and teaching or of teaching is a process in which the critical reflection of "why" and "how" play an essential role. The following guiding questions and characteristics for >> internationalisation of the curriculum an support universities in this process, as well as in surveying the status quo and critically reflecting on the questions: "Where do we stand?" and "How can we further develop the internationalization of teaching?".
1. Where and at what level is the internationalisation of teaching and learning strategically anchored? Who is/was involved in the decision and the commitment? How is this communicated?
2. What do international and cultural reflective competencies mean in the context of our institution and (study) programs?
3. Which international, global, and culturally reflective competencies are relevant for future graduates?
4. What global issues are impacting our areas of study?
5. How and where is information about the university culture, value system, etc. made visible and passed on? Where are they explicitly addressed?
6. Through which processes are cultural assumptions reflected - where are decisions made in this regard (e.g., admission procedures, equipment of the learning environment?
7. How are the various stakeholder groups involved in the reflection processes, what "spaces" are there that promote exchange and thus the international mindset?
8. How and by whom are the necessary resources ensured - how is the feedback of the affected groups included for the decision?
9. What further training courses on the internationalization of studies and teaching and on international and cultural competencies are available for teachers and general staff? How are these being promoted and used? How is the diversity available at the university used to promote the international and cultural competencies of all?
10. How are the existing cooperations used for the internationalization of studies and teaching?
1. How are the international and culturally reflective contents and competences relevant for the respective studies/programmes ascertained and defined? Who is involved in this process?
2. How are the international and culturally reflective contents and competences relevant for the respective studies/programmes ascertained and defined? Who is involved in this process?
3. How is it ensured that persons with expertise in the internationalisation of studies and teaching and international experts are involved in the development and decision-making of programmes/study courses?
4. How are members of the curricular committees or programme development teams sensitised to the topic of internationalisation of studies and teaching and trained in this?
5. How and where are the international and culturally reflective learning outcomes defined at programme level (Programme Learning Outcomes) located in the modules/courses? How are they designed there?
6. To what extent are the competences defined in the curriculum to be achieved formally evaluated (assessment tools) and also informally "transported"/communicated/lived? (How is it ensured that the implementation takes place in the sense of the internationalisation of studies and teaching?)
7. How are international cooperations and partnerships used in the development and design of the study programmes?
8. How does the curriculum enable the different types of student mobility? What competence acquisition is associated with this? How are the different student groups taken into account (thought about)?
1. How are staff mobilties sustainably promoted and recognised for career development and teaching load?
2. How and through which measures is the development of international and culturally reflective competences of university staff - teachers and general university staff - promoted? What further training offers are there on the topic of internationalisation of studies and teaching and with reference to culturally reflective competences?
3. Which persons are defined in relation to staff training to drive it forward? What resources are made available for this?
4. What incentive tools/schemes are in place to encourage international staff engagement?
5. How are the experiences of the "internationally active" staff made visible and used in the context of the different areas?
6. Which "spaces" and platforms are there for exchange?
1. How and where is information about the university culture, value system, etc. made visible and passed on? Where are they explicitly addressed?
2. Through which processes are cultural assumptions reflected - where are decisions made in this regard (e.g. admission procedures, equipment of the learning environment)?
3. What support is offered to international students and university staff?
4. What learning resources does the university provide to promote international and cultural reflective competences (databases, language courses, etc.)?
5. How does the university promote exchange on international experiences and what platforms and spaces are offered?
6. What measures does the university take to make the international mindset visible to the outside world?
7. How does the university promote internationalisation at home in terms of activities and infrastructure design?
Ten characteristics for internationalisation of studies and teaching
1. Documented involvement of different stakeholders in the institutional reflection and strategy process and reference to relevant documents (e.g. professional field analysis, international surveys and reports, etc.).
2. Internationalisation of studies and teaching is anchored in the strategy, the associated goals and the corresponding responsibilities are defined at the various levels, communicated transparently and evaluated regularly.
3. International cooperation including benchmarking and strategic alliances are used to develop and advance the programmes and the university as a whole.
4. Internationalisation-related courses as well as international and culturally reflective learning outcomes (including language competence) are anchored in the compulsory areas of the curricula (at module/course/programme/curricular/curriculum level); appropriate forms of evaluation are used.
5. Physical and/or virtual mobility is anchored in the curriculum in a form appropriate to the study programme and the target group.
6. There are further training programmes and incentive schemes for staff on specific topics related to internationalisation of studies and teaching.
7. The appropriate resources for both continuing education and the implementation of internationalisation of studies and teaching are made available on a sustainable basis.
8. The university offers support services for international students and international staff.
9. The higher education environment reflects an international mindset, documented and visible e.g. through:
· English/foreign language course descriptions and corresponding English and/or foreign language teaching and learning materials.
· English-language translation of the curriculum and certificates
· Consistent bi- or multilingualism in the university's guidance system and communication forums
· Human resources and infrastructure for virtual collaboration, teaching and learning opportunities with international partners
· Interaction platforms for international students and faculty, e.g. International Fairs, language cafés ...
10. The impact of the internationalisation of studies and teaching is visible:
· Students perceive internationalisation as a lived practice
· Internationalisation of staff is visible
· International students are integrated into everyday university life and university processes
· Student satisfaction, graduate surveys and/or the degree of employability of graduates in an international and intercultural context confirm the acquisition of international and intercultural competences. The impact of the internationalisation of studies and teaching is visible:
· Students perceive internationalisation as a lived practice
· Internationalisation of staff is visible
· International students are integrated into everyday university life and university processes
· Student satisfaction, graduate surveys and/or degree of employability of graduates in the international and cultural-reflexive context confirm the acquisition of international and cultural-reflexive competences
The guiding questions are examples, do not claim to be exhaustive or exclusive and reflect the views of the higher education experts represented in the thematic field groups.