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  • International and intercultural competencies are of great significance for professional success in academia, business, and politics as well as for a life in a society like ours, where migration has had a lasting impact. Only approx. 30 % of the German students spend a semester abroad to acquire and deepen their competencies in this area; German higher education institutions thus face the challenge of ensuring that students may also deepen their international knowledge and expand on their intercultural competencies “at home”. However, university-wide and strategic efforts to internationalize the curricula – i.e. introduce an inter-national and intercultural dimension as well as a global perspective into the content of the curricula, the learning outcomes, the learning and teaching processes, and the support ser-vices (Leask 2015:149) – are thus far hardly visible in German higher education.The pilot scheme “Internationalization of the Curricula” at the University of Goettingen, funded by the Lower Saxony Ministry for Science and Culture, is unique in Germany and aims at facilitating the strategic and systematic internationalization of the curricula of all the University’s study programs. It links internationalization measures to digitalization and diversity.On the basis of reflections on the necessity for the internationalization of the curricula, this article sketches fundamental theoretical and methodological considerations with regard to the conception of the project and the design of the internationalization process. (xsd:string)
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  • 2017 (xsd:gyear)
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  • 2017 (xsd:gyear)
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  • 2196-9485 ()
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  • 27/28 (xsd:string)
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  • Hochschulbildung in globalen und lokalen Kontexten: Das Göttinger Modell einer Internationalisierung der Curricula (xsd:string)
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  • Zeitschriftenartikel (xsd:string)
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  • In: interculture journal: Online-Zeitschrift für interkulturelle Studien, 17, 2017, 27/28, 97-116 (xsd:string)
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  • urn:nbn:de:0168-ssoar-55106-9 ()
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  • 17 (xsd:string)