The achievement of the following goals was relevant in the context of the project: - Establishing new and strengthening existing contacts with EU partners: With this project, the IIK opened itself furthermore to the European market and increased, thus widened, its already well-functioning pan-European network. The partner links on the web portals of the IIK show how strong this network has already been extended and how it was strengthened by the project (s. www.iik.de, www.imed-komm.eu, www.mig-komm.eu). - Organizational development, attractiveness and internationalization of the institution: The project contributed to the aim to make the IIK more attractive and more competitive in the context of the rest of Europe. The experience gained in the partner countries have been evaluated and measured against our own practice and we decided about sustainable conclusions concerning organization, equipment, content, and curricular ways. Since the IIK can already look back on 25 years of experience in business management, a successful research and teaching , the partners benefited in the same way. - Further development of the welcoming culture at the IIK: This is, inter alia, therefore essential because the student groups of the IIK are very heterogeneous regarding age, length of stay, reasons for staying in Germany, countries of their origin , and their professional experience. They form an intercultural and multilingual community within the Institute. For this reason, it is essential to continue sensitizing both teaching staff and the staff in the administrative area for the intercultural opening process and to internationalize them. However, an additional challenge is currently arising with the influx of asylum seekers with sometimes strongly different social norms , which require an adequate reaction in order to suppot integration. - Strengthen the foreign language skills of both teaching staff and the employees in the administrative area staff: Here success was, as expected, the most visible: All participants were motivated to improve their partly often only rudimentary foreign language skills in the three target languages or to improve their own teaching practice by learning a new foreign language or to optimize in terms of both content and methodological design of their own teaching. Another advantage was that the effort to promote the sustainability of large IIK projects relating to tourism and the language of medicine/ patient communication was aided by learning the partner languages Slovak and Bulgarian. Learning the Italian language, especially by the staff of the institute in the town of Jena , will have a positive impact on mentoring of the Italian pupils students who stay in Jena attending language courses for some weeks. - Intensification of the international experience of IIK staff: The project enabled the faculty and staff to expand their practical skills by the component of international experience. The mutual learning in the European context will certaily have a positive impact on their teaching. - All three activities facilitated a methodical and didactic change in the perspective of the faculty, which is necessary for a good teaching practice. The choice of the participating staff was carried out differentiatedly according to the research and development plan of the IIK as well as of the objectives, measures and projects of the individual IIK locations in Berlin, Jena, Erfurt, and Ansbach. Since a large number of Italian pupils have been served in summer courses at the Jena location for a lot of years , especially the younger Jena employees and freelancers from Jena who had to care for those Italian pupils , participated in the mobility Florence. The situation was different within the mobilities with the partners from Bulgaria and Slovakia. Mostly those elderly colleagues participated in these mobilities who had already been intensely involved in language production projects (locations of Berlin, Erfurt, Ansbach). They had already gained basic knowledge of other Slavic languages (particularly Russian, Czech), either at school or at university. Some oft them also showed basic competences in Bulgarian or Slovak , and being familiar with the Cyrillic alphabet was helping in speeding up the learning process, especially that of the Bulgarian language. As planned, a total of 39 individual activities were carried out, within each 3 actions each: 3x job shadowing (3x5 people in Florence, Varna, Nitra), 4x structured interculturally oriented language course (4 people Nitra, 4 people Varna, 8 people Florence) , 2x courses in methodology / didactics of teaching a foreign or second language (4 people Varna, 4 Nitra).