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.

Keywords:

International education, intercultural competence, self-competence, networked learning, language proficiency, STEM.