-  Discuss and define the goals to be achieved with internationalisation of studies and teaching, involving all relevant internal stakeholders (study programme managers, study/curriculum committees, management of academic and administrative units) based on a joint reflection on the significance and understanding of internationalisation of studies and teaching and internationalisation as a whole, e.g. in a strategy workshop (see guiding questions) 

- Determine through which internal university initiatives these goals can be achieved, as support for the academic and administrative units of the university (e.g. How does staff mobility contribute to the achievement of goals? And subsequently, how is it implemented)? 

- Making the goals visible and communicating them, e.g. through an international strategy day or by creating forums for interaction among the relevant stakeholders  

- Use of internal events (e.g. Teaching Day) to address internationalisation or the internationalisation of studies and teaching 

-  Definition of qualitative and quantitative indicators at the institutional level to map these goals and to evaluate the achievement of goals 

-  Use of the existing reporting system and the periodic management review to evaluate and reflect on the goals set 

- Benchmarking with other higher education institutions and setting benchmarks for target achievement 

- Use peer reviews, accreditations and similar procedures, as well as strategic partnerships to involve external experts and support the process of defining and setting goals 

-  Identify reference networks and partners and justify their selection. 

- Survey of time, personnel and spatial resources in cooperation with the relevant units and responsible persons as well as sustainable integration of an appropriate coverage/allocation of these resources in the budgeting processes 

- Use of adequate evaluation tools/methods such as
 o Strategy controlling - management review
 o Comparative reporting
 o Aim monitoring and evaluation of goal achievement
 o Internal/external audits, peer reviews on internationalisation incl. internationalisation of
    studies and teaching
 o Benchmarking with selected higher education institutions 

-  Definition of adequate (lean) processes for the internationalisation of studies and teaching, including interfaces - including the International Office - and integration into the existing quality management system and corresponding adaptation of the guidelines, etc. 

- Setting goals and responsibilities in writing in target agreements and accompanying target monitoring as well as integration of target achievement in the internal audit
 
-  Enabling structured self-reflection and/or self-assessment by the responsible and involved persons and groups; orientation towards role models from the international higher education environment 

- Establishment of quality criteria for the selection and development of partnerships as well as reflection on mutual benefits; periodic evaluation of partnerships by both those responsible and students 

- Use of broad forms of communication such as annual retreats, jour fixes and working groups with concrete tasks for the groups of people involved 

- Creation of internal platforms for the exchange of good / best practice examples

- Identification and support of role models within the organisation in terms of peer learning 

- Use of adequate evaluation tools/methods such as
 o Target agreements - target evaluation - degree of target achievement
 o Reporting with critical self-reflection - joint review and definition of derivations and
    improvements 
 o Evaluation of partnerships e.g. on the basis of activities, transparency  of information,
    feedback from mobile students and mobile staff
 o Process evaluations and internal audit
 o Staff survey

- Anchoring an international dimension as a design principle in the curriculum development processes

- Consistent integration of the international and cultural-reflexive dimension in subject-oriented and personality-developing courses and modules of the compulsory areas of a curriculum

- Transparent presentation of the international and culturally reflective learning outcomes and the associated acquisition of competences at module and study programme level
 
- Reflection on global developments and their impact on future areas of work and life within the framework of selected courses

- Integration of reflection on the competences to be achieved and the assessment / evaluation methods in the course evaluation

- Involvement of international teachers/subject experts and their perspectives and their views as well as representatives of the International Offices in the development of the study programmes and in teaching

- Integration of feedback from international and "mobile" students and teachers in the process of further development of the study programmes 

- Critical reflection on the competence and skill set to be acquired in a study programme. of a study programme, critical reflection on the changing environment and its impact on the study programmes

- Integration of Constructive Alignment with reference to the international and culturally reflective competences to be achieved in the (further) development process

- Consideration of good practices for curriculum development

- Implementation of measures in the context of the development of a study programme at the level of the teachers, e.g. through 
 o  further training on the topic of international and culturally reflective competences as
    well as on international teaching and assessment methods 
 o  promoting foreign language competence                                                                
 o  offering a "space" for exchange of experiences                                                       
 o  peer learning through team teaching with international colleagues

 - Use of adequate evaluation tools/methods such as 
  o  Process evaluation (How were the international and culturally reflective learning
      outcomes defined? Which analyses, reports, surveys etc. were used for this purpose?
      e.g. World Economic Forum Report, professional field analysis; Which persons with
      international expertise were involved? How was feedback from international and
      mobile students incorporated?) 
  o  Reports on experiences and reflections from mobile students and teachers     o  Reporting with reference to the international and cultural-reflexive dimension in the
      study programmes - critical reflection by those responsible for the programmes as well
      as development comparisons over defined periods of time
  o  Question(s) on the international and cultural-reflexive dimension as part of the course
      evaluation; making the results available to all university members 
  o  Programme evaluation by students at the end of the programme, focus groups (with
      students) on the topic of internationalisation  o Internal audits with reference to the
      internationalisation of studies and teaching 
  o  Interne Audits mit Bezug zur Internationalisierung von Studium und Lehre
  o  External certifications with a focus on internationalisation, e.g. Certificate for Quality in
      Internationalisation (CeQuInt)

-  Integration of non-traditional and innovative mobility formats to promote the mobility of all student groups and thus promote the acquisition of international and culturally reflective competences, e.g. through  
  o Analysing the student groups represented at the higher education institution and the
     forms of mobility possible for these target groups (Are they primarily full-time students
     or part-time students, students with caring responsibilities, students training for a
     regulated profession? ...)  
  o Screening of partner universities with regard to matching with the respective curricula
     in order to carry out the crediting and recognition of semesters abroad without any
     problems under the principle: trust in the quality and acceptance of the study
     programme of the partner university and thus problem-free recognition  
  o Integration of appropriate mobility formats into the compulsory curriculum and
     definition of the learning outcomes to be achieved in this way, e.g.: study-relevant field
     trips, short internships, projects with partner universities that are handled via virtual
     platforms and/or short physical mobility; simulations in which students work together
     transnationally and virtually  
  o Internationalisation at home as a component of the comprehensive approach of
     internationalisation of studies and teaching as well as compulsory participation in
     selected activities such as International week, Intercultural seminars and workshops
     with clear tasks. 

- Transparent information on mobility and the associated requirements 

- Organisation of platforms for networking incoming students and future mobile students e.g. student fairs, ... 

- Utilisation of the cultural diversity of students for the promotion of culturally reflective competences and for the preparation for mobility. 

- Promotion of foreign language competence both through the formal curriculum and through extracurricular activities 

- Structural anchoring of both counselling and preparation BEFORE mobility and debriefing and obtaining and using feedback AFTER mobility, e.g. through 
 o Student Fairs and platforms for exchanging experiences 
 o Buddy programmes in which students pass on their experiences to fellow students 
 o Tandem programmes with incoming students 
 o Reports on the experiences of students from their own university and those from the
    partner university with critical reflection on their own competence gains
 o Structured reflection interviews 
 o Questionnaires on the mobility experience 

- Use of adequate evaluation tools/methods such as 
 o Reports on experiences with a focus on culturally reflective learning experiences and
    study-relevant international competences, which are to be prepared according to
    structured guidelines 
 o Working on case studies with a cultural-reflexive reference - also in teams 
 o Work on a concrete task during mobility 
 o Before and after assessment of the cultural reflexive competences according to
    standardised procedures 
 o Processing of so-called critical incidents with reference to one's own experiences 
 o Mobility logbook with guiding questions on culturally reflective learning experiences and
    study-relevant international competences

- Promote the active participation of all stakeholder groups, especially teachers and general university staff, and integrate their mobility experiences, which contribute significantly to the success of internationalisation and have a multiplier effect within the university, e.g. through 
 o Consideration of mobility in the teaching load and integration of mobility experience
     into career paths 
 o Awards, e.g. through Intercultural Certificates, in recognition of repeated mobility and
    passing on the experience to colleagues.
 o Making mobility experiences visible on internal and external platforms - appreciation for
    role models 
 o Use of mobility experiences for the further development of the university; 
 o Promotion and use of incoming staff mobility in the sense of peer learning, e.g. through
    desk shadowing and team-teaching as a substitute for a "classic" course, in order to
    convey and process new and different perspectives together. 

- Use of adequate evaluation tools/methods such as 
 o Evaluation of the impact of mobility on the HEI in the course of management reviews
    and evaluation of strategic objectives 
 o Assignment of specific tasks for the HEI to be performed in the course of the mobility -
    evaluation of the outcomes 
 o Staff survey                                                                                              
 o Self-assessment of own learning and competence gain combined with feedback into
    staff appraisal interviews