„Virtual internationalisation is now an established reality at German universities“

The new DAAD study ‘Internationalisation in the Digital Transformation’ combines the analyses of two research projects: the project ‘Internationalisation in the Digital Transformation: Strategies of German Higher Education Institutions’ (INDISTRA), funded by the Federal Foreign Office, and data from the sixth Global Survey conducted by the International Association of Universities (IAU). It examines the strategies, drivers, priorities and challenges of virtual internationalisation at German universities and contains specific recommendations for action for various stakeholder groups and policymakers to promote virtual internationalisation. In the interview, Dr. Eva Maria Vögtle from the German Centre for Research on Higher Education and Science Studies (DZHW) and Giorgio Marinoni from the IAU report on the key findings of the study.

Dr. Vögtle, as part of the research project “Internationalisation in the Digital Transformation: Strategies of German Higher Education Institutions”– INDISTRA for short – you have investigated the strategic themes of digitalisation and internationalisation at German universities. What research questions did you pursue, and what methodology did you use?

Vögtle: The INDISTRA project examined how digitalisation is changing internationalisation at higher education institutions in Germany. We investigated its influence on teaching, administration, and collaborations, as well as the opportunities and risks associated with digitalisation. The project’s mixed-methods approach combined the analysis of 24 semi-structured interviews with heads of International Offices and the document analysis of 133 documents, such as internationalisation strategies, digitalisation strategies, and structural and development plans of higher education institutions in Germany.

For the recently published DAAD study, you combined the results of the INDISTRA project and the latest global survey by the International Association of Universities. What do you consider the most important findings of this study?

Marinoni: I think the most interesting results of the study are that the connection between the digital transformation of higher education and internationalisation is not just temporary due to the COVID-19 pandemic, but a genuine transformation of how universities approach internationalisation. Virtual internationalisation is now an established reality at German universities. However, there are still challenges to be overcome. German universities are too reliant on external, project-based funding, whether from the European Union or the DAAD. In addition, too narrow a focus on technology – often seen as a kind of panacea for various problems – poses a challenge. A lack of long-term investment in personnel and financial resources, as well as in staff development, present major obstacles to the sustainability of virtual internationalisation at German universities.

Were there any aspects that surprised you?

Vögtle: One surprise was the low emphasis on international rankings as a driver of internationalisation and digitalisation. In interviews with International Office heads, more emphasis was placed on aspects such as accessibility for different social groups to the internationalisation offerings of universities and sustainability. Internationalisation of the curriculum was also a major theme. Priorities of funding organisations clearly outweighed competitive aspects. We were also impressed by the emphasis on collaborations with other European higher education institutions, especially within the European University Alliances, which makes a regional focus of higher education institutions collaborations visible. The strong role of data protection and the lack of alignment of different regulatory frameworks between the federal states were surprising, as this was perceived as a significant hurdle for the virtual internationalisation of higher education institutions in Germany.

Based on the findings, the report formulates recommendations for various stakeholder groups and political levels. In your opinion, what are the most important recommendations for German universities?

Vögtle: Several recommendations stand out as particularly important for higher education institutions. Firstly, they should adopt European standards, such as the European Student Card Initiative and Erasmus Without Paper. This is essential to achieve interoperability and facilitate the digital management of international mobility. Even if these processes are anything but straightforward in themselves, simpler processes can be expected because of interoperability. For example, proactive collaboration with other European universities to transfer student data electronically and in a standardised way across systems is crucial. Secondly, the creation of a holistic digital campus that provides easy access to records and other resources is essential. Clear data protection guidelines must be part of this integrated approach. Finally, the establishment of clear and transparent guidelines for internationalisation is crucial. This strengthens trust, alleviates concerns about data protection and facilitates smooth collaboration with international partners.

Marinoni: The most important recommendation is to pursue a holistic approach to virtual internationalisation. This can be divided into two recommendations. The first is that internationalisation and digital transformation are not two separate processes but are interconnected. Universities do not only need a strategy for both, but these strategies should align with the institution’s overall strategy. In other words, the institution’s overall strategy should include components of both digital transformation and internationalisation and explain how these two aspects interact and complement each other. The second recommendation is that this holistic approach implies that permanent resources, both personnel and financial, are available for it.