Building upon International Success - The HRK-Audit "Internationalisation of Universities" Advancing Strategic Internationalisation
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Building upon International Success
The HRK-Audit “Internationalisation of Universities”
Advancing Strategic Internationalisation
Table of contents
Building upon International Success
The HRK-Audit “Internationalisation of Universities”
Advancing Strategic Internationalisation
Table of contents
Table of contents
Benefiting from international success ......................................................................................................... 6 Global Bayreuth Identity – The University of Bayreuth’s international alumni family ......................... 28
Prof. Dr. Johanna Wanka, Federal Minister of Education and Research University of Bayreuth
Managing internationalisation strategically ............................................................................................... 7 Campus of Diversity – A major theme in internationalisation strategy .................................................. 30
Prof. Dr. Dieter Lenzen, Vice-President for International Relations, German Rectors’ Conference University of Bremen
Introduction: Strategy, implementation, and the steps that happen on the way .................................. 8 Hamburg University of Applied Sciences in the Consortium on Applied Research
Dr. Stephan Fuchs, Head of Project, Audit “Internationalisation of Universities”, German Rectors’ Conference and Professional Education – CARPE ....................................................................................................... 32
Hamburg University of Applied Sciences
The Academic Scorecard as a tool for successfully managing quality
Strategic framework for the internationalisation of German higher education in the internationalisation process ........................................................................................................... 34
Münster University of Applied Sciences
Strategy of the Federal and Länder Ministers of Science for the
internationalisation of the higher education institutions in Germany 12 Quality-oriented selection of university partnerships – ESB Business School’s selection matrix ............... 36
Reutlingen University
German universities in the world and for the world 19
International strategy of the German Rectors’ Conference (HRK) – principles and guidelines The International Guest Lectureship Programme at Bielefeld University ................................................ 38
Bielefeld University
Good practice in strategic internationalisation at German universities Internship placements for foreign students – FiPS – Furtwangen Internship Placement Service .............. 40
Furtwangen University
Planning and Steering 28 The German-French Institute of Business and Technology ...................................................................... 42
Study and Teaching 38 Hochschule für Technik und Wirtschaft des Saarlandes – University of Applied Sciences
Research and Technology Transfer 45 Docs Build Bridges – A concept for the support of doctoral candidates ................................................ 45
Advice and Support 52 Kiel University
European research management – The European Project Center ........................................................... 48
Technische Universität Dresden
The International Department of HRK ......................................................................................................... 58
The Matariki Network of Universities – “Partnering for a better world” ................................................ 50
Audit “Internationalisation of Universities” ............................................................................................... 60
University of Tübingen
Audit kompakt “Internationalisation of Universities” ............................................................................... 62
Target-group-specific website – Services of the International Office ...................................................... 52
Re-Audit “Internationalisation of Universities” .......................................................................................... 63 Technische Universität Chemnitz
Audit and Re-Audit participants since 2009 ............................................................................................... 64
Funding instruments for international mobility – Financial support and standard,
Imprint ............................................................................................................................................................. 66 transparent selection procedures ............................................................................................................. 54
Hochschule Hannover – University of Applied Sciences and Arts
The study abroad campaign – An initiative for the promotion of student mobility ............................... 56
University of Konstanz
4 5
Benefiting from international success Managing internationalisation strategically
Growing global interconnectedness The German Rectors’ Conference’s Audit “Internationali- How can we make internationalisation sustainable? This As the voluntary association of state
is also presenting new challenges sation of Universities” offers a highly professionalised con- question lies at the heart of every debate of those who seek and state-recognised universities in
for Germany’s universities. Interna- sultation process and plays an important part in promoting to promote internationalisation at their universities or of Germany, the HRK is not only the po-
tionalisation is an important factor in the further internationalisation of higher education. There the higher education system as a whole. litical and public voice of the univer-
the sustainable development of our has been a tremendous response to the Audit and the sities, but also provides support and
universities. Greater international Re-Audit. This shows that German universities attach great Over the past decades, we have not only learned that uni- service to its member institutions. In
orientation is essential if they are to strategic importance to the topic of internationalisation. versities operate in a truly international environment and implementing the aforementioned
stand the test on the global educa- The entire German higher education system benefits from that internationalisation is a challenge for all universities. strategy, we believe that it is crucial
tion market. Germany has been very the Audit as it helps to make internationalisation both an We have also seen multiple activities on all levels and the to individually support our univer-
successful in this regard: German integral element in developing a university’s profile and a implementation of internationalisation strategies. But can sities in their internationalisation
universities are among the most driver of higher education reform. we be sure that these efforts will succeed in the long run? processes. In 2009, the HRK devel-
popular destinations for foreign stu- oped the Audit “Internationalisation
dents, ranking third after universities I am pleased to see that this publication not only presents We believe that internationalisation based solely on indi- of Universities” for that purpose. It
in the United States and the United successful examples from the Audit “Internationalisation vidual activities will meet severe setbacks on the road to provides advice to universities in the
Kingdom. In addition, international of Universities” in the context of the HRK’s work, but also sustainability. What is needed is a strategic foundation challenges they face in their inter-
exchanges in higher education also places them in an overarching strategic context. These within the university as a whole. In recent years, German nationalisation efforts. We are con-
help to strengthen cutting-edge research and innovation examples provide a model and motivation for the further universities have thus increasingly begun integrating in- vinced that there can be no “one size fits all” approach in
in Germany. international networking of universities. They are also proof ternationalisation into the strategic management of their a diverse higher education system. What is needed – and
of the progress achieved in the internationalisation of our institutions. provided by the Audit – is a tailor-made approach.
Modern science crosses boundaries as scientific careers higher education system.
become increasingly internationally focused. That is why The German Rectors’ Conference (Hochschulrektorenkon- I hope you enjoy reading the various examples of good
the Federal Government launched its own strategy on the ferenz – HRK) has furthered this development. In 2008, practice of internationalisation on the pages to come,
internationalisation of science and research as early as in the HRK General Assembly adopted a resolution on the all demonstrating the increasingly strategic approach to
2008. In 2013, the federal and Länder ministers of sci- role universities play in the globalisation process. The internationalisation German universities have adopted in
ence launched a joint strategy for the internationalisation HRK strategy is based on the assumption that universities the past years.
of universities in Germany, aimed at improving scientific are transnational actors. As such, they must perceive of
cooperation and cross-cultural dialogue. Prof. Dr. Johanna Wanka themselves as a part of a world higher education system
Federal Minister of Education and Research in all dimensions of their work and business. Universities
simply must internationalise to guarantee their own survival
in a more globalised and a more and more competitive Univ.-Prof. Dr. Dieter Lenzen
environment. Vice-President for International Relations
German Rectors’ Conference
6 7
Table of contents
Strategy, implementation, and the steps In the dimension of “Planning & Steering”, you will read
about how to establish and use an alumni network to
Last but not least, the dimension of “Advice & Support” fea-
tures the development of a target-group-specific website,
that happen on the way advance a generic international identity of the university
(University of Bayreuth, p. 28); how to base international-
catering to the specific needs of international incoming
students (Technische Universität Chemnitz, p. 52); how
isation on the concept of diversity (University of Bremen, to develop financial incentives and bursaries to promote
Introduction p. 30); how to engage in an international network as a
gateway to international (funding) opportunities (Hamburg
study abroad (Hochschule Hannover – University of Ap-
plied Sciences and Arts, p. 54); and how to strategically
University of Applied Sciences, p. 32); how to adapt a launch a campaign to advance study abroad in order to
steering tool derived from business administration to man- work towards an outgoing rate of 50 per cent (University
The last decades have seen a tremendous professionali- The basis of the work done in Germany over the last couple age the quality of internationalisation (Münster University of Konstanz, p. 56).
sation of internationalisation at European institutions of of years is formulated in two strategy papers. This publi- of Applied Sciences, p. 34); and how to apply pre-defined
higher education (HEIs). Under the framework put together cation would not be complete without re-printing these criteria for the selection of university partnerships (Reut- In conclusion, you will find from p. 58 onwards a descrip-
by policy makers in the ERASMUS agreements, the Bologna two internationalisation strategy papers. The internation- lingen University, p. 36). tion of HRK and its International Department, a more
process, and the European Higher Education Area, or rather alisation strategy of HRK – adopted in 2008 – expresses detailed account of the HRK-Audit “Internationalisation
using the parameters set forth in this context, practically the shared understanding of German HEIs (p. 19). In the In the dimension of “Study & Teaching”, you will learn of Universities”, the follow-up formats Audit kompakt
all universities have developed measures to increase their Federal Republic of Germany, it lies with the 16 states about how to invite guest lecturers to promote interna- and Re-Audit, as well as a map of Germany, showing
internationalisation and have formulated an institutional (Länder) to run and oversee the universities, whereas the tionalisation at home (Bielefeld University, p. 38); how the universities which have participated in the Audit and
internationalisation strategy – quite often in this order. federal government sets out the basic guidelines for high- the attraction and reputation of German engineering Re-Audit since 2009.
er education and directly involves in research. The joint is converted to study abroad opportunities for German
The mission HRK pursues with the Audit “Internationali- strategy by the Federal and the Länder Ministers of Science students by offering internships in exchange for tuition On behalf of the entire Audit team at HRK, let me wish you
sation of Universities” is therefore twofold: helping, where (p. 12), issued in 2013, clearly states the common respon- waivers (Furtwangen University, p. 40); and how to in- instructive reading and interesting thoughts – comments
necessary, to develop or amend an institutional interna- sibility in the field of internationalisation and underscores stall a bi-national structure in order to sustainably offer and feedback are always very welcome!
tionalisation strategy (expanding from basic motives to the individual mission of the universities in this respect. cross-border dual degree programmes (Hochschule für
specific – and measurable – goals to developing individual Technik und Wirtschaft des Saarlandes – University of
tools to reach these goals); and giving recommendations This booklet presents examples of good practice at Ger- Applied Sciences, p. 42).
Contact details at HRK Head Office
in four specific dimensions of activity: Planning & Steering, man HEIs. The universities portrayed by way of their good
Study & Teaching, Research & Technology Transfer, and practice in this publication have all completed the Audit In the dimension of “Research & Technology Transfer”, Dr. Stephan Fuchs
Advice & Support. process. Hence, we have selected examples from the four examples of good practice include how to attract, en- Head of Project
dimensions used in the Audit process to recommend cer- tertain, engage, and eventually bind international PhD Audit “Internationalisation of Universities”
tain measures. We have asked the authors to point out in students and postdocs (Kiel University, p. 45); how to fuchs@hrk.de
their depiction of their example of good practice how it install an administrative structure to advise on funding
derived from or fits into the overall strategic vision of their opportunities for research and thus ease the burden put www.hrk.de/en/audit
respective university. on researchers when acquiring funding for their work
(Technische Universität Dresden, p. 48); and lastly how to
engage in an international network in order to advance
top-level research, including the benchmarking against the
partners (University of Tübingen, p. 50).
8 9
Table of contents
Strategy of the Federal and Länder Ministers of Science for the internationalisation
of the higher education institutions in Germany...................................................................................... 12
Resolution of the 18th meeting of the Joint Science Conference in Berlin on 12 April 2013
German universities in the world and for the world ............................................................................... 19
International strategy of the German Rectors’ Conference (HRK) – principles and guidelines
Strategic framework
for the internationalisation
of German higher education
10 11
Table of contents
Strategy of the Federal and Länder Ministers 1. Field of action: Strategic
internationalisation of the individual
2. Field of action: Improving the legal
framework for internationalisation
of Science for the internationalisation of the higher education institutions
2.1. Joint policy goal
higher education institutions in Germany
1.1. Joint policy goal
The Federal Government and the Länder intend to improve
The Federal Government and the Länder support the higher the conditions for the internationalisation of higher educa-
education institutions in developing their own internation- tion institutions by introducing appropriate legal framework
Strategic Framework
Resolution of the 18th meeting of the Joint Science Conference alisation strategies. They were also called upon to do so by conditions at federal and Länder level.
in Berlin on 12 April 2013 the Bologna Ministerial Conference in April 2012. Interna-
tionalisation is to be seen as a horizontal task that affects 2.2. The significance of the field of action for the inter-
all areas and units of the higher education institution and nationalisation of the higher education institutions
matches its particular strengths and established ties. and strategies
1.2. The significance of the field of action for the inter- The Federal Government and the Länder have introduced
Internationalisation is a key element in developing the internationalisation and mobility strategies with concrete nationalisation of the higher education institutions various improvements in their respective areas of respon-
profile of German higher education institutions and, as measures and measurable mobility targets. The Federal and strategies sibility in recent years in many legal fields ranging from
an important instrument of quality development, a driver Government and the Länder have long recognised the aliens law to the recognition of qualifications, the modifica-
of higher education reform. It serves to promote academ- importance of internationalising the higher education It is important for the higher education institutions to tion of the common structural guidelines of the Länder for
ic cooperation and the dialogue between the cultures. institutions and have already introduced a number of “think” internationalisation in all areas of university life, the accreditation of Bachelor’s and Master’s study courses
Internationalisation is one of the main factors shaping measures for this purpose (internationalisation strategies of i.e. in research, teaching and continuing education, man- to encourage mobility, and labour law. They will continue
both the development of our higher education institutions the Federal Government (2008) and the Länder (Summary agement, administration and services. Internationalisation to work together to dismantle any obstacles which may
and Germany’s status as a centre of science and research. of the Länder Strategies, GWK (Joint Science Conference), must always be regarded as an instrument for quality occur in future. One important field of action are the joint
30 March 2009)). A large number of science organisations development with a view to becoming attractive and able study programmes which many German higher education
We want higher education institutions that are so good and (including the German Rectors’ Conference (HRK) and to compete globally through excellent programmes in re- institutions conduct in association with higher education
attractive that they can compete with the best institutions the German Research Association (DFG)) have introduced search and teaching combined with hospitality and service institutions in our neighbouring countries, mainly France.
in other countries and contribute to mastering the global internationalisation strategies in recent years. This Strategy orientation. Such projects are still hampered by the great effort of
challenges of our times. The starting conditions are fa- Paper is based on all these activities and experiences. coordinating the respective national regulations governing
vourable. Germany has a close network of excellent higher In order to extend the process of strategic internationali- study programmes.
education institutions offering good, broad-based training. The Federal Government and the Länder have defined nine sation, all interested higher education institutions should
fields of action for promoting the internationalisation of the have the support of counselling services to assist with In order to remedy this situation, the Federal Government
The ministers responsible for higher education in the 47 higher education institutions and have developed a joint confidence-building and profile development. Such services and the Länder support the Bucharest resolutions, which
Bologna states agreed on a Mobility Strategy 2020 for the policy goal with strategies for each field. are offered, for example, by the “Internationalisation of also aim to facilitate the accreditation of joint programmes
European Higher Education Area (EHEA) at their meeting Universities” audit of the German Rectors’ Conference. and degrees. Corresponding measures require reciproc-
in Bucharest on 26/27 April 2012. The strategy defines The Länder and the Federal Government are responsible for ity between the partner countries involved. The Federal
concrete measures to promote the international mobility implementing the joint internationalisation goals within the Government and the Länder are asking the Accreditation
of students, young researchers, teaching staff and other framework of their respective constitutional remit and re- Council to make a proposal for a joint procedure with a
staff at higher education institutions. This means that all specting the autonomy of the higher education institutions. single agency for the entire course of study.
countries of the EHEA develop and implement their own
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Table of contents
3. Field of action: Establishing a culture of The Federal Government and the Länder support the “Na- language make it easier for students to acquire specialist abroad and/or 15 ECTS credit points. This target refers to
welcome tional Code of Conduct for German Universities Regarding terminology and for higher education institutions to em- mobility in all three Bologna cycles.
International Students”. They also support the implemen- ploy foreign lecturers productively. Study courses offered in
3.1. Joint policy goal tation of the “European Charter for Researchers” and the a foreign language (particularly English) are of particular 5.2. The significance of the field of action for the inter-
“Code of Conduct for the Recruitment of Researchers”. importance in this context. Such courses, especially those nationalisation of the higher education institutions
The Federal Government and the Länder support the higher They call upon the higher education institutions to consider for masters students, make our higher education institutions and strategies
education institutions in their aim to establish a culture of in how far the commitments they have already undertaken more attractive for internationally mobile students as well as
welcome at all levels and to thus send welcome signals towards their foreign guests in the fields of study, teach- offering German participants new opportunities to acquire The higher education institutions have already introduced
Strategic Framework
to foreign students and scholars in Germany and abroad ing and research correspond to the above mentioned intercultural and language skills. numerous initiatives to enable their students to complete
(e.g. support and social integration services provided by agreements. parts of their studies, internships and/or research stays
welcome centres at the higher education institutions, also Apart from the aspect of expanding the language skills abroad. In an increasingly globalised working world, it
offering career prospects for partners – “dual career” 4. Field of action: Establishing an of German students, it is just as important to give foreign is a great advantage for German graduates to be able to
couples, further training of staff at higher education insti- international campus students taking foreign-language master courses and for- fall back on experience acquired during studies abroad.
tutions). Beyond the institutions’ own field of responsibility, eign doctoral students the opportunity to improve their Study-related periods abroad provide the opportunity to get
it is also important to contribute towards establishing 4.1. Joint policy goal command of German. It is important for the successful to know different higher education cultures, improve one’s
a culture of welcome in the overall environment (e.g. integration of foreign students that they are able to take foreign language proficiency and gain intercultural insights.
consulates, aliens authorities, job centres, childcare in- The Federal Government and the Länder support the higher full part in academic, cultural and social life in Germany. The German higher education institutions also profit from
stitutions, etc.). education institutions in their efforts to provide interna- the know-how that their students acquire abroad.
tional and intercultural study programmes for all students 5. Field of action: Increasing the
3.2. T he significance of the field of action for the inter- and develop these courses in the light of increasing glo- international mobility of students Measures should be taken at European level to improve the
nationalisation of the higher education institutions balisation, the internationalisation of career paths and coordination and standardisation of data collection with a
and strategies commitment to global civic responsibility. Steps should 5.1. Joint policy goal view to ensuring the long-term validity of data concerning
be taken to increasingly include international contents the international mobility of German students.
Integration can only succeed if foreign students and re- in curricula; large parts of courses, particularly at master The Federal Government and the Länder support the higher
searchers really feel accepted – and this means in all fields and doctorate level but also individual classes, should be education institutions in their efforts to further increase the Factors which can contribute towards the further international
of life, including outside the institution of higher education. taught in English or other foreign languages. international mobility of students and enhance the quality opening of higher education and the more extensive use of
Successful integration in Germany and in life at a German of such mobility periods. The Bologna Follow-Up Confer- the potential for mobility include embedding binding mobility
higher education institution encourages the development 4.2. T he significance of the field of action for the inter- ence in Leuven set a Europe-wide target that 20 per cent windows in curricula; improving the recognition of course and
of a worldwide network of partners and motivates peo- nationalisation of the higher education institutions of all graduates should spend a study or training period examination credits gained abroad; and the provision by the
ple to stay on in Germany, thus contributing towards a and strategies abroad by 2020. The Federal Government and the Länder higher education institutions of a wider range of integrated
well-qualified workforce. In addition to professors and are aiming to surpass this goal as roughly 20 per cent of degree programmes involving partner institutions abroad –
junior academic staff, administrative staff also play a key Globalisation is also changing the contents and methods of today’s graduates from German higher education institu- where possible leading to a joint or double degree.
role in establishing a culture of welcome. It is important teaching and studying and calls for intercultural sensibility, tions have already spent at least three months abroad in
that members of staff at all levels of the higher education a global overview and a command of various foreign lan- the context of their studies. Mobility is especially important in teacher training courses
institution should at least speak English and if possible take guages. Not all students will be able to acquire study-related because teaching graduates act as multipliers for the mo-
part in intercultural training courses and mobility measures experience abroad. For this reason too, the higher education The Federal Government and the Länder consider it a realis- bility of future generations of pupils and students. Special
to become acquainted with practices at higher education institutions should make more systematic use of the potential tic target for 50 per cent of graduates to have study-related measures to encourage mobility should be introduced to
institutions in other countries. that international students and foreign teaching staff can experience abroad and for at least one in three to spend counter limited mobility in specific disciplines (such as
offer German students. Classes that are given in a foreign a period abroad corresponding to at least three months science, mathematics and technology).
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Table of contents
6. Field of action: Enhancing Germany’s must raise its intake of foreign students to approximately 7. Field of action: Attracting excellent 8. Field of action: Expanding international
international attractiveness as a place to 350,000 – that is to say by around a third – by the end (young) academics from abroad research cooperation
study of the decade if it is to maintain a similar share of mobile
students and continue to be involved in international 7.1. Joint policy goal 8.1. Joint policy goal
6.1. Joint policy goal networks.
The Federal Government and the Länder support the The Federal Government and the Länder are continuing to
The Federal Government and the Länder are aiming to im- The Federal Government and the Länder together with the higher education institutions in their efforts to encourage support the German higher education institutions in initiat-
prove Germany’s position as one of the four leading places HRK and DAAD (German Academic Exchange Service) want more outstanding experienced and young academics from ing and conducting international research collaborations.
Strategic Framework
for international students to study by providing attractive to actively support the higher education institutions in de- abroad to accept a temporary or permanent position at It is particularly desirable in this context that the higher
courses and pursuing a modern marketing approach. They signing more applicant-friendly application and admission German higher education institutions. education institutions play a greater part in international
are helping the higher education institutions to make a procedures. Methods should be developed for selecting calls for research proposals – such as under the EU’s 8th
better selection, to integrate foreign students and improve students with good prospects for success at a German 7.2. The significance of the field of action for the inter- Research Framework Programme (Horizon 2020). The aim
their academic success. higher education institution. One obvious approach, for nationalisation of the higher education institutions is to expand excellent research networks throughout the
example, is to provide appropriate individual and flexible and strategies world in order to tackle and master global scientific and so-
6.2. T he significance of the field of action for the inter- assistance during the entrance phase to take into account cietal challenges in association with international partners.
nationalisation of the higher education institutions the different backgrounds of students from different coun- Fixed-term or permanent stays by excellent (young) aca-
and strategies tries of origin and to improve their chances of success. demics from abroad serve to intensify network-building 8.2. The significance of the field of action for the
activities with foreign higher education and research in- internationalisation of the higher education
As a leading scientific and industrial nation Germany has Germany is facing mounting competition from other coun- stitutions. The quality of teaching can also benefit from an institutions and strategies
an interest in attracting highly qualified students from tries when trying to attract outstanding foreign students increase in foreign experts: Apart from helping to improve
abroad. Approximately 6 per cent of internationally mobile and highly qualified researchers from abroad. Germany students’ language skills by holding classes in a foreign Research at higher education institutions has always had
students are currently studying in Germany, making it one is therefore using its international higher education and language (as a rule English), foreign academics provide an international quality. Networking with foreign col-
of the four leading host nations. Countries worldwide are research marketing strategy to attract foreign talent (cam- an insight into a different teaching culture as well as leagues in one’s own discipline, interdisciplinary exchanges
recognising the positive effect of welcoming young people paigns, “Gate-Germany University Consortium”, DAAD’s introducing new methodical and theoretical approaches and the transfer between science and industry are natural
from all over the world. The extent of mobility, particu- worldwide counselling network, German Centers for Re- to research, encouraging students to gain a different per- components of research, on the one hand, and are be-
larly outside Europe, will increase considerably. Germany search and Innovation abroad as well numerous Länder spective and inspiring them to undertake a study-related coming a precondition for participation in international
marketing activities). Another way to succeed in the in- period abroad. funding programmes, on the other. Framework conditions
ternational contest for the best brains is to improve the (targeted information, strategic advice and active support
provision of information – regarding study and scholarship The opportunity to complete their doctoral theses in a in acquiring funding and in project management) must
programmes, job vacancies, universities, questions of social structured doctoral programme has a number of advan- be improved with a view to increasing the number of
security, residence and aliens legislation. In addition, the tages for foreign research students. Such programmes successful German funding applications.
higher education institutions should step up their market- should therefore be extended and internationalised whilst
ing efforts. The establishment and improvement of central preserving opportunities to do a doctorate on a traditional,
web pages and a multi-lingual website on Germany as a individual basis.
centre of science and study are useful instruments in this
context as is a stronger presence at trade fairs abroad.
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Table of contents
9. Field of action: Establishing transnational
higher education courses
9.2. T he significance of the field of action for the inter-
nationalisation of the higher education institutions German universities in the world
9.1. Joint policy goal
and strategies
and for the world
The number of students taking transnational courses of-
The Federal Government and the Länder continue to sup-
port the higher education institutions in offering appropri-
fered by a foreign higher education institution in the stu-
dents’ native countries or regions is growing even more
International strategy of the German Rectors’ Conference (HRK) –
ate courses of study abroad and participating in bilateral rapidly than the number of internationally mobile students. principles and guidelines
Strategic Framework
agreements with foreign higher education institutions. Germany has increased its activities in this area significantly
The positive effects of these transnational courses include over the past decade. This is demonstrated in particular
strengthening the international reputation and visibility of by the foundation of bilateral higher education institu- Resolution by the 4th General Assembly of 18 November 2008
German higher education institutions, networking future tions which are administered by the foreign partner but
specialist and managerial staff with Germany and attract- where German higher education institutions and German
ing highly qualified graduates to undertake post-graduate quality assurance exercise considerable influence. The
studies in Germany. participation of German higher education institutions in
transnational study courses abroad is proving to be a Summary
positive driver for the institutions’ own internationalisation.
It strengthens their international academic influence and The spread of global networks and knowledge systems is internationalisation as the mere exchange of students
contributes towards establishing expertise and structures associated with growing uncertainty as well as increasing and teaching staff and the participation in international
in partner countries. The involvement of German university opportunities, both for specific societies as well as for the research projects. Instead, it will be essential that every
teachers in projects abroad constitutes an important part individual. However, the opportunities inherent in globali- university – starting with its mission and profile – develops
of their individual international qualifications and furthers sation are essentially available only to those with qualified a comprehensive internationalisation strategy that aims at
their activities at their home institutions. knowledge and extensive competence. Therefore, the ed- achieving the transnationality of the university as a whole.
ucation system is key in enabling the individual as well as
By implementing this strategy the Federal Government society to strike a balance between the opportunities and The two main responsibilities of the German Rectors’ Con-
and the Länder are committing themselves to the further risks of globalisation. ference (Hochschulrektorenkonferenz – HRK) – providing
internationalisation of higher education in Germany and operational support services and representing members’
are at the same time appealing to the science and funding In light of this background, universities (the term is used in political interests – will be fulfilled by providing advice and
organisations to continue their efforts to promote networks the context of this document to include all institutions of support to its member universities throughout the process of
and exchanges. higher education) play a role as “agents of change”; yet at internationalisation. To keep pace with the emergence of a
the same time they themselves are influenced by economic global system of higher education, it will also develop norms
The Federal Government and the Länder intend to step up and political developments. The ability of the national sys- and standards that will help to ensure that German univer-
their efforts to cooperate in the development of the Euro- tems of higher education to react flexibly and competitively sities have a realistic chance of securing a place in global
pean Higher Education Area and the European Research will determine whether they can effectively respond to competition. The HRK will thus represent the interests of
Area and to actively endorse these in relevant European international developments without compromising qual- German universities and provide them with services to sup-
and international bodies – together with the higher edu- ity of research and teaching. It is not sufficient to define port the pursuit of their core internationalisation objectives.
cation institutions and other stakeholders.
18 19
Table of contents1. Education toward Global Citizenship and and is coupled with increasing volatility. Globalisation is 3. Challenges of Globalisation for the 4. Transnationality of the Modern University
Research for Society as Responsibilities of therefore associated with vastly increased uncertainty, but Universities as a Consequence of Globalisation
the Universities also with newly emerging opportunities, both for particular
societies as well as for individuals. Developments in industry, the economy, politics, commu- If the German system of higher education properly as-
The education of the next generation of young people at nications and information technology and their effects similates the globalisation process and its implications,
German universities aims not only to make them employ- This development entails the need to manage uncertainty, manifest themselves within the higher education system bearing in mind the basic parameters that exist in Germany
able but also to equip them to assume global citizenship. more frequently restructure social conditions and person- in the form of (demographic development, funding, “grand” tradition,
Along with methodological reasoning and scientific logic, al environments, and display greater flexibility. Rational etc.), it will have to develop its self-identity in a globalised
Strategic Framework
research commits itself to a choice of topics that support decision-making becomes increasingly difficult. Rapidly • a high level of competition beyond national borders, sense, and this should not only to so-called “Excellence
the values of civil society and, following on from this, the changing conditions mean that long-term decisions such Universities”. A university that ignores the globalisation
development of new knowledge for society. In this sense, as starting a family, wanting children, as well as setting • a higher degree of cultural diversity as a result of processes and its associated challenges does not stand a
the universities of the future are institutions in the world career or educational goals carry substantial risk for the educational migrants, chance in the medium term, and possibly even in the short
and for the world. This orientation of the universities of individual. This, in turn, weakens relationships, the family, term. This applies to the individual university as much as
the future is a result of the challenges arising from glo- and diminishes everyday well-being. • demographically linked conflicts between the older to the German system of higher education as a whole.
balisation, including in the area of academic teaching and the younger generations over access to (academ-
and research. The universities proactively address these On the other hand, obvious opportunities provided by the ic/scientific) educational resources, Due to market mechanisms a global system of higher
challenges of globalisation by grasping emerging oppor- globalisation process lie in increased productivity, higher education will develop – largely uncontrolled and organ-
tunities and simultaneously endeavouring to manage the living standards – also beyond Western societies – and • state difficulties in financing a higher education ically – in the next few years. Allowing this process to
risks associated with globalisation. These are, for example, in improved employment conditions. Such opportunities system with broader access, and happen unchecked may mean that the result is unlikely to
the possibility that commercialisation of the tertiary sector need to be effectively utilised. Admittedly, they are pri- correspond to ethical and political conceptions within the
may detrimentally affect those in the world who have so marily available only to those with qualified knowledge • user expectations of education in terms of employ- tradition of European as well as German higher education.
far been denied access to higher education. and extensive specialist and general competence, which ability and professional training. For this reason, the internationalisation of German univer-
leads to the risk of growing social injustice. With protec- sities cannot be restricted simply to meeting harmonised
2. Challenges of Globalisation for Society tions provided by family and the welfare state dwindling, Accepting and mastering these challenges will be easy teaching standards defined in a European context, ac-
opportunities abound for those who are better able to or difficult for different societies in different ways. A new quiring research funding from Brussels, or expanding the
Globalisation as a process that started in the economic and cope with uncertainty as a result of their education. At divide will open up between educationally poor and ed- international exchange of students or academics within
political arena has far-reaching implications, also for aca- the same time career entrants, mothers returning to work ucationally rich nations when – as expected – some 250 the limits of national or European schemes. It would be a
demic teaching and research. Globalisation in the economic and the poorly-trained, for example, tend to fall victim to million students worldwide simultaneously surge into the fundamental misunderstanding to envisage “internation-
sector involves the internationalisation of markets with such uncertainty. tertiary sector. alisation” in isolation as an – albeit important – element
varying values, social standards, and rates of productivity. within the scope of a strategy for higher education. What
In the field of politics – as in economics – globalisation is To strengthen the positive effects of globalisation and to is crucial today is not internationality in such a superficial
defined by growing competition accompanied by processes avert the negatives, social systems employ institutional sense, but rather the transnationality of every university
of deregulation, privatisation and liberalisation. Due to filters, such as the employment system, the social system as a whole.
increasing market interdependence, economic and political and, within certain limits, also the family system. Particular
decisions often trigger global effects (boom and bust). The importance is attached to the education system, above all Therefore any university must – in all the conceivable
proliferation of global networks and knowledge systems with regard to higher education. It is the key to enabling aspects of its work and business – be aware that it is
via new information media facilitates and accelerates the the individual as well as society to create a balance be- a creative part of a developing global system of higher
globalisation process. This acceleration affects economic tween the risks and opportunities of the globalisation education and must act accordingly. It will be of utmost
and social innovations as well as changes in market activity, process. importance that German universities now not only define
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Table of contentstheir place within a global system of higher education, 5. Tasks and General Conditions for German • New Forms of Learning: The great demand for infor- to open up new academic horizons and prepare young
but that they themselves become active and contribute Universities Against the Background of mation and teaching may result in high social selectivity people for the associated challenges. Research also
responsibly to the definition of this system. Opportunities and Risks of Globalisation that presents societies with the difficulty of not being aims to support knowledge-based businesses, receiving,
able to provide enough adequately trained staff for in return, valuable ideas and suggestions.
Internationalisation aims at the transnationality of the Universities, in their capacity as the world’s “workshops their future needs.
It will be essential to protect the autonomy of research-
university. This is why a sustainable and forward-looking of the future”, face a highly important responsibility in
Therefore it will be essential to facilitate access to open ers so that they are free in their choice of research topics
university will define itself via its transnationality within the interplay of opportunities and risks inherent in the
sources of learning, in virtual formats, and via publicly and methods. In return for this privilege, researchers
the scope of the globalisation process. globalisation process. German universities will not be able
Strategic Framework
accessible courses and programmes (open educational are obliged to make their knowledge appropriately
to keep pace with international developments without:
resources). available to society.
Just as the profile and mission of each individual univer-
sity differ in light of an increasingly diversified system • Autonomy of Higher Education from Govern- • Consolidation of General Studies: The great em- Furthermore, the universities will have to respond to the
of higher education, a university’s internationalisation ment: To the extent that the state is withdrawing from
phasis on the applicability of scientific/academic edu- consequences of globalisation within teaching, learn-
strategy is also customised and differentiated, embedded its responsibility for the financing of the tertiary sector,
cation and training may result in a negative impact on ing and research. Meeting and mastering the upcoming
in the institution’s mission statement. Based on a vision it forfeits the right and opportunity to determine its
general educational content, even affecting the higher challenges that will face the national systems of higher
of internationalisation agreed by all the universities, each course.
levels of secondary education. Political pressure exerted education will be impossible without:
university must develop its own internationalisation strate-
It will be essential to establish forms of university gov- on government may suggest neglecting the humanities
gy that appropriately considers the specific features of the
individual university as well as the regional and national
ernance in a responsible manner that justifies auton- and social sciences in favour of engineering and natural • Differentiation within the System of Higher Ed-
omy, ranging from curriculum design through to staff sciences in terms of funding and thereby jeopardising ucation: The globalisation process will inevitably lead
context in which it is embedded.
recruitment. the normative, cultural foundations and traditions of to a high degree of diversity and variety in the types of
societies. higher education institutions found worldwide.
To achieve internationalisation within the scope of the
globalisation process, German universities have at their
• New Types of Funding: The unrestricted access of It will be essential that the universities themselves It will not only be essential to enable quality assess-
large numbers of students to higher education is not
disposal an internationally tested and partially proven set provide sustained support for these subjects. ment, but also to assign to those institutions not inter-
easily managed, even by educationally rich countries.
of instruments, a repertoire of measures to apply. It can nationally active an important role within this system.
It must be expected that in the medium term the public
be taken as certain that in future the quality of German
purse will only be able to provide partial funding of
• Delivery of Cross-Disciplinary Competence: Stu- In particular, this will involve complying with regional
and international universities will be assessed also with dents expect a specialised qualitative education, but values, interests and needs that will develop as part of
higher education. This will inevitably lead to initiatives
respect to achieving such standards of internationalisation. moreover the delivery of key qualifications, such as an inevitable regionalisation process.
in the free market.
innovative capability, entrepreneurial capacity and the
One of the tasks will be to counteract “rampant priva- ability to work in a team. • Educational Standards in Higher Education:
tisation” by means of exemplary public-private part- The possibility of a rapidly expanding market within
It will be essential that the universities not reject the de-
nerships. the tertiary sector bears with it the substantial risk of
livery of such skills as being “beneath them”, but rather
non-transparent quality differences that the users of
integrate it subject-specifically into their curricula; for
• Entrepreneurial Universities: Chronic public under- only the universities have the means to deliver these
the system will become aware of too late or not at all.
funding of higher education calls for new legal struc-
skills in a qualitatively appropriate manner. It will be essential to establish a global system of quality
tures and new entrepreneurial models for universities.
assurance that ensures educational standards are met
It will be essential to harmonise the university’s aca- • Freedom of Research as the Basis for the Modern at every level down to the actual classroom.
demic role with its entrepreneurial governance. Knowledge Society: The knowledge society calls for
a broad approach to basic research that alone is able
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Table of contents• Comparability of Academic Qualifications: Mobil- It will be essential that in all these activities the interests 6. The Responsibility of the HRK with In line with the universities’ mission to educate and train
ity expectations of consumers and university graduates and goals of all participating universities are harmon- Reference to the Globalisation of the students to be global citizens and to undertake research
will exert substantial pressure on the national systems ised to create a win-win situation. System of Higher Education for the continuing advancement of societies (cf. 1.), the
of higher education to converge. The Europeanisation German Rectors’ Conference will fulfil its two tasks, namely
of higher education, with its implied standardisation, • Exporting Higher Education: The obligation to cre- Acting on behalf of its member universities, the German of representing the political interests of its members and
will have to be followed very quickly by an analogous ate access to higher education for as much of the world Rectors’ Conference (HRK) is responsible for representing of providing operational support services. As a global
global process. as possible calls for new forms of provision worldwide. its members’ interests and providing support services. system of higher education emerges, as national concepts
These include noncollaborative arrangements, branch Within the scope of representing its members’ interests, of higher education are developed, and in the provision of
Strategic Framework
In this context, it will be essential that the European
campuses, off-shore institutions, “flying faculty”, as well the German Rectors’ Conference will pursue a strategy of concrete support, the HRK will work to develop, establish,
elements of the system of higher education as well as
as collaborative arrangements extending from the rec- targeted influence on the creation of a global system of and implement norms and standards in such a way that a
its transferable traditions are safeguarded within the
ognition of external programmes without case-by-case higher education wherever decisions are made (e.g. Ger- global system of higher education offers its participating
globalisation process.
verification, via authorisation of externally-developed man education policy, European education policy, partner universities a fair chance, educates the next generation for
degree programmes (franchising), through to twinning organisations, pressure groups, etc.) and will thus provide a socially just world, and at the same time acts competi-
• Dealing with Uncertainty: The globalisation process, (dual-degree) programmes. its member universities with a realistic chance of securing a tively and with a commitment to quality.
with its risks and opportunities, calls for a fundamental
place within this system, even in the medium term.
change of attitude by (global) citizens towards their It will be essential that such diverse forms of pro-
educational processes. grammes become accepted at German universities in
German universities will be able to take their place in the
addition to more traditional approaches.
It will be essential to enable them to deal productive- globalisation process only if they are strategically equipped
ly with uncertainties and to derive from the changes for this process. This includes the universities initiating such
opportunities appropriate to their educational status.
• Managing the Impact of Teaching, Learning and measures and establishing such structures that allow them
Research in an Intercultural Context: The delivery
to be successful in the coming competition. The German
and exchange of knowledge must be adapted in line
• Managing Issues of Educational Migration: De- with the growing interculturality within which they oc-
Rectors’ Conference is developing and maintaining a set
spite conditions allowing easier access to information of such tools, providing the universities with a range of
cur. Globalisation in the field of science requires greater
and means of transport, a concentration of universities advisory services and training courses, and compiling new
flexibility when managing diverging expectations in
in Western societies creates social selectivity on a global strategies – where appropriate, in cooperation with other
respect of the collaboration between students and/or
scale. internationally active partner organisations.
researchers at a university.
It will be essential that established universities facilitate
It will be essential to sensitise teachers and students to
access to the education they offer, including in devel-
intercultural differences with the aid of targeted further
oping countries and emerging nations, by setting up
education courses, and to create an awareness of the
campuses abroad.
fact that teaching, learning and research within an
intercultural context demands a lot from all involved.
• Assuming Responsibility in an International
Context: By cooperating with foreign partner uni-
versities, Germany’s higher education institutions
strengthen these centres of research, education and
the training of experts and leaders, thereby promoting
development in other parts of the world.
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