Internationalisation in practice: navigating the realities of international master's education in technical fields at Bavarian universities
Abstract
German universities of Applied Sciences face declining student numbers
and a growing shortage of skilled professionals in technical fields,
prompting institutions in Bavaria to increasingly recruit international
students, many of them from India. While this strategy stabilizes
enrolment and supports national goals for securing a future workforce,
it also introduces substantial challenges for teaching staff,
administration, and students alike. Many incoming students bring
competency profiles shaped by non-European higher-education systems,
often marked by a strong emphasis on reproductive learning and limited
experience with independent research, critical reflection, and
scientific writing. High expectations of German master’s programs,
combined with linguistic and cultural barriers, contribute to lower
retention rates among international students and create additional
burdens on teaching staff.
Drawing on experiences from four international master’s programs at
Ansbach University of Applied Sciences, the paper analyses typical
difficulties and evaluates measures designed to improve integration,
academic success, and study conditions. Programs composed almost
exclusively of Indian students tend to reproduce culturally homogeneous
learning environments, which limit intercultural exchange, hinder
discursive teaching formats, and reinforce established learning habits.
In contrast, heterogeneously composed cohorts show better interaction,
stronger language development, and improved academic performance. To
counteract homogeneity, targeted interventions such as international
poster sessions, mixed laboratory groups, and joint courses between
German- and English-taught programs were introduced with positive but
context-dependent outcomes.
Major challenges arise in the areas of scientific practice, rule
compliance, and the unreflected use of AI tools, often rooted in a lack
of prior exposure to principles of good scientific practice. The
university responded with measures such as training units on academic
integrity, adapted assessment formats emphasizing transfer performance,
and workshops on literature research and academic writing. Additional
structural factors such as particularly limited access to affordable
local housing, negatively affect class attendance. Attempts to mitigate
this included schedule adaptations to public transport and the
introduction of block courses with mandatory practical components.
The paper concludes that successful internationalization requires more
than English-language programs. It demands comprehensive support
structures, including language training, intercultural competence
development for staff, and institutional services tailored to
international students’ needs. Given the intensive advising workload,
smaller learning groups and recognition of international teaching
efforts in workload models are essential. Only through sustained
institutional commitment, adequate resources, and openness on all sides
can internationalization efforts translate into improved learning
outcomes and long-term integration.
Mehr zum Titel
| Titel | Internationalisation in practice: navigating the realities of international master's education in technical fields at Bavarian universities |
|---|---|
| Medien | Proceedings - 20th International Technology, Education and Development Conference (INTED), Valencia, Spain |
| Herausgeber | IATED |
| ISBN | 978-84-09-82385-7 |
| Verfasser | Prof. Dr. Sibylle Gaisser, Prof. Dr. Annette Martin, Prof. Dr.-Ing. Anke Knoblauch |
| Veröffentlichungsdatum | 30.03.2026 |
| Zitation | Gaisser, Sibylle; Martin, Annette; Knoblauch, Anke (2026): Internationalisation in practice: navigating the realities of international master's education in technical fields at Bavarian universities. Proceedings - 20th International Technology, Education and Development Conference (INTED), Valencia, Spain . DOI: 10.21125/inted.2026.0889 |