International learning experiences seem to shift from an added-value side effect to an all-persuasive motive in a market-driven and globalised educational sector. However, nature and substance of this experience, target groups, and also means for unfolding this value are still vague when it comes to the time beyond the mission statements of internationalisation. This article presents the theoretical and conceptual framework of an understanding of intercultural learning. The first part will outline some assumptions about intercultural encounters and its meaning for intercultural learning. The second part describes approaches of diversity activities with an institution-wide focus. Drawn from regions with an explicit diversity policy tradition in higher education—namely, the United States, Canada, and Australia—ways and problems of its adaptation to the European context will be discussed. The article provides an orientation for setting up diversity activities and diversity plans aimed at intercultural learning.
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