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Strategic anchoring
The preparation of all university graduates for the challenge of a globally networked working environment represents the basis and rationale for the internationalisation of studies and teaching and the associated development and promotion of international and culturally reflective competences. A sustainable and visible commitment of the higher education institution to this goal, based on a reflection on the associated added value and the areas affected by it, can only be achieved by anchoring it in the higher education strategy and (downstream) in the quality goals and processes of the higher education institution.
Adequate resources
Quality internationalisation of studies and teaching, like all internationalisation and curriculum development measures, requires adequate resources. This concerns both the resources of personnel and time as well as financial resources. This must be taken into account in the internal resource allocation of the university as well as in the promotion and targeted advancement of internationalisation/mobility measures at the political and ministerial level.
Integration into existing quality management systems
Just as internationalisation measures generally only appear to make sense if they are embedded in the strategy and activities of the higher education institution, it seems advisable to integrate the quality management of the internationalisation of studies and teaching (and thus also of the various forms of mobility) into the existing quality management systems and thereby ensure connectivity with related measures (e.g. study programme development and evaluation, course evaluation, personnel development ...).
Internal quality management as a basis and definition of responsibility at university level - Emphasis on quality culture
The diversity of the higher education landscape and the resulting opportunity to develop unique selling points and the strategic positioning of an institution mean that higher education institutions must contextualise the internationalisation of studies and teaching according to the subjects/disciplines/programmes represented at the institution, define the associated acquisition of international and culturally reflective competences for the qualification profile of the respective graduates - i.e. the programme learning outcomes - and thereby also lay the foundation for quality management.
This requires the involvement of all relevant stakeholder groups or their representatives at the institutional level. This also includes that higher education institutions define the stakeholders relevant for the internationalisation of study and teaching and in this respect take care that underrepresented groups are also taken into account with regard to mobility.
Quality management of the internationalisation of studies and teaching and thus the promotion of international and culturally reflective competences is closely connected with the development of a "quality culture" in the sense of the so-called hidden curriculum. External quality assurance processes (e.g. certifications and accreditations, reporting to the ministry) can and should support this process, but are only effective if they interact with internal processes and both support each other.
Avoidance of formalisation, no one-size-fits-all approach, balance of quality and quantity
The understanding of quality management as a process, which includes reflection, goal setting and evaluation of goal achievement in the sense of the defined umbrella question, goes hand in hand with a critical reflection on the measures set in the respective higher education context and the methods used to evaluate their effectiveness. Avoiding formalisation thus means refraining from developing a central and universally valid set of purely quantitative indicators. The definition of appropriate qualitative and, if necessary, also quantitative indicators and methods of evaluating the contextualised achievement of objectives (i.e. promotion of international and culturally reflective competences for all) is the responsibility of the higher education institution.
With regard to quantitative indicators, numerous considerations have already been made to which reference can be made, such as the IMPI project (Indicators for Mapping and Profiling Internationalisation).
On the subject of quality management and quality assurance of measures for the internationalisation of studies and teaching, including mobility, proposals for recommendations, including the respective measures, have been developed within the >>subject area groups of the >>HMS-mobility forum proposals for recommendations including respective measures. They are based on the premises described below, which reflect the views of the higher education experts represented in the thematic field groups; >> key questions complement these premises.