Internationalisation ‚at Home‘ bezeichnet Instrumentarien, die sich auf die Entwicklung internationaler und interkultureller Kompetenzen aller Studierender beziehen.

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An increasingly large number of European universities regard internationalisation, i.e. the presence of international students, teachers and researchers in their midst, as a quality criterion in its own right. In order to facilitate internationalisation, an increasing number of courses and programmes are offered in English – especially at Master and Ph.D. levels, but also at Bachelor level. This can only work if English language quality standards are introduced and observed, and, if need be, students and staff are enabled to meet these standards. The potential advantages of teaching in English are obvious. To mention just two of them. More and more academic disciplines are becoming internationalised, with research outputs published and scientific conferences held in English. More and more companies and international organisations conduct their business in English. In other words, courses and programmes taught and delivered in English have the potential of preparing students for a global labour market – both inside and outside academia. There are problems galore, however. English is one of the most difficult European languages; because of the specific structure of English, there is a danger that students and staff whose first language is not English will simply pour their own language into the English container. More important, though, the transfer of knowledge – especially in a country whose language is one of the major EU languages – can only be accomplished if graduates are enabled to communicate the knowledge they have acquired or produced in German. And this is a défi majeur. I cannot imagine, for example, that Austrian school teachers will in future teach their subjects in English – to give just one example. ...

Seit den 1990er Jahren hat sich die Herstellung von Produkten und die Erbringung von Dienstleistungen globalisiert. Dabei handelt es sich um Produkte und Dienstleistungen, an denen traditionellerweise HochschulabsolventInnen beteiligt sind. Damit verändern sich auch die für HochschulabsolventInnen relevanten Arbeitsmärkte, die sich zunehmend internationalisieren. Die sozialen Auswirkungen der Globalisierung auf die Hochschulen sollen anhand der sozialen Zusammensetzung Studierender und der Veränderung von Hochschullandschaften und -systemen  untersucht werden.

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