Creative Diversity How German Universities Are Making Good Use of the Bologna Process

Creative Diversity How German universities are making good use of the Bologna Process

Bologna Centre: Support for the Universities Editorial

2 Prof. Dr. Margret Wintermantel President of the German Rectors’ Conference

Dear Readers,

The closer we have come to the year 2010, in which the years. Indeed, we are striving, not toward creating synchronized, Bologna reforms were to be completed at German higher uniform institutions, but rather maintaining our diversity. And, education institutions, the more urgent several ques- as you will see in the following: this approach is succeeding. tions have become: Has the reform process succeeded? We should not forget at the same time that, long before Have the goals been reached that we all set? Bologna, the German higher education landscape had started to With this publication, we would like to explore the answer change dramatically. Never before in history have there been so to these questions. We embarked on a journey through the many students as today, never before have so many young people German higher education landscape and were able to gain a had access to higher education. That is a fantastic development – great deal of insights. I am delighted to see so many examples but it is also clear that the higher education institutions need to of the high dedication and creativity that various participants change in order to adapt to these new demands. It is for this rea- have demonstrated in accomplishing the tasks – from professors son that the Bologna reform was initiated at all, as the old higher and students to heads of institutions and administrative staff. In education structures could no longer meet these new needs. the following, we would like to present to you what we found. In light of this, it is for my part the most fascinating as- Obviously, we were not able to visit every German higher pect of the Bologna Process that the reforms stand for more education institution along the way. The examples portrayed are than a mere adjustment to new circumstances. As part of thus taken as pars pro toto. Accordingly, we made sure to present this process, we have also succeeded at making higher a representative selection, with small and large as well as young education institutions more international, student friendly and old universities and universities of applied sciences being and innovative. I consider that a proud achievement. included equally. In the course of reading this collection, you may On that note, I wish you happy reading and a pleasant and sur- notice the variety of approaches the institutions have taken in prising journey through the German higher education landscape! the reform process. This constitutes one of the most noteworthy strengths of the Bologna reform: all participants can decide which Yours sincerely, path is the right one for them. Yet, even though this openness to individuality represents the core of the reform package, it has been largely overlooked during the debates of the past few

3 Table of Contents

Early Start The Ruhr University of Bochum began implementing Bologna early – and has long been enjoying the benefit of its efforts

2 Editorial

8 “This kind of opportunity for higher education institutions won’t present itself twice” An interview with teaching expert, Wilfried Müller, about the implementation of the Bolo- gna Reforms – and why he would like to study in a Bachelor degree programme himself

I. More inspired teaching and studying

12 Humboldt through the Backdoor Student experts on teaching and a service centre for Mathematics: good ideas gain momentum from the reform at the Ruhr-University of Bochum

16 Save the Theatre! With practice-oriented assignments, a general studies semester and a “College System”, the Leuphana University Lüneburg has turned studies at its institution around

20 More Choice for Mechanical Engineers The TU Darmstadt has expanded curricula to include project assignments and philosophy courses for engineers – with outstanding results for the students

22 Guugle for Better Learning Two professors at the Bremerhaven University of Applied Sciences are working toward improving attitudes toward teaching and learning

24 The Art of Questioning Bielefeld University has headed in a different direction to transform disciplinary teaching. Not only some, but all courses in the disciplines shall give students the chance to acquire transfer- able competences

26 Didactic Tools for Professionals Universities of Applied Sciences in North-Rhine Westphalia have established their own centre for continuing education

28 The Practical Charm At the Bonn-Rhine-Sieg University of Applied Sciences, students rotate between practical weeks and theoretical units

4 The Technicians Students entering the Technical University of Darmstadt begin their studies in Mechanical Engineering with a practical project – recently, the first-semester students began their studies with the fight against illegal poppy fields

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II. More involved studying

32 The Action Takers A group of students in Freiburg are helping to create optimal study programmes

36 More than just Soft Skills At the University of Potsdam, students are teaching their younger fellow students – and both sides are learning a lot

38 Do Good and Learn at the Same Time The higher education network “Education through Responsibility” combines academic material with charity activities

III. More international studying

42 Back to the Roots The University of Regensburg is expanding its competences on Central and Eastern Europe through its Secondos Programme

44 To Allow More Room in Bachelor Studies The University of Tübingen is extending the first study tier by two semesters – and thus providing students with more room for going abroad and deepening their studies

46 The Dream of Studying in Burkina Faso The Free University of Berlin has more international exchange programmes than ever before. Even students with more exotic destinations can fulfil their goals

48 A Strategic Location Aachen University of Applied Sciences plays out its strengths of being located near the international tri-point of Germany, Belgium and the Netherlands

5 Inhalt

© HS Harz Thinking outside the box Not only high school graduates, but also practitioners can enter the Harz Uni- versity of Applied Sciences. Their career experiences will be recognised for credit – the path to higher education could hardly be shorter Page 78

IV. More successful testing and studying

54 In Praise of Diversity Thanks to new freedoms, each discipline at the University of Konstanz can implement the reforms in a tailor-made fashion

58 The Digital Examiner A high-tech computer lab has been upgraded to a test centre at the University of Bremen

60 Reducing the Dropout Rate Together An early warning system at the Berlin University of Applied Sciences for Engineering and Economy (HTW) is helping to reduce the number of dropouts

62 The Difficult Good-Bye to Dipl.-Ing. After initial scepticism at the Ilmenau University of Technology, today the university is adeptly combining the advantages of the old and new study systems in their curricula

Creativity abounds For the Karlsruhe University of Music, the Bologna Process has required a balancing act between artistic disposition and academic restructuring. Today, however, everyone is certain: the reforms have improved the education they provide

Page 72 © HfM Karlsruhe

6 The Individualists The Action Takers More freedom instead of centralised guidelines, A group of students in Freiburg creativity instead of performance specifications – want an optimal Bachelor degree is that compatible with the Bologna reform? It is, – and are showing that with their as the University of Konstanz proves. Innovative commitment they can move a lot programmes are emerging there thanks to this of students at their university new freedom Page 54 Page 32 Lukas Bischof © Bachelor Gemeinsam Gestalten, © Universität Konstanz, Hanns Fahlbusch Hanns Fahlbusch © Universität Konstanz,

V. More individual studying

68 Learning by Playing The Protestant University of Applied Sciences Darmstadt is raising early childhood care and education to an academic profession

70 Diversity as an Opportunity The University of Duisburg-Essen is focusing on students with an immigrant background and from underprivileged families

72 “Maestros cannot be standardised” The Karlsruhe University of Music has found a balance between tradition and reform

76 “The Bet has been won” For the new subject Materials Science at the University of Göttingen, a number of professors from different subject areas have pulled together – and are showing that cooperation enriches academic life

78 Open for Individual Paths The Harz University of Applied Sciences has developed a programme specifically for students with unconventional educational backgrounds

80 A Sound Study Plan The University of Applied Sciences in Osnabrück is providing their students more space for their individual plans: generous holiday and study-abroad semesters allow for a flexible curriculum

82 Imprint

7 Interview

“This kind of opportunity for higher education institutions is one of a kind” An interview with teaching expert, Wilfried Müller, about the implementation of the Bologna Reform – and, in addition, why he would like to study in a Bachelor degree programme himself

Professor Müller, you can be completely honest: If you had the choice now to study again, would you want to study in a Bachelor degree programme? I can gladly answer with a view to my own academic experience: Before I went on to study Education, I graduated with a degree in Chemistry. We had dropout rates of 50 percent in the first year, while the first four semesters were rigidly organized with little room for independence. Only after that were we able to choose elective courses. My dream study programme would be one where I have a great deal of freedom, one in which I feel the programme is right. So the answer is: yes: There are a number of Bachelor programmes here in Bremen that I would like to study – Political Science for example.

There are a lot of people who see things differently and would like nothing more than to return to the old “Diplom” and “Ma- gister” degree programmes. You are right: We need to win over the students for the reforms. And we have good reasons and arguments for Bologna. Whoever takes a look around at German higher education institutions will find excellent examples of how one can learn complex subjects in six or seven semesters and gain diverse competences. These skills are in demand on the labour market, they are necessary, and yet, previously they were never taught at German universities prior to the sixth semester. That has changed today, and the first surveys of graduates show that the reformed degrees programmes are performing well. That is why I am convinced that the new system will be here to stay.

However, precisely this orientation toward the labour market, among other things, is being severely criticized...... I beg to differ! We are talking about reflecting on the needs of the Bio labour market, not systematically taking over a specific vocational training for industry and business. And in any case, the latter would Professor Dr. Wilfried Müller has not even be possible: In Germany, there are many different employ- been Rector of the University of Bremen ment segments, and the demands change so quickly, we would not since 2002. He is also Vice-President of the German Rectors’ Conference, be capable at all of preparing students for a particular segment. responsible for the areas of Teaching That is why I find this criticism superficial. By the way, in all sectors, and Studying. He studied Chemistry, future employers demand that graduates can work independently. Philosophy, Sociology and Education. And our strength in Germany is in educating graduates who know scientific methods and can approach problems accordingly. For me, it is still true of today’s graduates what was said about physicists 100 years ago: you do not have to set tasks for them; they will find the

8 right ones on their own. That is exactly what labour market relevance mentation. Judging by my own experience at least, I would say that means, and that is exactly what Bologna means. And if you take a we underestimated the time and efforts necessary for the transition. look at the Bachelor programmes, you’ll find that they have a strong The time was short, just a few years. One must also consider that it methodological orientation and then the additional offering for practi- was only about forming a new organization. We have carried out a cal applications. paradigm shift, “from teaching to learning”, as it says in the Bologna documents. At the heart of higher education is no longer teaching, but Are you being perhaps a bit too idealistic? Particularly concern- rather learning. I consider that to be the right development – but we ing the Bachelor programmes, there is a lot of criticism of them underestimated the intellectual, emotional and organizational effort being too “schooled”, too rigid and schematic. How does that necessary for making this transition. fit with the picture you have just painted? I think we need to remember how the situation was in many Social Sci- New study programmes have been developed at numerous ence and Humanities “Diplom” and “Magister” degree programmes. higher education institutions. Materials Science, for example, There was a plethora of subjects with hobby-like variation of content. was not offered as its own major subject previously, nor was There would be, on the one hand, a canon of basics to teach, where Environmental Physics. Do you consider this expanded offer- professors mostly could set their own focus. They offered manda- ing a step forward or are traditional disciplines simply being tory seminars in the basic studies phase that dealt with whatever watered down? topic interested the professor at the time. And that is not possible That is perhaps, to my mind, the greatest opportunity that Bologna has anymore in Bachelor programmes because the modularisation leaves to offer us. Allow me to use your examples in order to illustrate: Today, the teachers with less room for manoeuvre: it is no longer the norm you can give Bachelor graduates from various subjects – Chemistry that students can get the choice of courses on a completely coinci- or Physics – the chance to realise their academic interest in study- dental basis during their studies. Now the path is more structured. ing a Master programme in Environmental Physics. Or Production Professors must think about which subject-specific knowledge and Engineers and Physicists can decide to pursue graduate studies in skills they want to teach and not just about what they are interested computer-based material research. That is an incredible opportunity. in. The latter can be part of the last phase of a degree programme, Thus it is no coincidence that many higher education institutions but not in the initial one. Take the example of our own University of have taken this path. That also applies to the Humanities and Social Bremen: each student can look up on any computer which topics will Sciences. In Bremen, we offer Integrated European Studies, a mixture be taught in a module of his or her study programme. We have never of cultural and political sciences. The programme enables students had this much transparency. to work in the political and cultural institutions of Europe. For the programme, we use the modules of various disciplines. Prior to the re- However, the mandatory modules still exist. form, that kind of joint programme would not have been conceivable, Yes, but without required contents, there simply can be no systematic and there are many similar examples in Germany. And what I would course of study. The Bologna Process bears countless possibilities for also like to emphasize: We can contribute to the professionalization rethinking curricula. This kind of opportunity for higher education of semi-academic occupations with these shorter Bachelor degree institutions is one of a kind. Consequently, we in Bremen and many programmes and the opening of our higher education institutions other universities were excited to develop something innovative. to applicants who have already completed vocational training. Think about, for example, elderly care or early childhood education – the On the one hand, in many places, now there are dual-subject Bachelor offers new pathways here that were, most unfortunately, Bachelors, internationalized programmes and courses of study almost completely neglected in the public discussion on the Bolo- that open up new academic opportunities for the graduates. gna reform. The Bachelor has been rather disregarded in Germany, On the other hand, are they not just a few individual, positive although it actually makes up the core of the reform. exceptions among a multitude of other, less innovative study programmes? How long will it take until the new degree programmes gain No, we are not talking about individual cases here. But how things wider acceptance? develop will, of course, depend on the individual universities and One thing is definitely important: we can not allow the financial higher education institutions: Whoever has been open for new ideas situation of our higher education institutions to get any worse. If, at has likewise been able to make good use of the system for reforms. the same time of implementing reforms, the budget gets tighter and tighter as we have experienced, then we can not expect more accept- That means that you would matriculate in any Bachelor degree ance because everyone will ultimately equate the Bologna Process programme without a second thought? with budget cuts. As a next step, we need to simplify the organization There are degree programmes that I would rather not study. But they of the new degree programmes; the higher education institutions existed beforehand as well. And, again, I am not saying that everything need fewer tasks and more flexibility. I am certain that the Bachelor has been perfect with the Bologna reform. The fact is that, to this will be widely accepted when the disciplines enhance the students’ today, there has not been any large scale study done on the imple- independence. And here, we are already headed in the right direction.

9 © Katrin Binner

On the way up: Students in the Old Main Building of Technical University of Darmstadt

10 Good-Practice More inspired I. teaching and studying

The Bologna Process shifts the focus toward teaching: How can students benefit more from the knowledge of their professors, how can seminars and lectures be more motivating? In the past few years, there has been much improvement and efforts in teaching at higher education institutions. Research-oriented learning has gained a higher acceptance and status. Every higher education institution, every teacher has own ideas on how studying can be more interesting and how to connect research and teaching even closer with one another.

11 More inspired teaching and learning

Humboldt through the Backdoor q The Ruhr-University Bochum adjusted early to Bologna – and has long reaped the benefits of the reform. Openness, dedication and a well-designed modularisation have made the new approaches a model of success

he sessions were turbulent: the students to maintain an open, discursive atmos- Tcame together three times to debate phere,” said Susanne Lippold, who as a which aspects of the university were of Bologna advisor helped to establish the the most benefit to them. Motivational new structures and the reform seminars, good advising, close contact and university. “We never cease rapport with teachers? They considered to get pleasantly surprised the arguments for days until they finally ourselves at how dedicated the completed a small compendium. “Ideas students are here!” Lippold has on the issue of successful learning”, they her office in the administrative wrote on the cover page of the eight-page area of the university, a build- paper that has since been the foundation ing right at the entrance to the for trainings at the University of Bochum. gigantic campus. The university in “We have the students as experts Bochum is among the youngest for successful learning, right here at the in Germany and, at the same university,” said Anja Tillmann, who is time, the biggest: it was opened responsible for continuous training and in 1965 and has nearly 33,000 education in Bochum. “And we should use students matriculated. The campus their knowledge so that all can benefit.” is situated just outside the Bochum Tillmann was the initiator of the workshop city centre, and the tram heads to the in which students debated their ideas. campus every five minutes. The cam- Learning Expert Team was the catchy pus is visible from a long distance and name the group gave itself, with twelve seems to stick out of the landscape as participants from various disciplines its own part of town. Dozens of buildings ranging from Business and Geography are spread around the central library, the to Theology. The ideas they collected impressive lecture hall complex, connected are now included by Anja Tillmann and by paths with roofs over them. This space Career preparation: the her colleagues in all continuous training of academics and science is so expansive elective course area includes sessions for teachers at the university. and branched out that students in their offerings even for aspiring The Learning Experts is one approach first semester need a few weeks until reporters that is typical for the Bochum univer- they can find their way around campus. sity. To work together with the students Perhaps thanks precisely to the rela- has long been the declared goal of the tive short history, the university has been higher education institution. “We work always open for changes, always at the

12 Bildnachweis: Pressestelle RUB Bildnachweis:

Transparent studies: tutorial programme at the Ruhr-University forefront of reforms. That is attested by and “Magister” degree programmes were beyond the limits of one discipline. During outsiders as well, and with the Bologna discontinued entirely. “Consequently, we their studies the students have unlimited Process, the Ruhr-University Bochum con- concentrated our resources on the new choice: how they combine their subjects firmed this reputation. Long before many programmes and were able to launch a is completely up to them – whether they of the ideas for the European reform were comprehensive course offering from the study both simultaneously or concentrate being discussed, Bochum had introduced outset,” says Lippold. Moreover, success one semester fully on Mathematics and tiered study structures. Students in Teacher was immediately visible – the higher the other on Philosophy is their own deci- Education were the first to profit from this education statistics show fewer dropouts sion. After the Bachelor degree, they can early transition. And the RU Bochum also and simultaneously more graduates, but pursue a Master in one of the two subjects turned its focus toward key competences also more students attaining their degrees or in both again. The prospects on the already as of 1993 – at a time when the within the prescribed period of study. “We labour market, as indicated by the initial significance of these additional offer- passed with flying colours in adapting to surveys from Bochum, have even increased ings were only beginning to be noticed. the Bologna reforms”, concludes Susanne noticeably due to the dual qualification. “When the Bologna Declaration was Lippold: “The success is without a doubt.” Behind the scenes, however, the signed, we were already in the midst of Among the students, the dual-subject apparently simple rule demands a planning for the transition,” says Susanne Bachelor is especially popular. The idea complex organisation. Though each Lippold, who experienced the changes could not be simpler: matriculated discipline has its own guidelines and directly while serving on the staff of students can combine any two subjects of regulations, the examination regula- the Teaching Section of the university’s their choice for their Bachelor degrees – tions apply uniformly for all subjects that administration and as a Bologna Advisor History and Theology for example or Math- are offered in the dual-subject model. of the German Rectors’ Conference (HRK). ematics and Physics; dozens of subject That means there are common rules In the social and natural sciences, the shift combinations are possible. As a result, stu- and guidelines regarding the requirements was completed already as of 2001 and dents can pursue their broad interests and to be fulfilled in a study programme, how 2002; simultaneously, the old “Diplom” can understand contexts and co-relations many seminars a student must attend RR

13 More inspired teaching and learning

Math office hour: student tutors help their co-students

A Service Team for Mathematics

A clever trick has reduced the dropout rate in Engineering hours have been continued into the semester breaks and and Natural Sciences in Bochum: It is used for those students are being used to capacity. “When the students leave,” says who throw in the towel due to the difficult math seminars Dehling, “they have solved the problem together with our that are traditionally held at the beginning of studies. A tutors.” remedy is being provided by a new centre at the Faculty of The numbers alone attest to this centralised approach: In Mathematics that assists students with individual support a typical winter semester, the Faculty of Mathematics teach- and better service. es 3000 students from other faculties and only 600 of its own The person behind the new centre is Professor Herold students – that is how large the demand for mathematics Dehling. The mathematician heads the Math and Applica- courses is in other subject areas. To ensure that the organisations Service Centre that operates as a service provider for tional tasks do not become too excessive, the Mathematics the Engineering and Natural Science math seminars. In the faculty has established an advisory board in which all “cus- past, Dehling and his colleagues were conducting these tomers” are represented, i.e. the Engineering and Natural seminars, but back then, communication between the vari- Sciences study programmes. In cases of complications or ous professors was essentially non-existent. “The professors problems, now the paths of communication are much shorter from different faculties organised any additional tutoring by thanks to the coordinated contact than was previously the themselves,” says Dehling – that is, until the idea came to case, when problems often took years to get resolved. centralise it. For students having an especially difficult time, a concept The advantages, of course, are obvious: Now, effective has been developed that is being sponsored by the associa- methods can be transferred from one seminar to the next tion of German scientific foundations, Stifterverband für die since the teachers are in contact with one another. And Deutsche Wissenschaft. Mechanical Engineering or Physics they can take targeted advantage of the synergy effects. For students who are at risk of failing after the first mock ex- instance, they have set up office hours specifically for stu- amination can receive additional training sessions. This is dents having difficulties with mathematics, every afternoon based on an exchange: the teachers offer intensive support from 1 to 4 pm, always in the same room at the Faculty for in a small group of students, while the participants agree Mathematics and with no registration required. Here, math in exchange to participate regularly and to do homework. students provide free tutoring, explaining the trickiest equa- “With this kind of support and with their dedication,” says tions and theorems for their fellow students, helping them Herold Dehling, “even students who have the hardest time solve the problems they are stuck on. Meanwhile, the office with math can pass the exams.”

14 © AKAFÖ-Pressestelle ©

Open and bright: the cafeteria in Bochum and how the final exams are designed tral position responsible for elective area and by now, many of her discussions have to ensure that subjects can be combined of studies illustrates its particular value. In- taken on the character of full-fledged as smoothly as possible. To steer and deed, the electives area as part of studies career advising. “Many are not familiar coordinate this, the RU Bochum has has become a signature of the university at all with how to get to the aspired established “Common Decision Commit- and has been awarded multiple times, educational goal,” she says. She can help tees” in which all faculties and students most recently from the association of Ger- in such cases – and reveal interesting are represented. The delegates have the man scientific foundations, Stifterverband possibilities for Bachelor students. With full support of their faculties so that all für die Deutsche Wissenschaft and the the opportunities offered in the elective decisions can be taken efficiently in the Mercator Foundation. In the course of the area, they can gain targeted insight into committees. This helps to save otherwise Bachelor study programme, each student a particular professional or career field. time-consuming consultations with and is required to attend a number of courses “For my part, I enjoyed immensely the within the faculties. “At first, our idea was outside of the students’ major subject. academic freedom of my studies,” says dismissed,” remembers Susanne Lip- The course offering in the elective area Professor Klemens Störtkuhl, the Dean pold. Meanwhile though, the concept has encompasses several hundred modules of Studies for the Electives Area. “As a proven itself and even helped to initiate – the printed version of the programme fixed part of a course, we discussed with unusual cooperative efforts. On account of is as thick as a telephone book. Foreign a professor about whether the fruit fly the close contact, areas of the univer- language courses and seminars on pres- possesses free will – a fascinating experi- sity, otherwise separated, have grown entation techniques are included, but also ence. We were sitting in the professor’s together so much that nowadays there internships and interdisciplinary studies. office and could philosophize at ease.” are even joint-events and courses being “We can show students here paths He sees in the elective area a continua- provided by biologists and historians. that they were not aware of beforehand,” tion of his previous experiences: to think A special feature of the dual-subject says Astrid Steger. She heads the Office for about things beyond one’s own subject- Bachelor is the optional or elective area: the Electives Area and has been working specific studies, to follow one’s own ideas “We provide the students with the tools to on the programme since its inception. She or to discuss bioethics for instance – all create an individual profile,” says Klemens advises students and has office hours to of this is possible in the offerings in the Störtkuhl. “The overarching question is: answer their questions directly. “I advise elective area that are counted fully for How do I prepare myself for the working the students to look for new horizons the students. “That is Humboldt through world?” Störtkuhl is Professor for Neurobi- and to do things that could help them the backdoor”, Störtkuhl says, smiling. ology and as Dean of Studies, responsible later,” says Steger. For aspiring teachers, for the electives area. He emphasises, the for example, she recommends them to fact that the university established a cen- get insight into other professional groups,

15 More inspired teaching and learning

Save the Theatre! q With practice-oriented assignments, a foundation semester and a “College System”, the Leuphana University Lüneburg has turned studies at its institution around

surprising experience: they were divided into working groups of 15 students from across all disciplines with the task of finding a joint solution to saving the fictitious theatre. “We were provided with a list of interesting interview partners from around or Annika Weinert, studying began at the city,” says Annika Weinert – in addition Fthe theatre: she was led behind the to experts from the actual theatre, they met scenes, through the audience rows and staff from the city administration as well as to the offices. She discussed with artists from cultural organisations and institutes. and the theatre directors. And then she At the same time, the students, many of received her assignment: “Save the whom come from other cities, of course theatre” – it involved a fictitious city got to know Lüneburg much better – and and getting its nearly bankrupt theatre they gained deeper knowledge of their to operate profitably again. There she project topic. “Already before our studies stood, a recent school graduate and began,” says Annika Weinert, enthused, aspiring Cultural Sciences academic, “we could get an insight into how different and was supposed to solve a problem people from different disciplines approach that she had no idea about up to then. a problem.” The Business students in her Students matriculating at the Leuphana group, for example, proposed to close University Lüneburg need to be prepared the traditional theatre altogether and to for this kind of surprise. After the introduc- concentrate on musicals. “For me as an tory week with its difficult assignment, aspiring Culture Sciences academic, that things continued unconventionally as well: was naturally a hair-raising suggestion,” The whole first semester is conceived as a says Annika Weinert. Thus, the team looked foundation programme and students from for compromises between high culture all subject areas go through it together. and commerce – and at the end of the Topics include the mind and body in week presented their result to an assembly Descartes’ metaphysics, the evolution of of their fellow first-semester students. modern Chemistry or films and aes- “I’m still friends today with people thetic perceptions. This openness to other from other disciplines, whom I probably disciplines is particularly appealing for would not have gotten to know otherwise the students: up to their graduation from in normal, everyday life at university,” a Bachelor programme, the students will says Renke Schumacher. The 21-year old is regularly attend lectures and seminars that studying Business Psychology in his third are not directly related to their own major semester and was a bit perplexed at the subject. This concept aspires to ensure beginning of his studies: the numerous more academic breadth at the university. interdisciplinary lectures, which did not For Annika Weinert and her fellow have much to do with his actual study students, the first week was already a programme, did not quite seem to fit with

16 © Leuphana Universität Lüneburg From Lüneburg into the wider world: Leuphana student “We view studying, not as a collection of courses and lectures, but rather as a phase of life”

how he had pictured life at university. That sort of confusion is familiar terri- tory for Dr. Karin Beck. She is Director of Leuphana Colleges and hence responsible for coordinating the entire Bachelor course offering in Lüneburg. “During their first semester, a lot of students come to me, saying they want to learn more in their own subject area. But when they look back after a few semesters at that first half year with the interdisciplinary approach, they are thrilled.” Karin Beck worked for ten years in the USA and completed her doctorate in New York. It was the Lüneburg concept that drew her back to Germany. “I saw that something was really developing here at the university,” she says. “And my wish was to combine the best parts of the American and German university systems.” Once on campus, she immediately noticed that things were taking off in Lüne- burg: an old barracks was made into the hub of the university, located a few minutes by bicycle from the historic city centre and just around the corner from the expansive arboretum. The former austerity of military life has completely vanished from the premises; the students have taken over the grounds, turning the former horse-riding hall into a party room and the mess hall into a modern, glassy cafeteria for students. The Rector’s Office is situated directly at the entrance to the spacious campus, where officers previously quartered. This new spirit is already evident in these exterior features: Instead of cool, leather-upholstered doors, the rooms open up with glass sliding doors to the hallways, and the university has done away with the imposing waiting- rooms with secretaries and assistants. RR

17 More inspired teaching and learning

Even University President Sascha Spoun the Mind” – viewed from Neuroscientists mester,” says political scientist Müller-Rom- has a glass office, literally – a symbol for and Philosophers, dealing with the issue mel – “but the world has changed in the the new transparency at the Leuphana of free will while shopping to steering meantime. Don’t we need to discuss glo- University. “We view studying, not as a col- robots and the physiology of the mind. balisation much more in Political Science? lection of courses and lectures, but rather Scientists and researchers from multiple And do we not also need more perspectives as a phase of life,” he explains. “Courses countries visited to present their perspec- than just the political science outlook?” and seminars are an essential part, no tives on the topic during the lecture series. Indeed, interdisciplinary methods are doubt, but there is definitely more to it.” This interdisciplinary approach is also a characteristic of all Master programmes Organising that is Karen Beck’s job, key feature of the Master degree pro- at Leuphana University. Cultural Studies, Director of Leuphana Colleges. She has grammes in Lüneburg. “We have positioned Sustainability Sciences, or Management been able to build up in Lüneburg what ourselves to be able to offer an interesting & Engineering are offered for instance impressed her most in the United States: programme for the best Bachelor graduates along with numerous Teacher Education setting the focus of a university on students from other higher education institutions as programmes. The Graduate School has and bringing them in direct contact with well,” says Professor Ferdinand Müller- adopted the Anglo-American model of teachers. “When I think back to my studies Rommel, who is responsible for the Gradu- consecutive Master and Doctoral studies; in Germany, I recall how I finally saw my ate School. The Master study programmes determined students can accordingly attain professor sometime after five semesters. will also be divided into majors. “Public their doctorate in a much shorter timeframe And the first thing he shared with us Slavic Economics, Law and Politics” is one major compared with the traditional route in Studies students was: ‘there is nothing you area that is typical for Lüneburg’s study Germany. Another typical feature is the use can do with this field of study anyway.’” structure: the programme admits Bachelor of English as the language of instruction In Lüneburg, they are finally responding graduates with Economics, Law or Political in many courses – as is the fact that numer- to students’ curiosity – with a Gen- Science backgrounds. It consists of three ar- ous international students come to Ger- eral Studies programme at the start and eas – and there are preparatory courses in many for the programmes in Lüneburg. “A complementary studies during the entire which Political Science students can catch fellow student of mine comes from Brazil, Bachelor programme. And with outstanding up on Law or Bachelor graduates from Law where she studied Law,” says Nora Stetzler: events: recently, a series of lectures was can prepare in Economics. “For decades, we “And she contributes examples from her held a semester long on the “Nature of taught the same material, semester for se- home country in our class discussions.” Nora Stetzler is 23 years old and switched from another university to Leuphana Uni- versity after graduating with her Bachelor degree. She studied Political Science and A Successful Model Project is enthusiastic about the combination of subjects in her Master programme. The The Leuphana University Lüneburg emerged out of a large educational ‘con- supplement courses helped her to close struction site’: originally, there was both a university and a university of applied her gaps in knowledge – “and we tutor sciences in the city, offering altogether at times up to 50 study programmes. The each other: sometimes the Law students Bologna Process served as an occasion to create a completely new structure as have me explain political issues and help part of a model project of the State of Lower Saxony: the two higher education me in turn to understand legal texts.” institutions were merged – and in order for the new entity to run smoothly, Whether she will continue toward a members from both former institutions embarked on a search for a new con- doctorate after her Master is still uncer- cept. Their creed: a higher education institution can benefit tremendously if the tain for Nora Stetzler. It is still too early reforms are viewed as an opportunity to fundamentally restructure. to decide, she says – and for now she In Lüneburg, they positioned their entire higher education institution anew. has much different plans anyway: she In the development phase, more than 100 working groups were discussing is going to a partner university in the about the possible direction of the new university. The result: inspired by higher USA for the summer semester; her ap- education models from the English-speaking world, the Leuphana University plication has already been approved. consists of a College for Undergraduate education and a Graduate School for Master and Doctoral study programmes. In 2007, the first Bachelor applicants were admitted to study according to this principle. They go through the first semester together, and in the following five semesters, they divide their time between a major and minor subject of their choice; in addition, they participate in comprehensive studies that offer topics presented from a multiplicity of disciplines. In 2008, the Graduate School was launched.

18 Brilliant perspectives: one of the new buildings on the Lüneburg campus © Leuphana Universität Lüneburg

19 More inspired teaching and learning

More Choice for qMechanical Engineers The TU Darmstadt has expanded curricula to include project assignments and philosophy courses for engineers – with outstanding results for the students

analysing the effects of such measures learning in smaller groups with a profes- on the local political structures and the sor as mentor. “We have not reduced the inhabitants in surrounding villages. academic level, but rather simply changed “The students run off to the libraries our teaching approach,” says Manfred and to experts they found in Darmstadt. Hampe. That the idea is working in prac- And they felt like researchers from day tice is confirmed by the dropout rate: in one. That is a true initiation rite,” says the old degree programmes, the rate was Manfred Hampe. He has seldom seen higher than 50 percent, the notorious level students motivated so much – and typical nearly everywhere in the discipline Hampe is an “old school” professor, 58 of engineering. Now, a few years later, it hen Professor Manfred Hampe looks up years old and active at the university has sunk to approximately ten percent. Wfrom his desk, the first thing he sees is a and in the private sector for decades. The “In the Diplom study programmes, a framed picture on the wall of his office. mechanical engineers in Darmstadt took lot of students quickly gave up as they Graduates from an American university advantage of the transition to Bach- were being overloaded with theory and can be seen at their graduation ceremony, elor and Master in order to thoroughly did not see anything but formulas for a all wearing a mortarboard on their heads, go through its old “Diplom” degree couple of semesters,” as several me- the typical academic cap with the square programme. “We’re no longer asking chanical engineers in Darmstadt recall. brim. Manfred Hampe cannot hold back a what we want to teach, but rather what In converting the degree programmes, proud smile when he glances at the pic- the students have to be capable of doing the Darmstadt university took an utmost ture: those are his students who have left pragmatic approach: to offer a six- Darmstadt to discover the world. His goal semester Bachelor in general Mechanical is to not only educate good academics and “The students Engineering, doing without specialised scientists, but also to stimulate curiosity. study programmes; a more diverse offer- Students coming to the Technical have felt like ing is then possible starting at the Master University of Darmstadt commence their researchers level. But it took a lot of effort to design studies in mechanical engineering with the Bachelor programme. They removed field work – and a tricky assignment. from day one” a great deal of curricular deadweight “Can we develop a remote-controlled and placed motivated teaching at the way to destroy illegal opium fields in forefront. “Well into the 1960s, the steam Afghanistan”, the question Hampe and his after graduation,” says Hampe. At once, engine was an integral part of studies,” colleagues recently posed to first-semester the path to the knowledge is no longer says Hampe with a grin. “At some point, students. The students had one week to the deciding factor – “and that is where you just have to draw the line.” And find a suitable answer. They divided up true academic freedom, choice, opens up, together with his colleagues, he opened into small teams, composed of students where students regain autonomy over a new chapter – a Philosophy seminar from three disciplines: the mechani- their studies.” Less lecture-style teach- for mechanical engineers, for example, cal engineers were responsible for the ing and more research-oriented learning dealing with philosophy of science, critical drones and pump sprays that distribute is one of the maxims that apply now in questioning of subject-specific methods a biological agent. The biologists have to Darmstadt. Not just memorising formulas, as well as ethical issues. Meanwhile, the find an appropriate fungus that destroys but rather getting to see right away why seminar has become one of the most the poppy in a targeted fashion without mechanical engineering is important. popular courses in the entire curriculum. harming the surrounding vegetation. And No longer moving in large groups from With regard to subject material, not the political scientists are assigned with one lecture hall to the next, but rather much has changed in the orientation

20 © Katrin Binner

Aiming high: students at the TU Darmstadt on a ropes course toward basic principles in the mechani- study counselling, international office, the old Diplom degrees, that is far more cal engineering study programme. internship placement and numerous other difficult to do!”, says Manfred Hampe. “Our graduates are at least just as tasks are consolidated under one roof. Only about 20 percent of his students proficient in their tools of the trade as In the past years, she has experienced used to go abroad for a few semesters, earlier students. And probably they are a change in mentality among students: but after the introduction of the Bachelor, even better engineers because they do not they are more goal-oriented and they are the rate has suddenly tripled. “A German limit their horizon to their own discipline increasingly interested in programmes Vordiplom, essentially the intermediate only,” says Manfred Hampe. In these kinds abroad. “The tiered Bachelor and Master exam in a Diplom programme, is only of moments, he thinks back to his own structure has opened up new opportuni- seldom recognised at universities in time in school: nine years of Latin and six ties for us with our contacts abroad,” other countries. Often students used to years of Greek – an experience he still she says. A dual-degree programme with have to take additional tests or submit benefits from today. That is why he wants the American university, Virginia Tech, additional certificates and documenta- to open up academic studies to students’ has been established that is attract- tion,” says Manfred Hampe. All of that is individual interests, and precisely that ing prospective students from around no longer an issue thanks to the Bachelor. has been made possible through the Germany to Darmstadt. And the numerous “We mechanical engineers have Bologna Process. “We want to establish exchange programmes with Spain, France, transformed from opponents of the research-oriented, exploratory learning, Brazil and multiple other countries have Bologna Process to its strongest sup- a community of teachers and learners, gained a much higher demand than in the porters,” says Manfred Hampe – “even just like Humboldt had called for,” says past. “We have more and more students if that has still gone widely unnoticed.” Manfred Hampe. He points to a gold- interested in going abroad,” says Seifert. He admits though that the transition to framed picture on the wall of his office For the students, the international part- an innovative Bachelor degree pro- which shows Wilhelm von Humboldt’s nerships represent one of the strongest gramme has meant a load of work and castle in the town of Ottmachau. “This arguments for choosing the TU Darmstadt, great effort. Then he glances over to spirit, everything else follows from there.” not to mention a great opportunity for the Humboldt picture in his office and One person who is feeling the effects their future entry into the professional then the picture of his students with of this sea change is Barbara Seifert. world. “We are preparing our students for the American mortarboards. But all that She has built up the MechCenter, where the European labour market – and, with work, he says, has been well worth it.

21 More inspired teaching and learning

Guugle for Better Learning q Two professors at the Bremerhaven University of Applied Sciences are working towards improving attitudes towards teaching and learning. With their initiative they are inspiring colleagues and students alike

he students’ attention is guaranteed Bremerhaven university after years in the his Financial Management course in Twhen Professor Michael Vogel talks about professional field, it was a difficult and big 2008: the American real estate crisis, personal experiences and anecdotes: step at first: Looking back, he says, “In the the collapse of Bear Stearns Bank and Vogel worked many years for a tourism industry, you would present your informa- the increasing spill-over to Europe. Since company in London and then in Paris. He tion in fifteen minutes with a veritable the issues were being widely discussed, travelled around the world with his job PowerPoint extravaganza. That, of course, the students were able to research on and had a successful career that many won’t work in courses lasting one-and-a- their own in depth. Vogel’s teaching then of his students are dreaming of. “They half hours.” “I could talk about practical dealt with forms of debt and securities love to hear practice-related stories. examples and anecdotes, but as soon as derived from it, the relationship between These personal experiences are a great the material got more abstract, I found risk and profit, investment principles and corporate evaluation, how real-estate financing works and the network of global financial markets. “It motivates “This isn’t about showcasing a students immensely to be able to sense flashy entertainment programme!” the relevance of these otherwise dry, everyday issues,” says Michael Vogel. Now Vogel hopes to share his experiences on a broader scale in Bremerhaven. addition for teaching,” says Vogel. He has myself looking at bored faces.” Michael He initiated a university-wide teaching developed a teaching strategy around this Vogel delved into didactic methods, spoke and learning project together with his concept, for which he received the 2008 with colleagues and then experimented in colleague Wolfgang Lukas. They named Ars-legendi Prize of the German Rectors’ his courses. The method of problem-based their concept “Guugle”, short for learning Conference (HRK) and the association of learning impressed him in particular – and and teaching well and eagerly (or Gut und German scientific foundations, Stifterver- has been his main approach ever since. gerne lernen und lehren). The Conference band für die Deutsche Wissenschaft. “Judging by my experience, learning with of German Education Ministers and the The business economist heads the the help of appropriate problems is very Stifterverband provide 500,000 euros to study programme in Cruise Industry Man- effective. Therefore, I set my focus on support the Guugle project. The Bremer- agement at the Bremerhaven University of problems and not solutions,” says Vogel. haven University of Applied Sciences is Applied Sciences, a business programme A large number of his examples are confident that, “at such a small institution oriented towards maritime tourism. When taken from the press. One example is the like ours, change is best achieved when he was appointed to a professorship at the financial crisis, around which he designed we take up ideas and measures put forth

22 © Kai Martin Ulrich

Immersed in a challenge, even outside of class: students in Bremerhaven by our colleagues.” The Guugle project is The background to the project is of coastal tourism with land-based wind at the crossroads between professional that, due to its relatively small size, the farms. The students interviewed tourists and organisational development, inviting Bremerhaven University of Applied Science in eleven communities between Cux- teachers just as much as students to par- does not have its own staff develop- haven and the Dutch border, with more ticipate. The first principle is voluntariness: ment department. Individually booked than 800 conversations taking place. Professors form small groups and work teacher training seminars were able to This type of teaching goes far beyond together for a year on their own teaching- achieve, at most, rather scattered suc- the limits of classic academic subjects. related challenges – e.g. on coaching cesses. With Guugle, the higher educa- “It encourages cross-disciplinary think- students, the systematic development of tion institution is set to be changed. ing,” says Vogel. The wind farm study new teaching concepts or the inclusion “This isn’t about showcasing a flashy addressed tourism management, market of experiments in teaching. Students, on entertainment programme,” says Michael research – and also statistics since the the other hand, address for one semester Vogel. He argues that it is much more data collected had to be analysed by a question or issue related to their own effective to reflect exemplarily on the ma- the students afterwards. The result, says studies, their learning or their teachers’ terial and to work together with students Michael Vogel, was astounding for him: teaching. To encourage participation, stu- on a problem. Or to dive straight into a “Even with statistics, the students were dents receive credits for their work, while specific topic: Vogel recently conducted enthusiastic in their work – that’s some- professors can reduce their teaching load. a project dealing with the compatibility thing I had never experienced before!”

23 More inspired teaching and learning

The Art of Questioning q Bielefeld University does not want to teach key skills in extra seminars, but rather directly as part of the regular courses. And the students are gaining new insights into science and research along the way

t had been a long time since the main time, it is the most popular meeting place competences would mean that additional Ilecture hall had been as crowded as it was for students. The cafeteria, the Café West- courses would suddenly need to be churned at this event organised by the rector’s office end and a coffee bar are all located along out, presentation and rhetoric seminars, and the student union: The future direction the hall, but also shops and various service Power Point instructions and so forth,” of the university and, above all, teaching departments for students are here. Under- says Frank. Instead, she is pursuing with were the topics of discussion. In attendance ground is a stop for the tram that connects her department a different approach: “We was Wiebke Esdar, who simultaneously the campus to the Bielefeld city centre. wanted to make the implied explicit,” she graduated from a Bachelor and a Diplom “The university is making a good deal says. Acquiring competences, learning how study programme. Esdar is a student sena- of consistency possible, while everyone to do things as an academic has always tor in the Bielefeld student union and a gets to be heard – and for direct contacts been a part of academic study. The Center young individual unafraid to debate. “I do and talks with colleagues, the distances for Teaching and Learning is now support- not approve of everything that is happen- are at most five minutes, no matter where ing the study programmes in teaching coming with the Bachelor programmes,” she their offices are,” says Dr. Andrea Frank. petences, not isolated from the usual course says. “But that they are here is a good She heads the department of “Teaching, of studies, but rather as an integrated part thing – as is the way that we are organis- Learning, and Student Counselling” with of the curriculum. With their concept, the Bielefeld staff wants to continue strength- ening the academic components of the “Never before has the issue study programmes while imparting students with necessary competences simultane- of good teaching been discussed ously. Meanwhile, even the association of so much at our university German scientific foundations, Stifterver- band für die Deutsche Wissenschaft, has as nowadays” described the concept as exemplary. The core of the Bielefeld system is the “Schreiblabor”; the writing centre, estab- ing studies here in Bielefeld.” Primarily, she the “Center for Teaching and Learning” lished in 1993, was the first of its kind at expects big dedication and good teaching – a center that is playing a key role in the a German university. A team of writing ex- from her university, and precisely that is current changes. From here, the proc- perts conducts seminars in which students what teachers, students and the rector’s ess of improvement to teaching is being learn to organise the working process for office are working intensively on together. steered and the Bologna Process brought writing academic papers, but still in contrast Bielefeld University is located a few kilo- to life. “Never before has the issue of good to classic preparatory courses. “We don’t metres from the city centre, its campus pro- teaching been discussed so much at our give guidelines on what a paper should look truding massively in the landscape. A long university as nowadays,” says Andrea Frank. like,” says one of the writing center staff extended hall in the middle of campus pro- “Just a few years ago, everyone thought Stefanie Haacke. “We help students to or- vides access to all offices, laboratories and that the requirement to teach students ganize the process of writing and to clarify lecture rooms of the university; at the same not only disciplinary knowledge but also disciplinary standards and requirements.”

24 © Universität Bielefeld

All departments and institutes at one location: the main entrance to Bielefeld University

Students attending a writing seminar will to make the implied explicit. “Often the coming scholars. They can also place them- be working on an actual assignment from students come with questions on the selves better in the position of the students their study programme. “Ideally, students surface, on rules of citation for instance. and explain material more clearly. The idea will be in the process of planning the focus During the conversation it becomes clear behind this: the young teaching staff should and content of their papers,” says Haacke. that they are unaware of why and for what be able to not only teach subject-related The writing centre staffs’ service is more purpose they have to cite and provide evi- knowledge, but also academic methods akin to facilitators than classic teachers. The dence – and that this concerns an important at the same time. Therefore, they develop student participants work under their guid- thing, namely the relationship between in the workshops on teaching a series of ance on the specific issue of their papers, own results and other people’s findings.” exercises for the next course they will be which helps familiarise them with academic Knowledge of this background will help, conducting – many of them requiring a practice and methods. “A lot of students do in turn, to prevent plagiarism in the end. good deal of writing from the students. not know that they are supposed to develop A concept similar to the writing centre “We trust that the message will spread their own research question or thesis, which is the underlying idea to numerous higher out,” says Andrea Frank. The students actually is a requirement in most student education didactic seminars for continuous are delighted about that: Wiebke Esdar, writing at German universities. They are education in Bielefeld. Even doctoral and for example, the student senator senses totally surprised when they hear that they post-doc students question their work in a truly new and exciting beginning. “I are supposed to work like real research- these seminars, dealing with subject-specific am just ending my studies now and thus ers,” Stefanie Haacke has observed. doctrines. “As a result, many of them get a can compare the developments at the “The students should learn to question reflective perspective on their subject area university over a few years time,” she says. what they are actually doing,” says Haacke for the first time,” says Andrea Frank – and “And it is inspiring to see that so much is and refers to the basic principle at Bielefeld, that flows into the future courses of the up- currently being committed to teaching.”

25 More inspired teaching and learning

Didactic Tools for Professionals q Universities of Applied Sciences in North-Rhine Westphalia have established their own centre for continuing education. Here professors learn how they can teach better – and they connect with their colleagues from other regions

t almost reads like a complete course in this network that pools its resources members in the director’s office coordi- Icatalogue, the programme that Professor for didactic continuing education. nating all activities. The network is called Tobina Brinker composes annually: the “Per year, we reach on average “hdw nrw”, an abbreviation for higher continuing education course offering one of every two teachers at universi- education didactic continuous education for teachers at universities of applied ties of applied sciences in North-Rhine (hochschuldidaktische Weiterbildung, sciences with about 100 courses and Westphalia,” says Tobina Brinker. The hdw) in North-Rhine Westphalia. seminars per year is exceptionally professor from Bielefeld is director of the Ten years ago, the universities of sizeable. This is made possible by a network, which has set the “Future of applied sciences were the first to pool network of higher education institu- Teaching and Learning in Higher Educa- their efforts. Today, there are comparable tions that is committed to offering tion” as its noble motto. For last year, networks in other States, though only these courses: all 19 universities Brinker counts 1,600 participant days – a few are concentrated directly on the of applied sciences in the State of a new record for her and her colleagues, universities of applied sciences. And North-Rhine Westphalia are included who make up a solid core of four staff another speciality belongs to the NRW consortium: Since completing the initial pilot phase, which was financed by the respective ministry, the participating institutions now finance the costs through Certified Teaching and Learning their own budgets. For them, the common programme is worth it nonethe- The members of the higher education didactic network in North-Rhine less, especially since now they do not Westphalia are considering a type of tutor system: the seminar participants need their own didactic centres. At each could become themselves contact partners for their colleagues. Accord- participating institution, however, there ingly, participants in continuing education seminars could be awarded cer- is a specific contact person responsible tificates; this would involve a four-step system. Participants would reach for representing the network on site. the basic level upon completing 120 learning units, after 200 units comes For many newly appointed profes- the next certificate. After completing 400 units, professors can offer higher sors, the service provided by the didactic education didactic courses in the hdw nrw network themselves, while 600 network has proved to be a true support completed units would qualify them to serve as workshop leaders in the for their beginning semesters. There is a basic-level seminars, in which their newly appointed colleagues are trained. coaching programme, in which teachers This highest level corresponds with the level of a trainer course for profes- are supported over a period of several sional continuing educators, says the higher education network. months; a basics seminar takes place in the second semester. “Most of the new teachers have just come from professional practice, prior to which they

26 © HDW-NRW © HDW-NRW

Professor at an hdw seminar: the number of participants is increasing by the year were educated at a classic university,” tion didactic experts work together with on time-management – given the many says Tobina Brinker. “That’s why we the new teachers to develop exemplary new tasks that professors are taking on, show them how a university of applied courses. “It is important for us to not the latter has become particularly popu- sciences generally ticks – and of course only offer workshops, but also to assist lar. Numerous teachers have come to see how to set up a successful course.” The and support professors,” says Brinker. clearly how helpful these seminars actu- professors, who bring along profound The network’s programme is also ally are in their everyday work. “Our of- knowledge in their respective areas, ap- geared toward experienced higher edu- fering is continuously growing in accept- preciate such pedagogical support. Good cation teachers: innovative didactic ap- ance,” says Tobina Brinker – when she teaching is not just a good presenta- proaches are taught; there are language started ten years ago, only 400 partici- tion, according to the network – and courses to enable teaching English- pants registered for the courses per year. therefore, the network’s higher educa- language seminars as well as courses By now, that number has quadrupled.

27 More inspired teaching and learning

The Practical Charm q At the Bonn-Rhine-Sieg University of Applied Sciences, students rotate between practical weeks and theoretical units – this enhances learning and increases motivation. Even former sceptics are convinced

y the end of the week, the diodes have With block-weeks, Marco Winzker and the tasks among each other and complete Bto light up, as required by the assignment his colleagues have circumnavigated these by a certain deadline,” says Winzker. How that students are brooding over. They are obstacles: they have divided the course of the block-week is specifically designed is supposed to connect a circuit board to a study into smaller sections. Every semester determined by the respective professors. computer via USB-cable and program a has three lecture phases of four weeks They are also available during that week chip to control a chain of light-emitting di- each – and a practical week immediately in case questions or problems arise. Here odes. In the previous weeks, students have after. Practical knowledge is learned inten- applies as well: the more advanced the stu- learned theoretical material on electronic sively in that time. “This way, we were able dents are, the less help they receive for the components, and now they should put their to include independent learning phases assignments. At the end of the week, the new knowledge to practice right away. and allot time for projects in the new Bach- small working groups present their results This close connection is the core of elor degree programmes,” says Professor to their fellow students. This additional a new learning concept at the Bonn- Winzker. This block-week is obligatory for training in presentation skills is also a de- Rhine-Sieg University of Applied Sciences. Professor Marco Winzker has named it “block-weeks”, and the professor for Digital Technology got the idea while Along the way students thinking about what the ideal course of become professionals in study would be. “When we had the old Diplom, we had positive experience with time management hands-on lab work, prepared experiments and larger group assignments,” he says. He wanted to transfer these elements to the entire subject areas of Electrical Engi- sirable side effect of the practical phases. the new Bachelor and Master structure neering, Mechanical Engineering and Tech- Often individual tasks take several – and solve some problems at the same nical Journalism. All students participate weeks. If the students develop a circuit time that have long concerned him. from the first semester up to graduation. board, for example, in the first block- “It was always difficult for the students In the first two semesters, the block- week, they have to compile an exact list in group work to settle on times to meet weeks allow for repetition and deeper of all the necessary parts by that Friday. since somebody always has a lecture or study of the material. As of the third se- The parts are ordered during the four- seminar,” Winzker recalls. And when a mester, students receive larger assignments week lecture period – and can be tested group finally met up again after a two- to be solved independently – and the com- immediately in the following block-week. week interruption, the participants often plexity increases with each semester. “We “With these assignments, sometimes had to go through the results of the previ- familiarize them gradually with project even a small mistake made near the begin- ous meeting again in order to remember management since they have to divide the ning can lead to the concept failing,” says the details,” says one of the participants. assignments into small steps, distribute Marco Winzker. But that is also part of

28 © HS Bonn-Rhein-Sieg

Putting heads together: teamwork is the key in the practical phase – professionals in project management the practical phase since troubleshooting Consequently, students are introduced material for the shorter Bachelor degree often helps students to learn the most. to aspects of their later professional life programmes, and now the practical Therefore, teachers at Bonn-Rhine-Sieg and learn not only how to write in an phases would mean reducing even more University of Applied Sciences do not eloquent style, but also how to deal with the amount of time for classic lectures award marks for the practical exercises. unusual situations. The climax of this by a few weeks. “It was not very easy,” Instead, Winzker for instance invites degree programme is the last block-week, Winzker recalls. But he is convinced that the students individually to his office to in which students develop in groups their his students are learning more intensely discuss their work and their individual own concept for a popular magazine. than ever thanks to their hands-on contributions to the group’s result. “That Topics include “inventions” or “mobil- experience during the block-weeks and way I can assess fairly quickly if someone ity” and, within a few days, the groups absorb the material much differently than was more of a free rider without much design an entire journal. Each team in the classic lecture format. Therefore, of a contribution,” and in those cases, consists of 15 students, and the four the time allotted for these phases is he can deem the participation as failed. teams enter a sort of competition with more than justified. What is more, the The professors have been convinced each other. At the end, a jury decides students’ motivation has increased by the block-week concept. They find according to technical and journalis- substantially. “They really look forward to particularly convenient the possibility to tic criteria on the winning concept. the block-week every time. For most, this use their time flexibly for the assignments When the Bonn-Rhine-Sieg Univer- experimentation was ultimately one of the and adjust to the needs of the particular sity of Applied Sciences introduced the reasons why they chose to study Electric study programme. Technical Journalism block-weeks, the professors faced the Engineering here in the first place.” students can simulate a realistic workday, biggest challenge of finding enough including article and editorial deadlines time in the curriculum for the projects. and cancelled interview appointments. Already they had to reduce the amount of

29 © Universität Potsdam, Karla Fritze © Universität Potsdam,

Inspiring design: foyer of the new Physics and Astronomy building at University of Potsdam

30 More involved II. studying

One of the most important principles of the Bologna Process is that students are taking an active role in the reform. A new culture of participation is emerging in higher education: students have more opportunities than ever to make a contribution at their Alma Mater and to become active in matters of their studies and beyond. For example, where computer scientists programme a website for a workshop for disabled persons or social scientists collaborate with a retirement home. Along these lines, students can learn to lead their own projects and solve problems independently. All of this benefits not only personality development, but also a research spirit from the outset, which is precisely one of the main objectives of higher education.

31 More involved studying

The Action Takers q A group of students in Freiburg want an optimal Bachelor degree – and are showing that with their commitment they can move a lot of students at their university

ucas Bischof had his moment of epiphany students to improve academic studies. ditions: “You can mess a lot of things up in Lin Spain. He was there as a student for a In the Psychology degree programme, the process of transferring to Bachelor and year abroad and was sitting in the seminar the group meets regularly with professors, Master. But if the higher education institu- of a professor who was enthusiastic about initiates changes and calls repeatedly for tions do this right, the reform will be to the the Bologna Process. “The professor took good teaching. “Many students com- students’ benefit,” he says. Quickly he was full advantage of the opportunities pre- plain about their studies and about the able to win over like-minded students with sented by the reform. There I experienced university being resistant to change,” says whom he founded an initiative. Their de- a course in which I learned more than ever the 26-year old Lukas Bischof: “But we clared goal: to contribute their own ideas before,” says Lukas Bischof. He has been have started to get involved concretely and in the process of converting Psychology to back in Freiburg for a few years now at his have generally encountered open ears.” the Bachelor and Master programmes, to Alma Mater, the Albert-Ludwigs-University The Bologna Process has convinced stimulate a dialogue about the pro- – and is fighting together with a group of Lukas Bischof – though under certain con- grammes’ goals and to develop an optimal curriculum together with the professors. His first “eureka” moment came right at the beginning: When he and his cohorts Award-winning Initiative were working on a newspaper, they conducted interviews with their professors. The students in Freiburg have made waves with their initiative beyond their He asked them how they picture the ideal university as well. They have travelled as far as Vilnius in Lithuania to present way of studying Psychology. More flex- their project at the annual conference of the European Association for Insti- ibility, more case studies, fewer overfilled tutional Research. The topic of the conference happened to fit exactly with lectures and a better teacher-student their project: “Fighting for Harmony – Students, the Academy and Society in ratio – all of these goals were mentioned Tune”. The students from Freiburg presented their initiative in a paper they by the professors. “There I realised for composed themselves reporting on their experiences. The students’ commit- the first time,” says Lukas Bischof, “that ment was so well received that an international jury selected their paper we actually had the same goals.” out of a total 18 competitors for the “Best Paper Award” in the under 35 After distributing the newspaper year-old category. “It was particularly rewarding that we not only received with its initial 600 copies, Bischof and a great deal of recognition for our work, but also because there were a lot his partners set up bulletin boards of interested inquiries from the conference participants,” says Lukas Bischof. at the entrance of their institute. The students’ dedication, it would seem, has struck a nerve. There students could write down their comments and wishes, while Lukas Bischof was also able to converse with many fellow students. Soon thereafter,

32 © Bachelor Gemeinsam Gestalten, Lukas Bischof © Bachelor Gemeinsam Gestalten,

Achieving more together – in Freiburg, student participation is worth it out of the loose collection of friends was the Bachelor – committed to realising In order to reach an equal footing formed an initiative that a solid core of the freedom that the new study struc- when meeting with professors, they read 30 students belong to by now. And they tures allow for new ideas. They wish for intensively on the Bologna Process, its are dedicated in their work: they formed personality development during academic goals and provisions. And then they got three working groups responsible for study, opportunities for community and started: The members of the working practical competences, diversity in studies social service, flexibility for students with group on study plans for instance surveyed as well as study plans and qualification children, personal tutors for each student, professors on which skills are essential goals. “Developing Bachelor together” more references to professional practice for their professional field. “And even is the name of the Freiburg initiative. of psychologists and also (supposedly) here students face a lack of overview,” At the heart of the initiative is the minor issues such as a block seminar on says Bischof – so, he and his fellow students’ vision of optimal conditions for group processes in the Black Forest. students surveyed numerous practising RR

33 More involved studying

psychologists on which knowledge and to their Dean of Students. Now the teach- be included in the study programme. skills they needed in their everyday work. ers are preparing their own paper in which The working group on diversity Based on their results, the Freiburg they plan to integrate the students’ wish interviewed advanced students on the students wrote a so-called “Qualification list. The results will then be discussed seminars in which they learned the most Goal Paper” together that they presented in a joint working group and are set to – were they courses parallel to a lecture or advanced courses, are papers or exams more beneficial, do they find reports by fellow students or a more prominent “If the higher education institu- role of the course instructor better? The tions do this right, the reform results of this smaller study will also be considered in curricular development. will be to the students’ benefit” Meanwhile the student initiative has entered the next phase. The active members have taken on new issues: mobility, better integration of international students, practical relevance in studies, E-Learning and other topics. “We have observed that many teachers are happy to work with us and are open and that we can move something”, concludes Lukas Bischof regarding their activities up to now – and: “the longer and more constructive we work with them on the reform process, the more seriously we are taken.” Currently the students are working on professionalising their initiative. To this end, they are relying on Community Organ- izing, an approach that has its origins in the civil rights movement of the USA. A part of this approach is to reach a better network among the actors. At the centre of this approach is an organizer, who coordinates and holds together the various concerned groups and tries at the same time to include further key figures in their work. “Con- sequently, a citizen organization can build up enough power to set processes of change in motion,” says Lukas Bischof. He associates this above all with the campaign of the U.S. president, Barack Obama, who represents a typical example for successful Commu- nity Organizing. If everything goes well, as the students of the Albert-Ludwigs- University of Freiburg hope, they can hire on one day a full-time organizer and thus provide their activities with even more momentum.

34 On target: the Psychology students in Freiburg aspire to set up their group according to the principles of Community Organizing © Bachelor Gemeinsam Gestalten, Lukas Bischof © Bachelor Gemeinsam Gestalten,

35 More involved studying

More than just Soft Skills q At the University of Potsdam, students are teaching their younger fellow students – and both sides are learning a lot

ometimes the son of a Latin teacher in me sity. The Studyplus consortium’s offering they are “hungry” for improvement. At “comesS out,” says Professor Norbert Franz encompasses seminars and courses, the same time, there is intensive sup- with a smile. This affinity is noticeable in from which students compile their own port that allows for regular feedback to his favorite project: Docendo Discimus is programme; a compulsory area for all the students on their learning progress. the title, which means “through teaching study programmes that are not prepara- Whoever goes through these prepara- we learn.” Behind these two Latin words tory, e.g. in contrast to Teacher Educa- tory steps will then be able to stand be- is a project at the University of Potsdam tion, to a specific professional field. fore their fellow students and train them where students refine their key skills The chief attraction is that students in the Docendo Discimus programme. while providing their younger fellow stu- in the Docendo Discimus programme “We want to go above and beyond dents with effective start-up assistance. prepare an aspect from their own field the mere teaching of soft skills,” says Having students in Potsdam work on of study and plan their own courses on programme initiator Norbert Franz. “The key skills is not an entirely new thing: that. This develops then into a type of students should have the chance to since the association of German scientific tutorial that anyone can benefit from. experiment; that is an essential part of foundations, Stifterverband für die Deut- The students review material inten- personality develpoment.” The students, sche Wissenschaft, took up this issue a sively and train their rhetoric, presenta- as Franz recalls, were downright excited few years ago, students and teachers in tion and teaching skills in their own when he developed the details of the Potsdam have been working on concrete seminars – and the younger students Docendo Discimus programme together projects. Out of this, their own consor- receive an additional overview on with the student union and a special tium has developed. It’s called Studyplus; complex issues in their subject area. ad-hoc committee. The enthusiasm everything comes together here that In order to ensure they can meet continues to this day, with the number transcends the borders of purely subject- this challenge, the student teachers of interested participants surpassing related academic studies. “We strive for a can refine their techniques beforehand: seminar capacity. Making it a win-win mix of key competences that are relevant seminars on work organisation, academic situation is the fact that the university during studying and in later professional writing or targeted communication are has an additional pool of tutors – while life as well as a sort of General Studies for some of the classics in the continuing the student teachers comprise a sup- expanding horizons,” says Norbert Franz, education curriculum of the University plemental tutorial opportunity without who heads the Studyplus programme. of Potsdam. For some of these courses, replacing any existing job positions. The study guidelines in Potsdam professional actors are even hired to help “We are creating an arrangement require that all students attain a total the students improve their confidence where involvement is rewarded,” of 30 credit points in the electives area. in public presentations and elocution. says Norbert Franz. For him person- In doing so, they can complement their There is an underlying system to the ally though, there is one overarch- academic perspectives, expand their seminars that they refer to as the Cafete- ing goal: nobody should have to say outlooks and learn new skills – all of ria Principle: everybody chooses work- after studying that they simply did which are defined goals of the univer- shops on their own from the areas where not have any time to get involved.

36 Learning independence – in higher education as well as here on the university climbing wall in Potsdam © Universität Potsdam, Karla Fritze © Universität Potsdam,

37 More involved studying

Do Good and Learn at qthe Same Time Students develop a navigation system for the blind or a PR-Concept for an art house cinema – the higher education network “Education through Responsibility” combines academic material with charity activities

educator is head of the UniAktiv Office at At a lot of places, a dense network has the University of Duisburg-Essen. Now that emerged between the university and local students are not only supposed to accumu- non-profit organisations. They work together late subject-related knowledge, but also project for project – the students can ap- practice with project-oriented work, Service ply their knowledge in a meaningful way, Learning has become a popular concept the charity and community organisations – and one that counteracts the common receive a professional service, the teachers complaint about the new study programmes can present their subject area to a wider being too similar to schoolwork. Miller’s audience – given that the local press often project in Duisburg-Essen was one of the covers these activities – and the universi- he assignment was no easy task: the first of its kind in Germany, starting in 2005, ties themselves can shed their ivory-tower Tstudents of Business Informatics were to but by now, similar approaches have been image and open up to the public. After a programme a communication platform introduced at many universities. Numerous few years experience, the members of the on the internet. They had one semester higher education institutions are part of the national network are convinced that this to complete the task; the customer was presents a situation where everybody wins. the Political Salon Essen, an initiative that “Fortunately, graduating from university conducts dialogue on an array of Globalisa- no longer means simply attaining a lot of tion related issues. The group jumped in to “There is a long theoretical knowledge,” says Jörg Miller. It the assignment, the project was finished tradition of has become also about one’s own involve- in time – not least thanks to the profes- ment and insights. And this is precisely sional guidance provided by professors ‘Service Learn- what a project like UniAktiv facilitates. at the University of Duisburg-Essen. ing’ in the At the University of Duisburg-Essen, Multiple higher education institutions there are now seven disciplines offering in Germany have similar concepts: students United States” up to 15 seminars per semester in the area work on a project for a non-profit organi- of Service Learning. The UniAktiv office sation, guided by a researcher from their informs on the didactic concept, sets up subject area and with informational support nation-wide network “Education through Re- contacts to the respective organisations from their “customer”. A new PR-concept for sponsibility”: in addition to Duisburg-Essen, and helps in cases of difficulties, while a small art house cinema, a pedestrian navi- other members include Erfurt, Luneburg, teachers and students have a wide scope gation system for an association of the blind Mannheim, Osnabruck, Saarbrucken and of latitude for carrying out the projects. – all are typical assignments where students Wurzburg, with the University of Halle- Consequently, the assignments can be have proven themselves. Service Learning is Wittenberg recently joining. Coordinators designed precisely to fit the various study the name of the concept, which has a long meet semi-annually to exchange experiences programmes – so that computer scientists tradition in the United States, but that has and discuss new ideas. And with nearly for example develop complex websites, caught on in Germany now as well. Do good every meeting there is a new representative business students help with setting a busi- and learn at the same time – and you get joining from another university. “Serving ness plan and communication scientists credit points toward your degree for it. That Learning is on the advance,” concludes Jörg develop a public relations strategy. Students is, in short, the idea behind Service Learning. Miller: “That is a big plus for the students, participating in these seminars receive “For us, the Bologna Process came just and it offers higher education institutions credit points, which advances them in at the right time,” says Jörg Miller. The strategic possibilities for development.” their studies. And, it is a good feeling for

38 © UNIAKTIV

Encouraging curiosity: Students at the Service Learning seminar “Art meets Science” the participants to be involved in these education institutions on their Service Learn- provide the first exposure to social work. projects: and nearly all projects are still ing concepts. The associations responsible And this impetus, as hoped by the initiators bearing fruit after the end of the semester for the Mehrwert agency include several of the network, remains after graduation. and the organisations continue them. A few Protestant charity organisations. Thus, Bar- “We reach people with our projects years ago though, it was not all that easy tsch is familiar with the inner workings of that were not involved previously,” for Jörg Miller and his team to get other social organisations that the universities Jörg Miller has observed. He has seen teachers interested in Service Learning. cooperate with and she and her co-workers how aspiring business persons sud- “But when they are interested in serve as an interface between the partners. denly drop their original career goals a topic, then they are glad to get in- A number of universities encourage their of top-management and instead seek a volved,” he observed – and: “those who students to find their project place on their career with a non-profit organization. have been involved in a project almost own. Having to present oneself at a hospital At the next semi-annual conference always join up for further ones.” or youth centre is an opportunity to experi- of the German higher education network In addition to the education-oriented ence a situation akin to applying for a job. “Education through Responsibility,” as approach, there is a second method in the And many students end up finding a contact usual, the acceptance of new applica- Service Learning network: some higher point for their later careers. “I remember an tions by other universities for member- education institutions aim for social compe- Athletics student who specialised in working ship in the network will be discussed. In tences and send their students to retirement with seniors after her project in a retire- the meantime, network members have homes or disability workshops so they ment home,” says Gabriele Bartsch. And she introduced an important criterion to their can mix right in with the everyday work. tells the story of an architecture student: statutes: the application must be signed “Basically any organisation is appropriate she worked in a residential community for by the president’s office and not just one for these cooperative projects as long as dementia patients and experienced how the interested department. “Service Learn- they have sufficient capacity in order to home had to be renovated because the open ing can be most effectively carried out,” provide students guidance, at least at first,” building turned out to be inappropriate for says Jörg Miller, “when the entire higher says Gabriele Bartsch. She is managing the residents. She received the assignment education institution is on the same page.” director at Mehrwert (lit: “Value Added”), to document the renovation. For many, the a company in Stuttgart that advises higher experiences in the Service Learning project

39 © Axel Roitzsch, Michael Mitrenga, Universität Regensburg Michael Mitrenga, Axel Roitzsch, ©

Openness as matter of a principle: the Central Forum at the University of Regensburg

40 More international III. studying

It is one of the most important goals of the Bologna reforms: a European Higher Education Area should be created in which students can learn everywhere without being limited by national borders. The common system of Bachelor and Master degrees, the easier recognition of academic work done abroad, better inclusion of partner institutions in joint degree programmes – these reforms constitute milestones on the way to a truly open academic world. And the German higher education institutions are taking advantage of these freedoms to explore new pathways creatively.

41 More international studying

Back to the Roots q The University of Regensburg is actively recruiting the children of immigrants – and sending them on an exchange to the home country of their parents. The graduates benefit in turn from the dual cultural background

ing the three-year Bachelor programme. Moreover, the programme applies for all subject areas that have the tiered study structure. Natural sciences, social sciences and humanities students are equally eligible for the Secondos programme. During their first year, the students participate in supplemental seminars. These seminars are designed to prepare them for their year abroad – the topics include The Path to ven before she entered university, social and cultural studies of the particular EStefanie Dolvig knew that she wanted to countries as well as intensive language Europe have something to do with her previous training. “Many of the students have spo- home country. Her parents immigrated ken their parents’ native language at home, The Secondos programme at the University to Stuttgart from Romania, where they but they often have little to no experience of Regensburg involves a concerted interna- had belonged to the German minority, in writing and reading. Therefore, thorough tionalisation strategy. A particular focus is the Banat Swabians. “When I got the preparation is decisive for a successful set on the countries of Central and Eastern offer from the University of Regens- stay abroad,” says Lisa Unger-Fischer. Europe – for a number of years now as well, burg, I knew right away that it would To implement its programme, the Uni- students have been able to attain an addi- be my dream study programme,” says versity of Regensburg is able to draw from tional qualification in special programmes the 21 year-old. She soon packed her an abundance of resources. For years it has on several countries. In Bohemicum, there suitcases and headed for Bavaria. been specialising in the countries of Central are language, cultural and socio-historical The programme, “Secondos” is unique and Eastern Europe and has built up an courses on the Czech Republic, in Slovaki- in Germany. It is geared toward students exemplary competence centre with teach- cum on Slovakia and on Hungary in Hungary from families that have a native connec- ers and researchers, libraries and language Compact. Similar programmes are being tion to countries in Central and Eastern courses. These years of experience come to planned for other countries as well. Also Europe – whether their parents were full benefit for the Secondos students. “We part of the higher education strategy is the part of the German minority there or can fall back quite efficiently on the know- nomination of Internationalisation Partners because they immigrated to Germany for how here,” says study programme coor- at each faculty who, for example, serve as other reasons. “These students have a dinator Unger-Fischer. Support is provided the main contact person for the Secondos special potential given their dual cultural by professors from every discipline at the programme. background,” says Lisa Unger-Fischer, university. At the same time, the location of who oversees the programme. “We want Regensburg also has its advantage: almost to help in utilising this potential.” The all the faculties have been maintaining concept was developed in Switzerland close contacts to Central Eastern European and, as the title suggests, is aimed at countries already and thus were open for children of immigrants; for those living in the Secondos programme from the outset. a new country in the second generation. As of now, the students can choose The Regensburg concept of the between two universities for their year programme is exceptionally simple for abroad, thanks to agreements between students: They spend their first academic Cluj in Romania and Pécs in Hungary. “A year in Regensburg, the second at a partner number of professors took part in the institution abroad, and then the third negotiations on our joint study pro- year back at their Alma Mater – complet- gramme. They were enthusiastic about

42 © Axel Roitzsch, Michael Mitrenga, Universität Regensburg Michael Mitrenga, Axel Roitzsch, ©

Seeing the world: Secondos is the name of the programme in Regensburg the study conditions and quality of our points for seminars, lectures and exams. now, I haven’t met anyone with a story partner universities,” says Unger-Fischer. The university’s programme has been or roots like mine,” she says. Recently she Currently the university is work- met with open arms from the students. travelled to Romania with her family every ing on expanding the project, aim- As soon as the first announcement was year in order to know the home country of ing for seven partner higher educa- made, dozens of prospective participants her relatives better. “I feel at home there,” tion institutions where the German called Lisa Unger-Fischer to find out more she says, even though she has never lived students can spend their year abroad. – without the university having to drum there for a longer period of time. The great Dialogue is already in progress with up support for the Secondos Programme. part of the Secondos programme is that she Russia, Croatia, Poland, Czech Republic, “They were high school graduates from immediately found a group of likeminded Slovakia and Ukraine. There needs to be across Germany who wanted to come to individuals at the university. As a result, close coordination since the graduates Regensburg to study,” says Unger-Fischer. she finds it easier to handle the otherwise heavy workload that she must complete in her first year: because her parents belonged to the German minority, she has “The recipe for success: two never conversed with them in Romanian. years in Regensburg, one year in She says she knows next to nothing in Romanian, other than some basic greetings. Central Eastern Europe” A deficit that she hopes to correct within the first two semesters – “the motivation for the language class is enormous when receive two Bachelor degrees – one from Students mostly have one thing in you have this goal in mind,” she says. Germany and one from the country where common, she has observed: growing up, What she plans to do after studying? they spent their Secondos year. This kind of their bi-national background was often Stefanie Dolvig has not thought much study offering would not have been pos- difficult. Some of them were teased by about that yet. She could imagine working sible without the Bologna reform according other pupils, while others questioned their in Romania a couple of years, she says, for to the University of Regensburg: the way identity early on. “Then, suddenly the an organisation or association concerned has been paved through the comparabil- previous burden becomes an opportunity with Romanian-German cooperation. With- ity of study programmes at the partner they have over their peers,” says Unger- out the Secondos programme, that much is institutions and the simplified recognition Fischer. Stefanie Dolvig, the student with certain she says, many of these opportuni- of academic work with uniform credit Romanian roots, can confirm that. “Until ties would not have been possible for her.

43 More international studying

To Allow More Room in qBachelor Studies The University of Tübingen is extending the first study tier by two semesters – and thus providing students with more room for going abroad and deepening their studies

programme, the demand for exchange that a six-semester Bachelor programme spots with partner universities was left no room for gaining relevant practi- sinking rapidly and participation in elec- cal experiences,” says Stefanie Gropper. tive university courses and events was And particularly for the Natural Sciences, decreasing. It was a low point that many internships commonly have been an op- higher education institutions shared portunity for students to find their thesis directly after the transition to Bachelor and topics. For the Physics department in Master because the students were highly Tübingen, that was the decisive reason concerned that they would not be able to for extending the duration of their study finish their programme in the prescribed programme. Now a five-week profes- time. “We decided to actively address sional internship can be integrated into the “e wantedW to allow more room within this problem,” says Stefanie Gropper. Bachelor programme without a problem. the study programmes,” says Professor Among students, the extended In addition to studying abroad and Stefanie Gropper. She is the Vice-Rector Bachelor cycle has met with wide ac- internships, a third option is to use the for Academic Affairs at the Eberhard Karls ceptance. They are free to choose how additional year for further academic study. University of Tübingen and supports an to use the additional year. The study That can take place at another German innovation that has already stood the guidelines refer to the two semesters as university with an area of concentration test at her university: it will be possible a window of mobility, and this mobil- not offered in Tübingen. But many students to extend the Bachelor programmes by a ity can be understood in many ways. also take the opportunity to delve into year, i.e. students will be graduating after The classic example is a period of topics from a different field. “We of- four years. They can use the additional study abroad. Students who would like fer the possibility to develop one’s own time at their discretion – for studying interdisciplinarity,” says Professor Gropper. abroad, for practical experiences and This room for personal choice is made internships or for further courses either possible by the regulation that all subject in their special field or in other fields. “The additional areas involved in the window of mobil- Extended Bachelor programmes year strength- ity recognise credit points from the other already exist in Physics and Psychology. areas mutually. For 60 credit points – the “It is important for us that each discipline ens our profile target amount for two semesters – there can decide on its own on the duration as a research are no subject-specific requirements. of the Bachelor study programme,” says The initial experience has pleasantly Gropper. “The fourth year represents an university” surprised the teachers at the University advantage for a number of programmes, of Tübingen: the students are using their while other disciplines are satisfied with new room creatively and are building the three-year practice.” A change in the to study at a foreign university for two their own individual programmes – some statutes paved the way for this new flex- semesters no longer have to worry about choose a combination of academic study ibility. The idea emerged through talks with “losing” that time since the credits at- abroad with a subsequent internship in the faculties and with students – at the tained abroad are generously recognised. another country, while others combine suggestion of all participants, as Stefanie Most students go to another higher an academic specialisation in Germany Gropper emphasises. “I strongly believe education institution through the Erasmus before taking a semester abroad. that this solution benefits everyone.” programme or choose from one of the This diversity has enabled a number of What triggered the efforts to extend partner universities for their stay abroad. students to enter a Master programme in a Bachelor study programmes was a dent Another possibility for using the win- different area after graduating with a Bach- in the statistics: fewer and fewer stu- dow of mobility is an internship. “We have elor degree. Hence, they choose a different dents were applying for the Erasmus often heard potential employers criticising subject that they were already able to be-

44 come familiar with in interdisciplinary seminars taken during their window of mobility. “The additional year, as part of the Bachelor programme, strengthens our profile as a research university,” according to the University of Tübingen. Thanks to the possibilities for deeper academic study, students can delve into scientific work already during the Bachelor phase. As a result, the position of the Bachelor has received a boost, and there is a clearer signal that it is a full-fledged, valuable degree. “At the same time, it by no means calls the tiered structure of Bachelor and Master into question,” Stefanie Gropper underlines. “Instead, we are avoiding the organisational difficulties that emerged here especially in the beginning.” The extended Bachelor programme has had direct effects on the consecutive Master phase: instead of four, there are now two semesters required to achieve the second degree. That also necessitates a new concept for the Master programmes. Students coming to Tübingen from another higher education institution after graduating from a three-year Bachelor programme also have to be integrated. The Psychology and Physics departments have addressed this issue by offering a wide range of courses to help the new students catch up to the Tübingen graduates, who have studied one year longer in their respective discipline. All of the participants in Tübingen have confirmed that their experience with the extended Bachelor phase has been highly positive. Currently, it looks as if the example set by Psychology and Physics

is making its way across the university: Tübingen Antonie Knierim / Universität © The American Studies, Jewish Studies, Computer Linguists and Media and Com- Learning under the sun: student life in Tübingen munication Science programmes are in the midst of preparing for their shift from three to four year Bachelor degrees.

45 More international studying

The Dream of Studying qin Burkina Faso The Free University in Berlin has long been international oriented – and it feels even more so the effects of the Bologna reforms. Exchanges have become easier to manage, but students’ expectations are growing continuously

in Dutch Philology and was Dean of programme with the renowned Institut Humanities for a number of years. His d’études politiques de Paris (Sciences faculty has long had the goal of setting Po). “I would have dreamed back then of up a joint study programme with a being able to complete these talks within Dutch higher education institution. The half a year,” she says. For her, the process Bologna reform provided the impe- took much longer: In 1987 the negotia- tus: “We decided to take an assertive tions began and the first students were t the beginning of his career, Günter approach. We wanted to try to use able to matriculate in the programme in SchepkerA was barnstorming through the changes to our advantage,” says 1991. “We had an absolute pilot role in America. “From university to university, Hüning. He and his colleagues contacted starting a dual degree programme,” von college to college I would go, promot- the university in Amsterdam – and the Oppeln recalls: “During those talks, we ing our university. But it failed to help negotiations on a double degree master were even haggling about which clothes much: A partnership with a German programme commenced. Students of the students had to wear in France, that’s higher education institution, that wasn’t programme spend part of their studies how detailed the specifications were.” of much interest to a lot of schools.” in Berlin and part in Amsterdam and After all, the exchange programme Schepker heads the International Office receive a degree from both universities. has stood the test and today, the joint of the Free University Berlin (FU); he “We had long and tenacious talks for degree programme continues and has has been director for 30 years – and half a year until we finally coordinated been adapted to the Bologna structural has digested those early experiences reforms – “and the Sciences Po,” von well in the meantime. “Nowadays, we Oppeln emphasises, “is now pursuing can hardly handle all of the inquiries a resolute internationalisation strategy we receive from around the world.” “Exceptional with a large number of double degree Over the last few decades, the Free advantages for programmes.” Sabine von Oppeln has University has been working intensely also seen firsthand how much easier on building international partnerships exchanges with it has become to establish this sort of – a particularly important commitment universities bilateral agreement thanks to the new, with Berlin being the German capital. international rules: she directs a joint For the university staff though, adjusting outside Europe” programme of the FU with the Paris man- to Bologna presented a big challenge: agement school HEC that has recently “We had numerous existing exchange started up – and this time, the prepara- programmes that consequently had the programme in all details,” Hüning tions were completed much more quickly to be adapted to the new measures,” remembers. Over and over, various speci- than with the mammoth, four-year says Professor Christine Keitel-Kreith, fications called for by both universities negotiations around their first coopera- Vice-President for Academic Affairs protracted the coordination process. tive project in the late 80s. Already in the at the FU. “That meant a lot of addi- When Dr. Sabine von Oppeln hears first months, the programme has been tional work for us at first.” Meanwhile, this or similar stories, she cannot help successful: the amount of applicants sub- however, it has become clear how the but grin. She teaches at the Otto-Suhr- stantially exceeds the student capacity. reforms have facilitated cooperation Institute of the FU and is an expert on “We continually see,” says von Oppeln, with foreign universities in many ways. academic partnership with France. In “students from across Germany coming Professor Matthias Hüning can attest the 1980s, the political scientists had to study with us at the Free University to that personally. He holds a Chair the same idea, to start a double degree because of this programme specifically.”

46 © David Ausserhofer © David

Wide open perspectives: the Philology library of the Free University Berlin

Similar projects with double degree structure is more readily comprehensible more precisely,” says Schepker. “They programmes are not only in place in than the old system, and the recogni- pay more attention to what a stay Political Science or Dutch Philology, but tion of academic work is no longer a abroad will mean for them academically rather across the university in all subject problem; in most cases, professors are and practically; they want to be certain areas. And, the exchanges work not only flexible in allotting full credit points for beforehand, which seminars and lec- with neighbouring countries, but also students’ academic work done abroad. tures abroad will help them and count many others. The university in Berlin has “In the past few years, the exchange toward their future study in Germany.” close relations, for example with Moscow programmes have really expanded Students who would rather not go universities, and there are scholarship geographically,” says Günter Schepker. abroad on such a structured programme programmes with Australia, Taiwan, Can- Not only a small number of trendset- are also in good hands with Günter ada, the USA, Peru and numerous other ters, but rather an ever larger group of Schepker and his colleagues. For those countries. “Especially for exchanges with students are going abroad – even when who want to get to know academic life countries outside of Europe, the Bologna only for a semester. Schepker and his in a certain country, there are exchange Process has brought a lot of advantag- colleagues have also adapted to these spots without a detailed programme at es,” says Günter Schepker, head of the In- ever more common shorter abroad universities abroad. “We don’t want to ternational Office. It is not always a dual periods: many programmes are designed limit students – that would go against degree programme that has been agreed specially to fit these students’ requests the purpose of the Bologna Process,” on with these countries, but rather often to go abroad for one semester. “We says Schepker: “Anyone can go to “classic” study abroad arrangements. notice often that the interested students Burkina Faso if that is his or her dream. Internationally, the Bachelor and Master nowadays know what they want, much Our job is to help them get there.”

47 More international studying

A Strategic Location q Aachen University of Applied Sciences plays out its strengths of being located near the international tri-point of Germany, Belgium and the Netherlands. There is even a triple study programme in which students get to know three countries and three higher education institutions

hen Nathalie Kanj gets ready to drive to find new cooperative possibilities and in Aachen, contacted colleagues in Eind- Wfrom her office, she would not have to thus make it easier for our students to go hoven – and soon a mutual agreement drive more than eight kilometres south- abroad,” says Kanj. Just last December, was reached. “More and more, we have west before reaching Belgium. If she a double Master agreement was signed been able to find these sorts of prompt, drives to the northwest, she would cross with the renowned HEC Management non-bureaucratic solutions,” she says. the Dutch border after five kilometres. School of the Université de Liège. The Bologna Process has facilitated “The location here in this tri-country As of recent there are also doctoral her work considerably. The common region means a commitment for us,” study programmes with foreign higher standards such as ECTS credit points and says Kanj, the Assistant Director of the education institutions – a new endeav- the Diploma Supplement – the interna- Academic International Office of Aachen our for a German university of applied tional certificate that students receive University of Applied Sciences. Agree- sciences. The Belgian universities in in addition to their degree – have made ments with universities abroad have a Hasselt and Limbourg are partners networking with universities abroad an long tradition in Aachen’s study offerings. with Aachen and award doctoral titles, easy routine. Cooperation with countries “The students that come to us for which the Aachen University of Applied outside of Europe has become not only advice are planning for a semester Sciences could not grant alone. Similar possible, but also uncomplicated thanks abroad, as if it were a patently obvious agreements have been made with the to the Bachelor and Master structure: thing to do,” says Nathalie Kanj. She is universities in Bologna and Brussels. consequently, Aachen has cooperative certain that the numerous partnership Often students arrive at the Academic arrangements in Australia, Namibia, programmes have contributed to that: International Office with special wishes. Jordan and many other countries. the Mechanical Engineering department “I have noticed that, repeatedly, Design And students who discuss their study at the university for example already had students have asked about studying in plans with a professor prior to their double diploma programmes in place Eindhoven in the Netherlands,” says study abroad can make their semester long before the Bologna Process – one Nathalie Kanj. Aachen however didn’t abroad even easier. “A lack of will to programme with France and one with the have a cooperative programme with acknowledge students’ work,” says Netherlands. For the economists, there the higher education institution there. Nathalie Kanj, “is not a problem here.” is even a long-standing programme in Because of the numerous requests The visible achievements of the inter- which students study three languages in though, Kanj within a team organised nationalisation strategy are particularly three countries within three years and a programme with the Dutch school in gratifying for Professor Helmut Jakobs, receive two academic degrees at the a short amount of time: she spoke with the Vice-Rector for Academic Affairs at end. “We are constantly making efforts the professors in the Design department Aachen University of Applied Sciences. RR

48 © FH Aachen / Jeanne Püttmann © FH

Representative: art installation at Aachen University of Applied Sciences

49 Internationaler studieren

An Annual International Day has started preparing them during a Freshman Year in 2010, generating even more interest for their studies at our university.” in study abroad. And the university is In Aachen, they were open to the preparing itself for more international ap- Bologna reforms from the outset. The plicants to come to Germany: to that end, departments started with modularisa- Aachen University of Applied Sciences tion early on and participated in model has founded its own Freshman Institute projects on implementing the reforms. at its satellite campus in Jülich. “In do- The know-how gained has laid the foun- ing so, we are striving to appeal to and dation for the successful internationalisa- recruit international students, especially tion strategy and many other areas where from China, South East Asia and India,” the Aachen higher education institution says Jakobs. “And, of course, we’ll be had to adapt. The Bologna specialist in Aachen is Margret Schermutzki, who has been following the process since 1999. “Of course, we had a lot of problems to deal with at first since no one really Investing in Good Teaching knew much about the reforms then,” admits Schermutzki. But the efforts have “What is good about Bologna, but is itself nothing new, is the orientation toward been well worth it: “Our institution has skills!” Dr. Michael Heger is sitting in his office at Aachen University of Applied changed noticeably meanwhile. Everyone Sciences; looking from his desk, he has a screen in view with large diagrams and is focusing more on the students and statistics projected on it. The screen suits him better than a simple monitor as he can illustrate his point this way much more vividly. The numbers on the screen are related to higher education didactics, the field in which Michael Heger has been working and researching for over thirty years. Today, every- Skills orientation – this key word is important to him: it is the core of a phi- one is focusing losophy he has been pursuing for decades and has attempted to realise at his university. Making students the point of focus, more lively teaching and including more on good participants in seminars are his recurrent themes. He spreads the concepts at conditions for continuing education seminars for professors and academic staff, at conferences and planning meetings at his university. students Mostly the teachers are sitting in front of the projector in Michael Heger’s office. Professors that have been recently appointed receive an introduction on the subtleties of higher education didactics and work with him on an exemplary semi- making sure there are good conditions nar. And they evaluate the student feedback received given on their first course for the study programmes,” she says. taught. This evaluation is one of the most important tools for Michael Heger. “That Today, Schermutzki is head of the area is applied higher education didactics,” he says – and browses through his com- of Accreditation and Bologna within the puter for old statistics. For each seminar, for each teacher he has been archiving central office for Quality Development at the results of the evaluations for years. Special software converts the data into Aachen University of Applied Sciences. diagrams and makes improvements or declines observable in minute detail. “If She is continuing the reforms with a course is evaluated lower than previously or a teacher receives no satisfactory two new approaches. In a joint project, feedback from the students, then these teachers are sent to me by the respective RWTH Aachen University and Aachen departments for an advisory session,” says Michael Heger. He recalls a teacher University of Applied Sciences developed who was evaluated poorly by first semester students, but received very positive the platform “StOEHn” – (lit: “moan”), feedback for a similar course among third semester students. “We sat together an abbreviation for Student Online and it turned out that she was requiring too much of her younger students, with Workload-Evaluation of the Aachen material that wouldn’t be taught until modules in later semesters,” says Heger – a Higher Education Institutions: after the problem that was quickly resolved. Bologna reform, the amount of work Recently, Aachen University of Applied Sciences started awarding the best a student needs to do per semester is courses with a prize, involving a teaching bonus. To be in the top group was well decisive for how many points he or she worth it for professors: last year the university distributed 100,000 euros for the receives toward a degree. Until now, top five percent of teachers. the workload was mostly estimated in advance. However, online with StOEHn, the students can report how much time they actually need for their study workload, from seminar and course hours

50 © FH Aachen / Prof. Baumann Aachen / Prof. © FH

Firsthand experiences: aspiring bio-technologists from Aachen on an excursion to time spent at home preparing and ing under the door when we arrived to on in front of a lecture hall or a price reviewing. If it turns out that the actual work in the morning,” says Schermutzki. increase in the cafeteria represent some workload differs from the estimated, this But she underlines the importance of of the objects of complaint up to now. can be corrected thanks to StOEHn. anonymity for complainants who, after These several years of experi- In addition, Aachen University of Ap- all, would rather not be on bad terms ence with Bologna reforms at Aachen plied Sciences introduced a professional with university staff. The service’s track University of Applied Sciences have complaint management service a few record, she adds, speaks for itself: “Most been getting around internationally. semesters ago, also dedicated to improv- problems are quickly resolved through a As part of a Twinning Project, Margret ing the study programmes. Schermutzki collegial talk with the departments or a Schermutzki is now advising colleagues and her team serve as mediators between certain teacher.” In any case, many com- abroad on converting to the European the departments and the students – and plaints tend not to concern a seminar or study system. In the past few months their services are gladly utilised. “We lecture, but are rather of a more general she visited Georgia frequently, and her even found a complaint note once, wait- nature: noise from construction going next project is taking her to Albania.

51 © Uni Bremen

Good perspectives: staircase at University of Bremen

52 More successful IV. testing and studying

One of the most important goals of the Bologna Process is employability. This involves preparing students for the labour market and professional life – not in the strict sense of vocational training, but rather as an improved embed- ding of academic knowledge in practical skills and abilities. Fewer university dropouts, higher motivation and better prospects are already some of the noticeable results of these efforts.

53 More successful testing and studying

In Praise of Diversity q More freedom instead of centralised guidelines, creativity instead of performance specifications – is that compatible with the Bologna reforms? It is, as the University of Konstanz proves. Innovative programmes are emerging there thanks to this new freedom

the reform was a trigger to realign distances have always been short and study programmes – in all subject areas hierarchies flat. “There were times,” and optimally coordinated with their Zahnen says with a grin, “when there respective needs. “Our idea was to allow were no academic titles on the door or professors the most freedom possible,” name plates. Even the rector could only says Dr. Nikolaus Zahnen. He came to be found by first and last name.” These Konstanz in 2005 as a Bologna advisor external signals were indicative of the and followed first-hand the conversion communication culture for decades – and to the new degree programmes. When ultimately have allowed for the Bologna he talks about the internationalisation of reform to be implemented in a unique or his master degree, he would change the university, his eyes drift to his office way without numerous guidelines and Fto Konstanz – that was certain for window toward Lake Constance at the with a lot of freedom for individual Hanno Degner. He received his Bachelor foot of the hills where the university design, and nonetheless successful. The degree in Political Science in north- is located in the midst of thick forest. rector’s office always provided solid ern Germany and is continuing with On the other shore lie the Vorarlberg support for the transition, a support he a Master programme in Political and Mountains, while to the right he has a also demonstrated for the departments Administrative Sciences. It is an interview of the peak on the Swiss side. and their own concepts. “Now and then national programme, and next year “When I arrived, there was a recent, they gave a gentle shove, if things were Degner will study in Grenoble, France central decision to convert all study pro- moving at an extremely slow pace,” and will ultimately finish with a German grammes to Bachelor and Master. All the says a staff member actively involved and French degree. “I would like to work for the European Union in Brus- sels,” he says, “and this programme is an excellent preparation for that.” “With the Master programme, Most of Degner’s co-students in studying has become truly Konstanz have a similar story. They come from across Germany, some from even dynamic for me” abroad. “I receive inquiries from prospective students everyday,” says Werner Palz, who advises students. With the wind of rest, though, was up to the departments in the implementation process then. the reform in their sails, the University to decide.” There were no university-wide At the core of this special approach of Konstanz has created a programme framework guidelines on exams, no bind- in Konstanz is the conviction that the that could be a model for future study ing study guidelines, no requisite portion professors will know best on how to programmes: nearly all students go of key skills, no mandatory window of create optimal conditions for their subject abroad for a longer period, the academic mobility, nothing. “At first, I was terribly areas. Instead of top-down guidelines, approach is interdisciplinary, and both shocked by that and I feared that this the university relies on participation students and teachers are enthusiasti- could not go well at all,” says Nikolaus and co-decision: students and teachers cally on board. Under the old “Magis- Zahnen. Meanwhile, he sees the special often sat together in hour-long confer- ter” system, applicants had to choose model of success in Konstanz in this ences to develop the best possible between Political Science and Administra- freedom. “You need to view this in light curriculum. “Our ideas always fell upon tive Sciences, but now they learn meth- of the university’s tradition,” he explains: open ears,” according to the students. ods and approaches from both areas. since its founding in the 1960s, the And the results speak for themselves. Similar models have developed across university has been open for innovation; How the departments have used all subject areas in Konstanz. Everywhere, thanks to the compact campus structure, that liberty is clearly visible across the RR

54 Futuristic: roof landscape at the University of Konstanz © Universität Konstanz / Michael Latz © Universität Konstanz

55 More successful testing and studying

university: the Humanities passed a joint instead included them as part of the aca- set of exam guidelines, setting forth demic studies. “This freedom to design mandatory internships and a certain the programmes allows us to main- number of credit points in the area of tain the tried and tested components key qualifications. As a result, cross-over without having to reinvent the wheel,” between subject areas can be facili- says Zahnen. In Physics for example, tated so that students can easily switch the compulsory laboratory internships subjects and select a new combination continue to be part of the curriculum as of majors and minors. The Mathematics was the case in the Diplom programme. department on the other hand decided According to Zahnen, “if we had kept a to forgo awarding additional, separate university-wide framework of guidelines, credit points for an area of key skills and this would have hardly been possible.” This sort of freedom, however, has its flipside: it is not that easy, if multiple study programmes from various Off to Study Abroad! disciplines want to work together. In the early stages, for instance, there was The University of Konstanz is a completely different place when the annual Interna- one or the other clever student from tional Day takes place: a commotion of info-booths stretches under the colourful roof British-American Studies who took the of the foyer, along the hallways up to the cafeteria. Almost all of the partner universi- introductory course from the German ties of Konstanz are represented at an elaborate stand and international students an- Literature programme – and received swer an array of questions. But there is more than just advice and information: a lot of more credit points there than in the tables offer national cuisine specialties; the New Zealand stand for example is densely corresponding course offered in his own surrounded – they’re serving “spider”, a typical mixture of vanilla ice cream and cola. subject area. And for some lectures, “We want to encourage and excite students to study abroad, and this certainly in- major students received more credit cludes more than just the academic parts,” says Christina Fritz, Assistant Director of points than those students taking the the International Office in Konstanz. same lecture as a minor. “Those are The effort that goes into putting on the International Day is enormous, but also ‘childhood disorders’,” says Dr. Nikolaus worth it. In contrast to many other German higher education institutions, the number Zahnen, “and in order to cure them, my of applicants for the Erasmus programme did not decrease upon the introduction job as a Bologna advisor was particularly of the Bachelor and Master degrees. Quite the opposite: for years, there has been a important in this early phase – it helps continuously increasing trend, says Christina Fritz: “When an applicant would like to when these sorts of things are exam- study for, say, one semester at a higher education institution abroad, that is usually no ined by an outsider since the persons problem to organise in Europe and word of that has spread.” responsible within the separate subject Here is precisely one of the reasons for the high study abroad rate at the University areas can easily overlook them.” of Konstanz: they manage to keep the hurdles as low as possible. The goal to offer The Sociologists in Konstanz are also each student a study abroad spot is matched by an appropriately staffed Interna- a group who have used the Bologna tional Office that has specialists for German students going abroad and international Process to their advantage. They are students coming to Konstanz. Even the rector’s office has illustrated this new inter- quite proud of their Bachelor programme, nationalisation strategy; as of recent it has established the position of Vice-Rector for which serves as an interface between International Affairs. many other subject areas, but also their To generate even more interest in study abroad, the university holds a lecture se- Master programme, which they gave ries on international mobility and a central information centre on the partner universi- a decidedly stronger research orienta- ties. An internal list has proven helpful, which lists courses at the partner universities tion. “Because much of the transition that have been acknowledged for full credit at Konstanz. Students going abroad can process was decentralised, we were thus compile a study plan in advance with little effort. able to complete it quickly and include The international orientation is positively complemented by numerous double de- our own ideas,” says Dr. Thilo Raufer. He gree programmes at the University of Konstanz, where students study a fixed part of advises, among other things, on the study the curriculum in Konstanz and another part at a partner higher education institution. programme in Sociology; whoever has And partnerships are not limited to European Union countries: with Shanghai or Mos- questions concerning studies can come to cow for instance, the students have a wide variety to choose from. him. “The need for good advisory service has really increased since we introduced Bachelor and Master. A lot of students are aware that the guidelines have become stricter and that they can’t let things slide too much,” he says. That this should

56 somehow be considered a drawback, has won over numerous partner universi- To this end, Konstanz has arranged a however, is incomprehensible to him: ties to participate in the programme. special accreditation procedure: they The average duration of studies up to Part of these success stories is a have five years time until they need to graduation used to be 13.4 semesters, certain flexibility that the university has have their study programmes scrutinised and at times, there would be students maintained, even after the study pro- and accredited; after that, changing the making no academic progress for over grammes have made the transition. There programmes will become more difficult. four semesters. “For the students, it is is room for adaptation to make neces- “Therefore, we were able to optimise clearer what the study goals are and sary changes to the exam guidelines. If a the structures and procedures in the what counts,” says Raufer. Then he rule proves to be problematic, it can be early phase,” says Nikolaus Zahnen. smiles briefly: the period of study has changed right away for the next class of The students are satisfied with the indeed decreased, though the average is still slightly above the prescribed study duration. “We deliberately

“Many of our combinations of subjects were hardly possible under the old

system” / Jochen Staudacher © Universität Konstanz

choose not to overload the semesters with required courses so that the students still have their freedom.” As part of the Bologna reform, the teachers have also used their new freedoms. A new study programme that began in winter 2008 attests to this: Cultural Foundations of Europe, which consists equally of sociologists, cultural scientists and historians. The Master programme is so innovative that it belongs to the Excellence Cluster of the University of Konstanz – and is a Leisure athletics on Lake Constance: climbing wall at the university campus hit among students and teachers alike. “These kinds of combinations,” according to the university, “were hardly possible students. Some study programmes have changes: “We don’t feel like guinea under the old system.” The specialities of already amended their guidelines four pigs any more when something is being the new Master programme include the times in a couple years, says Zahnen. In changed in the study programme,” says sophisticated international strategy: in Konstanz, that is viewed as a good sign. Hanno Degner, the Master student in order to truly observe and recognise the “In Political and Administrative Sci- Political and Administrative Sciences – cultural foundations of Europe, students ences, for example, there was the issue in any case he has benefited from the complete a part of their studies outside of scaling back the exam phase and the adjustments. Now he is looking forward of the EU. With the view from outside, amount of seminars per semester to a to his year abroad in Grenoble, which students can become more aware of spe- realistic workload,” says study advi- will start soon. “With the Master pro- cial features of European cultures as well sor Werner Palz. Prompt procedures in gramme,” he says, “I feel that studying as the overarching commonalities that various committees are also helpful; has become truly dynamic for me.” emerged above the differences between the whole year round, departments can the countries. In India, Argentina, the USA request amendments, and all formalities and a series of other countries, Konstanz are taken care of within a short time.

57 More successful testing and studying

The Digital Examiner q A high-tech computer lab has been upgraded to a test centre at the University of Bremen. And everyone benefits: the professors save time and work, while students find out their results faster

small chip opens the door for Kai where note stands and benches used to programme, and though they are often SchwedesA to where the well-protected be. There is a capacity of 120 exam spots, short, they result in a great deal of work secrets of the university are stored: exam each technically equipped with a desktop for professors and teaching staff. questions and final tests are saved on computer, flat-screen monitor, a pair of “The demand has been continuously the hard drives that are quietly buzz- headphones and a microphone. There are growing, and the conditions before were ing at work. This computer room is the screens on the walls and several projects simply inadequate,” says Kai Schwedes. heart of the test centre of the University to cast additional images if need be. At He remembers a digital exam from the of Bremen; thousands of tests are taken and evaluated here every semester. The concept is highly innovative – it must be, given that it won the 2009 Medida “A rush from all subject areas: Prize, the highest media-didactic prize 4,500 exams per semester are awarded in German speaking countries. “The idea behind this new centre is already conducted electronically” that students shouldn’t have to write tests anymore on paper forms, but rather enter their answers directly into the com- the front of the room is the desk for the time before the test centre existed that puter,” says Kai Schwedes. He is a mathe- teacher supervising the exam. And in the 1,000 students had to take. They were matician and one of the developers of the back, hidden behind an inconspicuous distributed among seven computer new test centre. The advantages are obvi- door is where the E-Assessment team rooms, the largest of them having only ous: the computer can automatically eval- of Dr. Jens Bücking, Kai Schwedes and a couple dozen seats. One room didn’t uate certain test questions right away and his colleague Spyros Abatielos from have any window and merely old, tube the teachers save a great deal of time. Computer Science have their work monitors, while another room did have In the exam room, there is a clinical, space. And from this room, they can modern monitors, but very little space. but elegant atmosphere. The room meas- monitor the entire computer system. “It took three days for all 1,000 students ures about 300 square metres and the “Following the Bologna Process, to get a space at a computer and take walls are covered with wood panelling. the number of exams has increased the test,” Schwedes recalls. Shortly after “This room used to be a concert hall,” substantially,” says Kai Schwedes: ever that, he got to work with his colleagues says Schwedes. Now white desks stand more seminar tests are part of the study in order to finally set up equal testing

The pressure is on: exam in the new E-Assessment Centre conditions and to expand capacity. text, single-choice questions or filling in for each examinee. Or the professors can The computer specialists needed a schematic drawing. Together with the plan for five alternative questions for each more than one year to set up the questions, students can receive additional topic section that the computer selects at sophisticated technology in all details material such as PDF-documents, audio random for the individual students. This and in 2007, the test centre opened. files and explanations. When the students procedure has an additional advantage: The test centre is available for teach- complete the exam, their results are when students have to be tested in sever- ers from all departments of the university, saved on a central server. For questions al groups consecutively, it still suffices for and it is operated by an independent with pre-entered answers, the computer the professor to prepare one exam – and organisation of the university, the can even perform the evaluation right the same questions can be used now for “Centre for Multimedia and Teaching.” away. Then the students see their own a make-up exam, since the questions are “We support the process of forming results on the monitor immediately at the recompiled automatically for each test. the questions and ensure their quality, end of the test, and the professors receive In Bremen, the word of the test facilitate access to the exams so students the test scores in the form of an excel-file centre’s advantages has spread rapidly. can review their results and prepare sent straight to their inbox. “That saves “Nearly all subject areas work with us statistical evaluations. So, we are not time for the examinees, and academic now,” says Kai Schwedes. The room is only responsible for the technical aspects, assistants no longer need to invest weeks fully booked almost everyday – 26,000 but also advising and monitoring as of work, correcting piles of exams like it electronic tests have taken place since the well as training the teachers during the used to be,” says Kai Schwedes. And the centre was launched, and each semester entire exam process,” says Schwedes. The students find out their results much faster about 4,500 exams are taken. Meanwhile, teachers can design the tests and exams – if a make-up exam is necessary, it can be the Linguistics and Language Studies themselves – thanks to special software, arranged for a few days later, rather than programmes have discovered the use of it is no problem for someone who has a few weeks or months as in the past. the technology for them, particularly its at least basic skills in working with a Students hoping to cheat do not stand multi-media possibilities: thanks to the computer. For those preparing an exam much of a chance with this new system: headphones at each computer, they can for their students, the test centre will the desks are indeed close enough that test for hearing skills – and the students download the software on their computer neighbouring students could theoretically dictate their own texts via microphone, so that they can compile the test in their look at each other’s monitors; however, which the university instructor can listen own offices. A wide array of exam types the questions can be programmed so to and correct comfortably in the office. is possible: multiple choice as well as free that they appear in a different sequence

59 More successful testing and studying

Reducing the Dropout qRate Together An early warning system at the Berlin University of Applied Sciences for Engineering and Economy (HTW) is helping to reduce the number of dropouts. The underlying idea: if the alarm sounds, the rector’s office, departments and students take steps together

together: what are the reasons for the and added a broad concept on reducing rising dropout rate – and what can be student dropouts. As a first measure, the done about it? “You cannot allow yourself teachers employ detailed information: to neglect the dropout rate,” says Heine. prospective students interested in a degree Consistency is therefore indispensable: programme should know from the outset a few months after the first emergency what to expect – Mechanical and Electrical meeting, he calls the representatives from Engineering students, for example, are in- the respective subject area to check on formed right away about the extent of the progress. Even the rules for distributing theoretical components of the programme. budgetary funds have been amended: the “Students registering for the Interna- he most valuable tool for Professor Michael amount of funding a department receives tional Media and Information Technology THeine is a set of white slips of paper, filled depends on performance criteria – and programme,” says Michael Heine, “see densely with numbers and tables. “Flow one important aspect is the number of the buzzwords, ‘international’ and ‘media’ Statistics”, the title, is printed on the upper student dropouts. Hence, the more teachers and, once they begin, are surprised to find margin, and underneath it is the name of are involved for their students, the better themselves in a primarily computer science a study programme. The numbers provide the financing for their department. programme.” To prevent these kinds of an accurate picture of a study programme; This austerity was not uncontrover- misunderstanding, the HTW is planning Heine prints out one per semester for sial at first. “But it is not some sort of a new internet presence that provides a each subject area. He is President of the cruelty here, what we’re doing,” says better, user-friendlier overview of each Berlin University of Applied Sciences for Heine: “It is just important to explain subject area, its design and requirements. Engineering and Economy (HTW) and their every step precisely. And there is one Upon beginning their studies, students declared goal is to reduce the dropout rate. thing I have already noticed: if we man- attend mandatory orientation days dur- “I can recognise right away, based on age to improve the conditions of a study ing the first semester. And: all professors these statistics, how many students have programme, that has a tremendously receive extensive training in teaching meth- dropped out in the past months,” says motivating effect for everyone involved.” ods. Newly appointed professors have to go Heine. Listed adjacent to the current semes- Visible improvements even generate through a year-long continuing education ter are comparative values from previous unexpected positive developments too. phase; even their remuneration depends on semesters. Whenever the numbers shift The Berlin University of Applied Sciences their teaching quality. The salary includes a and as soon as a negative trend appears, is struggling with the same problems that performance-based component depending the university administration can react have been observed among Engineer- on the evaluation results – “the ones who promptly. That is the result of a “home- ing sciences across the country: many slip up will have a hard time earning above made” early warning system that is already students throw in the towel after a couple the base salary,” says Michael Heine. Those demonstrating an effective performance. of semesters, often because they underesti- teachers, in contrast, taking on mentor- It is also the product of intense dialogue mated the theoretical parts of Physics and ing programme responsibility or other with the departments that the university Mathematics. In some programmes, the involvement for their students can count administration relies on in its efforts to dropout rate is about 50 percent – with all on a bonus. Each semester, the HTW in reduce the dropout rate – a dialogue its consequences for the higher education Berlin also awards a prize for good teach- with students as well as teachers. If a institution, but also for the students who ing. The university executive committee subject area indicates a negative trend have to start from scratch in a different decides together with the Student Union over the previous semester, all concerned programme or even different institution. on the award – the honouree receives groups meet for an emergency conference. That is precisely why the HTW Berlin 5,500 euros, which in turn motivates And the pressing issues are discussed has launched the early warning system for further teaching improvements.

The HTW campus on the east side of Berlin

61 More successful testing and studying

The Difficult Good-Bye to Dipl.-Ing. q Initially, the Rector’s Office at the Ilmenau University of Technology was sceptical of the reforms. Today the university is adeptly combining the advantages of the old and new study systems in their curricula

wo buildings in the picturesque old sive effort, the professors proposed new in teaching and research, professional Tcentre of Ilmenau attest to the city’s long curricula; no other technical university in collegiality and upholding the profes- tradition of educating engineers: the Alte Germany transformed the old Engineering sional ethos of members of the univer- Technikum (‘Old Technical School’) built programmes so quickly and completely as sity,” – those are the principles that the in 1894 as the first classroom building in Ilmenau. “We were not excited about Technical University proudly upholds. and the Neue Technikum (‘New Techni- the reform at first,” says Jürgen Petzold, In converting the programmes, the TU cal School’) built in 1926. Back then it the Vice Rector for Education. They shared applies the so-called system accredita- was a rather small educational institute the same concerns as other engineers, and tion. What sounds like a bureaucratic attended by aspiring engineers from the leaving the traditional Diplom-Ingeniuer detail has actually proved to be a decisive surrounding area. Today the distinguished (“Dipl.-Ing”) title behind was not easy. advantage for the university: it does not buildings are host to the institutes of “But, we’re pragmatists. Since it was need to have each new study programme the Faculty of Mathematics and Natural evaluated by experts individually before Sciences; the Ilmenau Technical Uni- it commences. Instead, the TU in Ilmenau versity has grown so much that most developed a system within its university institutes are housed on a new campus, “We continue to for assessing and assuring the quality located ten minutes by foot away from educate first- of the individual degree programmes. the old city centre on the Ehrenberg, This helps them to maintain flexibility – the landmark mountain of Ilmenau. class engineers” under the condition, of course, that they When observers stand in front of the establish a thorough in-house procedure rector’s office of the TU Ilmenau today for quality management. Having taken this and look far away, they not only have the inevitable, we tackled the challenge and measure so consistently, the TU Ilmenau’s historical city centre at their feet; they actively restructured our degree pro- system remains unparalleled in Germany. also get a view of a wonderful panorama grammes.” From the outset, the TU Ilme- The person behind the quality man- of the Thuringian Forest with its wooded nau has pursued a seven-semester Bach- agement efforts is Dr. Heike Schorcht. hills. Goethe was a regular guest here, elor for the Engineering programmes with She coordinates the work of the qual- having dedicated a poem to the city. a comparable structure in all subject areas. ity management representatives in the In 2004, when the newly elected “We had positive experience with the old faculties and various university units. rectorate met for the first time in this study programmes, where we allotted a When difficulties arise in practice in modern building, an important deci- semester for students to gain practical ex- one of the study programmes, there sion was taken: the Ilmenau university perience in a company,” says Petzold. “And is a concrete handbook to consult to wanted to complete the implementation we would like to continue doing that.” solve them quickly and routinely. of the Bologna Process with its transition It was equally important for the These approaches are based on the of study programmes to Bachelor and university to remain faithful to its wealth of experience this higher edu- Master as soon as possible. In an impres- academic policy – “freedom and unity cational institution has gained, thanks

62 © ari

Internationally renowned: the Ilmenau University of Technology recruits students from around the world to Thuringia. to completing the transition early. seminars,” says Jana Popp. Every year, ways to further improve the curriculum These sorts of solutions are not only students are surveyed systematically on can be detected: in the area of Applied used by professors and other university a number of selected subject areas. The Media Sciences, for instance, the subject staff. Students have also been consciously criterion for the selection is a vote by of “Hardware Basics” was replaced by included – a student quality manage- the faculties and students. If the rate of a subject more relevant to the study ment representative has also been failed exams in a semester is particularly programme, the components of the established; a position that is filled by a high, or the students are dissatisfied with programme have been newly weighted student. Currently, Jana Pop is the QM- the professor, or new courses have been and concrete working projects were given Rep, the term used within the university introduced to the curriculum, the evalua- a higher significance as part of studies. to refer to this position. Popp is work- tion will also pay particular attention to “For the students, it is incredibly ing on her doctoral thesis on magnetic such cases. If the results are not satisfac- important to see that they can affect fluids in Mechanical Engineering. tory, the faculties will seek a solution things during their studies,” says Sascha “One of my most important tasks together with the teachers concerned. Godawa, the student consultant. involves properly evaluating courses and And, thanks to quality management, “The acceptance of the Bachelor and RR

63 More successful testing and studying

Master increases when students feel that she says, “the engineers have pushed they have a say in matters and are taken forward with confidence and creativity.” seriously.” His office is an expression And this creativity is demonstrated clearly © ari of this new openness: the task of the throughout the Ilmenau University of student consultant was set up after the Technology; it is visible in smaller details reform was implemented, and is designed as well as in newer pedagogical ap- as a full-time position with a one-year proaches: the services for students, for term of office. The goal is to serve as an example, have been aggregated so that interface between the faculties, the uni- now all exam offices, student advisory versity administration and the students. services and the International Office are Consequently, the university has been able located together in one centre. This has to alleviate the students’ initial reserva- shortened distances and improved coordi- tions about the Bachelor and Master, nation. Courses are planned so as to avoid says Godawa. “The question of what a scheduling conflicts, and at least one day Bachelor Degree actually is and whether break must be given between important it qualifies you for the labour market has exams. And the tutors working for the been resolved by and large,” he says. “The newly established assistance programme students see that they are getting a good will go to laboratories regularly with their education and that they are in demand. protégés to test their theoretical knowl- In that respect, nothing has changed.” edge in practice. At the same time, the TU With their programmes and curriculum, knows how to use its relatively small size the TU Ilmenau enjoys appeal well beyond to its advantage: since the transition to its surrounding area: approximately 40 Bachelor and Master, each incoming stu- percent of its students come from the dent at the university is assigned a mentor western states in Germany – a percentage and a tutor – a teacher and an older stu- that almost no other higher education in- dent, who familiarise the newcomers with stitution has reached in the eastern parts academic life and its particularities. They of Germany. The same applies for interna- serve as direct contact persons for ques- tional students: about 10 percent of the tions or difficulties throughout the early student body in Ilmenau comes from other semesters. And additional courses as well countries and the university hopes to as exam preparation seminars are offered double that number in the next five years. in groups of not more than 30 students. Those particular results make Dr. Indeed, Vice Rector Jürgen Petzold Claudia Haaßengier especially proud. As is satisfied with the results from the a Bologna advisor, she coordinated the transition to Bachelor and Master. “A transition to Bachelor and Master degree lot has changed for us at the university. programmes for several years. “With the But one thing has stayed the same: we goals and guidelines set before them,” continue to educate first-class engineers.”

More Female Engineers

The higher education institution aims to inspire more young women to study engineering. Scholarships tailored to particular needs play a role; in addition, a number of teachers and staff regularly visit the surrounding secondary The Humboldt Building schools in order to make contacts and personally inform others about their at the Ilmenau University programmes. And – the biggest highlight – there are special events for women of Technology in the “Laboratory for School Students” set up in a new building next to the rector’s office. These serve to raise interest and curiosity in engineering sciences through exciting experiments.

Ceiling signpost: new building of the Osnabrück University of Applied Sciences

66 More individual V. studying

There is no “run of the mill” study programme: whoever enters a higher education institution today can set their own focus, follow their own interests and curiosity, and choose individual specialisations. That is precisely in line with the Bologna Process, which calls for more room for students’ individual preferences.

67 More individual studying

Learning by Playing q The Protestant University of Applied Sciences Darmstadt is raising early childhood care and education to an academic profession – and is attracting practitioners into the lecture halls with its innovative approach

designers wanted to ensure a low entry programme. The goal of the programme threshold; thus, they constructed a so- is for the “Bachelor Educators”, the called “Y degree programme”: there title gained upon graduation, to apply should be a smooth transfer over from their knowledge in practice. Didactics, vocational and technical schools so that Psychology, Religion and other disciplines he boy’s behaviour had always seemed students can merge their practical and play a role in the seminars. “In teaching Tstrange. The incidents with the building academic education closely together. the material, however, we make sure blocks, for example: at first, the five-year Individuals attending vocational train- to leave no gap between theory and old plays nicely with his friends in the ing as a child educator can choose after practice,” says Maier-Höfer. “Instead, kindergarten, but after a few minutes, two years (the “Y” juncture): they can we continually pose the question: at he starts to get angry. “I don’t want to either continue for another year at the which point and in which situations play with you,” he shouts, “go away!” vocational school along the classical is this theory relevant in practice?” A precarious situation for Petra Wrede; path to completing a vocation – or they Therefore, practical elements are the educator is head of the pre-school can switch to the university of ap- included throughout almost all parts Sonnenland or “Sunny Land” in Bicken- plied sciences, where they can attain of the study programme. Some of the bach, Hessen. “In the past, children with a Bachelor Degree in six semesters. most important seminars are based on these sorts of behavioural problems were For many students, a university of the combination: the students make separated from the group right away,” applied sciences is their first contact observations in pre-school and kinder- she says. “But actually, we need to look with the academic world. Some need garten centres and subsequently transfer into the reasons for the behaviour.” time to gradually acclimate – and when them to a theoretical framework. These kinds of scenes taken from they sense the allure of science for For the study programme direc- everyday practice illustrate the motivation themselves, the Bachelor opens the door tor Claudia Maier-Höfer, this type of behind a new study programme in Darm- for further studies. After that, they can teaching represents a new experience. stadt: “Child Education and Development” also continue to pursue a Master degree Before, she researched at a Faculty of is the Bachelor degree programme newly in one of the other programmes. “One Education at a traditional university and conceived by the Protestant University of of the biggest advantages of this study gathered independent of that her own Applied Sciences Darmstadt (Evangelische programme is its permeability,” says practical insight in a few pre-schools. Fachhochschule Darmstadt, EFHD). “Early Professor Bernhard Meyer. With their Now she can combine both – and must childhood development is becoming ever creative implementation of the Bologna also adapt to new teaching methods: more complex and society’s expecta- Process, the EFH in Darmstadt has gained “Previously I would prepare a course tions are growing equally regarding the a lot of attention and even drawn a by compiling the literature that we quality of education we are supposed to prominent visit: during her “education would use during the semester,” she provide,” says Professor Bernhard Meyer. journey” through Germany, Chancellor says. “Nowadays, I have to have the In almost all other European countries, Angela Merkel made a stop in Darmstadt goal in mind and plan from there: what early childhood educators are academi- to see the new programme for herself. should the students have learned in the cally trained; Germany alone is lagging “In six semesters, we expand the end – and which path leads us there?” behind this international tendency. practical background with an academic With regard to content, the differences The transition to Bachelor and Master level of reflection,” says Professor Claudia between the theory-oriented education provided the impetus for the novel study Maier-Höfer, an expert in the study of research at university and the practical- programme in Darmstadt. The programme early childhood who heads the study oriented teaching in the new study pro-

68 A job for professionals: Making early childhood education an academic career

gramme are not that significant. The seminars deal with children’s development phases, social and historical background of childhood, and didactic methods. At the EFH Darmstadt, this framework is complemented by sociologi- cal and legal foundations of work in The boy wanted to build bridges and child education as well as questions complex structures instead of the same of professional ethos and identity. old houses his friends were building. Tests then revealed that the boy had an IQ of 140. He entered school a year early – and displayed behavioural problems again. We expand the practical Afterward, when he was not permit- background with an academic ted to go on an excursion and instead had to sit in the second grade class as level of reflection punishment, he really blossomed. “Even the first grade was not challenging him at five years old,” says Petra Wrede. “Didactic-methodological Promotion ment stage that is further than their peers Her Sonnenland pre-school in Bicken- of Exploratory Learning” is the name or, conversely, have not yet advanced to bach is currently attended by 225 children of one of the modules included in the the next phase. And you need to able to and is thus one of the largest ones in Ger- study programme; another example is assess this if you want to react properly many. She works closely together with the “Procedures to Analysing and Docu- to the children and their behaviour.” Protestant University of Applied Sciences menting Children’s Competences and As for career prospects, none of the Darmstadt. Petra Wrede can talk about Resources”. The overarching goal of the Bachelor graduates at the EFH are really a lot of examples from her work where study programme is illustrated by these worried: the demand for academically children with alleged behavioural prob- modules: the students will learn how trained educators is increasing continu- lems suddenly became accessible. Again to assess the behaviour of a child and ously. “I can imagine that in the long- and again, there are cases where they to be able to deduce the proper way to term, every pre-school and kindergarten turn around and are curious and excited interact with the child. And they should will have an expert with this academic because someone recognised what they learn how to learn about new topics background on their staff,” says Bern- were missing. Petra Wrede insists that age themselves when they are confronted hard Meyer: “and they can advise oriented learning needs to be replaced by with an unfamiliar situation at their work. their colleagues in difficult cases.” learning suited to a child’s development. In short, the goal is to educate experts In situations like the one above with In order to be able to make those on childhood development. “Certain pat- the five-year old boy who fought regu- decisions, she is certain, the educators terns of behaviour of children that disturb larly with his friends while playing with could use a theoretical background class or the group do not necessarily building blocks. “We realised that he is – the kind of knowledge that the have something to do with an improper highly gifted and was simply underchal- Protestant University of Applied Sci- development,” says Bernhard Meyer. lenged among his age group,” recalls ences in Darmstadt is teaching in its “Often, the children are at a develop- Petra Wrede, the head of the pre-school. innovative Bachelor study programme.

69 More individual studying

Diversity as an Opportunity q The University of Duisburg-Essen is focusing on new target groups. Their programme for students with an immigrant background and from underprivileged families is having positive effects on the entire higher education institution

level of the Rector’s Office. The background tion institution for students from immigrant is obvious: the densely populated cities families and children from families with un- of Duisburg, Essen and the area have an derprivileged educational backgrounds, she above-average population of families with wants to create a family friendly university an immigrant background. In the former and she wants to ensure a solid place at her working-class heartland of Germany, there university for continuing education and life- is also a large percentage of education- long learning. These three pillars are at the tories like the one with the school pupil of ally underprivileged families. And they core of her job as top Diversity Manager. STurkish background are Professor Ute Klam- represent the very target groups that The initial examples illustrate how well mer’s favourite ones to tell: “she was plod- the university is recruiting through its the concept has taken off at Duisburg- ding along in the eighth grade of a lower diversity approach. Promoting diversity and Essen: recently, the university won a prize secondary school,” says Klammer, “until variety are the mainstays of this strategy for its exemplary support for transitions someone discovered her talent and support- – and likewise one of the key goals of from school to higher education. “We want ed her. She went on to attain her university- the Bologna Process: academic education to have an impact in this region and we are entrance qualification and is now one of our should be made more broadly accessible, working together with schools intensively,” best Mathematics graduates.” These turns while the higher education institutions says Vice Rector Klammer. The goal is to in life make up the most important motiva- are called upon to recruit more students stimulate curiosity among school pupils tion for Ute Klammer in her everyday work: with non-traditional educational vitas. and to stir interest in research – and to She is Vice Rector for Diversity Manage- “We are still in the beginning of achieve that, they are offering more than ment at the University of Duisburg-Essen. implementation,” says Ute Klammer, who just the usual Open House Day: events like The university in the Ruhr region is the has only been in her position since October “Freestyle Physics” are geared to make ex- first in all of Germany that has established 2008. A task of Herculean proportions lies periments exciting, and they seek to attract the issue Diversity Management at the ahead: she wants to open the higher educa- school students through multiple channels. For a lot of high school graduates from less privileged backgrounds, the obstacles to higher education have decreased in the The University in Numbers past few years. “Compact, well-structured Bachelor degree programmes are attractive The University of Duisburg-Essen researched biographical details of its for people who would otherwise have been students through an expansive survey – and the results, which are more put off by long study programmes with detailed than at any other German higher education institution, underline ambiguous curricula,” says Ute Klammer. the need for an effective Diversity Management. Of the approximately Currently the university is planning a large 32,000 students, more than 5,500 took part in the survey. 94 percent of support programme called “Chance²”, the participating students have German citizenship, but a quarter of the which is geared toward various secondary respondents had an immigrant background. 53 percent come from families school levels. Starting at the ninth and tenth in which both parents did not study, while more than 12 percent were grades, promising students from underprivi- solely responsible for themselves financially. And in Duisburg-Essen they leged and immigrant backgrounds will par- are convinced: the student survey clearly indicates the needs of the various ticipate in the support system. Over a few student groups and provides a good basis for specific steps for the Diversity years, they will be assigned a mentor and Management to take. participate in a variety of support measures. “For us, this is about familiarising them early on with the prospect of going to uni-

70 versity. We want to support them in those areas where the education system does not provide any corresponding approaches.” They include an already established support class for school pupils from immigrant families, providing early assistance to make sure they keep up with the learning material. 800 pupils from around the region receive tutorial lessons – by students in the university’s Teacher Education programme, who get to develop their didactic skills at the same time. “A lot of these pupils tell us they never would have made it passed the university qualification exam otherwise,” says Ute Klammer. “And the Teacher Education students, in turn, become familiar with specific problems confronting school pupils with immigrant backgrounds that they otherwise would not have encountered until they arrived on the job later.” Funding for this project is provided

by the Mercator Foundation, the City of Pressestelle Universität Duisburg-Essen Copyright: Andre Zelck, © Essen and a number of other supporters. In the future, all incoming students will A recreational lawn at the Essen Campus receive intensive support. How do I get around the university as a student, who with the university taking over the costs and at the second campus in Essen, a day nursery is currently under construction. The “internationalisation at The university plans to expand capacity home” is now using that in the next few years. “40 percent of our students with children are in a situation, previously untapped potential where they also have the main parenting responsibility,” says Ute Klammer. Exam periods or courses taking place after 4 pm, can help me with urgent questions – and cultures, but also experience it concretely. when virtually all public day care centres is it inappropriate for me to go straight “Internationalisation at home” is the term and kindergartens are closing, pose a to my professor when I have a problem? that best captures this practice, and it particularly difficult challenge for students Support on these sorts of practical issues facilitates reaching two goals at once: many with children. Now the university wants to will be provided as part of the new mentor- students from the Ruhr region do not have provide its own solutions to these issues. ing programme that is being developed the financial means to study abroad. But a How clever have they been at address- across all eleven Faculties of the UDE. lot of experiences that they could other- ing these issues? A few examples illustrate: But Diversity Management should be wise gain in Milan, Istanbul or Warsaw can the library has set up its own parent-child- more than just a large support network. also be made at their own higher educa- working spaces equipped with toys for the “We are not only filling gaps or com- tion institution – that is, if the university children and separated by a sound-proof pensating deficits, but rather seeing the recognises the potential offered by a high wall from the other study areas. Plus: a “Fire potential of such an international student percentage of international students and Fund” for young academics and research- body,” says Ute Klammer. Including the students with an immigrant background. ers has been established. The fund provides students’ various cultural experiences in The second, large construction site of support for childcare in critical situations, the classroom is just as much a part of the head Diversity Manager in Duisburg- like when parents have to travel to a this approach – so not just reading, for Essen is supporting young parents. The goal conference, children fall ill or a babysitter or instance, about the political systems of is to develop a joint concept for child day other childcare person suddenly cancels. In- other countries, but also exchanging with care for university staff and students. What deed, Ute Klammer is firmly convinced that, somebody who is familiar with them from this concept could look like in practice is as small as the individual ideas are, taken their own experience. To not only discuss already visible on the Duisburg campus: together, they create a much different, open theoretically the role of family in certain day care facilities have been built there, and inspiring climate at the university.

71 More individual studying

“Maestros cannot be qstandardised” For the Karlsruhe University of Music, the Bologna Process has required a balancing act between artistic disposition and academic restructuring. Today, however, everyone is certain: the reforms have improved the education they provide

usic can be heard coming out of the an experienced maestro are important in Mlarge, open room, with diffident piano music and it is difficult to compare this chords intermingling with violin tones. A with one of the mass study programmes contrabass can be heard through the door at a conventional higher education to the room across the hallway; in the institution. “Good maestros cannot be central stairwell, the notes blend into a standardised,” says Martin Emmerich. small symphony. Here in Karlsruhe, music On that point, there is broad agree- has a regal home: the Castle Gottesaue ment between students and teachers at is home to the University of Music, an the Karlsruhe University of Music. “In impressive building that once served as the old Diplom study programmes, a lot a summer residence for the Margrave of things became routine that we would Ernst Friedrich von Baden-Durlach. The not continue doing today,” says Professor former ballroom is now a chamber music Michael Uhde, Vice Rector for Academic hall. In one of the five distinctive castle Affairs and himself a pianist. He has de- towers, a modern stairwell leads to the cades of teaching experience and has held attic floor where a library is situated his position in the Rector’s Office since today; thousands and thousands of 2000. His office is less comfortably situ- movements of music are archived here. ated than the castle where the students “In musical training, the maestro-stu- study: the executive and administrative dent-principle plays an enormous role,” offices are housed in one of the previ- says Martin Emmerich, Violin student and ous farming buildings, a few steps away Chair of the Student Council at the Uni- from the noble gateway. “It was in 2003 versity of Music: “The maestro you trained when we all decided together to jump under is incomparably more important into the commotion,” says Michael Uhde. than any degree title, and no study reform By commotion he means the con- is going to change that.” Emmerich version of the degree programmes expresses concisely the distinctiveness to Bachelor and Master and for sure, of artistic study programmes – as well the Karlsruhe University stuck out as the widespread scepticism found in then like a one-legged dog: they were many places with regard to the Bologna the first higher education institu-

reforms. A large amount of practical ele- tion of music in Germany to decide to Weisser Marc © HfM Karlsruhe, ments, artistic maturity and close ties to convert all study programmes; since RR

72 Students in Karlsruhe give an open-air concert

73 More individual studying

whether they would pursue the pedagog- ic-oriented Diplom Music Teacher or the Diplom programme for Artistic Training. Today, all students start off on the same track and, after a two-year orientation phase, can choose either the pedagogical or artistic area of concentration, or both. Beforehand, they are required to take

© HfM Karlsruhe, Tobias Dinslage Tobias © HfM Karlsruhe, an internship in a music school – each student should know from first-hand experience about what they are deciding on. An unusual feature is the design of the modules: a practical module in the Bachelor programmes extends over four semesters with students receiving 62 credit points – much more than with typical seminars. The particularities of the University of Music and its nature account for this arrangement: “A student Major performance: students in the School of Opera needs more than one semester to prepare a final concert, a one-hour performance. Therefore, we need to adapt the 2006, all incoming students begin in lot of students were at risk of develop- study framework accordingly,” says Bachelor and Master programmes. ing a narrow fixation and becoming Eva-Maria Rieckert. This flexibility is The curricula of the new study pro- one-track minded specialists,” says essential to fostering artistic maturity in grammes were discussed in a specially Martin Emmerich. “Though the non- the Bachelor and Master programmes. formed Senate committee. “This process,” instrument related material is viewed by When Professor Michael Uhde is recalls Michael Uhde, “was incredibly many as irrelevant to their career, they asked to explain the primary advantage beneficial. Our course and programme of- ultimately help to expand horizons.” of the new Bachelor and Master system, fering is better and broader than before.” He finds similar words of praise for he thinks back to his own time as a The condition for success was the the increased work and exam load in the student. He took his first artistic steps flexibility that the Ministry of Science and beginning semesters. In contrast to the in Germany, and then he went to Italy Research of Baden-Württemberg permit- past, when everything depended on one for two years to study under a maestro ted the University of Music. Instead of the big final exam, one decisive performance, there. Still today, he is starry-eyed when three-year Bachelor, which is the designat- now students know earlier where they talking about “Milano” and is enthused ed guideline, they introduced a four-year stand. The balance between practical com- about the refinement he received under model in Karlsruhe. “Artistic development petence in an instrument and the tedious his mentor. “That was an incredibly valu- takes time to mature. It does not make theory of the Karlsruhe model has proven able time,” says Uhde. His study abroad, sense to rush things or to shorten the itself in Emmerich’s view – “fortunately, however, was apparently of no merit to duration of studies,” says Michael Uhde. since the ultimately decisive question his studies in Germany – he received an The advantages of the Bachelor have for a career in music is the instrumental- additional certificate, but irrespective demonstrated additional benefits too: artistic level one has achieved at the end of his achievements abroad, he had to finally, there is a clear guideline on how of studies.” And the higher education finish the entire designated curriculum of studies can be divided into theory and institution sees itself more commit- his programme. “International exchange practice – previously, there was no such ted today than in the past to preparing has become much more feasible, not binding rule, and often enough, teachers students optimally for professional life. least because now we can recognise and students chose in favour of practice. The responsibility for how the degree students’ work abroad,” says Uhde. As a result, important basics of Music programmes were designed was in the The significance of this, especially in History, Ear Training or Foundations of hands Eva-Maria Rieckert. She teaches the area of music, is confirmed by the Acoustics were frequently neglected – and piano at the University of Music and is statistics at the Karlsruhe University of a mandatory course on the factors related Bologna Adviser at the same time. “Our Music: the percentage of international to stage fright and how to overcome it goal was to increase the range of choice students is around 30 percent, and that or speech training did not exist at all. The students have. That was our yardstick in figure only includes the non-European Student Council welcomes these changes the reform process,” she says. With the students. The student register lists 55 because they gently force students to old degree programmes, students had different countries of origin. “Colleges take important seminars: “previously, a to decide at the start of their education of Music by nature have always been

74 international, even before the Bologna come to expression.” It is important that castle, a new building complex is under Process,” says Uhde. “But the reform has the students have not only learned the construction, with space for a concert brought new energy to our endeavours.” language, but also gained a feeling for hall and numerous practice rooms. As One indication of this is the AEC, the the culture when they graduate. “Those a result, all subject areas of the univer- European Association of Conservatories, backgrounds are indispensable for the sity will be compiled from the previous representing music colleges and universi- artistic interpretation of a work,” says four locations into one central campus. ties from various countries. The associa- Uhde – and they have traditional played a “Thanks to this construction project tion was more of a passive organization key role in Karlsruhe. The Bologna Process and also thanks to the Bologna Proc- in the past, “a debate club for rectors,” as has not changed this specific strength ess,” says Michael Uhde, “we will be Uhde refers to it. But following the Bolo- of their educational programme – “we better positioned than ever before in gna Process, the organisation has thrived want to foster more in our graduates our history.” That is no small statement, with new life. “We discussed the opportu- than instrumental virtuosity alone.” considering that in 2012, the Karlsruhe nities and agreed on common standards. There is still a considerable amount University of Music will be celebrating the Despite very little personnel, we have of changes to come at the university: 200th anniversary of its establishment. achieved a great deal at this international on the lawn next to the monumental level.” Models were compared and adjusted, good concepts transferred from one country to another. “At the same time, we “Colleges of Music by nature did not change anything with approaches that have been tried and tested in these have always been international. countries,” says Uhde. “We feel like a But Bologna has brought new home of the highest variety of nationali- ties. This mixture is a great opportunity for energy to our endeavours.” the university, particularly because very different culture perspectives frequently

75 More individual studying

“The Bet has been won” q For the new subject Materials Science at the University of Göttingen, a number of professors from different subject areas have pulled together – and are showing that cooperation enriches academic life

Sciences. “I made a bet with my colleagues that we would succeed in establishing this,” he says – “even if that meant, of course, having to make some conditions.” The concerns were understandable for Eckold: students graduating with a degree in Materials Science would learn about the important foundations of the core subjects, but only the surface of some of the standard disciplines would be scratched – Organic Chemistry, for example, plays just as small a role in this programme as Theoretical Physics would. “And naturally, we cannot allow a future Chemist to circumvent essential basics by way of Materials Science,” says Eckold. In other areas such as Solid State Physics, the Materials Science students would be just as educated as required for the Master programme in Physics. “It is important to all of us to avoid creating a ‘discount transfer’ to Master,” says Eckold – “but that also does not mean that we should rofessor Götz Eckold can still remember be piling up unnecessary hurdles.” Pthe assembly quite clearly, when he A lot of ideas and uncountable talks announced his rough idea before the were necessary before he found a practica- students: components of Physics, Chemis- ble solution with his colleagues: Whoever try and Geo Sciences could be combined switches subjects after the Bachelor can do to make a new study programme called that without a problem – under the condi- Materials Science. “I was plain stunned,” tion, though, that those students close says Götz Eckold, “at how enthusiastic subject-related gaps in the first semesters the students reacted to this idea.” of the Master programme. “As for the The challenge for him would be on a bet,” says Eckold with a smile, “I won.” different front: the new Bachelor degree The winners, however, are first and programme was to be so well-founded that foremost the students. With this new study the graduates would be able to pursue programme, they have access to a profes- a further Master degree in Materials sional field that has opened up in recent Science – or to switch to one of the core years: they learn how to select or produce disciplines of Physics, Chemistry and Geo exactly fitting materials for certain tasks.

The Göttingen State and University Library

During their studies, they learn about the tive,” recalls Eckold of his meetings with load demanded in addition to the regular properties of metals, polymers as well as various firms. “The need for people with full-time study programmes was too much. semi- and super-conductors.“Companies our graduates’ profile is immense!” The second chance for the innovative often used to select the proper materi- Quite a few years ago, Göttingen had study programme came with the Bologna als, for instance for production processes, already recognised that experts in the Process. Now the professors have pulled by the principle of trial and error,” says area of Materials Science were in demand. their efforts together to optimise the study programme and to set clear areas of concentration. For a couple of lectures, they are even working with colleagues “The winners are the students – from Forest Sciences, who provide their a broad field has opened expertise on various woods. 13 professor- ships participate in the Materials Science up for them” programme, and approximately 40 percent of the seminars and lectures are designed specifically for the new study programme. Eckold, himself a Physical Chemist. Nowa- Back then, the respective departments “For the most part, our Bachelor days, an analytical approach is gaining in developed a project for students from graduates that want to continue studying significance in the production sector and these core subjects: they could qualify will pursue their Master in Materials Sci- the chemical industry. Many companies themselves through additional seminars for ence,” says Eckold. “But should individual in the region have thus expressed their a certificate in Materials Science. The initia- students realise that they have a stronger support for the new study programme. tive, however, quickly faded out, as the affinity for Chemistry or Physics, we want “The feedback has been entirely posi- original project leaders recall – the work- to make sure that path is open to them.”

77 More individual studying

Open for qIndividual Paths © HS Harz Not only high school graduates, but also practitioners can enter the Harz University of Applied Sciences. Their career experiences will be recognised for credit – the path to higher education could hardly be shorter

t the International Tourism Convention ITB Westermann. “And of course our university in ABerlin, Professor Georg Westermann is has to think economically: in our state, one of the regular guests: he is presenting Saxony-Anhalt, last year the number of his project to a full house, a study pro- pupils obtaining a university-qualifying gramme in Tourism Management geared degree decreased by 50 percent, but we toward experienced practitioners. Prospec- still have the same student capacity.” tive students do not have to give up their Opening the higher education institution job to study, and the seminars and lectures for non-traditional educational back- are designed to take place complementary grounds provides a solution to both prob- to one’s work. “We can even recognise lems – an approach that wholly coincides applicants’ knowledge from practical expe- with the spirit of the Bologna Process. rience for credit,” Westermann promotes. Lifelong Learning belongs equally to the The Harz University of Applied Sci- overarching goals, as does the promotion ences in Wernigerode, where Westermann of unconventional academic careers. teaches, has opened itself systematically The new students at the Harz Univer- in the past few years for students who sity of Applied Sciences have vitas similar previously would not have had much of an to those of a Head of Controlling at a required to create a portfolio that indicates opportunity to study. Above all, experi- medium-sized company, for instance. The their achievements – whether they enced professionals are the target group, person usually never studies, but rather were attained in vocational training, in who either have not studied or do not entered professional life directly and has professional practice or in other areas like have a university-qualifying degree. For gained a great deal of experience with volunteer work. “Documents we receive them, the Harz University has developed Controlling in 20 years of employment. include certificates of employment, work a new concept as part of a model project “If he or she wants to attain a Bachelor samples, or reference letters confirming of the Joint Federal-State Governments in Business, but has to take a seminar several years of service as the treasurer Commission. The core of the concept is on Introduction to Controlling in the of an organisation,” says Manuela Koch, to assess the applicants’ competences first semester, that person will feel like who directed the model project of the Joint objectively as possible so that they can the university is pulling their leg,” says Federal-State Governments Commission at qualify for a conventional study pro- Georg Westermann. “We developed our the Harz University. The respective profes- gramme through their career experience. new admission concept so as to avoid sors can quickly assess whether these “Our society cannot afford to simply deterring those potential students.” practical experiences are comparable with waste the potential of these individuals Applicants seeking to have their previ- the material taught in their corresponding who are very interested in studying,” says ous experiences counted for credit are lectures and seminars. Up to 50 percent of

78 Athletics: students at the Harz University enjoy nature surrounding the campus

the credits to be attained in a study pro- a programme can thus see right away gramme can be awarded in this manner. how far along they are in their compe- For this new approach to succeed, “Soon all study tences and what they still need to learn. the curriculum of the study programmes After initial experience with this compe- will play a crucial role – “the modules programmes tence-crediting model, the Harz University have to be skills oriented,” according to will be open for of Applied Sciences is starting to open all the Harz University of Applied Sciences. of its degree programmes for academic That means that each course has to list academic newcomers. And, they are planning to offer precisely what the students learn. “In the newcomers” additional programmes enabling profes- past, that mostly meant bibliographies of sionals to work and study in order to fa- relevant literature, but they of course do cilitate their entrance to higher education. not help much here. Today, we describe They are study programmes like in Tourism in detail what the students will have Management that George Westermann learned and be capable of after complet- has gone to promote on his road show. ing the seminar,” says Professor Wester- mann. Prospective students applying to

79 More individual studying

A Sound Study Plan q The University of Applied Sciences in Osnabrück is providing their students more space for their individual plans: generous holiday and study-abroad semesters allow for a flexible curriculum that each student can adapt to their own needs

easy. Students applying to take a semester expand their horizons. Then the study off, during which tuition fees are also programme picks up where it left off suspended, had to deal with strict rules. without a problem. Consequently, the According to the state law of Lower higher education institution in Osnabrück Saxony for example, students are not al- is planning a broader course offering, with lowed to utilise any services of the higher more seminars taking place outside of the education institution during that period. usual once per two-semester pattern. “That was especially counterproductive “The trick is to implement these sorts for our purposes,” according to staff in of structural guidelines on a university- Osnabrück. A lot of students would like wide basis,” says Andreas Bertram. henever Dr. Andreas Bertram wanted to take a semester off, for instance, to He is working on that task currently: Wto solve a problem, new difficulties recapitulate the material – but that has soon the Bachelor Plus will be estab- often turned up instead: if he wanted not been possible since exams are not lished as a framework model across the to allow students the possibility to take allowed to be taken during a semester university; step by step, as many study a semester off in order to prepare for off. Other students experienced similar programmes as possible will adopt this exams or go on a world trip, they would complexities with their individual plans: model. The system offers clear advan- have returned to the University of Ap- students who went abroad could not seek tages: students preferring to complete plied Sciences Osnabrück a few months advice at the university’s International Of- their studies quickly can continue to do later – and would have tough luck after fice, while the Internship Office could not so in six semesters, while students who their half-year off with regard to seminars direct students to a potential employer prefer to take time to learn about other only offered once a year. Now Bertram, during semesters off. With the Bachelor areas or undertake other endeavours Vice-President of the higher education Plus programme, that is going to change. will likewise have an opportunity. institution in Osnabrück, has developed “Our holiday semesters will give The University of Applied Sciences a new programme that would resolve students the opportunity to acquire ad- Osnabrück would like to facilitate this these and similar difficulties all at once. increased flexibility in further areas as “Bachelor Plus” is the name of the well. At the Faculty of Social Sciences concept and it plans to bring more flex- and Economics, the study programmes ibility to studying – more room for those “It is totally are designed so that students can switch who need it and a more rigid track for alright when their major after the first two semesters those who want to complete their studies without difficulty, if they determine that swiftly. The principle idea is based on the students want they have a stronger interest for another existing Bachelor degree programmes that to take more subject area. The already completed are designed with a prescribed six-semes- courses will still be counted. The pro- ter duration of study at the University of time!” fessors see this introductory phase of Applied Sciences Osnabrück. Within this studies as a type of platform – the basics basic framework, it will no longer be a taught here ultimately can be applied in problem to take a semester off and to ditional individual skills outside of the another discipline of the same Faculty. integrate semesters abroad into one’s prescribed duration of study or to simply As Vice-President Andreas Bertram sees course of study. “This is about showing take a break in between,” says Bertram. it: with these sorts of impulses, we can students that it is totally alright when they In Engineering Sciences for example, accomplish a lot toward making sound want to take more than six semesters time an additional option is in planning for study plans and supporting individuality.” for their studies,” says Andreas Bertram. students who want a holiday semes- Until now, breaking away from the ter to work on research projects or to prescribed study plan has not been so visit lectures in other subject areas to

Studying in nature: Agricultural Sciences and Landscape Architecture are housed on the Campus in Haste of the University of Applied Sciences Osnabrück

81 Imprint

Creative Diversity How German universities are making good use of the Bologna Process

Bologna Centre: Support for the Universities

Published by the German Rectors’ Conference (HRK) Ahrstraße 39, 53175 Bonn Tel.: 0228/ 887-0 Telefax: 0228/ 887-110 [email protected] www.hrk-bologna.de

Editor-in-Chief: Dr. Peter A. Zervakis

Author: Kilian Kirchgeßner

Translation: Jared Sonnicksen

Editorial Staff: Stefanie Busch, Mina Chun, Petra Martini, Monika Schröder, Jared Sonnicksen

Layout, conceptual design, illustration: Völker + Eicke, www.ve7.de

Bonn, October 2010 First Edition

ISBN 978-3-938738-91-7

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