GRYTSAY Yana

Introduction: Although 2016, as Hans de Wit noted, was a year of political shocks that have called into question a lot of perceived ideas about internationalisation of higher education, there is still scope for innovation if universities look outside their own walls. Purpose: What lessons in strengthened universities through the internationalization may be learned from Germany? Methods: For resolving assigned tasks, were used the complex of researching methods, particularly systematic analysis, comparative analysis, classification, generalization and systematization of found facts, tendencies. Results: Germany today is a leading player in the marketplace of global higher education (Project Atlas, 2013). While Germany's position in continental Europe as a major receiver and sender of students is a clear indication of the healthy state of its internationalisation efforts, the country is also active in many other ways that are emblematic of an engaged and comprehensive internationalisation process. This is particularly true of the technology-oriented universities (“Technische Universities”) and smaller colleges (“Fachhochschulen”). According to the International Association of Universities' (IAU) 2014 global survey (Egron-Polak & Hudson), when asked about the expected benefits of internationalisation, German respondents highlighted three as being most significant: to develop in students a greater international awareness and deeper engagement with global issues; to increase international networking through faculty and researchers; and to enhance international cooperation and capacitybuilding. Generally, internationalisation in Germany is a more coordinated process than in some of the other education systems in Europe and the rest of the world. This strength derives from the leadership and from the support of the five most powerful promoters of German internationalisation: the German Federal Ministry of Education and Research (BMBF), the German Council of Science and Humanities (DFG), the German Rectors Conference (HRK), the German Academic Exchange Service (DAAD), and the Alexander von Humboldt Foundation (AHF). The agenda-setting by these federal-level players defines overarching goals, which are then carried out at state and local level by agencies, research institutes, foundations and academic institutions. Conclusions: More suitable approaches to identity (potential) internationalisation in Germany require experimentation. It is important to work towards offering peer review panels a broader selection of German's supranational programmers and policies, national policies for internationalization: a focus on excellence, a move from fragmentation to increasing coherence that are adopted (or adaptable) for Ukraine's research environments. Such a menu should, obviously, by all major stockholders including German's researchers.